Tags: teaching, teaching strategies, training, tutoring
Do you have questions about using technology with students? People say you can find anything and everything on the internet, but where do you start? If you feel overwhelmed, take some tips from LCNV instructors, Laurie Hayden and Alexandra Roncal. They will guide you through over a dozen websites and apps to help your students practice English skills. Using free or free versions of resources, they will cover grammar, oral reading, reading comprehension, speaking/pronunciation, and listening skills. Volunteers with basic working knowledge of computers and internet browsing are invited to bring laptops, tablets, or smartphones to practice exploring and bookmarking/downloading these exciting resources.
To whet your appetite and see an example of the fun ways to practice English with your student, check out duolingo.com! This is free!
James Lee Community Center
2855 Annandale Rd.
Falls Church, VA 22042
Tuesday, January 28, 2014, 6:30-8:30PM
Tell us if you are coming and if you are bringing a electronic device!
To register contact email@example.com or call 703.237.0866 by January 24, 2014.
Katie Beckman-Gotrich, Programs and Training Administrator
Literacy Council of Northern Virginia
2855 Annandale Road
Falls Church, VA 22042
Tags: Library, teaching strategies
Easy English News is a monthly newspaper written in simple English and controlled vocabulary for high-beginner and intermediate readers, with special features designed for English language learners who are newcomers to the U.S.
Each issue features…
• News stories of special interest to newcomers
• Articles about American events and holidays
• Civics and citizenship information
• True stories written by readers
• Consumer information
• Health and safety tips
• “Life in the U.S.A.”
• A crossword puzzle with answers in the same issue
A recent Easy English News issue included national news, articles on summer safety around
water, popular events and national holidays in the summer months, healthy tea drinks, the birth of the United States, a national park feature, and features to help build language skills.
LCNV Volunteer Tutors only: Check out the latest issues from the LCNV Library for two weeks at a time; earlier issues can be checked out for the standard two-month loan period.
The LCNV Library is open during the Council’s regular office hours Mon. – Fr., 9 a.m. to 5 p.m. Returns can be made during office hours or after hours to the After-Hours Book Return located just outside the Council’s entrance door inside the James Lee Community Center (open Mon. – Sat., 9 a.m. – 10 p.m., except holidays). Renewals can be made in person, by email (firstname.lastname@example.org) or by phone (703-237-0866). Questions? Contact library volunteers at the email address above.
Reminder: Do you have LCNV library books that are due? Please return or renew!
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, 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, 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: americorps partners, BeanTree, BeanTree Learning, Children, Children's Books, Class, community, creative campus for children, creative campus for literacy, Development, family, family event, family fun, Family Learning, family literacy, jennifer bower, lcnv learners, literacy, literacy council, literacy council of northern virginia, Loudon Literacy, love of literacy, oatland plantation, teaching, teaching strategies, thank you!, tracy gilliam
This past spring, Carisa Pineda and Serife Turkol attended the 7th Annual BeanTree Learning Family Picnic at Oatlands Plantation in Leesburg. More than 400 new books were donated by families of students attending BeanTree Learning as part of the school’s 4th Annual “Love of Literacy” Campaign to benefit families served by the Literacy Council of Northern Virginia, and the Loudoun Literacy Council. The 200 books received by the Literacy Council are very high quality titles that included many board books which are often expensive for our program to purchase. The Family Learning Program will give these books away to the families we serve.
This is the second time the Literacy Council has received such a generous donation from BeanTree. Many thanks are due the BeanTree families who provided the books and a special thanks to Jennifer Bower, the owner of BeanTree, as well as Tracy Gilliam for coordinating the donation.
Founded in 2003, BeanTree Learning is a privately owned and operated Creative Campus for Children developed by Jennifer Bower.
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, a new life in suburban america, alumni, american culture, AmeriCorps, americorps partners, announcement, April 20, award-winning documentary, Basic Adult Literacy, community, culture shock, darfur, dinner and movie night, getting to know your students, helping students read, immigrant experience, James Lee Community Center, journey to the United States, LCNV, lcnv learners, learning english, literacy, literacy council, literacy council of northern virginia, lost boys of sudan, Loudon Literacy, movie night, national volunteer week, northern virginia, students, sudanese refugees, teaching, teaching strategies, thank you!, tutoring, Volunteer, volunteer appreciation, volunteer week, volunteers
In honor of National Volunteer Week, the Literacy Council of Northern Virginia will be hosting a screening of Lost Boys of Sudan, followed by a group discussion with Staff and Volunteers. Pizza and refreshments will be provided. Details follow:
WHEN: April 20, 2012 at 6:30 PM
WHERE: James Lee Community Center
2855 Annandale Rd.
Falls Church, VA 22042
MOVIE SYNOPSIS: Lost Boys of Sudan is an award-winning documentary that follows two Sudanese refugees through their intense journey to the United States. The immigrant experience – whether by choice or by force – is shared by a majority of LCNV learners. As volunteers, you serve a critical role in helping your students to not only learn English, but to familiarize them with American culture and norms that will enable them to participate more freely and openly in their new home. Join us and your fellow volunteers to see how this experience played out for two young men facing the daunting challenges of starting a new life in suburban America. Then share your experiences and ideas to better support your students who are dealing with similar challenges.