2010 Basic Tutor Training Manual

TUTOR TRAINING MANUAL

Exc el len ce in L i te ra cy

O U T R E A CH T R A IN IN G T U T O R IN G S U P P O R T P R E V E N T IO N A W A R E N E S S

The Learning Exchange Basic Tutor Training

D. Brown/2010 page 1

THE LEARNING EXCHANGE

TLE’s Learning Links

How to get to The Learning Exchange website

1. Type www.TLEliteracy.com

How to get to Learning Links website

1. Type www.TLEliteracy.com

2. Click on the icon for Learning Links

How to save an Internet site to your favorites list

1. Click Favorites

2. Click Add to Favorites

3. Click New folder

4. Type a name for the folder (i.e. TLE)

5. Click OK

6. You can now access the folder from your favorites list whenever you are online.

How to open your favorites list:

1. Open the Internet

2. Click Favorites

3. Click on the folder you named (i.e. TLE)

Mobile Computers:

User name: vmobilest-eng

Password: vmobilest

http://www.tleliteracy.com/

http://www.tleliteracy.com/



Home • Want to Help? • Need Help? • Learning Links • Online Library About TLE • History • FAQ • Directors • Staff

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The Learning Exchange Web Site

THE LEARNING EXCHANGE TUTOR TRAINING www.TLEliteracy.com



Home Online Reference Tools

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Learning Links: General List

THE LEARNING EXCHANGE TUTOR TRAINING

http://www2.recitfga.qc.ca/learninglinks/spip.php?rubrique224






































































Learning

Education

Finding Resources

Learning and Study Strategies

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Media

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Teaching Resources: Pop Culture

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Free Math Tutoring

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Learning Links: General List































TLE’s Code of Ethics

All members of The Learning Exchange (TLE) are expected to observe the following Code of Ethics:

RESPECT All volunteers, students and staff must treat each other with respect, courtesy and appreciation at all times.

LOYALTY As a part of The Learning Exchange, loyalty is extremely important. Members should refrain from voicing any negative personal opinions of administrative policies or regulations to an outside source. All matters should be brought instead to the attention of the Executive Director or an executive member of the Board of Directors. If in doubt regarding any issue, seek advice from either of the same two sources.

CONFIDENTIALITY All members of TLE must willingly sign the following Confidentiality Statement and hold in strict confidence, all information acquired through service with TLE, making no reference, inside or outside the organization, to a student‟s identity, academic standing or personal affairs.

Confidentiality Statement

I, the undersigned, do willingly promise to hold in confidence all matters that come to my attention through my association with The Learning Exchange, including information and material from and about students and matters regarding employees and volunteers. As a council member I understand I am expected to observe TLE‟s Policy & Procedures and Code of Ethics. I will respect the privacy of the people with whom I associate and confer appropriately with those designated as my supervisors and/or administrators. I will use in a responsible manner, any information gained in the course of my association with The Learning Exchange. Council member’s name Executive Director’s name

Council member’s signature Executive Director’s signature

Date Date

NOTE: If you want to join The Learning Exchange, you have to be willing to sign our Code of Ethics!

E x c e l l e n c e in L i t e ra c y

D ar l en e Br ow n



WHAT IS IT? AND...WHAT DOES IT MEAN TO YOU?

Literacy…


D. Brown & J. Spector/2010 page 7

Literacy Myths and Facts

People are either literate or illiterate.

Myth: While some people cannot read at all, the vast majority of people who fall into this

category have difficulty with reading, writing and numbers at varying levels.

People have varying abilities and needs depending on their interests and life experience. In a

rapidly changing society, all of us will need to upgrade our literacy skills at some point.

People with poor reading and writing skills generally have lower IQ’s than others.

Myth: Those who want or need to upgrade their literacy skills are generally people with many

other strengths and skills.

Low literacy skills can make day-to-day activities difficult or even impossible to do.

Fact: Low literacy skills can make things like reading a notice from your child's school, helping

with homework, reading directions on a medicine bottle, or making a grocery list difficult and

even impossible to do.

Individuals are to blame for their own low literacy skills.

Fact: Poverty, dysfunctional families, special learning needs, moving from school to school at

critical ages, leaving school at an early age, and community isolation are all major factors in

people having low literacy skills.

What is literacy?

Literacy: Using printed and written information to function in society, to achieve one’s goals, and to develop one’s knowledge and potential.

Lifelong Learning: The notion that learning occurs in many different contexts throughout an individual’s life: in both formal and informal settings, at work, at home and in the community.

S o u rc e : A B C C a n a d a / IA L S S u rv e y G lo s s a ry o f T e rm s : N o v e m b e r 2 0 0 5



T e r m i n o l o g y

Literacy: Using printed and written information to function in society, to achieve one‟s goals, and to develop one‟s knowledge and potential. Lifelong learning: The notion that learning occurs in many different contexts throughout an individual‟s life: in both formal and informal settings, at work, at home and in the community. Adult education and training: Includes programs, courses, private lessons, correspondence courses, workshops, on-the-job training and apprenticeships. Informal learning: Learning other than in the formal structure of courses, in both passive and active forms. The former involves activities such as being on a guided tour, or being sent to an organization, and the latter entails, learning by oneself, trying things out, and watching others to learn from them.

