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Vowels| |Teaching Sight Words| Literacy Volunteers is a nonprofit organization which trains men and women to tutor adults free of charge on a one-to-one
basis. You can help adults who want to learn to read or who want to learn English as a second language. To be eligible to participate in tutoring students of Literacy Volunteers of Broome/Tioga Counties, Inc. candidates must: 1. Be at least 18 years of age. 2. Be able to speak and understand English well enough to communicate clearly. 3. Demonstrate the ability during tutor training to read at a minimum of a 12th grade level. 4. Demonstrate the desire to teach by completing an information meeting and actively participating in an 18-hour tutor training workshop. The training workshops will present LVA Basic Literacy or LVA ESOL approved curriculum. Workshops will be conducted by LVA trained Tutor Trainers. Tutors must attend each of the six or seven scheduled workshop sessions and complete all assigned homework for either Basic Literacy or ESOL Tutor Training. A tutor trainee may only miss one class of any training session. This class must be made up with the tutor trainer on an individual basis. If more than one class will be missed, then the tutor trainee should reschedule for the next session of workshops. 5. Demonstrate behavior appropriate to working one-to-one with a student, which excludes, but is not limited to such behavior as:
6. Be willing to commit to at least two hours of instructional time per week for at least one year. 7. Agree to meet at an appropriate training site. Home tutoring is discouraged. 8. Agree to attend scheduled tutoring sessions regularly, arrive on time, and notify the student in advance of planned absences or expectations to be late. 9. Agree to respond to reasonable needs and request of the learner regarding materials, learning strategies, environment, etc. 10. Agree to focus on goals that are student-centered and review those goals regularly with student input. 11. Agree to return borrowed materials on a timely basis for the use of others. 12. Agree to keep all information shared by student(s) confidential and private. 13. Agree to communicate regularly with LVBTC regarding time volunteered and student progress. 14. Agree to notify LVBTC when concluding with a student, when requesting a new student, or if there are difficulties in the tutoring match. 15. Sign a Tutor Requirements Contract, which shall be kept in the tutor's file. 16. If a tutor declines to accept a student, another student shall be assigned. If a tutor declines to accept three students sequentially or does not actively tutor for one year, the tutor's status shall be changed to Inactive. 17. If the tutor has been removed from the database, or has not met with a student in the last twelve months and/or is on Inactive status and wishes to remain active/current, s/he must attend at least one session of a regular tutor training workshop in either Basic or ESOL (whichever was originally taken) before being assigned another student. 18. If the tutor has been reassigned another student within a one year time frame and is currently tutoring more than twelve hours per year, s/he is considered to be active. Tutors will be notified in writing of placement in Inactive status. There are occasions when an appropriate student cannot be located within the one-year period. In such cases, an additional grace period will be granted. 19. Non-compliance will be reviewed on a case-by-case basis. All tutors agree to abide by LV of Broome/Tioga Counties Anti-Discrimination Policy as it follows: Literacy Volunteers of Broome/Tioga Counties, Inc. believes that all individuals should have access to and be given the opportunity to participate in its programs without regard to race, religion, color, gender, marital or familial status, age, national origin, political beliefs, pregnancy, sexual preference, disability, or any other unlawful basis. LVA Affiliates across the nation are undergoing a very in-depth process called accreditation. This very specific examination of policies and practices encourages a higher level of professionalism, objective measures of success, and we hope a greater level of satisfaction among tutors and students as specific goals are achieved. We take the role of tutor very seriously, and the success of our students just as seriously…you are the backbone and strength of this organization. As a result of this accreditation process, we have examined how our tutors become certified and remain certified. The following changes have been approved by the Board of Directors and will affect all tutors certified after January 1, 2002.
Have you tried using the computer with your student lately? Here are some ideas to help you both feel more comfortable with this tool.
Consonants are easier to teach and learn than vowels, because consonants usually have a reliable, permanent sound. Once you have taught them, move to vowels. Most language programs teach the short vowel sounds first. Did you know that the short e sound is the most difficult to hear and discriminate? Spend a little extra time with this one. Teach long vowels with the silent e next. Long vowel sound in open syllables such as he, she, me, we, no, so, and go come next. Work next on vowel teams like ea, ow, ee, ai, etc. Use word patterns and the suggestions in the back of your instruction manual TUTOR. Our students often have difficulty learning basic sight words just by sight. This was true when they were in school and did not change just because they got older. In order to help them, we need to use all of their senses or find other ways to teach these basic words. Here are some suggestions. Notice all the senses that are involved, the more the better.
ESL Tutor Tips for Beginning Students Cut out pictures from magazines and catalogs. Use people, places, pets, children, food, etc. Place them in a folder and take to your tutoring session. Have your student put 5 pictures on the desk and s/he should describe one of them to you. You pick the one s/he is describing. Then reverse roles and you describe one and the student chooses the correct one. Add more pictures. Which is more difficult for your student? Usually s/he will be able to select the correct picture, but have more difficulty describing it. Use this opportunity to teach vocabulary, especially adjectives.
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