Adult Literacy; Classroom Writing. the Manual Also Provides Tutors with a Variety of Lists for Assessmen

DOCUMENT RESUME ED 367 901 CE 066 097 AUTHOR Clark, John T., Ed.; Williams, Ron, Jr., Ed. TITLE Tutor Reference Manual. Second Edition. INSTITUTION Literacy Network of Greater Cincinnati, OH. SPONS AGENCY Cincinnati Human Services Div., OH.; Ohio State Dept. of Education, Columbus. Div. of Educational Services. PUB DATE Dec 93 NOTE 247p. PUB TYPE Guides Non-Classroom Use (055) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Adult Basic Education; *Adult Literacy; Classroom Techniques; *Educational Resources; *Literacy Education; Phonics; *Reading Instruction; *Teaching Methods; *Writing Instruction ABSTRACT This manual, intended for use by tutors working with adults learning to read, offers a ,onsolidated resource of specific instructional techniques and provides additional suggestions not covered in basic tutoring workshops. The manual summarizes a variety of approaches commonly used to instruct adults and provides background for three modes of teaching and the process approach to writing. The manual also provides tutors with a variety of lists for use in aiding students to decode and comprehend. The manual is organized in eight sections: (1) the three columns of learning (coaching, discussion, and didactic instruction);(2) teaching methods; (3) teaching writing; (4) instructional systems;(5) goal setting and lesson planning involving students; (6) student reading assessment; (7) working with learning disabled adult students; and (8) word lists for tutoring. Contains 72 references. (KC) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Literacy Network of Greater ;.1 Cincinnati Tutor Reference Manual Second Edition December, 1993 Literacy Network of Greater Cincinnati 636 West Seventh Q. - Suite 207 Cincinnati, Ohio 46203 "PERMISSION TO REPRODUC!: U S. DEPARTMENT OF EDUCATION THIS 011, . ot ECtuCaltonsl Research and Improvealhnl MATERIAL HAS BEEN GRANTEDBY F UCATIONAL RF SOURCES INFORMATION CENTER (ERIC) Tras dol uthElnI has Pee° reatotha ea as tot ()owed Dorn the (tense, ot organaation nocunattng d Minor t henget: Nair [wen nade lo topnoclut tton quality - - TO THE EDUCATIONAL Points of woo or uptnuesS slated to thtSCIOt u RE WCES trent du nol ho( eSSerdy tetuesent oftu tat INFORMATION CENTER(ERIC)" 111 RI pnsd,on .Ir pub, y 2 BEST COPY MIME Literacy Network of Greater Cincinnati TUTOR REFERENCE MANUAL 2nd Edition December, 1993 John T. Clark, Editor Ron Williams, Jr., Assistant Editor This manual was developed under ftmding fromthe City of Cincinnati, Human Services Division and under the auspices ofthe Ohio State Department of Education, Division of Educational Services,Adult and Community Education Section. Literacy Network of Greater Cincinnati 635 West Seventh St.- Ste. 207 Cincinnati, Ohio 45203 Literacy Network of Greater Cincinnati Tutor Reference Manual Table of Contents Introduction: Purpose of This Reference Manual; Acknowledgments iii I The Three Columns of Learning 1 A. Coaching (Developing Skills) 3 B. Discussion (Developing Comprehension/Thinking Skills) 5 C. Didactic Instruction (Acquiring Information) 9 II Instructional Techniques (Teaching methods) 11 A. Phonics 12 B. Sight Words & Context Clues 15 C. Word Patterns 18 D. Language Experience Approach 20 E. Comprehension 22 III Teaching Writing; the Relationship of Writing and Reading 28 A. The Process Approach to Writing 28 1. What is the Basic Writing Student Like? 31 2. The Writing Process 32 3. Prewriting: "What Do I Have to Say" 34 4. Writing: "How Do I Say It" 43 5. Rewriting: "Have I Said It" 45 6. Evaluation and Portfolios 49 B. The Relationship of Writing and Reading 57 C. Writing Activities in Handout Form 58 IV Instructional Approaches (Systems) 70 A. Laubach (Phonics) 70 B. Literacy Volunteers of America (Language Experience) 73 C. Kentucky Literacy Commission (Eclectic) 78 D. Time-Warner (Print media emphasis) 82 E. Basal Reader Series (Adult) 84 F. PALS (Computer Assisted Instruction) 86 V Goal Setting & Lesson Planning; Involving the Student 90 A. Preparation 91 B. Lesson Framework 99 C. What Should I Do the First Lesson? 101 D. Involving the Student 103 VI Student Reading Assessment 106 A. Introduction and Acknowledgements 106 B. Before Testing 107 C. Norm-referenced Tests 109 4 D. Criterion-referenced Tests 117 E. Selecting Proper Instructional Materials for Student Deficiencies 137 E. Fry Readability Formula 160 F. Citation of Sources 161 VII Working with the Learning Disabled 163 A. "What if my Student Has a Learning Disability" (Alicia Sparks) 163 B. "I Can't Spell" (Mary Jo Clark) 172 C. "Case Study of an Adult of Low Literacy with Developmental Dyslexia" (Lenore Ganshow) 188 VIII Useful Lists 221 A. 300 Most Frequently Used Words in rank order 221 B. Adult Basic Word List 223 C. Survival Words 225 D. Suggested Key Words 229 E. Prefixr.ts 230 F. Suffixes: noun, adj. 230 G. Grammatical suffixes: verb, noun, adj. 230 H. Word Patterns 231 Literacy Network of Greater Cincinnati TUTOR REFERENCE MANUAL