Welcome to Tutor Training

1. Welcome to Tutor Training

2. Who’s Who in the VLC? Executive Director: William Hinebaugh Program Director: Jonel Persinger

3. Literacy is… • “Using printed and written information to function in society, to achieve one’s goals, and to develop one’s knowledge and potential.” National Adult Literacy Survey of 1993 (p.13) • Some 90 million adults in the United States may have inadequate literacy skills. • 16.5 million adults over 25 have less than a 9th grade education. • 22.8 million adults over 25 attended to high school but did not graduate. • 34.8% of women who are heads of households do not have a high school diploma. • People with low literacy skills are far less likely to be employed full time, to earn high wages, and vote. They are also more likely to receive food stamps and live in poverty than more literate people. Statistics found on p. 14 of your manual. The U.S. Department of Education: National Literacy Survey, 1993. U.S. Census, 1990. Department of Labor

4. Learning Styles (p. 25-28) • Consider your environment and its effects on how they learn.

5. Student Goals (Page 38) • Cornerstone of Learning. • Framework for planning and monitoring progress. • Should be continually revisited and modified as needed. • Break down long term goals (GED, Job, etc.) Be sure to create smaller goals for them to build upon. • Be sure the activities you choose are realistic for their skill level. • Life Skills Assessment

6. Assessments & Re-Assessments • Standardized Tests p.29-37 • TABE test, CASAS • Estimate approximate grade level • Do not take into account adult’s knowledge and experience • Re-Assessments will be tested using the same standardized test from their initial intake • Measures the amount of progress • Preparation for GED and/or college level testing • 90 Day Policy

7. Choosing Materials (p.40) • Published Materials • Challenger, Laubach, Voyager • Learner-Written Materials • Real-World Materials • Newspapers, magazines, etc. • Tutor-Produced Materials (Based on the learning styles and interests of the student) • 80% Rule

8. Laubach (Insert Scanned Sheets)

9. Challenger (Insert scanned sheets)

10. Voyager Insert scanned pages

11. Comparison of Laubach, Challenger, and Voyager

13. Language Experience (p.45-50) • LEA (Learning Experience Approach) • Use the learner’s words to create passages to help teach reading and writing. • Builds on life experiences • Utilized at any level of learning • Encourages all four Language Acquisition Skills. • Helps link the learner’s experience and speaking ability to the written word. • Activity 12 – Sample LEA for beginners • Write one of the following sentence starters and ask the learner to complete it. Write as the learner dictates. • I want…. • I can… • My children are… • I wish… • I like to go… • It makes me sad when…. • When I think of my mother, I… • Ask the Learner to dictate a short list of the names of family members, of favorite foods, or of places he or she would like to visit (for example). • Through this type of learning you not only teach valuable skills but you are able to learn more about your student.

14. Reading Strategies (p.51-54) • Worksheets • Facial Expressions • Many beginning readers are very unsure of themselves. They need to build confidence and develop fluency to be successful.

15. Reading for Meaning (p. 55-70, 156) • Recognize • Understand • React • Apply • Roadblocks: • Lack of background information • Unfamiliar vocabulary • Difficulty in changing initial assumptions • Being unfamiliar with page layout • Overlooking details or missing a key sentence • Getting lost in detail and missing the main idea • Being unfamiliar with such graphic elements • Being unfamiliar with a typeface or handwriting • Being unfamiliar with the style of writing or genre • Green Lights: • Frequently review how to make different speech sounds (appendix F: p. 156) • Continue to practice to increase fluency • Break down passages piece by piece making sure they can follow the articles

16. Phonics

17. Writing Strategies (p. 96-115) • Writing, like speaking, is an opportunity to send a message, to express something to someone else. • Encourage the student to first concentrate on meaning. • Basic Writing Activities: • Letter formation • Copying • Controlled writing • Free writing • Writing Exercise • Worksheets

18. Spelling & Grammar Rules (p. 116-121) • Spelling is a tool • Different than writing, no correlation between the two • Help learners cope with spelling by: • Setting aside some time each week to work on spelling. • Ask them what words they want/need to be able to spell. • Use multisensory teaching techniques. • Select words that were used in a reading selection. • Select words that they use frequently in writing. • Encourage them to correct their own spelling as much as possible. For additional assistance see: Focus on Phonicsand Patterns in Spelling(appendix A)

19. Lesson Planning (p. 122) • Lessons should… • Be centered on Student’s goals. • Be built on each other, especially when introducing new material. • Include time for review and reinforcement. • Integrate all four communication tools. • Listening, Speaking, Reading, Writing • Learn something new in each lesson. • Planning also involves evaluating the results of the learner and deciding how to continue on. • Keeping a small portfolio or journal may help you to better map the progress of your student and stay in touch with their development.

20. Additional Resources • More information can be found in the Appendices (p.134-176)