1. Book Buddies Training September 2013

2. Housekeeping Book Buddies Information Form Volunteer form Sign In

3. History of Book Buddies Book Buddies was developed in 1991 as a joint effort between the Charlottesville City Schools and the University of Virginia to help improve student achievement. The program was designed around two important findings in research: - early intervention efforts in preventing reading failure - effectiveness of one-on-one instruction

4. Book Buddies History in CR 2007-2008  We served 10 students with 15 tutors at Taylor 2008-2009 (year of the flood)  We served 5 students with 8 tutors at Cleveland 2009-2010  We served 10 students at Taylor and 3 Cleveland with 20 tutors

5. Book Buddies History in CR 2010-2011  We served 12 students with 19 tutors at Taylor and 3 students with 5 tutors at Cleveland 2011-2012  We served 11 students with 16 tutors at Taylor 2012-2013  We served 12 students with 16 tutors at Taylor

8. 2009-2010

9. Mid-Year Data 09-10

11. Mid-Year Data 2010-11

12. Book Buddies 2011-12

13. Book Buddies 2012-13

14. Program Design One-on-one reading intervention that pairs at-risk readers with trained community volunteers Tutoring sessions occur twice a week for 40 minutes Lesson plans are designed for individual students by:  reading specialist

15. Beginning Readers Lesson Plan Components Rereading Word Study and Word Bank Writing New reading Home Connection

16. Lesson Components Description of ActivitiesSuggested Time Comments (* indicates activity completed by a check; not completed by X) RereadingBooks: 1.) 2.) 3.) My Book: Page(s) * _____ 10 minutes Comment on word recognition, fluency, comprehension Word Study 1. Word Bank: 2. Push & Say It: 3. Picture & Word Sort: 4. Writing Sort: 5. Sound Sheet: *1._____ *2._____ *3._____ *4._____ *5._____ 15-18 minutes Which words are not read with ease? Comment on accuracy: Comment on amount of support needed: WritingStudent writes sentence or answers question: * _____ 2-5 minutes Had difficulty with these taught sounds/words: Needed prompting with: __________________________ New ReadingNew Book: 1. Student reads title, looks at cover, and makes a prediction. 2. Take a picture walk and student reads book. 3. Comprehension: - Discuss together what happened during the story. - Talk about setting, characters, plot * _____ 15 minutes Read the book ______ times. Comment on word recognition, fluency, and comprehension: Student Lesson Plan – Beginning Reader

17. Rereading Reread familiar text (books the student has already read) My Book

18. Lesson Components Description of ActivitiesSuggested Time Comments (* indicates activity completed by a check; not completed by X) RereadingBooks: 1.) Duck and Pig 2.) A Place for a Bed 3.) My Book: Page(s) 1-2 * _____ 10 minutes Comment on word recognition, fluency, comprehension Word Study 1. Word Bank: 2. Push & Say It: 3. Picture & Word Sort: 4. Writing Sort: 5. Sound Sheet: *1._____ *2._____ *3._____ *4._____ *5._____ 15-18 minutes Which words are not read with ease? Comment on accuracy: Comment on amount of support needed: WritingStudent writes sentence or answers question: * _____ 2-5 minutes Had difficulty with these taught sounds/words: Needed prompting with: __________________________ New ReadingNew Book: 1. Student reads title, looks at cover, and makes a prediction. 2. Take a picture walk and student reads book. 3. Comprehension: - Discuss together what happened during the story. - Talk about setting, characters, plot * _____ 15 minutes Read the book ______ times. Comment on word recognition, fluency, and comprehension: Student Lesson Plan – Beginning Reader

19. Word Study and Word Bank Word Bank (1 st grade sight words) Push and Say It (making words with word families) Picture/Word Sort (initial sound, word families, vowel patterns) Writing Sort (write the sort under the correct headings – Journal) Sound Sheet (word pattern sheets and/or phrase sheets)