G l o s s a r y o f T e r m s

Level 1: Persons with very poor skills, where the individual may, for example, be unable to determine the correct amount of medicine to give a child from information printed on the package. Level 2: People can only deal with material that is simple, clearly laid out, and in which the tasks involved are not too complex. It denotes a weak level of skill, but more hidden that Level 1. It identifies people who can read but test poorly. They have developed coping skills to manage everyday literacy demands but their low level of proficiency makes it difficult for them to face novel demands, such as learning new job skills. Level 3: The minimum skills level suitable for coping with the demands of everyday life and work in a complex, advanced society. It denotes roughly the skill level required for successful secondary school completion and college entry. Like higher levels, it requires the ability to integrate several sources of information and solve more complex problems. Level 4 & 5: People demonstrate a command of higher-order information-processing skills.

F o u r S c a l e s o f C o m p e t e n c y R e p o r t e d

Prose literacy: The knowledge and skills needed to understand and use information from texts including editorials, news stories, brochures and instruction manuals. Document literacy: The knowledge and skills required to locate and use information contained in various formats, including job applications, payroll forms, transportation schedules, maps, tables and charts. Numeracy: The knowledge and skills required to effectively manage the mathematical demands of diverse situations. (This numeracy scale replaces the quantitative scale used in IALS, where respondents were required to perform one or more arithmetic operations based on information contained in texts, either continuous or non-continuous.) Problem-solving: Involves goal-directed thinking and action in situations for which no routine solution procedure is available. The problem solver has a more or less well-defined goal, but does not immediately know how to reach it. The understanding of problem situation and its step-by-step transformation, based on planning and reasoning, constitute the process of problem solving. S o u rc e : A B C C a n a d a / IA L S S u rv e y G lo s s a ry o f T e rm s : N o v e m b e r 2 0 0 5









The Learning Exchange Basic Tutor Training D. Brown & J. Spector/2010

page 13

Literacy in our daily lives ~ Literacy involves: More than sounding out words Reading & comprehension Writing & understanding written information Computer skills, problem-solving, and communicating ideas and thoughts Understanding numbers, math, vocabulary, and how they are used every day Being able to function independently in society

Adult learners may face the following barriers to learning: www.abc_stuck

low self-esteem fear poverty assumptions insecurity health problems priorities fatigue attitudes physical limitations stress/anxiety time constraints financial problems money learning disabilities lack of child care facilities

Adults may join a literacy program for one or more of the following reasons: To cope with life changes To become more independent To acquire qualifications To broaden their knowledge To understand technical changes To please their employer, family member, etc. To take employment training To learn skills for a new job/promotion To keep up with their children

http://www.abc_stuck/


page 14

THE LEARNING EXCHANGE

Tutoring Tips

Suggestions to help your student:

• Move at your student‟s pace. Don‟t be overly concerned if the learning rate is

slow.

• Be careful not to overload your student.

• Do not assume your student understands because he/she says so. Ask your

student specific questions that will prove he/she understands.

• Do not re-teach a skill that your student has already mastered. Check and

then move on.

• Practice skills using a variety of techniques.

• Keep a portfolio of your student‟s work so that your student can see his/her

progress.

• Watch for signs of strain (visual, auditory, writing, etc.).

• Enunciate clearly to ensure that your student can clearly distinguish the

sounds.

• For a student with auditory difficulties have him/her look at you when you are

speaking to ensure that he/she can see the sound(s) made.

• Give clear and concise directions.

• Model correct speaking, reading, and writing techniques. Allow you student

to learn from example.

• Help your student learn what his/her dominant learning style is and what

strategies work best for him/her.

• Provide a variety of reading and writing materials.

• Success can be ensured through achievement of short-term goals.

• Always keep a positive attitude and praise your student for his/her efforts.


page 15

Auditory Learners Auditory Learners often:

• Recall information after hearing it a few times

• Discriminate between words that sound alike (bat/pat) Implications for tutoring:

• Use tapes, discussions, and oral explanations.

• Encourage the student to read aloud, and spell aloud.

• Use phonics.

Kinaesthetic and Tactile Learners Kinaesthetic and Tactile Learners often:

• Recall words after writing or typing them a few times.

• Are good with their hands or good at sports. Implications for tutoring:

• Use writing or typing to answer questions and review words.

• Act out stories or move objects to aid in comprehension.

• “Write” on the table with a finger.

• Tap out syllables.

Visual Learners Visual Learners often:

• Recall images or words after seeing them a few times

• Notice visual detail, design, and spelling errors

• Prefer to see what‟s to be learned

• Have trouble with oral instruction Implications for tutoring:

• Use written instructions and examples, not just oral ones.

• Use pictures and diagrams.

• Use highlighters for important words.

THE LEARNING EXCHANGE TUTOR TRAINING Learning Links>Learning>Learning Styles

Learning Styles

My learning style is:


page 16


Reading Labels or Signs

Adapted from: Ottawa-Carleton Coalition for Literacy: Handbook for Literacy Tuto

rs

Definition of Accommodations

Providing Techniques and/or materials to the individual to help him/her complete assignments with greater ease and effectiveness. For example, allowing a person to do an oral test as opposed to a written one. Examples of accommodations:

• Environment: lighting, seating, distraction-free

• Quiet, isolated work/study space

• Extended time to complete tasks

• Taped lessons

• Computer, appropriate software and assistive technology devices

• Use of an audiocassette (with and without microphone)

• Visual aids

• Written instructions

Definition of Compensatory Strategies

Finding an alternate way of doing things to enable success. It may include assistive devices or different ways of demonstrating acquired knowledge. For example, the student may use a calculator to perform math functions. Examples of materials that can be used:

• A calculator

• Spelling, grammar checkers and other appropriate software programs

• Taped books and lessons

• Agendas, calendars, and other organizers (e.g. Palm Pilot)

• Highlighters, ruler with colored edge, dark cardboard, and framing window (to follow lines in text)

• Handheld spellchecker and grammar checker

• Large square graph paper (for computation, printing, etc.)

