Transcript Star Training Power Point 1-3

 Welcome and thank you for being a volunteer tutor with
the STAR reading program. We are so excited to have
this partnership between you and our students. We want
this to be a fun and enjoyable experience.
 This training will help you understand how to become an
effective tutor and is designed to give you all the tools
you need in order to help the children become successful
readers. Thank you for becoming one of over 2,000
Read-Graduate-Succeed volunteer tutors helping over
4,000 students across the state of Utah. This is very
exciting!
Overview:
 Current research indicates that a structured reading
tutorial program provides achievement gains for
students needing extra reading practice and
instruction beyond what they receive in their regular
classroom.
 With this understanding, the Utah State Office of
Education (USOE) has produced a reading tutorial
program called Student Tutoring Achievement for
Reading (STAR). The STAR Program supports the
Utah Language Arts Core Standards.
 The purpose of STAR is to provide primary grade
students, who are reading below grade level,
additional reading practice. Students participating in
STAR meet with an adult volunteer who supports
them with a series of targeted lessons. The lessons
enhance primary reading instruction offered by
classroom teachers and support the following
researched-based components of reading:
comprehension, fluency, and vocabulary. These
components are reinforced as students receive
guided practice while reading engaging and
appropriately leveled reading material.
• Commit to volunteering at least 1 hour per week (two half
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hour sessions) for the remainder of the school year.
Be dependable and present for all tutoring sessions. If
you have a conflict or emergency,please contact the
school at 801-610-8114.
Participate in training (this tutorial).
Use the STAR lesson plan for each of the tutoring
sessions.
Document each lesson and keep accurate records of
student progress.
The students really look forward to reading to you. Please
encourage the children by using sincere and specific
praise.
 ACCIDENT – Don’t treat a child if he/she has an accident.
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Take the child to the office.
ATTITUDE – Maintain a professional attitude while tutoring.
Avoid physical contact. If a child hugs you, hug from the side.
CHILD ABUSE – Contact STAR Coordinator if you suspect
abuse. Work with the principal to report abuse.
CONFIDENTIALITY – keep all information about students
confidential. Only share the child’s information with the STAR
Coordinator.
TUTORING SITE AND INSURANCE – all tutoring must be
done at the school. Only tutor with the coordinator or other
tutors present. Never be alone with a student.
GIFTS – Please do not give gifts to the student. The STAR
Coordinator will provide incentives for the students.
The lesson plan has six
components. We will go
over each in detail.
• Date
• Word Bank/Sight
Words
• Review/Preview Text
and Read New Book
• Comprehension
• Fluency
• Word Games
Student's Name:
Date
STAR Lesson Plan Reading Levels A-P (30 Minutes)
Date
Date
Date
Date
Date
1. Word Bank & Sight
Words
(3-4 min)
2. Familiar Retell (3min)
New Book Introduction (2
min) Read New Book (8-10
min)
3. Comprehension (2-3
min)
4. Fluency (1 min)
5. Word Games
(4 Activities Below)
Word Sort (3-4 min)
Fast Pencil (30 sec)
Memory Game (3-4 min)
Spelling Words
4 to 5 words (2min)
Notes:
WCPM
WCPM
WCPM
WCPM
WCPM
WCPM
After putting the date on the Lesson Plan sheet, the
first thing to do is practice word bank words:
 Tutor writes one or two of the missed sight words
from the books the student reads on index cards.
 Tutor helps the student practice the word cards
 Tutor keeps the cards in the student's folder.
 Check off the Word Bank portion of the lesson plan.
Remember, on the first day, you will not have word
bank words to practice. You will collect them as you
read with the student.
Watch Video
 Student reads the words on the list. Tutor writes any missed
words on the Word Bank cards.
 The goal is for the student to read all the words on the page in
one minute, missing five or fewer words (Alternately, you may
time the student for 12 seconds on each column).
 Choose one of the following activities:
 Pick one or two missed sight words and ask the student to read
each word, write it, and spell it aloud five times.
 Get the magnet letters and have the student spell the words with
them.
 Ask the student to write and say the missed words correctly as
many times as possible in 1 minute.
 When student passes off all words on the page, get the next
list from the file cabinet.
Watch Video
Have the student retell events or information from the
last reading of the book, or have the student read
his/her favorite page. Focus on EARS:
Fluent reading:
Expression
Accuracy
Rate, and
Smoothness
Watch Video
Skip this step if the student is reading a chapter book.
Read the text title, author and illustrator, then look over
the first few pages of the book talking about the
content and making predictions. Point out and
discuss any difficult words.
Watch Video
 Have the student read the new book or a section of a
chapter book aloud.
 Write any missed words from the new book on index
cards for the student to practice in the Word Bank
section.
 Help the student decode any difficult words using these
strategies:
 Say, “Try to sound out the word”
 “Think about the word chunks/parts you know to decode the
word”
 “Does the word make sense in the sentence?”
 After three attempts, tell the student the word. Then point
to the beginning of the sentence/phrase and say, “Please
start here and read.”
