First & Second Grade

Tutor Training Manual

v. 1.1 June 2011

Table of Contents
Pre-Reading Skills: Phonemic Awareness ..........................................................................3

Reading Skills: Phonics .......................................................................................................4

Reading Skills: High-Frequency Words..............................................................................7

Student Reading...................................................................................................................9

Before, During and After Reading ....................................................................................12

Tips for Reading with a Child ...........................................................................................13

Strategies to Try When Reading is Difficult .....................................................................14

Questions to Prompt and Develop Comprehension Skills ................................................15

A Typical Tutoring Session...............................................................................................16

Next Steps..........................................................................................................................17

California Standards (Grade 1 & 2)...................................................................................18

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 Pre-Reading Skills: Phonemic Awareness

Definition:
o Phonemic Awareness is the ability to hear individual sounds.

Example:
o The ability to hear the word "dog" begins with the sound /d/.
o The ability to replace the /d/ sound at the beginning of "dog" with the /h/ sound to say the
word "hog."

Why it is important:
o Phonemic awareness is highly predictive of success in learning to read.

Sample activities:
o Blending
o Segmenting (beginning, middle and ending sounds)

Notes:

3
 Reading Skills: Phonics

Definition:
o Phonics defines the relationship between written letters and spoken sounds, and involves
knowing the sounds that letters can make.

Example:
o Knowing the written letter “d” makes the /d/ sound.

Why it is important:
o In order for students to learn how to read well, they must first know the sounds letters
make. Phonics is also important for learning to spell.

Sample activities:
o Continuous blending:
o Letter cards:

Notes:

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 Phonics Vocabulary

• CONSONANTS...............All letters, except a, e, i, o, and u, and sometimes, y.

• VOWELS........................a, e, i, o, u, and sometimes, y.

Short vowels are the sounds in cat, men, with, on, and cup.

The name of the long vowel is the sound it makes, for example cape, feet, hide, go,
and use.

• DIGRAPHS...................Two vowels or consonants that, together, make one new sound,

such as th in think, or ou in aloud.

• CONSONANT BLEND......Two or more consonants that blend together, each making its
own separate sound, sequentially, such as fl in flag and scr in scream.

• PREFIX...........................Letters attached to the front of the word that have a meaning, and,
when added, change the meaning of the word, such as re in refill.

• SUFFIX...........................Letters attached to the end of the word that have a meaning, and,
when added, change the meaning of the word, such as ness in kindness.

• PLURAL..........................A word that means more than one, by adding a letter or letters, or
changing the word form, such as horses, mice, or puppies.

• SYLLABLE......................A word or part of a word with one pronounced vowel sound.

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Alpha Sounds* Letters and Sounds Chart
*pictures and charts used will vary by school curriculum

6
 Reading Skills: High-Frequency Words
(aka Dolch words, sight words, or word wall words)

Definition:
o Words to memorize that are the most frequently-occurring words in print ("islands of
certainty amidst a sea of print"). They may or may not be decodable using phonics.

Example:
o The, a, was, said

Why learning these words is important:

o Memorizing these words builds fluency and confidence in reading

Sample activities
o Flash cards
o Say the word, spell the word, say the word
o Memory games

Notes:

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 Dolch Word List* (by grade and frequency)
Pre-primer Primer First Second
the he of would
to was his very
and that had your
a she him its
I on her around
you they some don't
it but as right
in at then green
said with could their
for all when call
up there were sleep
look out them five
is be ask wash
go have an or
we am over before
little do just been
down did from off
can what any cold
see so how tell
not get know work
one like put first
my this take does
me will every goes
big yes old write
come went by always
blue are after made
red now think gave
where no let us
jump came going buy
away ride walk those
here into again use
help good may fast
make want stop pull
yellow too fly both
two pretty round sit
play four give which
run saw once read
find well open why
three ran has found
funny brown live because
eat thank best
who upon
new these
must sing
black wish
white many
soon
our * Each school district will have a slightly
ate
say
different list and may refer to these words with
under different terms such as sight words, high
please frequency and word wall words. The majority
of the words on every list will be the same.

