Tutors of Literacy in the Commonwealth tlcliteracy.org

Tutors of Literacy in the Commonwealth tlcliteracy.org 814.867.0203
Basic Tutor Training Tutors of Literacy in the Commonwealth tlcliteracy.org If you would like to supplement the handouts in the TLC Tutor Training Coordinator Companion, a full set of basic tutor training handouts can be found at

Introductions and Overview

Agenda Introductions and Overview Your Questions and Concerns
Successful Tutoring Basics for Teaching Adults Reading and Writing Instruction Tutoring Resources Reflections, Questions and Evaluations Contact Information This corresponds with Handout 1 in the TLC Tutor Training Coordinator Companion (TTCC)

“People don’t care what we know until they know that we care.”
Anonymous This is a good time to stress the importance of taking the time to develop a trusting relationship between the tutor and the learner. A learner often needs time to develop trust and rapport with the tutor. Once the trust develops the tutors will learn more about the true motivations of the learner. This is a good time to share some statistics on adult literacy. (ProLiteracy handout – U.S. Adult Literacy Facts Our Nation From In a study of literacy among 20 ‘high income’ countries; US ranked 12th 44 million adults are now unable to read a simple story to their children 50% of adults cannot read a book written at an eighth grade level 45 million are functionally illiterate and read below a 5th grade level The Economy 3 out of 4 people on welfare can’t read 20% of Americans read below the level needed to earn a living wage 50% of the unemployed between the ages of 16 and 21 cannot read well enough to be considered functionally literate Between 46 and 51% of American adults have an income well below the poverty level because of their inability to read Illiteracy costs American taxpayers an estimated $20 billion each year School dropouts cost our nation $240 billion in social service expenditures and lost tax revenues Impact on Society: 3 out of 5 people in American prisons can’t read To determine how many prison beds will be needed in future years, some states actually base part of their projection on how well current elementary students are performing on reading tests 85% of juvenile offenders have problems reading Approximately 50% of Americans read so poorly that they are unable to perform simple tasks such as reading prescription drug labels (Source: National Institute for Literacy, National Center for Adult Literacy, The Literacy Company, U.S. Census Bureau)

Your Questions & Concerns

What are YOUR Questions & Concerns?
While you are thinking about this I am going to read an excerpt written by an adult learner. Take a few minutes to learn about the concerns and questions of the potential tutors in the training. Explain that the tutors will also want to know their learner’s questions and concerns. Keeping instruction relevant, for tutors and learners, is very important. Read “Not Being Able to Read” on page 17 in Teaching Adults for example of a learner’s outlook. Reading this excerpt can start some valuable discuss about the lives of adult learners in literacy programs. ADD excerpt here From Teaching Adults: A Literacy Resource Book, Developed by ProLiteracy, New Reader’s Press Not Being Able to Read by “The Bird” “I will always be scared of someone finding out I cannot read. I do not understand people today or in high school. When I was in high school I went from class to class and grade to grade not being able to read. Do you think the teachers knew or cared that I could not read? I don’t believe they cared; if they did, why didn’t they say something. Today I can read better and I enjoy reading. Sometimes I get so frustrated when I cannot read of spell something. It’s that one word that gets me. I am a quiet person and I think it is because of the way I read. Today reading is a big part of my life. If people know you can’t read well or at all they will call you dumb. I looked for two years for someone to teach me to read. I did not ask for help reading in school because I was afraid people would call me dumb or worthless. My tutor is a wonderful teacher to work with me week in and week out. I am thankful for her, and I will never forget her. I like going to class, but I know one day it will end. I hope one day the frustration will be gone, but I will not give up. This quiet person lives on. I hope one day someone will understand what I’m saying about reading. What is it like to read or spell something without getting frustrated? Maybe one day I will know. From Not By Myself…, Literacy South, 1992.

Please plan to turn this in at the end of the day.
K W L K - What do you know about tutoring adult learners? W - What do you want to know about tutoring adult learners? L - At the end of the session: What did you learn about tutoring adult learners? (Only complete the first TWO columns – K & W.) OPTIONAL ~ If you want to use this activity you can have participants use a blank piece of paper to create their own KWL chart. Please plan to turn this in at the end of the day.

Successful Tutoring

“Teaching requires as much learning on the instructor’s part as on the learner’s part. If the teacher isn’t learning while teaching s/he probably isn’t teaching at all. Instead, s/he’s telling.” from Another Door to Learning This certainly applies to tutors as well and is very important for tutors to remember. Putting the learner in the role of teacher is a great way to boost his/her confidence and to learn something new. A tutor should continue to learn through ongoing professional development opportunities as well, working to determine the best ways to meet the needs of the learners being tutored.

Role of a Tutor

Your Role as a Tutor Identify the needs of the learner. Formally
Informally TTCC Handout 2 Discuss formal assessment results that the tutor will receive when he/she is paired with a learner. Explain that sometimes the formal assessment results aren’t enough and the tutor will need to dig deeper into the needs of the learner. Briefly discuss how informal assessments are important and easy to incorporate into tutoring instruction.

Your Role as a Tutor Identify the needs of the learner.
Formally Informally Determine the best way to address those needs. Consider the learner’s learning style (will discuss more later in this training), interests (so instructional materials can be relevant and related to the real life needs of the learner), goals, educational experience, etc.

