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Tutoring Strategies and Grade Level Expectations Portfolio Taulbee E. Randolph Spring 2006 Table of Contents Section One Second Grade Level Expectations – Language Arts Section Two Third Grade Level Expectations – Language Arts Section Three Tutoring Strategies – Language Arts Graphic Organizers Section Four Tutoring Strategies - Mathematics
This portfolio has been created in response to a community in need. My involvement with the Mexican immigrant community in Athens, GA commenced in the fall of 2005. I began this journey with an internship at a local elementary school, studying and working with a seasoned ESOL teacher. During my internship, I observed and implemented developmentally appropriate practice, which was not unique to but essential for the support of English language learners. In the spring of 2006, my involvement with the community deepened as I shifted from my apprenticeship, working with the children in their ESL classroom, to meeting them at Oasis Catolico Santa Rafaela, a tutoring venue in the Pinewood Estates Community. Many of the questions that had spawned during my apprenticeship found their answers as I crossed over into their home culture. Through my cultural lens, I found that the children lived with many and without much. During my time at Oasis, I met with other philanthropists from the larger community, with backgrounds ranging from pre-veterinary medicine to international relations, each week in a doublewide trailer at the Pinewood Estates. The trailer was a multipurpose space, which served primarily as a convent for three Sisters. The small space in the front of the convent transformed each afternoon into a tutoring venue for the children of the community. Often more than thirty students arrived at Oasis hoping for a tutor to help them with their homework or simply seeking companionship. The volunteers consistently provided their time and energy to support the academic and social needs of the children often working with five or more students at a time. Each afternoon after the children left, the tutors gathered to discuss challenges, successes, concerns, and plans related to our students. I often heard tutors lamenting the fact that they did not know what to do with the children once they had finished their homework, which often came in fill-in the blank worksheet form and did not inspire higher order thinking. It was during these meetings that I realized I could contribute to the tutoring community my own funds of knowledge about teaching and learning. I used the Athens-Clarke County School District website as a guide to create a tutor friendly version of the second and third grade level expectations. I used my observations of the children in the school and home setting, considering their cultural knowledge and bi-cultural needs, to tailor a portfolio including tutoring strategies. My hope is that this portfolio will support the invaluable efforts of my fellow tutors to provide our unique community of learners with an effective and culturally relevant program of academic and social support. It is my hope that this portfolio will be used as a platform for tutors who wish to create their own meaningful learning experiences with the children. I invite you to add to, renew and revise the contents of our portfolio when and where appropriate, always keeping the children’s best interests in the forefront of our minds.
Children in second grade will be learning about the structure and purpose of a variety of literature genres including poetry (and its many forms-Haiku, rhyme, shape of writing, etc), fiction, non-fiction (biography, auto-biography), persuasive essay, narrative, informational, instructional text, and functional writing (letters, lists, charts, maps). Read with students daily and talk about “high quality” books that stretch students’ oral vocabulary.
Second graders will be studying the structure and purpose of poetry specifically rhythm, rhyme, and repetition, with an emphasis on onomatopoeia (words that make a sound-BAM!). In school, students will be focusing on poetry that follows an “I Am” theme.
Ask students to preview all new reading material (fiction or nonfiction). Take a close look at the title page. What do you think the piece is about? Is there a table of contents? Read the chapter or section titles. Flip through the pages quickly. Are there bold-faced words? Are there pictures with captions? Is there an index? Encourage the students to make predictions about the text. Allow them time to reflect on their predictions throughout the reading. Invite tutees to make connections to the text as they preview and read. Do they have prior experience or knowledge of the subject? What do they know? What do they want to know?
Ask them questions that will guide their active thinking and comprehension as they read. Share with them the things that you wonder about as you preview the text.
When a piece is long, break it down into smaller chunks. Discuss, summarize, and illustrate each piece where appropriate. Encourage students to make text-to-text, self-to-text, and text-to-world connections.
Students should be encouraged to take what is known, garner clues from the text, and think ahead to make a judgment, discern a theme, or speculate about what is to come.
Students should be able to differentiate between key ideas and less important ideas. Tutors can help their tutees gain this skill by identifying the main ideas and supporting details.
Allow students opportunities to reread ‘old favorites” independently. By revisiting previously read books, students gain confidence and fluency in their reading ability. Read books together in a choral fashion and/or by taking turns.
Encourage students to use the dictionary, thesaurus, and glossary to determine word meanings. Can they describe the word? Can they relate it to something they know? Can they use it in a new sentence?
The students demonstrate that they are productive members of a writing community by participating in daily writing rituals and routines.
Have the students write about the books they have read and share their written and oral summaries and opinions about books with their peers. Did they like the book? Why or why not? Encourage tutees to include illustrations with their work.
In school students will be engaged in the prewriting (brainstorm), draft, revise, edit, and publish phases of the writing process.
Students are learning to recognize and apply the appropriate usage of homophones, homographs, antonyms and synonyms.
Second graders are expected to use research to broaden and validate their ideas. The students use technology as a tool to maximize their information. The students are expected to use a variety of resources (encyclopedia, Internet, books) to research and share information about a topic.
Students should be encouraged to use the dictionary and thesaurus to support word choices.
The students demonstrate understanding and control of the rules of the English language in order to provide clarity and consistency in spoken and written language. Tutors can prepare their own written pieces that reflect the children’s interests and include convention errors that the tutees must find.
Students are expected to recognize and use appropriate capitalization.
