Tutor Training Manual: Excel L Ence in Li T Er Acy

E x c e l l e n c e i n Li t e r a c y
TUTOR TRAINING MANUAL

The LearningOExchange
UTREACH
Basic Tutor Training
TRAINING
T U TO R I N G
SUPPORT
PREVENTION
AWA R E N E S S
D. Brown/2014
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ABOUT TLE
The Learning Exchange

D. Brown/2014
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ORIENTATION

VISION
The Learning Exchange strives for excellence in literacy by promoting and
fostering a commitment to life-long learning through outreach, prevention,
and training.
Mission
The Learning Exchange (TLE)/Centre Lire-crire is a volunteer not-for-profit
organization dedicated to providing:
Adult Literacy and Tutoring: One-on-one and small group instruction to
adults in need
Volunteer/Tutor Training
Public Awareness and Sensitization
Volunteer/Student Recruitment
MANDATE
Community Resource and Learning Centre

Learning Exchange
(TLE)/Centre
Lire-crire is a volunteer not-for-profit
The
Volunteer/Student
Outreach
and Retention
organization dedicated to addressing the needs of the Laval & Northshore
English
Prevention
and Intervention
speaking
community. TLE serves, recruits, trains, and supports
members of the community through reading, writing, numeracy, and life-skills
programs.
ORIENTATION

Board of Directors 2013/2014
President: Mona Arsenault
Vice-President: Lazar Jevromivic
Secretary: Christiane Dabbagh
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Treasurer: Valerie Sauriol

Director: Enza Ciampanelli
Staf
Executive Director: Darlene Brown
Administrative Assistant/Library: Karen Mockler
Financial Officer: Diane Richard
Consultants
Communication Consultant: Margo Legault
Training: Kate Strickland
Web Master
Darlene Brown
Tutor Trainer
Darlene Brown
Funding Sources
PACTE
Programme daction communautaire sur le terrain de l'ducation PACTE is a

provincial grant administered by the Direction de la formation gnrale des
adultes (DFGA). The grant is designed to cover recurring operation expenses.
Other Funding Sources

TLE seeks other sources of funding through project proposals, partnerships,
private and corporate donors and sponsors.
ORIENTATION
TLEs Strategic Plan 2011 to 2015

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Priorities at a glance:
TLEs Strategic Plan 2011 to 2015

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VOLUNTEERING

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ORIENTATION:
TLEs Website
www.TLEliteracy.com
Volunteers and Tutors

Check our Volunteer and Tutor sections regularly for volunteer/tutor
opportunities, news and events.

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NOTE:
Excellence in Literacy
TLEs Code of Ethics

All members of The Learning Exchange (TLE) are expected to observe the following Code of Ethics:
If you want to join The

Learning Exchange,
you have to be willing
to sign our Code of
Ethics and have a
police background
check!
RESPECT
All volunteers, students and staff must treat each other with respect, courtesy and appreciation at all times.
LOYALTY
As a part of The Learning Exchange, loyalty is extremely important. Members should refrain from voicing any negative personal opinions
of administrative policies or regulations to an outside source. All matters should be brought instead to the attention of the Executive
Director or an executive member of the Board of Directors. If in doubt regarding any issue, seek advice from either of the same two
sources.
CONFIDENTIALITY
All members of TLE must willingly sign the following Confidentiality Statement and hold in strict confidence, all information
acquired through service with TLE, making no reference, inside or outside the organization, to a students identity, academic
standing or personal affairs.
Confidentiality Statement
I, the undersigned, do willingly promise to hold in confidence all matters that come to my attention through my association
with The Learning Exchange, including information and material from and about students and matters regarding employees
and volunteers. As a council member I understand I am expected to observe TLEs Policy & Procedures and Code of Ethics.
I will respect the privacy of the people with whom I associate and confer appropriately with those designated as my
supervisors and/or administrators. I will use in a responsible manner, any information gained in the course of my association
with The Learning Exchange.
Darlene Brown
TLE members name
Executive Directors name
TLE members signature
Executive Directors signature
Date
Date

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LITERACY

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Literacy
WHAT IS IT?
AND...WHAT DOES IT MEAN TO YOU?
WRITE YOUR DEFINITION

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ORIENTATION
Literacy Myths and Facts

People are either literate or illiterate.
Myth: While some people cannot read at all, the vast majority of people who fall
into this category have difficulty with reading, writing and numbers at varying
levels.
People have varying abilities and needs depending on their interests and life
experience. In a rapidly changing society, all of us will need to upgrade our
literacy skills at some point.
People with poor reading and writing skills generally have lower IQs
than others.
Myth: Those who want or need to upgrade their literacy skills are generally
people with many other strengths and skills.
Low literacy skills can make day-to-day activities difficult or even

impossible to do.
Fact: Low literacy skills can make things like reading a notice from your child's
school, helping with homework, reading directions on a medicine bottle, or

making a grocery list difficult and even impossible to do.
Individuals are to blame for their own low literacy skills.

Fact: Poverty, dysfunctional families, special learning needs, moving from school
to school at critical ages, leaving school at an early age, and community isolation
are all major factors in people having low literacy skills.
What is literacy?
Literacy: Using printed and written information to function in
society, to achieve ones goals, and to develop ones knowledge
and potential.
Lifelong Learning: The notion that learning occurs in many different contexts
throughout an individuals life: in both formal and informal settings, at work, at
home and in the community.

