1. Basic Tutor Training Tutors of Literacy in the Commonwealth tlcliteracy.org 814.867.0203

2. Introductions and Overview

3. Pennsylvania Professional Development System  Introductions and Overview  Your Questions and Concerns  Successful Tutoring  Basics for Teaching Adults  Reading and Writing Instruction  Tutoring Resources  Reflections, Questions and Evaluations  Contact Information Agenda

4. Pennsylvania Professional Development System “People don’t care what we know until they know that we care.” Anonymous

5. Your Questions & Concerns

6. Pennsylvania Professional Development System What are YOUR Questions & Concerns? While you are thinking about this I am going to read an excerpt written by an adult learner.

7. Pennsylvania Professional Development System K - What do you know about tutoring adult learners? W - What do you want to know about tutoring adult learners? L - At the end of the session: What did you learn about tutoring adult learners? (Only complete the first TWO columns – K & W.) KW L Please plan to turn this in at the end of the day.

8. Successful Tutoring

9. Pennsylvania Professional Development System “Teaching requires as much learning on the instructor’s part as on the learner’s part. If the teacher isn’t learning while teaching s/he probably isn’t teaching at all. Instead, s/he’s telling.” from Another Door to Learning

10. Pennsylvania Professional Development System Role of a Tutor

11. Pennsylvania Professional Development System Identify the needs of the learner. Formally Informally Your Role as a Tutor

12. Pennsylvania Professional Development System Identify the needs of the learner. Formally Informally Determine the best way to address those needs. Your Role as a Tutor

13. Pennsylvania Professional Development System Identify the needs of the learner. Formally Informally Determine the best way to address those needs. Incorporate strategies into your instruction. Your Role as a Tutor

14. Pennsylvania Professional Development System Identify the needs of the learner. Formally Informally Determine the best way to address those needs. Incorporate strategies into your instruction. Determine effectiveness of the strategies. Your Role as a Tutor

15. Pennsylvania Professional Development System Identify the needs of the learner. Formally Informally Determine the best way to address those needs. Incorporate strategies into your instruction. Determine effectiveness of the strategies. Share the techniques with others. Your Role as a Tutor

16. Pennsylvania Professional Development System Identify the needs of the learner. Formally Informally Determine the best way to address those needs. Incorporate strategies into your instruction. Determine effectiveness of the strategies. Share the techniques with others. Document the process. Your Role as a Tutor

17. Pennsylvania Professional Development System Sample of online form Documentation Example

18. Pennsylvania Professional Development System "As a volunteer instructor, I will continually strive to identify and meet the needs of the learner(s) I tutor by learning about and applying new techniques during my instruction. To demonstrate the effectiveness of the tutoring sessions, I will document the instructional strategies I apply and how the learner is affected. Whenever possible, I will share my tutoring experiences with my peers so we can all learn and grow together."

19. Pennsylvania Professional Development System Treat your learner as an adult and as an equal. Your Role as a Tutor

20. Pennsylvania Professional Development System Treat your learner as an adult and as an equal. Work as partners. Your Role as a Tutor

21. Pennsylvania Professional Development System Treat your learner as an adult and as an equal. Work as partners. Offer choices. Your Role as a Tutor

22. Pennsylvania Professional Development System Treat your learner as an adult and as an equal. Work as partners. Offer choices. Provide consistency. Your Role as a Tutor

23. Pennsylvania Professional Development System Treat your learner as an adult and as an equal. Work as partners. Offer choices. Provide consistency. Teach by example. Your Role as a Tutor

24. Pennsylvania Professional Development System Treat your learner as an adult and as an equal. Work as partners. Offer choices. Provide consistency. Teach by example. Have high expectations. Your Role as a Tutor

25. Pennsylvania Professional Development System Treat your learner as an adult and as an equal. Work as partners. Offer choices. Provide consistency. Teach by example. Have high expectations. Create and emphasize realistic, relevant homework. Your Role as a Tutor

26. Pennsylvania Professional Development System Treat your learner as an adult and as an equal. Work as partners. Offer choices. Provide consistency. Teach by example. Have high expectations. Create and emphasize realistic, relevant homework. Build on learner strengths. Your Role as a Tutor

