tag:blogger.com,1999:blog-31740578794798600122024-03-05T21:00:03.937-08:00Literacy Action Center Training BlogDedicated to training and educating the best adult literacy volunteers on this planet.Literacy Action Centerhttp://www.blogger.com/profile/08534902980084715885noreply@blogger.comBlogger29125tag:blogger.com,1999:blog-3174057879479860012.post-42006982395870424792021-09-28T08:30:00.005-07:002021-10-02T16:10:50.673-07:00Phonics - the basic elements<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXZfjEcEmfm3FZMSGR39RzcjIM3v4nq29Mh5tyvpRqAS6g_DUaCTHp_tPFbZE7u1i59pl-8VwKvr75usqequjbGRE_AbqcgWxYDxYLkJGKvCgqdronBU3oOQkqtSNZmdUdVbgzmRyD/s960/Phonics+-+basic+elements+.png" style="margin-left: auto; margin-right: auto;"><img alt="Which letters are voiced?" border="0" data-original-height="540" data-original-width="960" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXZfjEcEmfm3FZMSGR39RzcjIM3v4nq29Mh5tyvpRqAS6g_DUaCTHp_tPFbZE7u1i59pl-8VwKvr75usqequjbGRE_AbqcgWxYDxYLkJGKvCgqdronBU3oOQkqtSNZmdUdVbgzmRyD/w400-h225/Phonics+-+basic+elements+.png" title="Which letters are voiced?" width="400" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Which letters of our alphabet are voiced? Which are unvoiced?</td></tr></tbody></table><br /><span style="color: #444444; font-size: large;">Phonics is about the basic elements of written words. Connecting letters to sounds and vice versa can be challenging for adults who are learning to read. So, as new people join us, we review what we know about written language.</span><br /><br /><br /><span style="color: #444444; font-size: large;">Sadly, our learners often don't know the answers to these simple, basic questions.</span><br /><br /><br /><div style="text-align: center;"><b><span style="color: #444444; font-size: x-large;">Do you? </span></b></div><div style="text-align: center;"><b><span style="color: #444444; font-size: x-large;">As a tutor, these answers </span></b><b><span style="color: #444444; font-size: x-large;">should </span></b></div><div style="text-align: center;"><b><span style="color: #444444; font-size: x-large;">just </span></b><b><span style="color: #444444; font-size: x-large;">be part of who you are. </span></b></div><div style="text-align: center;"><b><span style="color: #444444; font-size: x-large;">Let's find out.</span></b></div><div style="color: #444444; font-size: x-large;"><span style="color: #444444; font-size: large;"><br /></span></div><span style="color: #444444; font-size: large;"><div style="text-align: center;"><br /></div><div style="text-align: center;">Here are 5 questions I ask to get us talking. See how well you do. (The answers are at the end of the questions.)</div><div style="text-align: center;"><br /></div></span><br /><span style="color: #444444; font-size: x-large;"><b>Question 1. </b>How many letters are in our alphabet? </span><br /><br /><span style="color: #444444; font-size: large;">Hint: I get a range of answers even when the alphabet is staring them in the face and I suggest that they count them.</span><br /><br /><br /><br /><span style="color: #444444; font-size: x-large;"><b>Question 2. </b>How many vowels are in our alphabet? </span><br /><br /><span style="color: #444444; font-size: large;">Hint: Even people who think they know the alphabet often get this answer wrong. If you said 5, then you missed the other two vowels that are often overlooked. You'll remember them when you repeat the oft used expression "- a, e, i, o, u, and sometimes y and w."</span><br /><br /><br /><br /><span style="color: #444444; font-size: x-large;"><b>Question 3. </b>How many consonants in our alphabet?</span><span style="color: #444444; font-size: large;"> </span><br /><br /><span style="color: #444444; font-size: large;">Hint: This answer is more straight forward - count all the letters except a, e, i, o, and u. Y and w get counted both as vowels and consonants. Note that y and w are consonants whenever they are the first letter of the word. (Yes, I know there are exceptions, like Ypsilanti - a town in Michigan. These exceptions are few and typically associated with proper nouns.)</span><br /><br /><br /><br /><span style="color: #444444; font-size: x-large;"><b>Question 4. </b>Which single letters share sounds with other letters?</span><span style="color: #444444; font-size: large;"> </span><br /><br /><span style="color: #444444; font-size: large;">Hint: Answering this question is a challenge. Here's where you've got to think about all the letters and how they are used.</span><br /><br /><div><div><br /></div><div><br /></div><div><span style="color: #444444; font-size: x-large;"><b>Question 5.</b> Which letters of our alphabet are voiced and which are unvoiced?</span></div><div><span style="color: #444444; font-size: x-large;"><br /></span></div><div><span style="font-size: large;"><span style="color: #444444;">Hint: Before you answer, let me explain. </span><span style="color: #444444;">Each letter in English has a sound (even if the sound is not unique to itself, such as "c"). When the letter sounds are made, a vibration will or will not occur in your throat. </span></span></div><div><ul><li><span style="font-size: large;"><span style="color: #444444;"><i>Voiced. </i>If you feel the vibration (by gently placing the palm of your hand around your throat as you say the sound), then the letter is considered "voiced."</span><span style="color: #444444;"> </span><span style="color: #444444;">For example, press your lips together and say /m/. Feel your throat as you say /m/. Do you feel the vibration? Of course you do, meaning the sound of "m" is voiced. </span></span></li><li><span style="font-size: large;"><span style="color: #444444;"><i>Unvoiced. </i>I</span><span><span style="color: #444444;">f the letter sound doesn't give off a vibration, then that letter is "unvoiced." For</span><span style="color: #444444;"> example, blow air through your teeth for the /s/ sound. Feel your throat as you say /s/. Do you feel a vibration? Of course not, meaning the sound of "s" is unvoiced. </span></span></span></li></ul></div><div><span style="color: #444444; font-size: large;"><br /></span></div><div><span style="color: #444444; font-size: large;">Your turn. Which letters fit into each category? </span></div><div style="text-align: center;"><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;"><br /></span></div><div><div><span style="font-size: large;"><span style="color: #444444;"><b>Answers.</b> Compare your answers here: </span></span></div><div><span style="font-size: large;"><span style="color: #444444;"><br /></span></span></div><div><span style="font-size: large;"><span style="color: #444444;">(1) 26 </span></span></div><div><span style="font-size: large;"><span style="color: #444444;">(2) 7 </span></span></div><div><span style="font-size: large;"><span style="color: #444444;">(3) 21 </span></span></div><div><span style="font-size: large;"><span><span style="color: #444444;">(4) 5 - </span></span><span style="color: #444444;">The letters are c, g, q, x, and y.</span></span></div><div><ul><li><span style="color: #444444; font-size: large;">The two most common sounds of c are: /k/ in cat and /s/ in city. Less common is when c sounds like /sh/ in ocean, /ch/ in cello, or /ts/ in currency. </span></li><li><span style="color: #444444; font-size: large;">The two most common sounds of g are: /j/ as in age and a unique "hard" sound as heard in get. G can also sound like /zh/ as in genre /zhon - ruh/. </span></li><li><span style="color: #444444; font-size: large;">While q most often sounds like /kw/ in quit, q can sound like /k/, as in antique. </span></li><li><span style="color: #444444; font-size: large;">Here are a few of x's sounds: most common is /ks/ as in extra, /gz/ as in exact, and /kz/ as in exam. When x is the first letter of a word, x usually sounds like /z/, as in xanthan (/zӑn' - thӑn/). X can also be silent, as in faux (pronounced /fō/).</span></li><li><span style="color: #444444; font-size: large;">Y has 4 sounds: At the beginning of a word, y is a consonant and sounds like the /y/ in yellow. Most often y is not at the beginning of words and acts like a vowel. For example, y can sound like the long "i" in try, long "e" in baby, or short "i" in bicycle.</span></li></ul></div><div><span style="font-size: large;"><span style="color: #444444;">(5) </span><span style="text-align: center;">Voiced (a, b, d, e, g, i, j, l, m, n, o, r, u, v, x, y, z); </span></span></div><div><span style="font-size: large;">Unvoiced (c, f, h, k, p, q, s, t, w, x) </span></div></div></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;"><br /></span></div><div style="text-align: center;"><b><span style="font-size: x-large;">How did you do? </span></b></div><div style="text-align: center;"><b><span style="font-size: x-large;">If you aren't 100% there, keep working at it. </span></b></div><div style="text-align: center;"><b><span style="font-size: x-large;"><br /></span></b></div><div style="text-align: center;"><div><b><span style="font-size: large;">Want to learn more? Follow us. </span></b></div><div style="text-align: left;"><span style="color: #444444; font-size: large;"> </span></div></div><div style="text-align: center;"><span style="font-size: x-large;"><span face="Arial, Tahoma, Helvetica, FreeSans, sans-serif" style="background-color: white; font-size: x-small; text-align: left;">Guest blogger - D. Young. </span><span style="font-size: x-small; text-align: left;">This article first published in <a href="https://adultliteracyissuesinstructionimpact.blogspot.com/2021/09/blog-post.html" target="_blank">Adult Literacy: Issues, Instruction, & Impact</a>.</span></span></div>Literacy Action Centerhttp://www.blogger.com/profile/08534902980084715885noreply@blogger.com0tag:blogger.com,1999:blog-3174057879479860012.post-65929330168405537902021-02-07T04:39:00.073-08:002021-09-07T14:58:44.038-07:00Job Description: Literacy Tutor<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif";">Purpose</span></b><span style="font-family: "Times New Roman","serif";"><o:p></o:p></span><br />
