Whatcom Literacy Council
March 2010 Vol 1, Issue 8

WLC Tutor E-News

 A monthly publication of
Whatcom Literacy Council
Greetings!

Was it just me, or did you get pulled into the excitement of the Winter Olympics over the past 2 weeks?  There is something really magical about watching people pursue their dreams.  I was drawn into the excitement, the anticipation, and even the occasional heartbreak as I watched the different stories unfold. 
 
Watching it, I was also reminded of how exciting it is when a learner reaches a goal; and how frustrating it can be when things don't go as quickly or as smoothly as we would like.  Wouldn't it be great if there was a medal ceremony each time a learner grasped a new concept or met a new goal?  While that may not be possible, please know that we are cheering for you and celebrating each success as we read about them in your monthly reports.  You are all champions in our book!
 
All the best,
Rachel Myers, Executive Director

mountains

In This Issue
Program Views
The Tutor Toolbox
Trivia Bee & Silent Auction
Quick Links
 
Tutors - We Need Your Reports!
Just a reminder to all of you wonderful tutors that we need to receive a report from you each month to keep us up to date on how things are going with your learner.  Please take a few minutes to click here and send us a report on all of the good work you do!
 

Monthly Tutor Primers

Tell your friends, colleagues and neighbors!  Each month the Whatcom Literacy Council hosts a tutor information primer on the 3rd Wednesday of each month at 5pm at the Bellingham Public Library.
 
Program Views by Gina Barrieau-Gonzales
 

Gina 09

Congratulations and thanks to all of our newly trained tutors from our ALP and ELL Winter training sessions.  Thanks also to our coordinators who so diligently work to update the trainings and better inform volunteers.  We trained a total of 31 tutors which may be a record for the winter months!  Having already met most of you, I can say that your experience and enthusiasm will be greatly appreciated whether applied to a one to one or group learning setting.  Please keep your coordinators up to date with your current availability as well as the best ways to reach you.  Remember the matching process can be very challenging in terms of setting up schedules, so we ask all of you to be patient and if questions or concerns arise at anytime, please contact the program staff for assistance.
 
W.L.C. staff is aware of the variety of experience and knowledge that each volunteer brings.  Whether you are an educator by trade or someone without prior teaching experience, we will provide as much or as little assistance as we think you might need.  Please do remember that Jessica and Summer work part-time, so they may not have the opportunity to return your calls or e-mails on the same day, but they will make every effort to get back to you as soon as they can.  If you'd like to consult with them on materials or for teaching advice, for the best results, please set up an appointment in advance to ensure that they will be here and that you will have access to what you need.  As you know, our library is situated in our classroom which is often booked during the week.  If there are pressing issues that need to be promptly addressed, please contact your coordinators first.  If they are not available, call or e-mail me directly [email protected].
 
Volunteer tutors, thanks again for your active participation and we look forward to hearing back from you in the upcoming months!     
The Tutor Toolbox by Jessica Hilburn
 
JessicaI first heard about the Wilson Reading System (WRS) from our friends at Eastside Literacy in Bellevue.  They were finding success in using WRS with their beginning adult readers. Naturally, I was curious.
 
Last August I was fortunate to attend a rare West Coast reading conference in Berkley, CA.  A certified Wilson Reading System trainer facilitated the 2 day workshop.  The basic philosophy behind WRS is that English is a reliable written language if taught in a systematic and cumulative manner.  The program focuses on decoding and encoding (spelling) strategies that are presented in a sequential way.  For example, learners work from sounds to syllables, words to sentences, and paragraphs to stories, learning the structure of English through constant repetition and review. 
 
At the same time I was researching WRS as a future curriculum resource, I met George. My first impression of George was that he was an intermediate reader.  His assessment showed that he had a large sight vocabulary and he could read material at a 6th grade level. He was a member of a master gardening club and a book study group.  These were clues, I thought, to his level of sophistication as a reader.  However, after I spent some time talking with George, I discovered that he was a reluctant writer and that he had "trouble hearing sounds."  Indeed, his score on the nonsense word list suggested that he struggled with basic letter sounds.  Could WRS work for George who I considered more advanced than the beginning reader?
 
George eagerly agreed to work with me using WRS. Since October we have met twice a week for a total of 3 hours (with a few breaks for vacation and holidays).  He is making steady progress through the different levels and sees evidence of his progress in his daily life.  For example, George reported that he was able to confidently read aloud a list of questions to his book group for the first time! 
 
What makes WRS such an effective reading program?  In addition to a systematic approach to reading, WRS offers multisensory and interactive lessons.  These are techniques that any tutor can use with any learner at any time.  Here is a list of things to try:
  • Tracking - have your learner read with a pencil in his hand.  Preface this request with the following statement - there is a neurological link that helps connect a reader to the text when a pencil or finger is used. 
  • Scoop - ask the learner to scoop phrases in a sentence to assist with fluency.  Be sure to model this first.
     
    Jess-fish dish 
  • Color code - use color coded index cards or tiles with individual letters to show the separate sounds within words.  For example, use one color for vowels and another color for consonants and digraphs (two letters that get one sound - ch, sh, ck, etc).  This activity visually shows the learner how many different sounds in a given word and the patterns of words.  One pattern that becomes obvious is that every syllable has to have a vowel. You could also try this technique at the sentence level where parts of speech are assigned a certain color.  For example, pronouns in the sentence would be blue and verbs would be yellow. 
     
    Jess-color code
     
  • Visualization - read a passage to your learner aloud and have her "play the movie in her head," and then retell the story to you. This increases comprehension. 
  • Proofread - dictate a sentence to your learner that includes words you have been working on together.  After the learner finishes writing the sentence have him reread it and identify any word that doesn't look right.  Give the learner a minute to try to correct the error by himself, but if he needs help provide the correct spelling and use it again in your next session. 
If you find these techniques helpful and would like to talk more about the Wilson Reading System, please feel free to contact me at [email protected].
Trivia Bee & Silent Auction
Mark your calendars for this year's Trivia Bee & Silent Auction.
 
Friday, April 2
Bellingham High School
2020 Cornwall Ave.
 
Silent Auction begins at 6 p.m. 
&
Trivia Bee at 7 p.m.
If you have any questions or need help, please contact us at 647-3264 or by email:
Summer Ostlund, ELL Program Coordinator -[email protected]
Jessica Hilburn, ALP Coordinator - [email protected]
Gina Barrieau-Gonzales, Programs Manager - [email protected]
Rachel Myers, Executive Director - [email protected]
 
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