Students are expected to use appropriate punctuation (periods, question and exclamation marks) at the end of sentences (declarative, interrogative, exclamatory/simple and compound).
Second graders begin to use commas (e.g. in a series, in dates, after a friendly letter greeting, in a friendly letter closure, and between cities and states), and periods after grade-appropriate abbreviations.
Students are learning to recognize appropriate uses of quotation marks.
Students are expected to be able to consistently write in complete sentences with correct subject/verb agreement.
Students should be able to use nouns (singular, plural, and possessive) correctly. Students are expected to use singular and plural personal pronouns.
Students should use increasingly complex sentence structure to convey their ideas. Spelling
Second graders are learning in depth about the structure of the English language. Talk about spelling and grammatical rules one at a time, you do not want to confuse or overwhelm your student. Explore the chosen concept and allow the tutee opportunities to apply the rule by writing down word examples, creating sentences that give the word a meaningful context, or hunting for examples in their reading.
Children in second grade engage in phonics lessons about letters and words.
Help students recognize letter chunks embedded in challenging words. For example, the word information can be broken into recognizable chunks in- for- ma- tion. This strategy is helpful in reading and writing.
Tutors can help students explore compound words by discussing with them what they mean and creating their own lists. Hotdog is a food, not a hot (temperature) dog (animal). Making illustrations can be a fun way to explore the meaning of compound words.
Students will be learning about contractions (was not – wasn’t; does not – doesn’t) in school. Creating a matching game with a small group of students to generate a list of contractions is a fun way to tap into this concept. Have the students read the card they choose and guess either the contraction or its source.
Notice words that contain regular plurals (horse-horses) and compare them to irregular plurals (mouse-mice). Challenge the students to convert singular words into their plural form.
Notice the different ways we express possession in English. Challenge the students to convert nouns into their possessive forms (he-his, she-hers, I-mine, you-yours, Maria-Maria’s, Jesus-Jesus’). The possessive form used in English is expressed differently in Spanish and may challenge English Language Learners.
Notice, read and spell words containing r-controlled vowels and silent letters.
Notice, read and spell words containing irregular vowel patterns.
Listening, Speaking and Viewing
Second grade students use oral and visual strategies to communicate.
Students use oral language and listening skills for different purposes: to inform, to persuade, and to entertain.
Second graders use increasingly complex language patterns and sentence structure when communicating.
Second graders listen to and view a variety of media to acquire information.
Students demonstrate an increase in their vocabulary to reflect a growing range of interests and knowledge.
Students are expected to share their ideas and feelings with others.
The following is an alphabetical list of words that are developmentally appropriate for the average second grader. They will commonly encounter these words in their reading. These words should be incorporated into their writing and speaking. The list is long. It is advisable to highlight a handful of related words at a time. You can choose words that are related by any logical category (verbs, proper nouns, words that have letter chunks i.e. book, look, cook, words related to a particular subject of interest, words you have seen in a recently read text)
abbreviate, able, above, ache, across, act, address, age, ahead, alarm, alligator, almost, angel, another, answer, approach, April, arm, August, autumn, ballet, ban, banana, band, bank, bar, basement, basketball, beach, beef, beehive, beep, behave, belong, below, belt, bend, beside, between, bicycle, bit, bite, blame, blank, bless, block, blossom, blot, blow, board, boil, born, bottle, bottom, brace, bracelet, branch, brave, break, breeze, bridge, broke, brush, bucket, budge, build, bump, bun, burn, butcher, butter, cabinet, Canada, candy, canoe, capital, carrot, carry, case, castle, caterpillar, cause, caw, ceiling, celebrate, cellar, cent, center, cereal, change, charge, chase, cheap, check, cheer, cherry, chin, chips, chisel, choose, chop, chuckle, clay, clear, cliff, climb, clue, clumsy, coach, cob, complete, contest, cool, copy, corn, correct, count, cover, cowboy, cracker, crazy, creek, crooked, crust, cub, cube, cupid, curl, danger, dash, dear, December, decide, deep, deer, deliver, design, desk, dig, dinner, direction, dirt, dive, dollar, donkey, dough, doughnut, dragon, drain, drip, drive, driveway, drop, dumb, during, eagle, east, eighteen, eighty, eleven, empty, enjoy, enormous, enter, escape, evening, every, fail, fairy, false, family, fancy, fear, feather, February, fence, few, field, fifteen, fifty, fine, finger, finish, firm, flake, flap, flash, flat, float, flour, fold, forever, fork, form, forty, forward, fourteen, free, frown, gallon, gate, Georgia, ghost, giant, glasses, gleam, glue, gobble, good-bye, goose, gram, granny, gravy, greet, grin, grocery, group, grumpy, gull, gum, hair, half, hall, halt, hammer, handle, hatchet, hate, heavy, heel, helicopter, helium, hope, hose, humble, humor, hundred, hunt, hut, idea, important, ink, island, jacket, January, jay, jeans, jelly, joke, jolly, judge, juice, July, key, kick, kill, knee, knife, knock, knot, label, lad, ladder, ladybug, lag, lane, large, lawyer, lazy, lead, leaf, less, lesson, library, lid, life, lift, likely, limit, listen, liter, litter, loaf, log, lone, loud, low, luck, magnet, March, mark, mask, meadow, measure, meat, melt, merry, message, meter, middle, mile, mine, minute, mirror, mistake, mix, moan, modest, moment, month, most, mound, mountain, mouth, mush, music, nail, narrow, neat, neck, necklace, needle, negative, neighbor, nineteen, ninety, north, note, November, number, nurse, ocean, October