Tutor Training Pp Self Paced


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A self Paced Power Point Presentation for volunteer tutor preparation. Requires volunteer to have book Teaching Adults, A Literacy Resource Book and our tutor handbook.

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Tutor Training Pp Self Paced

  1. 1. Self-Paced Training for Volunteer Tutors Literacy Center Tutor Training
  2. 2. How do you define literacy? <ul><li>Literacy has meant different things over the years. Even by today’s standards, literacy can mean different things to different people. </li></ul><ul><li>Let’s take a look at the changing definitions of literacy.... </li></ul>
  3. 3. The Changing Definitions of Literacy
  4. 4. Adult Literacy Levels <ul><li>When we look at literacy, there are different levels at which people function... </li></ul><ul><li>illiterate – unable to read or write at all or unable to acquire information through print because skills are so minimal (grade level 0-3). </li></ul><ul><li>functionally illiterate – having some reading and writing skills but using these skills with difficulty for other than routine tasks (grade level 4-8). </li></ul><ul><li>marginally literate – able to read and write, but without adequate skills to function in a complex and technological society. </li></ul>
  5. 5. <ul><li>At The Literacy Center, we find out what level the student is at now and give them tools to move forward through you. </li></ul><ul><li>Here is what we are up against in our nation, our state and even our county.... </li></ul>
  6. 6. The Literacy Challenge <ul><li>According to the 1997 Census Bureau the average person: </li></ul><ul><li>Spent about 4 hours/day watching TV </li></ul><ul><li>27 minutes/day reading newspaper </li></ul><ul><li>17 minutes/day reading books </li></ul><ul><li>14 minutes/day reading magazines </li></ul>
  7. 7. Nationally <ul><li>About 22% of American adults are functioning at the lowest literacy level. At best, people in this group can perform such tasks as locate simple information in a short news article or total an entry on a bank deposit slip. Many in this group can do so with difficulty; others are unable to do so at all. </li></ul><ul><li>One out of every ten drivers on the highway cannot read road signs. </li></ul><ul><li>Four out of ten job applicants lack the basic reading and/or math skills needed for the jobs they seek. </li></ul><ul><li>Half of the front line workers in manufacturing companies have serious literacy problems. </li></ul>
  8. 8. The State of Indiana <ul><li>15% of adults function in the lowest literacy level. </li></ul><ul><li>It is projected that in the next five years, the state of Indiana will not have sufficient workers educated enough to fill the jobs which will be available. Lack of basic literacy skills will be the basis of the shortfall. </li></ul>
  9. 9. Vanderburgh County <ul><li>24% age 25 and older have less than a high school education. </li></ul>
  10. 10. Causes of Literacy <ul><li>Each student comes to us with a different story and a different need. Some of the causes of literacy are: </li></ul><ul><li>Poverty </li></ul><ul><li>Family responsibilities </li></ul><ul><li>Moving often </li></ul><ul><li>Learning disabilities that were not recognized </li></ul><ul><li>Poor schools or teachers </li></ul><ul><li>Illness </li></ul>
  11. 11. What kind of people need help? <ul><li>Adults come to us with diverse backgrounds: </li></ul><ul><li>A laid-off auto plant worker </li></ul><ul><li>A retired miner from a rural area </li></ul><ul><li>A young person of special education </li></ul><ul><li>A single mother looking for a job to get off of ADC </li></ul>
  12. 12. Do students start out with any abilities? <ul><li>Students have had various lessons in life and learned what they need to know to get by... </li></ul><ul><li>Can only sign his name </li></ul><ul><li>Can read headlines in the newspaper </li></ul><ul><li>Can recognize several letters in the alphabet </li></ul><ul><li>Can read simple everyday materials </li></ul>
  13. 13. Do students know what they want to learn specifically? <ul><li>Every student needs to set goals to reach. Some will need help setting those goals and some already know what their goals are. Goals can be: </li></ul><ul><li>being able to read to a child </li></ul><ul><li>wanting to become a church deacon </li></ul><ul><li>wanting to be able to write checks </li></ul><ul><li>wanting to be able to read the bible </li></ul><ul><li>wanting to be able to read medicine bottles </li></ul><ul><li>wanting a better job </li></ul><ul><li>wanting to write letters to family or friends </li></ul>
  14. 14. Where do I start? <ul><li>Let’s begin with: </li></ul><ul><li>Communication Tools </li></ul><ul><li>Characteristics of Adult Learners </li></ul><ul><li>Building Rapport/Tutoring Tips </li></ul><ul><li>Learning Styles </li></ul>
  15. 15. Characteristics of Adult Learners <ul><li>Adult learners </li></ul><ul><li>are used to making decisions </li></ul><ul><li>are busy people </li></ul><ul><li>have to deal with emergencies and unexpected situations </li></ul><ul><li>have learned a lot from experience </li></ul><ul><li>learn by building on what they already know </li></ul><ul><li>need respect </li></ul><ul><li>may be reluctant to ask questions </li></ul><ul><li>might pretend they already know something </li></ul><ul><li>have different values and beliefs </li></ul>Supplemental Reading: Teaching Adults-A Literacy Resource Book pg.18-24
  16. 16. Tools of Communication <ul><li>Listening Speaking </li></ul><ul><li>Reading Writing </li></ul>
  17. 17. The following are example students, read the profiles and determine the characteristics of the learner.
