*Forms referenced are attached at the bottom
Helpful Hints, Additions & Changes
Project MORE Training Manual
Create a Project MORE Folder on your desktop (p. 13):To help with organization, create a new folder on your computer’s desktop labeled Project MORE. This is where you will download the forms & other tools to use with your Project MORE Program. For example: Lesson Plans, Colored Game Boards, Fluency Directions for Mentors, Fluency Passages…
When Fluency Level is higher than Comprehension Level (p. 29): If the student can read at a higher fluency level than his/her comprehension level; the fluency passage may be easy. You may need to use a 140 or 200 Oral Reading Fluency Graph and have the student read the passage for 1 minute. When he/she reads the whole passage in less than a minute, he/she will go to the top and keep rereading until the 1 minute is completed.
Mentors’ Directions with Colored Cues for Fluency Testing (p. 31): Print the “Timed Fluency Passages: Leveled Readers F (and above)” in color. This gives visual cues to your Mentors for the 3 Timed Fluency tests. These should be placed in the mentoring folders, or made available to each Mentor.
Single-Session Packets
(p.48): The Single-Sessions packets do not have the packet title on the game cards, vocabulary cards, etc. For organizing, write the Level/Title on 2 cards in each Master Copy Packet. This will help to keep your materials organized.
(p. 55): When printing the Single-Session Packets Level F through Z, you will need to add the Fluency Passages. These can be found on ohioprojectmore.org; click on Forms and Ideas on the left side; under “categories” on the right side, click on fluency, quick checks, answer sheets. Add two fluency passages for each packet to your Master Copies.
(pp. 61, 62): When printing the Single-Session Packets Level C through Z you will need to add the Comprehension Quick Checks and Answer Sheets. These can be found on ohioprojectmore.org; click on Forms and Ideas on the left side; under “categories” on the right side, click on fluency, quick checks, answer sheets. Add the Comprehension Quick Check and the Answer Sheet to each Master Copy Packet.
Multi-Session Packets
(p. 63): In Multi-Sessions packets, Levels F and above, always use the Project MORE 10 book fluency graphs, not the one book graph found in the packets. (pp. 33, 34, or 35)
(p. 63): In Multi-Sessions packets, Levels F and above, change Lesson 3 by crossing out “Next, do a one-minute timed reading…”. Write “Do Warm Timed Fluency Reading” on Lesson 1. Project MORE requires that the Cold and Warm Fluency Timed Readings be done at the beginning of Lesson 1.
(p. 63): In Multi-Sessions packets, there are 27 Answer Sheets to add to your Master Copies. These can be found on ohioprojectmore.org; click on Forms and Ideas on the left side; under “categories” on the right side, click on fluency, quick checks, answer sheets. Add the Answer Sheet to each of those 27 packets.
Colored Game Boards (Blue Mentoring Folder): Coordinators can make multiple colored copies of each game board. Then a game board is placed in the Student’s Mentoring Folder to correspond with the packet’s game. To locate the instructions on how to print 8 different color copies of the Reading-tutors game boards: Go to ohioprojectmore.org; On the left side, click on Forms and Ideas; In the “search box” type “game boards”. Some coordinators remove the white edges, glue each game board to construction paper, and then laminate.
Red and Green Boxes, “Needs Attention” Box (crate, basket): Train your Mentors to put any student mentoring folders that need a Coordinator’s attention in the Red or a “Needs Attention” Box. The folder may need a new packet lesson because it was too easy, too difficult, has something missing, and/or is completed. If the student mentoring folder is ready (does not need any changes/additions) for the next day, it would go into the Green Box.
Lesson Plan Choices (p.87): There are many Lesson Plans available to print on ohioproject more.org. Project MORE has created Lesson Plans for: Getting to Know You, Alphabet, Phonological Awareness, Phonics, High Frequency Words, Single-Session Comprehension Leveled Readers, Multi-Session Packets aa-f; and Multi-Session Packets f-z. You will also find a variety of Lesson Plans shared by Coordinators. Some of these have colored cues, explanations of the steps, and a 4 day plan that combines phonics and leveled readers. Go to ohioprojectmore.org, on the left side click on Forms and Ideas, on the right side, under categories, click on Lesson Plans.
Add Vocabulary Cards (p. 117) to each mentoring session. Go to www.reading-tutors.com and click on “Assessments” found on the left side. Under “High Frequency Words Assessment”, click on and print: Flashcards: Set 1 (Lessons 1-12) & Flashcards: Set 2 (Lessons 13-24). Use the Project MORE High Frequency Words Graph to track a student’s progress (ohioprojectmore.org; Forms and Ideas, in the Search Box enter: High Frequency Graph). Add blank flashcards so the Mentor can add words from fluency passages, books, graphic organizers, etc. for the student to practice. To locate “Alphaboxes” to write vocabulary words to practice: http://www.sedl.org/pubs/sedl-letter/resources/alphaboxes.pdf
Only make copies of what you need: When beginning your program, after you find the reading levels of your Project MORE Students, copy/print the packets that will actually be used. For example: if you do not have students reading at a 5th-6th grade level, do not make copies of Comprehension Packets Levels W,X,Y,Z.
When to move a student up a level: The Coordinator may make this decision based on any of the following criteria: Mentors’ comments, Alphabet Recognition/sounds Graphs, High Frequency Words Graphs, Fluency Graphs, Graphic Organizers, Comprehension Quick Checks, and/or using Benchmark books which have a Leveled Running Record to use for assessment (Benchmark books do not have Fluency Passages, Quick Checks…).
Other hints and tips:
1. Tell Mentors and Students that nonfiction (nf) books are often more difficult than fiction (f) books.
2. Students do not have to read every book in every level.
3. Students do not have to read the books in any particular order within a level.
4. You may want to add manipulatives to the packets, especially the alphabet packets.
p. 33 Fluency Graph 80
p. 34 Fluency Graph 140
p. 35 Fluency Graph 200
Mentor timed-fluency-passages-pp 31 32
high-freq-words-graph
Alphaboxes
Helpful Hints and Changes