, odd, office, often, oil, orange, orbit, Oregon, oven, owl, oxygen, pain, pair, pancake, pants, parent, parrot, past, paste, path, peach, pear, peel, peep, pepper, perfect, piece, pile, pillow, pink, pipe, pizza, plain, plan, plus, pole, police, popcorn, possible, postcard, pour, power, practice, praise, prepare, prize, proper, protect, pudding, puddle, puff, pup, puppet, purple, quack, quart, question, quick, quit, raccoon, radio, rag, rainbow, raise, rare, reach, real, reason, receipt, recite, rehearse, reindeer, relief, reply, rest, rib, rich, rink, ripe, river, roam, roar, rob, robin, roll, rooster, round, ruby, rug, sail, salad, salt, same, sandwich, sauce, sausage, scar, scare, science, scissors, score, scowl, scratch, season, secret, seem, select, self, selfish, sell, sense, sentence, settle, seventeen, seventy, shade, shall, shape, sharp, sheet, shelf, shell, shin, shine, shipment, shirt, shoot, shovel, shut, sidewalk, signal, simple, since, sink, sister, sixteen, sixty, size, skate, skirt, sleigh, slide, slot, smart, smooth, snack, soak, soap, soar, social, soil, sole, sound, soup, south, speak, speed, spend, spider, spill, split, spoon, sprinkle, stack, stairs, stare, station, stick, stir, stock, storm, strawberry, stupid, sturdy, subway, such, sudden, sue, sugar, supper, sweep, sweet, syrup, tadpole, tape, tardy, taste, tattle, tea, teach, tear, television, terrible, thick, thirteen, thirty, though, throat, thumb, tick, till, tip, title, toad, toast, toe, toll, tone, tonight, tool, tooth, touch, toward, tower, trace, track, tractor, trail, travel, treat, tribe, trot, trouble, trunk, truth, try, tug, turkey, twelve, twenty, twig, ugly, understand, upon, upset, upward, urgent, valentine, van, vegetables, visit, voice, wake, wander, war, Washington, waste, wear, weary, weed, weekend, weep, welcome, west, whisker, whisper, wide, windmill, wise, without, witness, wonder, wool, world, worm, worry, wound, yesterday, yet, yolk, young
This list of words was generated by DataWorks Educational Research R:\data\dataworks\spelling\wordlists\spelling_word_lists_k-6.doc
Children in third grade will be learning about a variety of literature forms. They will explore narratives such as folktales, drama, and biography. They will study poetry with an emphasis on story poems. Third graders will focus on informational texts with an emphasis on newspapers.
Third graders are expected to listen to and discuss “high quality” literature (that stretch students’ oral vocabulary) from a variety of genres that are read aloud to them. Students in third grade will also read independently and are expected to select and read texts from a variety of genres including their own work and the written work of their peers. Students are expected to read a variety of texts to explore cultures of self and others. Students should keep a written record of the books they have read daily.
Students should be encouraged to discuss books with another student or group. During discussions, students should ask about words they don’t know when they are read to or talked with. When new and interesting words are found, students should make an effort to incorporate new words into oral and written language. Students can keep a challenge word journal. Students will learn that they can determine the meaning of unknown words through the context and should recognize it as a resource.
The following are strategies used by effective readers to ensure comprehension. Tutors can help their tutees develop these skills and strategies by talking about them and engaging in them as a team.
Developing Schema: Activate prior knowledge by recalling information relevant to what is being read. What do you already know about a topic? Do you have any relevant experiences? Do you know someone who does?
Making connections: Make perceptive and well-developed connections (text-text, text-self, and text-world) using background knowledge.
Creating Mental Images: Using your imagination, create mental images to enhance understanding before, during, and after reading. Take time to illustrate or use graphic organizers to keep track of plot and characters. (www.edhelper.com has numerous downloadable/printable graphic organizers).
Inferring: Encourage third graders to take what is known, garner clues from the text, and think ahead to make a judgment, discern a theme, or speculate about what is to come. What do you predict might happen next?
Asking questions: Encourage third graders to ask questions in order to clarify understanding. Tutors can model this strategy by asking questions of their own aloud during duet, guided or shared reading. Asking questions is especially helpful when navigating transitions in plot or turn of events.
Determining important ideas: As third graders begin to encounter more challenging texts they will need to be able to differentiate between key ideas and less important ideas. You can help them keep track of main ideas and details with graphic organizers as you read together.
Synthesizing information: Third graders will need to review, sort, and sift important information from the texts they read, synthesizing is a perfect opportunity to create a graphic organizer and determine important ideas. Specifically Narrative Texts - Through the study of narratives, third graders will retell stories. They will be asked pay attention to essential narrative elements such as beginning-middle-end, setting, characters, problems, events, and resolution. Students are expected to be able to recognize plot, setting, and characters within texts and compare and contrast these elements between texts.
Students are expected to be able to recognize characters' internal and external events, and the relationship between these events and the characters' actions and use of dialogue. Third graders will begin to recognize and discuss why dialogue is important within a variety of narrative texts.
Third graders will begin to think critically about texts they read. Students will begin to make judgments and inferences about setting, characters, and events and support them with evidence from the text. Students should gain confidence in identifying and inferring cause and effect relationships in the text and be able to draw conclusions.
