Tags: alumni, american dream, AmeriCorps, americorps partners, announcement, Announcements, Basic Adult Literacy, best practices, Class, community, Development, ESOL, family, Family Learning, friends, g, giving, immigration, James Lee Community Center, jessica raines, LCNV, lcnv learners, lesson plans, Library, literacy, literacy council, literacy council of northern virginia, literacy services, Loudon Literacy, student stories, students, teaching, thank you!, training, transformative year, tutoring, Volunteer, volunteers, Writing
I can’t believe today is my last day of my service year here at the Literacy Council of Northern Virginia. Overall, I have had much success and feel I have gained much from this experience. I have gained confidence in myself as a teacher and pride in the work I have done. I would really once again like to thank EVERYONE at the Literacy Council for being wonderful people and doing good work. I feel lucky to have been able to work with this organization for a year. As I move forward in my life, or rather South to Richmond, I can take with me all my new skills and experiences and the knowledge that I have spent one year of my life devoted to helping others. Teaching adult ESOL was such a rewarding experience. I can only hope that I find something equally as rewarding in the future. or maybe I’ll just come back some day.
Tags: alumni, american dream, AmeriCorps, americorps partners, announcement, Announcements, Basic Adult Literacy, best practices, Class, community, Development, ESOL, family, Family Learning, friends, give, giving, immigration, James Lee Community Center, jessica raines, LCNV, lcnv learners, lesson plans, Library, literacy, literacy council, literacy council of northern virginia, literacy services, Loudon Literacy, student stories, students, teaching, thank you!, training, transformative year, tutoring, Volunteer, volunteers, Writing
I am grateful to AmeriCorps and the Literacy Council of Northern Virginia for my exciting and rewarding year as an ESL teacher. I have nothing but admiration and respect for the dedication and hard work of both the Literacy Council’s staff, volunteers, and students. I have grown as an educator and as a member of my community through the work I’ve done here.
At the class graduations this summer I told my students that they were my family. Specifically they were all my parents, only 40 years removed. They came to America for the same reasons, the same aspirations – something better for themselves and for their children. My parents were able to own their own house, their own small business, and put two children through college. And I told them this not to brag about my parents’ successes but to confirm theirs. All those great Frank Capra American dreams are possible. I am proud of every one of my students. I only hope they continue to gain knowledge and confidence as they continue to better themselves.
But if they are my parents then I am their son. And in that I have to reflect on the question of whether I have been a good one. I can only say that AmeriCorps has been a reaffirmation that I’m trying. I want to help others. I want to do good and take advantage of all the gifts I’ve been given so that I can give back to others. To that end, when I take my leave of LCNV I will be going back to law school to become a better advocate (in some fashion) of this community.
Everyone at the Literacy Council has been both dedicated and kind. Although I will not be able to teach in the coming year I have every intention of helping LCNV in its mission. I sincerely thank the Literacy Council for helping me be a better person.
Raymond K. Chow
Literacy Council of Northern Virginia
2855 Annandale Road
Falls Chuch, Virginia 22042
(703)237-0866 ext. 118
Tags: alumni, AmeriCorps, americorps partners, announcement, Announcements, auditorily, Basic Adult Literacy, best practices, Class, community, confuse similar-looking letters, Development, discriminating (visually or auditory) between specific letters and/or sounds, discriminating between words, Dyslexia, Dyslexic, ESOL, family, LCNV, learning differences, learning disabilities, lesson plans, literacy, literacy council, literacy council of northern virginia, literacy services, Loudon Literacy, remembering ‘easy’ sight words, roadblocks to learning, student stories, students, teaching, teaching strategies, training, transpose letters, Treating difficulties empirically, tutoring, visually or auditory, Volunteer, volunteers, word blindness, Writing
“I think my student has Dyslexia.” This is one of the most frequently heard comments by new and seasoned tutors alike and deserves some attention to help tutors understand a little bit more about reading difficulties and to clarify the role of the tutor at LCNV. First, the Literacy Council does not diagnose students with learning disabilities and LCNV tutors should not do so either, regardless of their background outside of their tutoring experience. Dyslexia is a specific neurological disorder falling into the category of general learning disabilities and the term ‘learning disability’ carries numerous clinical, legal and financial implications that are beyond the scope of the Literacy Council. A tutor’s role is to meet a student where he or she is in his or her reading and writing, and use the various tools available through the Literacy Council to address specific questions and concerns in order to help a student attain specific literacy-related goals
The term Dyslexia literally means word blindness and it was coined by a German ophthalmologist in the late 19th century. Today it is generally accepted to refer to a severe impairment in the ability to read, which is generally thought to be due to neurological factors. Nobody ever knows for certain what causes a person’s difficulty reading and writing, and regardless, reading difficulties are not intractable roadblocks to learning. Treating difficulties empirically can make a big difference and it is essential that a student’s educational history (i.e. no education in a native language) be considered and kept in the forefront of a tutor’s mind. Still, many tutors are surprised and frustrated by the types of errors their students make while learning to read and write. Students may confuse similar-looking letters such as b and d, p and q or u and n. Students may transpose sequences of letters, reading ‘was’ instead of ‘saw’. It may seem as if a student is incapable of remembering ‘easy’ sight words such as ‘the’, ‘here’, or ‘of’. Vowel sounds may seem particularly elusive to the adult learner. All of these may, in fact, be symptoms of a specific learning disability. Then again, all of these are almost always behaviors typical of new readers.