Formally Informally Determine the best way to address those needs. Incorporate strategies into your instruction. Try out new strategies that are learned. Discuss strategy – what do we mean? Many different types of strategies When considering a strategy, time should be taken to incorporate the: characteristics of the learner learning objectives tutor’s approach to teaching (how and the content). Strategies drive instruction and can keep learners interested and engaged while enhancing instruction and improving learning. Brainstorm different types of strategies active learning experiential learning critical thinking activities asking questions problem-based learning modeling and demonstrating concepts and skills acknowledging learners’ past experiences, strengths, and interests encouraging persistence and effort creating challenge so the learning task goes a little beyond what learners can currently do, etc.

Formally Informally Determine the best way to address those needs. Incorporate strategies into your instruction. Determine effectiveness of the strategies. Did the new strategies work? Would you try them again? Did the learner like the new strategy?

Formally Informally Determine the best way to address those needs. Incorporate strategies into your instruction. Determine effectiveness of the strategies. Share the techniques with others. Sharing new ideas, techniques, etc. is very important. It helps to keep tutors connected to the program, it solidifies new learning, builds community and it exposes them to new ideas.

Formally Informally Determine the best way to address those needs. Incorporate strategies into your instruction. Determine effectiveness of the strategies. Share the techniques with others. Document the process. Again remind tutors of the importance of documentation.

Documentation Example
Sample of online form Discuss briefly the reporting process for your program and how and what tutors will be expected to submit TTCC Handout 5

"As a volunteer instructor, I will continually strive to identify and meet the needs of the learner(s) I tutor by learning about and applying new techniques during my instruction. To demonstrate the effectiveness of the tutoring sessions, I will document the instructional strategies I apply and how the learner is affected. Whenever possible, I will share my tutoring experiences with my peers so we can all learn and grow together." Discuss lifelong learning, continually developing skills that will benefit the learner. Make the steps outlined in the slide routine, part of practice, something that is done as part of each tutoring session. Gather and document information that will be beneficial to the next person who instructs the learner. Discuss the importance of documentation from the program perspective. Explain why you need documentation from the tutors, i.e. funding, community support, etc. See bottom of handout 2, TTCC

Your Role as a Tutor Treat your learner as an adult and as an equal.
TTCC Handout 3

Work as partners. Work as a partner with your learner to define and plan the work you do together. Collaborate with your learner to log lesson activities, future plans and progress.

Work as partners. Offer choices. When necessary offer your student choices instead of making decisions yourself.

Work as partners. Offer choices. Provide consistency. Meet regularly with your learner, be prepared for lessons, and employ a consistent but flexible instructional format.

Work as partners. Offer choices. Provide consistency. Teach by example. Teach by example – explain and model what skilled readers and writers do to remember new skills and to problem solve when encountering difficulty.

Work as partners. Offer choices. Provide consistency. Teach by example. Have high expectations. Assume learner is smart and capable of learning. Have high expectations for success. Intentions – share your intentions for tutoring Expectations – let learner know you have high expectations Support – provide the support and resources necessary to meet the expectations

Work as partners. Offer choices. Provide consistency. Teach by example. Have high expectations. Create and emphasize realistic, relevant homework. Teach your learner what s/he can do (and how to do it) outside of the tutoring session in order to build skill(s), especially by practicing reading. Transference Time management Organization Problem solving Make homework practical, build it into the daily routine so that is it relevant and relatively easy to find the time to do. For instance, keep a note pad in pocket and, while grocery shopping or waiting at the bus stop jot down unfamiliar words on signs or labels

Work as partners. Offer choices. Provide consistency. Teach by example. Have high expectations. Create and emphasize realistic, relevant homework. Build on learner strengths. Build instruction based on your learner’s strengths, experiences, needs, and interests; use real life situations and examples.

Work as partners. Offer choices. Provide consistency. Teach by example. Have high expectations. Create and emphasize realistic, relevant homework. Build on learner strengths. Use learner-centered materials. Encourage your learner to bring materials and topics of interest to him/her to the sessions.

Work as partners. Offer choices. Provide consistency. Teach by example. Have high expectations. Create and emphasize realistic, relevant homework. Build on learner strengths. Use learner-centered materials. Be caring, positive and encouraging. Be caring, positive and encouraging – enough said.

Work as partners. Offer choices. Provide consistency. Teach by example. Have high expectations. Create and emphasize realistic, relevant homework. Build on learner strengths. Use learner-centered materials. Be caring, positive and encouraging. Communicate regularly with the program. Communicate regularly with your program about successes, challenges, and needs.

Work as partners. Offer choices. Provide consistency. Teach by example. Have high expectations. Create and emphasize realistic, relevant homework. Build on learner strengths. Use learner-centered materials. Be caring, positive and encouraging. Communicate regularly with the program. Create a safe, comfortable atmosphere.

Help = Providing Tools & Support
Be an Agent of Change Help ≠ Doing Help = Empowering Help = Providing Tools & Support

Tips for Tutors

“Talk with learners about their learning process
“Talk with learners about their learning process. Ask them what does and does not work for them. Then listen and believe.” an Adult Educator Allow participants time to discuss their thoughts on this quote.

