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Working with Adolescents Tutoring 201 Working with Adolescents

Agenda Welcome & Introductions Quick Centra Overview Engaging & Motivating Adolescents in Tutoring Tutoring through Different Types of Texts Looking Deeper & Making Connections Wrap Up Questions Additional Resources

Centra Quick Tips Press button or Ctrl Key to speak Use button to ask questions Use button for Yes, button for No Use buttons for feedback - Step Out Text Chat – type, then press Enter/Send

Adolescent Literacy Wiki We have other resources we’ll share at the end. http://adolescentlitresources.pbworks.com

Working with Adolescents What do you enjoy about your work with adolescents? What challenges do you face in working with or tutoring adolescents? What help do you need?

Tutoring Through Different Types of Text

GIST Strategy The GIST strategy can be used for both literature and informational texts. It can be done individually, in partners, or in small groups. This is an after-reading strategy. It can be done without having any knowledge of the text prior to reading. The purpose of the GIST statement is to summarize the text in 20 words. Process: The student(s) read the text. The student(s) answers the questions: Who?, What?, Where?, When?, Why?, and How? From those responses, the student writes a 20 word GIST that captures the most important elements of the text.

Sticky Notes Sticky notes can be used with any type of text. It works well with individuals, partners, and small groups. This can be done with no knowledge of the text prior to reading. This is a during-reading strategy. The purpose of sticky notes is for students to record their thinking while reading. They can also practice using certain skills, such as predicting, making connections, visualizing, and inferring. It is also a good way to take notes while reading informational texts. ( Click on the “sticky note” to see a video) Process: Teacher models the strategy in different types of text (literature, informational, graphic). While reading the text, students pause to jot their thinking on sticky notes. If the student has never used the strategy before, the teacher may need to prompt students to stop and jot. It will become more natural over time. After reading the text, students review their sticky notes and organize them into maps or clusters. They may notice patterns or common themes throughout the text. They may also notice how their thinking changed throughout the text.

Your Turn Read the text. What would you write on stickies? I will add your thoughts to the next slide.

Sticky Notes for A Bird Came Down

Anticipation Guide Anticipation Guides are best used with informational texts. It can be facilitated one on one, in partners, or in small groups. The strategy can be used if you are already familiar with the text, as it requires preparation. This is a before-reading, during-reading, and after-reading strategy. The purpose of this strategy is to activate students’ prior knowledge, make predictions, and revise or confirm their thinking using evidence from the text. Process: Before reading the text, students read statements pertaining to the text and make predictions about whether each statement is true or false. Students read the text. After reading, students revise their predictions. If the statement is false, they explain why using evidence.

The teacher completes the first column prior to students reading the text. The student completes the second column before reading the text. The student completes columns 3-5 during/after reading.

Tea Party The Tea Party Strategy works best with graphic and fiction texts. It can be facilitated in small groups. For this strategy, the text must be known ahead of time, as it requires some preparation. This is a before-reading and after-reading strategy. The purpose of this strategy is to make predictions and revise or confirm those predictions. Process: Teacher chooses parts from the text and copies the direct quotes onto index cards. Give each student in the small group an index card. Students take turns reading the index cards aloud. Together, students make a prediction about what the text will be about. Students read the text, independently or in their small group. After reading, students work together to revise their prediction using evidence from the text.

1. Have students read their notecards in no particular order 1. Have students read their notecards in no particular order. Notice that I did not use the entire text. 2. Students make predictions about the text. 3. Students read the text. 4. Students revise their predictions.

3-2-1 The 3-2-1 strategy works with informational texts. It works well with individuals, partners, and small groups. This strategy does not require any planning, and therefore can be done with an unfamiliar text. This is an after-reading strategy. The purpose of the strategy is to have students reflect on their reading. Process: Students read the text. Students record three things they discovered, or learned, using evidence from the text. Students record two interesting things from the text. Again students need to use evidence. Students record one question they still have about the topic.

Engaging & Motivating Adolescents in Tutoring How can tutors engage adolescents and motivate them?

Engaging and Motivating Students It is critical to get to know your student. Find out what they value, and how they view themselves as a learner.

Question What kinds of texts (books, print material) do you use when you tutor or work with students?

What kinds of texts are there? Use texts and other resources that draw on their interests when possible. Articles Graphic Novels Reader’s Theater

What kinds of texts are there? Check out our wiki What kinds of texts are there?

What Makes a Difference to Adolescent Learners? Involve them in their learning. Make the learning relevant to their lives. Help them make real world connections to their learning. Let them make choices.

Why am I learning this? Use tasks with a personal purpose with a larger audience (more than just for the teacher) Letters Editorials Proposals Videos Reflective Writing Show them their learning has value beyond the school. Give opportunities to apply their knowledge in real situations.

Make Tutoring and Learning Social Where possible, connect to others. Small Group Discussions Book Clubs Partner Discussions

Make Tutoring and Learning Social Where possible, connect to others. Skype & FaceTime Blogs Edmodo Segue or transition to next section: Using strategies that foster engagement

Make Tutoring and Learning Social Voicethread Padlet

Looking Deeper and Making Connections

Bloom’s Taxonomy A map of critical thinking skills Some strategies that hit the upper tiers: Sticky Notes GIST Tea Party QAR

Question-Answer Relationships (QAR) QAR helps students understand types of questions. QAR can help improve student comprehension It helps students think about the text they are reading and to think beyond it. It also challenges them to use higher thinking skills like, applying, evaluate, and create.

How do you use QAR? QAR is broken down into 4 types of questions Right There Think and Search Author & Me On your own “Right There” Questions are questions that can be found very easily in the text. These are literal questions. “Think and Search” Questions are found in different parts of the text and put together make meaning. “On my own” questions are questions that students use their prior knowledge to make connections to the text. “Author & You” Questions are not found directly in the story. Students must have read the text to be able to answer the questions

Questions & Discussion What questions do you have? What ideas do you want to share?

Adolescent Literacy Wiki We have other resources we’ll share at the end. http://adolescentlitresources.pbworks.com

Center for Adolescent Literacies website Resources for Tutors The Center for Adolescent Literacies offers the following resources: RWS Tutoring website https://tutoring.uncc.edu/ RWS Tutoring blog http://rwstutoring.wordpress.com/ Center for Adolescent Literacies website http://literacy.uncc.edu/

Tutoring Website There are lots of resources at the RWS tutoring website tutoring.uncc.edu

Need help? Have questions? ReadWriteServe Programs are a part of the Center for Adolescent Literacies at UNC Charlotte. If you have questions or need our help, call or email us: Dr. Bruce Taylor bruce.taylor@uncc.edu