Basic Skills Forum

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Reading and Literacy Archive of Comments
Greg (0mer) Whitman | whitmangreg@hotmail.com | https://remote.rsccd.org |

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A long time ago, and in my case a very long time ago, I was a reading teacher for a private school. This school had developed a system whereby we would teach the students combinations of vowel sounds and have them repeat those sounds over and over. This would prepare them to say those combinations more easily when they encountered them in words. I think it would be good to develop some lessons around this concept. Greg Whitman – CEC – Interm. 1

Apr 19, 7:59 AM— Home Page

Malena Copeland | copeland_malena@sac.edu |

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I enjoyed reading this post because it reminds me how important it is to reinforce these skills with my students, and most of all to give them plenty of repetition. Sometimes, I will feel that my students have grasped a concept after reading through and discussing a lesson. Later, I find that many students didn’t completely acquire the information. By giving them more practice and experience with the material they will improve their reading and comprehension skills. John helped me remember that patience is a virtue when teaching students to read, and our student can truly benefit from lots of patience and lots of practice.

Apr 18, 10:34 PM— Teaching Adults to Read: A Summary of Scientifically Based Research Principles

Rebecca Tamondong | rjtamondong@att.net |

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John, thanks for all the clear definitions of the terminology used in adult reading instruction. For me, we should focus the teaching of reading on developing fluency, vocabulary knowledge and reading comprehension. I like the suggestion about focusing on adult-oriented reading materials, because that’s who our students are: adults who are in need of knowledge and training in the English language. Developing in them a love for reading on subjects that greatly interest them (intrinsic motivation!) is a sure fire way of improving their language skills (particularly writing) as well.

Apr 18, 11:50 AM— Teaching Adults to Read: A Summary of Scientifically Based Research Principles

Denise | deniseydowling@yahoo.com |

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It is amazing that there is plenty of research that only skims the surface of what we can learn. John’s summary indicates that most of reading research is focused on K-12, while research beyond that is much more limited. Certainly there are both overlapping and distinctive characteristics for child and adult learners in developmental reading. Becoming familiar with research that is applicable is a head start, but putting “what works” in a practical mode and sharing our experiences with each other is an even greater challenge and asset.
Apr 16, 11:27 PM— Teaching Adults to Read: A Summary of Scientifically Based Research Principles

Merry Draffan | draffan_merry@sac.edu |

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Judith, Thanks for those three great summaries. I especially like the Experiential Approach. It ties in with what others have been saying about writing about what is meaningful. Also, an experience leaves neural pathways in the brain, or “hangers in the closet,” where new information can be absorbed or “hung up.” This allows the thinking process to move to higher levels, making connections, rather than just collecting facts.
The DRTA and Language Experience Approach are straightforward and should be fun for the students, as they receive personal recognition and attention. I would like to know how you manage this time-wise in a classroom. I am sure this personal touch helps student retention in your classes.

Apr 16, 9:17 PM— Question of the Week

Judith Holmes | holmesj@sbcglobal.net | basicskills.edublogs.org |

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Some lesson activities that are useful in teaching reading to students at begininning levels are the DRTA, LEA, reading conferences, and the Experiential Approach.
The DRTA (Directed Reading Teaching Activity) encourages students to make use of their tendencies to make and confirm predictions. The teacher asks only three questions:
1) What do you think this story is about?
2) What do you think will happen next?
3) What makes you think so?
The lesson materials need to be put together by the instructor and have flexibility in the content and level of language profiency.
The Language Experience Approach
1) Students are asked to relate stories to the teacher. The stories can be about anything appropriate for the language proficiency level.
2) Students’ stories are recorded verbatim by the instructor.
3) The student reads the story aloud. The teacher also reads the story aloud.
4) The story is reread and discussed. This can be done on a subsequent class day. If the student dictated new words, these are written on flashcards and made a part of the students’ word bank.
5) Students’ dictations are put into “book” form, each individual stapling his or her own “stories” into a “book” which in turn becomes a record each individual student’s development.
6) Students can read the stories to each other or in another configuration, discuss them, and so on.
The Experiential Approach can be implemented in may ways. An instructor may wish to front-load a class with new vocabulary related to the lesson. Field trips, an event (rain storm, 9/11, etc.) are types of experiences shared by the students. Instructors gather materials related to these experiences and organize lessons appropriate for the language proficiency level of the students in the class. This can be as simple as planting seeds in pots or a garden, cooking something, following directions on a field trip, and so on. The approach is useful with beginning level ESL students as well as more advanced students. Grammar can be integrated into the lesson with sentence writing, description, and so on. There is a wide range of flexibility in this method regarding content as well as the previous ones.
Recipe making is excellent with beginning one level ESL students. I made colorful layered Jello one time; the recipe and the experience generated a great deal of interest and language use.
Of course, vocabulary instruction is a basic to all reading activities.

