Day 3 New Tutor Training

The 4 Components

PHONICS

FLUENCY COMPREHENSION

VOCABULARY

READING

PHONICSA method of teaching people to read by

correlating sounds with letters or groups of letters to represent meaningful wordsLearn the names of letters and soundsLearn to break down words into soundsLearn to blend the individual sounds togetherLearn words by sight

VOCABULARYThe words that a person knows and

understands based on prior experience with the wordLearn the meanings of individual words

FLUENCYThe ability to read easily and accurately with

appropriate rhythm, intonation, and expressionRead often and read smoothly

COMPREHENSIONThe ability to discern meaning from written

textUse reading to learn new informationUse reading to communicate with other peopleRead for pleasure

The 4 Components

PHONICS

FLUENCY COMPREHENSION

VOCABULARY

READING

The Sound System of English

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Why do we teach phonics?Expressive language: To improve the

student’s pronunciation and spelling

Receptive language: To improve the student’s ability to understand spoken language by helping them hear sounds that are not found in their native language

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Alphabet: Students need to learn the names and sounds of the lettersVisual stimulus: Show a printed letter and

ask “What letter is this?” and then “What sound(s) does it make?”

Auditory stimulus: Say the name of the letter and “Point to this letter.” Then say the sound of the letter and “Write the letter that spells this sound.”

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Also teach:The sequence of the letters in the alphabet

Both upper and lower case letters.

There are 26 letters21 consonants5 vowels

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How to teach short vowel soundsSay the short vowel sound.Say the sound in consonant-vowel-consonant

words.Student listens to minimal pairs.Student practices pronunciation of words

with the short vowel.Student reads list of words with the short

vowel.Student spells words with the short vowel.

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Minimal Pairs

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Minimal Pairs Choose words that only have one sound difference. For a great

resource for words – Pronunciation Contrasts in English by Nilsen and Nilsen as well as found on the Internet by Googling “Minimal Pairs”

  Review often but for short periods of time.  This isn’t a vocabulary drill but a listening/ pronunciation drill.

Don’t try to define the words at this time.

Accept less than perfect pronunciation from your student. Most will get closer to correct, some will never pronounce it, but can hear it correctly.

Refer to pages 86 - 88 in ESL Resource Book for an activity with Minimal Pairs.

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Using Advanced Word Analysis

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Advanced word analysis: The study of word structureSyllablesRoot or base wordsPrefixes and suffixes

Combining word parts to make longer wordsBreaking long words into smaller “chunks” to

make them easier to read, pronounce and spell

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Prefix

A unit of meaning (not in itself a complete word) that is added to the beginning of a root word to make a new word with a different meaning

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Suffix

A unit of meaning (not in itself a complete word) that is added to the end of a root word to alter its meaning or its grammatical function (part of speech)

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Four most common prefixes:un-re-dis-in-

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Accenting the correct syllable

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The 4 Reading Components

PHONICS

FLUENCY COMPREHENSION

VOCABULARY

READING

Reading Fluency

Fluency is the ability to read with efficiency and accuracy and is essential for comprehension.

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Reading Fluency StrategiesChoose something easy for your student to read.Have your student read aloud, working on

reading phrases rather than word by word.Have your student reread the same passage

several times after you have modeled reading it. Have your student read his or her own writing.If reading aloud with a group, allow students

time to preread silently.

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Reading ComprehensionReading comprehension is defined as getting

meaning from text

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The Four Stages of Reading Comprehension 

• Recognition. A person is able to decode words and match words in print with words they know.

• Understanding. A person is able to put words together in phrases and understand them.

 • Reaction. A person begins to compare and contrast what

they have read with their own life experiences and what they already know

•Application. A person is able to use the new skills and information in other contexts.

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Comprehension Strategies Before ReadingPreview the material, looking at headlines,

illustrations, bullets, captions.

Tap into your student’s prior knowledge on the topic.

Help your student create a context.

Identify a purpose for reading.

Make predictions. 30

Techniques for Reading with Your Student• Read to your student.

• Have your student read silently.

• Have your student read aloud.

• Duet reading – have your student read aloud along with you.

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Comprehension Strategies During Reading Summarize what you have read so far.

Check existing predictions and make new predictions.

Look for specific information while reading.

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Comprehension Strategies After ReadingAsk questions of the student. After the student

has become more proficient in comprehension, have the student formulate the questions.

Literal questions (“What’s in the text?”) Inferential questions (“What’s written between the

lines?”) Application questions (“What’s in the reader’s mind?”)

Summarize the main ideas.

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Next Steps: Helping Your Student Become a Competent, Independent Reader

Give your student a card that has the following reminders:

Before I Read What is this going to be about? What do I already know about this topic? What’s my purpose for reading this?

While I Read What do I think the next part is going to be about? Was I right or wrong? What else do I want to know about this topic?

After I Read What did the article tell me? What did I have to figure out? What else do I want to know about this topic?

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TPR Ideas to Practice Movement commands:Sit down, stand up, walk, stop, turn around - slowly, quickly. Stand behind, in front of, next to, away from.

Body Parts:Touch your head, shoulders, knees, eyes, etc.

Colors: Point to the blue pen, red pen, green pen

Objects or Pictures:Point to the pencil, point to the pen, point to the book.

Objects or Pictures with Command Variation:Touch the book, point to the pencil, pick up the binder, put down the binder, give me the pen, open the book, close the book.

(Use one object to focus on the commands, and more to focus on the objects.)

I DO WE DO YOU DO   

Session Three• To learn how to teach reading, paying attention to

the four components: Phonics, Vocabulary, Fluency and Comprehension

• To learn strategies for teaching pronunciation and contractions

• To learn the teaching strategy of Total Physical Response (TPR)

• To become familiar with additional Life Survival Skills

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