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ORIENTATION
Terms
Te r m i n o l o g y
Literacy: Using printed and written information to function in society, to achieve ones goals, and to develop ones knowledge and
potential.
Lifelong learning: The notion that learning occurs in many different contexts throughout an individuals life: in both formal and
informal settings, at work, at home and in the community.
Adult education and training: Includes programs, courses, private lessons, correspondence courses, workshops, on-the-job
training and apprenticeships.
Informal learning: Learning other than in the formal structure of courses, in both passive and active forms. The former involves
activities such as being on a guided tour, or being sent to an organization, and the latter entails, learning by oneself, trying things
out, and watching others to learn from them.
G l o s s a r y o f Te r m s
Level 1: Persons with very poor skills, where the individual may, for example, be unable to determine the correct amount of
medicine to give a child from information printed on the package.
Level 2: People can only deal with material that is simple, clearly laid out, and in which the tasks involved are not too complex. It
denotes a weak level of skill, but more hidden that Level 1. It identifies people who can read but test poorly. They have developed
coping skills to manage everyday literacy demands but their low level of proficiency makes it difficult for them to face novel
demands, such as learning new job skills.
Level 3: The minimum skills level suitable for coping with the demands of everyday life and work in a complex, advanced society. It
denotes roughly the skill level required for successful secondary school completion and college entry. Like higher levels, it requires
the ability to integrate several sources of information and solve more complex problems.
Level 4 & 5: People demonstrate a command of higher-order information-processing skills.
Fo u r S c a l e s o f C o m p e t e n c y
Prose literacy: The knowledge and skills needed to understand and use information from texts including editorials, news stories,
brochures and instruction manuals.
Document literacy: The knowledge and skills required to locate and use information contained in various formats, including job
applications, payroll forms, transportation schedules, maps, tables and charts.
Numeracy: The knowledge and skills required to effectively manage the mathematical demands of diverse situations. (This
numeracy scale replaces the quantitative scale used in IALS, where respondents were required to perform one or more arithmetic
operations based on information contained in texts, either continuous or non-continuous.)
Problem-solving: Involves goal-directed thinking and action in situations for which no routine solution procedure is available. The
problem solver has a more or less well-defined goal, but does not immediately know how to reach it. The understanding of problem
situation and its step-by-step transformation, based on planning and reasoning, constitute the process of problem solving.
S o u r c e : A B C C a n a d a / I A L S S u r v e y G l o s s a r y o f Te r m s : N o v e m b e r 2 0 0 5
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ORIENTATION
Literacy in our Lives

Literacy in our daily lives ~ Literacy involves:
More than sounding out words

Reading & comprehension
Writing & understanding written information
Computer skills, problem-solving, and communicating ideas and thoughts
Understanding numbers, math, vocabulary, and how they are used every day
Being able to function independently in society
Adult learners may face the following barriers to learning:
low self-esteem
fear
poverty
assumptions
insecurity
health problems
priorities
fatigue
attitudes
physical limitations
stress/anxiety
time constraints
financial problems
money
learning disabilities
lack of child care facilities
Adults may join a literacy program for one or more of the following
reasons:
To cope with life changes

To become more independent
To acquire qualifications
To broaden their knowledge
To understand technical changes
To please their employer, family member, etc.
To take employment training

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To learn skills for a new job/promotion

To keep up with their children
EDMODO

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ORIENTATION
Edmodo
How to Use Edmodo
Edmodo helps connect all learners with the people and resources needed
to reach their full potential.
Discover how you can use Edmodo for collaboration, teaching and learning
resources.
To create an Edmodo account you need:

A Group code
An e-mail address
Digital photo for your profile
Join the TLE Edmodo groups using your group code:

Discover the basic uses
Explore the numerous resource folders
Create your own folders
Create your own group/s

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Tutoring Tips
THE LEARNING EXCHANGE
Suggestions to help your student:

Move at your students pace. Dont be overly concerned if the learning rate is
slow.
Be careful not to overload your student.
Do not assume your student understands because he/she says so. Ask your
student specific questions that will prove he/she understands.
Do not re-teach a skill that your student has already mastered. Check and then
move on.
Practice skills using a variety of techniques.
Keep a portfolio of your students work so that your student can see his/her
progress.
Watch for signs of strain (visual, auditory, writing, etc.).
Enunciate clearly to ensure that your student can clearly distinguish the sounds.
For a student with auditory difficulties have him/her look at you when you are
speaking to ensure that he/she can see the sound(s) made.
Give clear and concise directions.
Model correct speaking, reading, and writing techniques. Allow you student to
learn from example.
Help your student learn what his/her dominant learning style is and what
strategies work best for him/her.
Provide a variety of reading and writing materials.
Success can be ensured through achievement of short-term goals.
Always keep a positive attitude and praise your student for his/her efforts.

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Learning Styles
THE LEARNING EXCHANGE TUTOR TRAINING
Learning Links>Learning>Learning Styles
MyLearners
learning style is:
Auditory
Auditory
Learners often:
Recall information after hearing it a few times
Discriminate between words that sound alike (bat/pat)
Implications for tutoring:
D. Brown/2014
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Encourage the student to read aloud, and spell aloud.

Use phonics.
Kinaesthetic and Tactile Learners

Kinaesthetic and Tactile Learners often:
Recall words after writing or typing them a few times.
Are good with their hands or good at sports.
Setting Goals with your Student
Use writing or typing to answer questions and review words.
Act out stories or move objects to aid in comprehension.
Write on the table with a finger.
Tap out syllables.
Visual Learners
Discuss
Visual Learners
often: with your student:
Recall images or words after seeing them a few times
Why he/she has joined TLE. What are his/her needs?
Notice visual detail, design, and spelling errors
Prefer to see
be learned
whats
Whattohe/she
hopes to accomplish.
Have trouble with oral instruction
What interests he/she has.