Tips from Tutors for Tutors
Don’t be discouraged by slow progress. TTCC Handout 4 Don’t be discouraged by slow progress; it takes time to get to know your learner and establish a good learning routine - learning takes time.

Don’t be discouraged by slow progress. Expect nervousness. TTCC Handout 4 Your learner is likely to be more nervous than you are.

Don’t be discouraged by slow progress. Expect nervousness. Relax. TTCC Handout 4 Relax, have fun, be creative.

Don’t be discouraged by slow progress. Expect nervousness. Relax. Be understanding of poor attendance. TTCC Handout 4 Be understanding of poor attendance – to a point. Don’t take poor attendance personally; do ensure that you are meeting your learner’s needs.

Don’t be discouraged by slow progress. Expect nervousness. Relax. Be understanding of poor attendance. Avoid assumptions. TTCC Handout 4 Meet your student where s/he is; not where you think s/he should be. NO ASSUMPTIONS

Don’t be discouraged by slow progress. Expect nervousness. Relax. Be understanding of poor attendance. Avoid assumptions. Make learning relevant. Find out what your learner wants to learn and teach him/her that.

Don’t be discouraged by slow progress. Expect nervousness. Relax. Be understanding of poor attendance. Avoid assumptions. Make learning relevant. Adults learn differently than children. TTCC Handout 4 Adult learners are different from children; make adult learning different from school. Remember that typical K-12 instruction did not work well for adults in literacy programs so teach differently.

_ _ _ _ _ _ / _ _ _ _ _ / _ _ _ _ _ _ _ _ _ _ _ / _ _ _ _ /_ _ _ _ _ _ _ _ .
Talk about how it is good to use games during instruction. Some people in the audience may not be familiar with the game Hangman so explain the game before you start. Talk about how important it is to avoid making assumptions. You could assume that everyone in the room knows how to play Hangman – what are the consequences of wrong assumptions? How can wrong assumptions impact tutoring sessions? Use phrase “Adults learn differently than children”.

Advice to Tutors from Learners
Learning games Patience Student ideas Patience Kindness Review Create victories Very sincere TTCC Handout 6 Continue to look at tutoring from the learner’s perspective. Share these tips that adult learners have for tutors. According to learners, these are some things that work for them. Give tutors a chance to look over these words and share some thoughts. For tutors without an educational background, point out that none of these tips refer to learners wanting someone with teaching experience. Questions Committed From Clarke, Mallory, Goodwill Literacy Tutor Handbook

Ground Rules Tutor/Learner Contract TTCC Handout 7
Discuss the importance of setting ground rules when in a new situation. You can discuss what some ground rules for the tutor training session could have been as an example of what tutors and learners might do for their tutoring sessions. Be sure to include the learner in this process so you can demonstrate that you value his/her opinion and respect his/her feelings. Do in collaboration with learner, can learn about cultural differences, etc. Share expectations of each other during this time.

First Meeting TTCC Handout FM 1 Group Activity

First Meeting Get to know each other. TTCC Handout FM2 (indirectly)
As you discuss the topics under “First Meeting”, talk about how they relate to the meeting scenario – did they occur, were they done well, how could they have been done better, etc. Get to know each other. Discuss hobbies and interests, family, jobs, daily life.

First Meeting Get to know each other.
Confirm tutoring session details. Establish a meeting place, day, and time, and discuss expectations regarding scheduling and cancellation. Exchange and confirm contact information.

Confirm tutoring session details. Begin to establish ground rules. Start to discuss ground rules.

Confirm tutoring session details. Begin to establish ground rules. Discuss reading and writing practices. Discuss current reading and writing practices. (Example: “What kinds of things do you read/write during a normal day at home, at work, and when you’re out?”, “What are some things that are challenging for you about reading/writing?”)

Confirm tutoring session details. Begin to establish ground rules. Discuss reading and writing practices. Talk about goals and challenges. Discuss current goals and challenges. (Example: “What kinds of things do you read/write during a normal day at home, at work, and when you’re out?”, “What are some things that are challenging for you about reading/writing?”)

Confirm tutoring session details. Begin to establish ground rules. Discuss reading and writing practices. Talk about goals and challenges. Outline a typical session. Provide an overview of a typical session.

Confirm tutoring session details. Begin to establish ground rules. Discuss reading and writing practices. Talk about goals and challenges. Outline a typical session. If possible - implement one or two activities. If possible (not a priority) - implement one or two activities related to your student’s needs and interests (based on information obtained from your coordinator).

Confirm tutoring session details. Begin to establish ground rules. Discuss reading and writing practices. Talk about goals and challenges. Outline a typical session. If possible - implement one or two activities. Share thoughts on how the session went. Take turns expressing how the session went. (Example: “What did you learn today?”, “Is there anything that needs to be clarified?”, “Is there anything that we should do differently next time?”).

Confirm tutoring session details. Begin to establish ground rules. Discuss reading and writing practices. Talk about goals and challenges. Outline a typical session. If possible - implement one or two activities. Share thoughts on how the session went. Document session. Begin process of documentation so it becomes routine.

Confirm tutoring session details. Begin to establish ground rules. Discuss reading and writing practices. Talk about goals and challenges. Outline a typical session. If possible - implement one or two activities. Share thoughts on how the session went. Document session. Confirm next tutoring session details. Discuss plans for your second meeting; confirm meeting time and place and assignments to be completed.

