Words to Live By....

As we are finding ways to work through these next few weeks before spring break, getting through ISAT testing, and looking forward to warmer weather, we must remember why we are here and how we can reach our students the best that we can. 

March is Read Across America Month, and because I have such a love for children's books, I have compiled a list of books, most of which I have read, that are truly filled with life's little lessons.  Picture books are not just for primary students, they deserve a place in upper grades as well.  Finding time to talk about meaningful topics is important and set a purpose for learning, young and old.

Leo the Late Bloomer, by Robert Kraus

Lesson:  You will shine in your own time, and that is okay.

The Empty Pot, by Demi

Lesson:  Teaches us what true integrity means.

Enemy Pie, by Derek Munson

Lesson:  How to Handle Relationships and Conflict

Horton Hatches the Egg, by Dr. Suess

Lesson:  It's important to keep your promises

Tar Beach, by Faith Ringgold 

Lesson:  Encourages limitless dreams

The Story of Ferdinand, by Munro Leaf

Lesson:  Being who you are is more important than being who others think you are.

Computer Time

There has been a recent rush to play on the computers in the computer lab, which is wonderful!  Unfortunately, I have been noticing a lot of just playing and not learning happening on the screens.  Here at CGTP, we have a portal, which should pop up the minute you click on internet explorer.  This portal page was created so that you and your student did not have to search the internet for educational games, they are right there for you, easily accessible.  I know there are games that student are wanting to play that are not on the portal, but most of what I am seeing is not educational.  Please be mindful of this, we want our guidelines to be known in the computer lab, and students should be aware of this from us and from you.

If for some reason, your student does not want to visit any of the websites on the portal, here are a few other option that might interest your student during their time in the lab:

1.  Computer Skills:  These are like life skills, but for students to learn all about the computer.  See Michael or Adam for more information.

2.  Create a story in Word:  Take turns typing sentences to a story.  Build off of eachothers sentences to see what you come up with.  Each week, you could add a chapter to your story.

3.  Research a famous person each week.  This month we are learning about famous African Americans, but you can continue this research onto people that students are interested in:  Justin Beiber, Miley Cyrus, etc...

4.  Challenge your students to find five new facts about something.  Give them a topic and time them to see how fast they can find out the information you want them to look for. 

5.  Help them find their house on google maps, they will love seeing their neighborhood on the computer screen.

6.  Show your student what you do on a computer all day.  If it is emailing, creating power points, or working on excel.  Giving your students real life experiences will open their eyes to reality.

Remind your students that computers can be fun, and they are most of the time, but we are here to learn and that is what we need to keep in mind when spending time in the computer lab.

The Daily 5

I have recently been introduced to the Daily 5 practice.  "It is a structure that helps students develop the daily habits of reading, writing, and working independently that will lead to a lifetime of literacy independence." 


Now tutoring isn't a time or place for independent working, you and your student should always be working together, but the choices in the Daily 5 method can be used in other ways than just for a full classroom full of students.  The Daily 5 provides a great management system for a set literacy time.  As students come to you each week, you might face the challenge of finding things to do with them, or maybe you are looking for a new routine to help keep him/her focused.  By utilizing these FIVE practices into a set literacy time for you and your student, you will quickly see a student who is more engaged and excited about reading and writing.  Here are the five components to the Daily 5 method and some what you can expect to accomplish:

Read to Self:  We will become better readers with more practice.  Read quietly, reread parts again if needed, pick a quiet spot to read and stay there.

Read to Someone:  Read quietly to your partner, sit side by side, take turns reading, and build up stamina

Listen to Reading:  Listening to good readers helps us become better readers!  Listen the whole time, keep your voice silent, follow along with your finger or a bookmark.

Work on Writing:  Better Writing = Better Reading...use this time to journal write, practice a writing skill or complete a life skill (most of our life skills include some sort of writing activity).

Word Work:  This is a great time to work on spelling words, study new words, sort words, or play a word game.

How can you fit all of this into an hour and a half of tutoring??  By having a set time alotted for each activity, you will set an expectation for your student and you will also feel more prepared when wanting to help your student become a better reader.  You might need to practice each part of the Daily 5 one at a time until you build up stamina with the routine.  Don't just jump right into it....a routine takes time to learn and get used to for both you and your student.  Here is an example of what a tutoring version of the Daily 5 might look like:

6:15-6:35

Read to Self/ Read to Someone/ Listen to Reading (choose only one)

6:40-7:00

Work on Writing

7:00-7:20

Word Work

Have fun with the Daily 5, let me know if you would like any help getting into a routine like this or something similar. 