Use written instructions and examples, not just oral ones.
the Setting Goals in Life activity
Use picturesTry
and diagrams.
Use highlighters for important words.
with your student:
Listen to your students answers to discover what your students needs are and what
they are related to. For example: personal, job, career, education, family, etc.
Establish realistic goals with your student, not for your student.
Be specific and write the goals down on paper together. Use the Setting Goals in Life
outline and worksheet. Discuss the steps and possible timeframe needed to reach
these goals.
Incorporate skill-building activities and strategies in your lesson planning that will help
your learner reach his/her academic and personal goals. Work with your student to
build on his/her present knowledge, skills, and strengths.
Revisit Goals
In order to re-evaluate goals on a regular basis, revisit the goals that were written and
set new ones if necessary.
Encourage positive thinking.

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D. Brown/2014
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List of Everyday Situations

Name
:
Date
:
Please check the boxes of all of the everyday situations you have an interest in or may need help with:
Computers:
Basic computer skills

Using word processing
Using the Internet
Sending an e-mail
Keyboarding
Computer related vocabulary
School related:
Job search:
Job search vocabulary

Looking for work
Writing a cover letter
Writing a resume
Filling out a job application
Preparing for an interview
Everyday situations:
Write/read/discuss a basic letter (friendly,

business, complaint)
Read/follow a label (i.e. drug, food)
Follow/give instructions or directions
Read/discuss a newspaper article
Filling out a form
Writing a cheque
Write/read/discuss short notes
Take/give/discuss a message
Use a telephone book/directory
Make/follow a list (i.e. grocery list)
Follow/give a recipe
Help with own homework

Understanding assignments
Writing a note to a teacher
Preparing for a meeting with a teacher
Communicating with a school
Reading with/to a child
Helping a child with homework
Work-related:
Work-related vocabulary
Making a report
Job related forms
Reading a work manual
Writing a business letter
Writing/reading memos
Misc. situations:
Understanding current events

Using a map or schedule
Time management
Planning for a special occasion
Organizational skills
Study skills & test-taking skills
Estimating amounts
Buying on credit
Understanding bills
Basic calculations
Creating/using a budget
Hobbies/Interests

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Reading
WHAT IS IT?
AND...WHAT DOES IT MEAN TO YOU?

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Reading Labels or Signs

Fiddler Story: Tutor Copy
THE LEARNING
EXCHANGE
TUTOR
TRAINING
THE LEARNING
EXCHANGE
TUTOR
TRAINING
Once many years ago, a fiddler came to a village. He stood in the village
square and played and sang until the people came to listen and to dance.
A jolly butcher danced with the milkmaid and the children laughed with
joy. A small boy skipped through the crowd with his dog nipping at his
heels and yapping loudly. The people of the village were happy.
After the fiddler stopped, the people tossed coins into his big yellow hat
and brought him milk and cookies for his trouble. It had been a long,
weary day, and the fiddler was glad of a rest in this pleasant village.
Ada
pted
from
LITS
TAR
T
Tuto
r
Trai
ning
Han
dout
4A

D. Brown/2014
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Story: Student Copy
THE LEARNING
EXCHANGE
TUTOR
TRAINING
THE LEARNING
EXCHANGE
TUTOR
TRAINING
Ada
pted
from
LITS
TAR
T
Tuto
r
Trai
ning
Han
dout
4A

D. Brown/2014
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The Fiddler worksheet

Reading Strategies Used: Student
When you read as a student, what types of reading strategies did you use to try to help
you understand and read the text?
Reading Strategies Used: Tutor
Reading Strategies
When you acted as a tutor, what reading strategies did you use to help your student try to understand and read the
text?

D. Brown/2014
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Keys to Unlocking Text

Developing Comprehension
Use reading strategies for:
Pre-reading activities | LitStart p106 to 109
During reading activities | LitStart p112 to 115
Post reading activities | LitStart p116 to 119
Reading strategies help improve:
Fluency
Comprehension ~ developing understanding
Confidence and self-esteem
Retention of information
Word recognition
Developing Word Recognition

Use print-based strategies | LitStart p139 to 167:
Sight Vocabulary
Rhyming Words
Phonics
Word Analysis
Word Patterns
Use meaning-based strategies:
Context Clues
Cloze Exercises (fill-in-the-blanks)
Use holistic strategies:
Language Experience Approach | LitStart Strategy 18 p110 to 111

D. Brown & J. Spector/2014

page 25
Questioning Techniques: Strategy 22

Blooms Taxonomy
In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of
levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions
students encounter require them to think only at the lowest possible level...the recall of information.
Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as
the lowest level, through increasingly more complex and abstract mental levels, to the highest order
which is classified as evaluation. Verb examples that represent intellectual activity on each level are
listed here.
Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize,
relate, recall, repeat, reproduce, state.
Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate,
recognize, report, restate, review, select, translate.
Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate,
practice, schedule, sketch, solve, use, write.
Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize,
differentiate, discriminate, distinguish, examine, experiment, question, test.
Synthesis: arrange, assemble, collect, compose, construct, create, design, develop,
formulate, manage, organize, plan, prepare, propose, set up, write.
Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge,
predict, rate, core, select, support, value, evaluate.
Source: www.officeport.com/edu/blooms.htm

D. Brown/2014
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Reading Labels and Signs
THELEARNING
LEARNING EXCHANGE
TUTORTUTOR
TRAINING
THE
EXCHANGE
TRAINING
Understanding Format or Context | Sight Vocabulary