Reading comprehension is often challenged during transitions in story plot. Students will gain the ability to identify transition words and phrases imbedded within paragraphs and anticipate/recognize transitions.
Specifically Informational Text - Third graders will learn to recognize and interpret features of informational text with an emphasis on title, maps, illustrations, captions, glossary, table of contents, chapter headings, diagrams, charts, graphs, bibliography, and index. They will learn how these elements are resources for their comprehension.
Third graders will use titles, table of contents, and chapter headings to locate information quickly and accurately and to preview text. When studying informational texts, students will summarize text content and identify the main idea and supporting details (facts, examples and anecdotes).
When studying the written work produced by the media, students will learn to discuss and distinguish fact from opinion (newspaper editorials).
Specifically Test Taking Skills - In third grade, students will be taking a variety of tests. In preparation they will need to participate in reflective discussions about the structure, rules, and formats of standardized and teacher made tests.
Students will need to be able to identify, write, explain, and answer text-explicit and text-implicit questions. Students will need to be able to identify, write, explain, and answer critical analysis questions. Students will need to be able to identify and write parts of test questions: stems (questions or incomplete statements), options, and distracters as these are formats commonly found on the standardized tests. Students should be aware of test taking strategies and apply such strategies when determining answers to test questions (underlining, making notes, re-reading, finding key words, etc.)
Specifically Poetry with an emphasis on Story Poems - Third graders will examine the poet’s craft for effective use of poetic tools that enhance the music of poetry, such as rhythm, rhyme, repetition, and onomatopoeia, with an emphasis on alliteration. Students will also examine the poet’s craft for effective use of poetic forms, such as free verse, list poems, question poems, and bio/I am poems, with an emphasis on story poems. Third graders examine the poet’s craft for effective use of poetic tools that enhance meaning, such as simile and personification, with an emphasis on sensory details.
When reading poetry bring students’ attention to visual images poets create. This includes the shape of the poem, with an emphasis on line breaks and white space.
Specifically Persuasive Essays - Third graders will be able to determine the author’s opinion. They will be able to identify relevant evidence that supports the author’s position. Students will gain confidence in formulating and defending their own opinion about a text. Students will be able to distinguish fact from opinion in text
Third graders will be able to recognize and use antonyms (words that mean the opposite). They will be able to recognize and use synonyms (words that mean the same). They will be able to recognize and use homophones (same sound, different spelling and meaning). They will be able to recognize and use homographs (same spelling, different meaning and may have different pronunciation - heteronym). They will be able to recognize and use words with multiple meanings (a form of homograph). Third graders will be able to identify the meaning of common idioms and figurative phrases and use in oral and written language.
Third graders are expected to write daily. They are able to choose their own topics within genre studies and pre-write, draft, revise, edit, and publish as part of a writing process. Third graders are expected to spell all word wall words correctly and spell all their spelling words in the context of their own writing.
Third graders should share their writing with their peers, giving and receiving responses to writing.
Third graders will write messages to communicate (functional text) and use appropriate formatting conventions for letter writing.
Listening, Speaking, and Viewing
Third graders are expected to recall, interpret, and summarize information presented orally.
Students use oral language for different purposes: to inform, persuade, or entertain.
Third graders are expected to participate appropriately in group discussions (listens to others, solicits others’ viewpoints, offers opinions, responds to others).
After studying informational texts such as newspapers, third graders will be able to demonstrate an awareness of the presence of the media in the daily lives of most people. They will be able to evaluate the role of the media in focusing attention and in forming an opinion as well as judge the extent to which media provide a source of entertainment and a serves as a source of information.