A new learner, which characterizes all LCNV students, will make errors and learning to read is no small task. Below are a few common errors that new readers and writers make, and some tips that can help tutors address them.
- Keep Errors in Perspective – When students make any word reading errors, note them but try not to worry about them more than necessary. Reading accurately is important but if a word reading error doesn’t interfere with a student’s comprehension then a student may be making some self-correction internally already.
- Comprehension Check-Up – We can’t always count on a student’s errors not to interfere with comprehension so it is important to be sure that they understand that they have made an error and to be sure that they can paraphrase or summarize the main points of what they have read.
- Mnemonics – If a student is having trouble discriminating (visually or auditory) between specific letters and/or sounds, teach some memory tricks such as writing the word ‘bed’ to discriminate between b and d, teaching keywords to help recall the correct sounds, or using pictures to cue the correct sound.
- Discrimination Activities – Create a stack of index cards with the two sounds that are difficult for your student to distinguish, such as short e and i. Spend the first five minutes of the lesson reading the words aloud to your student and sorting them into piles.
- Teach Syllables – Blending individual sounds in words is difficult for almost every beginning reader. Students need to know individual sounds of words but some people chunk different pieces of information together differently, and for some learners separating words into individual sounds is too many pieces of information to hold in memory at once. Numerous studies demonstrate that people with reading difficulties have weaker phonemic awareness and phonemic memory than people without reading difficulties. This means they don’t automatically see or hear similarities and differences between words and sounds so these need to be taught directly; the smaller the unit, the harder it is to discriminate and remember. Giving a larger chunk or a regularly used analogy can be very helpful. Be prepared to teach things slowly and be sure to incorporate plenty of practice – a weaker phonemic memory means it is harder for a person with reading difficulties to store phonemic (sound) information so they will need continued, intensive practice.
- Context – Teach your learner to use context while reading. Adult learners have many coping skills and context can be a lifeline for such a new reader. Many new and struggling readers come to see reading as a performance and forget that the goal of reading is understanding text, which requires active engagement with text. Have your student repeat the word they misread and ask, “Does that make sense?” Give your student a second chance to reread. It is also helpful if you can record the reader and have him/her listen to his/her own reading. Students need to learn to monitor their own understanding by continuously asking, “Does that make sense?”
- Appropriate Reading Level – Any time you notice students making many errors, be sure that the level is appropriate. If a student is struggling with something, you will often notice that skills you thought were secure are now falling apart in application. This is because the learner is attending to too many things at once. Try the following: shorten the passage length; give the learner a chance to preview the material before reading; or be sure you are reminding the learner of only one or two things to focus on while they read instead of trying to correct all aspects of reading at once. If none of these suggestions work, simply find easier material.
The Literacy Council trains volunteers to work with beginning readers and writers. We define a beginning reader as someone reading below a fifth grade level, or someone who is unable to read and understand an English newspaper independently. When a student with such limited literacy skills is faced with the task of learning to read, confusion is part of the landscape. Nobody expects tutors to be reading specialists and the initial training provided to all new tutors should only be considered a jumping off point. If you are struggling to meet your student’s learning needs, do not suffer in silence – reach out to Placement Advisors, staff, and fellow volunteers. Each learner presents unique challenges and strengths, and an outside observer can provide surprising insight, advice, and peace of mind.
Tags: alumni, AmeriCorps, americorps partners, announcement, Announcements, best practices, Class, community, Development, family, James Lee Community Center, jessica raines, LCNV, lcnv learners, lesson plans, Library, literacy, literacy council of northern virginia, literacy services, Loudon Literacy, student stories, students, teaching, teaching strategies, thank you!, training, Volunteer, volunteers, Writing
I came to the Literacy Council with practically no teaching experience. My background is in psychology and political science, but I wanted to try something new. I did not really know what to expect from this upcoming year of teaching, but I knew it would be hard and rewarding.