Review

What do you remember about…
Successful tutoring What do learners want from a tutor? As a tutor, what do you want to keep in mind? First meeting Take a few minutes to discuss topics that have already been covered and review some highlights. After you complete the review would also be a good time to take a break.

Basics for Teaching Adults

Teaching Adult Learners
As you have the tutors think about these characteristics, have them also think of how they could impact their instruction. Following are several videos for which you will need internet connection. If you are unable to show the videos just advance to the first slide with Adult Learners in the title. Characteristics and Needs

Adult Learning Principles (2:43)

Adult Learning Videos, Part 1
Each of these videos on adult learning is under three minutes and they build on each other. Show one, two, or three, depending on your time.

Adult Learners Need to be treated as adults. TTCC Handout AL1
Want to be treated as adults even (especially) if they are learning basic skills. EXTRA – from Instructor Development Academy notes Variables to consider in the adult learning process: Age and maturity Learner goals Self image of the learner Cultural background Experience Educational level Job position Learning style

Adult Learners Need to be treated as adults. Are self-directed.
Are often self-directed and used to making decisions for themselves.

Have specific and immediate learning needs and goals. Have specific and immediate learning needs and goals.

Have specific and immediate learning needs and goals. Are generally very busy. Are generally very busy.

Have specific and immediate learning needs and goals. Are generally very busy. Have limited time. Have limited time to participate or do homework. Have personal responsibilities that limit their attention span. May have barriers to regular attendance.

Have specific and immediate learning needs and goals. Are generally very busy. Have limited time. Have personal responsibilities. Have personal responsibilities that limit their attention span. May have barriers to regular attendance.

Have specific and immediate learning needs and goals. Are generally very busy. Have limited time. Have personal responsibilities. May have barriers to attendance. May have barriers to regular attendance.

Have specific and immediate learning needs and goals. Are generally very busy. Have limited time. Have personal responsibilities. May have barriers to attendance. Have a wealth of experiences.

Have specific and immediate learning needs and goals. Are generally very busy. Have limited time. Have personal responsibilities. May have barriers to attendance. Have a wealth of experiences. Often feel insecure. May feel insecure about … their literacy skills learning new things coming to a program

Have specific and immediate learning needs and goals. Are generally very busy. Have limited time. Have personal responsibilities. May have barriers to attendance. Have a wealth of experiences. Often feel insecure. Have values and beliefs. Have values and beliefs based on their cultural and ethnic backgrounds that may be very different from your beliefs.

Have specific and immediate learning needs and goals. Are generally very busy. Have limited time. Have personal responsibilities. May have barriers to attendance. Have a wealth of experiences. Often feel insecure. Have values and beliefs. Learn best when learning is relevant. Learn best when learning relates to their day to day lives.

Have specific and immediate learning needs and goals. Are generally very busy. Have limited time. Have personal responsibilities. May have barriers to attendance. Have a wealth of experiences. Often feel insecure. Have values and beliefs. Learn best when learning is relevant. Are not a captive audience. Are not a captive audience; they can vote with their feet. Very often, adults new to literacy programs have recently undergone some major change in life that has prompted them to improve their literacy skills. If what you are offering does not help them address their immediate needs they can leave.

Adults Learn Best When…
They have input into the selection of the content and even development of the learning experiences. These slides do not correspond with TTCC Handout AL 1, they are from the book “Sit and Get” Won’t Grow Dendrites by Marcia Tate. Comments in the notes sections will tie the slides into the TTCC Handout AL 1. Remind potential tutors to think of themselves as the adult learner as you go through these characteristics. These slides may be a bit repetitious - as adult learners, repetition is good. Sometimes restating things helps to get the point across. Learners also need to be ready to learn; the time must be right for them. As mentioned earlier, change has often recently occurred and they must be ready to make a commitment to improving literacy skills. They will benefit from understanding why something is important to know or do. Adults learn best when they are given an opportunity to learn in their own way. From “Sit and Get” Won’t Grow Dendrites, Marcia Tate

They have input into the selection of the content and even development of the learning experiences. The learning is connected to the vast background of knowledge and experience that the adult brings to the table.

They have input into the selection of the content and even development of the learning experiences. The learning is connected to the vast background of knowledge and experience that the adult brings to the table. The learning is both received and processed in more than one way. The learner should be given the opportunity to learn in his/her own way and learning should be experiential; in other words, they should be given the opportunity to learn by doing.

They have input into the selection of the content and even development of the learning experiences. The learning is connected to the vast background of knowledge and experience that the adult brings to the table. The learning is both received and processed in more than one way. The learning is collegial (mutually respectful) and directed at solving specific job-related problems. The process of learning should be positive and encouraging and they should receive ongoing specific feedback and support.

They have input into the selection of the content and even development of the learning experiences. The learning is connected to the vast background of knowledge and experience that the adult brings to the table. The learning is both received and processed in more than one way. The learning is collegial and directed at solving specific job-related problems. They have ample opportunity to reflect on the implementation of new competencies. So, what does all this mean for instruction? Contextual, authentic, meaningful materials. Combination of workbooks and real life materials. Let the learner determine topics, materials, etc. Learning is LEARNER-CENTERED and you need to meet them where they are. Provide choices.