Apr 16, 6:09 PM –Question of the Week

Dorothy Hoyt | dhoyt11@Juno.com | basicskills.edublogs.org/2008/03/06/curriculum |

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In dealing with ways to support student choice in reading material, I find it useful to have available in the classroom a variety of books on different topics, written for different grade levels. The areas of interest would include current events, science, health, politics, government, theater, music, sports, geography, countries and cultures……….etc. These materials could be used during silent reading time and for research projects. Both fiction and nonfiction would be included. I would encourage those students who have access to a school or public library to share their choice of material with the class by oral reports or posted written reports.
At the beginning of a semester, it is valuable to take a survey and find the topics that are most interesting to the students. I would bring in newspaper and magazine articles about some of those topics to read aloud, in hopes of motivating those who find it difficult to choose material. If possible I would purchase small sets of books to be used in small group pull-out lessons, so students could share their enthusiasm for a particular topic. Committee project work is a great way to get a group of students to interact and work together to produce a final project. Research by “Googling” is fun and useful in student committee work.
The above are just some ideas that pop into my head when thinking of ways I could support sudent choices in reading.

Apr 14, 1:00 PM— Curriculum

Charlie Ruland | charlieruland@hotmail.com |

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Hello all. I teach GED and ABE in the OC jails to both men and women inmates. My ABE students are mostly ESL and they’re all women.. So I’m learning by trial and error what works and what doesn’t. My students come from all over the world: China, Russia, Thailand, Indonesia, Mexico, and South Korea. All in one class! Talk about a diverse group. I’m continually asking myself, “How can I better communicate and make the class fun”? Our cultural backgrounds are very different, and their’s from each other; the cultural and linguistic barriers are formidable!
Well, one subject I’ve found that the women really enjoy is business. (I’m sure men would enjoy this too). The stock market, currencies, commodities, bonds. What I do is bring in the LA Times business section and we go over it. They all get a copy. And we start to interact and they love it! For example, when they see their country’s stock market results, or their country’s currency listed, they get excited and want to know why the numbers go up and down. Since they already recognize certain information (e.g. their own currency) it’s not as intimidating as it otherwise would be.
Reading the Business section, and the tables and charts is a fun and educational activity. It combines math and reading as well as writing and learning new vocabulary. It also teaches them some basic economics which they really appreciate. One relevant topic of late has been food prices. They want to know why gas and prices are going, so we talk about “inflation,” and supply and demand and “peak oil.” (sorry, one of my areas of special interest).
We also take a different currency every class..for example, last time it was the Thai “baht” and we review how to convert the baht into dollars. They find this fascinating!!
So the bottom line is, with this one activity I get my ESL students to feel empowered, more self-confident as well as motivated to take that leap of faith and practice their English!

Apr 13, 10:09 AM— Curriculum

Kathy Ruland | kkruland@aol.com |

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“What gets our students excited about reading?” I find adult students’ motivation to read increases when they are interested in what they are reading, especially if they can incorporate or connect experiences, skills, ideas, background or culture. Reading aloud to the class is just one of the many strategies I have used to peek student interest. I like to read short stories, stories with a simple writing style, fast paced plot, and easy to follow, therefore students don’t feel overwhelmed or frustrated with complex structures or concepts. Read alouds also allow me to read at a higher level because students can hear the pronunciation of the words and expression of the characters. Some books I like to read in class are: The House on Mango Street, THe Four Agreements, Esperanza Rising, THe Outsiders, Of Mice and Men, Tuesdays with Morie, Animal Farm

Apr 8, 9:03 PM— Curriculum
Ann Bernal | abernal@hotmail.com |

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I think that the basic skills classes should have one class for advanced GED students as they study the advanced reading/vocabulary in the GED books and have to learn to write an essay and advanced math….or will there be classes that will be appropriate for them? ( I teach GED and the students who are really ready for these advanced classes are mostly on their own now since they are lumped in with students who are not as advanced.)
Apr 1, 4:28 PM— Question of the Week
Malena Copeland | copeland_malena@sac.edu |

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My students love to feel successful at reading. If I read something aloud to the group, give them time to practice in groups and then independently, they improve their decoding skills, comprehension and pronunciation. Moreover, they build confidence so they are not ashamed to read aloud to the entire group. I try to always maintain a warm, safe environment with my students and emphasize that there are many levels in my class. I ask my students to be patient and supportive to one another. I find that even very low-level students want to participate when they feel safe. If they are given material that they can read successfully, their confidence soars. This of course, leads to more risk taking, and even more success.
Finding appropriate reading materials for adults can be challenging. Adults do not want to feel that they are being patronized, yet many beginning readers are created for children. What materials have you found for adults at a very low reading level?
Mar 28, 9:31 PM— Curriculum
Erik Gasner |

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I believe that you learn more when you teach to others. I have increased my comprehension on a grammar point when i reteach it. I always have them work in groups and have them work together and reteach the info. They sometimes say that “teacher I really understand it now”. They really help, encourage , and share.

