INTRODUCTION

TO
TEACHING
ADULT LITERACY

Adult Learning and Literacy

310-800 Portage Avenue
Winnipeg, Manitoba
R3G 0N4

Manitoba Education,
Training
and Youth

Introduction To Teaching Adult Literacy

Prepared by:
Lori Herod, M.ED, B.A.

May 2001

Adult Learning and Literacy

310-800 Portage Avenue
Winnipeg, Manitoba
R3G 0N4

Manitoba Education,
Training
and Youth

Acknowledgement

The office of Adult Literacy and Learning wishes to thank the following
organizations for making this course material possible:

The National Literacy Secretariat (funding)

The Brandon Literacy Council (sponsorship)

COURSE INFORMATION

General
Introduction to Teaching Adult Literacy is offered by the Adult Learning and
Literacy (AL&L) office of the Manitoba Ministry of Education, Training and Youth.
It is designed to introduce newcomers in the field to the theory and practice of
adult literacy, and is a prerequisite for all other literacy instructor certification
courses. It takes approximately 18-20 hours to complete, and is being offered
here as a pilot in correspondence mode. It is also available in-class and via the
Internet.
All requirements (i.e., written and practicum assignments) must be completed in
order to receive the Level 1 Certification. If you are not interested in the
certification, then the practicum is optional. If you choose only to do the written
assignments, once they are completed you will receive a "Complete" for the
course versus certification.
Objectives
The intent of this course is to:

discuss definitions of "literacy"

examine the field of adult literacy in Canada and Manitoba

familiarize participants with the basic concepts of adult learning theory

examine basic practices of teaching adult literacy including content and

process concerns

introduce participants to online learning

provide students with some face-to-face experience in teaching and

learning at a local adult literacy program

Course Package
Once you have registered with the AL&L office, you will be sent the following two
resources for use in the course. Please contact the office if you do not receive
these.
1. Norton, M. (1988). Journeyworkers Approaches to Literacy Education with
Adults: Tutor's Handbook. Calgary: The Alberta Educational
Communications Corporation.
2. Creative Student Assessment: A Guide to Developing Meaningful
Evaluation. Winnipeg, MB: Adult Learning and Literacy.

Assignments and Evaluation

There are four modules that you will need to complete written assignments for.
A fifth module involves a practicum assignment in which you are required to
contact a local literacy program of your choosing and complete an assignment
(see Module 6). A directory of adult literacy programs in Manitoba and their
contacts is available through the AL&L office in either Winnipeg or Brandon, or
downloaded from the Internet at:

http://arthur.merlin.mb.ca/~alce/TeachCrseInfo.htm under the section

"Assignments and Evaluation."

The course will be evaluated on a "Complete/Incomplete" basis. There are

assignments at the end of each module that should be completed at your own
pace. Completed assignments should be forwarded as a package to the Pilot
Coordinator, Lori Herod at:

Postal Address: 3915 Centennial Blvd., Brandon, MB R7B 2X2

Email: [email protected]

Questions, Comments, Assistance

If you have any questions about this course, please contact the Pilot Coordinator,
Lori Herod, as follows:

Telephone: (204) 726-5002 in Brandon, or toll free at 1-888-703-8398

Email: [email protected]

If you require assistance, clarification or have questions or comments about

anything other than the course, please contact the AL&L office via one of the
following methods:

Telephone: (204) 945-8247 in Winnipeg or 1-800-282-8069 ext. 8247 (Toll

free).

Postal Address: Correspondence Courses, 310-800 Portage Avenue,

Winnipeg, Manitoba R3G 0N4

E-mail: [email protected]

Fax: (204) 948-1008

TABLE OF CONTENTS
Page
Course Information

Module 1 - Introduction to Adult Literacy

Defining Literacy
Literacy in Canada
Literacy in Manitoba
Conclusion
Assignment
Annex A - Manitoba Literacy Practitioner Certification Program

Module 2 - Adult Learning Theory

Introduction
Adult Learning Theory
The Needs of Adult Literacy Learners
Meet Some Literacy Learners
Conclusion
Assignment

Module 3 - The Process of Teaching and Learning

Introduction
The Role of the Tutor
Goal Setting
Lesson Planning
Initial/Ongoing Assessment
Learning Styles
Authentic Learning
Conclusion
Assignment
Annex A - Goal Planning Form
Annex B - Lesson Planning Form
Annex C - Lesson Closure Form

4
8
12
13
14
15
18
18
18
19
20
23
24
25
25
25
26
27
30
32
34
36
37
38
39
40

Module 4 - Adult Literacy Core Content Areas

Introduction
Integrated Curriculum
Core Content Areas
o Reading
o Writing
o Spelling
o Numeracy
o The Computer
Conclusion
Assignment
Annexes
o A: Reading Techniques
o B: Writing Techniques
o C: Spelling Techniques

Module 5 - Working with Aboriginal Learners

Aboriginal Culture and Learning

Teaching and Learning Techniques
Conclusion
Resources
Assignment

41
41
41
41
47
51
56
58
60
61
62
64
66
71
71
73
75
75
76

Module 6 - Practicum Assignment

Letter: Practicum Assignment
Lesson Planning Form
Lesson Closure Form
Tutor Assessment Form

77
80
81
82
83

References

84

MODULE 1: INTRODUCTION
TO ADULT LITERACY

Module Outline

Defining Literacy
Literacy in Canada
Literacy in Manitoba
Conclusion
Assignment
Annex

Defining Literacy
What do we mean when we say someone is literate/illiterate? At first glance this
might seem like a simple question with a simple answer--being literate means
you can read/write and being illiterate means you can't. Upon closer examination,
however, it can be seen that this is a rather simplistic definition and not overly
useful. For example, what if a person can read a paragraph or two, but can't read
a full book, use the Index or Table of Contents, write a paragraph or two, and so
on? Can this person rightly be described as literate? Not really.
Consider the following definitions of literacy:

Manitoba Education and Training, Recommendations of the Manitoba

Task Force on Literacy, 1989, p. 2.
Illiteracy is best defined as a lack of skills perceived by individuals
or groups as being necessary to fulfill their self-determined
objectives as individuals, family and community members,
consumers, employees and members of social or religious
organizations ... Literacy is the ability to read, write, [and]
comprehend and use mathematics adequately to satisfy the
requirement the learner sets for him/herself as being important for
his/her life.

National Anti-Poverty Organization, Literacy and Poverty: A View from the

Inside, 1992, p. 15.
Traditionally, the number of completed grades of school has been
used as an indicator of level of literacy. (Individuals with less than
Grade 5 were classified as "basically illiterate;" those with more
than Grade 5, but less than Grade 9, were classified as
"functionally illiterate.") .... Most literacy advocates now believe that
grade levels are an unreliable measure of individual literacy. Many
4

people with limited formal education are literate, while a significant

number of people with high school and even post-secondary
education have problems with everyday reading and writing.

Marilyn Gillespie, Many Literacies: Modules for Training Adult Beginning

Readers and Tutors, 1990, p. 16.
To be literate means to be able to fulfill one's own goals as a family
and community member, citizen, worker, member of churches,
clubs and other organizations you choose. This means being able
to get information and use it to improve your life, being able to use
reading and writing to do the things you decide to do, and being
able to use literacy as a tool to solve problems you face in everyday
life.

Ennis & Woodrow, Learning Together: The Challenge of Adult Literacy,

1992, p. 9.
Adult learners view literacy as increasing their independence and
personal power to act on the world. It means a level of reading and
writing at which they can communicate with the competence they
define as necessary to deal with situations and opportunities within
their environment.

Statistics Canada, International Adult Literacy Survey, 1995, p. 14

The ability to understand and employ printed information in daily
activities, at home, at work and in the community, to achieve one's
goals and to develop one's knowledge and potential.

Nova Scotia Department of Education, Tutor and Instructor Training and

Certification Program, 1991, p. 2.
Literacy for one person is not literacy for another. Being literate
depends upon what you need or want at a specific point in time. In
this sense, literacy is a social construct ... Literacy is not something
people either have or do not have. Literacy goes beyond the
popular notion of someone who cannot read or write. It extends
across the educational spectrum and is different from place to
place. It is not something people have or do not have. The need to
upgrade skills is a part of a lifelong continuum. It is not something
that is suddenly completed.

What becomes clear is that "literacy" refers to much more than the ability to
read/write. A more inclusive definition must necessarily address the fact that at
the core of being literate is the ability to deal with information in all the various
aspects of our everyday lives. That is:
"Literacy" refers to the ability to locate,
understand, evaluate, utilize, and
convey information at home, at work,
and in the community.
It makes sense then to consider literacy/illiteracy in terms of degree; that is, as
existing along a continuum. The following levels were included in a 1994
International Adult Literacy Survey (conducted by the National Literacy
Secretariat and the Applied Research Branch of Human Resources Development
Canada and was managed by Statistics Canada in cooperation with OECD,
Eurostat, and UNESCO in 7 countries), and are useful for determining degree of
literacy/illiteracy:

Level 1 indicates very low literacy skills, where the individual may, for
example, have difficulty identifying the correct amount of medicine to give
to a child from the information found on the package.

Level 2 respondents can deal only with material that is simple, clearly laid
out and in which the tasks involved are not too complex...

Level 3 is considered as the minimum desirable threshold in many

countries...

Level 4 [and up] show increasingly higher literacy skills requiring the
ability to integrate several sources of information or solve more complex
problems...

The rapid and increasing integration of information technology, computers in

particular, into our lives has implications for any definition of literacy. The
Internet, for example, provides us with speedy access to vast amounts of
information and as such, a greater degree of critical evaluation skills are required
than ever before. Readers must be able to sift through far more information than
in the past, to the point that a new term has been coined to describe the situation
-'infoglut.'
In addition to the volume of information, is the question of the quality. Anyone
can post information to the World Wide Web. As such, much of this information
has not undergone the same scrutiny/editing as educational materials such as
textbooks and journals have. And the question of reliability of information does
not end with text. In that computers are multimedia, information is conveyed
6

using sound, images and text to a far greater extent than ever before. Images in
particular can be easily altered using sophisticated software programs; thus
critical evaluation skills are essential to both learning and living in today's society.
What are the reasons for low levels of literacy? As quoted in the Report on a
National Study of Access to Adult Basic Education Programs and Services in
Canada (Hoddinott, 1998), one adult literacy student was able to capture the
complexity and diversity of reasons in the following poem.
For whatever reason (be it poverty or ignorance) people
were held back from going to, continuing in, or finishing
school. Here are a few examples and/or reasons:
A parent dies or becomes very sick;
the child has to go to work or stay home to look after or
support the family.
It's not their fault; it still happens.
Negative messages from mother or father or anyone thinks work is better for the child, don't need an
education, won't get far anyway.
Still happens.
Get and/or got married young.
Husband and/or family keeps wife/girlfriend down, out of
school, stuck.
Still happens.
Drugs, alcohol, bad decisions.
Still happens.
Violence in the home, isolation, being denied
information about people, places, things.
Still happens,
My point is, sometimes there are circumstances beyond
our control,
and opportunities haven't always been there,
and being an adolescent and having a generational
history like any or all of the above,
it only makes sense that bad decisions are made.
Even today many teenagers leave home, get kicked out,
or have to go to work, leaving schooling behind.
And sometimes they just think they don't need to finish
school to get a job only to find out that that's not true.

In summary, as we have seen defining literacy is not a simple matter. Although

there are many definitions of literacy, the important point to keep in mind is that
literacy has to do with an individual's ability to deal effectively with information, in
whatever form it is conveyed. That is, literacy is the ability to locate, understand,
analyze, organize, and/or convey information in various forms (e.g., text,
numerically, graphically) and in various contexts (e.g., at school, the workplace,
at home).
Literacy in Canada
The most recent national level data regarding literacy in Canada comes from the
1994 International Adult Literacy Survey (IALS) mentioned above. As suggested
by the (Canadian) National Literacy Secretariat, these data indicate that:

22% of Canadians are at Level 1. These people have difficulty reading

and have few basic skills or strategies for decoding and working with text.
Generally, they are aware that they have a literacy problem;

26% of Canadians are at Level 2. These are people with limited skills who
read but do not read well. Canadians at this level can deal only with
material that is simple and clearly laid out. People at this level often do not
recognize their limitations.

33% of Canadians are at Level 3, which means that they can read well but
may have problems with more complex tasks. This level is considered by
many countries to be the minimum skill level for successful participation in
society.

Only 20% of Canadians are at Levels 4 or 5. These people have strong

literacy skills, including a wide range of reading skills and many strategies
for dealing with complex materials. These Canadians can meet most
reading demands and can handle new reading challenges.

As these data suggest, there is a substantial portion of the Canadian population

at the lower end of the literacy continuum. That is, they cannot function well in
many situations in which they need to deal with information. Putting a more
human face on this data, what this means is that at home for example, these
individuals are unable to help their children with homework, to write a note to a
8

child's teacher, read/understand the information on medicine bottles, do their own

banking, and so on. It also means their employment and/or academic
opportunities are significantly reduced, their community involvement will be
limited and their self-esteem/confidence is likely to be affected. In short, illiteracy
reaches into all corners of individuals' lives, as well as those around them.
Simply put, the main purpose of adult literacy programs is to assist individuals to
raise their level of literacy. The manner in which this is accomplished, however,
varies widely between programs depending on the curriculum and the target
population. In terms of curriculum, at present there is no standardized curriculum
at the provincial or regional level as there is in the case of public education. As
such, curriculum can and does vary from program-to-program, region-to-region,
and province-to-province.
Literacy programs can be loosely grouped into two categories:
G

General Literacy
These programs are open to any adult and do not have any particular
focus other than the general improvement of basic literacy skills. Frontier
College, for example, is a Canada-wide, volunteer-based, literacy
organization that teaches people wherever they are.