  18. 18. Ward, a possible student at TLC <ul><li>Personal Information </li></ul><ul><li>61 years old, white </li></ul><ul><li>divorced with two grown children </li></ul><ul><li>does not want anyone to know that he is being tutored – currently driving 40 miles each way for tutoring twice a week </li></ul><ul><li>interests: history,(especially the Civil War) and woodworking </li></ul><ul><li>does welding (Which he learned by watching others and “just doing it”) </li></ul>
  19. 19. Ward, a possible student at TLC <ul><li>Previous Schooling </li></ul><ul><li>completed 10 th grade; currently reads at about a 3 rd -grade level </li></ul><ul><li>never attended any other adult learning programs </li></ul><ul><li>Employment </li></ul><ul><li>disabled in welding accident while working on the Alaskan pipeline </li></ul><ul><li>currently owns and operates a produce farm </li></ul>
  20. 20. Ward, a possible student at TLC <ul><li>Goals/Needs </li></ul><ul><li>learn to read better (but is not sure about his ability to do so) </li></ul><ul><li>improve his farm </li></ul><ul><li>travel to the Civil War battlefield at Gettysburg, Pennsylvania </li></ul><ul><li>be able to read a road map </li></ul>
  21. 21. Ward, a possible student at TLC <ul><li>Current Tutoring Information </li></ul><ul><li>has been in the program for four months </li></ul><ul><li>is working in Book 1 of the Challenger Adult Reading Series </li></ul><ul><li>writes legibly, but is reluctant to write because he is embarrassed about his spelling skills </li></ul><ul><li>has fairly good word attach skills </li></ul><ul><li>needs to work on comprehension </li></ul>
  22. 22. Ward, a possible student at TLC <ul><li>Note from Tutor Learning Log: “9/17 – Ward completed Lesson 18. Needs more practice with consonant blends: bl, br, gl, pr, gr . He will write about a farming experience and will bring the draft to the next lesson. He will also bring in a copy of the local farm bureau newsletter, which he would like to be able to read.” </li></ul>
  23. 23. Ward, a possible student at TLC <ul><li>From the information given, what adult learner characteristics does Ward have? </li></ul>
  24. 24. Ward, a possible student at TLC <ul><li>Some of Ward’s characteristics would be: </li></ul><ul><li>used to making decisions </li></ul><ul><li>busy person </li></ul><ul><li>learned a lot from experience </li></ul><ul><li>learn by building on what they already know </li></ul><ul><li>sometimes feel unsure and afraid </li></ul>
  25. 25. Shandra, a possible student at TLC <ul><li>Personal Information </li></ul><ul><li>29 years old, African-American </li></ul><ul><li>married with two young children </li></ul><ul><li>active with her church </li></ul><ul><li>uses many black English speech patterns </li></ul><ul><li>interests: designing clothes, reggae (music of Jamaican origin </li></ul>
  26. 26. Shandra, a possible student at TLC <ul><li>Previous Schooling </li></ul><ul><li>completed 7 th grade; currently read at about a 5 th -grade level </li></ul><ul><li>attended a pre-GED program for six months </li></ul><ul><li>Employment </li></ul><ul><li>has never worked outside the home </li></ul><ul><li>cares for other people’s children during the day </li></ul>
  27. 27. Shandra, a possible student at TLC <ul><li>Goals/Needs </li></ul><ul><li>help her children with their reading </li></ul><ul><li>get her GED </li></ul><ul><li>get state licensing to operate a child-care program in her home </li></ul><ul><li>improve her spelling write checks </li></ul><ul><li>read assigned Bible passages at church with less stumbling </li></ul>
  28. 28. Shandra, a possible student at TLC <ul><li>Current Tutoring Information </li></ul><ul><li>has been in the program for two months </li></ul><ul><li>has trouble recognizing some written words because of her speech patterns (Example: Shandra says the word understand as if it were spelled unstand . When she sees the word understand in print and tries to sound it out, she doesn’t easily recognize it.) and mixes up the sounds of some letter </li></ul><ul><li>has a large sight word vocabulary and a good ability to remember new words she learns, but needs work on phonics skills and the use of contest clues </li></ul><ul><li>placed in a small group that meets one night a week to work on phonics and spelling; also works with a tutor once a week </li></ul><ul><li>enjoys reading fiction and is working with her tutor on the Kaleidoscope stories </li></ul><ul><li>likes working with flash cards </li></ul>