Develop a bank of sight words: Create a list of words found on labels/ signs: For example:
DIRECTIONS, WARNING, etc.
Look at common symbols on medicine bottles, cleaners, paint, etc. and review meanings.
Look at samples of labels/signs to see which words are common. For example: DOSAGE,
ADULT, CHILDREN, CAUTION, FAT, CALORIES, etc.
Learn abbreviations such as: tbsp., yrs., tsp., etc. and identify quantities. For a beginner, use
symbols or pictures to represent dosage and discuss format and key information.
Look for simple charts.
Compare food product labels. Look at a variety of product information found on box and can
labels, food flyers, coupons, etc.
Look for product names (using different scripts) and no name brands to compare.
Identify similar product information. For example: WEIGHT or VOLUME.
Compare different ways volume and weight can be presented, such as: lbs., grams, pints,
gallons, litres, ml., etc.
Compare prices of similar products in similar sizes.
Adapted from: Ottawa-Carleton Coalition for Literacy: Handbook for Literacy Tutors
If possible, visit a mall, pharmacy or supermarket and look at the labels/signs.

Review one or two new labels/signs each lesson with your student.
Write shopping lists using flyers and coupons.
Plan a menu, or plan a weeks grocery shopping by writing lists.
Ask your student to determine the dosage of medicine based on the information given. For
example: Reading a label to give medicine to a five year old with a fever.

J. Spector/2014
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Using Reference Materials with your Student

Understanding the Format

Look at a variety of catalogues, directories, reference books, or dictionaries to show how they are
laid out.
Look at online versions of resource/reference tools like those found on the Learning Links site in
the Reference Tools section.
Look at similarities and differences between types of reference materials and resources.
Look at parts of the book or website, including: cover, spine, table of contents, indexes, layout,
ordering instructions, key words, etc.
Explain Guide Words ~ the words at the top of a dictionary page giving you the first and last
word on that page.
Related Activity Ideas

Give your student a word to look up for a definition.
Use a Thesaurus to make a list of similar words (i.e. Make a list of similar words for good).
List items for your student to look up in a catalogue, and have him/her write relevant information
such a page, order number, colour, size and price.
Practice filling in a copy of an order form in a catalogue and do a total, including taxes.
Review alphabetical order.
Sour
ce:
Otta
waCarl
eton
Coal
ition
for
Liter
acy:
Han
dbo
ok
for
Liter
acy
Tuto
rs

Encourage your student to keep an address book.

Play the alphabet game ~ say a word and have your student open a directory/reference book to
the right spot.
Look up items in the Yellow Pages or names in a telephone directory.
J. Spector/2014
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Using Newspapers for Reading & Writing Activities

Newspapers are one of the best sources of authentic material. The material is current and
varied. Learners can choose articles from any area of interest and can examine the concept of
local, national, and international information. They can use the pictures and headlines to get
context clues.
Scavenger Hunt
Getting to know the layout:
Make a list of 5 15 items. Ask the student to find them.
Repeat the activity with different items, once a month. This will enable you to see if your
student is getting used to the layout
Reading and Writing Activities

Ask your learner to:
Find specific words ~ a, the, an, (eye movement across and down a page).
Find words beginning with a, b, c, d, e, f, etc.
Locate words in a specific category : verbs, nouns, etc.
Pick out key words.
Predict the story from the picture.
Match the picture to the headline.
Summarize a story.
Find the main ideas.
Predict the ending.
Write his/her own opinion on an article.
Read an article and suggest a headline (reveal the original headline afterwards).
Write a letter to the editor or Dear Abby.
Invent horoscopes.
Write a review of a book, video, movie, CD, etc.
Write a classified ad.
Write a cover letter for a job application.
Write a news story answering the journalists questions: Who, What, Where, When,
Why and How.
Source: Ottawa-Carleton Coalition for Literacy: Handbook for Literacy Tutors

J. Spector/2014
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Reading Maps
Understanding Format
Start by looking at the map with your student and discuss what a map is ~ how it works ~ what kind
of information it gives us.
Look at different maps and see how they are similar and different ~ city, provincial, countries, world
maps ~ discuss general impressions.
Look for the map index and show how it is organized in alphabetical order. Look up names of places
using the index. Name rivers, find cities, street names, etc.
Discuss directions and how they are applied to a map. Locate north, south, east and west.
Look for map legends. What are they? What sort of information do they give us?
Identify some of the symbols on the legend and find them on the map.
Show how the grid system helps us find information.
Locate some of the main visual landmarks such as rivers and canals. Where do they go? Look for
other bodies of water.
Find other clearly visible landmarks on different maps such as expressways, railways, parks.
Discuss how different colours and colour-coding may help us read a map.
Other Activities
Use maps to trace routes from home to other places your student knows.
Trace bus, metro, and train routes.
Sour
ce:
Otta
waCarl
eton
Coal
ition
for
Liter
acy:
Han
dbo
ok
for
Liter
acy
Tuto
rs

Make sight words (i.e. north, south, east, west) on index cards and place on map/s.
Write a list of map sight words. Put sight words in alphabetical order.
Plan trips, real or imagined, local or international.
Use travel books, web sites or even travel agents to get information on destinations.
Use map layouts from a local mall to find stores.
Play map games such as Risk.
J. Spector/2014
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Lets Find Out: Strategy 16

Know. Want to know. Learn.

Book Subject (Non-fiction):
1) BEFORE reading:
List up to five things you Know about the subject.
2) BEFORE reading:
List at least five things you Want to know about the subject.
3) DURING/AFTER reading:

Write notes about important facts you Learn:
D. Brown/2014
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Same and Diferent: Strategy 23

Comparison Chart
1)
2)
3)
4)
Choose two books/stories or subjects to be compared. For example: Two countries.

