A day in the life

A Day in the Life of a Literacy Tutor

Kate Horst

What is literacy?

• Literacy is the ability to talk, read and write, leading to the ability to communicate and learn.

What is emergent literacy?

• The view that literacy begins at birth and is encouraged through participation with adults in meaningful activities.

04/13/23C:SEEDS Inc.

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There are Meaningful Differences

04/13/23 C:SEEDS Inc.

Hart & Risley, 1995 Child 1Child 1 Child 2Child 2 Child 3Child 3# of Words Heard 13 million 26 million 45 million

# Words/ Hour 616 1,251 2,153

# Questions/ Hour 5 20 40

# Affirmations / Prohibitions 5/11 12/7 32/5

# words in vocabulary 2,000 12,000* 20,000

*Children need to know 10,000 – 12,000 words to be successful readers.

“The differences in the quantity and quality of children’s early interactions and oral language experiences predict early school success.”

Dickenson & Tabors, 2001; Hart & Risley, 1995

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Minnesota Reading Corps (MRC)Pre-K

• MN School Readiness study shows that 56% of children do not have pre-literacy skills needed for Kindergarten Readiness.

• MN Reading Corps will train you, support you so that you can effectively help more children be school ready.

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How MRC Works in the Pre-K Classroom

• A Pre-K Literacy Tutor is assigned to a classroom /site for one school year

• The Tutor…– is trained – is coached– works with all the children– collects data on all the children in

the classroom– collects monthly data on a few

children– leads a small group daily– helps children sign-in– talks to children during mealtimes– leads Tier 2 ,3 instruction– helps create a Literacy Rich

Environment

Pre-K Classrooms • Some are half day, • Some are full day• Some have children ages 3-5• Some have children ages 4-5• Some are in School Districts• Some are in Community Child Care• Some are in Head Start• Some are 3 days a week • Some are 4 or 5 days a week

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1. Tutors Help Set Up aLiteracy Rich Environment

• Make a letter/name chart• Make a sign in system• Make the writing center fun and

interesting• Put theme related books in center• Put theme related props in centers• Put writing props in centers

• Everyday make sure: – All props and books are in the

centers and usable– Toys are ready to play– Materials for small groups are

gathered in a bin, ready to use

2. Tutors GreetChildren at the Bus

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3.Tutors Help Children Transition into the Day

• Help children put backpacks and coats away• Help children to “sign in”-write their name• Read one-on-one or to small group• Have limited choices (puzzles, white board)• Greet them: “hi, I am glad you’re here”

4. Tutors Help Children Sign-in

5. Tutors Read with Children

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6. Tutors Participate in Large Group

Community and Professional Corps Assistants

• Sit on the floor• Help children who have a

hard time• Sing along

Professional Corps Lead Teachers

• Lead Children in greeting • Lead the “daily message”• Lead the “Repeated Read

Aloud”

7. Professional Corps Tutor lead a daily message

8. Repeated Read Aloud

Copyright by Kate Horst 2003. All rights reserved

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SEEDS Relationship Based CareInteractions that focus on building emotionally connected relationships

A list of skills or actions that a provider is able to perform

Sensitive Encourage Educate Develop

•Watch/ Wait/Listen

•Read child signal

•Ask Question to child and to self

•Comment

•Affirmation

•Positive non-verbal

• Caring voice

•Know when a child needs a little boost

•Make eye contact

•“Big 5”

•Conversation

•Vocabulary and meaning

•Book and Print Concepts

•Phonological Awareness

•Letter Knowledge

•Talk

•Read

•Write

•Use senses to explore

•Climb

•Bang

•Clap

•taste

Self-Image: Lovable and Capable

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9. Tutors Play with the Children during Choice Time (45-60 Minutes)

• Observe children and see who needs help

• Be a play partner– You drink the tea

• Be a play leader– You say, “let’s have a tea

party”• Read a book

– Find a book in the science area related to the theme

• Help write a letter or draw a picture

• Lead an informal small group

• Lead a Tier 2 or 3 group

Choice Time Interactions

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10. Tutors Lead aTier 1 Small Group

• Everyday• With 3-6 children who have

been identified by the assessment to need more practice

• Focus on “Big 5” skills:– Week 1: Read Aloud /Journal

– Week 2: Nursery Rhyme/Journal

– Week 3:Read Aloud/Journal

– Week 4: Nursery Rhyme/Journal

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11. Tutors Lead Literacy Rich Transitions

• Transitions– From play to meals– From snack to outside – Clean up, washing hands,

putting coats, waiting for the bus

– Before you start a small group.

• Make up a routine– Sing a song – Say a nursery rhyme– Make a game: hear a

sound, find a letter

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12. Tutors Build “Strive for 5” Conversations during Mealtimes• Sit at the table with the

children• Talk with them about

– The day, the classroom theme, letters, rhyming words, funny things, important things

• Model conversation– Make a comment, ask a

question, watch-wait-listen for a response, build on what the children say

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13. Tutors Collect Child Data

• On all children• Fall, winter, and spring• Individual Growth and Development

Indicators (IGDIs)– Picture Naming– Alliteration– Rhyming

• Letter Naming• Letter Sound

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14. Tutors LeadTier 2 and Tier 3 Interventions

Tier 2• Explicit supplemental

instruction• Additional small group• 5-10 minutes daily• Targeted skill• Progress monitor

Tier 3• Explicit more intensive

supplemental instruction

• Individualized• 3-5 minutes daily• Targeted skill• Progress monitor

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15. Tutors Plan with Others

• You work with a Classroom Teacher– Discuss lesson plan daily– Suggest ideas for early literacy– Discuss children’s progress– Watch and listen to your teacher, she is a model for you.

• You work with an Internal Coach– Are observed biweekly (observation form, videotape)– Meet biweekly– Get feedback – Set goals for yourself and for the children

• You work with other adults– Program coordinator– Master coach– Classroom assistants

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16. Tutors Are Trained and Coached

Observation Integrity Checklist• List of clear expectations based on science• It is a guide for what to do with children who need extra

instruction• It is a list of actions that will give children the support they

need to understand a targeted skill.• Example: Integrity Checklist for Sign-in

Throughout the year your internal coach will Observe you, model and plan with your so that you can learn to

do all the behaviors on the list Your Goal Setting Book will tell you when you will be expected to

master a targeted area26

17. Tutors Use MRC Materials

An Intervention Tool Kit

• A “What Is It?” bag

• A Dry Erase Board

• A Learning Cube

• Letter Name/Sound Cards

• Picture, Color and Shape Cards

• A book

18. Tutors complete all service requirements

• Planning and managing hours

• Training and Professional Development

• Family Involvement

• Civic Engagement

• Read for the Record

• Literacy Home Visits

• Book Reports

You Are an MRC PRO!

• Privilege • Responsibility

• Opportunity