• Colored overlays (for easier reading)

• Index cards (for sight words, word families, language experience, etc.)

• Voice activated assistive devices


Definitions



Setting Goals in Life

2DO Before I Die began three years ago with an aim to spark conversation and encourage the

exchange of ideas about what's important and what's possible. What began as a conversation between two friends has extended surprisingly far a field, spread by email and word of mouth amongst friends, family and visitors to the site from around the world.

What would you like to experience in your lifetime?

ROOTS - Own a boat - Meet my childhood hero – Find my natural mother – Go skate-

boarding again – Return Home – Trace my family roots

EXPLORE - Backpack around India – Live in Italy for a year – Climb Mount Fuji – Write to a

pen pal – Road trip across the USA – See a rainbow at night – Meditate in a Himalayan cave

– Go for a good, long walk – Kayak through the jungle

EXPERIMENT - Streak naked – Grow a beard – Try a new food – Have my own place – Get a

hobby – Build a stereo for my bike – Wear high heels – Do absolutely nothing

CHALLENGE - Parachute from a plane – Free-dive to the bottom of the sea – Run with the

bulls – Climb a tree – Travel at the speed of sound – Walk on fire

GIVE - Repay my debt to society – Help someone in need – Sponsor a town – Help save an

endangered animal – Work with the homeless – Join a protest march – Mentor a child

LEARN - Sing opera – Learn to fly a plane – Keep bees – Learn Italian – Graduate from

college – Find a faith – Play the drums – Learn to swim – Pass on a skill

EXPRESS - Perform stand-up comedy – Get a tattoo – Stage a play – Sing in a band – Open

an underground arts club – Get published – Record an album

LOVE - Ask out a total stranger – Fall in love – Honeymoon in the Galapagos Islands – Come

out of the closet – Start a family – Give birth – Get married

WORK - Change my career – Be a school teacher – Run a Bed & Breakfast – Open a

restaurant – Quit my job

LEGACY - Continue a family tradition – Watch my son grow up – Plant a tree – Follow in my

mother's footsteps – Make a family cookbook – Build something that lasts – Start all over

again

S o u rc e : 2 D O B e fo re I D ie O g d e n /D a y 2 0 0 5




In your lifetime, what experiences will you remember most of all?

How do you want to live your life?

ROOTS – i.e. Visit the house where I grew up

EXPLORE – i.e. Go on a road trip

EXPERIMENT – i.e. Try sushi

CHALLENGE – i.e. Quit smoking

GIVE – i.e Help save an endangered species




LEARN – i.e Learn how to use a computer

EXPRESS - i.e Take dance lessons

LOVE - i.e Let someone know I love them

WORK - i.e Write a resume

LEGACY - i.e Be remembered as a fun grandparent

A d a p te d f ro m : 2 D O B e fo re I D ie O g d e n /D a y 2 0 0 5



Discuss with your student:

• Why he/she has joined TLE. What are his/her needs?

• What he/she hopes to accomplish.

• What interests he/she has.

Try the Setting Goals in Life activity with your student:

• Listen to your student‟s answers to discover what your student‟s needs are and what

they are related to. For example: personal, job, career, education, family, etc.

• Establish realistic goals with your student, not for your student.

• Be specific and write the goals down on paper together. Use the Setting Goals in Life

outline and worksheet. Discuss the steps and possible timeframe needed to reach

these goals.

• Incorporate skill-building activities and strategies in your lesson planning that will help

your learner reach his/her academic and personal goals. Work with your student to

build on his/her present knowledge, skills, and strengths.

Revisit Goals

• In order to re-evaluate goals on a regular basis, revisit the goals that were written and

set new ones if necessary.

• Encourage positive thinking.


Setting Goals with your Student



Name: Date:

Please check the boxes of all of the everyday situations you have an interest in or may need help with:

Computers:

Basic computer skills

Using word processing

Using the Internet

Sending an e-mail

Keyboarding

Computer related vocabulary

School related:

Help with own homework

Understanding assignments

Writing a note to a teacher

Preparing for a meeting with a teacher

Communicating with a school

Reading with/to a child

Helping a child with homework

Job search:

Job search vocabulary

Looking for work

Writing a cover letter

Writing a resume

Filling out a job application

Preparing for an interview

Work-related:

Work-related vocabulary

Making a report

Job related forms

Reading a work manual

Writing a business letter

Writing/reading memos

Everyday situations:

Write/read/discuss a basic letter (friendly,

business, complaint)

Read/follow a label (i.e. drug, food)

Follow/give instructions or directions

Read/discuss a newspaper article

Filling out a form

Writing a cheque

Write/read/discuss short notes

Take/give/discuss a message

Use a telephone book/directory

Make/follow a list (i.e. grocery list)

Follow/give a recipe

Misc. situations:

Understanding current events

Using a map or schedule

Time management

Planning for a special occasion

Organizational skills

Study skills & test-taking skills

Estimating amounts

Buying on credit

Understanding bills

Basic calculations

Creating/using a budget

List of Everyday Situations

Hobbies/Interests



WHAT IS IT? AND...WHAT DOES IT MEAN TO YOU?

Reading…





Once many years ago, a fiddler came to a village. He stood in the village

square and played and sang until the people came to listen and to dance.