Write the two subjects in the spaces below (i.e. Subject one: Canada, Subject two: United States).
Next, compare the ways the two are different (i.e. Canada has a Prime Minister but the United States has a President) and list the differences on the outside of each circle.
Now think of all of the ways the two are both alike (i.e. both are a part of North America) and list them in the middle of the chart below.
Subject one:
Subject two:
SUBJECT ONE
(DIFFERENCES)
SUBJECT TWO
(DIFFERENCES)
BOTH
(ALIKE)

D. Brown/2014
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Sight Vocabulary
recognizing words as a whole unit:
said
friend
through Tuesday
Phonics
decoding words by combining sounds of letters:
split
fst
hse
chirp
Word Patterns/Families
are built on a common sequence of letters and sounds:
are rhyming patterns:
bad
dad
glad
mad
pad
had
Rhyming Words
are built on a common sequence of sounds:
late
weight
bait
Word Analysis
Compound Words are two separate words put together to form one new word:
airplane
mailbox
grandfather
Syllables ~ breaking longer words up into smaller units:
ba/by
re/mind/er
Prefixes/Suffixes

prefixes are phonics units added to the beginning of root words:
preview
dislike
planning
Word
Study
Definition
suffixes are phonics
units added
to the ending
of root words:
baker
of Terms
helpful
J. Spector/2014
page 33
Using Word Cards: Strategy 33

Use the word cards to do any of the following activities. Most activities can be oral and/or written:
Alphabetical order
Choose some word cards to put into ABC order.
Spelling
Practice spelling with your student:
Read the word card out loud
Use the word in a sentence to show the word in context
D.Brown/2014
page 34
Say the word on the word card again
Matching words
Match word cards to words found in a story.
Phonics practice
Reading
Labels
or
Use the word cards to discover the sounds of individual
letters and letter
combinations.
Spelling Tricks: Strategy 42
Rhyming words THE LEARNING EXCHANGE TUTOR TRAINING
Signs
EXCHANGE TUTOR TRAINING

Find words that rhyme THE
with theLEARNING
word card.
Sight word recognition

Look forDevelop
patternssight
andword
tricksrecognition
to help remember
by reading
thethe
spelling
word cards.
and/or meaning of words. Think of
ways to remember words. Here are a few of my own:
Sentences
Have your student make sentences using words from the word cards.
dessert
Word families
wordalways
familyget
frommixed
a word
to create
words.
DessertUse
andthe
desert
up card
because
of theother
ss. Remember
you always want more
dessert.
Word Search
Choose a word card and have your student look for the word in a newspaper or magazine. Circle or
friendhighlight the word each time it is found.
Cloze activities
A friend to the end.

Use the word cards to make a sentence.
Remove one or more of the cards leaving a blank space.
Place the removed cards above the sentence and add other word cards to the group.
tomorrow
Have your student fill-in-the-blank by finding the appropriate word card.
Is it one or two ms or rs? Just remember 3 words are always found in tomorrow:
tom or row
hear
You hear with your ear.
there
So as not to get mixed up with the homonyms theyre or their just remember a place is
either here or there. The word here is found in the word there.

D. Brown/2014
page 35
What Students Want to Write

Writing is an opportunity to convey a message to others. A writer needs to know the purpose for
writing. There are many different reasons to write. Here are just a few:
Everyday writing
Notes
Messages
Instructions
Lists (i.e. grocery lists)
Calendar/agenda
Letters
Business/formal
Personal
Semi-formal (i.e. Letter to your childs school)
E-mail
Opinion Pieces & Personal Writing

Journal writing
Book/movie reviews
Diaries
Reports
Misc. Writing
Poetry/prose
Stories
Job/work related
Cover letters
Resumes
Applications
Work related documents
Forms and reports
Forms
Government papers
School/work/business documents

D. Brown/2014
page 36
Guided Writing: Strategy 53

Guided writing allows a beginning-level student to experience success with writing. Use a picture dictionary
or internet to find new vocabulary and/or the spelling of words.
pizza
grapes
carrots
I like to
eat
chicken
cherries
I like to eat chicken.

I like to eat pizza.
I like to eat grapes and cherries.

D. Brown/2014
page 37
Journal Writing: Strategy 58

Gerry picked a journal topic to respond to in his journal. Below is his answer:
September 24, 2014
Describe something that

makes you happy.
I am very happy, when I work. Because I have money to spend.
And I can go to Resturents with the lady of the house.
And menny other thing.
(Have a nice evening)!
Gerry
Use the space below to respond to Gerrys journal writing:

D. Brown/2014
page 38
The Writing Process: Strategy 60

1. Prewriting/
Use for
Assignments
Biographies
Classified Ads
Essays
Fiction
Letters
Poetry
Research
papers
Etc.
Select a subject
Collect information, ideas, and facts
Brainstorm ideas
Discuss ideas and make a plan
2. Writing/
Writing your first draft
Develop your ideas

Write your ideas on paper
Organize your ideas
Write your first draft
3. Revising/
Planning your writing
Improving your writing
Read your first draft: check the flow of the writing

Review and share your writing with someone
Rearrange words and ideas as needed
Make changes to improve your first draft
Write other drafts
4. Editing & Proofing/
Making corrections
Check the sentences and paragraphs

Check for spelling, grammar, capitalization, and punctuation
Make corrections
Rewrite/type a final copy: check for errors
5. Publishing/
Sharing your finished writing
Share your writing: display, submit, publish, or read to others