Specialized Literacy
These programs are generally open to specific groups and have a
specialized focus. Some examples include:

Workplace literacy - these programs offer literacy geared toward

employment. In some cases the program will be situated at an
employer's site and will focus both on general literacy instruction (e.g.,
reading skills), as well as specific literacy skills related to the business
(e.g., reading technical manuals).

Family literacy - these programs offer literacy instruction for the whole
family versus adults only. Often training in parenting is offered in
addition to literacy instruction.

Academic upgrading - these programs are geared toward preparing

learners for adult high school (often referred to as Adult Basic
Education [ABE]), or a General Education Development [GED] diploma
program.

Life skills & literacy - these programs offer a combination of life skills
and literacy instruction for specific at-risk populations such as inmates
in federal/provincial corrections facilities. Another example would be
family literacy programs in which parenting classes are offered in
conjunction with literacy instruction.

Aboriginal literacy - these programs are specifically geared to

address the different learning styles, experiences and preferences of
Native learners.

10

English as a Second Language (ESL) & literacy programs - although

learners in these programs most often have moderate to high literacy
levels in their primary language, they are not as competent in English.
Thus, these programs necessarily combine literacy and language
instruction.

The National Literacy Secretariat (NLS) is the primary federal government

organization in the area of literacy. It is part of Human Resources Development
Canada (HRDC) and among other things, provides and administers funding for
special projects and research related to adult literacy. Project and research
monies are distributed to national, provincial, regional or local level organizations
based on an annual proposal submission and review process. The types of
projects sponsored fall into the categories shown in the pie chart below.

NLS also funds the National Adult Literacy Database Inc. (NALD), which provides
a single-source, comprehensive, up-to-date and easily accessible database of
adult literacy programs, resources, services and activities across Canada. (The
Internet URL is http://www.nald.ca/index.htm)
Non-government literacy organizations of note at the national level include:

ABC CANADA Literacy Foundation - a joint initiative of business and

labour, supporting the development of a fully literate Canadian population
by raising awareness in the general public and in the private sector and by
providing support to local literacy groups across the country. (URL =
http://www.abc-canada.org/index.asp)

11

Movement for Canadian Literacy - a non-profit organization

representing many literacy coalitions, organizations, and individuals from
every province and territory. (URL = http://www.literacy.ca/)

Laubach Literacy of Canada - a national non-profit, charitable

organization committed to raising literacy levels by providing trained
tutors. Laubach provides training for people to improve their basic and
functional skills in reading, writing, speaking, listening, numeracy and
other life skills. (URL = http://www.laubach.ca/)

Frontier College - a Canada-wide, volunteer-based, literacy organization.

(URL = http://www.frontiercollege.ca/english/main.htm)

Literacy in Manitoba
There are no uniquely Canadian literacy standards. Rather, for national literacy
matters, Canada utilizes the standards developed in the 1994 International Adult
Literacy Survey. Each province, however, has its own set of standards. In
Manitoba three literacy stages are used, and in general these correspond or align
with the first three IALS levels. That is:

Stage One - learners at this level may be able to read a few words and
write their names, but little else. They may be considered non-functioning
in situations where literacy skills are required.

Stage Two - learners at this level have some degree of skills, but are
very limited in terms of their ability to function in situations where
anything but basic literacy abilities are required.

Stage Three - learners at this level have a moderate level of skills, but
only function modestly in the workplace and other situations requiring the
use of literacy skills.

In Manitoba, the Adult Learning and Literacy office (AL&L) of the Ministry of
Education, Training and Youth provides funding for 35 to 40 programs annually.
There are also privately funded and operated adult literacy programs. The main
office of AL&L is located in Winnipeg, with one satellite office in Brandon.
In addition to administering provincially funded adult literacy programs, AL&L
also conducts a literacy practitioner certification program. There are 3 levels of
certification and these are outlined in detail at Annex A. Courses are offered on
site at various locations around the province from September to May annually, as
well as via correspondence and more recently, using the Internet. Dates and
locations of courses/workshops are announced in the publication, Training
Events, which is sent to programs annually in September by AL&L.

12

There are many other agencies and organizations involved in literacy in

Manitoba, a small sample of which include:

Learning Disabilities Association of Manitoba - The goal of this

association is to advocate and educate about learning disabilities (LD) and
attention deficit disorders (ADD/ADHD). URL =
http://www.enable.mb.ca/enable/ldamb/

Aboriginal Literacy Foundation, Inc. - The Aboriginal Literacy

Foundation, Inc. provides student centered learning from individual to
group settings. Instruction includes beginner levels to Adult Basic
Education and GED preparation. Contact information: 181 Higgins
Avenue, Winnipeg, MB R3B 3G1. Phone: 204 - 989-8860, fax: 204-9898870, e-mail: [email protected]. URL = http://www.nald.ca/alf.htm.

Literacy Partners of Manitoba - This is a network of individuals and

groups involved in adult literacy in Manitoba. It provides networking, public
awareness, training and resources. URL = http://www.mb.literacy.ca

Conclusion
The aim of this first module was to define "literacy" and paint a general picture of
literacy in both Canada and Manitoba. As we hope you have determined from
this first module, you are entering a field where your assistance is both needed
and appreciated. The learners that you will work with are not the only ones who
will benefit; your rewards will also be many. As most experienced practitioners
and volunteers will tell you, there is nothing quite like the feeling of seeing
learners gain not only in literacy skills and knowledge, but also inevitably in selfesteem, pride and confidence.

Welcome to the wonderful world of adult

literacy!

13

ASSIGNMENT: MODULE 1
1. In your own words, please define "literacy."
2. What government department coordinates adult literacy in the province of
Manitoba?
3. What government organization coordinates adult literacy nationally?
4. Briefly explain in your own words why technology is affecting how we
define "literacy"?
5. Approximately what percentage of Canadians would have difficulty with
everyday tasks involving literacy skills?
6. What are the two basic types of literacy programs in Canada?
7. Why are you interested in becoming involved in the field of adult literacy?

14

Annex A
To Module 1
Manitoba Adult Literacy Practitioner Certification Program
Level One Introductory Skills
and Knowledge
Prerequisites

Level Two - Competency

Skills and Knowledge
Level 1 Certificate (or
comparable
experience/training)

Requirements

Completion of
Introduction to
Teaching Adult
Literacy course and
practicum

Completion of 4 core
courses and 8 optional
courses

Core Courses

1. Introduction to
Teaching Adult
Literacy

1. Assessment, Goal
Setting & Evaluation
2. Working with Multilevel Groups
3. Miscue Analysis
4. Learning Styles &
Strategies

15

Level Three - Advanced

Skills and Knowledge

Level 1 Certificate (or

comparable
experience/training)
Completion of the four
core courses for Level
2 Certification and a
minimum of four
optional courses
Two years of teaching
adult literacy learners
Experience in
designing
individualized learning
programs
Experience in training
volunteers/teachers/tut
ors in some aspect of
literacy work
Completion of a year
long project
Keep a teaching
journal
Complete a 3,500
word paper on some
aspect of literacy work
Undergo two formal
teaching evaluations
This is a 90-hour course
offered over a one-year
period. Content includes:
comparative studies of
world literacy, different
approaches to the
organization of literacy
programming, Canadian
literacy development and
practices, theories of
reading with an emphasis
on the psycholinguistic
process of reading,
theories of writing,
spelling, and numeracy,
methods and approaches
for teaching reading,
writing, spelling and
numeracy, appropriate

Optional
Courses

N/A

General

Working with Bilingual

Learners
Counseling Skills and
Literacy Work
Language Awareness:
Strategies for working
with learners who
speak non-standard
varieties of English
Developing Portfolio
assessment as a
means to evaluation

Level 1 Learners

Developing your own

materials: Teaching
without Textbooks
Getting Beginners
Writing: Strategies for
Overcoming Fears
Learning to Invent
Spelling
Where does Phonics fit
in?
Introducing Math
Concepts

Level 2 Learners

Develop journal writing

with your students
Individualizing a
Spelling Program
Strategies for
Developing Reading
Comprehension
Strategies for
Developing Fluency in
Reading
Process writing: A
Writing Workshop
Approach to Writing
Helping Students
Develop Editing Skills
Stage II Numeracy

16

evaluation and
assessment models in
literacy teaching,
counseling skills and
literacy teaching, working
with volunteers and
training practitioners
N/A

Work
Level 3 Learners

Reading
Comprehension
Strategies
Understanding Genre
Shift and Text
Structure
Developing essay
writing skills in your
students
Pre-writing Strategies
Critical thinking and
Literacy Work
Moving from the
concrete to the
abstract: introducing
higher mathematics
Language and math:
focus on work
problems

Special Interest

Working with Learners

with Special Needs
Language Awareness
Approaches with
Native Students
Teaching Seniors who
are beginners
Teaching Strategies for
Learners with Spelling
difficulties
Learning Disabled
Students and the
Workplace: Survival
Strategies
Women and Numeracy
Learning Disabilities
Practicum in Literacy
Teaching
Integrating Technology
into Adult Literacy
Programs

17

MODULE 2: ADULT
LEARNING THEORY
Module Outline

Adult Learning
Theory
The Needs of Adult
Literacy Learners
Meet Some Literacy
Learners
Conclusion
Assignment

Introduction
Teaching and learning with adult students is generally approached in a different
manner than with children. The underlying reasons for this are the focus of this
module. In addition, we will explore the needs of literacy students and meet some
typical students.
Adult Learning Theory
In the past, educators have favoured an approach termed "pedagogy" in the
classroom. This approach was developed working with elementary and
secondary school learners with whom there are developmental issues and
supervisory concerns. In a pedagogical approach, the learning environment
tended to be teacher-centred. That is, the educator determines the curriculum,
transmits the course material, assesses students, and evaluates the
course with little or no input from learners. Thanks in large part to research into
how adults learn, however, educators at all levels now tend to be shifting
toward something called "andragogy." In this approach, teaching and learning
becomes more of a collaborative affair between instructors and learners,
and involves active and authentic learning versus passive absorption of material.
The following table compares several key features of the two approaches:

Pedagogy (Teacher-centred)
Learners are dependent

Andragogy (Learner-centred)
Learners are independent, self-directed

Learners are externally motivated

(e.g., rewards, competition, etc)

Learners are intrinsically oriented (i.e.,

interested in learning for learning's
sake)

Learning environment is formal and

characterized by competitiveness and

Learning environment is more informal

and characterized by equality/mutual

18

value judgments

respect, and cooperation

Planning and assessment is

conducted solely by the teacher

Planning and assessment is a

collaborative affair (i.e., teacher and
students)

Teaching is characterized by
transmittal techniques (e.g., lectures,
assigned readings)

Teaching is characterized by inquiry

projects, experimentation, independent
study

Evaluation is accomplished mainly by

external methods (e.g., grades, tests
& quizzes)

Evaluation is characterized by selfassessment

Thus, a learner-centred or andragogical approach environment is more active,

cooperative, collaborative, and informal, and students are more independent and
responsible for their own learning. The benefit of this approach to literacy
programs in particular, is that adults often return to learning with a mixed bag of
assumptions about education, as well as past experiences that may be positive,
but more often are negative. At the very least, students most often felt ignored in
school, but commonly they had experiences in which they were shamed,
embarrassed, or ridiculed. Most students with these experiences are excited and
impressed with the atmosphere they find in learner-centred programs. They are
treated not as children, but as adults with meaningful life experiences that are
incorporated into the learning situation. They have choice and power over their
learning and this goes a very long way toward motivating students and building
their self-esteem. As a tutor then, you will need to be aware of the feelings and
memories that your student(s) may associate with school.
The Needs of Adult Literacy Learners
Literacy students will generally fall into one of two basic 'streams' based on their
reasons for wanting to improve their literacy skills as follows:

General - These learners have a desire to improve their literacy skills for
everyday living or quality of life issues. For example, they may desire to
feel less dependent on others to help them with banking, shopping, etc.
They may want to be able to better help their children with homework, or
they may want to pursue a better job.

19

Academic Upgrading - These learners want to upgrade their skills to the

level undertake a GED/high school diploma program. They may have
dropped out of school early on and now want to return to get their diploma
in the hopes of obtaining better employment or going on to university or
college.

While the formal education system (i.e., Kindergarten to Grade 12, college,
university) involves a fairly neat sequential progression through the various grade
or qualification levels, adult literacy programs who cater to students in the
general stream are generally a much 'messier' affair. As discussed in Module
One, there are three learning stages in Manitoba. Most adults, however, don't fit
neatly into a stage and instead arrive with varying abilities in the various core
skills. For example, a learner may be at Stage Two in terms of their reading,
writing and the computer, but be at Stage One in spelling and Stage Three in
numeracy. Another learner may be at Stage One across the board, while yet a
third learner may be at Stage Three in reading, writing and spelling, but Stage
One in numeracy and computer.
Thus, tutors can expect to work with individuals with multi-level skills. This
requires flexibility above all on the part of the tutor. Although flexibility is always
necessary in education, this is much less the case with learners who are working
toward going back to school or obtaining their GED. The curricular standards and
the associated skills and knowledge needed for these are well documented and
specific, allowing tutors to design a fairly structured individual and/or group
learning plan.
Meet Some Literacy Learners
Let's meet three fairly typical learners. A summary of the general information
usually collected in an initial meeting is given below for each learner. This is
followed by a discussion of what factors would be important to consider in
planning suitable teaching and learning activities for that individual student.
Alvina
Although Alvina's brothers and sisters went to school, she was kept home to help
with the household chores. She left her rural home when she was about 18 and
worked as a live-in housekeeper for a city family. Since marrying she has helped
to manage the family business. She is a mother and a grandmother. She has
four children and five grandchildren. The youngest grandchild is a two-year-old
girl and is the apple of her grandmother's eye.
Now that her children are grown, Alvina would like to learn to read and write.
She doesn't have a specific reason for wanting to learn to read and write, except
that she wants to be like everyone else. She wants to be able to write her own
story some day.