  29. 29. Shandra, a possible student at TLC <ul><li>Current Tutoring Information (continued) </li></ul><ul><li>Note from Tutor Learning Log: “3/29 – Did exercise on recognizing the short a sound in spoken words and creating words with –ack , -ap patterns. Shandra will read I Didn’t Do It (Kaleidoscope) , and we will use it for oral reading in the next session and for practice using context clues. Shandra will bring a list of any words that she is unable to read.” </li></ul>
  30. 30. Shandra, a possible student at TLC <ul><li>After reading about Shandra, what characteristics of adult learners does Shandra have? </li></ul>
  31. 31. Shandra, a possible student at TLC <ul><li>Some of Shandra’s characteristics would be: </li></ul><ul><li>is a busy person </li></ul><ul><li>has learned a lot from experience </li></ul><ul><li>learns by building on what she already knows </li></ul><ul><li>may be reluctant to ask questions </li></ul>
  32. 32. Phyllis, a possible student at TLC <ul><li>Personal Information </li></ul><ul><li>38 years old, white </li></ul><ul><li>single with three teenage daughters </li></ul><ul><li>interests: TV detective stories and comedies, gardening, bingo, doing this with her daughters </li></ul><ul><li>active in school PTA (was asked to serve as an officer but declined because of reading and writing problems) </li></ul><ul><li>very verbal, enjoys telling stories about daughters </li></ul><ul><li>currently receives public assistance and relies on public transportation </li></ul>
  33. 33. Phyllis, a possible student at TLC <ul><li>Previous Schooling </li></ul><ul><li>went to grade school but had poor attendance (was oldest of seven children and was often needed to stay at home so her mother could work) </li></ul><ul><li>reads at about 1 st -grade level; depends on her daughters to help her with reading and writing needs </li></ul><ul><li>Employment </li></ul><ul><li>worked for five years as a detailer for a local car dealer, was laid off 18 months ago </li></ul><ul><li>formerly employed in dry-cleaning business </li></ul>
  34. 34. Phyllis, a possible student at TLC <ul><li>Goals/Needs </li></ul><ul><li>get a job that pays well and involves working with people </li></ul><ul><li>learn to drive </li></ul><ul><li>read job ads in the newspaper </li></ul>
  35. 35. Phyllis, a possible student at TLC <ul><li>Current Tutoring Information </li></ul><ul><li>has been in the program for two months, comes two mornings per week </li></ul><ul><li>is working in Skill Book I of the Laubach Way to Reading series </li></ul><ul><li>has limited sight vocabulary and needs work in all word recognition strategies </li></ul><ul><li>has erratic attendance because of family problems </li></ul><ul><li>Note from Tutor Learning Log: “1/30 – Completed Lesson 9. Phyllis dictated a story about taking her daughter to the doctor. Type it and use it to build sight vocabulary and reinforce phonics skills. Phyllis will bring the classified section of the newspaper to work on. </li></ul>
  36. 36. Phyllis, a possible student at TLC <ul><li>After reading Phyllis’ profile, what type of characteristics does she have as an adult learner? </li></ul>
  37. 37. Phyllis, a possible student at TLC <ul><li>Some of Phyllis’ characteristics are: </li></ul><ul><li>used to making decisions </li></ul><ul><li>busy person </li></ul><ul><li>has to deal with emergencies and unexpected situations </li></ul><ul><li>has learned a lot from experience </li></ul><ul><li>learns by building on what she already knows </li></ul>
  38. 38. Building Rapport/Tutoring Tips <ul><li>You want to make the most of your and your student’s time. Here are some helpful hints to quickly build rapport with your student. </li></ul><ul><li>While tutoring your student, sit beside your student or around the corner of a table. </li></ul><ul><li>If you are right-handed, sit on the right when you write or point. However, when the student writes (if right-handed), sit on the left. This give you both a clear view. </li></ul>Supplemental Reading: Tutor Training Handbook pg.8-9
  39. 39. Building Rapport/Tutoring Tips <ul><li>BE ON TIME. Nothing shows respect more than being on time and ready to start at the agreed upon time. </li></ul><ul><li>Praise your student. This is a key tutor responsibility. Need some good praise words and phrases to get started? </li></ul>
  40. 40. Praise Words and Phrases <ul><li>Superb. </li></ul><ul><li>This is a winner! </li></ul><ul><li>Outstanding! </li></ul><ul><li>Very fine work. </li></ul><ul><li>You’re on the mark. </li></ul><ul><li>A splendid job. </li></ul><ul><li>Clear, concise, and complete! </li></ul><ul><li>I like your style. </li></ul><ul><li>It looks like you have put a lot of work into this. </li></ul><ul><li>You’ve shown a lot of patience with this. </li></ul><ul><li>I like how you tackled this. </li></ul><ul><li>This is quite an accomplishment. </li></ul><ul><li>You’re on the right track now. </li></ul><ul><li>How impressive! </li></ul><ul><li>I like the way you’ve handled this </li></ul><ul><li>Marvelous. </li></ul><ul><li>Excellent work. </li></ul><ul><li>You’ve got it now. </li></ul><ul><li>You’re on target now. </li></ul>