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 Student Reading

Fluency

Definition:
o Fluency is reading at a steady pace with correct expression for the meaning and
punctuation.

Example:
o Slowly read a sentence with no expression (e.g., The (LONG PAUSE) cat (LONG
PAUSE) sat (LONG PAUSE) on (LONG PAUSE) a (LONG PAUSE) mat.

Why it is important:
o Accuracy and fluency allow meaning to be gained from text.

Sample activities:
o Student reads the text aloud as the tutor guides with prompts and feedback
o Partner reading: Student and tutor take turns reading
o Echo reading: Tutor reads a section of the text, and student echoes by reading the
same section immediately afterwards
o Choral reading: Student and tutor read aloud together, simultaneously
o Tutor reads to student: as a reward, or when student is really struggling

Notes:

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Comprehension

Definition:
o Comprehension is the ability to understand what is read.

Example:
o It is possible to decode and say aloud a word or parts of the text without
understanding the meaning.

Why it is important:
o Without understanding, text is meaningless.

Sample activities:
o Retell the beginning, middle and end of the text
o Questioning

Notes:

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Vocabulary & Background Knowledge

Definition:
o Vocabulary is the list of words with their meanings from any given text.
o Background knowledge is what the student knows or has experience with previously
that relate to the text’s topics or settings.

Example:
o If a student has never been to a birthday party, it will be harder to understand text
about a birthday party; or, if a student has a dog, he or she will be more familiar with
the vocabulary about a dog (e.g. collar, leash).

Why these are important:

o Vocabulary and background knowledge play direct roles in reading comprehension.

Sample activities:
o Book walk (See “Before Reading,” on the next page.)

Notes:

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 Before, During and After Reading
Before Reading: Book Walk

o Begin the Book Walk by exploring the cover of the book. Ask the student to share what
they see on the cover.

o Have the student relate the cover to their experiences (e.g., “Have you ever been to
a farm?”)

o Point to the words in the title. Read the title and ask the student to make a prediction of
what the story may be about.

o Open the book and being a Picture Walk by briefly looking at each page, in an attempt to
increase comprehension once reading begins.

o During the Picture Walk, call the student's attention to challenging vocabulary words or
unusual names.

During Reading:
Choose from (or follow the teacher’s instructions to use) one of the following formats:

o Student reads the text aloud as the tutor guides with prompts and feedback
o Partner reading: Student and tutor take turns reading
o Echo reading: Tutor reads a section of the text, and student echoes by reading the same
section immediately afterwards
o Choral reading: Student and tutor read aloud together, simultaneously
o Tutor reads: Students benefit from hearing what reading should sound like. Remember to
pause briefly at punctuation marks and use appropriate expressions.

After Reading:
Choose from (or follow the teacher’s instructions to use) one of the following
comprehension skills:

o Check predictions made during Picture Walk

o Ask the student to retell the beginning, middle, and end of the story
o Discuss the characters in the text
o Encourage the student to make a connection to him/herself, to other books, or to real-life
situations.

*It is beneficial to have students re-read a text. Re-reading develops self-confidence

and fluency.

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 Tips for Reading with a Child
o Be patient. Your student is acquiring strategies to help him/her become an
independent, life-long learner. Pause when the student makes a reading error. Often,
the student will self-correct. Allow them to read the entire sentence. Once they get to
the end of the sentence, they will often realize that what they read did not make sense.

o Be positive. Your student will want to engage in the lesson planned, if you are eager
and enthusiastic. Positive reinforcement will fuel his/her desire to participate.

