1. Rob Podlasek Training Manager, Minnesota Literacy Council VISTA 1987-1988

2.  Review six best practices for running a volunteer literacy program  Explore tools, activities and strategies for implementing the best practices

3.  Share your name  Share TWO interesting things about your name  Each person in group asks you an additional question about your name  Move to next person

4.  Academic alignment between school and tutoring programs (and home)  The research shows that the most successful tutors are those who directly support the primary instruction the students receive from their teachers.  It is our job to help kids practice reading, not to teach them to read.  Instructive vs. Supportive

5.  Have the mindset that your program exists to support what the kids are learning in school.  Choose materials/curricula that align with what happens during the school day.  https://thecenter.spps.org/uploads/gr_2_pg_ 2014-15.pdf https://thecenter.spps.org/uploads/gr_2_pg_ 2014-15.pdf  Look for ways to facilitate the connection between school and afterschool programming.

7.  Students’ oral language background will impact their success at reading and writing

8.  Create programming with an oral language component  Train volunteers to imbed oral language into their reading activities

10.  Un-Cool Question: How tall are you?  Cool Question: If you could go anyplace in the world on vacation, where would it be?  Cool Question: What is your favorite flavor of ice cream?

11.  Reading is more than sounding out words

13.  Phonemic Awareness  Alphabetics  Vocabulary  Fluency  Comprehension  Prior knowledge and experience

14. “His line was not only technical but packed with moves that no one else was doing like a layback tail press backside 180 out and Cab Double Cork 1260 Holy Crail grab, basically a contorted japan and cross rocket mash up.”

17.  Include instruction in all five areas in your programming  Alphabetics instruction should be considered supportive  Don’t neglect vocabulary and comprehension  Reading practice and comprehension checking make for great reading programming

18.  Reading isn’t “fun” for everyone.  Reading isn’t “easy” for everyone.  Reading isn’t “relaxing” for everyone.

19.  Let your volunteers experience some pain and humility.

21.  Make Literacy-focused programs include physical activities and physical-focused programs involve literacy activities  Set up programming so that the kids aren’t defined simply by their reading difficulties

24.  Having “well-trained” volunteers is a key component in the success of reading tutoring programs.

25.  Create an argument about why volunteers need training  Create a tutor job description. What will they be DOING  Define what “well-trained” means in your program  The skills, knowledge and attitudes they will need to do their job well

26.  Before they sign up to volunteer  Before their service  At the beginning of their service  During their service  At the end of their service

27.  Pre-service training  In-service training  Web and print material  Volunteer information sessions  On-line training  Observations  On-the-job training  Student teaching  Newsletters  Email  Mentoring

29.  What is YOUR Literacy Best Practice?

30.  Minnesota Literacy Council Trainings  Reading Nook Blog  Minnesota Literacy Council Web Site  Assistance Developing Your Own Trainings

31.  Rpodlasek@mnliteracy.org  651-645-2277 x 206