Become a mentor!
START WITH WHAT THE KID IS INTERESTED IN.
Interest based discussions which will lead to reading and writing.
Activity is personal AND interpersonal with the mentor and the mentee
Reading and writing is a mutal shared process
- We will talk about things we are happy and excited about, things that are difficult. In reading, comprehension, writing or pictures will be a shared exercise.
- Practice with mentor little by little
- Insider/ outsider: How teachers had to learn something, want children to talk to assess where child is.
- Have you ever seen a book or movie or TV you really liked?
- At home, what do people there read? What are your feelings about that?
- What do you like to do?
Second stage: personal reading and writing history includes family.
- Let’s write a story about things you like to do…will you write it or shall I?
- Let’s read this together…me, you or read together
- Then and Now: feelings about reading and writing:
o What’s hard?
o In writing story
Third stage: LEARNING TO CHOOSE A BOOK: Their view counts.
- Look at some books and magazines…
- Put into piles : Like/ Don’t like.
- Choose 5 things
- Pick 1 or 2 we’ll look at together, talk about them:
o the cover, pictures, interesting?
o Pictures, some chapter titles
o What’s it about?
o Have you ever read others like this? (detective, science, etc)
o Converse before reading
o Surfacing prior knowledge
o Would you like me to read? You read? One page me, one page you?
o After finishing: Talk about it: like, dislike, anything like that in your life?
o CONVERSATION IS VERY IMPORTANT.
o Shall we write something about the story?
o What could happen next to the person it’s about?
o Or tell a story about you.
o GO BACK AND FORTH BETWEEN TALKING AND READING, TALKING AND WRITING, READING WHAT YOU WROTE.
ONE TOOL TO TEACHING READING WHICH IS EASIER THAN LEARNING ALL THE SOUNDS:
- ONSET: Beginning sounds of words
- RIME: Endings of works like –ant, -tion, -ment
- GOOGLE THIS: 30 ONSETS, 50 RIMES
- Usually this is easier than the basics from A to Z.
- Find these words in what you have written (with endings, beginnings, e.g.,
o walks – ed
o jumps – ed
o whispers – ed
THIS IS TEACHING KIDS TO BE LANGUAGE EFFECTIVE.
- Learning meanings of parts of words as well, e.g.,
o Do – undo
o Do – redo
- How words fit together
IF KIDS SPEAK SPANISH, then read and write in Spanish – VERY IMPORTANT
AND TEACH PARENTS - This solidifies knowledge they have achieved.
(A good read is Paulo Freire’s Pedagogy of the Oppressed.
Have lots of books available.
Volunteer plan – mentors, administration of students to mentors, grant writing, film component, field trips, telenovela production, and whatever else volunteers come up with as possible extensions of their interests.