27. Pennsylvania Professional Development System Treat your learner as an adult and as an equal. Work as partners. Offer choices. Provide consistency. Teach by example. Have high expectations. Create and emphasize realistic, relevant homework. Build on learner strengths. Use learner-centered materials. Your Role as a Tutor

28. Pennsylvania Professional Development System Treat your learner as an adult and as an equal. Work as partners. Offer choices. Provide consistency. Teach by example. Have high expectations. Create and emphasize realistic, relevant homework. Build on learner strengths. Use learner-centered materials. Be caring, positive and encouraging. Your Role as a Tutor

29. Pennsylvania Professional Development System Treat your learner as an adult and as an equal. Work as partners. Offer choices. Provide consistency. Teach by example. Have high expectations. Create and emphasize realistic, relevant homework. Build on learner strengths. Use learner-centered materials. Be caring, positive and encouraging. Communicate regularly with the program. Your Role as a Tutor

30. Pennsylvania Professional Development System Treat your learner as an adult and as an equal. Work as partners. Offer choices. Provide consistency. Teach by example. Have high expectations. Create and emphasize realistic, relevant homework. Build on learner strengths. Use learner-centered materials. Be caring, positive and encouraging. Communicate regularly with the program. Create a safe, comfortable atmosphere. Your Role as a Tutor

31. Pennsylvania Professional Development System Be an Agent of Change Help ≠ Doing Help = Empowering Help = Providing Tools & Support

32. Pennsylvania Professional Development System Tips for Tutors

33. Pennsylvania Professional Development System “Talk with learners about their learning process. Ask them what does and does not work for them. Then listen and believe.” an Adult Educator

34. Pennsylvania Professional Development System Don’t be discouraged by slow progress. Tips from Tutors for Tutors

35. Pennsylvania Professional Development System Don’t be discouraged by slow progress. Expect nervousness. Tips from Tutors for Tutors

36. Pennsylvania Professional Development System Don’t be discouraged by slow progress. Expect nervousness. Relax. Tips from Tutors for Tutors

37. Pennsylvania Professional Development System Don’t be discouraged by slow progress. Expect nervousness. Relax. Be understanding of poor attendance. Tips from Tutors for Tutors

38. Pennsylvania Professional Development System Don’t be discouraged by slow progress. Expect nervousness. Relax. Be understanding of poor attendance. Avoid assumptions. Tips from Tutors for Tutors

39. Pennsylvania Professional Development System Don’t be discouraged by slow progress. Expect nervousness. Relax. Be understanding of poor attendance. Avoid assumptions. Make learning relevant. Tips from Tutors for Tutors

40. Pennsylvania Professional Development System Don’t be discouraged by slow progress. Expect nervousness. Relax. Be understanding of poor attendance. Avoid assumptions. Make learning relevant. Adults learn differently than children. Tips from Tutors for Tutors

41. _ _ _ _ _ _ / _ _ _ _ _ / _ _ _ _ _ _ _ _ _ _ _ / _ _ _ _ /_ _ _ _ _ _ _ _.

42. Pennsylvania Professional Development System Advice to Tutors from Learners From Clarke, Mallory, 1991. Goodwill Literacy Tutor Handbook

43. Pennsylvania Professional Development System Tutor/Learner Contract Ground Rules

44. Pennsylvania Professional Development System First Meeting Group Activity

45. Pennsylvania Professional Development System Get to know each other. First Meeting

46. Pennsylvania Professional Development System Get to know each other. Confirm tutoring session details. First Meeting

47. Pennsylvania Professional Development System Get to know each other. Confirm tutoring session details. Begin to establish ground rules. First Meeting

48. Pennsylvania Professional Development System Get to know each other. Confirm tutoring session details. Begin to establish ground rules. Discuss reading and writing practices. First Meeting

49. Pennsylvania Professional Development System Get to know each other. Confirm tutoring session details. Begin to establish ground rules. Discuss reading and writing practices. Talk about goals and challenges. First Meeting

50. Pennsylvania Professional Development System Get to know each other. Confirm tutoring session details. Begin to establish ground rules. Discuss reading and writing practices. Talk about goals and challenges. Outline a typical session. First Meeting

