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COMMUNITY READERSK-3 Literacy Project Training
History of Community Readers
• Started in January 2014• Designed to provide our students extra time to develop literacy
skills • Academically rich – Volunteer administered• Targeting 5 Title 1 schools.– Students at these schools have a 40% migration rate– 90% of students receive free or reduced lunch
Facts on Literacy Rates
• 3 out of 4 people on welfare can’t read• 25% of California students cannot perform basic reading skills• 3 out of 5 people in American prisons can’t read• 85% of juvenile offenders have problems reading• School dropouts cost our nation $240 billion in social service
expenditures and lost tax revenues
FCUSD’s Community Reader Success(Spring 2014)
• Last spring we piloted the first session of Community Readers• Perfect attendance students gave students 6 hours of extra
reading help• Students who attended 11/12 sessions, increased their
recognition of high-frequency words an average of 31%• Students who attended 10 or less sessions, increased their
recognition of high-frequency words an average of 13% Adults like you made a difference in these children's lives
Welcome to your school
Front offices and school sites are a flurry of activity. We will have Site Coordinators at some sites. We need more help with site coordination!• Sign-in• Get the student folder• Meet your student
• This will look different at each site.
• Snacks/Supper at STARS
Introduction• Tell them who you are/what
you do• Ask them their name• Ask them questions:
• Teacher’s name?• Favorite subject?• Hobbies/Sports?
Spend 5 to 10 minutes getting to know them. This is a wonderful time for them to get to know you.
Introduction, cont…• Some students might be shy,
some may be talkative.• All will benefit from the
extra attention you are providing.
• Not only are they getting extra academic, literary help, you are an important role model.
The Student Folder
Session Sheet• Name, Date..• HM Book Theme #• Student reads a story. CR writes the summary as the student retells• Flash Cards• Write a sentence
Stickers, praise and attention are great rewards!!(please no toys or treats)
Important to stick to the plan/program to identify measurable results
K-3 Literacy Project
Date:____________ Community Reader: __________________________
Student Name:__________________________ Teacher Name:_______________________ Directions: Student will read aloud to the Community Reader from an identified book. Allow the student to read aloud without correcting any errors for 5-10 minutes. The book is at the student’s independent reading level.
Book Title: __________________________________________________________
Retelling: (Community Reader asks student to summarize what s/he read aloud, then writes summary in space below).
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
High-Frequency Words
Words Correct _____/120
Write a sentence: (Student independently writes a sentence about the book.)
Community Reader asks student to read flashcards of high-frequency words, beginning with the Green Group flashcards (easier). Stay with those cards until they are all mastered. Then have student read from the Blue Group flashcards (more difficult). There are a total of 120 high-frequency words.
As student reads each word aloud, create two stacks of flashcards – words correctly read, and words incorrectly read. Record the number of words read correctly.
(Please record number of words correct)
Community Readers
Each time you meet with your student you will fill out a Session Sheet.
Divided into 3 areas of literacy focus:
• Reading Fluency and Comprehension• High-Frequency Word Recognition• (non-decodable)• Writing
Please record number of words identified correctly. We gather quantitative data from this.
Principals, teachers and resource specialists gather qualitative data from the Reading and Writing sections.
The student reads a book to you• Pull a book that has been
identified for them by their teacher.
• Let the student read the book without correcting them.
• You can encourage them as they go but don’t give them the words. Let them read.
• If they get stuck on a word, ask them to sound it out. If they can’t get it, that’s okay. Just ask them to move on to the next sentence.
• If they aren’t able to read the book by themselves, it might be too hard. You can read it back to them.
Student retells the storyYou write down the summary
• Have a dialogue with the student.• Ask them to tell you what the story
was about.• If they get stuck, you can prompt
them. Here are some sample questions:
• What happened first?• Then what happened?• What did the character do?• How did they fix the problem?
Write down a brief summary of the story using the student’s words.
Flashcard Sight WordsThese are very common, non-phonetic words.
There are 120 words
Divided into to groups of 60 each• Green Group (easier)• Blue Group (more difficult)
Work through all the Green Group cards first before advancing to the Blue Group.
As they read through the flashcards, create two piles; correct and incorrect.
When they are done, count the cards in the correct pile and record that on the session sheet.
Flashcards cont…
• If they miss a word, tell them how to say it, and place in the incorrect pile.• When they miss a word say:
They way you say it is..This word is…
• Avoid saying:That’s wrong…You missed it…
• If the student struggles over a few words, just stop and record how many correct on the session sheet. (e.g.. 5/60).
Student writes a sentence about the story they read
• They may need some prompting and brainstorming with you to come up with a sentence.
• Have fun interacting. You might want to remind them to start with a capital and end with the correct punctuation.
• If there are errors in their sentence, that’s okay.
Curriculum: How and Why?Developed by Asst. Superintendent of Elementary Education
and Director of School ImprovementFCUSD owns this!
• Reading comprehension• High-frequency word recognition• Writing• Evidence can be accurately measured when done with fidelity
Flash cards provide quantitative measurementsSummary and writing provides qualitative measurements
What do I do if…?
• The student says something alarming?Don’t react or discuss further. Stay calm. Tell a teacher/principal/staff member.
• The student is absent?We will do our best to check attendance and notify you, but sometimes
students leave early. Please check with the front desk or the nearby teacher. They might have an opportunity for you to read to another student. We ask your patience on this.
• You are not able to make the appointment?Please call me or the school as early as possible.
What do I do if…?
• There are missing materials in the Student Folder?There will be extra supplies in the file box.
• Any questions or concerns?Contact a nearby staff member and contact me.
Schools that need Community Readers
Cordova MeadowsCordova VillaRancho Cordova ElementaryWhite RockWilliamson
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