20

At the start of tutoring, Alvina recognized most of the letters of the alphabet and
knew some of the sounds. She also recognized some words on sight. She could
use consonant letters to spell words when they were dictated and could sign her
name. She knew how to alphabetize as she kept track of files in the family
business alphabetically.
Alvina did not go to school, so the best place to start with her is at the beginning
and help her to build a solid foundation of skills/knowledge. In addition, she will
likely need some help in learning how to learn; that is, study habits, organizing
her learning time and materials, etc. Alvina doesn't have a specific goal to work
toward other than a general desire to read and write better. Thus, she falls into
the general stream.
She obviously is very interested in family and children, so activities centred
around her grandchildren (e.g., reading stories to them, writing stories for them,
etc) and/or the family business would likely be interesting and motivating for her.
The fact that Alvina has worked all of her life and raised four children speaks to a
wealth of experiences to tap into, as well her ability to persevere and take
responsibility for her learning.
Raymond
Raymond was about 15 when he left school, but before then he hadn't been
going regularly. His parents' separation around that time was difficult for him.
Raymond worked in construction until he had a disabling accident on the job. He
wants to learn to read and write so he can go on to adult high school. His longterm goal is to find employment in an office environment because of his disability.
When his tutor writes down a story that Raymond dictates, he can read it back
with little trouble. It is harder for him to read other stories, but he can manage if
the topic is familiar. He uses the context to predict words, but he has difficulty
using letter cues. Often he can predict words in passages, but not recognize
them by themselves. At first he was nervous about writing or spelling, but with
encouragement he started to spell words the way they sounded, and then to spell
from memory of how they looked. Raymond is sociable and is interested in the
news. He likes the outdoors and animals.
In that Raymond did attend school until he was 15, he likely has fairly good
foundational skills/knowledge to build on. This is evidenced by the fact that he
can read fairly well if there is context provided for the words, and is willing and
able to try things he is not strong in. The fact that Raymond is willing to try and is
sociable indicates that there is likely less of a barrier in terms of self-confidence
and shyness about his literacy skills to overcome.

21

Raymond has a specific goal in mind in terms of upgrading his literacy skills; that
is, to go on to adult high school and achieve his Grade 12. Thus, goal setting and
activity planning will be fairly straightforward. He also has a number of interests
(i.e., current events, the outdoors, animals) that could also be used as themes
around which to build learning activities.
Raymond reads fairly well although he depends heavily on context to figure out
words that are unknown. Thus, he will need some additional strategies for
decoding unknown words. In terms of writing and spelling, Raymond responds to
encouragement to try new approaches so as his tutor you will need to continue to
be encouraging. This is true of most students of course.
Carl
Carl was suspended for the last two weeks of school when he was about 13. He
found a job up north and has been working ever since. He's worked in mining
and construction and has run his own businesses. More recently he fixed and
sold used appliances. Carl is not quite sure what his specific long-term goal is in
terms of improving his literacy skills. For now he just wants to improve generally,
thus he falls into the general stream. Like many students, however, once he gets
involved in learning he may switch wanting to prepare for attending adult school
or undertaking his GED.
Carl says he can read just about anything he has to if he can take his time. He
uses his background knowledge to figure out a word from context, but he doesn't
know other strategies for identifying words that he can't figure out that way. Even
when Carl has trouble with words, he can read something and remember most of
what it is about. Carl says that spelling is a real problem. When asked to spell a
word, he tries to remember what it looks like and you can see him try to envision
the word in his head. If he can't remember the word, he doesn't try to spell it.
When encouraged to spell words the way they sound, Carl could do so.
However, he had a hard time telling the difference between sounds. Because of
his difficulty with spelling, Carl avoids writing. Carl tells a good story and is happy
to share tips about fixing washing machines. He likes to keep up on the news,
which he watches on TV. He also looks through the newspaper most days.
Carl may have some negative memories of school that you will need to be
sensitive to as his tutor. In that he left at age 13, he likely has fairly good
foundational skills/knowledge, although he may need some help in developing
learning strategies and habits (e.g., setting some time aside in his day to practice
reading/writing and do homework). The fact that Carl has worked his entire life
and even managed his own businesses points to a good level of motivation, a
sense of self-directedness, and the ability to persevere, all characteristics which
will serve him well in the learning environment.

22

Carl reads the newspaper most days and this is a good habit to build on since in
many homes with low literacy, there is little reading material available. Current
affairs are obviously interesting to him, so this may be a theme around which to
build many of his learning activities. In terms of spelling, Carl would benefit
greatly from reviewing the sounds that consonants and vowels make, and
learning some alternate spelling strategies.
Conclusion
Now that we have met a few typical learners, just how do we go about working
with them? While these first two modules have painted the 'big picture' about
literacy and discussed adult education theory, it is time to move on to some
specifics. In the next two modules we will examine the process and content of
adult literacy teaching and learning.

23

Assignment: Module 2
1. Below is the story of a student named Helen. Please write a brief
summary like the three given in the section, "Meeting Some Literacy
Learners." What is important to know about Helen with regard to teaching
and learning?
Helen
Helen attended a vocational high school. She's working as a cook's
helper in a fast food restaurant. Her work is quite routine, so she
doesn't have to read new information at work very often. However,
she would like to improve her reading and writing so she can take
some courses and advance in her work.
Helen can read the menu from work and can read familiar recipes.
Since starting tutoring, she has enjoyed reading stories that her
tutor has helped her pick out. Helen sounds out words she doesn't
recognize, but sometimes the words she comes up with don't make
sense. Sometimes she can read a passage and recognize almost
all the words, but not understand what she has read. Helen has
very neat handwriting and can spell many words correctly. She is
reluctant to write about her own ideas.
2. In your own words, please describe what is meant by an "andragogical"
approach to teaching and learning.
3. Give three examples of the difference between an andragogical and
pedagogical approach to learning.
4. Why is a learner-centred approach important when working with adult
students?
5. Adult literacy learners generally fall into two 'streams' when it comes to
their desire to improve their literacy skills. What are these?
6. If you had a choice, which 'stream' would you prefer to work with and
why?
7. In general terms, what types of information would be important to collect
when we first meet with an adult learner?

24

MODULE 3: THE PROCESS OF

TEACHING AND LEARNING

Module Outline

Introduction
The Role of the
Tutor
Goal Setting
Lesson Planning
Assessment
Learning Styles
Authentic Learning
Conclusion
Assignment
Annexes

Introduction
In the following sections, we will discuss some of the organizational and planning
elements used in the process of literacy teaching and learning. Depending on
the experience of the tutor, as well as the resources of the program, goal setting,
lesson planning/conduct, and ongoing assessment will generally be overseen by
an experienced staff member until you have gained some experience.
The Role of the Tutor
The role of the each tutor will differ depending on several factors -- your
experience, whether or not you are a paid staff member or a volunteer, the needs
of the program, and/or the number and level of learners. You may work one-onone with an individual learner or teach a group, and you may work with one level
of student or mixed levels (e.g., beginners to more advanced students). This
should all be negotiated with the program staff before you begin. It is important
that you do some thinking before you commit about how much time and effort
you are willing to give to the program. It is best to identify your boundaries at the
outset and be comfortable, rather than take on too much and leave the program
at some point.

25

There are basically two aspects to tutoring that you will be responsible for; that is,
the content and the process of literacy learning. Content refers to what is to be
learned (the mechanics and substance of learning to read, write, spell, etc.),
while process refers to how one teaches and learns. In this module we will be
discussing the process of teaching and learning literacy.
Some factors that are involved in the "process" of teaching and learning include:

identifying goals that are meaningful to the student.

determining appropriate individual strategies for learning.

developing activities that are interesting and relevant for the learner.

improving study skills (i.e., time management, organization, etc.).

Note that there is an emphasis on what is important and interesting to the

student. This is an example of a learner-centred approach to teaching. As
discussed previously, this is an important underlying principle to working with
adult learners.
Goal Setting
One of the first areas that the tutor and learner will need to work together on is
determining a student's goals. It is important to determine goals first because
you need to know where you are going in order to know how to get there, so to
speak.

It is crucial that goals be realistic and attainable because many adult literacy
learners have experienced failures related to learning, and require successes
and positive reinforcement to stick with learning and gain confidence. As such, it
is recommended that short-term goals be emphasized, at least initially. A goalplanning form is included as Annex A for your use.

26

It should be noted that not all learners are definite about what they wish to
accomplish. Many will say that they just want to improve their reading and writing
or learn to read and write. For these learners, it is helpful to have them think
about everyday tasks that require reading, writing, spelling, and/or numeracy,
and identify the ones they may be having trouble with. Once a few short and midrange goals are developed, long range ones are likely to follow. Toward this end,
there is a checklist in Appendix E of "Creative Student Assessment," one of the
resources mailed to you when you registered for this course. Please take a few
minutes now to review it, as well as the remainder of the material in Appendix E.
It is also important to be aware of the fact that learners' goals can and do change
over time. Once individuals gain confidence and positive experiences with
learning, often they will extend their horizons and decide to go further than they
had originally planned. In contrast, others may find the demands of
learning too much and need to scale down or even to leave and return at a point
when they are not as busy. It is important to reassure these students
that they are welcome to return whenever they would like to and resume
learning.
Lesson Planning
Once you and your learner have determined the goals he/she wants to reach, the
next step is to do some lesson planning. As the resource Journeyworkers
Approaches to Literacy Education with Adults so aptly points out:
"What are we going to do in lessons?" Read this question again before
deciding on your answer. The most important word in the question is "we."
Both of you are responsible for the content of lessons. When you tutor
with an adult, the two of you form an interdependent relationship: the adult
feels the need or desire to become literate; you have the knowledge and
skills to help the adult achieve literacy. Neither of you can carry out your
role without the other's participation. The two of you also share
responsibility for decisions about lessons. Together, you decide what
areas of reading and writing to work on. It is your job to present strategies,
but your "partner" has a say in the choice of topics and materials (p. 67).
There are several questions you should ask yourselves when planning lessons:

What (goals) do we hope to accomplish in this session?

What will the learner have to do in this session?

What will I have to do in this session?

What materials will we need?

27

How will we know if we have made progress?

Although there are many different formats that can be used for setting up your
lesson plan, the example given below addresses the questions we asked above.
You may add or revise as needed to suit each individual situation. A blank form
has been included for your use at Annex B.
Lesson Plan: Study Skills

Objective(s)

Skills/
Knowledge

Details
The learner will use the computer to visit 34 sites about effective studying and come
up with ways of improving his/her own
study habits

Materials
and
Resources

Learning
Activities

Integration
of Literacy

Comments
Check all URLs
prior to the
learning session
to ensure they
are still working
This activity
Research effective study habits
Demonstrate good note-taking skills and should be used
ability to use the computer (the Internet only with students
who are
and a word processing program)
comfortable with
Describe ways to improve own study
operating a
habits
computer (using
the Internet, a
word processing
program, and a
printer)
Check equipment
Computer with:
and Internet
o access to the Internet
access before the
o word processing software
learning session
o printer
Paper, pencil or pen
The learner could
Search on the Internet for and
bookmark 2 to 3 sites about study habits open a word
Read through each site and make notes processing file
rather than writing
about what factors are important to
the information
improving study habits
Prioritize which habits he/she thinks are down by hand
most important to studying effectively
Write out some problems he/she has
when studying and make suggestions
for improving these
Develop a checklist on the computer for
effective study and print out several
copies to use when studying
Reading, writing, spelling, computer
Organization and presentation of
28

Skills

Evaluation

Other

material
Researching
Critical self-reflection
Ability to use the various features of the
computer with little or no assistance
Ability to take relevant notes and
organize information appropriately
Understanding of own study skills and
self-assessment of improvements and
remaining problem areas
It is beneficial to have the learner fill out
several days or a few weeks of study
checklists and bring them to a
predetermined learning session. Discuss
how the strategies helped or were not
useful. Where problems still exist, discuss
alternative strategies, revise the study
checklist, and repeat this activity

The format of the lesson can vary from very informal to quite formal depending
on the individual situation and the learner. For example, if you are tutoring
someone one-to-one, you might want to use a less formal approach, whereas if
you were working with a group, you would likely use a more structured approach.
Whatever the case, a general plan for learning sessions is shown below.
Format of a Learning Session
TIME
10 minutes

ACTIVITY
Review

COMMENTS
i.e., material from previous lesson(s)

10 -15 minutes Warm-up activity

e.g., reading, a math game, etc. This

activity is just to get you both "warmed up"
and should not involve any active teaching
or learning

1 - 2 hours

Main activity

10 minutes

Closure

29

As much as possible the learning

session should integrate core literacy
skills
The activities should be active and
authentic
Remember to give learners a break
about halfway through this longer
session
Summarize material and informally
assess learning

15 minutes

Wind down/fun
activity

Provide and receive feedback on how

you both think the session went
Review any homework assignment
Discuss what will be learned in the
next session(s)

E.g., play a game such as Boggle, just

talk anything that will end the session on
a relaxed note and leave the learner in a
positive frame of mind

A "Lesson Closure" form has been included at Annex C. It can be used to wrapup each session. It will help you both to identify where the lesson went well and
where it did not, as well as areas or material you still need to work on. It will also
help you to look ahead and do some short-term planning for the next learning
session(s).
Please remember that there is no perfect way of conducting a learning session.
Every situation will be different and you may have to adjust your approach. After
you gain experience in tutoring, however, this will become second nature and
you will feel much more comfortable adjusting things as the situation requires.
Initial/Ongoing Assessment
The initial assessment of learners is typically completed by an experienced
program staff member. Tutors will, however, be responsible for the ongoing
assessment of learners. Literacy learners often have had negative experiences
with learning and may be particularly anxious about being assessed. It is
worthwhile discussing this with the learner first, and if such is the case, spending
some time and effort building trust and a sense of ease before undertaking any
assessment.