What implications could this have for instruction?
Encourage discussion about how potential tutors think this information will impact their tutoring instruction. Talk about how it applies to them as adult learners. As you go throughout this training, engage participants as much as possible and demonstrate the theories you are teaching, don’t just read about them.

Goal Setting TTCC handouts GS1, GS 2 and GS 3.

Goal Setting Asking “Why” at least three times will get to a deeper answer to the question. “Why did you come to the program?” “Why do you want to get your GED?” “Why do you want to get a better job?” TTCC Handout GS1 You can use the example of a new learner stating that he/she wants to get a high school equivalency diploma (GED) and the response to the second question being “Because I want to get a better job”. The individual might want to get a better job because he/she no longer wants to live with his/her mom and wants to become more independent. Keep digging down into an imaginary scenario to demonstrate that you can find out that the learner is going to be motivated by remembering that each step of instruction is getting him/her closer to getting an apartment.

Specific Measurable Achievable Relevant Timely
TTCC handout GS 2 Short-term goal example: I would like to complete my homework for the next 5 out of 6 tutoring sessions with 80% accuracy.

Everyone should have a copy of this worksheet. TTCC Handout GS3
If time permits, have participants work in pairs or small groups and develop a SMART long term goal for Tracy (from the first meeting scenario). This goal will be used during a later activity. Stress the importance of the need for specificity. Explain that the more specific the goal is, the easier it is for both the tutor and the learner to know when a goal has been accomplished. You can refer to the completed goal worksheet to further discuss how to make a goal SMART.

Activity Using the First Meeting scenario work in pairs to develop one long term SMART goal. Sharing and discussion Use materials and discussion shared so far and have them work in pairs to develop a long range goal. Share long term SMART goals and discuss the process

Learning Styles TTCC Handouts LS1, LS2, and LS3
From Instructor Development Academy materials Expectations of Adult Learners – they need an “active learning” style that: Provides a sense of direction (WIIFM) Acknowledges adult learners’ base of experience Provides goal orientation Allows for real world application Adults need to experience four stages of learning. First they need to participate in the learning. Information is gathered through senses and experiencing. Reflection must occur to process the meaning of what happened during the participation process. Structuring allows the learner to organize the information gathered in order t o predict/theorize how it will apply in other situations. Experimentation allows the learner to try out his theory with strategies that would allow for real life application.

Learning Styles Visual Auditory Tactile/Kinesthetic
Mention that some researchers include reading/writing as a separate learning style. In TTCC Handout LS1 notes indicate when a style would be reading or writing. Be aware that you will tend to teach to your most preferred learning style Cover as many of the learning styles in each tutoring session as possible to increase retention.

Characteristics of Learning Styles
Learns by doing and being physically involved in a task Learns by visualizing and by looking at text, charts, pictures, etc. Refer to TTCC Handouts LS1 and 3 for more discussion on the characteristics of each learning style and how to teach to make the most of each preference. Have everyone do a learning styles inventory (TTCC handout LS2) or work in pairs and give it to a partner, like they might with a learner. First guess what you think the partner’s preferred learning style is. (Talk about how jobs, hobbies, etc can indicate which learning preference someone might have.) Learns by listening and discussing

Direct Instruction and Lesson Planning

Direct Instruction Pre-lesson activities
Presenting/modeling new concepts and skills Guided practice Independent practice TTCC Handout LP1 These components of direct instruction provide a good framework for a lesson plan. Upcoming slides go into more detail on each component

Pre-lesson Activities
Focus on the learner. Review the past lesson. State the learning objectives. Relate learning objectives to learner’s goals. Activate prior knowledge. Preview texts and vocabulary. TTCC Handout LP1 State the learning objectives and explain why they are important steps toward attaining student goals. Connect new content to students’ past learning and experiences – activate their prior knowledge. Preview texts and new vocabulary to be used in lesson.

Modeling Introduce new concept or skill. Think aloud.
What and why. How. Think aloud. Teach first, ask a question, listen to the response and provide feedback. Feedback: Echo when a student responds correctly. Elaborate when a student is partially correct. Explain when the response is incorrect. TTCC Handout LP1 Introduce new concept or skill. What it is and why it is important. How it is done. Think aloud while modeling the new concept or skill. Teach first, ask a question, listen to the response and provide feedback. Feedback: Echo when a student responds correctly. Elaborate in your own words when a student is partially correct to make sure the correct response is understood. Explain when the response is incorrect.

Guided Practice Lead the activity and gradually release responsibility to the learner. Provide feedback. TTCC Handout LP1 Direct instruction may also be called scaffolded instruction or gradual release of responsibility. Feedback should be goal-referenced, tangible/transparent, actionable, user-friendly, timely, ongoing, consistent.

Independent Practice Clearly state expectations for how the activity should be done. Provide opportunities for extending learning to real- life situations. Provide feedback. TTCC Handout LP1 Again, feedback should be goal-referenced, tangible/transparent, actionable, user-friendly, timely, ongoing, consistent.

TTCC Handout LP2 – everyone will need a copy for an upcoming activity.
Briefly go over this template and discuss how it correlates to the components of direct instruction. We will come back to it after more discussion on lesson plans.