The first semester, my fellow AmeriCorps members and I hit the ground running. I had to learn to teach through trial and error. Quickly, I discovered that teaching is not an easy task. Often, there are so many available resources that you can feel like you are drowning in textbooks, websites, and advice. Plus, actually being responsible for someone else’s learning felt incredibly overwhelming. Part of me expected teaching to come naturally, but I found myself spending substantial amounts of time lesson planning and feeling incredibly nervous before each class.
Teaching is an art AND science; skill and practice are required if you want to hone your craft. As time went on, I became more comfortable with it. I took advantage of trainings, sifted through resources and articles, and practiced five times a week in front of my own class. Eventually, lesson planning and teaching became easier. I also stopped stressing about being responsible for someone’s education and focused on enjoying my time with my students; as the saying goes “showing up is half the battle.” Students are ecstatic that someone is willing to take time out of her day to show up to class with a smile on her face and talk to them. I really enjoyed conversing with my students, even though it was extremely difficult at times given their limited language skills. While working with my students to accomplish their goals, I learned about their lives and cultures, and this was incredibly rewarding – more rewarding than words can express.
Tags: alexandria branch library, alumni, AmeriCorps, americorps partners, Amharic, announcement, Basic Adult Literacy, best practices, community, Ethiopia, ethiopian, family, family fun, Family Learning, James Lee Community Center, LCNV, lcnv learners, lesson plans, Library, Lisbeth Goldberg, literacy, literacy council, Loudon Literacy, northern virginia, one-on-one, student story, student testimonial, students, teaching, teaching strategies, training, tutoring, Volunteer, volunteer story, volunteer testimonial, volunteers, Writing
By. Lisbeth Goldberg
There was an announcement by the Literacy Council of Northern Virginia regarding their next volunteer tutor training for ESOL; it’s a structured training program on three consecutive Saturdays, and they assign you a specific student.
I immediately phoned and signed up because I’d been wasting my Saturdays, and I always liked training classes. The three Saturdays were really excellent, with about 35 people in the class. I was assigned an Ethiopian lady who’d completed eight years of school in her home country. She knew a few English words and some of the letters, but couldn’t write her name in English and could not converse in English.
Yesterday, at 4:00 pm, I met with my student, and two of her daughters at an Alexandria Branch Library. The eldest daughter is a college student. Her sister is a senior in high school, and there is another sister who is a junior in high school. The girls were delightful, with an easy laugh. Mom had a solemn face, and she just looked down and sighed. The girls were doing all the talking.
The Literacy Council sends you off to your first meeting well prepared. There are three flyers on a) what to do in your first session; b ) needs assessment and goal setting, and c) a form to be signed by the student, an agreement to study and practice. The eldest daughter read the student agreement to her mom. When they got to the sentence, “Promise to do my homework,” the girls started giggling and laughing at the idea of Mother doing homework. When the daughters got to the statement, “If the student doesn’t do her homework, the teacher might not teach her anymore,” they couldn’t stop laughing. Mom remained rather somber, sighing, and with no eye contact.
Then we began the lesson introducing ourselves by name. I asked the student how I should pronounce her name, and practiced it several times. She listened and practiced pronouncing my name. We did lots of repeats. Needless to say, Amharic and English have very different sounds to some letters and vowels. When Mom got it right, I gave a big smile and clapped my hands — very good. She clapped back and looked me in the eye, even smiled. I had explained to her, she may be a beginning student, but I was certainly a beginning teacher.
I was about to give her a homework assignment, to practice copying her name in English and then write it next class, but she was a step ahead of me. [She] told her daughter to tell me she would practice for next class, and proudly said my name with a big smile.
After the first meeting, the class is one-on-one. But the eldest daughter said that her mom really needed help, so the three daughters will rotate accompanying Mom to class. I’m extra lucky. I have these beautiful, enthusiastic daughters to work with me and to help their Mother learn English. They each thanked me with a handshake, a smile, and a bow on their way out.
I was on a high; it was the best of times!
Please consider becoming a Volunteer Tutor like Lisbeth. Visit Tutoring or email email@example.com.