The learning environment you want to create should be characterized by:

Acceptance - of self, of others, of ideas, of differences.

30

Open communication - straight talk, sense of caring, warmth and

helpfulness.
Freedom - to try, to take a risk, to question, to think unconventional
thoughts, to explore.
Respect - no criticism, value judgments.
Seriousness - about the hard work and discipline involved in learning.
Playfulness - about the fun involved in learning.
Stimulation - varied activities, approaches and ideas.

One method often used in adult literacy programs for ongoing assessment of
students is the portfolio. When you registered for this course, you were sent
a resource entitled Creative Student Assessment. Please take a minute now to
read over the section on portfolios (Part Three). The main strength of using
portfolios is the visual impact they have. Rather than simply using a grade or
written comments to identify progress, the inclusion of the learner's materials
makes progress easy to see.
There are many different types of portfolios depending on the goal of the learner
and the resources of the program. For example, samples of the learner's
reading, writing, etc., may be kept in a general portfolio in order to identify
progress, problem areas, strengths, and so on. An employment portfolio would
be designed to showcase a learner to a potential employer. In addition to
different types of portfolios (i.e., based on purpose), portfolios may be electronic
(material is on a web site, CD-ROM/Disk, or on audio/video tape), print (e.g., a
folder with documents and samples of work), or a combination of both.
There are many varied types of assessment techniques available, some of which
are captured in the resources below. One general way of categorizing
assessment techniques is by whether or not learners choose an answer (e.g.,
multiple-choice, true/false, or matching) or create an answer (e.g., short answer
questions, essays, performance assessments, oral presentations,
demonstrations, exhibitions, and portfolios). Another way of categorizing
assessment techniques is by purpose. For example:

Observation, discussion/structured interviews - used primarily to

determine the learner's understanding and ability to communicate a
concept.

Paper and pencil quizzes/tests - used primarily to determine the

learner's ability with "facts and figures" content (e.g., multiplication and
division in numeracy).

Individual or Group Projects - used primarily to determine learner's

ability to problem-solve (develop, implement, evaluate a plan and
communicate the results).

31

Some programs may require that you use specific techniques and forms (e.g.,
academic upgrading programs), while others may take a less formal approach
and allow you and the learner to determine your approach to assessment. You
have been provided with an excellent resource, Creative Student Assessment: A
Guide to Meaningful Evaluation. The handbook not only guides you through an
initial assessment of the learner, but provides information for ongoing
assessment as well. All tutors will need to gain experience in ongoing
assessment of students, as this feedback is crucial to knowing how well goals
are being achieved and identifying problem areas.
Learning Styles
"Process" is not only about teaching, but also about learning. How a student
learns most effectively is greatly affected by his/her learning style. In the course
resource, Creative Student Assessment, there are several questionnaires in
Appendix D regarding learning styles. Please take a moment to read through
these. Although there are many different models of learning styles (e.g.,
cognitive, physical, interpersonal), the simplest one for novice tutors to utilize is
the physical model.
As you will see in the first learning style questionnaire, there are three different
types of physical learners:

visual - prefer to use their eyes to learn (e.g., reading text, graphics,
images, videos).

auditory - prefer to use their ears when learning (e.g., respond well to
discussion, audio tapes).

32

motor - prefer to use their bodies when learning (e.g., like hands-on
activities, demonstrations)

This is a fairly simple style to address in one's teaching since lessons can be
planned to include activities that will cover all three styles. But what place do
learning styles play in literacy teaching and learning? It is important for us to
understand that people have preferred ways of learning. Unfortunately, often
both instructors and students approach learning as though there were a right
way to learn, not realizing that any learning style that works is the right one.
As tutors we need to be aware of how (i.e., process) students learn most
effectively, not just what (i.e., content) they need to learn. Knowing about
different learning styles helps to identify:

what process will be more and less effective with a particular learner (e.g.,
if we use a great deal of visual images with an auditory learner, learning
will be less effective).

ways for students to effectively manage their learning based on their

preferred style (e.g., ask an instructor to explain something in terms that
suit his/her particular style).

ways to improve our teaching (e.g., develop instruction that appeals to a

broad range of student styles).

Try the physical learning styles questionnaire now. How do you learn best? Are
you a visual, auditory or motor learner? How do you think an instructor might help
you to learn best? How do you think your physical learning style might influence
how you plan and implement your lessons? Once you have completed your Level
One Certification, it is recommended that you take the Level Two certification
course, Learning Style and Strategies, as soon as possible.
In addition to learning styles, some other factors that are involved in the
"process" of learning as regards the learner include:

developing activities that are interesting and relevant to the learner.

assisting the student with 'learning to learn' effectively (e.g., improving

study skills, time management, organization, etc.).

33

Note that the emphasis is on what is important and interesting to the student.
This is indicative of an educational environment that is learner-centred.
Authentic Learning
Connecting content to the real world has been shown by educational researchers
to be a highly effective approach to adult learning. Tying content to "authentic" or
real world problems makes the material more concrete and this is effective
because it is more:

readily generalized to a variety of situations.

motivating, in that learners can use the information in immediate/practical

ways.

easily processed from short-term into long-term memory.

As the diagram above indicates, we have two basic types of memory --short-term
and long-term. In order to store information, we need to take it in, process it in
some manner, and transfer it to long-term memory. This is much more difficult to
do if the information is abstract. Much like having a closet and hanging a piece of
clothing on a hanger, we need to 'hang' or store our information somewhere and
when information is abstract we may have difficulty knowing which closet to hang
it in. Concrete information, however, provides us with the closet and hanger. For
example, if we are just shown how to calculate percentages, we may not be able
to remember how to do so in a day or two. However, if we are shown the formula
and then work on calculating percentages in ways we would do so in our
everyday lives (e.g., figuring out what our payments will be on a loan), we are
much more likely to remember. Thus, authentic learning can greatly enhance
34

learning. One way of ensuring our learning plans are concrete is to frame them
around everyday living themes such as those listed below:

Financial - banking, credit, budgeting, purchasing a car or house,

comparison shopping.

House - safety, decorating, repairs, buying, leases.

Everyday living - cooking, parenting, wills, travel, friendship, family

relationships, communication, nutrition, grocery shopping.

Employment - resume writing, job search and interview techniques.

Getting licensed or certified - driving, citizenship, first aid.

Personal interests - sports, gardening, hobbies, paranormal, music.

Current events.

Academic subjects - science, history, geography, literature.

The following example is based on the theme of cooking. Note that in addition to
using an authentic theme, it is active. It is also integrated (i.e., blends skills such
as reading, writing, spelling, etc.), another important concept that will be
discussed in Module 4.
ACTIVITY

SKILLS/KNOWLEDGE

Have learners read through magazines,

newspapers and/or cookbooks for recipes
that use garlic

Use of reference material,

reading

Begin an alphabetical list of unknown and/or

hard to spell cooking-related vocabulary
words. Look up unfamiliar terms in a
cookbook

Alphabetizing, referencing,
spelling

Have learners research and write a story

about garlic and vampires, growing garlic,
medicinal uses of garlic, etc.

Researching, reading, writing,

editing

Dictate phonetically regular and irregular

cooking terms

Spelling

Choose a recipe and have learners increase

and/or decrease the quantities

Numeracy

Have learners type up recipes on the

computer using various desktop publishing
features such as borders, clip art, etc. Have

Use computer tools such (e.g.,

software programs such as word
processing, spreadsheets,

35

learners search for clip art on the Internet to

illustrate the cookbook

desktop publishing), Internet

searching

Have learners bookmark several sites which

offer recipes, cooking tips and terminology,
etc. Have learners search for a
metric/Imperial measurement converter and
an online calculator

Use the Internet to research

and/or gather information

Have learners view a streaming video over

the Internet on peeling and pureeing garlic

Downloading, installing and

using computer players

Set up a recipe exchange with another

literacy program and have learners e-mail
their recipes to a "cyber pal" in the other
program. Have learners join a discussion
group about cooking or set-up an Internet
collaboration project with another class

Use the computer to

communicate. E-mailing with
attachments, writing,
collaborating, networking

Put the recipes together in a cookbook and

sell to raise funds for the program. Have
learners design a web page to advertise the
cookbook on the program's web site

Fund raising, motivation of

students, disseminating
information via the computer

Have learners cook a favourite recipe at

home and bring to a class potluck

Just plain fun!

Active learning where students participate in a "hands-on" manner has also been
shown to greatly enhance learning. It involves much more, however, than simply
being active in a physical sense as in the above example. Rather, it involves
students actively seeking out, making sense of and using information. Another
name for this approach is "discovery learning" and as the name suggests, the
teacher's role is more to guide learners to finding and dealing with information
versus doing this for them. The benefit of this approach again has to do with how
we process information. When receive information passively such as in a lecture,
we are not really working with it and it is not as meaningful. But, when we wade
in and "get our hands dirty" so to speak, the information becomes much more
concrete and meaningful, and we are able to process it more deeply.
Conclusion
This module has covered some of the basic areas you will need to get started in
your role as a tutor in terms of both process and content. While a
correspondence course is convenient, as discussed in the above section, nothing
can quite replace face-to-face instruction. As such, you will need to rely on the
program you work with to demonstrate the various techniques and concepts.

36

ASSIGNMENT: MODULE 3
1. What are three main elements of a lesson plan?
2. What type of goal is particularly important to set with a new learner? Why?
3. Why is it important to build trust and comfort before assessing a learner?
4. What is the benefit of doing up a "Lesson Closure" form at the end of a
learning session?
5. What are the two types of memory?
6. What makes it easier for us to remember information?
7. What do we mean when we say that learning activities should be active and
authentic? Why is this beneficial to learning?
8. Develop a theme-based learning plan such as the cooking example given in
this module.

37

Annex A
To Module 3
GOAL PLANNING FORM
Short Term

Mid-range

Goals

Time Period

Learning
Activities

Resources

Results

38

Long Term

Annex B
to Module 3
LESSON PLANNING FORM
Details
Objective(s)

Skills/
Knowledge

Materials
and
Resources

Learning
Activities

Integration
of Literacy
Skills

Evaluation

Other

39

Comments

Annex C
to Module 3
LESSON CLOSURE FORM
LEARNER
How did the learning
session go?

What worked?

What didn't?

What was easiest?

What was most

difficult?

What material do we
still need to work on
from this session?
What needs to be
done before the next
session?

What will we cover in

the next session(s)?

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TUTOR

MODULE 4: ADULT LITERACY

CORE CONTENT AREAS

Module Outline

Introduction
Integrated Curriculum
Core Content Areas
o Reading
o Writing
o Spelling
o Numeracy
o Computer
Assignment
Annexes

Introduction
When we use the term "content" we are referring to the skills and knowledge
areas of adult literacy. This encompasses both core areas or the 'meat and
potatoes' of all literacy programs (i.e., reading, writing, spelling, numeracy and
the computer), and specialized subject areas (e.g., academic upgrading
programs, life skills programs, culturally based literacy, family literacy, workplace
literacy). The following sections discuss each of the core areas and give
you some basic techniques to use with your learner(s). It is important to realize
that the information given is basic and intended just to get you started.
Each area is worthy of a course unto itself and indeed, AL&L offers separate
Level II courses for most. As discussed previously, because this is a
correspondence course you will need to use your practicum session to see the
techniques demonstrated and ask program staff to explain further.
Integrated Curriculum
Literacy skills/knowledge are not something that can or should be learned in
isolation. As Brown, Collins and Duguid (1993) suggest, content must be
"situated":
Teaching from dictionaries assumes that definitions and exemplary
sentences are self-contained pieces of knowledge. But
words and sentences are not islands, entire unto
themselves. Experienced readers implicitly understand
that words are situated. They, therefore, ask for the rest of
the sentence or the context before committing themselves
to an interpretation of a word. And then go to dictionaries
with situated examples of usage in mind (p. 1).