Watch Video
Ask the student comprehension questions from the
Face graphic (Fiction/Narrative) or the Star graphic
(Non Fiction/Informational). (see following slides)
Mark on the lesson plan whether or not the student
understood what was read.
Watch Video
This section does not apply to levels A-C.
 Model fluent reading of difficult sentences in the new
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book and have the student reread the same sentences
using Expression, Accuracy, Rate, and Smoothness
(EARS).
Look over the daily leveled fluency passage and point out
any names to the student. But don’t let him/her read it
yet.
Have student read the fluency passage (1 minute timing).
Count mistakes.
Ask student to tell you what the passage was about.
Have the student color in total WCPM(words correct per
minute) on Oral Reading Chart by subtracting errors from
total words read.
This section does not apply to levels A-C.
 See the Movin’ On Up chart to see the goal for the
student’s reading level.
 If the student reached the goal, put a star on the
chart.
 After three stars, the student moves up a level! Let
the STAR Coordinator know, she will provide a prize.
 Have the student pick out a book on his/her new
level.
Watch Video
This is a series of games to help students learn vowel
patterns. Students learn and identify letter sounds quickly
playing games.
Word Sort –
 Place the bold anchor words in the correct order on the table.
(see the order on the box the words are found in).
 Tell the student the vowel pattern in each anchor word.
 Hand student a card and ask, “where does it go?” Student places
card under the correct anchor word. Student repeats vowel
pattern and reads the word.
 Student points to each word and reads down the column every
time a new card is added until matrix is complete.
Fast Pencil –
Watch Video
 Point to a word in the sorted matrix from the word sort game.
 Have the student read words, randomly picking 5 or 6 words.
Watch Video
Memory Game –
 Turn over and mix up the word cards. Tutor and student take
turns picking a pair. Read each word and try to match vowel
patterns. (let the student win)
 When the student finds a match, ask him/her to justify the match
by saying the vowel pattern and reading the words.
 If short on time, only use four or six cards. Watch Video
Spelling –
 Pick 4 word cards. Read each word and use it in a sentence.
Have student write the word. If a mistake is made, have the
student fix it immediately. Hand student word cards one at a time
Watch Video
to “say it,” “match it,” and “check it”
When the student can read at least 35 out of 40 words, in
one minute, with no more than three errors, move the
student to the next set of cards.
My Student is Reluctant
 Offer your student some choices among a limited number
of alternatives: “Would you like to read first?” “Would
you like me to read that first?”
 It may be that the material is too difficult or that the
student lacks confidence. If this is the case, take turns
reading.
 Try switching roles with the student. The student
becomes the “teacher” and the tutor becomes the
“student”. The tutor reads slowly, asking the student for
help, or the tutor pronounces a word incorrectly and has
the student correct the tutor’s errors.
My Student is Not Cooperating
 Avoid questions that can be answered with “No!” Rather than saying “Do you want to read
now?” say, “Now we will read.” Instead of saying “Do you want to read the sight word list?
ask, “Which words do you know on this list? Read them for me, or “Where should we start?”
You must follow the Lesson Plan, but you can give the student choices about different ways
to accomplish the tasks.
 Keep up a steady pace. A brisk forward momentum helps keep the student’s attention.
Follow the time allocations on the Lesson Plan.
 Keep your tutoring routine, the same each time. Routines provide the structure and security
that young or struggling readers need.
 Provide a lesson plan sheet for your student and have the student check off activities as they
are completed.
 Avoid negative feedback. When a student makes a mistake, rather than saying “no,” ask
questions that will lead to a correct answer. For example, “Let’s look at that again,” or “What
would make sense?” or “What do you see in this picture?”
 Avoid Criticism. If a student engages in annoying or unacceptable behavior, criticize the
activity, not the student. For example, if the student is making mistakes because he/she
rushes through the reading, you might say, “Reading very quickly sometimes makes it difficult
to remember what you’ve read. Let’s slow down and think about what you’re doing.”
 Establish and maintain boundaries. A student will benefit from knowing a routine, being
familiar with lesson plans, and knowing who is in charge
Ways to give Specific Praise
 The tutoring session is ideally suited to praising students. You
can tell them regularly what they are doing well and how they
are improving.
 Be honest and supportive. Give specific, honest feedback to
your student’s attempts to answer questions or solve problems.
 If an answer is wrong, do not be afraid to acknowledge that it is
wrong, but be quick to point out the praiseworthy aspects of the
answer. Then provide your student with the information he/she
needs to answer the questions next time. For example, “you did
a great job of sounding out the first two letters, but you also
need to focus on the end of the word. What sounds do the final
letters make?”
 Be positive. Keep the tone positive and accepting.
Wow!
Good for you
Thank you for…
Exactly
Keep it up
Super!
Keep up the good work
Look at your progress
That’s an improvement
I like the way you are…
Great effort!
You’ve got it
I’m proud of the way you…
Excellent
Way to go
What a pro
You figured it out!
You should be proud
You make it look easy
What neat work
That’s it!
Go ahead
Fine answer
Good thinking
I’m pleased
You’re doing better
Keep going
Of course