<ul>
<li><span style="font-family: 'Times New Roman', serif;">To help adults develop and use reading, writing, and math skills to meet self-identified goals</span></li>
</ul>
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<div class="MsoNormal" style="margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif";">Qualifications</span></b><span style="font-family: "Times New Roman","serif";"><o:p></o:p></span></div>
<ul>
<li><span style="font-family: 'Times New Roman', serif;">Mature demeanor (and over 20 years old or enrolled in college), respectful, empathetic</span></li>
<li><span style="font-family: inherit;">Strong reading, writing, and/or math skills</span></li>
<li><span style="font-family: inherit;">Dependable, tru</span><span style="font-family: 'Times New Roman', serif;">thful,</span><span style="font-family: inherit;"> prompt, organized, realistic expectations</span><span style="font-family: 'Times New Roman', serif;">, sense of hu</span><span>mor, </span><span style="font-family: inherit;">flexible, friendly, patient, optimistic, sensitive, cre</span><span style="font-family: 'Times New Roman', serif;">ative</span></li>
<li><span style="font-family: inherit;"><span style="line-height: 17.12px;">Willing to explore ideas, </span></span>follow instructions, use initiative; Open to learning</li><li><span style="font-family: 'Times New Roman', serif;">Maintain confidentiality about learners' lives and the work you are doing with them</span></li><span style="font-family: Times New Roman, serif;"></span></ul><div><span style="font-family: Times New Roman, serif;"><br /></span></div>
<b><span style="font-family: "Times New Roman","serif";">Commitment </span></b><br />
<ul>
<li>Volunteer at least 2-3.5 hours per week for a minimum of twelve months (college students for a minimum of 2 hours per week for one semester). Specific days and times are based on each volunteer's availability. (Volunteers are welcome to take vacations, etc., throughout the year.)</li><li><span style="font-family: 'Times New Roman', serif; text-indent: -9pt;">Successfully complete Volunteer Orientation course, </span>14-hour Tutor/Volunteer Training Workshop ($35), & NRS training module. Submit appropriate documentation and demonstrate understanding of the content of each course.<span style="font-family: "Times New Roman", serif; text-indent: -9pt;"> </span></li><li>Participate in 2-hour Tutor Talks (in-service trainings) four-five times annually, plus other trainings & at least 1 state-sponsored workshop throughout the year, as available. Submit appropriate documentation, highlighting information learned. </li></ul><div><br /></div><b style="font-family: "Times New Roman", serif;"><span style="font-family: "Times New Roman","serif";">Responsibilities -- Online or Classroom Setting</span></b><br /><ul style="text-align: left;"><li></li><li>Successfully complete
required training and ongoing professional development.</li><li>Work
with learners one-on-one or in a group online or in-person. Use provided curriculum
& guidelines. Design & deliver lessons specific to individual or
group. </li><li>Help learners accomplish their intellectual, academic, and career goals,
while also meeting learners’ needs. Facilitate learners' exploration,
experimentation, and articulation of the content and strategic behaviors
they are building. Find ways to encourage, support, & celebrate their
progress.</li><li>Record work done in work logs at the end of sessions. Share
content, methods, and results of instruction with staff following lessons.</li><li>Maintain a learning environment that is free of physical, sexual,
and/or verbal abuse, with no touching. Respect learners' dignities. Accept
learners without judgment.</li><li>Keep information about learners in strict confidence. Don’t
exploit anyone for profit or personal gain or use persuasion or coercion
to influence anyone to adopt a personal, political, or religious
belief. </li><li>Share questions and concerns with our staff. </li></ul>
<div class="MsoNormal" style="margin: 0in 0in 0pt;"><div><b><span style="font-family: "Times New Roman","serif";"><br /></span></b></div><div><b><span style="font-family: "Times New Roman","serif";">Benefits</span></b></div></div>
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<ul>
<li><span style="font-family: 'Times New Roman', serif;">Altered perception of the world</span></li>
<li><span style="font-family: 'Times New Roman', serif;">Enhanced understanding of the problems of illiteracy</span></li>
<li><span style="font-family: "Times New Roman", serif;">Increased creative and problem-solving skills</span></li><li><span style="font-family: 'Times New Roman', serif;">Broadened appreciation of different values and lifestyles</span></li><li><span style="font-family: 'Times New Roman', serif;">Gain strategies for helping adults make sense of our print-oriented world</span></li>
<li><span style="font-family: 'Times New Roman', serif;">Joy of watching adults grow, change, and become skilled and passionate learners</span></li>
<li><span style="font-family: 'Times New Roman', serif;">Request recommendation letter for employment, higher education, etc., after volunteering consistently for two or more years </span></li>
</ul><div><span style="font-family: Times New Roman, serif;"><br /></span></div>
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<span style="font-family: "Times New Roman","serif";"><div style="text-align: center;"><span style="font-family: Cambria;"><st1:place w:st="on"><st1:placename w:st="on"><span style="font-size: 13pt; mso-bidi-font-style: italic;"><strong>Literacy</strong></span></st1:placename><span style="font-size: 13pt; mso-bidi-font-style: italic;"><strong> <st1:placename w:st="on">Action</st1:placename> </strong><st1:placetype w:st="on"><strong>Center</strong>,</st1:placetype></span></st1:place><span style="font-size: 13pt; mso-bidi-font-style: italic;"> </span></span><em style="font-family: "Times New Roman", serif;"><span style="font-family: Cambria;"><st1:street w:st="on"><st1:address w:st="on"><span style="font-size: 11pt;">1234 S Main Street, </span></st1:address></st1:street></span></em><em style="font-family: "Times New Roman", serif;"><span style="font-family: Cambria;"><st1:place w:st="on"><st1:city w:st="on"><span style="font-size: 11pt;">Salt Lake City</span></st1:city><span style="font-size: 11pt;">, <st1:state w:st="on">Utah</st1:state><span style="mso-spacerun: yes;"> </span><st1:postalcode w:st="on">84101</st1:postalcode></span></st1:place></span></em></div><o:p><div style="text-align: center;"><span style="font-family: "Times New Roman", serif;">Phone: 801/265-9081<span style="mso-spacerun: yes;"> </span></span><span style="font-family: "Times New Roman", serif;">Web: <o:p><a href="http://www.literacyactioncenter.org/" target="_blank">www.LiteracyActionCenter.org</a></o:p></span></div>
<div style="text-align: center;"><span style="font-family: "Times New Roman", serif;">Visit our web site. Read our blogs. Join </span><span style="font-family: "Times New Roman", serif;">us on Facebook.</span></div></o:p></span>
<b style="font-family: "Times New Roman", serif; text-align: center;"><span style="font-family: "Times New Roman","serif";"><br /><div style="text-align: center;"><b>We serve English-speaking adults</b></div></span></b><b><div style="text-align: center;"><b>living in Salt Lake County and Davis County, Utah.</b></div></b><div class="MsoNormal" style="margin: 0in 0in 0pt; text-align: center;">
<span style="font-family: "Times New Roman","serif";"><span style="font-family: "Times New Roman","serif"; font-size: 5pt; mso-bidi-font-size: 11.0pt;"><span style="mso-spacerun: yes;"> </span>No person shall be denied services because of race, religion, color, sex, disability, age, or national origin.</span></span></div>
<span style="font-family: "Times New Roman","serif";"><o:p></o:p></span>Literacy Action Centerhttp://www.blogger.com/profile/08534902980084715885noreply@blogger.comtag:blogger.com,1999:blog-3174057879479860012.post-36411829595588329052018-10-11T08:30:00.000-07:002018-10-11T08:30:08.149-07:00The Art of Instruction<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4aS3MFHmWc3O5rRkvSxqPYmfFAM-fvXmPYx_kwkky92Gm5PLyqB1l3Zh98kZItIgoN9YB0gb0VQXIO5gtvSv_2e1RrdK_je0o61udYXAj1SMyRHVNDotI8Rfh5IlsqjJyrTgQKm8CAiI/s1600/May18+Art+Apprec+001.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><span style="font-size: large;"><img alt="See what listening to Billy Joel generated by 4 of our participants." border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4aS3MFHmWc3O5rRkvSxqPYmfFAM-fvXmPYx_kwkky92Gm5PLyqB1l3Zh98kZItIgoN9YB0gb0VQXIO5gtvSv_2e1RrdK_je0o61udYXAj1SMyRHVNDotI8Rfh5IlsqjJyrTgQKm8CAiI/s400/May18+Art+Apprec+001.jpg" title="Check out 4 of the 12 doodles created during literacy instruction." width="400" /></span></a></td></tr>
<tr><td class="tr-caption" style="font-size: 12.8px;"><span style="font-size: large;">Doodle Art created to one of Billy Joel's tunes,</span><br />
<span style="font-size: large;">One warm-up activity in Art Appreciation unit.</span></td></tr>
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<span style="font-size: large;">Wednesday morning group spent this past summer </span><br />
<span style="font-size: large;"><span style="font-size: medium;">engaged in</span> <b>Art Appreciation</b>. </span></div>
<span style="font-size: large;"><b><br />
</b></span><span style="font-size: large;"><b>Why? </b>Learners wanted to share their artwork and what they knew about art. This topic was a subject dear to many of our learners' hearts <br />
<br /><span style="font-size: large;"><b>Our goal?</b> Increase reading comprehension strategies and critical thinking skills while simultaneously sharing learners' artwork and learning about artists - past & present. </span><br />
<span style="font-size: large;"><br />