Lesson Planning Principles
Lessons should revolve around the learner’s goals. TTCC Handout LP3 This is the first of five general principles to keep in mind as you plan your lessons. Lessons should be based on learning objectives that are steps toward attaining the learner’s goals. Make this connection explicit – it may not always be clear to the learner.

Lessons should revolve around the learner’s goals. Lessons should build on each other.

Lessons should revolve around the learner’s goals. Lessons should build on each other. Each lesson should include time for review and reinforcement. If the provided lesson plan template is followed, review and reinforcement are part of the plan.

Lessons should revolve around the learner’s goals. Lessons should build on each other. Each lesson should include time for review and reinforcement. Each lesson should integrate all four communication tools. Listening, reading, writing and speaking – this also helps ensure that all learning styles are addressed

Lessons should revolve around the learner’s goals. Lessons should build on each other. Each lesson should include time for review and reinforcement. Each lesson should integrate all four communication tools. New knowledge. The learner should learn something new in each lesson. For lower level learners this may mean relearning something that was already learned. For more advanced learners, they may learn a more complex concept or skill or they may learn multiple new things.

TTCC Handout LP2 – everyone will need a copy.
Have people work in pairs or small groups and develop a lesson plan for Tracy, the learner from the first meeting scenario, and build on the SMART goal that was developed when discussing goal setting.

Effective Instruction
TTCC Handout IT1 Instructional Techniques

Teaching Strategies Clearly explain what they will be doing and why.
TTCC Handout IT1 While these strategies have been identified as successful strategies for learners with learning differences; all adult learners will benefit from the use of these approaches. Clearly explain to students what they will be doing and why.

Only provide essential directions. Reduce directions to only what is essential; be very specific about what you are asking the student to do.

Only provide essential directions. Break tasks into small chunks. Break tasks into small parts or pieces; in other words, present information in small, logical steps and build on what is already known.

Only provide essential directions. Break tasks into small chunks. Be concrete; give examples.

Only provide essential directions. Break tasks into small chunks. Be concrete; give examples. Relate material to daily life and previous lessons. Relate new material to students’ everyday lives and make connections to previous lessons.

Only provide essential directions. Break tasks into small chunks. Be concrete; give examples. Relate material to daily life and previous lessons. S L O W D O W N. SLOW DOWN. Reduce stress by setting a slower pace.

Only provide essential directions. Break tasks into small chunks. Be concrete; give examples. Relate material to daily life and previous lessons. S L O W D O W N. Establish concrete SMART goals.

Only provide essential directions. Break tasks into small chunks. Be concrete; give examples. Relate material to daily life and previous lessons. S L O W D O W N. Establish concrete SMART goals. Enable and expect success. Enable and expect success. Provide the support and resources needed for the learner to achieve success and provide clear proof of successes achieved.

Only provide essential directions. Break tasks into small chunks. Be concrete; give examples. Relate material to daily life and previous lessons. S L O W D O W N. Establish concrete SMART goals. Enable and expect success. Give appropriate feedback. Give appropriate praise; provide frequent and focused feedback. (Instead of “Good job” say “That is a very well written sentence. You used very descriptive words.”)

Only provide essential directions. Break tasks into small chunks. Be concrete; give examples. Relate material to daily life and previous lessons. S L O W D O W N. Establish concrete SMART goals. Enable and expect success. Give appropriate feedback. Practice, practice, practice! Encourage repetition and review to increase retention. Practice, practice, practice!

Only provide essential directions. Break tasks into small chunks. Be concrete; give examples. Relate material to daily life and previous lessons. S L O W D O W N. Establish concrete SMART goals. Enable and expect success. Give appropriate feedback. Practice, practice, practice! Fill in information gaps . Fill in information gaps (you must be sure the foundation is strong). For example, does the learner have a clear understanding of ways to decode words? Be careful not to assume that all the foundational knowledge exists.

Only provide essential directions. Break tasks into small chunks. Be concrete; give examples. Relate material to daily life and previous lessons. S L O W D O W N. Establish concrete SMART goals. Enable and expect success. Give appropriate feedback. Practice, practice, practice! Fill in information gaps . Provide high-interest material.

Teaching Strategies Relate activities to real-life situations.

Teaching Strategies Relate activities to real-life situations.
Establish a safe environment. Establish a safe environment; avoid distractions and meet in a quiet place.

Establish a safe environment. Teach organizational skills. Teach organization. Use organizational aids such as 3 ring binders, calendars, folders, etc.

Establish a safe environment. Teach organizational skills. Teach memory clues, such as mnemonics.

Establish a safe environment. Teach organizational skills. Teach memory clues, such as mnemonics. Teach study and test-taking skills.

Establish a safe environment. Teach organizational skills. Teach memory clues, such as mnemonics. Teach study and test-taking skills. Illustrate in multiple ways. Illustrate with analogies, examples, diagrams, pictures, and graphic organizers.

Establish a safe environment. Teach organizational skills. Teach memory clues, such as mnemonics. Teach study and test-taking skills. Illustrate in multiple ways. Use technology.

Establish a safe environment. Teach organizational skills. Teach memory clues, such as mnemonics. Teach study and test-taking skills. Illustrate in multiple ways. Use technology. Use alternative instructional techniques.