D. Brown/2014
page 39
Paragraph Writing
Rubric
Name: _____________________________
Tutor:
________________________________
Date: ______________________________ Title of Work: __________________________
Criteria
4
Points
2
Main/Topic Idea
Sentence
Main/Topic idea
sentence is clear,
correctly placed,
and is restated in
the closing
sentence.
Main/Topic idea
sentence is either
unclear or
incorrectly placed,
and is restated in
the closing
sentence.
Main/Topic idea
sentence is
unclear and
incorrectly
placed, and is
restated in the
closing
sentence.
Main/Topic idea
sentence is
unclear and
incorrectly
placed, and is
not restated in
the closing
sentence.
____
Supporting
Detail
Sentence(s)
Paragraph(s) have
three or more
supporting detail
sentences that
relate back to the
main idea.
Paragraph(s) have
two supporting
detail sentences
that relate back to
the main idea.
Paragraph(s)
have one
supporting detail
sentence that
relate back to
the main idea.
Paragraph(s)
have no
supporting detail
sentences that
relate back to
the main idea.
____
Legibility
Legible
handwriting,
typing, or printing.
Marginally legible
handwriting,
typing, or printing.
Handwriting,
typing, or
printing is not
legible in places.
Handwriting,
typing, or
printing is not
legible.
____
Mechanics
Paragraph has no
errors in
punctuation,
capitalization, and
spelling.
Paragraph has one

or two punctuation,
capitalization, and
spelling errors.
Paragraph has
three to five
punctuation,
capitalization,
and spelling
errors.
Paragraph has
six or more
punctuation,
capitalization,
and spelling
errors.
____
Grammar
Paragraph has no
grammatical
errors.
Paragraph has
Paragraph has one
three to five
or two grammatical
grammatical
errors.
errors.
Paragraph has
six or more
grammatical
errors.
____
Total

____
D. Brown/2014
page 40
Notes and Comments:

Persuasive Writing
Rubric
Source: http://www.teach-nology.com
Name: _____________________________
Tutor:
________________________________
Date: ______________________________ Title of Work: __________________________
Criteria
4
Position
Statement
Supporting
Information
Organization
Tone Of Letter
Sentence
Structure
Punctuation &
Pts.
2
Position is clearly
stated and
consistently
maintained. Clear
references to the
issue(s) are stated.
Position is clearly
stated and
consistently
maintained.
References to the
issue(s) at hand
are missing.
Position is stated, but

is not maintained
consistently
throughout work.
Evidence clearly
supports the
position; evidence
is sufficient.
Evidence clearly
supports the
position; but there
is not enough
evidence.
Argument is
supported by limited
evidence.
Evidence is
unrelated to
argument.
____
Structure of work
is clearly
developed.
Structure
developed
reasonably well,
but lacks clarity.
Some attempt to
structure the
argument has been
made, but the
structure is poorly
developed.
There is a total
lack of structure.
____
Tone enhances
Tone is consistent
persuasiveness,
and enhances
but there are
persuasiveness.
inconsistencies.
Tone does not

contribute to
persuasiveness.
Tone is
inappropriate to
purpose.
____
Sentence structure
is generally
Sentence structure correct. Some
is correct.
awkward
sentences do
appear.
Work contains
structural
weaknesses and
grammatical errors.
Work pays little

attention to
proper sentence
structure.
____
Punctuation and
There are two or
There are four
____
There is one error
Statement of
position cannot
be determined.
____
D. Brown/2014
page 41
Capitalization
capitalization are
correct.
in punctuation
and/or
capitalization.
three errors in
punctuation and/or
capitalization.
or more errors
in punctuation
and/or
capitalization.
Total
____
Notes and Comments:


D. Brown/2014
page 42
Research Report
Rubric
Name: ____________________________
Tutor:
________________________________
Date: _____________________________ Title of Work: __________________________
Criteria
4
Points
2
Introduction/
Topic
Student properly
generates
Student generates
questions and or questions and or
problems
problems.
around a topic.
Student requires
Questions or
prompts to
generate questions problems are
tutor
and or problems.
generated.
Conclusions
Reached
Many detailed
conclusions are
reached from
the evidence
offered.
Several detailed
conclusions are
reached from the
evidence offered.
Some detailed
conclusions are
reached from the
evidence offered.
A conclusion is
made from the
evidence
offered.
____
Information
Gathering
Information is
gathered from
multiple
electronic and
non-electronic
sources and
cited properly.
Information is
gathered from
multiple electronic
and non-electronic
sources but is not
cited properly.
Information is
gathered from
limited electronic
and non-electronic
sources.
Information is
gathered from
non-electronic or
electronic
sources only.
____
Summary
Paragraph
Well organized,
demonstrates
logical
sequencing and
sentence
structure.
Organized, but
demonstrates
illogical
sequencing or
sentence structure.
Organized, but
demonstrates
Weakly
illogical
organized.
sequencing and
sentence structure.
There is one error

