COMMUNITY READERS
K-3 Literacy Project Training
History of Community Readers
 Created in January 2014
 Designed to provide our students extra time to practice literacy
skills before and after school.
 Academically rich – Volunteer administered
 Targeting Title 1 schools.
– Students at these schools have a 40% migration rate
– 90% of students receive free or reduced lunch
Facts on Literacy Rates
 Children who do not read proficiently by the end of 3rd grade are
four times more likely not to graduate from high school on time
 3 out of 4 people on welfare can’t read
 25% of California students cannot perform basic reading skills
 3 out of 5 people in American prisons can’t read
 85% of juvenile offenders have problems reading
 School dropouts cost our nation $240 billion in social service
expenditures and lost tax revenues
FCUSD’s Community Reader Success
 Perfect attendance students gave students 6 hours of extra
reading help
 Students who attended 11/12 sessions, increased their
recognition of high-frequency words an average of 31%
 Students who attended 10 or less sessions, increased their
recognition of high-frequency words an average of 13%
You make a difference in these student's lives!
The Student Folder
Session Sheet - You will fill out each time you meet
Flash Cards
Phonics Library Book of Stories
Stickers, praise and attention are great rewards!!
(please no toys or treats)
Important to stick to the program
to identify measurable results
Each time you meet with your student you will fill out a
Session Sheet
Divided into 3 areas of literacy focus:
1. High-Frequency Word Recognition
(non-decodable words)
2. Reading Fluency and Comprehension
3. Writing
Flashcards Please record number of words identified correctly
We gather quantitative data from this information
Reading and Writing sections Principals, teachers and resource specialists gather qualitative data
from this information
Flashcard Sight Words
These are very common, non-phonetic words.
There are 120 words
Divided into to 2 groups
 Green Group (easier)
Starts with “the”
 Blue Group (more difficult)
Work through all the Green Group cards
first before advancing to the Blue Group.
As they read through the flashcards, create
two piles; correct and incorrect.
When they are done, count the cards in the
correct pile and record the total number
correct on the session sheet.
Flashcards cont…
 If they miss a word, tell them how to say it, and place in the incorrect pile.
 When they miss a word say:
“They way you say it is..”
“This word is…”
 Avoid saying:
“That’s wrong…”
“You missed it…”
 If the student struggles over a few words,
stop and record how many correct
It is important to start at the beginning (“the”) each time you meet. Going
over words they know will reinforce literacy strength.
The student reads a
story to you
 Use the book that has been
identified for them by their
teacher.
 Let the student read the story
from it without correcting them.
 You can encourage them as they
go but don’t give them the words.
Let them read.
 If they get stuck on a word, ask
them to sound it out. If they can’t
get it, that’s okay. Just ask them
to move on to the next sentence.
Student retells the story
You write down the summary
 Have a dialogue with the student.
 Ask them to tell you what the
story was about.
 If they get stuck, you can prompt
them. Here are some sample
questions:




What happened first?
Then what happened?
What did the character do?
How did they fix the
problem?
Write down a brief summary of the
story using the student’s words.
Student writes a sentence
about the story they read
 They may need some
prompting and
brainstorming with you to
come up with a sentence.
 Have fun interacting. You
might want to remind them
to start with a capital and
end with the correct
punctuation.
 If there are errors in their
sentence, that’s okay.
Curriculum: How and Why?
Developed by Asst. Superintendent of Elementary Education
and Director of School Improvement
FCUSD owns this!




High-frequency word recognition
Reading comprehension
Writing
Evidence can be accurately measured when done with fidelity
Flash cards provide quantitative measurements
Summary and writing provides qualitative measurements
Welcome to your school
Front offices and school sites are a flurry of activity. We will have
Site Coordinators at some sites. We need more help with site
coordination!
 Sign-in
 Get the student folder
 Meet your student
 This will look different at each site.
 Snacks/Supper at after-school ASES program
Meeting your student
 Tell them who you are/what
you do
 Ask them their name
 Ask them questions:



Teacher’s name?
Favorite subject?
Hobbies/Sports?
Spend 5 to 10 minutes getting
to know them. This is a
wonderful time for them to get
to know you.
Meeting, cont…
 Some students might be shy,
some may be talkative.
 All will benefit from the
extra attention you are
providing.
 Not only are they getting
extra academic, literary
help, you are an important
role model.
What do I do if…?
 The student says something alarming?
Don’t react or discuss further. Stay calm. Tell a teacher/principal/staff member.

The student is absent?
Please feel welcome to call the school before going there.
We will do our best to notify you, but sometimes students leave early.
If your student is absent, ask the teacher if you could help in another way.

You are not able to make the appointment?
Please call the school/email the teacher as soon as possible.
What do I do if…?
 There are missing materials in the Student Folder?
There will be extra supplies in the file box.
 Any questions or concerns?
Ask the principal, the teacher, a staff member or me.
We will ask for your best contact phone number/email and you will have the school’s
phone number and teacher email. We encourage an open dialogue with the staff at
your school. You are an important part of the school and the student’s day!
Schools that need Community Readers
Cordova Meadows
Cordova Villa
Rancho Cordova Elementary
White Rock
Williamson
How do I get started?
As soon as students are identified for Community Readers we
will provide information:



School Site
Times (8:30, 2:00, 4:00)
Basic student information
You will then be able to pick a best fit for you and your schedule
916-294-9000
Angela Griffin Ankhelyi
Community Outreach Coordinator
agriffin@fcusd.org
916-247-7205 cell