51. Pennsylvania Professional Development System Get to know each other. Confirm tutoring session details. Begin to establish ground rules. Discuss reading and writing practices. Talk about goals and challenges. Outline a typical session. If possible - implement one or two activities. First Meeting

52. Pennsylvania Professional Development System Get to know each other. Confirm tutoring session details. Begin to establish ground rules. Discuss reading and writing practices. Talk about goals and challenges. Outline a typical session. If possible - implement one or two activities. Share thoughts on how the session went. First Meeting

53. Pennsylvania Professional Development System Get to know each other. Confirm tutoring session details. Begin to establish ground rules. Discuss reading and writing practices. Talk about goals and challenges. Outline a typical session. If possible - implement one or two activities. Share thoughts on how the session went. Document session. First Meeting

54. Pennsylvania Professional Development System Get to know each other. Confirm tutoring session details. Begin to establish ground rules. Discuss reading and writing practices. Talk about goals and challenges. Outline a typical session. If possible - implement one or two activities. Share thoughts on how the session went. Document session. Confirm next tutoring session details. First Meeting

55. Pennsylvania Professional Development System Review

56. Pennsylvania Professional Development System Successful tutoring What do learners want from a tutor? As a tutor, what do you want to keep in mind? First meeting What do you remember about…

57. Basics for Teaching Adults

58. Pennsylvania Professional Development System Teaching Adult Learners Characteristics and Needs

59. Pennsylvania Professional Development System Adult Learning Principles (2:43)

60. Pennsylvania Professional Development System Adult Learning Videos, Part 1

61. Pennsylvania Professional Development System Adult Learning Videos, Part 2

62. Pennsylvania Professional Development System Adult Learning Videos, Part 3

63. Pennsylvania Professional Development System Need to be treated as adults. Adult Learners

64. Pennsylvania Professional Development System Need to be treated as adults. Are self-directed. Adult Learners

65. Pennsylvania Professional Development System Need to be treated as adults. Are self-directed. Have specific and immediate learning needs and goals. Adult Learners

66. Pennsylvania Professional Development System Need to be treated as adults. Are self-directed. Have specific and immediate learning needs and goals. Are generally very busy. Adult Learners

67. Pennsylvania Professional Development System Need to be treated as adults. Are self-directed. Have specific and immediate learning needs and goals. Are generally very busy. Have limited time. Adult Learners

68. Pennsylvania Professional Development System Need to be treated as adults. Are self-directed. Have specific and immediate learning needs and goals. Are generally very busy. Have limited time. Have personal responsibilities. Adult Learners

69. Pennsylvania Professional Development System Need to be treated as adults. Are self-directed. Have specific and immediate learning needs and goals. Are generally very busy. Have limited time. Have personal responsibilities. May have barriers to attendance. Adult Learners

70. Pennsylvania Professional Development System Need to be treated as adults. Are self-directed. Have specific and immediate learning needs and goals. Are generally very busy. Have limited time. Have personal responsibilities. May have barriers to attendance. Have a wealth of experiences. Adult Learners

71. Pennsylvania Professional Development System Need to be treated as adults. Are self-directed. Have specific and immediate learning needs and goals. Are generally very busy. Have limited time. Have personal responsibilities. May have barriers to attendance. Have a wealth of experiences. Often feel insecure. Adult Learners

72. Pennsylvania Professional Development System Need to be treated as adults. Are self-directed. Have specific and immediate learning needs and goals. Are generally very busy. Have limited time. Have personal responsibilities. May have barriers to attendance. Have a wealth of experiences. Often feel insecure. Have values and beliefs. Adult Learners

73. Pennsylvania Professional Development System Need to be treated as adults. Are self-directed. Have specific and immediate learning needs and goals. Are generally very busy. Have limited time. Have personal responsibilities. May have barriers to attendance. Have a wealth of experiences. Often feel insecure. Have values and beliefs. Learn best when learning is relevant. Adult Learners