20. Lesson Components Description of ActivitiesSuggested Time Comments (* indicates activity completed by a check; not completed by X) RereadingBooks: 1.) 2.) 3.) My Book: Page(s) * _____ 10 minutes Comment on word recognition, fluency, comprehension Word Study 1. Word Bank: Review and add 5 new words 2. Push & Say It: #2 3. Picture & Word Sort: m/s/b 4. Writing Sort: Write 2-3 words under the correct headers 5. Sound Sheet: N/A *1._____ *2._____ *3._____ *4._____ *5._____ 15-18 minutes Which words are not read with ease? Comment on accuracy: Comment on amount of support needed: WritingStudent writes sentence or answers question: * _____ 2-5 minutes Had difficulty with these taught sounds/words: Needed prompting with: __________________________ New ReadingNew Book: 1. Student reads title, looks at cover, and makes a prediction. 2. Take a picture walk and student reads book. 3. Comprehension: - Discuss together what happened during the story. - Talk about setting, characters, plot * _____ 15 minutes Read the book ______ times. Comment on word recognition, fluency, and comprehension: Student Lesson Plan – Beginning Reader

21. Sight Word Sheet abigitcar inwillIand hesaidisdad amcomegolook themothermehome todohavelike seeboycanget goodatwething youthatjumpwhen noonearenew

22. Sight Word Rocket

23. Word Study and Word Bank Word Bank (1 st grade sight words) Push and Say It (making words with word families) Picture/Word Sort (initial sound, word families, vowel patterns) Writing Sort (write the sort under the correct headings – Journal) Sound Sheet (word pattern sheets and/or phrase sheets)

24. Sound Sheet CVC Words: #1 Practice Box: pit fin patfinbagtap mansitsadtag pithadhatran madcapragwin

25. Fluency Phrases The peopleFrom my room By the waterWill you be good? You and IThen we will go. He called meAn angry cat What did they say?Write your name. No wayThat dog is big. One or twoTwo of us

26. Writing Student writes a sentence or answers a question about the story  Focus: capital letters punctuation marks spelling of sight words (The sentence or the question will be on the lesson plan.) *You can help the students spell a word they don’t know or help them find it in the text.

27. Lesson Components Description of ActivitiesSuggested Time Comments (* indicates activity completed by a check; not completed by X) RereadingBooks: 1.) 2.) 3.) My Book: Page(s) * _____ 10 minutes Comment on word recognition, fluency, comprehension Word Study 1. Word Bank: 2. Push & Say It: 3. Picture & Word Sort: 4. Writing Sort: 5. Sound Sheet: *1._____ *2._____ *3._____ *4._____ *5._____ 15-18 minutes Which words are not read with ease? Comment on accuracy: Comment on amount of support needed: WritingStudent writes sentence or answers question: Ben put the cage into the water. * _____ 2-5 minutes Had difficulty with these taught sounds/words: Needed prompting with: __________________________ New ReadingNew Book: 1. Student reads title, looks at cover, and makes a prediction. 2. Take a picture walk and student reads book. 3. Comprehension: - Discuss together what happened during the story. - Talk about setting, characters, plot * _____ 15 minutes Read the book ______ times. Comment on word recognition, fluency, and comprehension: Student Lesson Plan – Beginning Reader

28. New Reading Student reads the title, looks at the cover, and makes a prediction. Take a picture walk and discuss vocabulary words (in the front cover of the book) Student reads book with assistance as needed. (Student may read the whole book or just assigned pages.)

29. New Reading Comprehension:  Discuss together what happened during the story.  Talk about setting, characters, plot, etc.

