Any suggestions for tutoring 3rd/4th graders

[Trigood]

I know there are a lot of smart, experienced folks here, so I thought I'd throw out this request for any suggestions for me, as per the subject.

These kids are "underprivileged." Probably many are struggling to keep up with their grade level in reading. Some don't seem to know the "short vowel without / long vowel with a silent 'e' at the end" rule. Others have problems with the "p"/"b" distinction.

I work with them in various ways, whatever the teacher requests. Sometimes, I have them read a passage and note their errors (which I try to correct as well along the way). Sometimes, I tutor more extensively one-on-one, listening to a student read a passage and helping with a set of after-reading questions. Sometimes, I tutor a small group getting ready for one of those standardized tests (not my favorite assignment).

I always try to encourage interest in reading in general by bringing in other materials such as children's books, and asking if they read at home. I try to relate to the children on a personal level, of course, as well. Sometimes, though, it's easy to feel sort of helpless because I feel like anything I do is a drop in the ocean compared to the struggles these kids face (absent fathers, poverty, lack of resources at school and home, etc.).

I'm just throwing out a request for any suggestions and/or ideas. Anything you can think of, any websites you can recommend, which might help me, would be greatly appreciated. By the way, my background is more in science and English, not too many education classes. Thanks in advance!!

 

[Dancing David]

be patient with them and yourself, be consistent.

 

[jasonpatterson]

Encouraging the kids when they do well is at least as important as helping them see their mistakes. I teach older kids, but I've had them burst into tears when I hand them a little note saying that I was impressed with their performance that day or that I appreciated how engaged they were in class. (At the age of my students open praise by a teacher is usually embarrassing...)

As long as it's ok with the school, candy works amazingly well as a reward. You'd be stunned at the lengths many kids will go to in order to get a little tiny chocolate bar...

 

[headscratcher4]

Tasers.

 

[Roma]

Try using a variety of teaching methods.

eg. 1. Incorporating music and song will help teach the sounds of the letters and phonics and the pitch pattern of a sentence.
2. Incorporating art by using modeling clay to create letters and words, then forming them into an abstract, but grammatically correct sentence masterpiece.
3. Incorporating physical movement by making up a game such as jumping for verbs, frozen statues for nouns, running around the room for adverbs, and standing on one foot for adjectives.

If these children are underprivileged you should feed them something before trying to teach them anything, even if it's just a juice box and a cookie.

Also consider the home environment of these children. For example a low rental Housing complex in the city where I live was so contaminated with toxic mould that virtually every child there was suffering from symptoms that affected their ability to learn. So it wasn't truly a learning problem or "low intelligence", it was a reaction to mould.

 

[fuelair]

I know there are a lot of smart, experienced folks here, so I thought I'd throw out this request for any suggestions for me, as per the subject.

These kids are "underprivileged." Probably many are struggling to keep up with their grade level in reading. Some don't seem to know the "short vowel without / long vowel with a silent 'e' at the end" rule. Others have problems with the "p"/"b" distinction.

I work with them in various ways, whatever the teacher requests. Sometimes, I have them read a passage and note their errors (which I try to correct as well along the way). Sometimes, I tutor more extensively one-on-one, listening to a student read a passage and helping with a set of after-reading questions. Sometimes, I tutor a small group getting ready for one of those standardized tests (not my favorite assignment).

I always try to encourage interest in reading in general by bringing in other materials such as children's books, and asking if they read at home. I try to relate to the children on a personal level, of course, as well. Sometimes, though, it's easy to feel sort of helpless because I feel like anything I do is a drop in the ocean compared to the struggles these kids face (absent fathers, poverty, lack of resources at school and home, etc.).




I'm just throwing out a request for any suggestions and/or ideas. Anything you can think of, any websites you can recommend, which might help me, would be greatly appreciated. By the way, my background is more in science and English, not too many education classes. Thanks in advance!!

:http://reading.uoregon.edu/pa/pa_what.php

phonemic/phonological awareness is big and is currently considered Best Practice. The suggestions in the post before this are in line with this though there are lots of other activity based things that seem to work. For you, the good news is that most of the material in this field is for kids in the age range/near it that you are working with. I'll check /find my notebook for the FOR-PD course I recently was in for more 'net stuff you might find useful.