  41. 41. Building Rapport/Tutoring Tips <ul><li>Watch your student’s face. If you detect puzzlement, re-teach; if you see frustration, change activities; if you see enlightenment, rejoice with the student; if you see pride, build on it. </li></ul><ul><li>Make fun certificates of accomplishment for reaching small or large goals. </li></ul>
  42. 42. Learning Styles <ul><li>A learning style is the way a person takes in, stores, and retrieves information. People differ in which of the five physical senses (hearing, sight, touch, taste and smell) they depend on when learning and what kind of environment helps them learn best. </li></ul>Supplemental Reading: Teaching Adults-A Literacy Resource Book pg.25-28
  43. 43. Learning Styles <ul><li>Auditory learners rely on hearing to learn. They learn by listening and discussing. </li></ul><ul><li>Because an auditory learner processes most easily information they hear, you can read to the learner. </li></ul><ul><li>Because an auditory learner understands information best when they repeat it aloud after hearing it, you can encourage the learner to discuss or summarize a reading passage. </li></ul>
  44. 44. Learning Styles <ul><li>Visual learners learn by visualizing and by looking at text, charts, pictures, etc. </li></ul><ul><li>Because visual learners “see” information in their minds, use flashcards, diagrams and charts. </li></ul><ul><li>Because visual learners prefer written instructions or demonstrations, write instructions to reinforce oral instructions. </li></ul>
  45. 45. Learning Styles <ul><li>Kinesthetic/tactile learners learn by doing and being physically involved in a task. </li></ul><ul><li>Because kinesthetic/tactile learners are physically active, have the learner trace letters or words (when learning to spell). </li></ul><ul><li>Because kinesthetic/tactile learners would rather do something than talk or write about it, use word cards to form sentences. </li></ul>
  46. 46. Which learning style are you? <ul><li>Do you know which style learner you are? </li></ul><ul><li>This is a learning styles inventory to help you decide how you learn. Place a check mark in front of each statement that describes you. Then total the number of check marks for each group. </li></ul>
  47. 47. Learning Style Inventory <ul><li>GROUP 1 </li></ul><ul><li>____ I like to read when I have free time. </li></ul><ul><li>____ I remember what I read better than I remember what I hear. </li></ul><ul><li>____ I can “see” words in my mind when I need to spell them. </li></ul><ul><li>____ I picture what I read. </li></ul><ul><li>____ I can remember something by “seeing” it in my mind. </li></ul><ul><li>____ I remember what the pages look like in books I’ve read. </li></ul><ul><li>____ I remember people’s faces better than I remember their names. </li></ul><ul><li>____ Total number of check marks in Group 1. </li></ul>
  48. 48. Learning Style Inventory <ul><li>Group 2 </li></ul><ul><li>____ I remember more when I listen tot eh news on TV than when I read about it. </li></ul><ul><li>____ I usually remember what I hear. </li></ul><ul><li>____ I learn better by having someone explain something to me than by reading about it. </li></ul><ul><li>____ I remember things best when I say them out loud. </li></ul><ul><li>____ I talk to myself when I try to solve problems. </li></ul><ul><li>____ I communicate better on the telephone than I do in writing. </li></ul><ul><li>____ I understand material best when I read it out loud. </li></ul><ul><li>____ Total of check marks in Group 2 </li></ul>
  49. 49. Learning Style Inventory <ul><li>Group 3 </li></ul><ul><li>____ I like to make things with my hands. </li></ul><ul><li>____ I learn best by handling objects. </li></ul><ul><li>____ I find it hard to sit still when I study. </li></ul><ul><li>____ I pace and move around a lot when I’m trying to think through a problem. </li></ul><ul><li>____ I take notes when I read to better understand the material. </li></ul><ul><li>____ I like to recopy lecture notes to better understand the material. </li></ul><ul><li>____ I communicate better when I write than when I speak. </li></ul><ul><li>____ Total number of check marks in Group 3. </li></ul>