The following is an alphabetical list of words that are developmentally appropriate for the average third grader. They will commonly encounter these words in their reading. These words should be incorporated into their writing and speaking. The list is long. It is advisable to highlight a handful of related words at a time. You can choose words that are related by any logical category (verbs, proper nouns, words that have letter chunks i.e. book, look, cook, words related to a particular subject of interest, words you have seen in a recently read text)
aboard, accept, accident, ace, acid, actual, admire, adopt, adult, adventure, adverb, advice, afford, Africa, against, agree, aid, aim, airport, Alabama, Alaska, album, alert, alley, allow, alphabet, although, ambulance, America, among, amount, amuse, ancient, anger, announce, annoy, Antarctica, antenna, anxious, apart, ape, apology, apostrophe, appear, approve, approximate, apron, aquarium, arch, arctic, area, argue, arithmetic, Arizona, Arkansas, army, arrange, arrive, arrow, art, article, Asia, aspirin, ass, Atlanta, Atlantic, attach, attention, attic, attitude, Australia, author, autograph, automobile, avenue, average, award, aware, awful, awhile, babe, baboon, backward, bacon, badge, balance, balcony, bald, Band-Aid, bang, banquet, barbecue, bare, base, bath, bathroom, batter, battery, bead, beak, beam, beard, beast, beauty, beaver, become, beetle, beg, being, belly, bench, beneath, berry, bet, Bethlehem, beverage, beware, bib, bible, birth, bitter, blackboard, bleed, blend, blink, bloom, boast, bone, bonnet, border, borrow, boss, Boston, bother, bounce, bow, bowling, braid, brain, breath, brick, brief, broad, brownie, bubble, buckle, bud, buffalo, buggy, bulb, bum, bunch, bundle, bunk, burglar, burro, burst, bury, business, busy, buzz, cab, cabin, cactus, cad, calendar, California, calm, camera, canyon, cape, captain, capture, carbon, cardboard, caribou, carnival, carpenter, carpet, carton, cartoon, carve, cattail, cattle, caution, celery, cell, cement, cemetery, certain, chalk, chalkboard, chapter, charcoal, charm, chart, cheat, cheep, chemical, chest, chew, Chicago, chief, chili, chimney, chimpanzee, chipmunk, chocolate, chuck, chunk, church, churn, clam, clap, claw, clever, climate, clip, clop, clothing, clover, club, cluck, coal, coast, coconut, cocoon, code, coin, collar, collect, Colorado, colt, column, comb, comfort, comic, comma, command, common, community, company, compass, complain, congruent, Connecticut, consonant, content, continue, copper, coral, cord, corral, cost, costume, cotton, county, courage, course, court, cousin, cowhand, cozy, crack, craft, cranberry, crank, crash, crawl, cream, creature, creep, crisp, crocodile, crop, crown, cruel, cucumber, cure, curious, curtain, curve, customer, cute, cycle, cylinder, daffodil, dairy, daisy, Dallas, damp, dandelion, dare, date, daub, daughter, dawn, dead, deaf, deal, definite, Delaware, delicious, delight, denominator, dent, Denver, department, describe, desire, dessert, devil, diagram, diamond, diaper, dictionary, die, difficult, digit, dim, dime, dinosaur, dioxide, direct, discover, distant, disturb, divide, dodge, dome, double, downtown, dozen, drag, dread, drift, drill, drown, drowsy, drug, drugstore, dull, dump, dwarf, eager, eardrum, earn, earth, earthquake, either, elastic, elbow, electric, elementary, elf, elm, encyclopedia, enemy, energy, engine, entertain, entrance, equal, equator, erase, errand, estimate, Europe, ever, evidence, evil, exact, exam, example, excite, exclaim, excuse, exit, experiment, explain, explore, extra, fabulous, fact, factory, faint, fake, falcon, familiar, faucet, fault, feast, fellow, female, fern, fib, fiction, fierce, fife, figure, final, fir, firecracker, firehouse, fireworks, fist, flame, flask, flee, flop, Florida, flow, flush, flute, flutter, fog, foil, folder, fool, football, force, foreign, forgive, forth, fossil, fountain, foursquare, frame, freeze, frost, fry, fudge, fuel, fulcrum, furniture, garage, garbage, gas, gasp, gaze, germ, Germany, germinate, giggle, giraffe, glide, glitter, globe, glove, goodnight, gorilla, gown, grab, grace, grade, graham, grain, grand, grandparent, grape, grapefruit, graph, gravity, groan, groom, growl, grown-up, guard, guest, guide, guitar, gulp, habit, hamster, handkerchief, handsome, hanger, harbor, harm, harp, harvest, hatch, Hawaii, hawk, hay, headline, health, heap, heart, height, hell, helmet, hem, herd, hero, hibernate, highway, hike, hip, hippopotamus, hire, hitch, hive, holiday, hollow, holster, honest, honk, honor, hook, hoop, hopscotch, hospital, hotel, hound, Houston, howl, hum, human, hunger, hurrah, husband, husky, hydrant, icicle, Idaho, identify, ill, Illinois, image, imagine, imp, impossible, imprint, inch, indeed, index, Indiana, indoors, inn, insect, instead, instrument, interest, invite, Iowa, iron, item, jail, jeep, jerk, jewel, jigsaw, jingle, joint, journey, jungle, kangaroo, Kansas, kennel, Kentucky, kindergarten, kingdom, kiss, kit, kneel, lace, lap, larvae, lasso, law, lawn, leak, lean, least, leather, ledge, lemon, length, leopard, lettuce, level, lick, lie, lighthouse, lightning, lilac, limb, lime, lip, liquid, list, lizard, load, loan, lobster, locomotive, lollipop, London, loop, loose-leaf, Los