74. Pennsylvania Professional Development System Need to be treated as adults. Are self-directed. Have specific and immediate learning needs and goals. Are generally very busy. Have limited time. Have personal responsibilities. May have barriers to attendance. Have a wealth of experiences. Often feel insecure. Have values and beliefs. Learn best when learning is relevant. Are not a captive audience. Adult Learners

75. Pennsylvania Professional Development System They have input into the selection of the content and even development of the learning experiences. Adults Learn Best When… From “Sit and Get” Won’t Grow Dendrites, Marcia Tate

76. Pennsylvania Professional Development System They have input into the selection of the content and even development of the learning experiences. The learning is connected to the vast background of knowledge and experience that the adult brings to the table. Adults Learn Best When…

77. Pennsylvania Professional Development System They have input into the selection of the content and even development of the learning experiences. The learning is connected to the vast background of knowledge and experience that the adult brings to the table. The learning is both received and processed in more than one way. Adults Learn Best When…

78. Pennsylvania Professional Development System They have input into the selection of the content and even development of the learning experiences. The learning is connected to the vast background of knowledge and experience that the adult brings to the table. The learning is both received and processed in more than one way. The learning is collegial (mutually respectful) and directed at solving specific job-related problems. Adults Learn Best When…

79. Pennsylvania Professional Development System They have input into the selection of the content and even development of the learning experiences. The learning is connected to the vast background of knowledge and experience that the adult brings to the table. The learning is both received and processed in more than one way. The learning is collegial and directed at solving specific job-related problems. They have ample opportunity to reflect on the implementation of new competencies. Adults Learn Best When…

80. Pennsylvania Professional Development System What implications could this have for instruction?

81. Pennsylvania Professional Development System Goal Setting

82. Pennsylvania Professional Development System Asking “Why” at least three times will get to a deeper answer to the question. “Why did you come to the program?” “Why do you want to get your GED?” “Why do you want to get a better job?” Goal Setting

83. Pennsylvania Professional Development System Specific Measurable Achievable Relevant Timely Short-term goal example: I would like to complete my homework for the next 5 out of 6 tutoring sessions with 80% accuracy.

84. Pennsylvania Professional Development System

85. Using the First Meeting scenario work in pairs to develop one long term SMART goal. Sharing and discussion Activity

86. Pennsylvania Professional Development System Learning Styles

87. Pennsylvania Professional Development System Visual Auditory Tactile/Kinesthetic Learning Styles

88. Pennsylvania Professional Development System Learns by listening and discussing Characteristics of Learning Styles Learns by visualizing and by looking at text, charts, pictures, etc. Learns by doing and being physically involved in a task

89. Pennsylvania Professional Development System Direct Instruction and Lesson Planning

90. Pennsylvania Professional Development System Pre-lesson activities Presenting/modeling new concepts and skills Guided practice Independent practice Direct Instruction

91. Pennsylvania Professional Development System Focus on the learner. Review the past lesson. State the learning objectives. Relate learning objectives to learner’s goals. Activate prior knowledge. Preview texts and vocabulary. Pre-lesson Activities

92. Pennsylvania Professional Development System Introduce new concept or skill. What and why. How. Think aloud. Teach first, ask a question, listen to the response and provide feedback. Feedback: Echo when a student responds correctly. Elaborate when a student is partially correct. Explain when the response is incorrect. Modeling

93. Pennsylvania Professional Development System Lead the activity and gradually release responsibility to the learner. Provide feedback. Guided Practice

94. Pennsylvania Professional Development System Clearly state expectations for how the activity should be done. Provide opportunities for extending learning to real- life situations. Provide feedback. Independent Practice

95. Pennsylvania Professional Development System

96. Lessons should revolve around the learner’s goals. Lesson Planning Principles

97. Pennsylvania Professional Development System Lessons should revolve around the learner’s goals. Lessons should build on each other. Lesson Planning Principles

98. Pennsylvania Professional Development System Lessons should revolve around the learner’s goals. Lessons should build on each other. Each lesson should include time for review and reinforcement. Lesson Planning Principles

99. Pennsylvania Professional Development System Lessons should revolve around the learner’s goals. Lessons should build on each other. Each lesson should include time for review and reinforcement. Each lesson should integrate all four communication tools. Lesson Planning Principles