ETA: I suspect Roma has a lot of experience with this. We do the food thing here before the FCAT.

 

[Trigood]

Thanks to everyone for their responses (even you, Headscratcher/Kim Jong!).

@Dancing David: So important. I'm mostly tutoring one particular boy right now. I am trying to tutor him at least once a week, sometimes twice. This past week, however, I only got in to the school once because of fears I had about swine flu, my boyfriend being sick, etc. But at least I was able to get there once.

@Jason: Thanks for the encouragement to encourage! I've noticed one of the teachers who is really negative (often yelling, angry, etc.), and I feel that sort of thing is so counterproductive. After reading some Jonathan Kozol (Letters to a Young Teacher), I became less precise about critiquing my students' spelling. The one boy I've mostly tutored, he will spontaneously start writing out a new word on the dry erase board -- and that alone makes me happy (the fact that he spontaneously wants to write out a new word, plus its meaning... in fact, "fact" was one such word!), so I don't always worry that every letter is perfectly in place.

I generally carry dark chocolate to snack on myself, so I did share some with him one time... he loved it!

@Roma: Thanks for all the ideas! Since it's just an hour or two at a time, and not in a real classroom (we go to the library or wherever we can find a spot to work), I'm not sure the music idea would be practical... but I do have some of that modeling clay (if I can find it), and I will try that.. thanks! I do let them use a small dry erase board that I got for a dollar at Target... and they all want to keep it! I say, "Maybe at the end of the year." (I can't really afford to give them ALL a dry erase board, so to avoid jealousy, I'll give it to the few that I tutor at the end of the year when they won't be in contact as much and so hopefully won't be as jealous ... )

The boy that I mainly tutored so far, he LOVES the dry erase board, as I've mentioned. His reward at the end of our session (at his request!) is to have some time to draw pictures on it (and he spontaneously labels things with words, so that's all to the good!).

One of his main problems seems to be the voiced/unvoiced consonant distinctions, especially "p" vs "b" (he reads "bell" as "pell" etc. sometimes). I've been reading up on this. (I took linguistics at one point but it was a few years ago, ahem! ) Anyway, I've been thinking of putting together some 4x6 cards on the 'p/b', 't/d,' and 'g/k' pairs. He also was having trouble sounding out the "tr" phoneme, which leads to ...

@Fuelair: Thanks for the reinforcement on the phonology stuff, which I've also been seeing all over the 'net. Like I said, I would somehow like to help this boy with this stuff... but HOW, is the big question. I'm certainly no expert! But, the thing is, once one is drawn into the experience, it's like I just get so passionate about helping these kids! They deserve so much better than society is giving them! Arggghhh..

Here's the review of what looks to be an interesting book that I found, called Early Reading Instruction: What Science Really Tells Us about How to Teach Reading, by McGuinness, Diane (2004):

http://edrev.asu.edu/reviews/rev328.htm

I like what I've read so far (not much). I'm learning German myself now, so I'm really understanding how hard it is to learn "new vocabulary," "new spelling," etc. I try to tell this boy that English just has weird spellings, there are a lot of exceptions, etc. I tell him that just so he doesn't get too hard on himself. But I also see the point of trying to get across any "rules" that one can come up with for English. Last time, I made up index cards to try to get across the rule about using long vowels with silent 'e.' I realize now, that he needs more help with consonants! As he couldn't even sound out the "tr" sound in a word such as "trip" (I can't remember the exact word it was).

So I'm thinking of making up index cards with "tr" vs. "t" words, such as trip/tip, true/too, try/tie, trick/tick, etc. And of course, the p/b distinction, maybe even pr/br index cards. I'll read up some more on phonology. Any of those refs you can find, would be greatly appreciated, FA!

Thanks again to everyone who's responded so far. Sometimes, it seems there is so much to be done, for so many kids. But every little bit helps, I guess!

ETA: Fuelair, if you could explain FCAT and FOR-CD, I'd appreciate it! Thanks!