Angeles, Louisiana, lullaby, lumbar, lump, machine, magazine, maid, main, Maine, major, makeup, male, mall, malt, mammal, Manchester, manhole, manila, manner, maple, margarine, margin, market, marry, marshal, marshmallow, Maryland, Massachusetts, mat, matter, mayor, medal, melon, member, mention, meow, metal, method, Michigan, microscope, microwave, midget, midnight, mild, mill, million, mind, Minnesota, minor, Mississippi, Missouri, mist, mitt, modern, mold, monster, Montana, moo, moose, mop, mosquito, moss, motel, moth, motor, mow, mulberry, mule, multiply, mumps, museum, mushroom, mustard, mutter, mystery, nation, nature, Nebraska, neither, nephew, nervous, Nevada, New Hampshire, New jersey, New Mexico, New York, news, nick, nickel, nickname, niece, nimble, nitrogen, nobody, nod, noodle, North America, North Carolina, North Dakota, notice, noun, numeral, oak, oatmeal, obey, object, offer, officer, Ohio, okay, Oklahoma, olive, onion, opinion, opposite, orchard, order, otter, ought, outdoors, oval, overhead, ox, pacific, paddle, pageant, pail, pajamas, pal, palace, pale, palm, pane, pant, paragraph, parka, partridge, passage, pasture, pattern, peacock, peak, peas, pedal, peek, penguin, Pennsylvania, perform, perhaps, perimeter, period, pest, petal, phrase, piano, pigeon, pilgrim, pilot, pine, pint, pioneer, pirate, pistil, pit, pitch, pitcher, planet, plastic, platform, plenty, plow, plug, plum, poem, poke, polite, pollen, pond, poplar, poppy, popular, porch, port, post, poster, potato, pound, poverty, pray, president, pretend, prevent, price, prince, problem, produce, professor, program, pronoun, pronounce, protest, prove, provide, public, pulse, pump, pumpkin, punish, pupa, pupil, pure, purpose, purr, purse, pus, puzzle, quarter, Quebec, queen, queer, quicksand, quite, quiz, radish, railroad, raisin, rake, range, raspberry, rat, rather, rear, recess, rectangle, refuse, regular, relax, religion, remember, remind, remove, rent, report, reptile, rescue, resource, respect, restaurant, reward, rhinoceros, Rhode Island, rhyme, rhythm, rice, rid, riddle, rip, ripple, rise, roast, robe, robot, Rockies, rod, rodeo, root, rough, rubber, rude, ruin, rule, sack, saddle, Salem, San Francisco, sap, satin, satisfy, saucer, scarf, scatter, schedule, scold, scoop, scrapbook, scrape, scream, scribble, scrub, search, section, seize, separate, serious, serve, several, sew, shadow, share, shave, shed, shelter, shepherd, sheriff, shiver, shock, shore, shorts, shove, shrimp, shrink, shy, sick, sight, signature, silent, silk, sill, silver, sin, single, sip, sir, skeleton, ski, skill, skin, skip, skunk, skyscraper, slam, slap, slave, sleeve, slice, slime, slowpoke, slumber, smash, smith, snail, snap, sneak, sneeze, sniff, snob, sob, soda, soldier, solid, solve, son, sort, sour, South Carolina, South Dakota, sow, space, spaghetti, spank, spare, spark, speech, spinach, spoil, sport, spray, spy, square, squawk, squeal, squeeze, stable, stage, stamen, starfish, starve, statue, steal, steam, steel, steer, stem, stew, sticker, stiff, stitch, stocking, stomach, stool, straight, strap, straw, stretch, strike, strip, stripe, student, study, stuff, submarine, substance, suit, sundae, supermarket, surface, swallow, sweater, swirl, swish, switch, sword, system, tablespoon, taco, tag, tale, tame, tan, tank, tap, task, taxi, team, teapot, tease, teaspoon, telephone, temperature, temple, tender, Tennessee, tennis, tent, terror, tether, thermometer, thief, thirst, thousand, thread, thunder, tight, tights, tin, tinfoil, ting, toboggan, tomato, ton, tongue, tortoise, touchdown, tough, tour, towel, trade, traffic, trailer, trash, tray, treasure, tremble, triangle, trickle, troll, trombone, troop, trust, tube, tulip, tumble, tune, tunnel, twist, type, ukulele, umbrella, underneath, unit, United States, universe, unless, usual, Utah, vacant, vacation, valley, value, velvet, verb, Vermont, vest, village, violin, Virginia, vote, vowel, voyage, waffle, wag, wail, waist, waiter, warn, watermelon, wax, weak, weather, wed, weigh, west Virginia, wheat, wheel, wheelbarrow, whether, whimper, whip, whir, whistle, whole, whoop, whoosh, wicked, wife, wiggle, willow, win, wink, wire, Wisconsin, witch, within, wood, woodpecker, worse, worth, wow, wrap, wreck, wriggle, wrist, Wyoming, yarn, yawn, yeast, zebra, zip, zone, zoom
This list of words was generated by DataWorks Educational Research R:\data\dataworks\spelling\wordlists\spelling_word_lists_k-6.doc
A Few Things to Keep in Mind When Tutoring English Language Learners in Language Arts…
You will be working with children who are using English as their second language. Many of the language structures are different between the Spanish and English. Spanish is a highly phonetic language, where the words are spelled much like they sound. English is not. You may find that when working with ELLs they are reluctant to use some standard forms consistently, do not push it; they will incorporate the structure into their language production when they are ready. Be careful to correct students language production cautiously, you do not want to discourage them from taking risks in producing their second language. Correct students ONLY when their mistakes interfere with comprehension or content.