Tags: Adult ESL, Adult ESL Proficiency, Adult ESOL Proficiency Assessment, alumni, AmeriCorps, americorps partners, announcement, April 14, April 17, Basic Adult Literacy, Best Literacy, Best Plus, Best Plus certification, Best Plus Oral Proficiency Administrator, Best Plus trainees, Best Plus training, Family Learning, James Lee Community Center, LCNV, lcnv class sites, lcnv learners, LCNV Volunteers, lesson plans, literacy, literacy council, Loudon Literacy, oral exam, oral question and answer interview, SAS, scoring test, Student Assessment Specialist, teaching, teaching strategies, three-hour training, training, Volunteer, volunteer opportunities, volunteers
The Literacy Council of Northern Virginia had a busy week of training for LCNV’s classroom programs; we held two trainings for our Student Assessment Specialists (SAS) Team on Saturday, April 14, 2012 and Tuesday, April 17, 2012. Saturday’s six-hour BEST Plus Oral Proficiency Administrator training hosted twenty trainees from five different literacy programs across Virginia. The Best Plus test is an oral question and answer interview, so there is no reading or writing components. A tester’s task is to listen to how well the learner uses the English language to express themselves and respond to the questions.
The three-hour training on April 17, 2012, focused just on scoring the test. Not only did the new volunteers commit to attending these two days of trainings, but several SAS have made time to visit the class sites to get to know our students. We’re so grateful for their time commitment and I can’t tell you how important this is for our classroom students!
As a SAS, volunteers take their passion for LCNV’s mission and use their BEST Plus certification to test classroom students. Our Student Assessment Specialists get a very special opportunity to exchange with our students, and we hope they feel a sense of community with the class sites where they volunteer. During our registration days, LCNV administers the test. We also administer the test during the last two class days at the following sites: Herndon, Falls Church, Springfield, Lorton, and several areas of Alexandria. The test scores are used to place students into their class levels or help redirect them to more appropriate literacy programs.
Big kudos to Ruba Afzal, our Director of Volunteers, for recruiting six of the BEST Plus trainees to be LCNV volunteers!
If you or someone you know is interested in volunteering as a Student Assessment Specialist, please refer them to Ruba (firstname.lastname@example.org) or myself (email@example.com) with questions!
Tags: 2012, alumni, americorps partners, child entertainer, Children, Children's Books, Class Sites, community, couger club, edutainment, Elnathan K. Starnes, family, family fun, Family Learning, friends, groovin with groovy nate, groovin with nate, groovy nate, Kisha Kenyatta, LCNV, lcnv learners, literacy, march 24, Meet Groovy Nate, music together, National Capital Puppet Guild, Oktbrwrld, puppeteers of america, RAFA, reading a family affair, teaching, teaching strategies, the water story, training, tutoring, Volunteer, volunteers
Join Groovy Nate, his guitar, puppet friends, and other creative instruments for a musical adventure! Groovy Nate will perform at LCNV’s Reading: A Family Affair (RAFA), which will bring books to life through performance art. The RAFA festivities will take place Saturday, March 24, 2012, and run from 9:30 AM to 2:30 PM at the James Lee Community Center.
After watching the Groovy Nate show, Sheryl Leeds, a Supervisor at Arlington Public Schools, stated: Groovy Nate’s show engaged children in an innovative and creative approach that incorporated literacy, music and movement, and had the participants rocking and reading!
Elnathan K. Starnes, known as Groovy Nate, has been a working musician and song-writer in the Washington Metropolitan Area for over thirteen years. Elnathan is a featured guitarist on several CDs and has performed with several Washington DC-based groups. In 1997, he founded the award-winning soul band, Oktbrwrld, with whom he made four CD’s. Elnathan wrote the film score and co-wrote the film short The Water Story, which appeared on BET. Two of his songs are featured in the major motion picture Cougar Club. He is now a member of both the National Capital Puppet Guild and Puppeteers of America.
As Groovy Nate, Elnathan has performed at various venues in the DC/MD/VA area including: The Children’s Inaugural Ball; Source Theater Washington DC; Art on the Avenue, Del Ray,VA; The Children’s Inn, National Institute of Health, Bethesda, MD; Arlington Title I Mailbox Books Program, Arlington,VA; DC National Association for the Education of Young Children; and Imagination Stage in Bethesda, MD.
Nate is a certified Music Together teacher, and teaches Music Together as well as Groovy Nate Music and Movement classes in the Northern Virginia area. Elnathan and his wife, Kisha Kenyatta, along with their two young children, combine talents to create meaningful and educational performance art and edutainment for children and families. They produced the first Groovy Nate CD, Meet Groovy Nate, in 2009.