Establish a safe environment. Teach organizational skills. Teach memory clues, such as mnemonics. Teach study and test-taking skills. Illustrate in multiple ways. Use technology. Use alternative instructional techniques. Use a variety of aids. Use a variety of aids to help learner retain information including flash cards, word and number games, crossword puzzles, maps, color-coding, etc.

Establish a safe environment. Teach organizational skills. Teach memory clues, such as mnemonics. Teach study and test-taking skills. Illustrate in multiple ways. Use technology. Use alternative instructional techniques. Use a variety of aids. Have students demonstrate understanding. Have students demonstrate understanding instead of asking “Do you understand?”

Establish a safe environment. Teach organizational skills. Teach memory clues, such as mnemonics. Teach study and test-taking skills. Illustrate in multiple ways. Use technology. Use alternative instructional techniques. Use a variety of aids. Have students demonstrate understanding. “What questions do you have?” Ask “What questions do you have?” instead of “Do you have any questions?”

Teaching SMARTER TTCC Handout IT2

TTCC Handout IT2 Lenz, B.K., & Scanlon, D. (1998). SMARTER teaching: Developing accommodations to reduce cognitive barriers for individuals with learning disabilities. Perspectives, 24 (3), 16–19.

Graphic Organizers

TTCC Handout GO1 Graphic organizers are a good way to use visuals in instruction. They also provide a way for learner’s to map out their thoughts and ideas. Webs A web graphic organizer is a good way to connect ideas and concepts.

TTCC Handout GO2 Story Map A story map helps students analyze the elements of a narrative.

Reading & Writing Instruction

The Reading Process TTCC Handout R1

Hearing and manipulating spoken sounds
Phonemic Awareness TTCC Handout R2 Hearing and manipulating spoken sounds

Phonemic Awareness Improves students' word recognition and comprehension. Helps students learn to spell. It involves being able to: Hear rhymes. Identify beginning, middle, and ending sounds. Combine or blend sounds. Break up or segment sounds. Manipulate sounds to make new words. Phonemic awareness is the ability to hear sounds in spoken language.

Phonemic Awareness To help students develop phonemic awareness:
Identify and categorize sounds. Blend sounds to form words. Segment sounds in words. Delete or add sounds to form new words. Substitute sounds to make new words.

Phonics Instruction and Word Recognition Skills
TTCC Handout R3

PI and Word Recognition Skills
Letter-sound relationships Sight words Context clues Word relationships Syllables Inflectional endings PI – Phonics instruction

Phonics Relationships between letters and sounds.
Phonics instruction teaches the relationships between the letters of written language and the sounds of spoken language. Phonics relies heavily on a reader’s phonemic awareness. Phonics instruction helps readers determine the sounds in unfamiliar written words. Phonics can be used to decode and understand new words. Phonics Phonics is the system of relationships between letters and sounds in a language. Phonics instruction helps students learn the relationships between the letters of written language and the sounds of spoken language. For example, the letter m represents the sound /m/, and that it is the first letter in words such as mouse. Phonics relies heavily on a reader’s phonemic awareness. The reader must be able to hear, identify, and manipulate sounds in order to understand phonics. The goal of phonics instruction is to help readers quickly determine the sounds in unfamiliar written words. When readers encounter new words in texts, they can use phonics to decode and understand them.

Word Recognition Skills
High-frequency/sight words. Context clues. Word relationships. Affixes. Inflectional endings. Because English is a language made up of many other languages, some words are exceptions to phonics rules. There are word recognition skills that students can use to figure out those words. Some common skills include: High-frequency/sight words: Words that are commonly encountered and should be recognized automatically when reading. Context clues: Figuring out unknown words from clues in the text. Word relationships: Such as synonyms and antonyms. Affixes: Using root words, prefixes, and suffixes to figure out unknown words. Inflectional endings: When one or more letters are added to the end of a word to change its meaning, such as the letter s and the letters es, ing, ed, and es.

Reading with expression, phrasing, accuracy, and comprehension
Fluency TTCC Handout R4 Reading with expression, phrasing, accuracy, and comprehension

Fluency Fluency provides a bridge between word recognition and comprehension of a text. Readers who have not yet developed fluency read slowly. Fluent readers can recognize most words and comprehend the meaning of the text at the same time. To increase fluency, you can work on reading: In phrases. With expression. With accuracy. Rate. Fluency is the ability to read a text at an appropriate pace, with accuracy and expression. Fluency provides a bridge between word recognition and comprehension of a text. Readers who have not yet developed fluency read slowly, word by word. Because they have to concentrate on decoding words, they cannot focus their attention on what the text means. Fluent readers can recognize most words and comprehend the meaning of the text at the same time. To help students become fluent readers, you can work on: Reading in phrases. Reading with expression. Reading with accuracy. Reading rate.

Reading Comprehension
TTCC Handout R5 Strategies to obtain meaning from text

Reading Comprehension
Reading comprehension strategies can be used before, during, and after reading. Students should know how to monitor their comprehension and use fix-it strategies when they don’t understand. Name each strategy and refer to it by name. Encourage students to use strategies in a way that makes sense to them. Reading comprehension strategies range from simple recall from a text to analyzing, evaluating, and synthesizing ideas from multiple texts. Reading comprehension strategies can be used before, during, and after reading. Students should know how to monitor their comprehension and use fix-it strategies when they don’t understand. When teaching comprehension strategies, it is a good idea to name each strategy and refer to it by name, as this increases the likelihood that students will use it on their own. Encourage students to use strategies in a way that makes sense to them.