41

Situating content in authentic activities is crucial, but so too is blending or

integrating content areas themselves. Learners must know how to use literacy
skills in concert, as well as be able to generalize them in novel situations. An
"integrated curriculum" refers to learning units that blend the various literacy skills
and knowledge versus teaching these separately.
The problem with learning literacy skills/knowledge in isolation is that a great deal
of context is lost and the material is much more abstract. And as we have
discussed, this makes it difficult for learners to remember what has been learned.
In addition, it makes it much more difficult to generalize what is learned to a
variety of situations. Thus, it is strongly recommended that tutors not teach from
textbooks. These tend to focus on one subject and material is presented in a
passive, sequential manner. This is contrary to the somewhat 'messy' way we
obtain and use information in real life. Certainly textbooks are good as resources,
but should not substitute for integrated, active learning activities.
Core Content Areas
As discussed previously, what focus literacy programs adopt depends on their
mandate. For example, an academic upgrading oriented program will include
subjects such as English and Mathematics. A life skills literacy program such as
those found in correctional institutions may include subjects such as anger
management, relationship building, and so on. All programs, however, need to
cover core or foundational areas including reading, writing, spelling, and more
recently, numeracy and the computer. These are the 'meat and potatoes' of
literacy if you will. It is crucial to remember that although techniques are given in
separate sections for each literacy area, the learning sessions you design should
integrate and frame them against authentic themes as much as possible.
Reading
Reading is a search for meaning. Low literacy adults often have the mistaken
impression that reading is simply a case of knowing all of the words in a piece of
text. But as we know, reading is about much, much more, a point that the
descriptions of new and experienced readers below nicely highlight.
New readers ....
Tend to view reading as knowing all
the words
Read slowly, word by word
Often fail to connect background
knowledge with new information that
they read
Have difficulty connecting ideas in the

Experienced readers.....
Are aware that the purpose of reading
is to engage in an active search for
meaning
Read quickly and look for key words
and ideas in the text
Integrate information from what they
read with background information
Make meaningful connections among

42

text
Often don't realize they have lost track
of the main ideas in the text and are
no longer comprehending what they
are reading
Cannot or do not adapt their approach
to reading depending on the text (i.e.,
level of difficulty, purpose of the text,
etc.)

ideas stated or inferred in the text

Continually monitor themselves to
ensure they are comprehending what
they are reading
Continually adapt their approach (e.g.,
attention level, reading rate),
depending on the text (i.e., level of
difficulty, purpose of the text, etc.)

Thus, we need to comprehend the words we read, both in terms of vocabulary

and as an organized whole. Several possible reasons for a lack of
comprehension include:

Failure to understand a specific word or words

Failure to understand a sentence

Failure to understand how sentences relate to one another

Failure to understand how the information fits together in a meaningful

way

Lack of interest or concentration

Not only do we need to help our new learners with the mechanics of reading
(e.g., vocabulary building, learning grammar guidelines, sounding out words,
decoding words, substituting words for unknown words, using the dictionary), but
with the purpose of reading, as well as interest and concentration.
The table below describes learners in terms of their reading ability at each of the
three stages used in Manitoba. For each stage appropriate techniques,
strategies, objectives and materials are identified. Please note that the
information listed is not exhaustive and you are encouraged to locate and use
other resources in your tutoring. Some additional information can be found in
Annex A of this module, as well as in your Journeyworkers course resource.

Ability

Stage One
- generally very
reluctant to try
reading anything
- read some highfrequency words
and simple
sentences

Stage Two
- often are still
uncomfortable and
hesitant about
reading, although
somewhat more
willing to take risks
- read materials

43

Stage Three
- much more
confident about
reading
- read fiction and
nonfiction
materials with
literal and

that contain the

most common
sight words and
require knowledge
of consonants,
short vowels,
blends, clusters,
syllables, and
common phonics
rules such as the
silent "e" rule

inferential
comprehension

Vocabulary
building

Vocabulary
Building

Vocabulary
Building

Listening the
student listens and
follows along as
the tutor reads
aloud. After
reading a passage,
the tutor can ask
the learner to point
out words that she
remembers. The
learner can choose
words from the
passage that she

Duet Reading both the student

and the tutor read
aloud at the same
time. The student
can either read
aloud, subvocalize (read
under her breath),
or just move her
lips. The pace is
important. It should
be slow enough to

Silent Reading the student reads

silently. Silent
reading is the type
of reading most
readers do. In
school, work, and
life, most people
are called on to
read material to
themselves and
then discuss it.
After a learner

- retell in simple
terms stories that
have been read to
him/her, as well as
make simple
evaluations and
interpretations of
their content

- clarify new
words; make
predictions and
answer "if-then"
questions

- summarize
reading passages
- connect, with the
and answer
tutor's help, what is
questions that
- independently
read to him/her
relate parts of what require analysis,
with real
synthesis, and
is read to his/her
experiences
evaluation of the
own experience
material being
- make predictions read
about what is
- support answers
being read
to questions about
the reading by
clarify new terms
in context, confirm drawing on
background
predictions,
knowledge and
summarize,
upon literal and
interpret, and
inferential
analyze the
information from
content in simple
the text
terms
Techniques
& Strategies

44

wants to learn to
read, and these
words can be
placed on a list or
on flashcards
Echo Reading the tutor reads a
phrase or
sentence and the
student repeats it.
This method
allows the student
to see, hear, and
say the words.
Just as in the
listening approach,
students can
choose words or
sentences they
want to practice by
placing them on a
list or on
flashcards

allow the student

to keep up yet fast
enough to facilitate
comprehension
Reading Aloud the student reads
aloud to the tutor.
Reading aloud is
one way to
pinpoint certain
difficulties; i.e.
tracking from left to
right, word attack
skills, and sight
word recognition.
Words that give
your student
difficulty can be
used later for
isolated practice

Language
Experience
Approach (LEA)
Material is dictated
by the learner and
the tutor writes it
down exactly as it
is said. Students
use familiar words
in a meaningful
context, and this
ensures that
reading material is
interesting and
relevant, fits it into
an existing
framework of
knowledge, is at
the appropriate
level, and
integrates other

45

finishes a reading
selection, check
comprehension
through discussion
or a writing activity

Objectives

literacy skills (e.g.,

writing, spelling).
The disadvantages
include a lack of
new vocabulary
and writing styles,
does not
demonstrate
correct grammar
and punctuation,
and does not
challenge reading
comprehension
- Begin to develop
reading
comprehension by
using fill-in-theblank techniques
such as cloze
exercises

- Develop reading
comprehension by
having the student
identify the main
idea, recall some
details and main
characters, and
identify the
sequence of
events

- Read aloud using

appropriate pace,
rhythm and
intonation
- Read
increasingly
complex texts

- Participate in
guided and
independent
- Develop the
student's predictive discussions that
promote
ability using the
comprehension
Directed Reading
and higher-order
Thinking Activity
thinking
(DRTA). Students
are given the
beginning of a
story and are
asked to speculate
on what might
happen next. This
helps learners to
think about the
purpose of the text
they are reading.
(For further
information about
DRTA, see pp. 4951 of the resource
Journeyworkers)

46

Materials

- Language
Experience
Approach material
- Everyday items
such as signs,
flyers, brochures,
menus, recipes

- Simple to
moderately difficult
text and graphical
material (e.g.,
some books and
magazines, food
and medicine
packages, the
newspaper, the
television guide
etc.)

- Increasingly
challenging text
and graphical
material (e.g.,
fiction/non-fiction
books,
newspapers,
magazines,
textbooks,
instructions or
directions, etc.)

Writing
It goes without saying that "writers need to write" and as such, you will need to
encourage your learner(s) to become active in this regard. You can encourage
writing by:

modeling writing with your learner(s).

designing activities that are meaningful to students.

ensuring that you have created a comfortable environment where

learners can take risks.

teaching them the writing process.

The last point is an especially important one.

Unfortunately, many literacy learners have the mistaken
idea that they must produce a polished piece of work on
the first try. They do not realize that writing is a process
and involves the following steps:

Prewriting - refers to coming up with ideas and information for writing.

Some sources include: magazines, newspapers, radio, TV, films,
personal experiences, dreams, imagination, discussion, brainstorming,
sentence starters.

Writing - don't worry about grammar, punctuation or spelling, just have

the learner let the ideas flow and write a rough draft.

47

Revising - the learner(s) work on ways to improve the piece of writing

(i.e., Adding - What else does the reader need to know?

Rearranging - Is the information in the most logical and most effective

order? Removing - What extra details or unnecessary bits of
information are in this piece of writing? Replacing - What words or
details could be replaced by clearer or stronger expressions).

Editing - Here is where the learner will fine-tune his/her piece of writing
(i.e., spelling, capitalization, punctuation, grammar, sentence structure,
subject/verb agreement, consistent verb tense, word usage).

Publishing - This will be the final or "good" copy, and can either be
handwritten/printed or done using a word-processing program. Like
reading, many low literacy students are reluctant to try because they
believe they should produce a polished piece of writing.

Encouraging students to use the above steps will go a very long way toward
helping them to see that writing is a somewhat 'messy' affair for everyone. Once
they understand and accept this, writing tends to flow more easily and students
become willing to take risks.
The table below describes learners in terms of their writing ability at each of the
three stages used in Manitoba. For each stage appropriate techniques and
strategies, and objectives and materials for each stage are identified. Please
note that the information listed is not exhaustive and you are encouraged to
locate and use other resources in your tutoring. Some additional information can
be found in Annex B of this module, as well as in your Journeyworkers course
resource.

Ability

Stage One
- Can write a limited
number of words
and form basic
sentences
- Prints (versus)
uses cursive
handwriting
- Knows little if
anything about
punctuation or
grammar

Stage Two
- Can write one or
two paragraphs

Stage Three
- Can write at least
a full page

- Occasionally uses
cursive handwriting

- Uses cursive
writing consistently

- Uses basic
punctuation well,
and has some
awareness of basic
grammar rules

- Has a good grasp

of basic punctuation
and grammar

48

-Can take
organized notes,
write both personal
and business
letters, draw a

Objectives

- Begin to
understand that
writing is a process
- Compose about
one half page of
writing which has a
simple theme and a
clear sequence of
events
- Begin to
categorize and
organize simple
ideas
- Begin to take a
few risks (e.g., use
invented spellings)

- Accept that writing

is a process and
begin to use the
steps
- Organize ideas
into a few
paragraphs
- Focus on ideas
rather than
mechanics of
writing (i.e.,
spelling, grammar,
etc.)
- Gain confidence in
writing ability
- Take more risks
(e.g., generating a
few ideas and
expanding these
into paragraphs,
producing drafts)
- Develop a sense
of pride in finished
work

simple chart or
table, complete
simple application
forms, and write out
cheques
- Consistently use
the basic steps to
writing
- Move on to more
mature or complex
writing topics
- Develop
independent
strategies for
improving spelling,
grammar and
punctuation
- Begin to use
techniques such as
brainstorming and
discussion to
generate ideas
- Write ideas
clearly, stay on
topic and add more
supportive details
- Revise work with
some assistance
- Write simple
reports, articles,
essays, poetry and
stories with
assistance

Techniques

Copying - gives
students practice in
forming letters and
exposes them to
the mechanics and
forms of writing

Writing from
pictures - While
looking at a picture,
begin a discussion
about what might
be happening in the

49

Brainstorming - A
topic is chosen and
students create a
list of everything
they know or wants
to know about it.

List making - This

is a practical, reallife writing activity
Examples include
shopping lists, "To
Do" lists, goal lists,
and lists of words
that the student
would like to
practice
Fill in the Blanks Students fill in
spaces with
information in
various types of
activities such as
sentence
completion
activities, cloze
exercises, filling out
forms, etc. This
simplifies the task
of writing for many
beginning writers

picture. From there

a whole scenario
can be developed
and written in the
form of a story,
poem, news report,
etc.
Free writing Students are asked
to write something
without concerning
themselves about
spelling, grammar,
or punctuation.
Often when
students are free of
the mechanical
constraints of
writing, creativity
flows more easily,
enjoyment and
motivation to write
increase
Dialogue journals
- This activity
involves a written
conversation in
which a tutor and
learner talk back
and forth regularly
in writing.
Generally, learners
write about
whatever they wish
and the tutor then
responds, although
notes could be
structured in some
manner
Letter writing/
memos - Whether
for work or personal
use, letters and

50

The main point of

brainstorming is to
let the mind keep
moving without
judgment. After an
exhaustive list is
completed, the
contents can be
organized,
expanded, or
shortened
Discussion
Talking about a
topic is an excellent
way to kick start the
mind when it is
feeling sluggish or
paralyzed. It may
be helpful for you to
jot notes as your
learner speaks.
Later the student
can use these notes
to recall what was
said
Mapping - This
strategy involves
creating a visual
representation of a
subject or a set of
ideas. It is a good
way to organize
thoughts and
discover how ideas
and facts are
interconnected. It is
especially helpful
for visual learners

memos are an
excellent way to
practice writing.
Tutors can assist
learners in
researching the
correct format and
organizing
information in a
logical manner
Story Starters - In
this activity,
students are given
the first part of a
story and are then
asked to write an
ending
(Adapted from the Philadelphia YMCA Tutor Tips web site on the World Wide
Web at http://www.ymcaphilly.org/adulted/page5.html.)
If resources are available, your program might want to publish an annual
collection of learners' writers. Or, you might submit work to "Learners in Action,"
a newsletter published by the Movement for Canadian Literacy. This organization
publishes writing submissions from adult learners across Canada. It also now
has a web site where writing pieces are published on the World Wide Web at
http://www.literacy.ca/lan/writing/writing.htm. While a published piece can be a
great source of pride and accomplishment for many learners, do remember that
some learners may not want to be pressured into any activities that are
somewhat public in nature and respect their wishes.
Spelling
Many literacy learners feel that learning to spell is not worthwhile
or takes too much work. Part of the problem is the fact that the
English language is frustrating because it is not as phonetically
regular as other languages. That is, language symbols and
spoken words dont always correspond. Essentially, there are
three "chunks" or types of words in the English language.