100. Pennsylvania Professional Development System Lessons should revolve around the learner’s goals. Lessons should build on each other. Each lesson should include time for review and reinforcement. Each lesson should integrate all four communication tools. New knowledge. Lesson Planning Principles

101. Pennsylvania Professional Development System

102. Effective Instruction Instructional Techniques

103. Pennsylvania Professional Development System 1)Clearly explain what they will be doing and why. Teaching Strategies

104. Pennsylvania Professional Development System 1)Clearly explain what they will be doing and why. 2)Only provide essential directions. Teaching Strategies

105. Pennsylvania Professional Development System 1)Clearly explain what they will be doing and why. 2)Only provide essential directions. 3)Break tasks into small chunks. Teaching Strategies

106. Pennsylvania Professional Development System 1)Clearly explain what they will be doing and why. 2)Only provide essential directions. 3)Break tasks into small chunks. 4)Be concrete; give examples. Teaching Strategies

107. Pennsylvania Professional Development System 1)Clearly explain what they will be doing and why. 2)Only provide essential directions. 3)Break tasks into small chunks. 4)Be concrete; give examples. 5)Relate material to daily life and previous lessons. Teaching Strategies

108. Pennsylvania Professional Development System 1)Clearly explain what they will be doing and why. 2)Only provide essential directions. 3)Break tasks into small chunks. 4)Be concrete; give examples. 5)Relate material to daily life and previous lessons. 6)S L O W D O W N. Teaching Strategies

109. Pennsylvania Professional Development System 1)Clearly explain what they will be doing and why. 2)Only provide essential directions. 3)Break tasks into small chunks. 4)Be concrete; give examples. 5)Relate material to daily life and previous lessons. 6)S L O W D O W N. 7)Establish concrete SMART goals. Teaching Strategies

110. Pennsylvania Professional Development System 1)Clearly explain what they will be doing and why. 2)Only provide essential directions. 3)Break tasks into small chunks. 4)Be concrete; give examples. 5)Relate material to daily life and previous lessons. 6)S L O W D O W N. 7)Establish concrete SMART goals. 8)Enable and expect success. Teaching Strategies

111. Pennsylvania Professional Development System 1)Clearly explain what they will be doing and why. 2)Only provide essential directions. 3)Break tasks into small chunks. 4)Be concrete; give examples. 5)Relate material to daily life and previous lessons. 6)S L O W D O W N. 7)Establish concrete SMART goals. 8)Enable and expect success. 9)Give appropriate feedback. Teaching Strategies

112. Pennsylvania Professional Development System 1)Clearly explain what they will be doing and why. 2)Only provide essential directions. 3)Break tasks into small chunks. 4)Be concrete; give examples. 5)Relate material to daily life and previous lessons. 6)S L O W D O W N. 7)Establish concrete SMART goals. 8)Enable and expect success. 9)Give appropriate feedback. 10)Practice, practice, practice! Teaching Strategies

113. Pennsylvania Professional Development System 1)Clearly explain what they will be doing and why. 2)Only provide essential directions. 3)Break tasks into small chunks. 4)Be concrete; give examples. 5)Relate material to daily life and previous lessons. 6)S L O W D O W N. 7)Establish concrete SMART goals. 8)Enable and expect success. 9)Give appropriate feedback. 10)Practice, practice, practice! 11)Fill in information gaps. Teaching Strategies

114. Pennsylvania Professional Development System 1)Clearly explain what they will be doing and why. 2)Only provide essential directions. 3)Break tasks into small chunks. 4)Be concrete; give examples. 5)Relate material to daily life and previous lessons. 6)S L O W D O W N. 7)Establish concrete SMART goals. 8)Enable and expect success. 9)Give appropriate feedback. 10)Practice, practice, practice! 11)Fill in information gaps. 12)Provide high-interest material. Teaching Strategies

115. Pennsylvania Professional Development System 13)Relate activities to real-life situations. Teaching Strategies

116. Pennsylvania Professional Development System 13)Relate activities to real-life situations. 14)Establish a safe environment. Teaching Strategies

117. Pennsylvania Professional Development System 13)Relate activities to real-life situations. 14)Establish a safe environment. 15)Teach organizational skills. Teaching Strategies

