READ TO LEARN Fall/Winter 2017
This issue: Tracking Hours Spent Outside Class "Parking Lot" Q & A Make a Difference Day Registration Volunteers Spring Schedule Returning Tutor Training
LETTER FROM JO ANN The end of a semester is a time of
On behalf of the Read to Learn staff, I
reflection for me. I am grateful for
would like to say THANK YOU for all
the opportunity and privilege we
you do and to let you know that you
have to help adult learners
are greatly valued and appreciated!
improve their English skills and the ways this helps them in their daily
Have a blessed holiday season, and we
lives. I am also grateful for each of
look forward to seeing you in January
you, who volunteer your time and
at tutor training!
effort each week to help your adult learner achieve his or her
Warmly,
individual goal.
Jo Ann Fletcher Read to Learn Program Coordinator
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TRACKING HOURS SPENT OUTSIDE OF CLASS If you meet with your adult learner outside of class for any reason (e.g. shopping, special field trip, lunch/coffee, make up of missed class, etc.) or do any outside preparation for class (e.g. search the internet for materials, look for library books, etc.), it is important that you record that time on a "Time Spent Outside RTL Class Tutor/Student Log." (See the form above). Forms are available at your site or from your site supervisor. Completed forms should be given to your site supervisor by the end of the semester. If you meet with your adult learner over a semester break, follow the directions on the
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back of the form for where/how to submit your completed forms. As part of our reporting requirements to the state, we provide the total number of adult learner and volunteer tutor hours spent both in and outside class. These numbers can affect the grant money we receive, so it is critical that we report any and all hours. If you have any questions, feel free to contact your Site Supervisor or any of the Read to Learn program staff. We appreciate everything you do for your adult learner and want to be sure proper credit is given for your time.
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"PARKING LOT" Q & A By Jo Ann Fletcher We try to address most questions when
Q: "Can conversation circles also be used to
they're asked at tutor training, however,
teach or increase fluency?"
because of time constraints or other concerns, we sometimes "park" questions
A: The purpose of conversation circles is to help
for later discussion. Below are the answers
adult learners practice conversational English in
to the questions received at our tutor
a more relaxed, nonjudgmental environment.
training sessions on August 25-26, 2017.
Fluency is a different skill, so my recommendation would be to keep them separate.
Q: "How do tutors have time to have students repeat things 40 to 60 times?" A: Repetition and review are essential to successful learning. The goal is mastery of a skill, whether it be reading comprehension, fluency, pronunciation, vocabulary, etc. What's most important is taking the necessary time to help your adult learner master a skill and not focus necessarily on a given number of times to repeat or review material. Q: "Program goal sheets emphasize measurable reading goals, but many of our students are seeking to improve their speaking skills. How do we reconcile the verbal goals to the reading goals and make them measurable?" A: An improvement in speaking skills is highly subjective and up to individual evaluation and interpretation. There is no way to definitively measure "improvement." Without a way to measure achievement, it becomes more of a "statement" rather than a "goal."
Q: "Many adult learners ask for more opportunities for conversation. They want to hear more English from English-speaking people." A: Besides the opportunity to speak with their tutor one-to-one and to speak with classmates/tutors during group activities, a separate conversation class may be helpful. Some libraries offer such classes for free. Encourage your adult learner to check out their local library (or go with them as an outside-ofclass activity) or look online for opportunities elsewhere. We try to keep an updated list of those programs we are aware of, but there may be more out there for the finding. Remember, tutors and learners only meet once a week for 2 1/2 hours. Learners need to find other opportunities outside of class for additional practice as well. Q: "Will the site supervisor give us specific materials so we can easily judge our student's fluency?" A: You don't need special materials to practice fluency with your adult learner. Any reading passage will do. Things to listen for: Is your
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"PARKING LOT" Q & A (Continued) learner reading at a conversational rate or
more level-appropriate choices. Also, many
do they stop to sound out words? Do they
factors can influence a student's test
pause at commas and for periods at the
results: test anxiety, fatigue, problems at home,
end of a sentence? Does their
etc. Plus, all TABE assesses is reading level. It
expression change when a sentence ends
does not reflect a learner's ability in any other
with a question mark or an exclamation
area of literacy. Don't get too hung up on test
point? Fluency, simply defined, is reading
scores. While they are a way to measure the
out loud with smoothness and ease.
effectiveness of our program, they should not be used as the sole evaluator of a learner's
Q: "What is STAR Training? What do the
English language skills.
letters mean?" Q: "What grades are associated with the A: The letters stand for STudent
categories: Beginner, Intermediate High,
Achievement in Reading. An initiative of
Intermediate Low, and Advanced?"
the U.S. Department of Education's Office of Career, Technical, and Adult Education
A.The structure of the TABE (Test of Adult
(OCTAE), STAR was created to assist state
Basic Education) test is such that there is not a
and local programs in making system and
simple answer to that question. There are
instructional changes required to improve
grade level equivalents within each of the four
the quality of reading instruction in adult
test levels (E, M, D, A), so it's not possible to
basic education (ABE) classrooms. Both
provide a clearer understanding in the space
the Read to Learn Program Coordinator
we have to respond.
and Coordinator of Volunteer Services, as well as other Adult Education and Family
Q: "Why is tutoring in the Women's and
Literacy (AEFL) staff, have gone through
Children's Center not listed on the Returning
STAR training.
Tutor Site Preference Form?"
Q: "Students' grade levels do not match
A: Read to Learn provides the Site Supervisor
with their comprehension of the language.
and tutors for the Women's and Children's
Often the grade levels are higher than
Center, but all other administration (including
their understanding of the English
registration and testing) is done by them. The
language."
tutoring site there is more of a collaborative effort between the two programs. We also use a
A: Or even lower! Both are common
different tutoring model for the Women's and
occurrences. Test scores are a guide or a
Children's Center (small group vs. one-to-one).
beginning point for site supervisors when
Lastly, unlike our other sites, it is limited to
they are creating lesson plans. If you
women tutors only.
discover the materials provided for your learner are too easy or too hard, it is your responsibility to communicate that to your site supervisor. She can then make
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Thanks for your questions! Keep them coming! 847-718-7724
Indian Trails Public Library Site
Rolling Meadows High School Site
Make A Difference Day In October our Read to Learn sites made a difference in our communities by donating food and paper products to local food pantries.
Prince of Peace Lutheran Church Site
Many Thanks to our Registration Volunteers!
Volunteers are essential to helping our students register at the beginning of each semester. It takes a well-prepared team of tutors to keep paperwork organized, assist with the testing procedure, and make sure students have all the information they need to begin a successful semester. Pictured are just a few of those who helped with our Fall 2017 registration.
Peggy Tschannen, Judy Salganik, Nancy Mieszala, and Pat Denman, ITPL
Marlene Delaney and Margaret Reed, WHS
Connie Wilson, RMHS and WHS
ce.d214.org/readtolearn
847-718-7724
ce.d214.org/readtolearn
847-718-7724
Save the Date Returning Tutor Training January 26 and 27, 2018 (You only need to attend one date) Registration 9:45 a.m. Workshop 10:15 a.m. - noon Training location: Forest View Educational Center 2121 S. Goebbert Road Arlington Heights 60005
Thank you for your continued dedication to the Read to Learn Adult Literacy/Volunteer Program. We look forward to having you join us again for the Spring semester! Please mark your calendar and plan to attend one of the Spring 2018 training sessions listed above.
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847-718-7724
Psst...Remember to "like" Read to Learn on Facebook ce.d214.org/readtolearn
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