The first "chunk" involves words that sound like they are spelled. These are
termed phonetic words. They are the easiest for learners to deal with once they
have learned the sounds that vowels and consonants make.

51

Phonetic Words
hat, sat, rat
run, bun, fun
sin, bin, tin
met, bet, let
got, hot, lot
The second "chunk" involves words that the learner needs to know a spelling
rule/guideline in order to spell them correctly. These are termed decoding
words and take a little longer to learner since the student must become familiar
with the guidelines associated with them.
Decoding Words
knife (silent "k" and "e")
telephone ("ph" pronounced as"f", silent "e")
bomb (silent "b")
city ("c" pronounced as an "s" versus a "k",
"y" pronounced as an "e")
- geography ("g" can make two sounds, "ph"
pronounced as an "f", "y" makes "e" sound)

The third and final "chunk" of words seem to have a logic unto themselves. In
other words, they cannot be sounded out phonetically nor do they follow any
spelling rule/guideline. As such, learners must simply recognize and memorize
them. These are referred to as sight words.

Sight Words
one (sounds like "won")
bough (sounds like bow)
cough (sounds like cawf)
build (sounds like bild)
heart (sounds like hart)

The table below outlines the three stages used to identify Manitoba literacy
learners in terms of their spelling ability. For each stage, appropriate techniques,
strategies, objectives and materials are identified. Additional information can be
found in Annex C of this module, as well as in your Journeyworkers course
resource.

52

Ability

Stage One
- Recognizes the
letters of the
alphabet
- Can mainly spell
one syllable words
or familiar words
from memory

Stage Two
- Uses conventional
spelling for simple,
regularly spelled
words and invented
spellings for more
complex words

Stage Three
- Spells many words
automatically

- Knows some
prefixes and suffixes

- Looks for spelling

patterns and word
families

- Knows some basic

spelling guidelines
(e.g., silent "e")

- Consistently
identifies misspelled
words

- Knows most
prefixes and suffixes
- Knows most
spelling guidelines
such as how to form
plurals correctly

Objectives

- Know the sounds

associated with
each letter of the
alphabet
- Break words into
separate sounds
- Construct new
words by changing
the beginning,
middle, or ending of
simple words
- Introduce the
concept of invented
spelling (i.e.,
guessing at the
spelling of a word)

Techniques

See Annex C and

your resource,
Journeyworkers

- Use conventional
spelling for highfrequency words
and words with
regular spelling
patterns

- Decode more
complex words

- Start and maintain

word log for spelling
and vocabulary
development

- Independently
locate correct
spellings

- Use conventional
spellings fairly
consistently

- Begin to provide
formal spelling
instruction (e.g., how
to form plurals
correctly)

See Annex C and

your resource,
Journeyworkers

53

See Annex C and

your resource,
Journeyworkers

In the initial assessment of the learner, program staff will undoubtedly have
identified the problem areas in spelling that you will need to work on with your
learner. According to Klein & Millar (1990), there are five typical spelling errors
that are commonly being made by learners:
1) spell it like it sounds (e.g., hart for heart).
2) get letters out of order (e.g., dose for does).
3) don't know spelling rule (e.g., nife for knife).
4) mix up sounds (e.g., naturl for natural).
5) miss out or add bits (e.g., rember for remember or beginining for
beginning).
Once you have an idea of what to work on, there are several aids that you can
use to help the learner to remember how to spell words correctly:

Rhyming
o Beginners - Give learners a list of words of 5 to 10 words and
ask learners to come up with rhyming words from the same
word family (freeze, sneeze, breeze; crack, smack, lack, back,
hack, track; cut, hut, nut, but, gut, rut).
o Intermediate - Move on to words that sound the same but are
spelled differently (freeze, please, peas, leaves).
o Advanced - Move to homonyms (words that sound the same but
are spelled differently (e.g., red, read; to, too, two; won, one),
and then to words that are spelled the same, but said differently
(cut, put; cough, dough).

First letter mnemonics - using the first letter of the words in a

sentence to remember a spelling.
e.g., Big Elephants Aren't Ugly, they are BEAUtiful.

Image associations - When there is confusion about which homonym

to use, associate the words with an image (e.g., Which is the head of
the school? The "principle" or the "principal"? The principal is my pal).

Find words within words - For example, the learner wants to spell
"business" as "bizness." Point out the "bus" in the correct spelling and

54

have him/her imagine a bright yellow school bus. (This is also an

image association).

Say the word in a 'funny' way - (e.g., the student keeps leaving the
"h" out of "when" so together you say the word as "w" "hen").

Use different sizes or colors - write the part the learner is having
difficulty remembering in a different size or color.
e.g.,

BUS iness

Link word to its word family - for example, site, bite, kite; cow, sow,
bow.

Beat out the syllables of a word and write out each part of the word
as it's said (e.g., "leg-is-la-ture").

Use rhythm - say the names of the letters in a rhythm

(e.g., p-e o-p l-e).

Trace the word several times with a finger.

Break words into chunks - This literally means separating the word
into smaller parts so that its more easily remembered. Normally you
would divide the word into syllable chunks. (e.g., fantastic - fan / tas /
tic). You can start with one-syllable words though, and divide them into
two or three letter chunks. (e.g., great - gr / ea / t). Then you can go on
to bigger words, and sound out the syllables or letter blends. (e.g.,
terrific - ter / rif / ic). When you're chunking, you can also focus on the
letter blends. (e.g., great - gr / ea / t - that's an 'ea' word, and a 'gr'
word). Develop a list of words together that have meaning for your
learner. Work on about ten words at a time.

Play memory games - Select 24 commonly recognizable items and

cover them. Tell students they will have 2 minutes to memorize as
many items as possible. Mention that they may use any memorizing
technique that will help them. Display the items one at a time, saying
the name of the item as you uncover it. After the two minutes is up, ask
the students to write down as many items as they can remember.
When they have had sufficient time to write down as many items as
they can remember, have a group discussion about how each person
tried to remember the items. Write the methods on a flip chart or the
board. Divide the class into smaller groups and have the groups try to
devise other methods of memorizing words.

55

Numeracy
Learners will have different needs when it comes to numeracy.
Some will need very specific instruction in preparation for
undertaking a General Education Development (GED) or high
school diploma program. Others will simply want to improve
their numeracy skills in everyday living kinds of situations such
as shopping, banking, and so on. As a new tutor, unless you are particularly
adept in mathematic, you will most likely be dealing with the latter. That is, you
will most likely only be dealing with very basic mathematics as it is used in
everyday living situations.
The following table below outlines in very general terms the objectives for
numeracy tutoring for each of the three stages used in Manitoba.
Stage One
- Count, read and write
numbers to 100

Stage Two
- Count, read and writes
numbers to 1000

- Distinguish between
odd and even numbers

- Round off whole

numbers to the nearest
tens and hundreds

- Count to 100 by 1's,

2's, 5's, and 10's
- Add two digit numbers
without regrouping
- Subtract two digit
numbers without
regrouping
- Solve simple word
problems involving
addition and subtraction
facts to 20
- Understand basic
measurement units
(length, width, etc)
- Identify basic fractions
(1/2, 1/3, 1/4)
- Explore the concept of
greater than and less

- Add with carrying,

subtract with borrowing
- Compare whole
numbers up to 3 digits
using <, >, and =
- Recognize and use
ordinal numbers up to
10
- Know multiplication
tables to 10

Stage Three
- Count, read and write
numbers to 10,000 or
higher
- Estimate sums,
differences, products,
and quotients to the
nearest ten, hundred,
and thousand
- Multiply by two or more
numbers
- Compute one-digit
divisor division problems
that involve remainders
and no remainders

- Fractions: read, write,

reduce, find the
common denominator,
- Multiply by one number add, subtract, multiply
and divide
- Demonstrate and apply
- Decimals: read and
linear measurements
write, change into
fractions
- Understand the
concepts of perimeter,
area, and volume, mass, - Identify relationships
volume and temperature between centimeters,

56

than
- With guidance, collect,
organize and describe
data (e.g., a simple bar
graph)

- Solve basic word

problems using addition,
subtraction,
multiplication and some
division
- Collect, display and
describe data
independently

meters. Measure and

record lengths to the
nearest centimeter
- Identify characteristics
of and relationships
between plane and solid
figures
- Determine perimeter,
area, and volume
- Solve problems using
addition, subtraction,
multiplication and
division
- Collect data, display
results in more than one
way, and interpret to
make predictions

Although in the past numeracy instruction tended to focus on computational and

operational skills and knowledge, there has been growing recognition in the field
of education that as in other areas of teaching and learning, this narrow focus is
inadequate. The emphasis now is on integrating mathematics into learners' lives
in authentic and active ways. This approach is termed "whole mathematics" and
as suggested by Archambeault (1993), there are several benefits:
Whole math activities use real-life and hands-on experiences as the basis
for learning mathematical procedures. Adults experience mathematics and
number concepts when they shop for groceries, buy gasoline for the car,
eat in a restaurant, prepare food, and take medicine. Instructional activities
based on these experiences demonstrate an immediate, concrete
application of the math concept and also serve to reduce math anxiety.
Whole math involves a wider range of skills/knowledge on the part of the learner,
in particular the ability to problem-solve and communicate mathematically.
Problem-solving refers to the ability of learners to generate, organize, evaluate
and apply mathematics. Whether it's following a recipe, doing monthly bills,
figuring out how much wallpaper we need for a room, or buying and financing a
car, we need mathematics to solve everyday problems.

57

Communicating mathematically refers to discuss, explain, brainstorm around,

and talk, etc. about the numeracy they are using. The importance of being able to
"communicate mathematically" can be seen in everyday situations such as trying
to point out an error on a dinner or utility bill, mapping out a landscaping diagram
or floor plan for our spouse, helping our children do math homework, negotiating
a sale of some sort, doing up a budget at home or work, and so on. So, not only
do we need to be able to solve math problems, we need to be able to
communicate the information to others.

AL&L does offer a course entitled Numeracy that you may undertake once you
have completed your Level 1 Certification.
The Computer
The advent of cheaper computer technology offers the opportunity to
explore and use a wealth of material that is varied, readily
available, generally free of charge, and often interactive. One
particularly valuable aspect of using computers is that learners
are not as dependent on a tutor and can be somewhat more selfdirected in their learning. Although this has long been recognized in adult
education as increasing motivation, self-confidence, etc., as with most things,
there is a flip side to consider. The nature of computers can lead to learning in
isolation and although computers are interactive, they cannot offer the same
degree of responsiveness and support that a tutor can. As such, it is
recommended that learners not be plunked in front of a computer without benefit
of guidance, supervision and assistance. Tutors must be actively involved
throughout the learning process.
One approach to integrating computers into learning sessions is to begin by
helping your student to learn to use the computer. That is, depending on how

58

much experience your learner has with using a computer, you may need to cover
the basics of operating the computer, word processing and using the Internet.
Although computers do use a high degree of graphical information, they can be
used in moderation with Stage One learners. However, do use caution. While the
computer can be very motivating because it uses multimedia to communicate, it
can also be overwhelming and we do not want to discourage learners.
Once learners feel comfortable and can log on to the Internet and surf to various
sites, there are a number of good introductory tutorials.

Basic Computer Literacy: a ten-week course, which takes learners through

the basic uses and features of the computer and keyboarding to the
Internet, searching and using email. (URL = http://www.nald.ca/Nald
-nb/english/innosucc/facilit/Computer/Title.htm).

Learning about Your Computer and Using the Internet: Four lessons that
look at knowing and using the computer and the Internet. (URL =
http://easternlincs.worlded.org/docs/chichester/chichester.htm).

You can design your own learning plan of course, but it makes sense to use what
is already available.
Once the learner is comfortable with the basic functions of the computer,
however, it is time to move to using the computer to learn. The real benefit of
using a computer are its powerful capabilities, such as search engines,
interactive activities, and so on, that can be tapped into.
Basically, there are three modes in which the computer can be used in literacy
teaching and learning:

Support mode: the computer is used to support instruction versus

deliver it (e.g., assistive technologies which are used to support the
learning of students with learning/physical disabilities, course
material that is delivered face-to-face or by correspondence, but
some or all of the administrative features such as the course
outline, assignments, schedule, etc., are posted to a web site,
students use word processing and other programs to do
assignments, and so on).

Mixed mode: some of the course material is delivered face-to-face

and some via technology (e.g., online discussion, use of a software
program).

Full mode: all of the course material is delivered via technology

(e.g., a course delivered completely via the computer, either online
or using a software program).

59

While computers are indeed enhancing education in many respects, the benefit
of face-to-face support and guidance for learners is immeasurable. Our learners
will not fare well if they are plunked in front of a computer and left to their own
devices. While we want the advantage of computers, we cannot and should not
become overly reliant on them in literacy teaching and learning. Adult literacy is
above all a human endeavour.
Conclusion
This module has covered some of the basic areas you will need to get started in
your role as a tutor in terms of both process and content. As discussed in the
above section, while a correspondence course is convenient, nothing can quite
replace face-to-face instruction. As such, you will need to rely on the program
you work with to demonstrate and/or further explain the various techniques and
concepts discussed in this module.

