Section 2 – 30-Minute Structured Tutoring Session

The AARP Foundation Experience Corps 30-Minute Structured Tutoring Session is based on existing research, network practices and literacy expert review. The program model relies on the consistent use of a defined session structure that helps both students and tutors stay organized and focused on meeting goals. Students feel competent when they are able to predict what comes next in each tutoring session. There is flexibility within the structure that allows tutors to choose from a menu of activities tailored to address each student’s learning style, skills, interests and needs.

Following are the components and timing of the 30-Minute Structured Tutoring Session:

Opening Activities: 3 minutes

Skill-Building Activities: 24 minutes

• Part 1: Fluency/Word Work (12–15 minutes)
• Part 2: Review/Reflection and Quality Talk (3 minutes)
• Part 3: Tutor Read-Aloud (5–6 minutes)
  

Closing Activities: 3 minutes

Structured Tutoring Session Details

Opening Activities: 3 minutes

Opening activities are an opportunity to establish and reinforce the tutoring relationship, and to help students focus their attention and get ready for the
session. They include:

• Relationship-building activity/talk time for tutor and student.
• Review of session rules, expectations and session structure/sequence.
• Review of instructional goals.
  

Skill-Building Activities: 24 minutes

Skill-building activities involve repetitive reading of a short section to increase fluency, word work to increase word recognition and background knowledge, and comprehension skill building through fluency practice activities, supported reading, modeling, and engagement in rich conversation.

Part 1: Fluency/Word Work (12–15 minutes)

Grades 1–3:

• Pre-reading activities to build students’ background knowledge and to identify words for support.
• Re-reading activities with fluency practice books to increase reading fluency with connected text.
• Supporting each student through scaffolding and good reader strategies as needed.
  

Part 2: Review/Reflection and Quality Talk (3 minutes)

• Tutors and students use reflective dialogue to discuss students’ effort and achievement and tie back to goal set in opening activity.
• Student talk is purposefully associated with self-efficacy, effort, focus and the habits of good readers.
• Quality talk discussion and tutor modeling improves students’ text analysis and comprehension.
  

Part 3: Tutor Read-Aloud (5–6 minutes)

• Tutor reads aloud to provide a model of good reading and insights into good-reader processes by sharing strategies, skills and thoughts.
• Quality Talk during which tutors engage students in dialogue about the book, including what the students think will happen or why something happened, and connecting concepts/main idea to the real world, enhances comprehension.
• Students strengthen comprehension, critical thinking and vocabulary through conversation.
• Selection of read-aloud materials broadens the students’ vocabulary and increases students’ exposure to a variety of literature.
  

Closing Activities: 3 minutes

• Students discuss what they’ve learned and relate the story to their own lives.
• Positive affirmation of success and achievement.
  

Section 3 – Opening Activities