You keep the love of writing alive by participating in Literacy Review 2012...
LITERACY REVIEW, VOLUME 10: FINAL CHOICES
Wilawan Thirapararapong, "My Teacher"
Adjowa Maglo, "Tribute to My Sister"
Ana Lucia DeSouza, "One Moment That Saved My Life"
Maria Lopez, "A Strange Way to Make a Friend"
Fatou Fofana, "As a Young Lady"
Harlem and St. Agnes CRW
Humberto Ayuso, "From P.R."
James Durr, "An Out-of-Body Experience"
Seward Park and Tompkins Square CRW
Vasyl Barabash, "Was My Soul on the Moon?"
Josue Nieves, "Spilling My Guts..."
Anthony Burnett, "Holiday at Grandma's"
Victoria Kiminta, "Growing Up on My Grandfather's Farm"
Luis Marin, "The Flamingoes' Story"
St. George CRW
Amgad Seidi, "Trees"
Isabella Hurtado, "My Doll Collection"
Most of the students in the Centers for Reading and Writing read below the 4th grade level, and the majority of these students do not know the 220 Dolch sight words ... the words that make up more than half of everything we read. Loretta K, a tutor at the Bronx Library Center, found a story online that incorporates all 220 words. See the attachment below to print a copy of "The Best Thing in the World."
Loretta started instruction with her beginning-level group by introducing letters, sounds, and basic sight words. Towards the end of the 10-week cycle, she could see that some of the students needed a challenge. So, she made copies of this story for students. Some of the more advanced students could start reading right away; however, even students who were still learning the alphabet could follow Loretta's instructions to search for specific sight words within a sentence or paragraph, improving their visual memory for sight words. Click here for more sight word activities
on the Hub!
Barbara Martinez, Site Advisor for Bronx Library Center, is proud to announce that Ada C., student at BLC-CRW, passed her learner's permit exam in December. Congratulations, Ada! Ada's tutor, Bruce, has helped many students achieve their goals over the years as a dedicated volunteer.
Ada attended free classes, which helped her prepare for the test, at United Adult Voices. The next course at United will begin Saturday, January 14th, 2012, and runs for 8 weeks on Saturdays from 10:00 a.m. - 2:00 p.m. Sam Santiago runs the program, and can be reached at 718-409-5070. Sam is a former adult literacy student of the BLC-CRW, so he is able to encourage students with a sincere understanding of their efforts and hopes.
The new year is a great time to learn more about the goals of the students in your literacy groups. If students need outside assistance and you need help locating referral information, ask your site advisor for help. Here's to a new year of learning and achieving our goals in life!
33rd Annual New York City Adult Basic Education Conference: "Innovating and Connecting in Adult Literacy," SATURDAY, APRIL 28, 2012, at Fashion Industries High School, New York City, NY.
The Planning Committee for the 33rd annual New York City Adult Basic Education Conference is issuing a call to adult educators and learners who are interested in presenting at the 2012 Conference. The CRW will participate by compiling lessons BY tutors, FOR tutors! In a cohesive presentation, the CRW will show participants of the conference how you, the volunteer tutors of NYPL, are using your knowledge, sensitivity, and experience to create outstanding lessons and help adults learn to read and write.
We will prepare for our presentation in stages. All interested tutors are encouraged to participate in any way, big or small! Don't worry, your contribution can be totally behind the scenes and even anonymous, or you can be front and center. Whatever you are comfortable with.
STEP ONE: Get together informally to share our lessons and classroom ideas with one another. You can attend this get-together purely to get classroom ideas...no further commitment is required.
Look for a new post to "Updates to the HUB" about this Lesson-Sharing Bonanza! Email Danica Draper at firstname.lastname@example.org for more information.
Building Literacy through Oral Interpretation, Drama, and Storytelling
February 24, 2012: 2:00 – 4:30 p.m.
161 William Street – 7th floor Computer Training Room
Presenter: Stacey Miranda,
Literacy Staff Developer/Program Monitor
RSVP to Nick Miraflores, email@example.com, (212) 676-8245.
DOWNLOAD THE FLYER BELOW FOR MORE DETAILS!