Use statements, such as:

o “Last session you read so fluently. I can't wait to hear you read today.”
o “I love the expression I hear in your voice. Please read that to me again.”
o “I like the way you paused and thought instead of guessing.”
o “That word wasn't too tricky for you! Great job!”
o “Let's tackle that sentence together!”
o “As I look at the illustrations, I can see why you made that prediction. I predict
that...”
o “Let's read and check.”

o Use word-solving prompts. If a student is having trouble reading a word, avoid the
temptation to supply the word to the student. Be encouraging, saying, "Let's figure this
out together."

Use some prompts, such as:

o “What does it start with?”
o “You got the first/last part right. Try re-reading that word again.”
o “You know the word ____, so this must be _______.”
o “Use the pictures to help you.”
o “You said _____. Does that make sense?”
o Tracking: “Read each word. Point your figure at each word as a guide.”
o “Go back and re-read again. Think about what would make sense in the
sentence.”

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 Strategies to Try When Reading is Difficult
When reading is slow:

o Praise the student for his/her hard work ---

When the student tries, even if he/she is wrong
When the student reads for meaning
When the student corrects himself/herself

o Be patient and give the student time to think about the word and the meaning of the
story.

o Express your appreciation of the student’s reading.

When the story is too hard (the student makes more than five mistakes in 50 words):

o Read the story to the student and talk about it.

o Let the teacher know that the student struggled.

When the student is not very interested in the story:

o Read the first pages together and make guesses about what will happen.

o Relate personal experiences to events and characters in the story.

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 Questions to Prompt and Develop Comprehension Skills
Before Reading

o “As you look at the cover, what do you think this text is about?”

o “What do you already know about (text or topic)?”

o “What do you predict or think is going to happen?”

During Reading

o “How did the picture/illustration help you understand the text?”

o “What do you predict or think will happen next?”

o “What important event just happened?”

o “Why did the character ______________________?”

After Reading

o “What happened at the beginning (middle or end) of the text?”

o “Who are the main characters?”

o “How would you describe the setting?”

o “Did the story end as you expected?”

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 A Typical Tutoring Session
o Sign in at the front office and get a name badge (if required).

o Go to the Tutoring Box (Site Coordinator will indicate where this is during your first
visit); find the student folder in the box; review the Communication Log from the
teacher.

o Gather any necessary materials from the box (in some cases, the student may bring
these to you, or you may be directed by the Site Coordinator to the materials).

o Pick-up the student from class with minimal disruption and go to the assigned tutoring
area (Site Coordinator will indicate where this is on your first visit).

o Sit next to the student and do the activities and reading identified by the teacher in the
Communication Log.

o End each session with reading by the student or by you to the student.

o Send student back to class.

o Fill out the Communication Log in order to provide feedback to the teacher. Indicate
any questions or concerns you may have.

*This process may vary slightly from school to school. Your Site Coordinator will share with
you any differences.

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 Next Steps
Now that I have completed training, what do I do?
o You will receive a welcome letter, indicating your school placement, tutoring day and
time, and contact information for the Site Coordinator.
o Call or email the Site Coordinator to confirm your start date and clarify any questions that
you may have.

Getting to Know Your School Site Coordinator

o Above all, know that the school Site Coordinator is there to help you.
o Always ask questions you need answered.
o Let the Site Coordinator know how things are going, good or bad.
o School Site Coordinators love to hear about your successes.
o Remember the Site Coordinators are busy with other duties. Sometimes you need to
communicate via notes, email, or phone if you don’t see your Site Coordinator while you
are in the school.
o Be aware that sometimes you will be asked to respond to surveys. These are necessary in
evaluating the project.
o Site Coordinators appreciate feedback. You may have learned some good tricks they
would like to hear about, or you might have a concern about the school. Nothing is more
disappointing to a Site Coordinator than finding out there was a concern he or she could
have helped with, but didn’t know about.

Getting Comfortable in Your School

o Be sure to know about the school’s schedules, vacation days and so forth. Your Site
Coordinator will provide you with a school calendar.
o Know where you need to sign-in and log your hours.
o Know how to get a message to the teacher.
o Find the bathrooms.
o Be aware of emergency protocol.
o It might take time to get to know the teacher. They are busy, and we want to help them
without taking up a lot of their time. Most teachers will want to know how their students
are doing so please be sure to make notes in the Communication Log.
o Know where the School Site Coordinator office is, and what resources your coordinator
might have for you.

