Basic Skills Forum

Recent Posts:

Learning and Problem Solving Strategies of ESL Students by Soledad Knipp

A Penny for Ur Thoughts by Thomas Gault

Summary of the Basic Skills Writing Study Circle Meeting

Wednesday May 7, 2008

The Writing Study team met on Wednesday for the
first time with much success. Susan McClellan, our
facilitator, did a fine job of setting the agenda and
ground rules for discussion. Our group is a fine
eclectic group that has many different facets to add
to discussion from many different perspectives of the
job. After getting to know a little about each other
and how a study group works, we set down to discussing
one of our readings concerning the differences and
likenesses of adult literacy learners and English
language learners. There were four groups that
presented information from their analyses of the
research article. We found that there were
differences in the learners such as the level of
English used in prior knowledge, and cultural
differences that may add misunderstanding to the
American culture being presented in ESL classes. We
felt that both groups were lacking in their experience
in writing, in general, as a communication tool.
Once our ideas were presented and discussed, we had
a break and returned to proceed to the next step which
involved discussing six different approaches to
presenting writing in the classroom. These approaches
included the Cognitive Writing Process, the Knowledge-
Telling Model, the Knowledge- Transforming Model,
Project-based Instruction, Equipped for the Future
Instruction, and Technology-based Communication. These
areas of instruction stress the processes in writing
rather than just the end product. It was a great
circle. We will meet again next week to discuss more
research in the Writing Process.

The reading from this circle was called Research in Writing: Implications for Adult Literacy Education Volume 2 : Chapter 3 by Marilyn K. Gillespie. You can read it all at:

http://www.ncsall.net/?id=561

Rita Seretti

Friday, May 2, 2008

Brannigan Leishman – Facilitator; Rebecca Tamondong – Notetaker/Recorder

Attendees: Henry Kim, Brannigan Leishman, Carolyn Ourfalian, Rebecca Tamondong, Rosita Valencia

Introduction/Purpose/Overview

After self-introductions from each participant, the facilitator gave the purpose and an overview of the Study Circle, including the ground rules for study circle participants.

The purposes of this Study Circle are to enable practitioners to discuss and use research to improve their practice; and to generate recommendations and practical suggestions for other practitioners or policy makers on how translate research into practice.

Our objectives for Study Circle Session I are 1) to distinguish the different theories of the reading process and explain what model of reading we use in our instruction; 2) to summarize the different types of research; and 3) to identify the components of reading.

Expectations

The participants’ expectations are as follows:
1. To learn techniques to help students become better readers.
2. To come up with a valid assessment of students’ reading comprehension.
3. To research information to support choice of materials for student learning.
4. To compile current techniques in teaching reading and possible additions to our teaching repertoire.
5. To be able to address some reading disabilities of our students.
6. To share information at the same level of teaching.

Some suggestions toward the realization of these expectations are:
1. Gather teaching techniques or ideas from professional development workshops.
2. Conduct level workshops, i.e., a reading workshop for Low Beginning and Literacy instructors, one for High Beginning and Low Intermediate, and another for High Intermediate and/or Advanced ESL instructors. The rationale for this is that students’ needs from different levels vary and therefore the approach in the teaching of reading will also vary by level.
3. Compile a list of practical tips of what we already know as teachers of reading.

Reading Models

In our discussion of the different models of reading which are 1) the skills driven model; 2) the integrated skills model; and 3) the comprehension driven model, we agreed on the following:

The skills driven model of reading work best for the basic reading and literacy students. In this model, students are taught decoding, before understanding meaning or comprehension.

The integrated model is best for the high beginning level where students can already focus on the letters and get meaning at the same time.

The comprehension model is for intermediate or advanced readers who already have background knowledge from their life that they can use when they read. Readers at this level can understand the text even though they don’t decode fluently.

Types of Research

The two types of research were briefly discussed. 1) Quantitative research measures reading outcomes (such as test scores) to understand what works for many students. This type of research often uses statistical methods to draw conclusions. 2) Qualitative research employs interviews, stories and life experiences to understand what works with certain individuals.

Components of Reading

We were introduced to the four components of reading. Recorded here are the group’s thoughts on the implications of each of these components for the teaching of reading, as well as some questions raised during the discussion.

1) Alphabetics. Low beginning students need these skills, but intermediate and advanced students can do this minimally. What the latter students need is pronunciation.
2) Fluency. Guided and repeated oral reading increases fluency. According to research, a student needs to hear/speak the word, sentence or utterance 57 times before he can actually learn or comprehend it.
3) Vocabulary. Vocabulary is best taught in context. Question: Can role play be useful in introducing/explaining new words? Can we employ group work in the study of idioms?
4) Comprehension. Some strategies to teach comprehension are: 1) asking for the topic sentence to check comprehension, 2) asking the 5 wh- questions (what, who, when, where, why); 3) checking for inferences and implications, 4) using the SQ3R method (survey, question, read, repeat, write); and 5) summarizing and outlining.

Summary of the Basic Skills Math Study Circle Meeting

Thomas Gault – Facilitator; Ellen Welch – Notetaker/Recorder

So…what about math?

The first Basic Skills math study circle took place on April 25th. We discussed the necessity of math for college, jobs, and life. Some questions we are tackling include:
-What aspects of math are vital for our students?
-How can we combine existing efforts and programs?
-How can we insure quality of instruction and learning?
-What are the best ways to incorporate math into the curriculum? (or should there be supplementary math materials?)
- Would separate math courses be a good idea?
To explore answers to these questions, the study circle hopes to summarize the available literature and develop actual examples of how basic and real-life math can become a functioning component of the course of study offered to our students.
We are starting to think about the math involved not only in comprehending the most fundamental concepts, but also in understanding tax forms, real estate negotiations, and bank accounts.
Please feel to add your comments. We will be meeting again soon!