Week 15
Week 15 Assignments: Components of a One-Hour Tutoring Session and Use of Technology - Assignments #1, #2, #3,
and #4
Components of a One-Hour Tutoring Session and the Use of Technology to Enhance Instruction
Duration: Two Weeks
Assignment #1: 5
points
Read
about a successful program for students who have reading problems.
Successful completion of this set of assignments will enable you to design an academically-sound, one-hour tutoring session. The first assignment in this set will familiarize you with a popular early intervention program for young readers who have reading problems. This program was developed in New Zealand by Dr. Marie M. Clay. The program is called Reading Recovery.
1) Read the article on the Reading Recovery Program: Reading Recovery.
2) Write a Reading Reflection Report related to this article about Reading Recovery.
3) Submit your Reading Reflection Report. 5 points possible
Assignment #2: 0
points--Background:
Read the "Components of a One-Hour Tutoring
Session" lecture notes below.
The one-hour tutoring session should be based on a theme. The theme could be "dinosaurs," "solar system," "rocks," "a specific rock star," etc. All of the activities during the hour would relate to the theme that was selected.
The typical one-hour tutoring session should include the
following components:
1. A review of a selection that is familiar to the
student and has been used as the guided reading text during a past tutoring session;
2. Guided reading using an unfamiliar text written at the student's
instructional level;
All the steps of a guided reading lesson should be followed. Unfamiliar
vocabulary and concepts should be taught or reinforced when necessary. You
have already covered how to do this in this course. To review, see
the Glossary under "Guided Reading."
3. On-going diagnosis of literacy skills through the use of a running record or a modified miscue analysis. This assessment is necessary to update your knowledge about what instructional steps need to be planned for each student. The assessment can be done while the student reads the familiar text or on the text used for guided reading. You have already covered running records and modified miscue analysis in this course.
4. Technology can be used effectively to enhance the
tutoring session. Pictures, illustrations, diagrams,
and maps from the Internet can be used before, during, and after guided reading to
help strengthen background knowledge and vocabulary related to the reading.
5. A postreading activity that will require the student to go back into
the guided reading text for more in-depth thinking and, thus, enhanced
comprehension. You have already worked with this. To review, see the
Glossary under "Postreading Activities."
6. An analytical skill lesson using a selection from the guided reading text
as the foundation for the lesson. You have already read about this.
To review see the Glossary:
Analytical skill lesson.
7. A selection (on the same topic) that the tutor reads to the student.
8. A "just-for-fun" activity" related to the topic if the
tutoring session is one hour in duration..
This should be unique and motivating. It would not be enough to have the
student "draw a picture of your favorite part." It must go far
beyond that. For some topics excellent craft activities can be used.
For older students, you may want to try a word search or crossword puzzle.
This "just-for-fun" activity must be short and not take more than 10
minutes to complete. You will work with this during this unit of
study.
9. A second analytical skill lesson. The basis of this lesson is the
print taken from the directions of the "just-for-fun" activity.
You have already covered analytical skill lessons in this course.
10. Some other form of the language related to the theme. This could
be a poem, etc.
Assignment #3: 0
points
You may use the same nonfiction selection you used for
the guided reading lesson or select another nonfiction story, article,
selection.
The selection you choose:
1. Must be appropriate for use with a child or adolescent.
2. Could be a book.
3. Could be an article
from a magazine produced for a child or adolescent. Articles from Ranger
Rick or World (published by National Geographic), or from other
high-quality magazines would be fine.
4. Could be a chapter from a science textbook or social studies textbook
appropriate for school-age students.
You will use this nonfiction selection for Assignment #4 below: Technology to enhance concepts
Assignment #4:
8 points possible
Background on the use
of technology to enhance concepts
1. For Assignment #4 you need to think about the contents of the nonfiction text you selected.
2. Identify three words and/or concepts which could cause comprehension problems for students when they try to read this selection. Send a photocopy of the pages from the selection which include the words and/or concepts you identify. Highlight the words in these pages which you think may cause comprehension problems for the students.
3. Use the Internet to find pictures, illustrations, maps, diagrams, etc. which could be used with the selection you chose to reinforce vocabulary and concepts you identified. You need to find a minimum of one of the above to reinforce each word and/or concept.
4. Make copies and submit the material (photographs, illustrations, maps, etc.) you found (minimum of three).
Evaluation of the concept-building materials from the Internet: 8 points possible (2 points possible for each item)
_____ Photocopies of the pages which include the
identified difficult words and concepts were e-mailed or turned in.
_____ Each Internet picture, illustration, map, etc. represented a
concept which may be difficult for a student to comprehend.
_____ Each Internet picture, illustration, map, etc. would be beneficial
in helping a student comprehend these identified concepts.
_____ A minimum of three Internet pictures, etc. were e-mailed or turned
in.
Week 16
Week 16 Assignments: Assignments #5 and #6
Assignment #5:
5 points
Develop a
"just-for-fun" activity using the Internet.
1. Read the Glossary for information about "Just for Fun Postreading Activities."
2. Using the Internet as a resource, develop a highly motivating "just-for-fun" activity related to the theme of one of the books you selected. You may want to design a customized word search, crossword, or some other type of puzzle. One source for these puzzles the web site for puzzlemaker.com. You can customize the puzzle by using vocabulary from the specific reading material you selected. This is just one source. There are many others which contain activities that could be categorized as "just for fun."
3. Submit a copy of the "just-for-fun
activity" related to the theme of the lesson you are developing.
Assignment #6:
10 points
possible
Identify the Colorado Model Content Standards for Reading and Writing and Teacher Performance Standards that would be strengthened by the following components of a tutoring session activities. The complete sets of standards are referenced below*, but for this assignment use the standard number and letters to respond. You do not need to write out the standards. Just use the numbers and letters you find in the Glossary under "Standards."
1. Write the number of the Colorado Model Content Standards for Reading and Writing which would be supported by the use of materials to strengthen words and concepts encountered in the guided reading text? 5 points possible
2. Write the number of the Teacher Performance Standards which would be supported by the use of materials to strengthen words and concepts encountered in the guided reading text? 5 points possible
3. E-mail or turn in your lists of standards.
*For a copy of the Colorado Model Content Standards, go to the Colorado Department of Education website and then click on "Standards" and "Reading and Writing."
*For a copy of the Teacher Performance Standards, go to the Colorado Department of Education websitethen click on "Educator" tab at top, then click on "Performance-Based Standards for Educators.