  50. 50. Learning Style Inventory <ul><li>Analyzing the results : </li></ul><ul><li>The section where you made the most check marks is likely to be your preferred learning style. </li></ul><ul><li>Group 1 Visual – Visual learners remember what they see. </li></ul><ul><li>Group 2 Auditory – Auditory learners remember what they see. </li></ul><ul><li>Group 3 Kinesthetic/Tactile – Tactile learners remember what they do. </li></ul>
  51. 51. <ul><li>“ I Hear, </li></ul><ul><li>and I Forget </li></ul><ul><li>I See, </li></ul><ul><li>and I Remember </li></ul><ul><li>I Do, </li></ul><ul><li>and I Understand ” </li></ul><ul><li>Chinese Proverb </li></ul>
  52. 52. <ul><li>At this point you probably have a lot of information swimming around in your head. Don’t worry...you will have it all together by the time you meet your student. </li></ul><ul><li>We will give you some materials to work from and ideas if you want to make your own. Lets take a look at what options you have for tutoring materials. </li></ul>
  53. 53. Tutoring Materials – Option 1 <ul><li>Student Produced Materials </li></ul><ul><li>Advantages </li></ul><ul><li>Learner knows the meanings of the words. </li></ul><ul><li>Process uses learner’s listening and speaking skills to build reading and writing. </li></ul><ul><li>Materials are interesting and relevant to the learner. </li></ul><ul><li>Disadvantages </li></ul><ul><li>Process may not seem like real reading to the learner. </li></ul><ul><li>Tutor can’t control content. </li></ul><ul><li>No manual is available to show tutors how to use these materials for teaching. </li></ul><ul><li>Materials may require more tutor preparation time than other types do. </li></ul>
  54. 54. Tutoring Materials – Option 2 <ul><li>Tutor-produced Materials </li></ul><ul><li>Advantages </li></ul><ul><li>Materials are inexpensive. </li></ul><ul><li>Tutor can control content to reinforce specific vocabulary or skills </li></ul><ul><li>Materials are personalized to the learner’s interests. </li></ul><ul><li>Learner’s see tutor’s commitment (taking the time to produce materials for a specific person). </li></ul><ul><li>Disadvantages </li></ul><ul><li>Materials take time to develop. </li></ul>
  55. 55. Tutor Materials – Option 3 <ul><li>Real-World Materials </li></ul><ul><li>Advantages </li></ul><ul><li>Materials are highly motivating. </li></ul><ul><li>Learner sees immediate application of new skills. </li></ul><ul><li>Materials are relevant to the learner’s needs and interests. </li></ul><ul><li>Materials are readily available. </li></ul><ul><li>Disadvantages </li></ul><ul><li>No manual is available to show tutors how to use these materials for teaching. </li></ul><ul><li>Materials may require more preparation time than other types do. </li></ul><ul><li>Tutor must assess the material and its approximate reading level. </li></ul><ul><li>Materials may be too advanced or frustrating for the learner. </li></ul>
  56. 56. Tutoring Materials – Option 4 <ul><li>Published Teaching Materials </li></ul><ul><li>Advantages </li></ul><ul><li>Materials provide a road map for tutors to follow. </li></ul><ul><li>Materials are comprehensive: learners won’t miss a critical skill. </li></ul><ul><li>Materials often come with a teacher’s manual. </li></ul><ul><li>Tutors need less time to prepare lessons. </li></ul><ul><li>Learners can see physical evidence of progress through the book. </li></ul><ul><li>Materials meet many learners’ need for “real books.” </li></ul>
  57. 57. Tutoring Materials – Option 4 <ul><li>Disadvantages </li></ul><ul><li>Instructions may be good for experienced teachers but inadequate for new tutors. </li></ul><ul><li>The teaching approach may be inappropriate for a specific learner. </li></ul><ul><li>Tutors and learners may get hung up on the books and not use other materials. </li></ul><ul><li>Reading selections may seem uninteresting or irrelevant to the learner. </li></ul><ul><li>Tutors might allow the series – rather than the learner’s needs – to control the content of the lesson. </li></ul><ul><li>Cost could be prohibitive. </li></ul>
  58. 58. Tutoring Materials Provided by TLC <ul><li>The Literacy Center has professionally produced materials that they will be glad to help match you and your student up with. If you turn to pages 134-141 in the Teaching Adults: A Literacy Resource Book , there is a list of publications and a brief description of each. Below are the publications TLC currently utilizes: </li></ul><ul><li>Reading Wise </li></ul><ul><li>The Laubach Way to Reading Series </li></ul><ul><li>The Challenger Adult Reading Series </li></ul><ul><li>Voyager: Reading and Writing for Today’s Adults </li></ul><ul><li>Focus on Phonics </li></ul><ul><li>Patterns in Spelling </li></ul><ul><li>In the Know </li></ul><ul><li>The Laubach Way to Cursive Writing </li></ul>
