National Volunteer Week 2015: Merged Tutor Training

April 16, 2015 at 2:05 PM | Posted in Training, Volunteers | Leave a comment
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In honor of National Volunteer Week (April 12-18), we’d like to thank all of you, LCNV volunteers, for the incredible 34,000 hours of service you provide every year to help advance LCNV’s mission!

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This March, LCNV held our first merged Tutor Training. We want to give a shout out to our volunteer training team for their hard work, as always, and for helping make this happen. Merging what were once two distinct tutor trainings into one makes it easier for LCNV to deliver the training our new volunteers need to tutor any student on our wait list. This was a huge effort that we could not have accomplished without the dedication and hard work of our volunteer trainers.

See more background information on the merged training

For Instructors: Learning English with Technology In-service

January 17, 2014 at 4:30 PM | Posted in Training, Tutoring, Uncategorized | 1 Comment
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IMG_5373Do 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!

Location:
James Lee Community Center
2855 Annandale Rd.
Falls Church, VA 22042

When:
Tuesday, January 28, 2014, 6:30-8:30PM

Registration:
Tell us if you are coming and if you are bringing a electronic device!

To register contact info@lcnv.org 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
www.lcnv.org

Setara Habib: My AmeriCorps Year

August 10, 2012 at 2:51 PM | Posted in AmeriCorps, Announcements, Class, Development, ESOL, Family Learning, Teaching, Tutoring, Volunteers | Leave a comment
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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.

Setara Habib
Americorps Instructor
Literacy Council of Northern Virginia
2855 Annandale Road
Falls Church, Va 22042
(703)237-0866 ext 112
www.LCNV.org

Raymond Chow: Thoughts and Thanks.

August 7, 2012 at 12:29 PM | Posted in AmeriCorps, Announcements, Class, Development, ESOL, Family Learning, Teaching, Tutoring, Volunteers | Leave a comment
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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
Americorps Member
Literacy Council of Northern Virginia
2855 Annandale Road
Falls Chuch, Virginia 22042
(703)237-0866 ext. 118
www.lcnv.org

Is My Student Dyslexic?

August 1, 2012 at 1:46 PM | Posted in AmeriCorps, Announcements, Class, Development, ESOL, Family Learning, Teaching, Tutoring, Volunteers | 1 Comment
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“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.

Molly Chilton
Basic Literacy Tutoring Specialist
Literacy Council of Northern Virginia
2855 Annandale Road
Falls Church, VA 22042
(703) 237-0866 x 104
basiclit@lcnv.org
www.lcnv.org

Jessica Raines: My AmeriCorps Year

July 27, 2012 at 12:10 PM | Posted in AmeriCorps, Announcements, Class, Development, ESOL, Family Learning, Teaching, Tutoring, Volunteers | Leave a comment
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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.

Jessica Raines
AmeriCorps Member
Literacy Council of Northern Virginia
2855 Annandale Road
Falls Church, VA 22042
(703) 237-0866 x 104
www.lcnv.org

My First Tutoring Session

May 15, 2012 at 12:12 PM | Posted in AmeriCorps, Announcements, Class, Development, ESOL, Family Learning, Student Stories, Teaching, Tutoring, Volunteers | 1 Comment
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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 volunteers@lcnv.org. 

Literacy Council of Northern Virginia
2855 Annandale Road
Falls Church, VA 22042
(703) 237-0866
www.lcnv.org

Highlight: BEST Plus Training is a Success

April 23, 2012 at 2:19 PM | Posted in AmeriCorps, Announcements, Class, Development, ESOL, Family Learning, Teaching, Tutoring, Volunteers | 1 Comment
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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 (volunteers@lcnv.org) or myself (kbeckman@lcnv.org) with questions!

Katie Beckman
Program Assistant
Literacy Council of Northern Virginia
2855 Annandale Road
Falls Church, VA 22042
(703) 237-0866
www.lcnv.org

Groovy Nate: Musical Inspiration at LCNV’s Reading: A Family Affair

February 21, 2012 at 1:30 PM | Posted in AmeriCorps, Announcements, Class, Development, ESOL, Family Learning, Teaching, Tutoring, Uncategorized, Volunteers | Leave a comment
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Come see Groovy Nate at Reading: A Family Affair

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.

Literacy Council of Northern Virginia
2855 Annandale Road
Falls Church, VA 22042
(703) 237-0866
www.lcnv.org

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