Research-based Strategies
Summarizing Identifying text structures Close reading Synthesizing ideas Analyzing individuals, events, and ideas in a text Comparing and contrasting texts Establishing a purpose for reading Previewing a text Activating prior knowledge Identifying the main idea Determining the author’s purpose and point of view Making inferences Asking and answering questions The following are research-based reading comprehension strategies: Establishing a purpose for reading Previewing a text Activating prior knowledge Identifying the main idea Determining the author’s purpose and point of view Making inferences Asking and answering questions Summarizing Identifying text structures Close reading Synthesizing ideas Analyzing individuals, events, and ideas in a text Comparing and contrasting texts

Vocabulary Development
TTCC Handout R6 Begins with phonics and word recognition skills and continues throughout the reading process.

Vocabulary development begins with phonics and word recognition skills, and continues throughout the reading process as students read more complex texts and encounter new words. Word recognition skills include: Context clues Word relationships Word parts Inflectional endings High-frequency and sight words

Tier 1, 2, and 3 Words Beginning level readers will most often encounter Tier I words. Intermediate level readers should focus on Tier 2 words, which are considered general academic words. Advanced level readers can focus on Tier 3 words.

The Writing Process TTCC Handout W1

Pre-writing or planning
The Writing Process Pre-writing or planning Drafting Revising Editing Publishing TTCC Handout W1 Pre-writing or planning: Includes brainstorming, listing ideas, outlining key points, and conducting research. Drafting: Involves the development of a first or rough draft. Revising: Focuses on revising the first draft with regard to its meaning, organization, tone, and style. Editing: Involves proofreading to check grammar, spelling, punctuation, capitalization, and other language conventions. Publishing: The final draft.

Argument Rubric TTCC Handout W2 (screen shot only shows portion of rubric) Use this rubric to identify students’ strengths and areas needing work. Give students a copy of the rubric before they write so they can see what is important and do their own self-assessment before handing in their writing.

Informative Writing Rubric
TTCC Handout W3 (screen shot only shows portion of rubric) Use this rubric to identify students’ strengths and areas needing work. Give students a copy of the rubric before they write so they can see what is important and do their own self-assessment before handing in their writing.

Narrative Writing Rubric
TTCC Handout W3 (screen shot only shows portion of rubric) Use this rubric to identify students’ strengths and areas needing work. Give students a copy of the rubric before they write so they can see what is important and do their own self-assessment before handing in their writing.

Review

What do you remember about…
Teaching adults Goalsetting Learning styles/differences Effective instructional strategies Reading and writing instruction

Tutoring Resources

College and Career Readiness Standards

Standards College and Career Readiness Standards
Subset of Common Core State Standards Tool for instruction Provides information on what learners should know and be able to do CCRS and Standards Aligned System Crosswalk College and Career Readiness Standards for Tutors CCR Standards Resources ~ PA Adult Education Resources Site

TLC’s Online Resources http://tlcliteracy.org/
Dropbox link Basic Tutor Training materials TLC’s website is full of resources for tutors (and tutor coordinators). TLC also has a dropbox folder with basic tutor training materials, including the power point and handouts.

Various Resources American English as a Second Pronunciation: An online learning program for ESL students and ESL teachers Clarke, Mallory. Goodwill Literacy Tutor Handbook. Fifth edition. Goodwill Literacy. Seattle, WA Instant Online Puzzle-Maker Pennsylvania Adult Education Resources Site Schwarz, Judy. Another Door to Learning: True Stories of Learning Disabled Children & Adults, and the Keys to Their Success. New York, NY: Crossroads Publishing Company, 1994. Tate, Marcia. “Sit and Get” Won’t Grow Dendrites: 20 Professional Learning Strategies that Engage the Adult Brain. Corwin, 2004. Teaching Adults: A Literacy Resource Book. Syracuse, NY: New Reader’s Press, 2003. Teaching Adults to Read – A Summary of Scientifically based Research Principles Tutoring Adult Learners Using the Internet Tutors of Literacy Resource Site American English as a Second Pronunciation; An Online Learning Program for ESL Students and ESL Teachers - Clarke, Mallory. Goodwill Literacy Tutor Handbook. Fifth edition. Goodwill Literacy. Seattle, WA Instant Online Puzzle-Maker - Pennsylvania Adult Education Resources - A Summary of Scientifically Based Research Principles: Teaching Adults to Read - Tate, Marcia. “Sit and Get” Won’t Grow Dendrites: 20 Professional Learning Strategies that Engage the Adult Brain. Corwin, 2004. Teaching Adults: A Literacy Resource Book. Syracuse, NY: New Reader’s Press, 2003. TLC’s website -

Reflections & Questions
Evaluations Can complete the third column of the KWL chart, if used earlier in training. I like to gather the completed KWL charts to guide my planning for future trainings. Please have participants complete an evaluation of the training. A copy of TLC’s can be provided or you can use an agency template.

Contact Information

Thank you for your time and participation.
TLC contact information tlcliteracy.org

Tutors of Literacy in the Commonwealth tlcliteracy.org

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