  59. 59. <ul><li>Using the listed publications in the previous slide, pick which one best answers the question below: </li></ul><ul><li>Which text do you think is better suited for beginning readers and why? </li></ul><ul><li>Which is better suited for advanced readers and why? </li></ul><ul><li>Which text might be better suited for a new tutor with little teaching experience? </li></ul><ul><li>Which text(s) do you think would require more lesson planning time? </li></ul><ul><li>Which text do you think will be the most interesting for students and why? </li></ul><ul><li>If you find your student has repeated trouble with the words using long vowel sounds, what might you use to supplement your lessons? </li></ul><ul><li>Do you think one text will fit all your student’s learning needs? </li></ul>
  60. 60. Other Resources <ul><li>-hi-lo readers at the library* – (these are hi interst books for lo level readers). *Central, Red Bank, Oaklyn, McCollough </li></ul><ul><li>Google search for a word part you are working on: “phonics”, “ou”, “long vowels”, etc. There may already be a worksheet on the internet available for you to use. </li></ul><ul><li>The Literacy Center Library and staff! </li></ul><ul><li>Other agencies: </li></ul><ul><ul><li>TLC can give referals for other agencies (CAPE, EVSC, Workone) </li></ul></ul><ul><ul><li>United Way 211 – free and confidential referrals for health and human services (job search, counseling, school supplies, tax assistance, much more) </li></ul></ul>
  61. 61. Other Resources <ul><li>I EVPL URL: http:// www.evpl.org Evansville Public Libraries has an online catalog and information about each library. </li></ul><ul><li>NIFL URL: http:// www.nifl.gov The National Institute for Literacy has statistics, links, and other resources. </li></ul><ul><li>S.I.N.E Online URL: http:// www.sineonline.com Read a feature article about Rosa Maria, a student from The Literacy Center who won the ESL Learner of the Year Award from the Indiana Literacy Foundation. Also, see what workshops SINE has to offer. </li></ul><ul><li>Proliteracy Worldwide URL: http:// www.proliteracy.org ProLiteracy Worldwide has a great tutor resource room! </li></ul><ul><li>Primary Resources: English URL: http:// www.primaryresources.co.uk/english Primary Resources provides a wealth of freely accessible English lessons. </li></ul><ul><li>Verizon Thinkfinity URL: http:// www.thinkfinity.org Verizon Literacy University offers free online training, lesson plans, and in-service courses for literacy volunteers. </li></ul><ul><li>Literacy & Learning Disabilities URL: http:// ldlink.coe.utk.edu A great site for learning about learning disabilities. Great for tutors or students! </li></ul><ul><li>Bridges to Practice URL: http:// www.floridatechnet.org/inservice/bridges / This site provides a large amount of information on learning disabilities and how to diagnose them in adults. </li></ul><ul><li>Health and Literacy Special Collection URL: http:// healthliteracy.worlded.org/teacher.htm This is a great location for lesson plans and other resources pertinent to tutors. </li></ul><ul><li>Discovery School's Puzzlemaker URL: http:// puzzlemaker.school.discovery.com Very neat site-make puzzles (cross-words, wordfind, wordjumbles, etc.) tailored to your word lists! </li></ul><ul><li>Literacy Volunteer URL: http:// www.literacyvolunteer.com This is a non-commercial site that offers support, advice, resources, and opportunities for reading volunteers. You can join in discussions, offer resources that you have discovered, and participate in an online community of people doing the same good work that you are! </li></ul><ul><li>LiteracyNet Learning Resources URL: http:// literacynet.org/cnnsf/index_cnnsf.html This site offers news stories on a variety of topics that have been rewritten for adult learners. The site includes video to accompany the stories, as well as vocabulary questions, comprehension questions, and links to sites that can provide more information about the topic. </li></ul><ul><li>Merriam-Webster Online URL: http://m-w.com Click the small red speaker icon beside the word entry for a correct pronunciation of the word. Great site for anyone who wants to sign up for a word of the day. </li></ul><ul><li>USA Learns URL: http://usalearns.org A free site for adults to learn english and improve reading, writing, speaking, and life skills. </li></ul><ul><li>Study Stack URL: http:// www.studystack.com / A free site for hungry learners. You can create flashcards, play hangman and create word searches to learn. nsert list of websites others have found useful. </li></ul>