Punctuation, Punctuation and
in punctuation
Capitalization, capitalization are
and/or
& Spelling
correct.
capitalization.
There are two or

three errors in
punctuation and/or
capitalization.
There are four

or more errors
in punctuation
and/or
capitalization.
Total

____
____
____
____
D. Brown/2014
page 43
Notes and Comments:

D. Brown/2014
page 44
Handwriting Rubric
Name:
____________________________
Date:
_____________________________
Tutor:
_________________________________
Criteria
4
Points
2
80% of the letters 50% of the letters

are formed
are formed
correctly.
correctly.
All letters have a All letters have a Slant of letters
All letters have a
uniform slant with uniform slant with vary from letter to
Letter Slant
uniform slant.
1-3 exceptions. 4-6 exceptions.
letter.
There are more
There are no extra
There are 1-2
There are 3-5
than 5 visible
visible marks or
visible marks or visible marks or
marks or
Neatness
smudges on the
smudges on the smudges on the
smudges on the
paper.
paper.
paper.
paper.
The size of 1-3 The size of 4-6 The size of more
All letters are located letters are slightly letters are slightly than 6 letters are
Relationship
correctly in
larger or smaller larger or smaller slightly larger or
relationship to the
than the space than the space smaller than the
To Line
lines.
allowed by the
allowed by the space allowed by
line.
line.
the line.
Letter
Formation
Each letter is formed All but 1 letter are

correctly.
formed correctly.
Total
____
____
____
____
____
Notes and Comments:
D. Brown/2014
page 45
Planning a Lesson
Select a topic or activity based on your students goals:

(What you will be doing.)
Review
your students goals and plan around them
Set priorities
Choose a topic that is relevant or of interest to your student
D. Brown/2014
page 46
Select the materials you need:

(What you will need.)
Vary the materials used
Incorporate everyday materials
Preview materials before use
Select the Strategy:

(How you will do it.)
Select strategies based on your students needs and interests
Choose a strategy that is appropriate for the purpose of the activity (i.e. Are you writing to express ideas
or to practice punctuation?)
Include opportunities to develop listening, speaking, reading, and writing skills
Begin your lesson with a warm-up activity
Vary the activities ~ include games and different types of activities
Incorporate new skills and information
Include opportunities for review and practice from previous lessons
Include time for your student to work independently
Be flexible ~ always have a back-up plan
Include extra work for practice
Remember to have fun!
Jane Smith
Student Plan
Version 1
February 18, 2014
Presented by:
Darlene Brown

D. Brown/2014
page 47
Students Interests
Jane is interested in the following hobbies/activities:
music
sewing
exercising
cooking
movies
gardening
Goal
To read a letter/mail without assistance
To use a computer without assistance
General Resources
Learning Links (online Internet site of links to websites relevant for the student/tutor)
LitStart
Resource books and materials available at TLE library
Everyday materials (i.e. photos, magazines, flyers, newspapers, Internet, etc.)
Consumables (books/workbooks given to individual students to keep/write in)
Notes
Notes/comments

D. Brown/2014
page 48
Speaking and Listening

Practice oral and listening activities. Conversational activities can lead to writing,
reading, and spelling activities.
Objectives
pronunciation and conversation
grammar and new vocabulary
Functional Speaking and Listening

Taking/giving/discussing a message
Carry on a conversation about current events
Follow/give instructions or directions
Speaking and Listening Skills Suggestions
LitStart Speaking Chapter 5: pp. 72 - 91
Listening to/following directions and dictation can help to develop her listening skills
Use Journal Jumpstarts and Story Starters and basic articles from Internet, Learning Links or
newspapers to spark conversational practice
Use photos, pictures from books, newspapers and magazines for oral expression and using
descriptions
Use Learning Links listening activities
Speaking and Listening Resources

Learning Links (Canada, Listening, General Topics, Vocabulary)
Journal Jumpstarts
West Coast Reader
Everyday materials (i.e. photos, magazines, flyers, newspapers, Internet, phone books,
etc.)Notes
Notes/comments
D. Brown/2014
page 49
Reading
Special attention is needed regarding pronunciation, comprehension, and
vocabulary building. Reading activities can lead to writing activities.
Objectives
reading comprehension
reading fluency and pronunciation
exposure to a variety of reading genres
grammar and vocabulary development
introduction to different reading strategies
Functional Reading Situations

Reading a label (i.e. drug label, food label, etc.)
Using the telephone book
Reading Suggestions
LitStart Reading Chapter 6: pp. 93 - 119
Reading to her in order to model proper pronunciation and fluency

Reading opportunities in a variety of forms
Read in her spare time
Discuss with her what she learned, liked or disliked about what she read. This can be turned
into a writing activity as well.
Use, pre, during and post-reading strategies (Lit-Start pp.105 - 119) to help increase
comprehension
Use the computer/Internet for reading practice

D. Brown/2014
page 50
Reading Resources
Learning Links (Canada, Health & Nutrition, Study Skills: Reading, General Topics, etc.)
Stories and Stories Plus
Comprehension Skills series level B
The Salsa is Hot
Biographies
West Coast Reader
books with low level of difficulty and high-interest
audio or take turn books
non-fiction books/themes such as biographies, sewing/cooking books, movie reviews and
musical lyrics
Notes
Notes/comments

D. Brown/2014
page 51
Word Study
Build vocabulary and comprehension skills using word study strategies.
Objectives
alphabet mastery
reinforce/introduce basic vocabulary
spelling: Months, days of the week, numbers and the spelling of her address, basic sight words
basic phonic skills
basic grammar: homonyms, rhyming words and recognizing word families
vocabulary comprehension
Functional word study vocabulary related to:

Reading drug labels
Using a telephone book
Creating/using a budget
Everyday language
Word Study Suggestions
LitStart Word Study Chapter 7: pp. 121 - 168
Use the alphabet in a variety of activities: i.e. alphabet themes, scrambled alphabet, copying,
etc.
Use word cards to practice vocabulary, spelling and alphabetical order
Provide vocabulary and alphabet practice using everyday materials
Choose vocabulary words relevant to things of interest to her (i.e. sewing, movies, etc.)
Create a personal spelling list of words
Use simple dictation to provide practice for word study exercises
D. Brown/2014
page 52
Use the computer for word study practice
Word Study Resources