Book Club

Attention 5th and 6th graders!!!  We will be hosting our first ever book club here at tutoring in mid-January.  During the last week of tutoring, students will get to take home a book, read it over winter break, and be ready to discuss it during our book club meeting.  This is the book that we will read for our first meeting:

Greg Heffley is in big trouble. School property has been damaged, and Greg is the prime suspect. But the crazy thing is, he’s innocent. Or at least sort of.  The authorities are closing in, but when a surprise blizzard hits, the Heffley family is trapped indoors. Greg knows that when the snow melts he’s going to have to face the music, but could any punishment be worse than being stuck inside with your family for the holidays?

Heads up for Third Graders!

A recent study released by the American Educational Research Association, found that students who can't read on grade level by 3rd grade is four times less likely to graduate high school by age 19 than a child who does read proficiently by that time.  When you add poverty to that, than a student is 13 times less likely to graduate on time than his or her "wealthier" peer.

YIKES!!

I find this to be scary, sad, and somewhat true.  I know as a first grade teacher, that reading is EVERYTHING....that is practically all we do in my classroom.  But with large classroom sizes, little to no extra assistance, and many english-language learners, teachers' days are stressful and tough.

BUT, we students have the opportunity to receive extra reading support (like at CGTP), then we need to give them those opportunities as often as possible.  We should be creating more opportunities for students to read even after first and second grade.  When we know there is an at-risk reader on our hands, we must acknowledge that and provide high-success reading experiences for our students, along with reading instruction that showcases a variety of skills.  Skills that we have been testing our CGTP students on with the DORA tests (i.e. phonemic awareness, vocabulary, comprehension, etc.).  So, tutors, now that you have the facts (test scores, school grades, etc.), we have the tools at our center (resource room, and myself), let's come face to face with our struggling readers and send them into a reading momentum of success in order to get them to become on-level readers.

HELP!! With Everyday Math

Everyday Math....what is it??  This is a math curriculum designed by The University of Chicago that was designed to focus on real life problem solving that encourages students to explain and discuss their way of thinking.  Okay, so where are the instructions when it comes time to help your student with their math homework???  I have asked the same question myself, because this math series comes with little to no instruction on some of the daily home and study links that students have to complete for homework.  It is hard to know what they have done that day in school because their homework is jumbled with a variety of math problems and that can be confusing for someone who is with them only once a week.  So, I have gathered up some resources on the net to help anyone else out there who feels frusturated when it comes time to help with this particular math homework

http://www1.center.k12.mo.us/edtech/everydaymath.htm
A list of resources related to the Everyday Math curriculum

http://everydaymath.uchicago.edu/parents/homework_help/
Home/Study Link help for all grade levels

http://mathatube.com/everydaymath-motheds.html
A wonderful to learn the many methods of this program

http://www.norman.k12.ok.us/155/Math/EverydayMath.htm
Online demos for help with the methods

http://everydaymath.eanes.wikispaces.net/
Overall great website with lots of resourceful help

As I pop in and out of classrooms, feel free to stop and ask any questions you have about the homework or math questions.  I will do my very best to help, but I myself, find that seeking outside resources for this program seem to be a great way to find that extra help you might need.

Great Reading Ahead....

I have been seeing lots of tutors and students using our fabulous library in the resource room.  The books there are certainly for your use during your time at tutoring.  As you begin to get to know your student, guide them to choose books that are a good fit for their reading abilities.  Choosing books that fit their reading level (being able to read a full page without struggling with more than five words) will boost their confidence and comprehension skills.  Let your student choose books that they enjoy as well, and if it is too hard, share reading the parts of the story and take turns reading out loud to each other.  If your student is intimidated by seeing a lot of words on one page, have them use a sheet of paper to cover some words.  This way, they can focus on one area at a time. After looking over the DORA test, comprehension seems to be the category that students are having difficulty with the most.  Remember to always ask questions before, during, and after reading.  Create good conversation and help choose "just right" books and you are sure to see a pathway to great reading.

Sometimes our students need a little push in the right direction, and that direction could help make a significant leap in their reading skills!