 

[MarekM]

Hi Trigood -

I worked as a math teacher in urban schools, so I can't really help with the reading portion, but maybe I can give some advice on working with "underprivileged" kids.

Encouragement instead of praise. Believe me, students can tell the difference and the react accordingly. Make notes on exactly how each student is improving and make sure they know that you recognized that they are. Even if it means pointing out past errors and weaknesses, students will almost always respond positively. And don't forget the importance of encouragement in front of their peers. The key to this though, is to deal it out evenly.

Let students know that you are interested in them and receptive to their interests. Ask questions about their views and hobbies. If they like something that you aren't familiar with, take some time out of your day to learn about it. The next day, share some of the information that you learned. I'm not sure how this applies to 3rd and 4th graders, but it's amazing how much more receptive teenage students are if you take the time to discuss music, sports, or fashion with them.

Make it clear that you understand the pressure that they are under, but, regardless, that their future is in their hands. Again, this probably relates more to older students, when the pressures of family life and economics start to bear down a bit more, but I don't think you can start too young. Many of my students really didn't realize that college, or even graduating high school, was an option. If you take the time to discuss your students' dreams and help outline a path that they can accomplish, you'll see motivation soar.

These are a few of the things I've learned in my short time teaching. I hope they help!

 

[quixotecoyote]

I've done some tutoring in that age range and the advice I'd give would depend on three factors:

1. Are the children there voluntarily?
2. Are they the same children (just that one boy) or are you getting random kids?
3. Are the topics for your tutoring set by the teacher (as I believe you indicated) or by student request?

 

[NobbyNobbs]

I have two suggestions.

I was worried about my son's reading ability, because he simply didn't seem interested in reading (he's in 2nd grade right now). Then one day, he discovered comic books and graphic novels. Now there's no stopping him.

One helpful thing in that is the recognition factor. It's unlikely your student will read "Superboy" as "Superpoy", simply because of context. Plus, you've got a zillion compound words in the names alone (Batman).

Second suggestion that also employs context: take a field trip. Not far, just down the street. If you live near a shopping center, that's best. You can be overwhelmed by how many things there are available to be read. Street signs, bumper stickers, restaurant menus, billboards, store names, advertisements...on and on and on. The nice thing about this is the student doesn't feel the stress of being in a "learning environment". Instead, they're out having fun.

 

[Jaxe]

My suggestions:
Show them respect, give them responsibility, but also make them take resposibility. Above all, be patient and fair.

*edit*
for some reason i understood underpriviledged as 'problem child', still solid advice though

 

[Trigood]

Thank you, thank you, to everyone who has responded! This is really helping me a lot, if only to write about it here, but also to get all your input and ideas!

Let me first go to quixotecoyote's questions, because that will clarify what I'm doing (good questions, qc!):

I've done some tutoring in that age range and the advice I'd give would depend on three factors:

1. Are the children there voluntarily?
2. Are they the same children (just that one boy) or are you getting random kids?
3. Are the topics for your tutoring set by the teacher (as I believe you indicated) or by student request?

1. Yes, pretty much. I mean, as much as you can say 3rd graders are "voluntarily" at school. The thing is, they seem to want to be chosen to be tutored. I mean, that was my experience with the 2nd graders a couple years ago. I've only been doing tutoring this year for a few weeks though (I found out late in the school year about this opportunity to tutor, unfortunately), but it doesn't seem like the kids are too resistant. They seem happy to see me (waving and smiling, etc.) when I show up (I think anything that's a break from the regular classroom grind is welcome ).

2. Well, at first I was just reading with random kids, but a couple weeks ago, the teacher asked me to work with this one boy, whom I'll call "Pete" (NOT his real name). So, I've worked with him twice now, but the teacher seems amenable to me continuing to work only with him. I hope that pans out, because as I've described, I believe this boy needs a great deal of help if he's going to ever learn to really read, to be really what we call "literate." (I think he's gotten by so far on natural intelligence and learning a LOT of words by "sight." I don't think he can sound words out; more on this below.) "Pete," in particular, seems quite happy to work with me. So yes, with "Pete," the answer is yes, he's essentially there voluntarily.