<span style="font-size: large;">Experimenting with art techniques and examining specific art pieces was providing a platform for: <span style="font-size: x-small;">■</span> Expanding personal art techniques. </span></span>■<span style="font-size: large;"> </span><span style="font-size: large;">Increasing vocabulary. </span>■<span style="font-size: large;"> </span><span style="font-size: large;">Growing observational skills. </span>■<span style="font-size: large;"> </span><span style="font-size: large;">Interpreting visual and written texts. </span>■<span style="font-size: large;"> </span><span style="font-size: large;">Building critical thinking skills. </span></span><span style="font-size: large;">■</span><span style="font-size: large;"> Enhancing team building skills. </span><span style="font-size: large;">■</span><span style="font-size: large;"> </span><span style="font-size: large;">Improving investigation skills. </span><span style="font-size: large;">■</span><span style="font-size: large;"> </span><span style="font-size: large;">Forcing summarization skills. </span><span style="font-size: large;">■</span><span style="font-size: large;"> </span><span style="font-size: large;">Developing and delivering presentations.</span><span style="font-size: large;"> </span><span style="font-size: large;">■</span><span style="font-size: large;"> </span><span style="font-size: large;">Sharing ideas, supported with evidence. </span><span style="font-size: large;"> </span><br />
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<span style="font-size: large;"><span style="font-size: large;"><b>Seem odd for an adult literacy organization? </b></span></span></div>
<div style="text-align: center;">
<span style="font-size: large;"><span style="font-size: large;">Not this one! We use topics learners care about the most. </span></span></div>
<div style="text-align: center;">
<span style="font-size: large;"><span style="font-size: large;"><b>We deliver literacy education, </b></span><i>with a <span style="color: blue;"><b>twist</b></span>.*</i></span></div>
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<span style="font-size: large;"><span style="font-size: large;"><b>Why this content? </b>Are you willing to persevere at something you don't care about? Something that gives you physical or emotional pain? S</span></span><span style="font-size: large;">omething you know you suck at?</span><br />
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<span style="font-size: medium;"><span style="font-size: medium;">Reading is hard for our learners. Yet, we want them to experience the joy reading brings to other people. We want them to use reading seamlessly as a tool to get what they want in life. </span></span></span><br />
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<span style="font-size: medium;"><span style="font-size: medium;">To get to this moment, we've found that learners need to be engaged in the practice of reading. Using "stuff" (reading materials) they care about (regardless of the reading levels) increases engagement. </span></span></span><br />
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<span style="font-size: medium;"><span style="font-size: medium;">Look at these faces in these photos from our 5/10/18 lesson about "Guernica" by Pablo Picasso. Do you see engagement?</span></span></span></div>
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<tr><td style="text-align: center;"><span style="font-size: large;"><img alt="The expressions on their faces tell it all!" height="204" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhu9sAFGxKJYCb7aDXrfAakvWDnj01rgkRhIH0FZSHA6j3m36VLQjvSrrshW_7Bew_dX7WyProNCSzX4AElt6HSjW-KM-flhD8lTBMgAUeYzEhXUASrGAzL1qilFcLKbhXbcLYx2AU8kiY/s640/Guernica+presentations.may18.png" style="margin-left: auto; margin-right: auto;" width="640" /></span></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: large;">Engagement is key.</span></td></tr>
</tbody></table>
<span style="font-size: large;"><span style="font-size: large;"><a href="https://literacyactioncenter.blogspot.com/2018/05/art-appreciation-integrating-literacy.html" target="_blank">For more info about this lesson, read our blog post about doodle art and exploring Picasso's mural "Guernica."</a></span></span></div>
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<span style="font-size: large;"><span style="font-size: large;"><br />
</span></span></div>
<span style="font-size: large;"><b>Who are our learners? </b>The readers in the Picasso lesson ranged from beginning to moderate skill level. Some could read only a few words. A few could say all the words well, but didn't understand what the texts meant. All spoke English. </span><br />
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<span style="font-size: large;"><br /></span></div>
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<span style="font-size: large;"><b>How do we pull this off? </b></span><span style="font-size: large;">Some of the questions under investigation required intense reading; some questions did not. For example, one group focused on examining the work of art itself. </span><br />
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<span style="font-size: large;"><br /></span></div>
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<span style="font-size: large;"><span style="font-size: medium;">Groups had print and electronic materials available. </span><a href="https://sites.google.com/site/literacyactionclassroom/lessons2/april-june2018" target="_blank">An introduction to "Guernica" and Picasso were listed on our learner website</a><span style="font-size: medium;">, but groups were not required to visit or limited to the info on our site. One group found info about </span><a href="https://www.khanacademy.org/humanities/art-1010/early-abstraction/cubism/a/picasso-guernica" target="_blank">Picasso on Khan Academy</a><span style="font-size: medium;">, another found info about </span><a href="http://www.pablo-ruiz-picasso.net/periods.php" target="_blank">Picasso's art periods</a><span style="font-size: medium;">, and one group started with a paper-version of the encyclopedia. </span></span><br />
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<span style="font-size: large;">
<span style="font-size: large;"><br />
</span> <br /><span style="font-size: large;"><b>Presentations: </b>Each group read and interpreted different information in search of the information needed to present the one piece to the entire group. </span><span style="font-size: large;"><br /></span></span><br />
<span style="font-size: large;"><span style="font-size: medium;"><span style="font-size: medium;"><br /></span></span>
</span><span style="font-size: medium;"><span style="font-size: large;">Learners (and facilitators) worked on decoding, pronunciation, and comprehension to build learners' abilities and confidence to present what they learned to the group. Not an easy task. Our hats off to the learners who persevered because they wanted to engage in this activity. And, our hats off to the mentors as they skillfully oversaw inclusion and skill building. </span><br />
<br /><br /><span style="font-size: large;">===</span><br /><span style="font-size: small; text-align: center;"><span style="text-align: start;"><i>Note</i>: Our underlying structure comes from </span></span><span style="font-size: small;">a constructivism POV with support from </span><span style="font-size: small;">CCR Standards. Career pathways is relevant because several of our learners are aiming for art-related careers through SLCC-SATTS. Generic skill sets are being developed and refined. </span><span style="font-size: small;">Specific job options are highlighted, as appropriate.</span><span style="font-size: small;"> </span><span style="font-size: small;"> </span></span></div>
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Literacy Action Centerhttp://www.blogger.com/profile/08534902980084715885noreply@blogger.com1tag:blogger.com,1999:blog-3174057879479860012.post-85170307975761622622018-08-13T07:46:00.000-07:002018-08-13T08:06:45.408-07:00Volunteer/Tutor Training Dates: 2018-2019<div class="MsoNormal" style="margin-bottom: 0pt; mso-pagination: none;">
<span lang="en-US" style="font-size: 20pt; font-style: italic; font-weight: bold;">Thank you for expressing interest in volunteering with us!<o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMSkuZe0rk89BC9JujlHCk5zw14vUNNSf6e3JoXkl0fA2pSkNI3JnCoNGEXrDQWVbf-50T_xZn4sRku1AnUKMbSnW-sVRtX0oZZbHLUYRUJRBewZcRbzUmBOC-7UBNSTEKUhwAfwR9/s1600/Invitation+to+Volunteer.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="601" data-original-width="622" height="309" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMSkuZe0rk89BC9JujlHCk5zw14vUNNSf6e3JoXkl0fA2pSkNI3JnCoNGEXrDQWVbf-50T_xZn4sRku1AnUKMbSnW-sVRtX0oZZbHLUYRUJRBewZcRbzUmBOC-7UBNSTEKUhwAfwR9/s320/Invitation+to+Volunteer.png" width="320" /></a><span style="font-size: 13.5pt;"></span><br />
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<span style="font-size: 13.5pt;">We are always in need of good volunteers to work as tutors, on our
Board of Trustees, in our office, and on special projects (e.g., marketing
& fundraising). We appreciate your help in whatever way you wish to
serve. For more information, please check out this list of volunteer
opportunities. While all volunteers are expected to complete volunteer/tutor
training we understand that not all volunteers will be tutors.<o:p></o:p></span></div>
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Our next training dates are:<br />
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<span style="color: black; font-size: 13.5pt;">___ Saturdays: September 22 & 29, 2018 (9:00 AM - 3:30 PM) </span><span style="font-size: 7.5pt;">Closing Date: September 19, 2018</span></div>
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___ <span style="font-size: 18px;">Saturdays:</span><span style="font-size: 18px;"> </span>November 3 & 17, 2018 (9:00 AM -
3:30 PM)<span style="font-size: 13.5pt;"> </span><span style="font-size: 7.5pt;">Closing Date: October 31, 2018</span></div>
