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Project MOREMentoring in Ohio for Reading Excellence
Images were found using Google image search
Mentor Training
To familiarize participants with Project MORETo demonstrate the success of Project MORETo understand the roles and responsibilities of mentorsTo practice activities in a typical mentoring session
GOALS FOR TODAY’S TRAINING
Project MOREMentoring in Ohio for Reading Excellence
•1:1 Volunteer Reading Mentoring Project•Designed for students with disabilities•Supplemental reading program•Statistically significant reading results•Meets criteria for scientifically based reading research•Minimal costs
BGSU evaluation found students who have mild disabilities gain one month reading level for each month they receive volunteer mentoring!
Project MORE Facts 2012-2013
300 schools
4350 students
5000 mentors
93,380 volunteer hours
Independent evaluations over eight years demonstrate that students receiving Project MORE always outperform (often at a statistically significant level) students receiving small group instruction.
Project MOREMentoring in Ohio for Reading Excellence
A WORD OF CAUTION REGARDING EXPECTATIONS
Some critical numbers:4 Sessions30 Minutes per session1:1 Mentor:Student128 Sessions per year = 8 months of intervention
WHAT DOES IT LOOK LIKE?
Success at Leipsic Elementary
Putnam County
• 142 Mentors logging 3,548 hours
• 100% of 4th and 6th grade students with disabilities proficient in
Reading
• “Academic Watch” 2003 to “Excellent” by 2005
• “Excellent with Distinction” in 2010
Success at Leipsic Elementary
Success at Leipsic Elementary
THE BASICS OF PROJECT MORE • Eight students with reading goals on their
IEPs in grades K-12• 1:1 tutoring using Reading-Tutors materials• 30 minute sessions• 4 times per week• Can include at-risk students (K-8) once
program is in place for initial eight students• AIMSweb used for identification and
monitoring
WHO MENTORS?
• Teachers (Title I, Intervention Specialists)• School aides and parapros• Parent volunteers• Student volunteers• Students taking a class for credit (can be
dual credit)
ROLES OF THE MENTOR• Be dependable. Adhering to the
schedule is essential.• Be on time! • Follow the plans• Comment on the session• Maintain confidentiality• Maintain records (tracking forms)
THE FOUR SESSION PLAN• Completion of FLUENCY work
(cold, warm, hot)• Motivation and tracking of
progress (stickers, graphs, games)
• Demonstration of knowledge of skills through game
• Completion of writing activities• Achievement of passing score
on Comprehension Quick Check
WHAT TO EXPECT
Lesson Plan for each session
Created by coordinator
Followed by mentor
Describes activities for each session
Mentors record comments
LET’S TAKE A LOOK AT THE FOLDER
GETTING TO KNOW YOU
• Initial week’s activities• Building relationships• Sharing interests
TYPES OF READING TO EXPECT
• Read Aloud/Modeled Reading• Shared Reading• Guided Reading/Listening to student read
WHAT IS READING?
• Think about what it means to read• Write your thoughts • Share your thoughts about reading with a partner
COMPONENTS OF READING
• Alphabet Recognition• Phonological Awareness• Word Recognition• High Frequency Words• Fluency• Comprehension Questioning• Comprehension Strategies
ALPHABET RECOGNITION
• Alphabet assessments will determine a child’s ability in alphabet recognition
• Practice identifying and writing upper and lower case letters
LET’S PRACTICE:ALPHABET RECOGNITION
• Tutor Teaching Tips handout for Letter Ss• Read through activities• Make the Ss Book• Choose two activities and complete them
with a partner
LET’S TAKE A BREAK!
PHONOLOGICAL AWARENESS• Phonemic awareness assessments• Assess student’s ability to hear sounds
Rhyme
Isolating and categorizing sounds
Blending and segmenting syllables and sounds
Manipulating phonemes (sounds)
WORD RECOGNITION
• Sound out the word• Use picture clues• Look for word chunks• Apply common phonics rules• Recognize syllable patterns
HIGH FREQUENCY WORDS• 13 words make up 25% of the words we read• 100 words make up 50% or words we read• Students need to be able to recognize these
words automatically without sounding them out in order to be fluent
THE IMPORTANCE OF FLUENCY
• Speed—standard reading rate• Proper pause and expression• Allows kids to focus on getting meaning
from textFluent readers automatically recognize
words accurately and effortlessly.Fluent readers group words into phrases
and chunks as they read with expression and fluidity.
WHAT TO EXPECT:FLUENCY
• Cold Read– Every time a student is given a new book!– One minute timed reading– Mentor tracks errors in BLUE
• Warm Read– During the initial lesson (same as cold read)– Student practices passage with mentor support– One minute timed reading– Mentor tracks errors in YELLOW
• Hot Read– 2nd-3rd session used to practice– 4th session one minute timed reading (same passage)– Mentor tracks errors in RED
STUDENTS CREATE BAR GRAPH TO TRACK PROGRESS
LET’S PRACTICE: FLUENCY
Handout—Timed Fluency PassagesWith a partner, agree who will be the “student” and
who will be the “mentor”
1. Make the book2. Do a COLD READ (student reads/mentor marks errors)Graph the results3. Practice4. Do a WARM READ (student reads/mentor marks errors)Graph the results
COMPREHENSION
Understanding what is read
Questioning
Predicting
Visualizing
Retelling and summarizing
Connections to life, other texts, prior knowledge
WHAT TO EXPECT:Lesson Plans
• Cold Read• Warm Read• Practice• Hot Read• Before Reading• During Reading• After ReadingOR• Part 1, 2, 3, 4
• Reread Book• Graphic Organizer• Play Game• Comprehension Quick Check• Optional Activity
WHAT TO EXPECT:Tutor Teaching Tips
Before Reading
During Reading
After Reading
Optional Activities
Part 1: Fluency
Part 2 : Comprehension
OR
LET’S PRACTICE: Comprehension Activities
1. Make the book
2. Handout—Tutor Teaching TipsWith a partner, agree who will be the “student” and
who will be the “mentor”
3. Read through the Teaching Tips
4. Do the activities with the book
QUESTIONS and NEXT STEPS