3. Um, that's a bit complicated. So far, "Pete" and I have used his lessons as a starting point. The implication is, the teacher wants me to help him read or re-read his lesson (usually a little story) and help him answer the questions in the workbook. Last week's lesson, however, appeared to be the last one in the workbook. For that reason, and for the reason that the teacher presented me with "Pete" as someone who is falling behind, who needs "extra" help, I am going to, this week, if given the opportunity to work with him, try as much as I can to get away from his workbook. I am going to try and get "back to basics."

ETA: Topics "by student request"?? In their dreams!!! These are 9 year olds. Their teacher and I set the agenda. But, if you mean, we have to motivate them, as NobbyNobbs talked about how her/his son was motivated by comic books. I try to bring in fun and different reading materials, the dry erase boards, etc. to garner their interest.

It seems to me that "Pete's" basic problem is that he hasn't learned how to "sound out words," either when he's reading or when he's writing (or attempting to write). I wonder if he came from another school, because this school has a great phonics-based learning system in 1st and 2nd grade. I'm going to ask him next time whether he was in this school or not. That could explain a lot.

Anyway, I'm thinking that I will get back to the basics of phonemes and teaching him to "translate" "sounds" (phonemes) into letters and combinations of letters on the page. When he cannot even sound out the word "true", and he writes "fact" as "faft," I think there is something wrong there (there are other examples including, when he's reading and I ask him to "sound out that word," he just can't seem to do it).

I'm going to make up index cards of phonemes. I don't want to use a strange word like "phonemes" though, so I'm going to call them just "sounds" (anyone else have a better idea on what I can call the phonemes?). I also am going to print out an alphabet, just to make sure he knows it... 'cause, who knows? Maybe he's even struggling with that. (I sure hope not, and I doubt it, but better safe than sorry.)

And then, I'm going to TRY to help "Pete" construct words out of the "sounds" and then learn to translate the "sounds" into letters or letter combinations. I'm a little afraid things could get hairy if the teacher doesn't like what I'm doing, if it looks like I'm "taking him back to first grade" or something, but I think I can explain sufficiently. He needs to learn to sound things out! (imho... of course, I could always be wrong, and I hope I am....)

Thanks again, everyone.

 

[fuelair]

FCAT is our big deal state test. FOR-PD is a reading program which ,although we are in high school is based almost entirely on stuff proven to wor in elementary school (almost every piece of research is on some range withing k-5). Almost everything in the program leads back to phonemic awareness and/or phonological awareness and the use of various activities with kids needing remediation/ initial instruction as part of reading debvelopment.

 

[Trigood]

FCAT is our big deal state test. FOR-PD is a reading program which ,although we are in high school is based almost entirely on stuff proven to wor in elementary school (almost every piece of research is on some range withing k-5). Almost everything in the program leads back to phonemic awareness and/or phonological awareness and the use of various activities with kids needing remediation/ initial instruction as part of reading debvelopment.

Okay, thanks. So, hearing that you're using phonemes etc. in high school, I'm going to feel better using them in 3rd grade (when he "should have learned them already in 1st or 2nd").

One thing I've learned in life, things don't always happen in sequence, and that may be for a reason, but that's OK. I think it's a good attitude to teach students (I've tried to learn it): Just pick up what you need, when you can, if it helps. Thanks again.

 

[fuelair]

Thank you, thank you, to everyone who has responded! This is really helping me a lot, if only to write about it here, but also to get all your input and ideas!



And then, I'm going to TRY to help "Pete" construct words out of the "sounds" and then learn to translate the "sounds" into letters or letter combinations. I'm a little afraid things could get hairy if the teacher doesn't like what I'm doing, if it looks like I'm "taking him back to first grade" or something, but I think I can explain sufficiently. He needs to learn to sound things out! (imho... of course, I could always be wrong, and I hope I am....)

Thanks again, everyone.

If you are doing as you describe, things should not get hairy..and if they do, something is wrong somewhere. Basically, he needs to learn to recognize what he sees both by sight and sound - that's why many articles on the topics suggest games/play/songs where the same sound is emphasized in the activity/song.