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___ <span style="font-size: 18px;">Saturdays:</span><span style="font-size: 18px;"> </span>January 12 & 26, 2019 (9:00
AM - 3:30 PM) <span style="font-size: 7.5pt;">Closing Date: January 9, 2019</span></div>
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<span style="color: black;">___ </span><span style="font-size: 18px;">Saturdays:</span><span style="font-size: 18px;"> </span>March 16 & 23, 2019 (9:00 AM
- 3:30 PM) <span style="font-size: 13.5pt;"> </span><span style="font-size: 7.5pt;">Closing Date: March 13, 2019</span></div>
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<span style="color: black; font-size: 13.5pt;">___ </span><span style="font-size: 18px;">Saturdays:</span><span style="font-size: 18px;"> </span><span style="font-size: 13.5pt;">May 4 & 18, 2019
(9:00 AM - 3:30 PM) </span><span style="font-size: 7.5pt;">Closing Date: May 1, 2019</span></div>
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All training is at our office at:<br />
Literacy Action Center, <span style="font-size: 18px;">3595 S Main Street, Salt Lake City UT 84115.</span><br />
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<span lang="en-US" style="font-family: "times new roman"; font-weight: bold;">Note: </span><span lang="en-US" style="font-family: "times new roman";">We develop highly-trained, well-qualified volunteers. As such, </span>in addition to participating in this two-day workshop, we also
expect our volunteers to annually complete several on-line trainings, attend five tutor talks annually,
and participate in at least one state-sponsored workshop. Upcoming Tutor Talk dates include: 9/29/18, 11/17/18, 1/26/19, 3/23/19 & 5/18/19. All Tutor Talks are 10:00AM-12:00PM on Day 2 of each Tutor Training Workshop. Please mark your calendar. Other opportunities will be shared as available. </div>
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<span lang="en-US" style="language: en-US; mso-ligatures: none;"><b><span style="font-family: "times new roman" , serif; font-size: 13.5pt; line-height: 107%;">Registration is required. </span></b><span style="font-family: "times new roman" , serif; font-size: 13.5pt; line-height: 107%;">We currently accept registration delivered by
mail, email (lac@LiteracyActionCenter.org), or in person at our office. The
cost of this training is $35 for anyone who tutors through our program. (This
training is $135 for anyone tutoring for some other program or on his or her
own.) Regardless of your tax situation, no part of this training fee is
tax-deductible. The entire amount goes towards this 2-day training as well as
five tutor talks, staff support if you're volunteering with us, and a one-year
membership. (Some scholarship funds may be available upon request.) </span></span></div>
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<span lang="en-US" style="language: en-US; mso-ligatures: none;"><span style="font-family: "times new roman" , serif; font-size: 13.5pt; line-height: 107%;">=========================</span></span></div>
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<span style="font-size: 13.5pt;">Literacy Action Center<o:p></o:p></span></div>
<span style="font-size: 18px;"></span><br />
<div style="margin: 0in 0in 0.0001pt;">
<span style="font-size: 13.5pt;">Volunteer/Training Registration
Form<o:p></o:p></span></div>
<div style="margin: 0in 0in 0.0001pt;">
<span style="font-size: 13.5pt;">(please print)<o:p></o:p></span></div>
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<br /></div>
<div style="margin: 0in 0in 0.0001pt;">
<span style="font-size: 13.5pt;">I am interested in attending
training on:<o:p></o:p></span></div>
<div style="margin: 0in 0in 0.0001pt;">
<span style="font-size: 10pt;">(You must attend both Saturdays
to complete this training.)</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
<div style="margin: 0in 0in 0.0001pt;">
<span style="font-size: 13.5pt;"><br /></span></div>
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<span style="font-size: 13.5pt;">___ Saturdays: September 22 & 29, 2018 (9:00 AM - 3:30 PM) </span><span style="font-size: 7.5pt;">Closing Date: September 19, 2018</span></div>
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___ <span style="font-size: 18px;">Saturdays:</span><span style="font-size: 18px;"> </span>November 3 & 17, 2018 (9:00 AM - 3:30 PM)<span style="font-size: 13.5pt;"> </span><span style="font-size: 7.5pt;">Closing Date: October 31, 2018</span></div>
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<br /></div>
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___ <span style="font-size: 18px;">Saturdays:</span><span style="font-size: 18px;"> </span>January 12 & 26, 2019 (9:00 AM - 3:30 PM) <span style="font-size: 7.5pt;">Closing Date: January 9, 2019</span></div>
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<br /></div>
<div style="margin: 0in 0in 0.0001pt;">
___ <span style="font-size: 18px;">Saturdays:</span><span style="font-size: 18px;"> </span>March 16 & 23, 2019 (9:00 AM - 3:30 PM) <span style="font-size: 13.5pt;"> </span><span style="font-size: 7.5pt;">Closing Date: March 13, 2019</span></div>
<div style="margin: 0in 0in 0.0001pt;">
<span style="font-size: 13.5pt;"><br /></span></div>
<div style="margin: 0in 0in 0.0001pt;">
<span style="font-size: 13.5pt;">___ </span><span style="font-size: 18px;">Saturdays:</span><span style="font-size: 18px;"> </span><span style="font-size: 13.5pt;">May 4 & 18, 2019 (9:00 AM - 3:30 PM) </span><span style="font-size: 7.5pt;">Closing Date: May 1, 2019</span></div>
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<br /></div>
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<br /></div>
<div style="margin: 0in 0in 0.0001pt;">
<br /></div>
<div style="margin: 0in 0in 0.0001pt;">
<span style="font-size: 13.5pt;">Name:<o:p></o:p></span></div>
<div style="margin: 0in 0in 0.0001pt;">
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<div style="margin: 0in 0in 0.0001pt;">
<span style="font-size: 13.5pt;">Mailing Address:<o:p></o:p></span></div>
<div style="margin: 0in 0in 0.0001pt;">
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<div style="margin: 0in 0in 0.0001pt;">
<span style="font-size: 13.5pt;">City, State Zip Code:<o:p></o:p></span></div>
<div style="margin: 0in 0in 0.0001pt;">
<br /></div>
<div style="margin: 0in 0in 0.0001pt;">
<span style="font-size: 13.5pt;">Phone number:<o:p></o:p></span></div>
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<span style="font-size: 13.5pt;">E-Mail:<o:p></o:p></span></div>
<div style="margin: 0in 0in 0.0001pt;">
<br /></div>
<div style="margin: 0in 0in 0.0001pt;">
<span style="font-size: 13.5pt;">Please make your check for $35 (or $135) payable
to: Literacy Action Center<o:p></o:p></span></div>
<div style="margin: 0in 0in 0.0001pt;">
<span style="font-size: 13.5pt;">Bring your check (or cash) in to our office or mail this form and your check
to <o:p></o:p></span>Literacy Action Center, <span style="font-size: 18px;">3595 S Main Street, Salt Lake City UT 84115.</span></div>
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Literacy Action Centerhttp://www.blogger.com/profile/08534902980084715885noreply@blogger.com0tag:blogger.com,1999:blog-3174057879479860012.post-67005469340310722952018-06-16T20:58:00.000-07:002018-06-16T22:00:28.344-07:00Tutoring Scenarios: Producing Independent Learners<div class="separator" style="clear: both; text-align: center;">
</div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFnRFFc7BxsX9J7MrH1VepnNIvZznszGhJHgytPatNLfwRCK1ENpFBEcTnmDeUgAokERoGOw99YXl2bPNv6CsM9XlA1omWmy6JIcmE9RlrV_hsRRVi67IkR-RgYyrZ2XtSdeRHwEiT/s1600/Deb+tutoring.Jun18.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1160" data-original-width="1313" height="282" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFnRFFc7BxsX9J7MrH1VepnNIvZznszGhJHgytPatNLfwRCK1ENpFBEcTnmDeUgAokERoGOw99YXl2bPNv6CsM9XlA1omWmy6JIcmE9RlrV_hsRRVi67IkR-RgYyrZ2XtSdeRHwEiT/s320/Deb+tutoring.Jun18.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: small;">Tutoring style or methodology truly impacts <br />who is doing the learning and how independent the <br />learner will be tomorrow when the tutor isn't around. </span></td></tr>
</tbody></table>
<div class="separator" style="clear: both; text-align: center;">
</div>
<br />
<span style="font-size: x-large;">Please read the two tutoring scenes below. Think about the following questions:</span><br />
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<ul>
<li><span style="font-size: x-large;">Who is doing the learning in each method? </span></li>
<li><span style="font-size: x-large;">Which tutoring method builds an independent adult?</span></li>
</ul>
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<span style="font-size: large;"><br /></span>
<span style="font-size: large;"><br /></span>
<b><span style="color: #783f04; font-size: x-large;">Tutoring Scene 1</span></b><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Yesterday, a learner asked for help with a fraction problem in Khan Academy. The learner's task was: </span><br />
<div style="text-align: center;">
<span style="font-size: large;"><br /></span></div>
<div style="text-align: center;">
<span style="font-size: large;">3/5 + 2/3 = n</span></div>
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">The tutor immediately looked at the math problem in question and told the learner exactly what to do. The only thinking the learner did was to multiply two sets of numbers (making the denominators common) and adding the numerators. The tutor never asked what the learner knew or provided a framework for the learner to be included in solving the problem. </span><span style="font-size: large;">No notes were taken. No examples were set up with annotations in the learner's notebook. However, the learner did get the answer correct in Khan Academy. </span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;"><br /></span>