A jolly butcher danced with the milkmaid and the children laughed with

joy. A small boy skipped through the crowd with his dog nipping at his

heels and yapping loudly. The people of the village were happy.

After the fiddler stopped, the people tossed coins into his big yellow hat

and brought him milk and cookies for his trouble. It had been a long,

weary day, and the fiddler was glad of a rest in this pleasant village.


Fiddler Story: Tutor Copy

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The Fiddler worksheet

Reading Strategies Used: Student

Reading Strategies Used: Tutor

Reading Strategies

When you acted as a tutor, what reading strategies did you use to help your student try to understand and read the text?

When you read as a student, what types of reading strategies did you use to try to

help you understand and read the text?


D. Brown & J. Spector/2010 page 26

Developing Comprehension

Use reading strategies for:

• Pre-reading activities | LitStart p106 to 109

• During reading activities | LitStart p112 to 115

• Post reading activities | LitStart p116 to 119

Reading strategies help improve:

• Fluency

• Comprehension ~ developing understanding

• Confidence and self-esteem

• Retention of information

• Word recognition

Developing Word Recognition

Use print-based strategies | LitStart p139 to 167:

• Sight Vocabulary

• Rhyming Words

• Phonics

• Word Analysis

• Word Patterns

Use meaning-based strategies:

• Context Clues

• Cloze Exercises (fill-in-the-blanks)

Use holistic strategies:

• Language Experience Approach | LitStart Strategy 18 p110 to 111


Keys to Unlocking Text



Blooms Taxonomy

In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of

levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions

students encounter require them to think only at the lowest possible level...the recall of information.

Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as

the lowest level, through increasingly more complex and abstract mental levels, to the highest order

which is classified as evaluation. Verb examples that represent intellectual activity on each level are

listed here.

Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce, state.

Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate.

Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.

Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.

Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.

Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.


Questioning Techniques: Strategy 22

Source: www.officeport.com/edu/blooms.htm


J. Spector/2010 page 28




rs

Understanding Format or Context | Sight Vocabulary

• Develop a bank of sight words: Create a list of words found on labels/ signs: For example: DIRECTIONS, WARNING, etc.

• Look at common symbols on medicine bottles, cleaners, paint, etc. and review meanings.

• Look at samples of labels/signs to see which words are common. For example: DOSAGE, ADULT, CHILDREN, CAUTION, FAT, CALORIES, etc.

• Learn abbreviations such as: tbsp., yrs., tsp., etc. and identify quantities. For a beginner, use symbols or pictures to represent dosage and discuss format and key information.

• Look for simple charts.

• Compare food product labels. Look at a variety of product information found on box and can labels, food flyers, coupons, etc.

• Look for product names (using different scripts) and „no name‟ brands to compare.

• Identify similar product information. For example: WEIGHT or VOLUME.

• Compare different ways volume and weight can be presented, such as: lbs., grams, pints, gallons, litres, ml., etc.

• Compare prices of similar products in similar sizes.

• If possible, visit a mall, pharmacy or supermarket and look at the labels/signs.

• Review one or two new labels/signs each lesson with your student.

• Write shopping lists using flyers and coupons.

• Plan a menu, or plan a week‟s grocery shopping by writing lists.

• Ask your student to determine the dosage of medicine based on the information given.

For example: Reading a label to give medicine to a five year old with a fever.


Reading Labels and Signs

Adapted from: Ottawa-Carleton Coalition for Literacy: Handbook for Literacy Tutors



Understanding the Format

• Look at a variety of catalogues, directories, reference books, or dictionaries to show how they are laid out.

• Look at online versions of resource/reference tools like those found on the Learning Links site in the Reference Tools section.

• Look at similarities and differences between types of reference materials and resources.

• Look at parts of the book or website, including: cover, spine, table of contents, indexes, layout, ordering instructions, key words, etc.

• Explain „Guide Words‟ ~ the words at the top of a dictionary page giving you the first and last word on that page.

Related Activity Ideas

• Give your student a word to look up for a definition.

• Use a Thesaurus to make a list of similar words (i.e. Make a list of similar words for good).

• List items for your student to look up in a catalogue, and have him/her write relevant information such a page, order number, colour, size and price.

• Practice filling in a copy of an order form in a catalogue and do a total, including taxes.

• Review alphabetical order.

• Encourage your student to keep an address book.

• Play the „alphabet game‟ ~ say a word and have your student open a directory/reference book to the right spot.

• Look up items in the “Yellow Pages” or names in a telephone directory.


Using Reference Materials with your Student S

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Newspapers are one of the best sources of “authentic” material. The material is current and varied. Learners can choose articles from any area of interest and can examine the concept of local, national, and international information. They can use the pictures and headlines to get context clues.

Scavenger Hunt Getting to know the layout:

• Make a list of 5 – 15 items. Ask the student to find them. • Repeat the activity with different items, once a month. This will enable you to see if

your student is getting used to the layout

Reading and Writing Activities Ask your learner to:

• Find specific words ~ a, the, an, (eye movement across and down a page). • Find words beginning with „a, b, c, d, e, f, etc. • Locate words in a specific category : verbs, nouns, etc. • Pick out key words. • Predict the story from the picture. • Match the picture to the headline. • Summarize a story. • Find the main ideas. • Predict the ending. • Write his/her own opinion on an article. • Read an article and suggest a headline (reveal the original headline afterwards). • Write a letter to the editor or Dear Abby. • Invent horoscopes. • Write a review of a book, video, movie, CD, etc. • Write a classified ad. • Write a cover letter for a job application. • Write a news story answering the “journalist‟s” questions: Who, What, Where, When,

Why and How.