Have a great year!!! You are making a BIG difference!!!

Thank you.

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 California Standards (Grade 1)
Reading

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken
language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

Concepts About Print

1.1 Match oral words to printed words.

1.2 Identify the title and author of a reading selection.
1.3 Identify letters, words, and sentences.

Phonemic Awareness

1.4 Distinguish initial, medial, and final sounds in single-syllable words.

1.5 Distinguish long-and short-vowel sounds in orally stated single-syllable words [e.g., bit/bite].
1.6 Create and state a series of rhyming words, including consonant blends.
1.7 Add, delete, or change target sounds to change words [e.g., change cow to how; pan to an].
1.8 Blend two to four phonemes into recognizable words [e.g., /c/ a/ t/ = cat; /f/ l/ a/ t/ = flat].
1.9 Segment single-syllable words into their components [e.g., /c/ a/ t/ = cat; /s/ p/ l/ a/ t/ = splat; /r/ i/ ch/ = rich].

Decoding and Word Recognition

1.10 Generate the sounds from all the letters and letter patterns, including consonant blends and long- and short-
vowel patterns (i.e., phonograms), and blend those sounds into recognizable words.
1.11 Read common, irregular sight words [e.g., the, have, said, come, give, of].
1.12 Use knowledge of vowel digraphs and r- controlled letter-sound associations to read words.
1.13 Read compound words and contractions.
1.14 Read inflectional forms [e.g., -s, -ed, -ing] and root words [e.g., look, looked, looking].
1.15 Read common word families [e.g., -ite, -ate].
1.16 Read aloud with fluency in a manner that sounds like natural speech.

Vocabulary and Concept Development

1.17 Classify grade-appropriate categories of words (e.g., concrete collections of animals, foods, toys).

2.0 Reading Comprehension

Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as
needed (e.g., generating and responding to essential questions, making predictions, comparing information from several
sources). The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and
complexity of the materials to be read by students. In addition to their regular school reading, by grade four, students read
one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text
(e.g., classic and contemporary literature, magazines, newspapers, online information). In grade one, students begin to make
progress toward this goal.

Structural Features of Informational Materials

2.1 Identify text that uses sequence or other logical order.

Comprehension and Analysis of Grade-Level-Appropriate Text

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2.2 Respond to who, what, when, where, and how questions.
2.3 Follow one-step written instructions.
2.4 Use context to resolve ambiguities about word and sentence meanings.
2.5 Confirm predictions about what will happen next in a text by identifying key words (i.e., signpost words).
2.6 Relate prior knowledge to textual information.
2.7 Retell the central ideas of simple expository or narrative passages.

3.0 Literary Response and Analysis

Students read and respond to a wide variety of significant works of children's literature. They distinguish between the
structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). The selections in
Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be
read by students.

Narrative Analysis of Grade-Level-Appropriate Text

3.1 Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story's beginning,
middle, and ending.
3.2 Describe the roles of authors and illustrators and their contributions to print materials.
3.3 Recollect, talk, and write about books read during the school year.

Writing

1.0 Writing Strategies

Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the
audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing
successive versions).

Organization and Focus

1.1 Select a focus when writing.

1.2 Use descriptive words when writing.

Penmanship

1.3 Print legibly and space letters, words, and sentences appropriately.

2.0 Writing Applications (Genres and Their Characteristics)

Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates
a command of standard American English and the drafting, research, and organizational strategies outlined in Writing
Standard 1.0. Using the writing strategies of grade one outlined in Writing Standard 1.0, students:

2.1 Write brief narratives (e.g., fictional, autobiographical) describing an experience.

2.2 Write brief expository descriptions of a real object, person, place, or event, using sensory details.

Written and Oral English Language Conventions

The standards for written and oral English language conventions have been placed between those for writing and for listening
and speaking because these conventions are essential to both sets of skills.