Mar 28, 11:57 AM— Trends in Teaching and Learning Innovation
Jolene Shields | shields_Jolene@sac.edu |

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Here is a good quote.
“But no exercise, however well ordered, will have the effect of a genuine reading task that encourages the reader to learn what he wants to know as a result of his own initiative.”
Margaret Meeker
Learning to Read
Mar 27, 2:24 PM— Curriculum
Erik Gasner |

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I believe this quote holds great meaning “Students in classes where teachers made connections to the real world had more growth in reading basic skills development.” I do my best to follow this model. We have to connect it to their situations and desires in order for it to be beneficial.
Mar 27, 12:15 PM— What Works for Adult ESL Literacy Students
Malena Copeland | copeland_malena@sac.edu |

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Thanks, Ngoc. What a wonderful resource! How have you used the website in your classroom? Do you incorporate it into a lesson plan, use it as a sponge activity, as independent practice, as an assessment tool, or something else?
Mar 20, 10:52 PM— Archives: Question of the Week
Ngoc Luu | luu_ngoc@sac.edu | thatquiz.com |

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A wonderful math website I have used in the past is http://www.thatquiz.com. It is great for beginning or advanced students. There is also a section where students can test their vocabulary skills. The default language for the website is in English. However, there is a link to convert it into Spanish. No fee or registration is required.
Mar 20, 4:17 PM— Archives: Question of the Week

Thach Pham: Can ESL instructors teach the Basic Skills classes? Do they need some training?

Malena Copeland:Our goal is to incorporate basic skills instruction into all classes. There will be multiple opportunities for training and exciting institutional developments that will enhance our ESL classes as well as the Citizenship, ABE, HSS and all of the other classes taught at Santa Ana College School of Continuing Education. This blog will be an essential link to guiding and communicating about the new direction that our institution will take. All instructors are encouraged to participate and give as much input as possible. This project will be very rewarding for everyone, especially our students.

Anonymous:

Is it fair (PC) to help students in their native language (such as Spanish) but not help other students who peak other languages (such as Vietnamese)? I like to help my students when I can with a little explanation in Spanish, but I don’t have ability to help students that speak another language.

ESL Teacher:

Good question, anonymous. I think that we just have to do the best that we can. Surely, we shouldn’t leave anyone out, but we can help those that we can by sometimes clarifying in the native language. As long as we are just echoing or repeating something we just said in English, it should not be a problem. Sometimes, I get a Japanese or Chinese student, and I know a few expressions, so I speak a little Chinese or Japanese whenever possible. This makes my students feel comfortable, because when they see how bad my Chinese or Japanese is, it removes all their fears about speaking English.

Erik Gasner:

I believe in full immersion. I dont try to help in their native language. most students like that best. some teachers speak so much spanish that students dont get anything out of the class. They need to hear teachers talk and get accustomed to the speech

Erik Gasner:

I believe this quote holds great meaning “Students in classes where teachers made connections to the real world had more growth in reading basic skills development.” I do my best to follow this model. We have to connect it to their situations and desires in order for it to be beneficial.

Rebecca Tamondong:

That the 4 instructional practices do work is something we already know based on our teaching experience with adult students. Am glad to learn that a study exists validating this. I fully subscribe to all the findings stated above, including using the student’s native language for clarification. The key word is “clarification”. After you’ve explained the topic in English in every way you can (using repetition/redundancy, Q & A, TPR, visual aids/realia, etc.) and there are still some questions/doubts as to whether the students “got it”, the native language translation is the clincher. Also, abstract concepts seem to be best or quickly understood when translated in the student’s native language. For this reason, I strongly encourage my students to have a bilingual dictionary on hand. My Vietnamese students find the use of a Vietnamese/English English/Vietnamese dictionary particularly helpful.

Sharon Chidester:

I agree, Rebecca, that finding ways to clarify that our students are indeed understanding their learning experience is very important. For years, I have had trouble with getting them to understand abstract words and concepts by using only the target language of English. I myself have been a second language learner, and I know that certain vocabulary has to be translated to me in my native language in order for me to really know it well.