- March 23, 2012: Fun Ways of Developing Questioning Skills and Giving/Following Directions
- April 27, 2012: The Write Way: Developing Essential Writing Skill
Those of you with English language learners in your group have noticed the big differences between learners who are literate in their native language, and those with little or no literacy in any language. Dr. Robin Lovrian, consultant for Reading Horizons, works from recent research to present strategies and lessons that work with English Language Learners (ELL) with little or no schooling in their native language.
- Yolanda Rodriguez, Technology Mentor at Aguilar and Tutor at Seward Park
- Maddy Lee, L-level Tutor at Aguilar
- Danica Draper, Literacy Specialist
Comments shared by Maddy, L-level Tutor at Aguilar:
[This] Webinar - on teaching ELL sudents who are not literate in any language. - was extremely interesting One very strong theme was the importance of real materials: things people recognize and understand (line drawings, she said, are not necessarily comprehensible to these students.) She also emphasized - a lesson I am just learning - that repetition is not boring, but necessary for these learners, whose brains are, in many ways, not yet programmed to receive instruction in sounds, letters, writing, words. One of the materials mentioned "Making It Real," by the Tacoma Community House Training Program. It's downloadable for free, and really packed with ideas for lessons.
Download the PowerPoint slides from the attachment below.
A fluent reader is able to read with accuracy (few or no errors), appropriate pacing (not too fast or too slow), and phrasing (grouping words together as in natural speech); all this while understanding the material. It may sound like a lot to ask from a very beginning reader; however, all CRW students can practice fluency with successful results if they have the right amount of support from us.
The keys to fluency are:
With questions or comments, email firstname.lastname@example.org. Enjoy!
- Appropriate material: For very beginning readers, choose material with short sentences, with a lot of picture support. Very Easy True Stories, by Sandra Hayer, is a perfect example.
- Pre-reading: During fluency practice, do not ask students to read "cold," without first previewing the material. Talk about the pictures, the title, and give students time to look at the text. This is especially true for students with learning disabilities.
- Repeated Reading: Read one or two sentences aloud while students look at the pictures. Read it again while they follow along with the words silently. Then, read the text together as a group (choral reading). Next, ask for a volunteer to read the words. Continue to ask for volunteers until all students have read. For students who need more support, try echo reading, where you read one word or phrase aloud, and have the student repeat these chunks.
- After reading: Follow up the reading with activities to reinforce comprehension, sight words, and vocabulary. Very Easy True Stories includes these activities after each story to give you ready-made lesson plans. Additional activities include sequencing, retelling, summarizing, and sentence-building activities. See the attachments below for sample lessons and more explanation of these activities.
Karen Pell, tutor at Bronx Library Center, designed the following lesson to compliment Late Again!
, once of the most popular new books in the CRW collection. Open the attachments below to see the following lessons:
- Sequencing activity for Late Again!
- Cloze activity for Late Again!
Sequencing (putting items in order) and cloze (filling in the missing word) activities are excellent comprehension exercises. They are suitable for beginners (low L-level) as a verbal activity with a high level of assistance from the tutor. For higher-level beginners and intermediate students (E-level), you can allow greater independence or assign as homework.
Look out for more lessons from Karen, especially related to grammar. Coming soon!
Here is a great tip from Maddy Lee, tutor at Aguilar:
I’ve just found a website that will generate a Bingo card using whatever words you want to put in. It’s at saksena.net/partygames/bingo/. I’ll be trying it with the 25 most common words.
If you try this out and like it, let Maddy know by posting a reply in the Tutor Sharing Space. What are your ideas? Let us know!
In November, students, tutors and staff from the St. Agnes Center for Reading and Writing went on a fieldtrip to Lincoln Center’s Metropolitan Opera house. Prior to the trip, students listened to 3 distinctly different opera pieces, and had to write their opinions about what they heard. They also practiced their comparing and contrasting skills in differentiating the different pieces.
On the tour, the group got to enter the theater’s light booth, go on stage, as well as visit the wig and costume shops. The tour ended with a visit into Luciano Pavarotti’s dressing room!
Following the trip, students were asked to write thank you letters to their tour guide, and express what the highlight was for each of them. While few of the students knew much about opera before this project, after, each student had a better understanding of the genre, and were able to express their feelings about different music styles more clearly.