Please visit this great website to locate bilingual and culturally relevant literature: http://www.bilingualbooks.com/
Please visit this useful website to locate pre-made graphic organizers & templates to create your own:
Tutoring Strategy: Touch and Feel Box To encourage kids to talk about their experiences using descriptive language. The Touch and Feel Box experience provides students with the opportunity to use language to describe their sense of touch. A clean coffee can, a large dark stocking, items with describable physical characteristics. Use a large empty coffee canister. Place the canister, mouth up, into a long dark colored thigh high. The neck of the stocking will serve as a sleeve and conceal the contents of the ‘box’. Now you have your Touch and Feel box. Add objects that have distinct textures for example pine cones, marbles, shells, leaves, sandpaper, cotton balls, toothbrushes. Give the each child time to feel the object and mentally collect the language. Ask them to describe what they feel. The other children can guess what it might be. -Write down the language that used to describe the objects, or delegate the responsibility to a capable student. By doing so you send the message that you value the student’s ideas and as well as providing a literacy example. -Give each child a turn to feel an object in the Touch and Feel Box. -The Touch and Feel Box approach creates an active learning experience for students. -Create an individual or whole group concept book on the sense of touch. Each child will contribute to the concept book and have the opportunity to work together as illustrators and authors. -Use your imagination and the students’ input to create your own activities…Have Fun! Tutoring Strategy: Concept Books To give students the opportunity to express knowledge about concepts. Concept books may be a combination of nonfiction, instructional, informational, and poetic written expression. You can make concept books about everything; numbers, the alphabet, time, seasons, money, shapes, colors, family, your friends, yourself, ice cream flavors, animals, advice, recipes… Paper, staplers, writing utensils. You may want to provide the following optional materials - paste, scissors, stickers, flat paste-able objects. Concept books are easily made by taking four pieces of paper, folding them in half, and stapling them on the fold for binding. Brainstorm to generate a variety of ideas about a subject. This will help the student broaden their thinking and tap into details about the concept of interest. Do this by asking them briefly, “What can you tell me about ‘such and such concept’?” -Encourage the student to begin with a title page. Include the author/illustrators name. -You can include a table of contents. -On each page of the book, write the page number in a consistent place. When creating a concept book for the first time, keep it simple. Begin with simple pictures and labels. As students gain authorship and mastery of the process of making the books you can encourage them to include more descriptive and comparative language. -Encourage the authors to share their books with peers and family. Point out that people will learn a lot about the concept by reading their work.
Tutoring Strategy: I Have a Story To involve students in the writing process and encourage them to see themselves as authors with interesting ideas and experiences. Children will engage in the processes of brainstorming about ideas, prewriting and organizing thoughts with graphic organizers, drafting, illustration, final drafting and sharing of published work. Graphic organizers, blank paper, stapler, writing and illustrating utensils Activity: Invite students to recall an experience they would like to share with others. This may require thinking back to breakfast that morning, or as far back as their earliest memory. Allow students to hear their peer’s ideas, for this may inspire them, reminding them of their own memory. Brainstorm together about the details of the story. Introduce the students to a graphic organizer and model for them how to use it. The bubble in the middle of the web is the main topic of the story and each smaller bubble is for details or steps. The graphic organizer helps the children keep track of their ideas. Once the child has generated a set of ideas that express their experience, they can begin thinking about the structure of their book. Help them to think about the structure of their story. Talk about the title page. Provide them with an example by revisiting a book you have read together. Ask them if they want to include a table of contents or a glossary. After exploring the structure of the book, the author should begin working on the individual pages. Refer back to the graphic organizer if necessary. Children should be given opportunities to receive positive feedback and suggestions on their work. Make suggestions where appropriate, always bearing in mind that you are a guide and any changes are ultimately made by the author. When the author is satisfied with their work, they should be given opportunities to share it with others. They may prefer to have you read it allowed to them at first. As they gain confidence in the process, they will likely become eager to share it with an audience as a read-aloud. The audience should be encouraged to provide positive feedback, comments and questions about the story.
Tutoring Strategy: A Collection of Challenging Words To help students think about and internalize the meaning of new words. Students make a book of the challenge words they encounter in their daily reading. The written collection will give tutees an opportunity to write down their ideas about their new words and save them for reference later. Reading material, a pre-made concept book (four or more pieces of paper folded and stapled together at the crease), writing utensils. Students will often come across challenging words as they read. Tutors can help children internalize the meaning of the new and challenging words by pausing to talk about: -The context in which the word is found (looking for clues about meaning in previous sentences and in illustrations) -Hypothesizing on the meaning of the challenge word -Thinking about other words that mean the same thing as the challenge word -Think about words that are opposites of the challenge word -Create a homemade sentence with the challenge word to make a personal connection to the word -Make illustrations about the challenge word -Document where they encountered the challenge word
Tutoring Strategy – Grammar Hunt Purpose: To provide students with the opportunity to apply the grammar rules that they know and acknowledge their function in the written language. Materials: You will need to write a personalized paragraph about the child/children you tutor. The word order of the sentence should be accurate. You will want to omit grammar structures such as periods, commas, parenthesis, quotation marks, question marks, capitalization, etc. The paragraph should ideally be written about the child. This provides a personal connection and contributes to the student’s motivation and enjoyment. In the margin, write the number of mistakes in the line that need to be fixed, this will allow them to self-monitor their progress. If you are unsure of the developmental level of the reader, refer back to one of their independent reading books. Do not be afraid to challenge them a bit, if they are confused, you can begin to explain the function of certain punctuation marks. Activity: The student will read the paragraph and ‘hunt’ for the grammar structures that are missing or incorrect. With a different colored writing utensil, encourage the student to fix the paragraph.
3 maria is seven years old Maria has a little sister 6 her little sisters name is jessica jessica is three years old 6 in the morning maria goes to school and jessica doesnt 5 when maria gets home from school she asks jessica What would you 2 like to eat for an afternoon snack
Maria is seven years old. Maria has a little sister. Her little sister’s name is Jessica. Jessica is three years old. In the morning, Maria goes to school and Jessica doesn’t. When Maria gets home from school she asks Jessica, “What would you like to eat for an afternoon snack?”
Tutoring Strategy – Contractions Purpose: English contains a variety of spelling and grammar rules that are unique to the language. Children will benefit from direct instruction about the relationship between phrases commonly used in English and their contractions. Can’t – Cannot; Let’s-Let us; Won’t-Will not Materials: Note cards with contractions written on them, note cards with full phrases written on them. Activity: Play a matching game with the contractions and the full phrases. Discuss the terms. Use them in a meaningful sentence. Example: Doesn’t = Alexis doesn’t like rainy days. Does not = Alexis does not like rainy days.