Using Newspapers for Reading & Writing Activities

Source: Ottawa-Carleton Coalition for Literacy: Handbook for Literacy Tutors



Understanding Format

• Start by looking at the map with your student and discuss what a map is ~ how it works ~ what kind of information it gives us.

• Look at different maps and see how they are similar and different ~ city, provincial, countries, world maps ~ discuss general impressions.

• Look for the map index and show how it is organized in alphabetical order. Look up names of places using the index. Name rivers, find cities, street names, etc.

• Discuss directions and how they are applied to a map. Locate north, south, east and west.

• Look for map legends. What are they? What sort of information do they give us?

• Identify some of the symbols on the legend and find them on the map.

• Show how the grid system helps us find information.

• Locate some of the main visual landmarks such as rivers and canals. Where do they go? Look for other bodies of water.

• Find other clearly visible landmarks on different maps such as expressways, railways, parks.

• Discuss how different colours and colour-coding may help us read a map.

Other Activities

• Use maps to trace routes from home to other places your student knows.

• Trace bus, metro, and train routes.

• Make sight words (i.e. north, south, east, west) on index cards and place on map/s.

• Write a list of map sight words. Put sight words in alphabetical order.

• Plan trips, real or imagined, local or international.

• Use travel books, web sites or even travel agents to get information on destinations.

• Use map layouts from a local mall to find stores.

• Play map games such as “Risk”.


Reading Maps

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Let’s Find Out: Strategy 16 THE LEARNING EXCHANGE TUTOR TRAINING

Know. Want to know. Learn. Book Subject (Non-fiction):

1) BEFORE reading: List up to five things you Know about the subject.

2) BEFORE reading: List at least five things you Want to know about the subject.

3) DURING/AFTER reading: Write notes about important facts you Learn:



Same and Different: Strategy 23 THE LEARNING EXCHANGE TUTOR TRAINING

Comparison Chart 1) Choose two books/stories or subjects to be compared. For example: Two countries. 2) Write the two subjects in the spaces below (i.e. Subject one: Canada, Subject two: United States). 3) Next, compare the ways the two are different (i.e. Canada has a Prime Minister but the United States has a President) and list the differences on the outside of each circle. 4) Now think of all of the ways the two are both alike (i.e. both are a part of North America) and list them in the middle of the chart below. Subject one: Subject two:

BOTH

(ALIKE)

SUBJECT TWO

(DIFFERENCES)

SUBJECT ONE

(DIFFERENCES)




Word Study Definition of Terms

Sight Vocabulary • recognizing words as a whole unit: said friend through Tuesday

Phonics • decoding words by combining sounds of letters: split făst hōse chirp

Word Patterns/Families • are built on a common sequence of letters and sounds: glad mad pad

• are rhyming patterns: bad dad had

Rhyming Words • are built on a common sequence of sounds: late weight bait

Word Analysis Compound Words are two separate words put together to form one new word:

airplane mailbox grandfather

Syllables ~ breaking longer words up into smaller units: ba/by re/mind/er

Prefixes/Suffixes • prefixes are phonics units added to the beginning of root words:

preview dislike

• suffixes are phonics units added to the ending of root words:

planning baker helpful


D.Brown/2010 page 35

Use the word cards to do any of the following activities. Most activities can be oral and/or written:

Alphabetical order • Choose some word cards to put into ABC order.

Spelling • Practice spelling with your student: • Read the word card out loud • Use the word in a sentence to show the word in context • Student writes the word or spells it out loud • Say the word on the word card again

Matching words • Match word cards to words found in a story.

Phonics practice • Use the word cards to discover the sounds of individual letters and letter combinations.

Rhyming words • Find words that rhyme with the word card.

Sight word recognition • Develop sight word recognition by reading the word cards.

Sentences

• Have your student make sentences using words from the word cards.

Word families • Use the word family from a word card to create other words.

Word Search • Choose a word card and have your student look for the word in a newspaper or magazine.

Circle or highlight the word each time it is found.

Cloze activities • Use the word cards to make a sentence. • Remove one or more of the cards leaving a blank space. • Place the removed cards above the sentence and add other word cards to the group. • Have your student fill-in-the-blank by finding the appropriate word card.


Using Word Cards: Strategy 33






rs

Look for patterns and tricks to help remember the spelling and/or meaning of words. Think of ways to remember words. Here are a few of my own:

dessert

Dessert and desert always get mixed up because of the s‟s. Remember you always want more dessert.

friend

A friend to the end.

tomorrow

Is it one or two m‟s or r‟s? Just remember 3 words are always found in tomorrow: tom or row

hear

You hear with your ear.

there

So as not to get mixed up with the homonyms “they‟re” or “their” just remember… a place is either here or there. The word here is found in the word there.


Spelling Tricks: Strategy 42



Writing is an opportunity to convey a message to others. A writer needs to know the purpose for writing. There are many different reasons to write. Here are just a few:

Everyday writing • Notes • Messages • Instructions • Lists (i.e. grocery lists) • Calendar/agenda

Letters

• Business/formal • Personal • Semi-formal (i.e. Letter to your child‟s school) • E-mail

Opinion Pieces & Personal Writing • Journal writing • Book/movie reviews • Diaries • Reports

Misc. Writing • Poetry/prose • Stories

Job/work related • Cover letters • Resumes • Applications • Work related documents • Forms and reports

Forms

• Government papers

• School/work/business documents


What Students Want to Write



Guided Writing: Strategy 53


Guided writing allows a beginning-level student to experience success with writing. Use a picture dictionary or internet to find new vocabulary and/or the spelling of words.