Groovy Nate will give two performances at LCNV’s Reading: A Family Affair; the first performance begins at 10AM, and the second will take place at 10:45 AM. Adults and children get ready to explore various musical genres such as Reggae and Hip Hop. Come prepared to laugh and play together, and be inspired to bring music and imagination into your everyday lives.
Tags: alumni, AmeriCorps, americorps partners, announcement, Basic Adult Literacy, ESOL Tutoring, LCNV Family, LCNV Volunteer, literacy, one-on-one, professional development, students, teaching, teaching strategies, training, tutor training, tutoring, Volunteer, Volunteer Training, volunteers
The best way to find yourself is to lose yourself in the service of others.
- Mahatma Gandhi
Join our big family of LCNV Volunteers and get Northern Virginia reading, speaking, and understanding English.
The Literacy Council of Northern Virginia has hit the ground running this year. We’ve got our ESOL Tutor Training AND Spring Classroom sessions coming up. We need volunteer teachers, class aides, and tutors to help improve the literacy skills of area adults who are eager to learn and become full members of the community.
Our ESOL (English for Speakers of Other Languages) one-on-one Tutoring Program provides individualized, goal-oriented English instruction to LCNV adult learners. We need more volunteer tutors to work with students on a waiting list, who need help with speaking, listening, reading, and writing English. If you are looking to help somebody individually, as well as have the flexibility of setting your own schedule and volunteering in your own neighborhood, this could be a good fit for you.
Each tutor is trained, matched with a student, and encouraged to meet weekly for an hour and a half at a location convenient to both the volunteer and the learner. The Literacy Council provides intensive tutor training at our Falls Church office prior to starting an assignment (there is a $40 fee to cover the costs of training materials). The next THREE-DAY training will take place in Falls Church on January 21, 28, and February 4 (all Saturdays) at 9:30 am-3:00 pm. All three days are required.
Our Classroom Programs offer beginning level ESOL classes to adults that focus on helping students improve their English speaking, listening, reading, and writing skills. The classes also provide information about American culture and life skills important to the workplace, community, and family.
If you enjoy working with people, learning from others, and are available to give 2-4 hours a week for the next few months, our Classroom Volunteer Opportunities may be a perfect fit! Take a look at the class schedules online: http://www.lcnv.org/schedules.cfm and contact me to sign up!
Absolutely no teaching experience or knowledge of foreign languages is required for any of our volunteer positions! Contact me to find out more and to get started!
Tags: alumni, AmeriCorps, americorps partners, announcement, BAL Tutors, Basic Adult Literacy, donate, ESOL Tutors, fight literacy, lcnv learners, lcnv students, lcnv supporters, student achievement, student progress, student stories, students, teaching strategies, thank you!, training, tutoring, Volunteer, Writing
Quarterly reports for the Basic Adult Literacy Tutoring Program are in! Quarterly reports provide great insights into students’ progress and the different ways literacy has impacted their lives. Take a moment to read what some BAL Tutors have written about their students’ progress, and the learning lessons that come from this one-on-one experience.
Sheka has been in need of a second job for some time. Over the summer and early fall, we completed many job applications. Sheka accepted a job at Arlington Hospital doing maintenance work overnight. Sheka now has two full time jobs. He does not want to give up tutoring nor does he want to give up contact with me and my family (the feeling is mutual). We will work it out. With luck, Sheka will be bringing his family here from Sierra Leone during 2012.
-Mary Anne, LCNV BAL Tutor
Arun has had a good end-of-the year experience: first, he passed the NOVA Accuplacer test, which he practiced with me on the computer; second, he took the citizenship test and interview. On January 3, 2012, Arun became a US citizen!
-Jill, LCNV BAL Tutor
The thing I like about Emelia is that she is always asking questions that lead to grammar, tenses, etc. I know this is helping Emelia. She told me a ‘friend’ took her to the bank and wanted her to co-sign a paper. Emelia told me the girl covered up the papers except where she was to sign. Emelia said she [the girl] knew she didn’t read well. Emelia uncovered the papers and saw the word LOAN. She immediately told her [the girl] how disappointed she was in her. When Emelia told me this story, I literally got chills. I knew our time, no matter how little, had made a difference.
Emelia is now working 5-6 days a week. She feels confident in herself. Emelia also tells me how she is helping her two-year-old with sounds. She is very proud of this.
-Jeanne, LCNV BAL Tutor
To learn how you can become a LCNV Volunteer Tutor inthe Basic Adult Literacy Tutoring Program or English for Speakers of Other Languages (ESOL) Tutoring Program, please contact firstname.lastname@example.org. Get involved or donate today, and support LCNV’s cause.