118. Pennsylvania Professional Development System 13)Relate activities to real-life situations. 14)Establish a safe environment. 15)Teach organizational skills. 16)Teach memory clues, such as mnemonics. Teaching Strategies

119. Pennsylvania Professional Development System 13)Relate activities to real-life situations. 14)Establish a safe environment. 15)Teach organizational skills. 16)Teach memory clues, such as mnemonics. 17)Teach study and test-taking skills. Teaching Strategies

120. Pennsylvania Professional Development System 13)Relate activities to real-life situations. 14)Establish a safe environment. 15)Teach organizational skills. 16)Teach memory clues, such as mnemonics. 17)Teach study and test-taking skills. 18)Illustrate in multiple ways. Teaching Strategies

121. Pennsylvania Professional Development System 13)Relate activities to real-life situations. 14)Establish a safe environment. 15)Teach organizational skills. 16)Teach memory clues, such as mnemonics. 17)Teach study and test-taking skills. 18)Illustrate in multiple ways. 19)Use technology. Teaching Strategies

122. Pennsylvania Professional Development System 13)Relate activities to real-life situations. 14)Establish a safe environment. 15)Teach organizational skills. 16)Teach memory clues, such as mnemonics. 17)Teach study and test-taking skills. 18)Illustrate in multiple ways. 19)Use technology. 20)Use alternative instructional techniques. Teaching Strategies

123. Pennsylvania Professional Development System 13)Relate activities to real-life situations. 14)Establish a safe environment. 15)Teach organizational skills. 16)Teach memory clues, such as mnemonics. 17)Teach study and test-taking skills. 18)Illustrate in multiple ways. 19)Use technology. 20)Use alternative instructional techniques. 21)Use a variety of aids. Teaching Strategies

124. Pennsylvania Professional Development System 13)Relate activities to real-life situations. 14)Establish a safe environment. 15)Teach organizational skills. 16)Teach memory clues, such as mnemonics. 17)Teach study and test-taking skills. 18)Illustrate in multiple ways. 19)Use technology. 20)Use alternative instructional techniques. 21)Use a variety of aids. 22)Have students demonstrate understanding. Teaching Strategies

125. Pennsylvania Professional Development System 13)Relate activities to real-life situations. 14)Establish a safe environment. 15)Teach organizational skills. 16)Teach memory clues, such as mnemonics. 17)Teach study and test-taking skills. 18)Illustrate in multiple ways. 19)Use technology. 20)Use alternative instructional techniques. 21)Use a variety of aids. 22)Have students demonstrate understanding. 23)“What questions do you have?” Teaching Strategies

126. Pennsylvania Professional Development System Teaching SMARTER

127. Pennsylvania Professional Development System

129. Graphic Organizers

130. Pennsylvania Professional Development System

132. Reading & Writing Instruction

133. Pennsylvania Professional Development System The Reading Process

134. Pennsylvania Professional Development System Phonemic Awareness Hearing and manipulating spoken sounds

135. Pennsylvania Professional Development System Improves students' word recognition and comprehension. Helps students learn to spell. It involves being able to: Hear rhymes. Identify beginning, middle, and ending sounds. Combine or blend sounds. Break up or segment sounds. Manipulate sounds to make new words. Phonemic Awareness

136. Pennsylvania Professional Development System To help students develop phonemic awareness: Identify and categorize sounds. Blend sounds to form words. Segment sounds in words. Delete or add sounds to form new words. Substitute sounds to make new words. Phonemic Awareness

137. Pennsylvania Professional Development System Phonics Instruction and Word Recognition Skills

138. Pennsylvania Professional Development System Letter-sound relationships Sight words Context clues Word relationships Syllables Inflectional endings PI and Word Recognition Skills

139. Pennsylvania Professional Development System Relationships between letters and sounds. Phonics instruction teaches the relationships between the letters of written language and the sounds of spoken language. Phonics relies heavily on a reader’s phonemic awareness. Phonics instruction helps readers determine the sounds in unfamiliar written words. Phonics can be used to decode and understand new words. Phonics

140. Pennsylvania Professional Development System High-frequency/sight words. Context clues. Word relationships. Affixes. Inflectional endings. Word Recognition Skills