  62. 62. The Mechanics of Tutoring <ul><li>In this section, we will talk about: </li></ul><ul><li>Speech patterns </li></ul><ul><li>Reading </li></ul><ul><li>Writing </li></ul><ul><li>Multisensory techniques </li></ul>
  63. 63. Speech Patterns <ul><li>Learners need to be able to use the sounds of letters as one tool to help them recognize printed words. Being able to indentify the sounds in a word they hear will also help learners spell the word. </li></ul><ul><li>Some students need help with sounds because they are not pronounced correctly in sentences currently: </li></ul><ul><ul><li>didya yuwanna jeet wudesay </li></ul></ul><ul><li>In the Teaching Adults: A Literacy Resource Book , you can check to see which sounds your learner already knows and which they need help with by using the charts of pgs. 156-161. </li></ul>
  64. 64. Reading-Recognizing Printed Words <ul><li>People commonly use five ways to recognize printed words: </li></ul><ul><li>Sight </li></ul><ul><li>Phonics </li></ul><ul><li>Word patterns </li></ul><ul><li>Context </li></ul><ul><li>Word Parts </li></ul><ul><li>No one strategy works for all situations, and readers sometimes use multiple strategies to figure out a word. The more strategies a person learns, the more likely that person it to recognize words successfully. </li></ul>
  65. 65. Recognizing Words by Sight <ul><li>Learning site words help the learner recognize as many words as possible by sight in order to improve reading speed and comprehension. </li></ul><ul><li>Pages 151-155 in Teaching Adults: A Literacy Resource Book lists the 300 most frequently used words </li></ul><ul><li>Experienced readers recognize most words by site. </li></ul><ul><li>New readers spend time figuring out words. </li></ul>
  66. 66. Recognizing Words with Phonics <ul><li>Phonics enable a learner to decode unfamiliar words by using knowledge of the sound-letter relationships. </li></ul><ul><li>Pages 162-168 in the Teaching Adults: A Literacy Resource Book lists common phonic sounds that you could work with your student on. </li></ul><ul><li>There are 26 letters in the alphabet but there are 43 sounds. </li></ul>
  67. 67. Recognizing Word Patterns <ul><li>Word patterns help the learner recognize new words more quickly without having to sound out and blend each individual sound in the word. </li></ul><ul><li>Page 169 in the Teaching Adults: A Literacy Resource Book lists word patterns you can see if your student already knows just by sight. </li></ul><ul><li>Example: age is the sound. Words the student should be able to read: cage, page, rage, stage, wage. </li></ul>
  68. 68. Recognizing Word by Context <ul><li>Context learning encourages the learner who comes to a word he or she doesn’t know to continue reading and to return to the word later with more information (context) to figure it out. </li></ul><ul><li>Pages 85-86 in the Teaching Adults: A Literacy Resource Book has some ideas to help with how to make this an activity to work on with your student. </li></ul><ul><li>Example: The mother wrapped the couverture around the sleeping baby. (Couverture would be the word you want the student to know.) </li></ul>
  69. 69. Recognizing Word Parts <ul><li>Recognizing word parts is the use of root words, suffixes, prefixes and other word parts to recognize a word. </li></ul><ul><li>Pages 174-176 in the Teaching Adults: A Literacy Resource Book has a list of prefixes and suffixes. </li></ul><ul><li>Page 87 in the Teaching Adults: A Literacy Resource Book has ideas on exercises for your student. </li></ul>
  70. 70. Oral Reading Can Help <ul><li>Reading aloud to your student: </li></ul><ul><li>allows the learner to hear someone read with good expression and phrasing. </li></ul><ul><li>allows them to heard someone with good reading skills and motivates them to reach that goal. </li></ul><ul><li>to integrating speaking, listening and reading skills. </li></ul><ul><li>allows the student see the common words you are saying so they can learn them by sight. </li></ul><ul><li>makes reading interesting. </li></ul>
  71. 71. Forms of Reading Aloud <ul><li>Pages 51-54 in the Teaching Adults: A Literacy Resource Book suggests several teaching ways of reading to your student: </li></ul><ul><li>Reading aloud to the student while they follow along in their own book. </li></ul><ul><li>Duet reading where you both read the same thing at the same time out loud. </li></ul><ul><li>Echo reading where you read the text first and then ask the student to read the same text. </li></ul>
