Book Buddies Guidelines for Volunteer Tutors of Emergent and Early Readers

by Johnston, Francine R.; Invernizzi, Marcia; Juel, Connie

• ISBN13: 9781572303478
• ISBN10: 1572303476
• Edition: 1st
• Format: Paperback
• Copyright: 1998-04-10
• Publisher: The Guilford Press

Summary

Volunteer tutors can make a tremendous difference in the reading skills and the lives of young children. This comprehensive tutorial manual has been developed from the Book Buddies program of Charlottesville, Virginia, the first large-scale model to mobilize hundreds of community volunteers in an alternative one-on-one intervention for children at risk for reading failure. A complete how-to resource for both trainers and tutors in one accessible volume, the book provides guidelines for setting up a successful tutorial program in the early grades and presents a field-tested lesson format for individualized instruction in reading, writing, and phonics. The authors clearly describe how to conduct a wealth of enjoyable reading activities and exercises with students, illustrating each chapter with real-life examples and lively line drawings. Appendices feature reproducible assessment and lesson planning forms, alphabet cards and charts, recommendations and sources for children's books and other materials, and a helpful glossary.

Author Biography

Francine Johnston, EdD, is Assistant Professor of Curriculum and Instruction at the University of North Carolina at Greensboro, where she teaches courses in reading, language arts, and children's literature. Tutoring is a key part of her curriculum, as she believes that there is no better way to help preservice teachers learn how to teach beginning readers.

Marcia Invernizzi, PhD, is Associate Professor of Reading Education at the Curry School of Education, University of Virginia, where she also serves as Clinical Director of the McGuffey Reading Center. With Connie Juel, she cofounded the Book Buddies community volunteer tutorial program, which has served over 700 children since 1992. Dr. Invernizzi's research on the effectiveness of Book Buddies has been published in The Reading Teacher and Scientific Studies of Reading.

Connie Juel, PhD, is the Thomas G. Jewell Professor of Education at the Curry School of Education, University of Virginia, where she also serves as the Director of Studies in Learning to Read. She is codirector of the Center for the Improvement of Early Reading Achievement and a former Associate Editor of Reading Research Quarterly. Cofounder with Marcia Invernizzi of the Book Buddies tutorial program, Dr. Juel has published numerous research articles, chapters, and books on literacy acquisition.

Table of Contents

1 Volunteer Tutorials	1	(8)
The America Reads Challenge	1	(2)
Empirically Researched Volunteer Tutoring Programs	3	(1)
The Charlottesville Book Buddies Program	4	(5)
Program Description	4	(1)
Coordinators, Tutors, and Children	4	(2)
The Tutoring Lesson	6	(1)
Program Results over Time	6	(1)
The Hidden Benefits of Volunteer Tutoring	7	(1)
Setting Up a Volunteer Tutorial	7	(2)
2 The Role of the Volunteer Coordinator	9	(22)
Getting Set Up	9	(13)
Whom to Tutor?	10	(1)
Scheduling Tutorials	11	(1)
Acquiring and Organizing Books and Reading Material	11	(3)
Organizing Materials for Word Study and Phonics	14	(4)
Organizing General Supplies and Record Forms	18	(1)
Writing Lesson Plans	19	(1)
Organizing the Tutoring Box	20	(2)
Volunteer Tutor Training	22	(6)
Whole-Group Training Sessions	22	(3)
Further Training	25	(3)
Kudos for Our Volunteers	28	(3)
3 Evaluating Beginning Readers	31	(30)
An Overview of the Assessment	31	(2)
Alphabet and Letter-Sounds	32	(1)
Word Identification	32	(1)
Administering the Assessment	33	(8)
Alphabet Knowledge Assessment Tasks	34	(1)
Letter-Sound Awareness Tasks	34	(2)
The Word Identification Assessment	36	(5)
The Assessment Summary Sheet	41	(1)
Interpreting the Results of the Assessment	41	(3)
Using the Results to Determine Which Lesson Plan to Use	41	(1)
Determining the Child's Reading Level in Order to Select Appropriate Books	41	(2)
Using the Alphabet, Picture Sorting, and Spelling to Plan Word Study	43	(1)
Assessment Recording Forms	44	(17)
4 General Tutoring Plan for the Emergent Reader	61	(40)
Overview of the Emergent Reader Plan	61	(1)
Emergent Reader Lesson Plan, Part I: Rereading Familiar Material	62	(4)
Getting Started with Rereading	62	(2)
Questions You Might Have	64	(2)
Emergent Reader Lesson Plan, Part II: Word Study	66	(23)
Word Bank	67	(5)
Phonics	72	(17)
Emergent Reader Lesson Plan, Part III: Writing for Sounds	89	(3)
Questions Tutors Often Ask	90	(2)
Emergent Reader Lesson Plan, Part IV: Introducing New Reading Materials	92	(9)
Responding during Reading of a New Book	95	(3)
Using Rhymes, Jingles, and Poetry	98	(3)
5 General Tutoring Plan for the Early Reader	101	(26)
Overview of the Early Reader Plan	102	(1)
Early Reader Lesson Plan, Part 1: Reading for Fluency	102	(5)
Materials to Use to Develop Fluency	102	(4)
Responding to Errors during Reading for Fluency	106	(1)
Early Reader Lesson Plan, Part II: Reading and Writing	107	(6)
Selecting Books for Reading and Writing	107	(1)
Presenting New Material for Reading and Writing	108	(2)
Using Information Books	110	(1)
Questions Tutors Often Ask	111	(2)
Early Reader Lesson Plan, Part III: Word Study for Phonics	113	(11)
Planning Word Study and Phonics for the Early Reader	113	(11)
Early Reader Lesson Plan, Part IV: More Reading or Writing	124	(3)
Revisiting Favorites for More Reading	124	(1)
More Writing Activities	124	(3)
Appendix A: Forms for Tutors	127	(20)
Appendix B: Resources	147	(20)
Glossary	167	(4)
Index	171