I like to eat chicken.

I like to eat pizza.

I like to eat grapes and cherries.

grapes

chicken

cherries

carrots

pizza

I like to

eat…



Journal Writing: Strategy 58


Gerry picked a journal topic to respond to in his journal. Below is his answer:

September 24, 2008

I am very happy, when I work. Because I have money to spend.

And I can go to Resturents with the lady of the house.

And menny other thing.

(Have a nice evening)!

Gerry

Use the space below to respond to Gerry‟s journal writing:

Describe something that makes you happy.




The Writing Process: Strategy 60

1. Prewriting/ Planning your writing

• Select a subject • Collect information, ideas, and facts • Brainstorm ideas • Discuss ideas and make a plan

2. Writing/ Writing your first draft

• Develop your ideas • Write your ideas on paper • Organize your ideas • Write your first draft

3. Revising/ Improving your writing

• Read your first draft: check the flow of the writing • Review and share your writing with someone • Rearrange words and ideas as needed • Make changes to improve your first draft • Write other drafts

4. Editing & Proofing/ Making corrections

• Check the sentences and paragraphs • Check for spelling, grammar, capitalization, and punctuation • Make corrections • Rewrite/type a final copy: check for errors

5. Publishing/ Sharing your finished writing

• Share your writing: display, submit, publish, or read to others

Use for…

Assignments

Biographies

Classified Ads

Essays

Fiction

Letters

Poetry

Research papers

Etc.



Name: _____________________________ Tutor: ________________________________

Date: ______________________________ Title of Work: __________________________

Criteria Points

4 3 2 1

Main/Topic Idea Sentence

Main/Topic idea sentence is clear, correctly placed, and is restated in the closing sentence.

Main/Topic idea sentence is either unclear or incorrectly placed, and is restated in the closing sentence.

Main/Topic idea sentence is unclear and incorrectly placed, and is restated in the closing sentence.

Main/Topic idea sentence is unclear and incorrectly placed, and is not restated in the closing sentence.

____

Supporting Detail

Sentence(s)

Paragraph(s) have three or more supporting detail sentences that relate back to the main idea.

Paragraph(s) have two supporting detail sentences that relate back to the main idea.

Paragraph(s) have one supporting detail sentence that relate back to the main idea.

Paragraph(s) have no supporting detail sentences that relate back to the main idea.

____

Legibility Legible handwriting, typing, or printing.

Marginally legible handwriting, typing, or printing.

Handwriting, typing, or printing is not legible in places.

Handwriting, typing, or printing is not legible.

____

Mechanics

Paragraph has no errors in punctuation, capitalization, and spelling.

Paragraph has one or two punctuation, capitalization, and spelling errors.

Paragraph has three to five punctuation, capitalization, and spelling errors.

Paragraph has six or more punctuation, capitalization, and spelling errors.

____

Grammar Paragraph has no grammatical errors.

Paragraph has one or two grammatical errors.

Paragraph has three to five grammatical errors.

Paragraph has six or more grammatical errors.

____

Total ____

Notes and Comments:

Paragraph Writing Rubric

Source: http://www.teach-nology.com



Name: _____________________________ Tutor: ________________________________

Date: ______________________________ Title of Work: __________________________

Criteria Pts.

4 3 2 1

Position Statement

Position is clearly stated and consistently maintained. Clear references to the issue(s) are stated.

Position is clearly stated and consistently maintained. References to the issue(s) at hand are missing.

Position is stated, but is not maintained consistently throughout work.

Statement of position cannot be determined.

____

Supporting Information

Evidence clearly supports the position; evidence is sufficient.

Evidence clearly supports the position; but there is not enough evidence.

Argument is supported by limited evidence.

Evidence is unrelated to argument.

____

Organization Structure of work is clearly developed.

Structure developed reasonably well, but lacks clarity.

Some attempt to structure the argument has been made, but the structure is poorly developed.

There is a total lack of structure.

____

Tone Of Letter

Tone is consistent and enhances persuasiveness.

Tone enhances persuasiveness, but there are inconsistencies.

Tone does not contribute to persuasiveness.

Tone is inappropriate to purpose.

____

Sentence Structure

Sentence structure is correct.

Sentence structure is generally correct. Some awkward sentences do appear.

Work contains structural weaknesses and grammatical errors.

Work pays little attention to proper sentence structure.

____

Punctuation & Capitalization

Punctuation and capitalization are correct.

There is one error in punctuation and/or capitalization.

There are two or three errors in punctuation and/or capitalization.

There are four or more errors in punctuation and/or capitalization.

____

Total ____

Notes and Comments:

Persuasive Writing Rubric




Name: ____________________________ Tutor: ________________________________

Date: _____________________________ Title of Work: __________________________

Criteria Points

4 3 2 1

Introduction/ Topic

Student properly generates questions and or problems around a topic.

Student generates questions and or problems.

Student requires prompts to generate questions and or problems.

Questions or problems are tutor generated.

____

Conclusions Reached

Many detailed conclusions are reached from the evidence offered.

Several detailed conclusions are reached from the evidence offered.

Some detailed conclusions are reached from the evidence offered.

A conclusion is made from the evidence offered.

____

Information Gathering

Information is gathered from multiple electronic and non-electronic sources and cited properly.