141. Pennsylvania Professional Development System Fluency Reading with expression, phrasing, accuracy, and comprehension

142. Pennsylvania Professional Development System Fluency provides a bridge between word recognition and comprehension of a text. Readers who have not yet developed fluency read slowly. Fluent readers can recognize most words and comprehend the meaning of the text at the same time. To increase fluency, you can work on reading: In phrases. With expression. With accuracy. Rate. Fluency

143. Pennsylvania Professional Development System Reading Comprehension Strategies to obtain meaning from text

144. Pennsylvania Professional Development System Reading comprehension strategies can be used before, during, and after reading. Students should know how to monitor their comprehension and use fix-it strategies when they don’t understand. Name each strategy and refer to it by name. Encourage students to use strategies in a way that makes sense to them. Reading Comprehension

145. Pennsylvania Professional Development System Establishing a purpose for reading Previewing a text Activating prior knowledge Identifying the main idea Determining the author’s purpose and point of view Making inferences Asking and answering questions Summarizing Identifying text structures Close reading Synthesizing ideas Analyzing individuals, events, and ideas in a text Comparing and contrasting texts Research-based Strategies

146. Pennsylvania Professional Development System Vocabulary Development Begins with phonics and word recognition skills and continues throughout the reading process.

147. Pennsylvania Professional Development System Vocabulary development begins with phonics and word recognition skills, and continues throughout the reading process as students read more complex texts and encounter new words. Word recognition skills include: Context clues Word relationships Word parts Inflectional endings High-frequency and sight words Vocabulary Development

148. Pennsylvania Professional Development System Vocabulary Development

149. Pennsylvania Professional Development System The Writing Process

150. Pennsylvania Professional Development System The Writing Process Pre-writing or planning Drafting Revising Editing Publishing

151. Pennsylvania Professional Development System Argument Rubric

152. Pennsylvania Professional Development System Informative Writing Rubric

153. Pennsylvania Professional Development System Narrative Writing Rubric

154. Pennsylvania Professional Development System Review

155. Pennsylvania Professional Development System Teaching adults Goalsetting Learning styles/differences Effective instructional strategies Reading and writing instruction What do you remember about…

156. Tutoring Resources

157. Pennsylvania Professional Development System College and Career Readiness Standards

158. Pennsylvania Professional Development System College and Career Readiness Standards Subset of Common Core State Standards Tool for instruction Provides information on what learners should know and be able to do CCRS and Standards Aligned System Crosswalk College and Career Readiness Standards for Tutors CCR Standards Resources ~ PA Adult Education Resources SiteCCR Standards Resources Standards

159. TLC’s Online Resources http://tlcliteracy.org/ http://tlcliteracy.org/ Dropbox linklink Basic Tutor Training materials

160. Pennsylvania Professional Development System American English as a Second Pronunciation: An online learning program for ESL students and ESL teachersAmerican English as a Second Pronunciation: An online learning program for ESL students and ESL teachers Clarke, Mallory. Goodwill Literacy Tutor Handbook. Fifth edition. Goodwill Literacy. Seattle, WA. 1991. Instant Online Puzzle-Maker Pennsylvania Adult Education Resources Site Schwarz, Judy. Another Door to Learning: True Stories of Learning Disabled Children & Adults, and the Keys to Their Success. New York, NY: Crossroads Publishing Company, 1994. Tate, Marcia. “Sit and Get” Won’t Grow Dendrites: 20 Professional Learning Strategies that Engage the Adult Brain. Corwin, 2004. Teaching Adults: A Literacy Resource Book. Syracuse, NY: New Reader’s Press, 2003. Teaching Adults to Read – A Summary of Scientifically based Research PrinciplesTeaching Adults to Read – A Summary of Scientifically based Research Principles Tutoring Adult Learners Using the Internet Tutors of Literacy Resource Site Various Resources

161. Reflections & Questions Evaluations

162. Contact Information

163. Pennsylvania Professional Development System TLC contact information kim@tlcliteracy.org tlcliteracy.org kim@tlcliteracy.org tlcliteracy.org Thank you for your time and participation.