Introduction This manual is intended for the use of new and experienced tutors in the greater Cincinnati area who would appreciate a consolidated resource torefresh their memories on specific instructional techniques for working with adults learning to read, or for additional suggestions not covered in basic tutoring workshops (LLA, LNGC, LVA, KLC, etc). Not only does it summarize a variety of approaches commonly used to instruct adults, but it also provides backgroundof the three modes of teaching and the process approach to writing. Finally, the manual provides the tutor with a variety of lists for use in aidingstudents to decode and comprehend. The Literacy Network expresses its appreciation to the following for permitting the use of their materials in the body of this manual: Literacy Volunteers of America for the word lists appearing in Section VI,and for ideas adapted in Section II from the LVA manual, Tutor, 6th edition. 'Mary Jo Clark, for the article "I Can't Spell, the Plight of Adults of Low Literacy," Alicia Sparks for the article "What if my Student Has a Learning Disability," and Leonore Ganschow, for the article "Case Study of an Adult of Low Literacy with Developmental Dyslexia" The Literacy Network is most appreciative of the work of Mr. Ron Williams, Jr. for his contribution to the manual sections IV and VII and for his editing and suggestions. John T. Clark Editor and Contributor Section I THE THREE COLUMNS OF LEARNING AND TEACHING One learns in three different modes to acquire knowledge (didactic instruction), to develop skills (coaching instruction), and to understand ideas (discussion, and exercising logical thinking). In most traditional schooling after the primary level, the emphasis for instruction is on acquiring knowledge about 80%. To a lesser degree, instructional time focuses on developing skills (15%), with the least amount of time 5% spent studying and understanding ideas . Recent studies of American schooling (e.g. Adler, Sizer) indicate that these allocations are inappropriate. Acquiring information, while necessary, has become an impossible task. Today, there is simply too much knowledge for any one person to master, let alone understand. The most one can do when he or she rea2izes that education is a life long process is to learn how to learn. This new focus necessitates a reordering of the three modes of learning. Skill development is the most important learning one can pursue, since it unlocks the door of acquiring and understanding knowledge. Skill development is also the key to learning to analyze and to think logically, which arethe means to understanding the great ideas of man. For without understanding, ideas are of little use. Therefore, education is a process that should be probably be 60% skill development, 30% discussion and understanding of ideas, and 10% acquisitionof information. This reordering has direct implications for tutoring of the uneducated adult in reading. 1) Skill development should be the primary focus of adult reading instruction. Practice to mastery is the essential act of the student inthis mode of 7 learning. The tutor is a coach, whose primary job is to facilitate skill development, not act as a fountain of knowledge. 2) Understanding of written ideas is the primary aim of adult reading instruction. Discussion with the tutor or other students is the essential act of the student in this mode of learning. The tutor becomes J facilitator of learning, whose primary function is to think logically and aloud as a model for the student and to insure that the student learns to think logically. 3) Acquiring additional knowledge with understanding is a necessary adjunct of adult reading instruction. Every person must have information understood information to operate safely and effectively as a contributing citizen in today's democratic society. The essential act of the student is learning how to acquire information on his/her own. All real learning occurs only with active participation of the student. At best, the tutor can function only as an assistant, just as the skilled obstetrician can only aid in the birth process. It is the mother who delivers the child. It is the student who learns. To view these three modes of learning as independent entities would be a mistake. One must have information (short a sounds like the a in cat) to decode, the first step in reading. But learning to decode rapidly is a matter of practice on the part of the learner, with the tutor observing, correcting, and praising while the student practices. One can say the student has learned to decode only when he makes it his own. On the other hand, decoding is not reading. Unless the student understands the meaning of the words he reads and understands the meaning of the sentences and paragraphs where those words occur in their peculiar order, he is not reading. The only way to learn to do that is to analyze the reading and discuss it with someone else - until the new 2 student has the facility to do it on his own.

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