60

Assignment: Module 4
1. What is meant by numeracy for "everyday living"? Give one example.
2. Reading, spelling, and numeracy are three examples of what?
3. What are the basic steps in the Directed Reading Thinking Activity (DRTA)
and what does this help learners with?
4. What are two examples of "specialized" literacy programs?
5. What are the five basic steps in the writing process?
6. What is the purpose of learner portfolios?
7. What does "echo reading" mean?
8. What are the two main aspects of computers that need to be addressed in
literacy teaching and learning?
9. Explain in your own words what the "language experience approach" is
and why it is considered beneficial to reading and writing.
10. What is meant by "integrated curriculum" and why is this important?
11. Design a one paragraph Cloze exercise.

61

Annex A
To Module 4
READING TECHNIQUES
DISSECT
This strategy provides a simple mnemonic for dealing with unknown words:

Discover the word's context.

Isolate the prefix.

Separate the suffix.

Say the stem or root word.

Examine the stem or root word.

Check with someone.

Try the dictionary.

Cloze Exercises
Cloze exercises are helpful for improving reading comprehension. Certain words
are deleted from each sentence in a passage. A rule of thumb is to delete every
ninth word for beginners and every fifth word for those who are more advanced.
The learner then has to fill in the blanks with a word that makes sense based on
the meaning or context of the sentence.
You can either write a passage yourself if you want to work on a particular area
or theme, or you can have the student dictate (if a beginner) or write (if more
advanced) something themselves. For example, in the language experience
activity in the previous section, the learner dictated a passage about computers.
The tutor could then turn it into a cloze exercise as shown below:
I want to learn computers so I can get ________ better paid job. Now I
work at McDonald's and it's hard ________ get by on not much money.
Computers are used to do lots ________ cool things. Love to have one
________ home, but can't afford it. Don't know how hard learning them
is, but I'd like ________ try anyway.
There are many different variations or ways in which to use this type of exercise.
In the example below, in addition to reading comprehension the tutor is starting
62

to work on computer basics with the learner, so she has used a cloze exercise to
blend or integrate the two.
Computers can be a lot of fun, ________ they can also be very confusing.
The more you know ________ them, the more fun they are. The
computer's main job ________ to run programs. Programs are
instructions in a language ________ computers and programmers
understand. When you want run ________ program, you type its name
and ________ computer goes and gets the program off the hard drive. It
brings it ________ its short-term storage (called RAM), and then you can
run it. The most common program is used ________ word processing.
Words = (for, about, is, into, but, that, the, to, a)
Directed Reading Thinking Activity (DRTA)
The objective of this activity is to develop a learner's skill in reading critically and
getting into the habit of predicting what might happen. This increases reading
comprehension. The steps in a DRTA lesson typically include:
1. Ask the learner to make a prediction about what might happen in a story
based on available clues such as pictures or the title of the story.
2. Have the learner read the story.
3. Have the learner confirm, adjust or revise his/her prediction.
4. Reread the story. Repeat Steps 2 and 3 as required.
Conduct follow up activities (e.g., word recognition, comprehension activities,
discussions, writing, etc).

63

Annex B
To Module 4
WRITING TECHNIQUES
Dialogue Journals
According to Peyton (1993), the advantages of this writing technique include:
-

Extends the tutor's contact time with learners, something that is

especially important when working with groups.

Allows a tutor to get to know a learner in a way that may not be

possible otherwise.

Provides continuous feedback on the learner's progress.

Provides a forum for individualized instruction and assessment.

Can be very motivating because they focus on meaning rather than

form and on real topics and issues of interest to the student.

More effective management of classes with students of varying

language, ability, and interest levels.

Mapping
Concept maps are visual representations of knowledge. They help us to develop
ideas, understand concepts, and so on, by making abstract or complex
information and relationships more concrete. Maps can use text only, or images
and colour can be added.

Planning a
Family Vacation
(Reference: Graphics
Organizers. On the
World Wide Web at
http://www.graphic.org/
promap.html)

64

The basic approach to mapping is as follows:

Start in the center of the page with the concept or problem you want to
explore. Make sure that the image or word/phrase clearly depicts this.

Brainstorm. Work from the centre out and create sub-themes and
associations.

Use arrows or other visuals to show how ideas and concepts are linked.

Don't stick in one area. Put down any ideas down as they occur and
wherever they seem to fit.

65

Annex C
To Module 4
SPELLING
v Phonetic Words
In phonics, letters correspond to certain sounds and blending these sounds
creates words.
e.g., sat, led, fit, van, craft, watch, open, important, understand
Naturally, this is the easiest portion of the language for students to learn once
they know the sounds that each letter makes. Some areas for you and your
learner(s) to work together on are outlined below.
Phonics and Word Families - Word families have common groupings of
two or three letters from which other words can be built. Functionally
illiterate adults often have trouble blending sounds into whole words.
Becoming familiar with word families helps the learner transition from the
initial phase of sounding out single letters to blending sounds into words.
e.g,

and - sand, hand, band, land

ing - sing, ring, fling, wing
ee - feet, meet, greet, beet
oo - look, book, took, hook
use - fuse, amuse, ruse

Several examples of activities for combining phonics and word families

include:

Use rhyming words and change the first consonant (e.g., cat, sat,
rat, fat, etc).

Change the last consonant (e.g., cat, can, car, cap).

Play the Consonant-Vowel-Consonant Conga. Take a C-V-C word

(e.g., "cat") and change one letter at a time to see how many
different words students can come up with.
e.g., cat, cap, tap, rap, rat, bat, bit, fit, fin, pin, pen

Phonics and Root Words, Prefixes and Suffixes - Prefixes are phonic units
added to the beginning of words and suffixes are added to the end of root
words. When added to root words, prefixes and suffixes create new words

66

with different meanings. A list of some of the most common prefixes and
suffixes has been included as Appendix B.
e.g.,

Root Word

Prefix

Suffix

agree
use

disagree
reuse

agreement
usable

v Decoding Words
This portion of the language includes words that can be decoded once the
spelling rule or "guideline" is known. Perhaps the most difficult thing for
students to accept about the English language is that the "rules" are not
absolute and there are many exceptions. It is suggested that the use of the
word "rules" be changed to "guidelines" as this immediately helps learners to
understand this fact and move beyond the frustration of trying to deal with
rules that aren't always the rule.
Some basic guidelines are outlined below. They are not intended to be taught
in any particular order; rather, they are meant to help you identify areas your
learner(s) may be experiencing problems in and provide remedial instruction
and activities.
Vowels make short and long sounds (See Appendix C for additional
examples)

A = cat, cake
E = bed, feet
I = fin, fine
O = nod, node
U = fun, fuse

Silent E
e.g., fate, geese, site, cope, fuse
Two consonants make two sounds (all the rest make one sound)

C - makes an "s" sound (e.g., circus, cent) and a "k" sound (e.g.,
cut, cool)
G - makes a "g" sound (e.g., gorilla, gas) and a "j" sound (e.g.,
George, geography)

The letter Y can be a vowel or a consonant

yellow, year = consonant

67

tiny, try = vowel

Vowel + "R" Combinations

ar - star

er - term

ir - girl

or -corn

Consonant Digraphs (two consonants, one sound)

th - that
ph - phone
ck - lick
mb - bomb
gn - gnome

gh - ghost
ch - cheat

sh - fish
kn - know

wh - which
qu - quit

Vowel Digraphs (two vowels, one sound)

ai - fail
aw - claw
oa - boat

ay - play
ew - flew

au - laugh
ee - feet

Special Endings
GHT - makes a "t" sound (e.g., light, thought)
TION - sounds like "shun" (e.g., creation, station)
The letter Y and suffixes
In words that end with the letter Y change the Y to an I and add the
suffix
(e.g., carry - carried - carrier) except for the suffix ING (e.g., carry carrying).
Tense

The endings ed and ing are added to words to indicate or describe

tense. (e.g., walk, walked, walking).

In words that end with the letter "e" the "e" is dropped before the
ending is added (e.g., love, loved, loving).

Plurals

Many words in the English language are pluralized by simply

adding an S to the end of the word (e.g., cat - cats, shape shapes).

68

Words ending in S, SS, CH, SH, and X, however, are pluralized by

adding an ES to the end of the word (e.g., bus - buses, loss losses, church - churches, push - pushes, box - boxes)

Most words that end in a Y, the Y is changed to an I and an ES is

added (e.g., carry - carries) except for C-V-C words (e.g., boy boys, pay - pays)

General

I before E except after C

v Sight Words
This portion of language includes words that simply must be memorized.
Initially most learners have difficulty distinguishing between decoded and sight
words. However, the more they work with the English language, the easier this
becomes and thus, the less frustrated they generally are with the oddities of
the English language. Some examples of sight words are captured in the
following poem:
I take it you already know
Of tough and bough and cough and dough?
Others may stumble, but not you
On hiccough, thorough, laugh and through!
Well done! And now you wish perhaps,
To learn of less familiar traps?
Beware of heard, a dreadful word,
That looks like beard and sounds like bird,
And dead; its said like bed, not bead
For goodness sake, dont call it deed!
Watch out for meat and great and threat
(They rhyme with suite and straight and debt).
A moth is not a moth in mother
Nor both in bother, broth in brother.
And here is not a match for there
Nor dear and fear for bear and pear.
And then theres does and rose and lose
Just look them up and goose and choose,
And cork and work and card and ward,
And font and front and word and sword,
And do and go and thwart and cart
Come, come, Ive hardly made a start!

69

The vowels E and O, in combination with other vowels, can make several
different sounds:

ea

- meat, dear, bear, heard, beard

oo:

- oom (boom)
- oop (hoop)
- ood (wood)

ow:

- know, blow, flown, bowl, crow, sow, bow

- down, flower, chowder, owl, fowl, sow, bow

ou:

- ouch (pouch)
- ound (sound)

ough

- dough, cough, bough, through

- oon (soon)
- ook (look)
- oot (boot and foot)

- out (pout)
- ouse (mouse)

The letters GH together can make two different sounds.

e.g.,

- a W sound (e.g., dough, bough)

- an F sound (e.g., cough)

70

MODULE 5: WORKING WITH

ABORIGINAL LEARNERS

Module Outline

Introduction
Aboriginal Culture and
Learning
Teaching and
Learning Techniques
Conclusion
Resources
Assignment

Introduction
In Manitoba, the Aboriginal culture makes up a
substantial percentage of the province's population.
As such, it is important to discuss the cultural
differences between Native and non-Native learners
so that teaching and learning is relevant and effective
for all students.
Aboriginal Culture and Learning
The following chart was taken from Narrative Literacy and Face in Interethnic
Communication (Scollon & Scollon, 1981), a study of the Athabascan culture. It
lists some cultural differences in communication between English speakers and
the Athabascans. It nicely highlights how misunderstandings can arise in the
learning environment when culture is not taken into account.
What's confusing to English
speakers about Athabascans
They avoid situations involving
talking
They only want to talk to close
acquaintances
They play down their own abilities
They act as if they expect things to
be given to them
They deny planning
They avoid direct questions
They never start a conversation
They talk off the topic

What's confusing to Athabascans

about English speakers
They talk too much
They always talk first
They talk to people they don't know
They think they can predict the
future
They brag about themselves
They don't help people even when
they can
They always talk about what's going
to happen later
They ask too many questions
71

They never say anything about

themselves
They are slow to take a turn in
talking
They ask questions in unusual
places
They talk with a flat tone of voice
They are too indirect; not explicit
They don't make sense
They just leave without saying
anything

They always interrupt

They only talk about what they are
interested in
They don't give others a chance to
talk
They are always getting excited
when they talk
They aren't careful when they talk
about things or people

Another useful chart is provided by Hawthorne (1967) who provides us with a

comparison of Native and non-Native cultures generally and in terms of teaching
and learning.

