Daily Tutoring Plan 

Once the basic components of the tutoring plan had been developed, tutors needed a phase-in time to get to know the school and their students. This phase-in time also provided training opportunities for tutors.  The following schedule represents the first four weeks of contact time with students:

Week 1:  Tutors will observe first, second, and third grade classrooms.  Tutors will observe children, note teaching methods, classroom management techniques, etc., and make written documentation in a journal.  These journals are shared in training sessions scheduled each week.  

Week 2:  Teacher identify the student to receive the reading tutoring.  Tutor and student interact conversationally in the classroom, getting to know each other. Tutors bring "me boxes" to share and encourage students to do the same. "Me books" are modeled for students and construction of a student "me book" begins. Parent letters and permission forms are sent home to parents introducing the tutor and providing information about America Reads.  If the student has reading or writing work with which the tutor may assist, then the teacher may direct the tutor to do so.

Week 3:  Reading and writing activities assigned by the regular classroom teacher are performed by the student with help from the tutor.  If direct reading instruction is not taking place during the time when the tutor is there, homework or practice work assigned by the teacher may be done with the assistance of the tutor.  A portfolio of student work is initiated with collections of base-line writing samples and an audio-tape of student read aloud.  This portfolio of student work is kept throughout the year and used as a diagnostic tool.  All work is returned to students at the end of the year.

Week 4:  If the classroom teacher believes the tutor is ready to begin a prescribed tutoring session, then the tutor will come prepared to tutor the student for a 30 minute period each day.  The tutor is responsible for planning instruction that correlates with regular reading instruction and for bringing all the necessary books and materials for each tutoring session.  

Tutors were given a "Format of Tutoring Instruction" that outlines the types of information being shared in training sessions.  This is the format that each tutoring session should follow unless the teacher makes other specific requests.  

A tutoring form was provided for each day of tutoring.  These forms served as lesson plans and provided students an opportunity to reflect on success or needs for improvement.  These forms were kept in a tutoring portfolio and were periodically reviewed by the Program Director.

This site is designed and maintained by Pam Petty.
Email:  pam@pampetty.com

04/12/2004 10:02:05 AM