*this game can be applied to other grammar concepts
Things to keep in mind when talking with kids about mathematics… -Ask them questions about their thinking and strategies… -“How did you do that?” -“How do you know?” -Avoid saying things like “Good Job” and “Great”. -Replace such sayings with “Okay, now let’s move on to the next step.” -The difference is the latter encourages kids to keep going, where the former implies that the work is done. -If you lose momentum, ask the student to create math problems for you. This will keep them thinking about math and provide you with a chance to talk about your own math strategies. - Use manipulatives and visual aids such as drawings, graphs, and charts to help students make sense of abstract mathematics concepts. -Keep in mind that students will learn best by doing. It is fine to model for them how to solve a problem or use a strategy, just be sure to encourage them to try it on their own.
Tutoring Strategy: Addition and Subtraction Purpose: To provide opportunities for students to explore the abstract processes of addition and subtraction. Children will gain a deeper understanding of mathematical jargon when discussions and experiences are supported by math manipulatives and visual aids. Materials: Dice, a deck of cards, a number line beginning at -21 through +21 Activities: Dice Toss - Addition Using two die, toss them together, and add them up. How many did you roll? Cards - Addition Using a deck of cards, draw two cards, and add the two cards together. Say the number sentence aloud to reinforce the mathematical process. Dice Toss - Subtraction Using two die, toss them together, and subtract the smaller number from the larger. Cards - Subtraction Draw two cards from a deck and subtract the lowest card from the highest card. You may need to review the concept of lowest and highest. When this game is mastered, you can begin to subtract the highest card from the lowest card. At first, provide a number line from -21 through 21 for visual support. Dice Toss - Subtraction and (-) numbers Using two die, toss them together, and subtract the larger from the smaller. -21, -20, -19, -18, -17, -16, -15, -14, -13, -12, -11, -10, -9, -8, -7, -6, -5, -4, -3, -2, -1, 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21
Tutoring Strategy: Greater than, Less than, and Equal to Purpose: To explore the abstract mathematical concepts of <, >, = with visual aids in an interactive game which provide peer interaction, negotiation and support Materials: A partner, a deck of cards, a set of dice, paper and a pencil Activities: Card Games Using a deck of cards, two players take turns flipping over the top card. With two new cards revealed, the players decide how they compare; greater than, or less than, or equal to. Like the game ‘War’, the player with the bigger number card keeps it. The player with the most cards at the end of the game wins the round. Dice Toss Using dice, two players roll the dice. With two new die revealed, the players decide how they compare - greater than, or less than, or equal to. The player with the bigger number die gets a point. A tally chart can be kept to keep track of the game. The player with the most points at the end of the game wins the round.
Tutoring Strategy: Measurement Using non-conventional materials to measuring items Purpose: To introduce students to the abstract mathematical concept of measurement. Children will come to understand the purpose of measurement by engaging in the process of measuring items in the environment with non-conventional measuring tools. Students will work with peers to figure out strategies for measuring particular items. Materials: Paperclips, yarn, etc. A pencil and paper for recording measurement. Activities: Provide the students with items that are easy to carry, I recommend paperclips. Ask the students to figure out: -How many paperclips long is this piece of paper? Your desk? Your forearm? -Using your own feet, how many (of your) feet long is the hallway? The teacher’s desk? -Give each child a piece of yarn that is the length of their body, from head to toe, and ask them to measure larger items in the immediate environment. Attach a piece of masking tape to one end creating a flap, on it write the child’s name and date it (they grow). Now that students have experienced the process of measuring items in the environment with non-conventional measurement tools, they are ready to begin exploring the units and purposes for measuring with rulers, yard sticks, measuring cups, etc.
Tutoring Strategy: Graphing and Keeping Track Purpose: Mathematics often requires us to do small steps and stay organized when finding the final answer. We can keep track of our thinking by using charts, graphs, drawings, manipulatives, and tally marks. Materials: Graph paper (if available), pencils, pennies, regular paper Activity: Coin Toss Flip a coin with distinguishable ‘heads’ and ‘tails’. Keep track of how many times the coin lands on heads and on tails. Use a tally mark system, where you make a vertical straight line for each turn and with the fifth flip for either group make a slash diagonally through the group of four. Counting by Fives After you have made a tally chart, you can count the groups by fives. Make a graph with your data With the information you gather from your tally chart you can make a bar graph to represent the outcome of the game.
Tutoring Strategy: Money Sense Purpose: To provide students with an opportunity to explore the monetary value of United States coins and their comparative relationships. Students will apply their developing understanding of monetary value while making exchanges, i.e. 5 pennies for one nickel etc. Materials: You will need one die, a dollar in pennies, a dollar in nickels, a dollar in dimes, and a dollar in quarters, one dollar bill (store the different coins in separate containers or Ziplock bags). It is not necessary to use actual coins if they are unavailable, you can make model coins and dollars. I recommend that you use a thick paper like card stock. When you make the model money, be sure to make the coins and dollars true to size. It is important to include visual details, as this activity will reinforce the students’ ability to recognize the actual coins. Activity: Roll To 100 Taking turns, roll the die. Begin by taking one penny for each dot on the die. Exchange your pennies for nickels when you get to 5 cents, dimes when you acquire 10 cents, and a quarter at twenty-five cents. The first player to get a dollar wins.
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