Project MOREMentoring in Ohio for Reading Excellence

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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