Learning Links (Spelling, Grammar, Vocabulary & Punctuation)
Quick Word book
Green level spelling book
Word cards: beginner to intermediate
Everyday materials such as the yellow pages
Beginner reference books and dictionaries (i.e. Picture Dictionary)
Green and blue flash cards
Word/spelling games, flash cards and puzzles
Notes
Notes/comments

D. Brown/2014
page 53
Writing
Practice writing using a variety of forms
Objectives
Simple sentence structure
Basic punctuation and capitalization
General use of grammar
Introduction to a variety of writing forms/styles (i.e. lists, notes, letters, etc.).
Printing: Use both upper and lowercase letters in writing
Cursive writing: upper and lowercase letters
Functional Writing Situations:

Writing a basic letter
Making a list
Writing directions/instructions
Taking a message
Writing a budget
Using a computer to write (i.e. word processing, e-mail)
Writing Suggestions
LitStart Chapter 8: pp. 169 - 189
Try a variety of writing activities & strategies (LitStart Writing Strategies pp. 176 -189)
including: copying sentences, using Language Experience stories, journal writing, and
completing sentences.
Jane should practice reading her written work aloud and note any differences from the way it
was written to the way she reads it. Look/listen for omissions of words, verb tense corrections,
plurals, etc.
Concentrate on using everyday scenarios for writing activities (LitStart Strategy # 51 page
177)
D. Brown/2014
page 54
Use the computer for a variety of writing activities
Writing Resources
Learning Links (Information and Communication Technology, Study Skills: Writing; Spelling,
Grammar, Vocabulary & Punctuation)
Quick Word book
Quick Write
Write on Track
Language Power Intro.
West Coast Reader
Ontario Reader
Journal Jumpstart
Notes
Notes/comments

D. Brown/2014
page 55
2100 Blvd. des Laurentides, Vimont, Laval, Quebec. H7M 2Y6

Tel: (450) 688-2933 ext. 3126 Fax: (450) 663-1290
Recording Outline for Volunteers
Section
TLE_literacy@yahoo.ca
Volunteer/Tutoring Hours
Student
:
Name:
Volunteer position:
Use the chart below to record your hours. Total all of the columns and record the total sum in the grey box below. Please return the forms to the office.
Date
Tutoring
time
Preparation
t
i
m
e
Travel
time
Comments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

D. Brown/2014
page 56
Column
Totals:To t a l s u m o f a l l c o l u m n s :
* Round to the nearest hour/half hour

D. Brown/2014
page 57
Recording Outline for Tutorials
Section
Tutorial Summary
Briefly outline key points, concepts and/or activities your student is working on for the period covered in the Recording Outline in Section 1.
Reading Activities:
Writing Activities:
Word Keys:
Other:

D. Brown/2014
page 58
Recording Outline for Tutorials
Section
Workbook/Book Summary
Use the table below to keep a record of all workbook use over the period covered in the Recording Outline for Tutorials in Section 1:
Date
Workbook/Book Title
Pages
Score/Comments
Tutor notes/Comments

D. Brown/2014
page 59
2100 Blvd. des Laurentides, Vimont, Laval, Quebec. H7M 2Y6

Tel: (450) 688-2933 ext. 3126 Fax: (450) 663-1290
tle_literacy@yahoo.ca
VALUATION FORM: Basic Tutor Training
Presenter: ___________________________________
Date: ___________________________________
For the following, please circle the figure from 1 to 4 which best expresses your opinion according to the scale:
1= very little
2= somewhat
3= quite a bit
4= very much
Objectives and content

The objectives/agenda of the sessions were clear and well-defined
The objectives were achieved
The content was relevant to the subject
1
1
1
2
2
2
3
3
3
4
4
4
1
1
1
1
2
2
2
2
3
3
3
3
4
4
4
4
1
1
1
1
2
2
2
2
3
3
3
3
4
4
4
4
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
4
The workshop presenter

Was familiar with the subject
Presented the content well
Stimulated my interest
Paid attention to the participants
Materials and resources

The Power Point presentation/s were clear and interesting
The handouts were clear and interesting
The materials and resources overall helped me learn
LItStart helped me during training
Overall
The room and set up were satisfactory
The climate in the group helped me to learn
There was sufficient time for all of the concepts presented
I knew a lot about the concepts discussed before the session
I know more about the concepts presented after the session
I would be comfortable working with a student
I would like more information before beginning
LitStart will be helpful to me in tutoring
Learning Links will be helpful to me in tutoring
Comments:

D. Brown/2014page 60
D. Brown/2009
page 60

Tutor Training Manual: Excel L Ence in Li T Er Acy

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TUTOR TRAINING MANUAL

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Literacy Myths and Facts

people with many other strengths and skills.

Low literacy skills can make day-to-day activities difficult or even

school, helping with homework, reading directions on a medicine bottle, or

Individuals are to blame for their own low literacy skills.

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Literacy in our Lives

More than sounding out words

Adult learners may face the following barriers to learning:

To cope with life changes

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To create an Edmodo account you need:

Join the TLE Edmodo groups using your group code:

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Suggestions to help your student:

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Encourage the student to read aloud, and spell aloud.

Kinaesthetic and Tactile Learners

What interests he/she has.

Implications for tutoring:

with your student:

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List of Everyday Situations

Basic computer skills

Job search vocabulary

Write/read/discuss a basic letter (friendly,

Help with own homework

Understanding current events

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Reading Labels or Signs

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