Some suggestions/readings:

http://www.readingrockets.org/helping/target/phonologicalphonemic

http://www.doe.virginia.gov/VDOE/Instruction/Reading/findings.pdf

http://searchlight.utexas.org/content/explore/explore/resources-currently-in-searchlight

 

[Trigood]

Wow, those look like great resources! Thanks FA. I've also found other resources (maybe referred by you?) so I know a bit already (onset, rime, etc.).

I'll keep reading!

 

[Roma]

The reason I suggested trying a variety of teaching methods was because every child learns in his or her own way.
Some are auditory learners (not Pete), some are kinetic learners and need to move in order to learn (wigglers), some are visual and learn best through art, colours, visuals etc.,
You seem to have chosen one tool, a white board for all of your students.

Also, has Pete undergone any auditory processing tests?

 

[Trigood]

The reason I suggested trying a variety of teaching methods was because every child learns in his or her own way.
Some are auditory learners (not Pete), some are kinetic learners and need to move in order to learn (wigglers), some are visual and learn best through art, colours, visuals etc.,
You seem to have chosen one tool, a white board for all of your students.

Well, it actually would seem that Pete enjoys the white board immensely (he spontaneously writes words that he has difficulty with on the board, he loves to draw pictures on it and label them, etc.).

He is definitely a "wiggler." I never thought of that as a processing method, but that makes total sense. I too think better while taking a walk.

Also, has Pete undergone any auditory processing tests?

Good question. I doubt it, although I can't be sure, obviously. Perhaps something I should ask the teacher, if Pete continues to have problems writing out words that he can clearly say.

As I mentioned above, I have little knowledge of this stuff. I'm just a volunteer among several other "church and/or synagogue ladies." This project started a few years ago, as part of a larger tutoring effort to support Direct Instruction. That program ended last year (the support project, I mean; the school still uses a form of Direct Instruction, at least the phonemic portion, I believe). The ladies continued on with their tutoring, although reduced in number. I didn't realize the tutors had continued on. One day in March, I just walked into the school to find out if I could still tutor and I found out about the other tutors doing this still, and I joined them.

Overall, then, I'm seeing my role as:

(1) I can hopefully help to re-orient him toward phonemic awareness and sounding words out.

(2) I can give him a feeling that learning is fun and reading is enjoyable. I bring in different books each time for him to look at. This week, I may try to read "Stone Soup" (one of my favorites) with him. It has beautiful pictures, and I believe, a really good message, especially for a kid dealing with poverty.

(3) I can try and raise a red flag with his teacher and/or the principal that maybe he needs further testing for auditory processing and/or dyslexia (spelling "fact" as "faft", also "seepdometer" for "speedometer" etc.) and/or some other syndrome I'm unaware of. ETA: However, I think the boy is very intelligent, just from the fact that he can read as well as he can without apparently having great phonemic skills. I think he's memorized a large number of words "by sight."

Thanks Roma, and I'll go back and read your previous post for your other suggestions, and try to see how they might apply. The snack (small but healthy; nothing to spoil his apetite; but who knows whether he even had breakfast) was a great idea too! Thanks again.

 

[NobbyNobbs]

He is definitely a "wiggler." I never thought of that as a processing method, but that makes total sense. I too think better while taking a walk.

Don't limit yourself to the classroom. Take a walk around the school with him. If it's anything like my kids' school, the walls are filled with posters, papers, and projects by other kids. Lots of stuff to read. As he seems to be a kinesthetic/visual learner, this will help get the itches out of his britches, and he'll enjoy the special attention of being able to walk the halls while others are in class.

 

[Trigood]

Don't limit yourself to the classroom. Take a walk around the school with him. If it's anything like my kids' school, the walls are filled with posters, papers, and projects by other kids. Lots of stuff to read. As he seems to be a kinesthetic/visual learner, this will help get the itches out of his britches, and he'll enjoy the special attention of being able to walk the halls while others are in class.

Well, we usually have to walk around for a while just to find a place to sit and work, so I'll try and get him to notice the artwork, signs, etc. on the walls. Thanks!