1.0 Written and Oral English Language Conventions

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Students write and speak with a command of standard English conventions appropriate to this grade level.

Sentence Structure

1.1 Write and speak in complete, coherent sentences.

Grammar

1.2 Identify and correctly use singular and plural nouns.

1.3 Identify and correctly use contractions (e.g., isn't, aren't, can't, won't) and singular possessive pronouns (e.g.,
my/ mine, his/ her, hers, your/s) in writing and speaking.

Punctuation

1.4 Distinguish between declarative, exclamatory, and interrogative sentences.

1.5 Use a period, exclamation point, or question mark at the end of sentences.
1.6 Use knowledge of the basic rules of punctuation and capitalization when writing.

Capitalization

1.7 Capitalize the first word of a sentence, names of people, and the pronoun I.

Spelling

1.8 Spell three-and four-letter short-vowel words and grade-level-appropriate sight words correctly.

Listening and Speaking

1.0 Listening and Speaking Strategies

Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to
understand important ideas by using proper phrasing, pitch, and modulation.

Comprehension

1.1 Listen attentively.

1.2 Ask questions for clarification and understanding.
1.3 Give, restate, and follow simple two-step directions.

Organization and Delivery of Oral Communication

1.4 Stay on the topic when speaking.

1.5 Use descriptive words when speaking about people, places, things, and events.

2.0 Speaking Applications (Genres and Their Characteristics)

Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a
coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational
and delivery strategies outlined in Listening and Speaking Standard 1.0. Using the speaking strategies of grade one outlined
in Listening and Speaking Standard 1.0, students:

2.1 Recite poems, rhymes, songs, and stories.

2.2 Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when,
where, why, and how questions.

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2.3 Relate an important life event or personal experience in a simple sequence.
2.4 Provide descriptions with careful attention to sensory detail.

California Standards (Grade 2)

Reading

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken
language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

Decoding and Word Recognition

1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading.
1.2 Apply knowledge of basic syllabication rules when reading (e.g., vowel-consonant-vowel = su/per; vowel-
consonant/consonant-vowel = sup/per).
1.3 Decode two-syllable nonsense words and regular multisyllable words.
1.4 Recognize common abbreviations (e.g., Jan., Sun., Mr., St.).
1.5 Identify and correctly use regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., fly/ flies, wife/wives).
1.6 Read aloud fluently and accurately and with appropriate intonation and expression.

Vocabulary and Concept Development

1.7 Understand and explain common antonyms and synonyms.

1.8 Use knowledge of individual words in unknown compound words to predict their meaning.
1.9 Know the meaning of simple prefixes and suffixes (e.g., over-, un-, - ing, -ly).
1.10 Identify simple multiple-meaning words.

2.0 Reading Comprehension

Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as
needed (e.g., generating and responding to essential questions, making predictions, comparing information from several
sources). The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and
complexity of the materials to be read by students. In addition to their regular school reading, by grade four, students read
one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text
(e.g., classic and contemporary literature, magazines, newspapers, online information). In grade two, students continue to
make progress toward this goal.

Structural Features of Informational Materials

2.1 Use titles, tables of contents, and chapter headings to locate information in expository text.

Comprehension and Analysis of Grade-Level-Appropriate Text

2.2 State the purpose in reading (i.e., tell what information is sought).
2.3 Use knowledge of the author’s purpose(s) to comprehend informational text.
2.4 Ask clarifying questions about essential textual elements of exposition (e.g., why, what if, how).
2.5 Restate facts and details in the text to clarify and organize ideas.
2.6 Recognize cause-and-effect relationships in a text.
2.7 Interpret information from diagrams, charts, and graphs.
2.8 Follow two-step written instructions.

3.0. Literary Response and Analysis

Students read and respond to a wide variety of significant works of children’s literature. They distinguish between the
structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). The selections in

21
Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be
read by students.