  72. 72. Duet Reading Exercise <ul><li>The words in the following selection have been respelled the way they sound. This exercise may help you understand what duet reading can be like for a new reader. Read the selection aloud with the instructor or the CD . Try to keep up as best you can. When you finish, think about the questions that appear after the selection. </li></ul>Supplemental Reading: Teaching Adults-A Literacy Resource Book pg.52
  73. 73. <ul><li>How too Liv too Bee 100 or Mor </li></ul><ul><li>Now yor probublee asking wi wuud eneewun wont too liv too bee 100. I noe sum peepul hoo ar not thu leest intresid in reeching that aj, but it so hapinz thair aul undir 10. Wut doo thai kair ubowt groeing oeld? Thaiv got mor importint things to wiree ubowt, like wethir thu kuukeez ar krisp. Moest uv thu peepul I noe hoo ar stil living wont to keep living. </li></ul><ul><li>Iem a membir uv the Hilkrest Kuntree Klub, and I must run intoo fiftee or sikstee peepul u dai. Iev yet too meet eneebudee hoo sed, “Jorj, ied like to die too dai.” Dieing inot populir, itz nevir kaut on. Thatz undirstandubul; its bad for thu kumplekshun. It aulsoe upsets yor dailee rooteen and leevz yoo with too much tiem on yor hanz. </li></ul>
  74. 74. Duet Reading Questions <ul><li>How did you feel as you read this? </li></ul><ul><li>Were some parts easier than others? If so, why? </li></ul><ul><li>Do you think these words would be easier to recognize if you were to read this again? </li></ul>
  75. 75. Writing <ul><li>Writing, like speaking, is an opportunity to send a message, to express something to someone else. </li></ul><ul><li>Writing can be intimidating to someone who has never written more than his or her name. </li></ul><ul><li>Tutors should encourage the learner to first concentrate on the meaning </li></ul><ul><li>Spelling, punctuation, grammar will come with practice. </li></ul>Supplemental Reading: Teaching Adults-A Literacy Resource Book pg.96-115
  76. 76. Writing for Meaning <ul><li>Letter Formation </li></ul><ul><li>Copying </li></ul><ul><li>Free Writing </li></ul><ul><ul><ul><ul><ul><li>Journals </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Dialog Journals </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Five-Step Process </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Brainstorming </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Mapping </li></ul></ul></ul></ul></ul><ul><li>Controlled Writing </li></ul><ul><ul><ul><ul><ul><li>CLOZE </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Filling Out Forms </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Sentence Completion </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Making Lists </li></ul></ul></ul></ul></ul>Supplemental Reading: Teaching Adults-A Literacy Resource Book pg.96-115
  77. 77. Language Experience Approach <ul><li>Use learner’s own words to create passages to help teach reading and writing. </li></ul><ul><li>Builds on the learner’s life experience and treats the learner as person with ideas, feelings, and stories that are worth communicating. </li></ul><ul><li>Encourages learner to use all four communication skills: listening, speaking, reading, and writing. </li></ul>
  78. 78. Multi-sensory Techniques Supplemental Reading: Teaching Adults-A Literacy Resource Book pg. 119
  79. 79. Working with Your Student <ul><li>“ A dream is a wish your heart makes but, a goal is a dream with a deadline.” </li></ul><ul><li>Unknown </li></ul>
  80. 80. Setting S M A R T Goals <ul><li>S pecific </li></ul><ul><li>M easurable </li></ul><ul><li>A chievable </li></ul><ul><li>R ealistic </li></ul><ul><li>T imely </li></ul>Supplemental Reading: Teaching Adults-A Literacy Resource Book pg.38-39
  81. 81. Evaluation <ul><li>Portfolios- Save samples of work </li></ul><ul><li>Tests from workbooks </li></ul><ul><li>Date Everything! </li></ul>Supplemental Reading: Teaching Adults-A Literacy Resource Book pg.128-133
  82. 82. TLC Procedures- Read your Tutor Handbook and keep as reference but don’t worry we are here when you need us! <ul><li>Volunteer Tutor Procedure </li></ul><ul><li>Student Procedure </li></ul><ul><li>Do’s and Don’ts </li></ul>
  83. 83. Websites for additional training: <ul><li>http://literacynetwork.verizon.org </li></ul><ul><li>www.proliteracy.org </li></ul><ul><li>www.litcenter.org </li></ul>
  84. 84. Videos available to check out from TLC <ul><li>Laubach Adults as Learners </li></ul><ul><li>Intro to Laubach Way to Reading Series </li></ul><ul><li>Intro to Challenger Series </li></ul><ul><li>Comprehension- Reading for Meaning </li></ul>
  85. 85. <ul><li>Congratulations you are ready to be paired with a student! </li></ul><ul><li>Contact us to start the pairing process! </li></ul>