<b><span style="color: #783f04; font-size: x-large;">Tutoring Scene 2</span></b><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Around the same time, another tutor helped a learner examine a percentage-based story problem.</span><br />
<span style="font-size: large;"><br /></span>
<br />
<div style="text-align: center;">
<span style="font-size: large;">The sale price of a table was $123. </span></div>
<div style="text-align: center;">
<span style="font-size: large;">This price was 20% of the original cost.</span></div>
<div style="text-align: center;">
<span style="font-size: large;">What was the original cost of the table?</span></div>
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">After the learner read the problem aloud, this tutor asked, "How can you turn these words into an equation to solve."</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">The learner wrote: x + 20 = 123</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">The tutor asked, "Will this equation bring you a reasonable answer?"</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">The learners said, "I don't know."</span><br />
<span style="font-size: large;">The tutor said, "Solve the equation."</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">The learner next wrote: x + 20 = 123</span><br />
<span style="font-size: large;"> -20 -20</span><br />
<span style="font-size: large;"> x = 120</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">The tutor asked, "When you plug in your answer for x back into the equation, does the number make sense? Then explain it to me."</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">The learner said, "103 plus 20 is 123. That fits."</span><br />
<span style="font-size: large;">The tutor said, "I wonder what the numbers represent. Go ahead and label each number for me please."</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">The learner wrote: original price 20% sale price</span><br />
<span style="font-size: large;"> 120 + 20 = 123</span><br />
<span style="font-size: large;"> marked down</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">The learner looked at the labels for a moment, then said, "The original price is cheaper than the sales price. What's wrong?"</span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Then the tutor and learner went on to talk about how sales in stores work, what the learner usually did with a sale, and built meaning around how to write 20% as a decimal, and the math operation needed to complete the equation. </span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">The learner then went on to write notes on a notes page labeled "Percentages" with examples and explanations for converting percentages to decimals and solving percentage equations. The learner wrote the page number in the index on the inside of the learner's notebook cover. </span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;"><br /></span>
<b><span style="color: #783f04; font-size: x-large;">Discussion</span></b><br />
<div>
<b><span style="color: #783f04; font-size: large;"><br /></span></b></div>
<div>
<ul>
<li><span style="font-size: x-large;">Who is doing the learning in each method? </span></li>
</ul>
</div>
<span style="font-size: large;">In Tutoring Scene 1, the learner just followed the tutor's directions. The learner in fact learned nothing. The learner still didn't know what to do with the next problem because the learner didn't know what was being done with this problem. The tutor, on the other hand, reviewed her knowledge and selected what was appropriate to share based on the constraints of the problem.</span><br />
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<span style="font-size: large;">What about in Tutoring Scene 2? The tutor let the learner explore and try out what she thought was correct. The learner showed what she knew. The tutor could see and hear the learner's "wheels turning" (mind working), but she still let the learner follow-through with her thoughts. The tutor offered questions that provided opportunities for the learner to step back from the work to make decisions. The learner was definitely the person learning. With help, the learner then went on to create a notes page that let her consolidate what she'd been doing. Now she has a plan for how to attack future percentage problems. </span><br />
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<li><span style="font-size: x-large;">Which tutoring method builds an independent adult?</span></li>
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<span style="font-size: large;">Tutoring Scene 2 wins hands down! This scene describes the type of tutoring/teaching interactions we expect from our tutors as they facilitate academic growth. </span></div>
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<span style="font-size: large;">How can you tutor/teach more like the tutor in Tutoring Scene 2?</span></div>
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Literacy Action Centerhttp://www.blogger.com/profile/08534902980084715885noreply@blogger.com2tag:blogger.com,1999:blog-3174057879479860012.post-63732100858125892112017-03-20T09:30:00.000-07:002017-03-30T06:15:28.726-07:00Results "tickle" us<div style="text-align: center;">
<span style="font-size: x-large;">"I get 'tickled' when I see our learners using</span></div>
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<span style="font-size: x-large;"> their skills to teach their classmates! </span></div>
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<span style="font-size: large;">(Sometimes, I even choke up a bit.)" </span>- KJL</div>
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<span style="font-size: large;">This sentiment is felt by all of us who work with the adults who come to Literacy Action. </span></div>
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<span style="font-size: large;">Picture this - </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUGgPhbH6FzsHM3niRO29VkauUgnijks68-buu-pRBhU_6hwNS_x4L3qcSkWwfiUEtqTykLZCePkCUuT4eBQ9Qec6qwedFpxPdHMDIFAfdENgbrnrP5h9AvgrYLwCAl3OFj8qk6pju/s1600/math+add+equation+on+white+board.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUGgPhbH6FzsHM3niRO29VkauUgnijks68-buu-pRBhU_6hwNS_x4L3qcSkWwfiUEtqTykLZCePkCUuT4eBQ9Qec6qwedFpxPdHMDIFAfdENgbrnrP5h9AvgrYLwCAl3OFj8qk6pju/s1600/math+add+equation+on+white+board.png" /></a></div>
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<span style="font-size: large;">Prepared, Rob (an adult learner) is now at the board, but white board blindness has set in. </span></div>
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<span style="font-size: large;">Have you ever had white board blindness? </span></div>
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<span style="font-size: large;">You know, that moment in time </span><span style="font-size: large;">when you </span></div>
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<span style="font-size: large;">know </span><span style="font-size: large;">what to do but your mind goes blank?</span></div>
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<span style="font-size: large;">Sal (another adult learner) steps up. She begins by finding out what part of the math problem is bothering him - where he's stuck. She asks Rob questions about what he's thinking, what he's trying to do, and what the problem is asking. He responds. When his written or oral responses are slightly off, she asks other questions to facilitate Rob's decisions.</span></div>
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<span style="font-size: large;">Payoff -</span></div>
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<span style="font-size: large;">As volunteers/tutors, we know that we learn the most when we teach or guide someone else in discovering and understanding. </span></div>
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<span style="font-size: large;">As such, we encourage our learners to teach each other. In fact, when learners have enough skill, we aid them in the next step - building their mentoring and questioning skills as facilitators of knowledge. </span></div>
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<span style="font-size: large;"><br /></span></div>
<div style="text-align: left;">
<span style="font-size: large;">The payoff for them is incredible. Their self-esteem soars, their leadership skills grow, and their own learning excels. </span><span style="font-size: large;">The payoff for us is priceless. Changes in learners keeps us coming back, back to help more learners. </span></div>
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<span style="font-size: large;">You can feel this same way when you join us as a volunteer tutor. </span></div>
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Literacy Action Centerhttp://www.blogger.com/profile/08534902980084715885noreply@blogger.com0tag:blogger.com,1999:blog-3174057879479860012.post-73039975091750541002016-07-29T07:05:00.003-07:002021-10-02T15:17:52.550-07:00Volunteer Opportunities (Updated 10/21)<div style="font-family: "times new roman"; text-align: center;">
<div style="text-align: center;"><div style="font-family: "Times New Roman";"><b>Literacy Action Center relies heavily on volunteers. </b></div><br style="font-family: "Times New Roman"; text-align: left;" /><span style="font-family: "Times New Roman"; text-align: left;">We'd love your help. If not as a tutor, then perhaps you are interested in one of the tasks listed below. Is there something you could do for us that we didn't mention? Or do you know someone else who would be good at one of these tasks? Please let us know.</span><br style="font-family: "Times New Roman"; text-align: left;" /><br style="font-family: "Times New Roman"; text-align: left;" /><b style="font-family: "Times New Roman"; text-align: left;">Funding: </b><br style="font-family: "Times New Roman"; text-align: left;" /><ul style="font-family: "Times New Roman"; text-align: left;"><li>Weekly: donors -- create/maintain relationships with donors; write/send thank you notes</li><li>Monthly: grants -- write/deliver grants; write/send thank you notes; write/send follow-up reports</li><li>fundraising -- set up and follow through with a range of fundraising activities</li><li>January-May -- set up and oversee annual May fundraising event; develop sponsors for spring event</li><li>January-August -- set up and oversee annual August silent auction fundraising event; develop sponsors for annual fundraiser</li><li>August-November -- draft, produce and send out November "giving" letter</li><li>August-December -- set up annual Barnes & Noble gift wrapping event; oversee scheduling & paperwork for gift wrapping event</li></ul><br style="font-family: "Times New Roman"; text-align: left;" /><b style="font-family: "Times New Roman"; text-align: left;">Literacy Action Center Library:</b><br style="font-family: "Times New Roman"; text-align: left;" /><ul style="font-family: "Times New Roman"; text-align: left;"><li>December -- inventory library/sales materials</li><li>March, August, October -- prepare purchasing information; order materials</li></ul><b style="font-family: "Times New Roman"; text-align: left;"><div><b><br /></b></div>Office tasks:</b><br style="font-family: "Times New Roman"; text-align: left;" /><ul style="font-family: "Times New Roman"; text-align: left;"><li>Daily: take telephone messages; talk to prospective volunteers, learners, & advocates; call learners/volunteers about attendance, events, etc.</li><li>Weekly: compile/enter data into databases; analyze data to tell "stories"; complete housekeeping chores</li><li>Monthly: create/prepare/send mailings; photocopy materials; file paperwork; setup/organize filing system</li></ul><div style="font-family: "Times New Roman"; text-align: left;"><b><br /></b><b>Public relations/marketing:</b></div><div style="font-family: "Times New Roman"; text-align: left;"><ul><li>Social media: create/follow plan for posting to social media accounts (especially LAC website, Learner website, LAC blog, tutor blog, LAC Facebook page), YouTube, add other appropriate accounts (e.g., Instagram); prepare/post entries based on plan </li><li>Weekly: seek out and talk to groups (or schedule director to do the talks); contact and establish connections with local media; collect stories from learners about changes in their lives; collect changes to be included in blogs; Send out PSAs & billboards about upcoming events; get articles written by reporters from different media outlets; post appropriate social media entries</li><li>Monthly: write/send public service announcements; setup & staff marketing opportunities; create/send monthly e-news email to thank donors; include requests; post appropriate social media entries</li><li>Quarterly: produce and distribute posters; write and prepare quarterly newsletter for mailing; staff booths at events (get others to help); create materials for booths/tabling events; post appropriate social media entries</li><li>Annually: produce annual report; post appropriate social media entries</li></ul></div><br style="font-family: "Times New Roman"; text-align: left;" /><div style="font-family: "Times New Roman"; text-align: left;"><b>Recognition activities:</b></div><div style="font-family: "Times New Roman"; text-align: left;"><ul><li>Monthly: write/send birthday cards/notes to volunteers & learners; create, prepare, distribute monthly volunteer thank you gifts</li><li>January-April: setup annual recognition dinner -- food, place, etc.; oversee annual dinner -- setup, cleanup, dinner crew; oversee production and distribution an annual <i>Adult Learner Writings</i> booklet (at dinner and mailings)</li></ul></div><div style="font-family: "Times New Roman"; text-align: left;"><b><br /></b><b>Teaching/Tutoring:</b></div><div style="font-family: "Times New Roman"; text-align: left;"><ul><li>Daily: teach an adult to read/write/math; teach a group of adults to read/write/math; teach tech skills, such as word processing, internet, typing, social media, and/or email; help learner work through process of writing essays, papers, or letters</li><li>Weekly: review goals/tasks with learners; track test score changes; re-test learners (note: must pass official annual training )</li></ul></div><div style="font-family: "Times New Roman"; text-align: left;"><b><br /></b><b>Technology:</b></div><div style="font-family: "Times New Roman"; text-align: left;"><ul><li>Weekly: Fix/update computers in office and lab; keep this equipment repaired and clean</li><li>Quarterly: refurbish older/extra computers donated to us to give to learners; deliver these computers to learners' homes (help them set them up)</li></ul></div><div style="font-family: "Times New Roman"; text-align: left;"><b><br /></b><b>Tutor Training:</b></div><div style="font-family: "Times New Roman"; text-align: left;"><ul><li>Weekly: send out PSAs & billboards announcing training; create and check on web sites for volunteering; compile list of people interested in attending training; send out training materials; collect registrations; send emails/mailings, as appropriate; find sponsors for training</li><li>January, March, May, September, November: photocopy training packets; help set up training; help set up food</li><li>Become a trainer by taking the lead on several training segments (Note: Trainers must also be tutors. Trainers learn all segments so that they can eventually handle all aspects of training.)</li></ul><div><span style="font-size: xx-small;">Revised 10/2021</span></div></div></div></div><div style="font-family: "times new roman"; text-align: center;"><div>
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Literacy Action Centerhttp://www.blogger.com/profile/08534902980084715885noreply@blogger.com0tag:blogger.com,1999:blog-3174057879479860012.post-39901073611030337552015-08-20T07:27:00.002-07:002018-08-13T07:12:47.578-07:00Next Dates<h3 class="post-title entry-title" itemprop="name" style="color: #333333; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 30px; font-stretch: normal; font-weight: normal; margin: 0px; position: relative;">
<b style="font-size: large; line-height: 1.5;">Literacy Action Center </b></h3>
<div class="post-body entry-content" id="post-body-5036334737697812594" itemprop="description articleBody" style="font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; line-height: 1.5; position: relative; width: 488px;">
<h2>
<span style="font-size: x-large;"><b>Tutor Training Workshop</b></span></h2>
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<span style="font-size: x-small;">(You must attend both Saturdays to complete this training.)</span><br />
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<span style="font-size: small;">September 22, 2018 (9:00 AM - 3:30 PM)</span><br />
<span style="font-size: small;"> + </span><span style="font-size: small; line-height: 24px;">September </span><span style="font-size: small;">29, 2018 (9:00 AM - 3:30 PM)</span><br />
<span style="font-size: small;"> Place: 3595 S Main Street, Salt Lake City UT</span><br />
<span style="font-size: xx-small;">Closing Date: September 19, 2018</span><br />
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<b>Registration is required. </b>We currently accept registration delivered by mail, email (lac@LiteracyActionCenter.org), or in person at our office. The cost of this training is $35 for anyone who tutors through our program. (This training is $135 for anyone tutoring for some other program or on his or her own.) Regardless of your tax situation, no part of this training fee is tax-deductible. The entire amount goes towards this 2-day training as well as five tutor talks, staff support if you're volunteering with us, and a one-year membership<span style="line-height: 1.5;">. (Some scholarship funds may be available--please call us (801/265-9081) for more information.) <a href="http://literacyactioncentertrainingsite.blogspot.com/2015/08/volunteertutor-training-workshops.html" target="_blank">Click here for Registration Form.</a></span><br />
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<span style="font-size: small;">==================================</span></div>
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<b style="font-family: Georgia, 'Times New Roman', serif; font-size: xx-large; line-height: 24px;">Tutor Talks</b></h2>
<span style="font-size: small; line-height: 24px;">September </span><span style="font-size: small;">29, 2018 (10:00 AM - 12:00 PM)</span><br />
<span style="font-size: small; line-height: 1.5;"> Place: 3595 S Main Street, Salt Lake City UT</span><br />
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November 17, 2018 (10:00 AM - 12:00 PM)<br />
<span style="font-size: small; line-height: 1.5;"> Place: 3595 S Main Street, Salt Lake City UT</span><br />
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Session format:</div>
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(a) Aha! moments (sharing of tutoring-related observations, insights, or discoveries experienced since last meeting.)</div>
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(b) Concerns (group discusses suggestions based on their combined experiences), and</div>
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(c) Specific training (Content emerges from previous discussions, observations, or other sources. Content addresses tutor/enrollee needs and concerns. Training may be led by learning specialist, group member, or outside professional.) </div>
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<b>All current tutors are expected to attend each Tutor Talk. Please mark your calendar.</b></div>
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<br />Literacy Action Centerhttp://www.blogger.com/profile/08534902980084715885noreply@blogger.comtag:blogger.com,1999:blog-3174057879479860012.post-26244246729855009222015-08-20T07:19:00.002-07:002018-08-13T07:09:49.386-07:00Literacy Action Center Registration Form<div style="text-align: center;">
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<b><i>Volunteer/Tutor Training Workshops: Information & Registration</i></b><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEVhZrxVjKbW-E5U1OKes3b7cn6GcyvfkZ6SKPhMM-85neMjAfXsCunVSZuIL4H-dvTCJW_wOVZd8KxmlkYBd13YVIBgYN-oTpMgRyo5gp9JODbsnPEZHAmAMlI3rvkFTeaF3qah-B/s1600/lac+logo.gif" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEVhZrxVjKbW-E5U1OKes3b7cn6GcyvfkZ6SKPhMM-85neMjAfXsCunVSZuIL4H-dvTCJW_wOVZd8KxmlkYBd13YVIBgYN-oTpMgRyo5gp9JODbsnPEZHAmAMlI3rvkFTeaF3qah-B/s1600/lac+logo.gif" /></a><b><i><br /></i></b>
<b><i>We need many volunteers</i></b>. We are <u>always</u> in need of good volunteers to work as tutors, on our Board of Trustees, in our office, and on special projects (e.g., marketing & fundraising). We appreciate your help in whatever way you wish to serve. For more information, please <a href="http://literacyactioncentertrainingsite.blogspot.com/2013/09/volunteer-opportunities.html" target="_blank">check out this list of volunteer opportunities</a>. While all volunteers are expected to complete volunteer training, you can read the <a href="http://literacyactioncentertrainingsite.blogspot.com/2013/09/job-description-literacy-tutor.html" target="_blank">"Job Description" of a volunteer tutor.</a><br />
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<b style="text-align: center;"><i><span style="font-size: large;">REGISTRATION IS REQUIRED</span></i></b></div>
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<b style="text-align: center;"><i><span style="font-size: large;"><br /></span></i></b> We currently accept completed workshop registration forms (with checks) delivered by mail or hand-delivered to our office. The cost of our training workshop is $35* for anyone who tutors through our program. [<span style="font-size: x-small;">Note: This training is $135 for anyone tutoring for some other program or on his or her own.]</span><br />
Regardless of your tax situation, no part of this training fee is tax-deductible. Your entire workshop fee goes toward this two-day training. You also receive a one-year membership with ongoing staff support.<br />
In addition to participating in this two-day workshop, we also expect tutors to complete several on-line trainings, attend tutor talks, and participate in at least one state-sponsored workshop as well as donate more than 100 instructional hours annually.<br />
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<span style="font-size: x-small;">*Some scholarship funds may be available for our volunteer tutors in the initial two-day workshop. Please call us at 801/265-9081 for more information. </span><br />
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Below is the registration form. Please complete the form and deliver it to our office with your check. We will send you confirmation of your enrollment and further instructions a few days before the workshop begins. If these dates do not meet your schedule, contact us for future workshop dates. <span style="font-size: x-small;">[Note: If we do not fill a training session, then your enrollment will transfer to the next training workshop.]</span><o:p></o:p></div>
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Literacy Action Center, 3595 S Main Street, Salt Lake City, UT 84115</div>
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Phone: 801/265-9081 - Email: lac@LiteracyActionCenter.org</div>
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Our office is open Monday - Friday from 8:30 AM - 4:00 PM<br />
If no one answers the phone, please leave a clear, detailed message.<br />
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<b><span style="font-size: x-large;">Literacy Action Center </span></b><br />
<b><span style="font-size: x-large;">Volunteer/Training Registration Form</span></b><br />
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<span lang="en-US" style="font-size: 12pt; font-weight: bold;">Tutor Training Workshop schedule</span><span lang="en-US" style="font-size: 12pt;">:<o:p></o:p></span></div>
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<span lang="en-US" style="font-size: 12pt;">Saturdays, </span><span style="font-size: 16px;">Sept. 22 & 29, 2018</span><span style="font-size: 12pt;"> (9:00 AM - 3:30 PM ) [Please register by Sept. 19.]</span></div>
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<span lang="en-US" style="font-size: 12pt;">Saturdays, </span><span style="font-size: 16px;">Nov. 3 & 17</span><span style="font-size: 16px;">, 2018</span><span style="font-size: 12pt;"> (9:00 AM - 3:30 PM )</span><span style="font-size: 16px;"> </span><span style="font-size: 16px;">[Please register by Oct. 31.]</span></div>
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<span lang="en-US" style="font-size: 12pt;">Saturdays, </span><span style="font-size: 16px;">Jan. 12 & 26, 2019</span><span style="font-size: 12pt;"> (9:00 AM - 3:30 PM )</span><span style="font-size: 16px;"> </span><span style="font-size: 16px;">[Please register by Jan. 9.]</span></div>
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<span lang="en-US" style="font-size: 12pt;">Saturdays, </span><span style="font-size: 16px;">Mar. 16 & 23, 2019</span><span style="font-size: 12pt;"> (9:00 AM - 3:30 PM )</span><span style="font-size: 16px;"> </span><span style="font-size: 16px;">[Please register by Mar. 13.]</span></div>
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<span lang="en-US" style="font-size: 12pt;">Saturdays, </span><span style="font-size: 16px;">May 4 & 18, 2019</span><span style="font-size: 12pt;"> (9:00 AM - 3:30 PM )</span><span style="font-size: 16px;"> </span><span style="font-size: 16px;">[Please register by May. 1.]</span></div>
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<span lang="en-US" style="font-size: 12pt;">*</span><span lang="en-US" style="font-size: 9pt;">(Must attend both Saturdays to complete this training.)</span></div>
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<span lang="en-US" style="font-size: 12pt; font-weight: bold;">Note: </span><span lang="en-US" style="font-size: 12pt;">All active tutors are asked to also complete additional ongoing training, including five Tutor Talks annually. Upcoming Tutor Talk dates include: 9/29/18, 11/17/18, 1/26/19, 3/23/19 & 5/18/19. All Tutor Talks are 10:00AM-12:00PM on Day 2 of each Tutor Training Workshop. Please mark your calendar.</span></div>
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<span style="font-size: 12pt; text-align: left;">Below is the registration form for this series of tutor training sessions. </span></div>
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<span style="font-size: 12pt; text-align: left;">Please complete the form and return it to our office with your check. </span></div>
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<span style="font-size: 12pt; text-align: left;">If these dates do not meet your schedule, contact us for future workshop dates.</span></div>
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<span lang="en-US" style="font-size: 12pt; font-weight: bold;">TUTOR TRAINING REGISTRATION FORM: <o:p></o:p></span></div>
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I am interested in attending training on: </div>
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<span lang="en-US" style="font-size: 12pt;">___ Sept. 22 & 29, 2018, </span><span lang="en-US" style="font-size: 12pt; font-weight: bold;">Tutor Training Workshop </span></div>
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<span lang="en-US" style="font-size: 12pt;">___ Nov. 3 & 17, 2018, </span><span lang="en-US" style="font-size: 12pt; font-weight: bold;">Tutor Training Workshop </span></div>
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<span lang="en-US" style="font-size: 12pt;">___ Jan. 12 & 26, 2019, </span><span lang="en-US" style="font-size: 12pt; font-weight: bold;">Tutor Training Workshop</span><span lang="en-US" style="font-size: 12pt;"> <o:p></o:p></span></div>
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<span style="font-size: 16px;">___</span><span style="font-size: 16px;"> </span><span style="font-size: 16px;">Mar. 16 & 23, 2019</span><span lang="en-US" style="font-size: 12pt;">, </span><span lang="en-US" style="font-size: 12pt; font-weight: bold;">Tutor Training Workshop</span></div>
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<span style="font-size: 16px;">___</span><span style="font-size: 16px;"> </span><span style="font-size: 16px;">May 4 & 18, 2019</span><span lang="en-US" style="font-size: 12pt;">, </span><span lang="en-US" style="font-size: 12pt; font-weight: bold;">Tutor Training Workshop</span></div>
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<span lang="en-US" style="font-size: 12pt;"><span lang="en-US" style="font-size: 12pt;">___ I have also marked the dates of upcoming </span><span lang="en-US" style="font-size: 12pt; font-weight: bold;">Tutor </span></span><span lang="en-US" style="font-size: 12pt; font-weight: bold;">Talks </span><span lang="en-US" style="font-size: 12pt;">on my calendar. (Tutor Talk attendance begins with the Tutor Talk following your second day of training.) Upcoming dates are: </span><span style="font-size: 16px;">9/29/18, 11/17/18, 1/26/19, 3/23/19 & 5/18/19.</span></div>
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Tutor Training Workshop fee: $35</div>
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<span style="line-height: 150%; mso-bidi-font-size: 12.0pt;">Please make your check payable to: <st1:place w:st="on"><st1:placename w:st="on"><b>Literacy</b></st1:placename><b> <st1:placename w:st="on">Action</st1:placename> <st1:placetype w:st="on">Center</st1:placetype></b></st1:place><b><o:p></o:p></b></span></div>
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<span style="line-height: 150%; mso-bidi-font-size: 12.0pt;">Mail this form and your check to the address above or bring it in. <o:p></o:p></span><br />