Information is gathered from multiple electronic and non-electronic sources but is not cited properly.

Information is gathered from limited electronic and non-electronic sources.

Information is gathered from non-electronic or electronic sources only.

____

Summary Paragraph

Well organized, demonstrates logical sequencing and sentence structure.

Organized, but demonstrates illogical sequencing or sentence structure.

Organized, but demonstrates illogical sequencing and sentence structure.

Weakly organized.

____

Punctuation, Capitalization,

& Spelling

Punctuation and capitalization are correct.

There is one error in punctuation and/or capitalization.

There are two or three errors in punctuation and/or capitalization.

There are four or more errors in punctuation and/or capitalization.

____

Total ____

Notes and Comments:

Research Report Rubric




Name: ____________________________

Tutor: _________________________________

Date: _____________________________

Criteria Points

4 3 2 1

Letter Formation

Each letter is formed correctly.

All but 1 letter are formed correctly.

80% of the letters are

formed correctly.

50% of the letters are

formed correctly. ____

Letter Slant All letters have a

uniform slant.

All letters have a uniform slant with 1-3 exceptions.

All letters have a uniform slant

with 4-6 exceptions.

Slant of letters vary from letter

to letter. ____

Neatness

There are no extra visible marks or smudges on the

paper.

There are 1-2 visible marks or smudges on the

paper.

There are 3-5 visible marks or smudges on the

paper.

There are more than 5 visible

marks or smudges on the

paper.

____

Relationship To Line

All letters are located correctly in

relationship to the lines.

The size of 1-3 letters are slightly larger or smaller than the space allowed by the

line.

The size of 4-6 letters are

slightly larger or smaller than the space allowed by

the line.

The size of more than 6 letters are slightly larger or smaller than the space allowed by

the line.

____

Total ____

Notes and Comments:

Handwriting Rubric




Select a topic or activity based on your student’s goals: (What you will be doing.)

• Review your student‟s goals and plan around them

• Set priorities

• Choose a topic that is relevant or of interest to your student

Select the materials you need: (What you will need.)

• Vary the materials used

• Incorporate everyday materials

• Preview materials before use

Select the Strategy: (How you will do it.)

• Select strategies based on your student‟s needs and interests

• Choose a strategy that is appropriate for the purpose of the activity (i.e. Are you writing to

express ideas or to practice punctuation?)

• Include opportunities to develop listening, speaking, reading, and writing skills

• Begin your lesson with a warm-up activity

• Vary the activities ~ include games and different types of activities

• Incorporate new skills and information

• Include opportunities for review and practice from previous lessons

• Include time for your student to work independently

• Be flexible ~ always have a back-up plan

• Include extra work for practice

• Remember to have fun!


Planning a Lesson



Jane Smith

Student Plan

Version 1 February 18, 2009

Presented by: Darlene Brown



Student’s Interests

Jane is interested in the following hobbies/activities:

music

sewing

exercising

cooking

movies

gardening

Goal

To read a letter/mail without assistance

To use a computer without assistance

General Resources

Learning Links (online Internet site of links to websites relevant for the student/tutor)

LitStart

Resource books and materials available at TLE library

Everyday materials (i.e. photos, magazines, flyers, newspapers, Internet, etc.)

“Consumables” (books/workbooks given to individual students to keep/write in)

Notes

Notes/comments



Speaking and Listening

Practice oral and listening activities. Conversational activities can lead to writing, reading, and spelling activities.

Objectives

pronunciation and conversation

grammar and new vocabulary

Functional Speaking and Listening

Taking/giving/discussing a message

Carry on a conversation about current events

Follow/give instructions or directions

Speaking and Listening Skills Suggestions

Listening to/following directions and dictation can help to develop her listening skills

Use Journal Jumpstarts and Story Starters and basic articles from Internet, Learning Links or

newspapers to spark conversational practice

Use photos, pictures from books, newspapers and magazines for oral expression and using

descriptions

Use Learning Links listening activities

Speaking and Listening Resources

Learning Links (Canada, Listening, General Topics, Vocabulary)

Journal Jumpstarts

West Coast Reader

Everyday materials (i.e. photos, magazines, flyers, newspapers, Internet, phone books,

etc.)Notes

Notes/comments

LitStart Speaking Chapter 5: pp. 72 - 91



Reading

Special attention is needed regarding pronunciation, comprehension, and vocabulary building. Reading activities can lead to writing activities.

Objectives

reading comprehension

reading fluency and pronunciation

exposure to a variety of reading genres

grammar and vocabulary development

introduction to different reading strategies

Functional Reading Situations

Reading a label (i.e. drug label, food label, etc.)

Using the telephone book

Reading Suggestions

Reading to her in order to model proper pronunciation and fluency

Reading opportunities in a variety of forms

Read in her spare time

Discuss with her what she learned, liked or disliked about what she read. This can be turned

into a writing activity as well.

Use, pre, during and post-reading strategies (Lit-Start pp.105 - 119) to help increase

comprehension

Use the computer/Internet for reading practice

LitStart Reading Chapter 6: pp. 93 - 119



Reading Resources

Learning Links (Canada, Health & Nutrition, Study Skills: Reading, General Topics, etc.)

Stories and Stories Plus

Comprehension Skills series level B

The Salsa is Hot

Biographies

West Coast Reader

books with low level of difficulty and high-interest

audio or “take turn” books

non-fiction books/themes such as biographies, sewing/cooking books, movie reviews and

musical lyrics

Notes

Notes/comments



Word Study

Build vocabulary and comprehension skills using word study strategies.

