Families Learning to Read and Write Together
Authors: NWT Literacy Council
Family Tutoring is a family literacy program developed by the NWT Literacy Council to support school-aged children and their families in their efforts to develop reading and writing skills. The program is geared for parents, teacher’s assistants, and tutors who work with children at the emerging and early reader stages. Usually these children are in grades 1 to 4, however the reading strategies can be adapted for older children and youth who struggle with reading and writing.
The manual gives complete information on how to carry out the program. It offers the facilitators a checklist to plan a program, facilitating tips, and detailed directions and handouts for the 10 sessions that make up the complete program. Each session includes a welcome, review, warm-up activity, group discussion, reading strategy, craft activity, and closing. The manual also includes additional activities, Reader’s Theatre scripts, as well as useful resources and websites.
On February 28, 2011, Laubach Literacy Ontario held its second annual Literacy Awareness Day at Queen’s Park, home of the Legislative Assembly of Ontario, in Toronto.
This video, recorded that day, features an adult learner describing how he decided at the age of 40 to improve his literacy skills. Although he was successful in his job with the family business and owned a house, there was something missing from his life.
He went to the Barrie Literacy Council in Ontario, where he worked with several tutors. Four years later, he received his General Education Development (GED) certificate.
A year of learning with Halifax Community Learning Network (HCLN)
Series: Yearbook – HCLN
This document is a collection of writings by students and friends of the Halifax Community Learning Network (HCLN), one of 35 community-based adult learning programs funded through the Nova Scotia Department of Labour and Advanced Education.
Learner writings include personal stories, poetry and book reports. One woman wrote about leaving her birthplace in Ethiopia and making a new home in Canada, while another learner described his years as a coal miner.
The collection also includes messages of support from officials of other literacy organizations along with personal reflections by volunteers with HCLN.
The title comes from an essay by a learner, who also provided the cover art for the collection.
This report summarizes a two-year project aimed at incorporating essential skills into training for volunteer tutors across Canada. The project was undertaken by Laubach Literacy Ontario, in partnership with Literacy Volunteers of Quebec and Laubach Literacy New Brunswick and with input and feedback from two employer partners.
The project’s objective was twofold: to increase the use and understanding of essential skills in community-based literacy programs and help volunteer tutors integrate them into their lesson plans; and to develop, write and distribute learning activities focused on reading, writing document use and numeracy in Levels 1 and 2 of the essential skills.
The authors have included an outline of the course as it appears online at Laubach Literacy Ontario’s website.
Effective Practices in Adult Literacy Using Speech Assisted Reading and Writing (SARAW) with People with Disabilities
Authors: Audrey Gardner
Like a tool kit or handbook this guide offers activities, resources, and suggestions to help you increase literacy learning opportunities for adults with physical and/or intellectual disabilities.
The guide is for instructors, tutors and coordinators in adult literacy programs and support workers and coordinators in disabilities and rehabilitation programs and organizations.
By increasing your capacity to assist adults to strengthen their literacy skills, you are supporting individuals to communicate with others and participate in their communities.
Authors: Jeanette Winsor
A Language So Dear... by Jeanette Winsor is a story in the book Wayfering Journeys in Language, Learning and Culture, it is a collection of writings by ABE instructors and students in Newfoundland brought together for a "language awareness project", designed to explore attitudes, beliefs, and knowledge about language and the teaching of language.
Even in the book's earliest stages, the concept of wayfaring, travelling close to the ground, was prominent as a metaphor for the literacy we need inside classrooms, and inside ourselves.
This is also a useful contribution to the literature of practitioner research and inquiry.
Series: Lesson Plans - READ Saskatoon
Authors: READ Saskatoon
With this lesson plan, a tutor can help someone learn how pie charts and bar graphs are used, and how to interpret and make them.
The lesson is centred on a hypothetical poll of people’s preferred breakfast food. Activities include expressing the results as either percentages or fractions; showing the results in both a pie chart and a bar graph; and answering questions about the data.
The authors have also included a suggested time frame for the lesson.
Authors: Dorothy Oliver
A manual constructed to involve the interaction of two to five people, a facilitator and the audience, to present the process of literacy theater`s demands of cooperation and teamwork.
The manual is divided into chapters to allow people to read the sections that interest them and to ignore the ones that don't. Because some people will choose to skip around, items that are essential to the process are repeated from chapter to chapter.
Background: For years, theatre has been used as a tool for consciousness raising, problem solving and social change. One of the first groups to develop and use the full literacy theatre process was the Family Life Division of New York Medical College in 1973, where teenagers from local high schools gathered together to present scenes from their real world. The teens were all professional actors who would explore issues presented by the audience - drugs, alcohol, health and developmental issues - and then stay in character while they dialogued with the audience. Marti Stevens, a director of Somerset County Basic Skills Program in Skowhegan, Maine, first used theatre with teens by adopting the Family Life Division model. Its effectiveness persuaded her to try it with adult educators at a northern New England Conference in New Hampshire in 1984. After that memorable experience, members of the Northern New England Social Action Group began to collaborate to learn to utilize the process to address their concerns with other adult educators and their communities. The 1985 Commission on Adult Basic Education Conference in Montreal, was the first conference at which these seasoned adult educators from Maine, New Hampshire and Vermont presented, and it was at this presentation that it became clear that literacy theatre was a dynamic and effective staff training model.
Literacy theatre has shown itself to be a dynamic training technique for adult education teachers, administrators and volunteers. It explores the androgogical content of adult education - understanding adult learners and cultural differences, and being aware of a variety of teaching methods, including providing for a positive learning environment, offering opportunities for success, providing awareness of student progress and maintaining appropriate student- teacher interactions.
For copies of the document and information on theatre workshops, contact:
Art Ellison, Administrator
Bureau of Adult Education
NH Department of Education
101 Pleasant Street
Concord, NH 03301
Tel.: (603) 271-6698
Project Literacy Victoria
Series: From the Ground Up
From the Ground Up (FGU) is a project of Research in Practice in Adult Literacy (BC), in partnership with Literacy BC, that helps practitioners develop tools to evaluate their community-based programs and facilitate the reporting process. This document is one in a series that describes monitoring tools that have been developed by different BC communities.
This document presents the monitoring tools for volunteer tutor programs designed by Project Literacy Victoria, an organization that provides volunteer tutoring services to adult literacy learners in the Greater Victoria area. This organization has produced the following tools to provide feedback to program coordinators about their tutor training programs :a learner and tutor monthly report, a tutor training feedback form, and a tutor survey.
Authors: Francis E. Kazemek
O Public Road... You Express Me Better
Than I Can Express Myself by Francis E. Kazemek is a story in the book Wayfering Journeys in Language, Learning and Culture, it is a collection of writings by ABE instructors and students in Newfoundland brought together for a ‘language awareness project', designed to explore attitudes, beliefs, and knowledge about language and the teaching of language.
"Even in the book's earliest stages, the concept of wayfaring, travelling close to the ground, was prominent as a metaphor for the literacy we need inside classrooms, and inside ourselves."
This is also a useful contribution to the literature of practitioner research and inquiry.