Narrative Analysis of Grade-Level-Appropriate Text

3.1 Compare and contrast plots, settings, and characters presented by different authors.
3.2 Generate alternative endings to plots and identify the reason or reasons for, and the impact of, the alternatives.
3.3 Compare and contrast different versions of the same stories that reflect different cultures.
3.4 Identify the use of rhythm, rhyme, and alliteration in poetry.

Writing

1.0 Writing Strategies

Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the
audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing
successive versions).

Organization and Focus

1.1 Group related ideas and maintain a consistent focus.

Penmanship

1.2 Create readable documents with legible handwriting.

Research

1.3 Understand the purposes of various reference materials (e.g., dictionary, thesaurus, atlas).

Evaluation and Revision

1.4 Revise original drafts to improve sequence and provide more descriptive detail.

2.0 Writing Applications (Genres and Their Characteristics)

Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates
a command of standard American English and the drafting, research, and organizational strategies outlined in Writing
Standard 1.0. Using the writing strategies of grade two outlined in Writing Standard 1.0, students:

2.1 Write brief narratives based on their experiences:

a. Move through a logical sequence of events.
b. Describe the setting, characters, objects, and events in detail.

2.2 Write a friendly letter complete with the date, salutation, body, closing, and signature.

Written and Oral Language Conventions

The standards for written and oral English language conventions have been placed between those for writing and for listening
and speaking because these conventions are essential to both sets of skills.

1.0 Written and Oral English Language Conventions

Students write and speak with a command of standard English conventions appropriate to this grade level.

Sentence Structure

1.1 Distinguish between complete and incomplete sentences.

1.2 Recognize and use the correct word order in written sentences.

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Grammar

1.3 Identify and correctly use various parts of speech, including nouns and verbs, in writing and speaking.

Punctuation

1.4 Use commas in the greeting and closure of a letter and with dates and items in a series.
1.5 Use quotation marks correctly.

Capitalization

1.6 Capitalize all proper nouns, words at the beginning of sentences and greetings, months and days of the week, and
titles and initials of people.

Spelling

1.7 Spell frequently used, irregular words correctly (e.g., was, were, says, said, who, what, why).
1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly.

Listening and Speaking

1.0 Listening and Speaking Strategies

Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to
understand important ideas by using proper phrasing, pitch, and modulation.

Comprehension

1.1 Determine the purpose or purposes of listening (e.g., to obtain information, to solve problems, for enjoyment).
1.2 Ask for clarification and explanation of stories and ideas.
1.3 Paraphrase information that has been shared orally by others.
1.4 Give and follow three- and four-step oral directions.

Organization and Delivery of Oral Communication

1.5 Organize presentations to maintain a clear focus.

1.6 Speak clearly and at an appropriate pace for the type of communication (e.g., informal discussion, report to
class).
1.7 Recount experiences in a logical sequence.
1.8 Retell stories, including characters, setting, and plot.
1.9 Report on a topic with supportive facts and details.

2.0 Speaking Applications (Genres and Their Characteristics)

Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a
coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational
and delivery strategies outlined in Listening and Speaking Standard 1.0. Using the speaking strategies of grade two outlined
in Listening and Speaking Standard 1.0, students:

2.1 Recount experiences or present stories:

a. Move through a logical sequence of events.
b. Describe story elements (e.g., characters, plot, setting).

2.2 Report on a topic with facts and details, drawing from several sources of information.

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If you have any questions (no matter how big or small), need more support, or just want to
share your tutoring experience, we are glad to receive your call or email. Thank you!

Schools of Hope
United Way of the Wine Country
418 B Street, Suite 400
Santa Rosa, CA 95401
707-528-4485 x110
jennifer@unitedwaywinecountry.org

For more information about Schools of Hope and tutor resources please visit our website:
www.unitedwaywinecountry.org/schoolsofhope
www.unitedwaywinecountry.org/tutorresources

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