Objectives

alphabet mastery

reinforce/introduce basic vocabulary

spelling: Months, days of the week, numbers and the spelling of her address, basic sight words

basic phonic skills

basic grammar: homonyms, rhyming words and recognizing word families

vocabulary comprehension

Functional word study vocabulary related to:

Reading drug labels

Using a telephone book

Creating/using a budget

Everyday language

Word Study Suggestions

Use the alphabet in a variety of activities: i.e. alphabet themes, scrambled alphabet, copying,

etc.

Use word cards to practice vocabulary, spelling and alphabetical order

Provide vocabulary and alphabet practice using everyday materials

Choose vocabulary words relevant to things of interest to her (i.e. sewing, movies, etc.)

Create a personal spelling list of words

Use simple dictation to provide practice for word study exercises

Use the computer for word study practice

LitStart Word Study Chapter 7: pp. 121 - 168



Word Study Resources

Learning Links (Spelling, Grammar, Vocabulary & Punctuation)

Quick Word book

Green level spelling book

Word cards: beginner to intermediate

Everyday materials such as the “yellow pages”

Beginner reference books and dictionaries (i.e. Picture Dictionary)

Green and blue flash cards

Word/spelling games, flash cards and puzzles

Notes

Notes/comments



Writing

Practice writing using a variety of forms

Objectives

Simple sentence structure

Basic punctuation and capitalization

General use of grammar

Introduction to a variety of writing forms/styles (i.e. lists, notes, letters, etc.).

Printing: Use both upper and lowercase letters in writing

Cursive writing: upper and lowercase letters

Functional Writing Situations:

Writing a basic letter

Making a list

Writing directions/instructions

Taking a message

Writing a budget

Using a computer to write (i.e. word processing, e-mail)

Writing Suggestions

Try a variety of writing activities & strategies (LitStart Writing Strategies pp. 176 -189)

including: copying sentences, using Language Experience stories, journal writing, and

completing sentences.

Jane should practice reading her written work aloud and note any differences from the way it

was written to the way she reads it. Look/listen for omissions of words, verb tense corrections,

plurals, etc.

Concentrate on using everyday scenarios for writing activities (LitStart Strategy # 51 page

177)

Use the computer for a variety of writing activities

LitStart Chapter 8: pp. 169 - 189



Writing Resources

Learning Links (Information and Communication Technology, Study Skills: Writing; Spelling,

Grammar, Vocabulary & Punctuation)

Quick Word book

Quick Write

Write on Track

Language Power Intro.

West Coast Reader

Ontario Reader

Journal Jumpstart

Notes

Notes/comments



[email protected]

Section R ec o rd in g Ou t l i n e f o r V o lun te e rs

1 Volunteer/Tutoring Hours

Name: Student:

Volunteer position:

Use the chart below to record your hours. Total all of the columns and record the total sum in the grey box below. Please return the forms to the office.

Date Tutoring

time Preparation time

Travel time

Comments

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Column Totals:

T o t a l s u m o f a l l c o l u m n s :

* R o u n d t o t h e n e a r e s t h o u r / h a l f h o u r

2100 Blvd. des Laurentides, Vimont, Laval, Quebec. H7M 2R5

Tel: (450) 688-2933 ext. 3126 Fax: (450) 663-1290



Section R ec o rd in g Ou t l i n e f o r Tu to r ia l s

2 Tutorial Summary

Briefly outline key points, concepts and/or activities your student is working on for the period covered in the Recording Outline in Section 1.

Reading Activities:

Writing Activities:

Word Keys:

Other:



Section R ec o rd in g Ou t l i n e f o r Tu to r ia l s

3 Workbook/Book Summary

Use the table below to keep a record of all workbook use over the period covered in the Recording Outline for Tutorials in Section 1:

Date Workbook/Book Title Pages Score/Comments

Tutor notes/Comments

[email protected]


2100 Blvd. des Laurentides, Vimont, Laval, Quebec. H7M 2R5

Tel: (450) 688-2933 ext. 3126 Fax: (450) 663-1290



E VALUATION FORM: Basic Tutor Training

Presenter: ___________________________________ Date: ___________________________________ For the following, please circle the figure from 1 to 4 which best expresses your opinion according to the scale:

1= very little 2= somewhat 3= quite a bit 4= very much

Objectives and content

The objectives/agenda of the sessions were clear and well-defined 1 2 3 4 The objectives were achieved 1 2 3 4 The content was relevant to the subject 1 2 3 4

The workshop presenter

Was familiar with the subject 1 2 3 4 Presented the content well 1 2 3 4 Stimulated my interest 1 2 3 4 Paid attention to the participants 1 2 3 4

Materials and resources

The Power Point presentation/s were clear and interesting 1 2 3 4 The handouts were clear and interesting 1 2 3 4 The materials and resources overall helped me learn 1 2 3 4 LItStart helped me during training 1 2 3 4

Overall

The room and set up were satisfactory 1 2 3 4 The climate in the group helped me to learn 1 2 3 4 There was sufficient time for all of the concepts presented 1 2 3 4 I knew a lot about the concepts discussed before the session 1 2 3 4 I know more about the concepts presented after the session 1 2 3 4 I would be comfortable working with a student 1 2 3 4 I would like more information before beginning 1 2 3 4 LitStart will be helpful to me in tutoring 1 2 3 4 Learning Links will be helpful to me in tutoring 1 2 3 4

Comments: