Literacy Programs - Revision history

Reverse22 at 05:46, 3 January 2012

2012-01-03T05:46:56Z

Rlackie: /* Specific Blog Posts/Articles to Check Out */

2006-12-12T19:21:15Z

‎Specific Blog Posts/Articles to Check Out

Rebeccahoward: /* Specific Blog Posts/Articles to Check Out */

2006-10-27T14:31:39Z

‎Specific Blog Posts/Articles to Check Out

Rebeccahoward at 22:43, 11 October 2006

2006-10-11T22:43:01Z

Rebeccahoward at 22:42, 11 October 2006

2006-10-11T22:42:38Z

Rebeccahoward: /* Tips/Successful Models for Literacy Programs */

2006-10-11T22:42:13Z

‎Tips/Successful Models for Literacy Programs

Rebeccahoward: /* Tips/Successful Models for Literacy Programs */

2006-10-11T22:41:44Z

‎Tips/Successful Models for Literacy Programs

Rebeccahoward: /* Tips/Successful Models for Literacy Programs */

2006-10-11T22:41:05Z

‎Tips/Successful Models for Literacy Programs

Rebeccahoward: /* Enhancing ESL Services */

2006-10-11T22:35:28Z

‎Enhancing ESL Services

Rebeccahoward: /* Success Stories */

2006-10-11T22:34:50Z

‎Success Stories

← Older revision		Revision as of 05:46, 3 January 2012
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	[[Category:Programming]]		[[Category:Programming]]
		+	[http://www.prlog.org/11289974-phone-number-lookup-verizon-phone-number-reverse-lookup-to-get-information-you-need-quickly.html reverse lookup]
		+
		+	[http://thetvtopc.com/Reverse_Cell_Phone_Lookup_Number reverse phone lookup]

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 <br> [http://iteslj.org/ The Internet TESL Journal]
 <br> [http://www.eslpartyland.com Karin's ESL Party Land]
+<br> [http://www.google.com/literacy/ Google's "The Literacy Project"]
 = Specific Blog Posts/Articles to Check Out =

@@ Line 46: / Line 46: @@
 = Specific Blog Posts/Articles to Check Out =
+[http://www.boston.com/news/local/articles/2006/10/19/increasingly_libraries_are_the_place_to_learn_english/ Increasingly, Libraries are the Place to Learn English]
 [[Category:Programming]]

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 <H3>Conversation Circles</H3>
-Because progress in a second language depends heavily upon one’s exposure to that language, the literacy program wanted to provide additional opportunities for students to practice their English listening and speaking skills.  The literacy program developed and facilitated “Conversation Circles,” a chance for ESL students to practice their conversation skills in a friendly, relaxed environment.   The classes were loosely structured around the textbook Let’s Talk.
+Because progress in a second language depends heavily upon one’s exposure to that language, the literacy program wanted to provide additional opportunities for students to practice their English listening and speaking skills.  The literacy program developed and facilitated “Conversation Circles,” a chance for ESL students to practice their conversation skills in a friendly, relaxed environment.   The classes were loosely structured around the textbook ''Let’s Talk''.
 <H3>Parenting for Academic Success</H3>

@@ Line 19: / Line 19: @@
 <H3>Tutor Support</H3>
-Feedback from literacy tutors indicated a need for increased staff support to tutors working with ESL students.  While comprehensive, the training for literacy tutors is primarily focused on working with basic literacy students, many of whom have characteristics of learning disabilities.  An ESL student may read very well, but struggle to retain information he or she hears.  ESL students often express a need to work on their pronunciation and listening and speaking skills.  To improve services to tutors, the Literacy Specialist conducted in-services for tutors.  These workshops included instructional guidelines and implications, assessment and evaluation tools, teaching strategies and tips, and recommended materials and online resources.  Tutors who attended the ESL workshops received a personal copy of Teaching Adults: An ESL Resource Book.
+Feedback from literacy tutors indicated a need for increased staff support to tutors working with ESL students.  While comprehensive, the training for literacy tutors is primarily focused on working with basic literacy students, many of whom have characteristics of learning disabilities.  An ESL student may read very well, but struggle to retain information he or she hears.  ESL students often express a need to work on their pronunciation and listening and speaking skills.  To improve services to tutors, the Literacy Specialist conducted in-services for tutors.  These workshops included instructional guidelines and implications, assessment and evaluation tools, teaching strategies and tips, and recommended materials and online resources.  Tutors who attended the ESL workshops received a personal copy of ''Teaching Adults: An ESL Resource Book.''
 <H3>Conversation Circles</H3>

@@ Line 25: / Line 25: @@
 <H3>Parenting for Academic Success</H3>
-This curriculum was created by the [http://www.famlit.org/site/c.gtJWJdMQIsE/b.1204561/k.BD7C/Home.htm National Center for Family Literacy] and the [http://www.cal.org/ Center for Applied Linguistics]and has a two fold purpose: to develop the English language skills of parents and to increase the ability of parents to support the language and literacy development of their children in kindergarten through grade three.  The literacy program purchased this curriculum and conducted a series for parents of children attending Newcomers’ Elementary.  Participants in this program received copies of the Parenting for Academic Success workbooks along with children’s books that supplemented each lesson.
+This curriculum was created by the [http://www.famlit.org/site/c.gtJWJdMQIsE/b.1204561/k.BD7C/Home.htm National Center for Family Literacy] and the [http://www.cal.org/ Center for Applied Linguistics] and has a two fold purpose: to develop the English language skills of parents and to increase the ability of parents to support the language and literacy development of their children in kindergarten through grade three.  The literacy program purchased this curriculum and conducted a series for parents of children attending Newcomers’ Elementary.  Participants in this program received copies of the Parenting for Academic Success workbooks along with children’s books that supplemented each lesson.
 = Tips/Successful Models for Literacy Programs =

@@ Line 25: / Line 25: @@
 <H3>Parenting for Academic Success</H3>
-This curriculum was created by Created by the National Center for Family Literacy and the Center for Applied Linguistics and has a two fold purpose: to develop the English language skills of parents and to increase the ability of parents to support the language and literacy development of their children in kindergarten through grade three.  The literacy program purchased this curriculum and conducted a series for parents of children attending Newcomers’ Elementary.  Participants in this program received copies of the Parenting for Academic Success workbooks along with children’s books that supplemented each lesson.
+This curriculum was created by Created by the [http://www.famlit.org/site/c.gtJWJdMQIsE/b.1204561/k.BD7C/Home.htm National Center for Family Literacy] and the [http://www.cal.org/ Center for Applied Linguistics]and has a two fold purpose: to develop the English language skills of parents and to increase the ability of parents to support the language and literacy development of their children in kindergarten through grade three.  The literacy program purchased this curriculum and conducted a series for parents of children attending Newcomers’ Elementary.  Participants in this program received copies of the Parenting for Academic Success workbooks along with children’s books that supplemented each lesson.
 = Tips/Successful Models for Literacy Programs =
@@ Line 31: / Line 31: @@
 = Blogs/Websites to Watch =
 [http://libraries.idaho.gov/readtome Idaho's Read to Me program]
 <H2> Online Resources for Adult Literacy </H2>
 [http://wiki.literacytent.org/index.php/Main_Page Adult Literacy Wiki]

@@ Line 16: / Line 16: @@
 ==Enhancing ESL Services==
-Approximately one-third of the 200 adult learners in the [http://www.tulsalibrary.org/literacy Ruth G. Hardman Adult Literacy Service] at Tulsa City County Library are English language learners.  Spanish is the native language for 59 percent of these learners, but learners’ countries of origin are diverse and include Israel, Pakistan, India, Korea, Taiwan, and Iran as well.  In December of 2005, the literacy program received an unsolicited grant to improve literacy services.  Responding to the expressed needs of literacy tutors and the increasing number of English language learners, staff decided to broaden the program’s ESL (English as a Second Language) services.  The resulting program was called “Bridges” and includes three components.
+Approximately one-third of the 200 adult learners in the [http://www.tulsalibrary.org/literacy Ruth G. Hardman Adult Literacy Service] at the Tulsa City County Library are English language learners.  Spanish is the native language for 59 percent of these learners, but learners’ countries of origin are diverse and include Israel, Pakistan, India, Korea, Taiwan, and Iran as well.  In December of 2005, the literacy program received an unsolicited grant to improve literacy services.  Responding to the expressed needs of literacy tutors and the increasing number of English language learners, staff decided to broaden the program’s ESL (English as a Second Language) services.  The resulting program was called “Bridges” and includes three components.
 <H3>Tutor Support</H3>

← Older revision		Revision as of 22:34, 11 October 2006
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	You can check our progress on the [http://www.nde.state.ne.us/SOSRpts.html Nebraska Report Card web site] by looking up Winnebago Public Schools.		You can check our progress on the [http://www.nde.state.ne.us/SOSRpts.html Nebraska Report Card web site] by looking up Winnebago Public Schools.
		+
		+	==Enhancing ESL Services==
		+	Approximately one-third of the 200 adult learners in the [http://www.tulsalibrary.org/literacy Ruth G. Hardman Adult Literacy Service] at Tulsa City County Library are English language learners. Spanish is the native language for 59 percent of these learners, but learners’ countries of origin are diverse and include Israel, Pakistan, India, Korea, Taiwan, and Iran as well. In December of 2005, the literacy program received an unsolicited grant to improve literacy services. Responding to the expressed needs of literacy tutors and the increasing number of English language learners, staff decided to broaden the program’s ESL (English as a Second Language) services. The resulting program was called “Bridges” and includes three components.
		+
		+	<H3>Tutor Support</H3>
		+	Feedback from literacy tutors indicated a need for increased staff support to tutors working with ESL students. While comprehensive, the training for literacy tutors is primarily focused on working with basic literacy students, many of whom have characteristics of learning disabilities. An ESL student may read very well, but struggle to retain information he or she hears. ESL students often express a need to work on their pronunciation and listening and speaking skills. To improve services to tutors, the Literacy Specialist conducted in-services for tutors. These workshops included instructional guidelines and implications, assessment and evaluation tools, teaching strategies and tips, and recommended materials and online resources. Tutors who attended the ESL workshops received a personal copy of Teaching Adults: An ESL Resource Book.
		+
		+	<H3>Conversation Circles</H3>
		+	Because progress in a second language depends heavily upon one’s exposure to that language, the literacy program wanted to provide additional opportunities for students to practice their English listening and speaking skills. The literacy program developed and facilitated “Conversation Circles,” a chance for ESL students to practice their conversation skills in a friendly, relaxed environment. The classes were loosely structured around the textbook Let’s Talk.
		+
		+	<H3>Parenting for Academic Success</H3>
		+	This curriculum was created by Created by the National Center for Family Literacy and the Center for Applied Linguistics and has a two fold purpose: to develop the English language skills of parents and to increase the ability of parents to support the language and literacy development of their children in kindergarten through grade three. The literacy program purchased this curriculum and conducted a series for parents of children attending Newcomers’ Elementary. Participants in this program received copies of the Parenting for Academic Success workbooks along with children’s books that supplemented each lesson.

	= Tips/Successful Models for Literacy Programs =		= Tips/Successful Models for Literacy Programs =