30. Lesson Components Description of ActivitiesSuggested Time Comments (* indicates activity completed by a check; not completed by X) RereadingBooks: 1.) 2.) 3.) My Book: Page(s) * _____ 10 minutes Comment on word recognition, fluency, comprehension Word Study 1. Word Bank: 2. Push & Say It: 3. Picture & Word Sort: 4. Writing Sort: 5. Sound Sheet: *1._____ *2._____ *3._____ *4._____ *5._____ 15-18 minutes Which words are not read with ease? Comment on accuracy: Comment on amount of support needed: WritingStudent writes sentence or answers question: * _____ 2-5 minutes Had difficulty with these taught sounds/words: Needed prompting with: __________________________ New ReadingNew Book: Octopus for Dinner 1. Student reads title, looks at cover, and makes a prediction. 2. Take a picture walk and student reads book. 3. Comprehension: - Discuss together what happened during the story. - Talk about setting, characters, plot * _____ 15 minutes Read the book ______ times. Comment on word recognition, fluency, and comprehension: Student Lesson Plan – Beginning Reader

31. Home Connection Students will take home:  One of the books they read Reread book New book (if whole book was read)  Home Recording Sheet record book title how many times read parent signature  Don’t send home a new book until the other book is back!

32. Lesson Components Description of ActivitiesSuggested Time Comments (* indicates activity completed by a check; not completed by X) RereadingBooks: 1.) 2.) 3.) My Book: Page(s) * _____ 10 minutes Comment on word recognition, fluency, comprehension Word Study 1. Word Bank: 2. Push & Say It: 3. Picture & Word Sort: 4. Writing Sort: 5. Sound Sheet: *1._____ *2._____ *3._____ *4._____ *5._____ 15-18 minutes Which words are not read with ease? Comment on accuracy: Comment on amount of support needed: WritingStudent writes sentence or answers question: * _____ 2-5 minutes Had difficulty with these taught sounds/words: Needed prompting with: __________________________ New ReadingNew Book: 1. Student reads title, looks at cover, and makes a prediction. 2. Take a picture walk and student reads book. 3. Comprehension: - Discuss together what happened during the story. - Talk about setting, characters, plot * _____ 15 minutes Read the book ______ times. Comment on word recognition, fluency, and comprehension: Student Lesson Plan – Beginning Reader Take Home Book: __Duck and Pig___

33. DateTitle of Book# of Times ReadSignature Book List for: ______________________________ Take Home Book List

34. Lesson Plan 2 – Early Reader Rereading  Rereading text  Timed Repeated Readings Word Study and Push & Say Writing New reading Fluency  Fluency Sheets (Phrases and Sound Sheets) Home Connection

35. Date: _______ Student: Tutor: Lesson #: ____________________ _____________________ ______ Lesson Plan Description of ActivitiesTimeObservations and Comments Rereadin g Books: 1.) 2.) 3.) Timed Repeated Reading (time and record) : Word Study Push & Say It: Word Sort: Writing Sort or Game: New Reading and Writing Book: Preview Book (read title, look at cover) Prediction (make a prediction based on the title and book cover) Picture Walk (look at the pictures in the book and discuss vocabulary words) Read book (student reads book) Comprehension (discuss what the book was about) Writing: Revisit and Fluency Practice My Book: Page Fluency Sheet: Repeat Timed Repeated Reading: (Do only if there is extra time.) Lesson Plan 2

36. Box Materials Folder Contents lesson plans book recording sheet Sight Word sheet New book Sorts and Push & Say Pencil Box Pencils & erasers Markers (overhead & permanent) Other Index cards

37. Other Information - Taylor Location of Materials  Room 129 Work Locations  Room 128 Absent Students  Paula Moore will contact you by 12:00 Going to be gone  Call Leicha Scranton

38. Contact Information - Taylor Leicha Scranton (Instructional Coach – Taylor) 558-1080 or lscranton@cr.k12.ia.uslscranton@cr.k12.ia.us Paula Moore (Title One Para) pmoore@cr.k12.ia.us JoJo Green (Enrichment Coordinator) 558-4475 or jgreen@cr.k12.ia.usjgreen@cr.k12.ia.us

39. Contact Information - Cleveland Tom Hampton (Instructional Coach - Cleveland) 558-4749 or thampton@cr.k12.ia.usthampton@cr.k12.ia.us

40. Questions???