World
View

Language

Preferred
Teaching
Style

Preferred
Learning
Style

Native
Cyclical (oral tradition
Tribe and extended family
as social base
Tolerance of individual
differences
Customs and situational
ethics
Less emphasis on
materialism
More non-verbal
communication
Observant (less talkative)
Often speak non-standard
English dialect
More visually and orally
oriented
Rarely read to, few print
materials
Concrete demonstration by
elders and experts
Integrated with family,
community and life
Learning takes place in
extended (natural) setting
Exploratory
Peer and personal reward
system (intrinsic)
Process oriented (doing)

72

Non-Native
Linear (print tradition)
Individual and nuclear family
as social base
Emphasis on conformity and
compliance
Rules and rigid morality
Greater emphasis on
material values
More verbal communication
Participant (more talkative)
Generally speaks standard
English dialect
More print oriented
Often read to; variety of print
materials in home

Lecture and reading by

certified professionals
Separated from community
and life
Learning takes place in
restricted (classroom) setting
Forced
External rewards
Product-oriented (achieving)
Competitive

Preferred
Learning
Routines

Cooperative
Independent and
autonomous
Flexible and often nonexistent
Staying with a task not
emphasized
Time is a minor factor

Dependent and controlled

Rigid, structured
Staying with a task
emphasized
Time is a factor

Teaching and Learning Techniques

How then does this knowledge translate into appropriate instructional
techniques? A list of general ideas is given below, followed by an exercise you
can use with a group of learners.
Build Native culture into your
curriculum

Approach instruction of Native

learners in a manner generally
preferred within this culture

Use poetry and other arts activities such

as storytelling, dance, song and drama as
a means for instruction
Include learning activities and projects that
incorporate Native tradition, symbols, way
of life, history, etc.
Involve members of the Native community
in the learning process (e.g., guest
speakers)
Allow learners to privately rehearse a skill
before demonstrating competency publicly
Avoid spotlighting individual learners (i.e.,
singling individuals out)
De-emphasize competition and emphasize
cooperative/collaborative learning
Assist learners to integrate/synthesize new
material with prior knowledge and
experiences
Use more global, holistic instructional
approaches which emphasize the
development of self-esteem, confidence
and empowerment
Build life skills into learning
Utilize warmer, more personal teaching
styles and establish relationship with
learners
Be sensitive to non-verbal cues signaling
the need for assistance or the desire to
discuss an issue with the instructor
Accept silences and allow longer pauses

73

Facilitate rather than direct

learning

Use experiential (hands-on,

active) learning techniques
Use specific instructional
techniques to develop literacy
skills

after asking questions

Share classroom control and responsibility
Allow learners to have as much control as
possible over their own learning
Avoid doing all the talking; listen as well as
talk
Use small group work and discussion over
lecturing
Field trips, demonstrations, small group
work, etc
Emphasize a writing process approach
rather than focus on development of
grammar-based sub skills
Use a whole language, integrated
approach that emphasizes the
experiences of students

The Talking Circle Exercise - The talking or sharing circle is a traditional Native
technique that is used to assist people to express their thoughts and feelings. A
Native instructor at Assiniboine College recently described it as follows:
The traditional sharing circle is a very old way of bringing Native people of
all ages together in a quiet, respectful manner for the purposes of
teaching, listening, learning and sharing. When approached in the proper
way, the circle can be a powerful means of touching or bringing some
degree of healing to the mind, the heart, the body, or the spirit.
Within the circle we are encouraged to speak not only from the mind, but
also from the heart. We are free to share our innermost feelings if we
choose. Regardless of whether one brings a traditional teaching or a
personal problem to the circle, all persons are valued, respected, and
listened to. There is an Indian belief of right time, right place, right people,
hearing right things, and we rely on that belief within the circle.
The "Talking Circle" exercise is a good one to use to "break the ice" so to speak
when working with Aboriginal learners. It is conducted as follows:

Write a topic on the board and explain what is going to be discussed (e.g.,
individual attitudes toward education, teachers, preferred ways of learning,
etc. It can be any topic).

Have participants sit in a circle. Normally the room and each participant
would be "smudged" (blessed) before the circle, but this step may be
omitted.

74

A feather or talking stick is passed one by one around the

circle. The person holding the stick or feather speaks on the
topic, taking as much time as s/he needs, without interruption
or comment by the other members of the circle. Members may
pass if they do not wish to speak.

After everyone has had the opportunity to speak individually, the group
discusses the topic in general.

The following section lists some resources to assist you in planning learning
sessions for Native learners.
Conclusion
While this module has discussed the cultural differences between Natives and
non-Natives, it is important to recognize that we should not "pigeonhole" any
learner. That is, all learners will have a preferred, individual style, which may or
may not be affected by culture. Tutors need to take such things as culture into
account, but keep an open mind regarding what each learner's unique needs are.
Resources

Akiwenzie-Damm, K. & Halonen, D. (1997). Empowering the Spirit: Native

Literacy Curriculum. Austin Graphics: Owen Sound, ON. (Available
through the Ontario Native Literacy Coalition, 1173 2nd Ave. E., Owen
Sound, ON, N4K 2J1. Tel: 519-371-5594 or 1-800-971-2255, fax: 519371-5598, email: [email protected]).

Native Literacy and Life Skills Curriculum Guidelines (1984). British

Columbia Ministry of Education. (Available through the Open Learning
Agency, Tel: 604-431-3210 or 1-800-663-1653, fax: 604- 431-3381, email:
[email protected]).

Sawyer, D. & Napoleon, A. (1991). Native English Curriculum Guidelines;

A Resource Book for Adult Educators, Open Learning Agency: Richmond,
BC. (Available from BC Ministry of Advanced Education, Training and
Technology, Telephone: 604-431-3210 or fax: 604-431-3333.

Verrall, C. McDowell, P. & Keeshig-Tobias, L. (1996). Resource Reading

List: Annotated Bibliography of Resources By and About Native People.
(Available from the Canadian Alliance in Solidarity with the Native
Peoples, National Office, National Office, PO Box 991 Kahnawake
Mohawk Territory, Quebec, J0L 1B0. Tel: 450-632-6926, fax: 450-6352413, email: [email protected].

75

ASSIGNMENT - MODULE 5
1. What is the difference between facilitating learning and directing learning?
2. Give one example each of how Native and non-Native learners may differ
in terms of:
a. Language
b. Preferred learning routines
c. Preferred learning style
3. What are three ways that you could incorporate Native culture into
learning sessions?
4. The Talking Circle Exercise is an excellent ice-breaker for a group of
learners. Describe how might you extend this exercise to include:

a writing activity, and

a computer activity

5. What are three ways that your approach to teaching a group of Native
learners might differ from a group of non-Native students?
6. Explain in your own words why it is important to be aware of cultural
differences in learners, and adapt our teaching strategies in light of these
differences?

76

MODULE 6: PRACTICUM
ASSIGNMENT

Module Outline

Introduction
Assignment
Annexes

Introduction
When you registered for this course, you were asked to contact a literacy
program in your area if you had not already done so. Once you have made
contact, please give the letter at Annex A of this module to the Program Director.
Assignment:
1. Write a paragraph or two about yourself, describing why you are
interested in tutoring and what your expectations are.
2. Interview the program staff and write a description of the program (e.g.,
location, hours, number of staff and volunteers, type of program general/family/workplace literacy, services (e.g., academic upgrading,
employment, general literacy), policies regarding volunteers (hours
expected, training, etc), and learners (e.g., serve adults only or children as
well, serve one culture only such as Natives).
3. Interview a learner. Your goal is to get to know this learner both personally
and in terms of their general literacy abilities and goals. As you are new,
we only ask that you attempt to discern in general terms what level they
are at in terms of their reading and writing skills (versus a complete
assessment of all literacy skills including spelling, numeracy and
computer). A chart has been provided below which will give you a basic
description of skill levels in terms of reading and writing. Please also
ensure that you read through the section on assessing and interviewing
(Pp. 14 -19 and Appendixes A, B and C) in your Journeyworkers resource.
Stage
One

Description
The learner cannot
read much or at all,
can barely sign
his/her name, and

Reading should focus

on...
- learning the alphabet
(i.e., sounds,
consonants, vowels)
- developing a bank of
77

Writing should focus

on...
- signing own name
- copying from
printed material
- putting words in

has difficulty with

simple reading and
writing tasks

Two

The learner can do

some independent
reading, write simple
sentences and
paragraphs, but is
somewhat hesitant
and uncomfortable
with the process of
reading and writing

sight words
reading the days of
the week and months
of the year
reading words from
the same family (e.g.,
sat, bat, rat ...)
beginning to sound
out words
reading short vowels
in 3 letter words
(e.g., pin, let, fan ...)
recognizing silent
letters in common
words
reading the letter "y"
at the beginning of a
word (e.g., yellow),
and at the end (e.g.,
cry)
stopping reading at a
period
telling the number of
syllables in a word
telling the main idea
of a story
beginning to use
context clues to
guess unfamiliar
words
reading more words
on sight
reading cursive script
reading common
abbreviations
reading long vowel
sounds in 4-5 letter
words ending in "e"
(e.g., flame)
reading words that
start with consonant
blends (e.g., br, str,
pl...)
starting to read
words with double
vowels (e.g., seed,

78

alphabetical order
composing short
sentences
forming plurals by
adding "s"
forming new words
by adding the
suffixes "s", "ing",
"er", and "ed" to
root words
filling out forms
requesting basic
identification
information (e.g.,
last name, first
name, address,
postal code,
telephone ...)
writing the days of
the week and
months of the year
spelling words in a
"family" (e.g., hot,
not, cot, lot)

writing capital and

small letters
appropriately
forming plurals by
adding "s" and "es"
using
abbreviations
writing paragraphs
use verb tenses
correctly
filling out more
complex forms
learning to write a
letter and fill out an
envelope
using simple
punctuation
using contraction
(e.g., can't, won't)
writing numerals

Three The learner can read and write longer

sections of text, is
organized in writing, and can comprehend
most of what is read
-

each, rain)
beginning to use the
dictionary
telling the order of
events in a story
predicting an
unfamiliar word from
context
knowing that some
words have more
than one meaning
scanning text for
meaning
beginning to enjoy
reading

as words (i.e., for

cheques, etc.)

becoming familiar
and comfortable
with the writing
process
becoming familiar
with letter formats
spelling at a high
level of accuracy
using
abbreviations

Once you have completed your interview, please:

Write up a description of the learner, much like the ones that were
discussed in Module 2. Include the learner's background, goals, personal
interests, and possible barriers to learning.

Identify the general level at which the learner is at in terms of his/her

reading and writing skills.

Plan two lessons that integrate reading and writing into activities that will
be of interest and benefit to this particular learner, and are at the
appropriate level. Use the blank lesson plan form provided at Annex B to
Module 3. Be sure to include at least one of the techniques described in
the sections "Reading" and "Writing."

With a program staff member supervising, teach the lessons with the
learner and complete the "Lesson Closure" form provided at Annex C to
Module 3.

Ask the staff member who supervised your lessons to complete the blank
"Tutor Assessment" form provided at Annex D of this module.

79

Annex A
To Module 6
LETTER: PRACTICUM ASSIGNMENT
From:

Manager
Adult Learning and Literacy Unit
Manitoba Ministry of Education, Youth and Training

To:

Director, Adult Literacy Program

The bearer of this form letter is enrolled as a student on the Introduction to

Teaching Adult Literacy course. It is a correspondence course offered by this
department. (You may confirm this at 1-800-282-8069, ext 8247). The course is
a prerequisite for the AL&L Level 1 certification program for practitioners and
volunteers in Manitoba.
In that the course is offered by correspondence, there is a need for students to
gain experience in a face-to-face environment. Thus, students are required to
complete a practicum component, which involves making contact and working
with a program in his/her local area.
The student is required to complete the following:
1. Interview program staff regarding your program mandate, services,
expectations of tutors and so on.
2. Interview a beginning learner about his/her background, goals, interests,
and determine the general level of literacy the individual is at in terms of
their reading and writing.
3. Plan two lessons involving reading and writing activities that would be
relevant to the learner, and conduct them under the supervision of a staff
member.
4. Have the staff member assess the tutor's performance using the Tutor
Assessment form.
It would be greatly appreciated if you would allow this student to complete his/her
practicum assignment with your program. Please do not hesitate to contact the
department at the phone number given above if you have any questions.
Thank you,
A. Beauchamp
Manager, AL&L

80

Annex B
To Module 6
LESSON PLANNING FORM
Subject: ______________ Learner: _______________ Date:____________
Details

Comments

Objective(s)

Skills/
Knowledge

Materials
and
Resources

Learning
Activities

Integration
of Skills

Evaluation

Other

81

Annex C
to Module 6
LESSON CLOSURE FORM
Learner: ___________________________
Learner

Date: ____________________
Tutor

How did the

learning session
go?
What worked?

What didn't?

What was
easiest?

What was most

difficult?

What material, if
any, do we still
need to work on
from this
session?
What needs to
be done before
the next session?

What will we
cover in the next
session(s)?

82

Annex D
To Module 6
TUTOR ASSESSMENT FORM
Tutor's Name: _________________________________________________
Supervisor's Name: ____________________________________________
Literacy Program: ______________________________________________
Date/Subject of Lessons:
a) ______________________________________________________
b) ______________________________________________________
Please comment on the following areas:
1. Tutor's Interview and Assessment of Learner

2. Tutor's Lesson Planning and Preparation

3. Tutor's Conduct of Lessons (i.e. ice breaker/warm-up; review of material from

previous lesson; introduction/overview of lesson; relevance of material
covered; summary; lesson closure)

4. Other/Comments

Signature: ______________________________ Date: ________________

83

REFERENCES
Archambeault, E. (Sept/Oct 1993). Holistic mathematics instruction,
Adult Learning. 5(1).
Brown, J., Collins, A. & Duguid, P. (1993). Situated Cognition and the Culture
of Learning. Retrieved from the World Wide Web September 1999:
http://www.ilt.columbia.edu/ilt/papers/JohnBrown.html
Burland, E., Campbell, C., Kirby, J., Neuman, P. & Toews, B. (2000). Alignment
Of Manitoba Stages with National Standards: Final Report for Phase 1.
Pembina Valley Learning Centre: Manitoba.
Hawthorne, H. (1967). A Survey of Contemporary Indians of Canada.
Canada: Ministry of Supply and Services.
Klein, C. & Millar, R. (1990). Unscrambling Spelling. Toronto: Hodder &
Stoughton.
Norton, M. (1988). Journeyworkers Approaches to Literacy Education with
Adults: Tutor's Handbook. Calgary: The Alberta Educational
Communications Corporation.
Peyton, J. (1993). Dialogue journals: Interactive writing to develop language
and literacy. ERIC Digest, April. Retrieved from the World Wide Web
January 23, 2001:
http://www.cal.org/NCLE/Digests/DIALOGUE_JOURNALS.HTML.
Scollon, R. & Scollon, S. (1981). Narrative Literacy and Face in
Interethnic Communication. Norwood, NJ: Ablex Publishing.
Taylor, M. (2000). The Language Experience Approach and Adult Learners.
Retrieved from the World Wide Web January 14, 2001:
http://www.cal.org/NCLE/Digests/LANG_EXPER.HTML

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