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Literacy Action Centerhttp://www.blogger.com/profile/08534902980084715885noreply@blogger.comtag:blogger.com,1999:blog-3174057879479860012.post-2533409642821602832015-08-15T11:39:00.001-07:002015-08-20T07:36:53.254-07:00Changes in My Life: Ellen & Trevor<div style="text-align: center;"><b>Do you sometimes wonder about the impact </b></div><div style="text-align: center;"><b>we are having on learners' lives? </b></div><br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihDYFP6mwew8iLF7DSZBwTp9QuH1qBhphnFHNmLJx5ixqzobz32sm1uC7taabaxqlkhsJOsJeisAXThTzoG6qiI6Qx69HAzy2wbki9jprzwwa88W6L0u0V4D6kN92wZS5x0s6o_GHp/s1600/Mar2015+155.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img alt="Three learners working together to share information with others." border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihDYFP6mwew8iLF7DSZBwTp9QuH1qBhphnFHNmLJx5ixqzobz32sm1uC7taabaxqlkhsJOsJeisAXThTzoG6qiI6Qx69HAzy2wbki9jprzwwa88W6L0u0V4D6kN92wZS5x0s6o_GHp/s200/Mar2015+155.jpg" title="Three learners working together." width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Three learners creating a group presentation.</td></tr>
</tbody></table>Volunteers who come in regularly see measurable differences in learners' abilities to perform specific literacy tasks. From an observer's point of view, the changes in learners become quite self-evident.<br />
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We're not always sure however if the learners recognize the changes in themselves. As such, for the third year, we have asked learners to write “2-minute”* speeches heralding the impact instruction is having on their lives. The format of these speeches is pretty simple - three paragraphs focused on three questions: Who am I? How have I changed? Where am I headed next?<br />
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Writing these speeches helps our learners reflect on their progress as they head towards their ultimate life goals. Here are two of the 2015 "<span style="text-align: center;">2-minute" speeches shared on June 18, 2015, at: </span><br />
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<div style="text-align: center;"><b><span style="font-size: large;"><a href="https://www.blogger.com/blogger.g?blogID=5258430543653784000#editor/target=post;postID=5241777084228114931;onPublishedMenu=posts;onClosedMenu=posts;postNum=0;src=link" target="_blank">An Evening of History and Artwork</a></span></b></div><div style="text-align: center;"><b><span style="font-size: large;">A Benefit for Literacy Action Center</span></b></div><br />
<div style="text-align: center;">Here's proof that what we do matters - from the mouths of Ellen and Trevor.</div><div style="text-align: center;"><br />
</div><h2>Ellen's speech - Picturing Myself</h2> I am a single, young adult, who is highly motivated to make a better life for myself. I have been living on my own for three years. I really enjoy living on my own. I can tell you that it is different than living with parents or roommates. I have been attending <st1:placename w:st="on"><st1:place w:st="on">Literacy</st1:place> <st1:placetype w:st="on">Action</st1:placetype> <st1:placetype w:st="on">Center</st1:placetype></st1:placename> (LAC) for 8-1/2 years. I have improved in math and reading a lot since getting involved in this program. LAC has given me the skills to live independently.<br />
<div class="MsoNormal"><o:p></o:p></div><div class="MsoNormal"><o:p> </o:p>Before I started LAC, I couldn't comprehend what I was reading or work the math problems on the board that we do every morning. Ever since I started the program, I have been taught how to do the math on the board. Last fall, I started learning equations, like 2r = 14. Because I was taught by the fantastic volunteers and Deb, recently I was able to teach one of the students to work out a similar problem on the board. While I was teaching the student, for the first time I pictured myself as a teacher, just like Deb. And when I finished that problem with the learner, one of the volunteers, said, “Wow! You’re already teaching!”</div><div class="MsoNormal"><o:p></o:p></div><div class="MsoNormal"> I want to go to college to become a special education teacher. With all the help from everyone here, I know that I can reach my dream! With my progress, I can picture myself teaching special education and helping to enrich the lives of others.</div><div class="MsoNormal"><br />
</div><h2>Trevor's speech - Stepping Up</h2><div class="MsoNormal" style="text-align: left;"> I'm the oldest of three children. I have a brother who is fourteen years old and a sister who is eight years old. I like to play contact sports. I like wrestling, rugby, football, and street basketball. I like to watch the Utah Utes play football.</div><div class="MsoNormal"><o:p></o:p></div><div class="MsoNormal"> I'm passionate about racing and building race cars and trucks because I did it with my grandpa Sacre. We went to the track every other Saturday. I was on my grandpa’s pit crew. I checked the tire pressure on all four tires and then I sprayed water on the radiator to cool the motor for the next race. I helped Grandpa in the shop every weekday and every other Saturday. I spent four summers building a truck to race. The truck is an '85 Chevy S10 with a v8 350. My truck is a flat grey color. I want to start racing my truck at Rocky Mountain Raceway in the summer of 2016.</div><div class="MsoNormal"><o:p></o:p></div><div class="MsoNormal"> When I was a freshman, my dad showed me how to weld. He helped me weld a roll cage for a remote control truck. Later, in high school, I took a welding class and made a pooper scooper for my mom and dad. I really liked welding, and I thought that it would be a good career.</div><div class="MsoNormal"><o:p></o:p></div><div class="MsoNormal"> I want to be accepted into a welding program by fall 2015, so that I can become a certified welder. To get accepted, I need 8th grade reading and math skills. Currently, at <st1:placename w:st="on"><st1:place w:st="on">Literacy</st1:place> <st1:placename w:st="on">Action</st1:placename> <st1:placetype w:st="on">Center</st1:placetype></st1:placename>, I'm focusing on reading comprehension and math. I have improved in both language skills and algebra since coming to LAC. I have scored 2.5 on the 10E language test and 3.3 on the 10D math test. So, I have a lot of work to do because I have to go up five grade levels in five months. I intend to step up into the ring and put up a fight. </div><div class="MsoNormal"><o:p></o:p></div><br />
<span style="font-size: x-small;">*This means that each speech must be able to be read aloud comfortably in two minutes. </span><br />
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<div class="MsoNormal"><b><span style="font-size: 13.5pt; line-height: 107%;"> Help these adults </span></b><a href="http://www.literacyactioncenter.org/index.html" target="_blank"><span style="font-size: 13.5pt; line-height: 107%;">Make a one-time or recurring gift</span></a><span style="font-size: 13.5pt; line-height: 107%;"> through Paypal.<span class="apple-converted-space"> </span><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial;"><a href="http://literacyactioncentertrainingsite.blogspot.com/2015/08/september-2015-training-tutor-talk.html" target="_blank">Volunteer with us.</a><span class="apple-converted-space"> </span></span>Like, follow and share information about us via</span><span class="apple-converted-space"> </span><a href="https://www.facebook.com/pages/Literacy-Action-Center/166333097177" target="_blank"><span style="font-size: 13.5pt; line-height: 107%;">Facebook</span></a><span style="font-size: 13.5pt; line-height: 107%;">.</span><o:p></o:p></div><br />
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Literacy Action Centerhttp://www.blogger.com/profile/08534902980084715885noreply@blogger.com0tag:blogger.com,1999:blog-3174057879479860012.post-3634828667212208642015-03-25T09:00:00.000-07:002015-03-25T09:00:04.423-07:00Tutor Tip #1 - Facilitating Learner-to-Tutor Transformation<div class="MsoNormal">
How we approach learners impacts how much they learn.
Meaning, if we ask learners, “Did you get the right answer?” We get an answer of yes or no. No learning occurs.</div>
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If instead, we say: “Teach me what you just learned.”
Learning takes on meaning, and misunderstandings can now be reviewed, renegotiated, and rectified. </div>
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As tutors, we know that we can’t truly teach something well
if we don’t understand what we are teaching. The same theory holds true for our
learners. Until they know the concept or task well enough to explain it to
someone else, then they haven’t truly learned it. </div>
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So, let them teach you. </div>
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When you are comfortable that they
understand, then please notice when another learner needs to learn the same
concept or task. Let the knowledgeable learner do the teaching. Feel free to
hover nearby – for (moral) support – but let the learner do the teaching.</div>
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Herein lies power – this simple moment in time then adds to
the learner’s feelings of self-esteem and empowerment!!! And, you were the one to facilitate this transfer of power. Bravo!</div>
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Literacy Action Centerhttp://www.blogger.com/profile/08534902980084715885noreply@blogger.com0tag:blogger.com,1999:blog-3174057879479860012.post-63064902011510268542015-03-09T09:00:00.000-07:002015-03-09T09:00:01.404-07:00May 2015 Tutor Training Workshop<h3 class="post-title entry-title" itemprop="name" style="background-color: #c0a154; color: #333333; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 30px; font-stretch: normal; font-weight: normal; margin: 0px; position: relative;">
<b style="font-size: large; line-height: 1.5;">Literacy Action Center </b></h3>
<div class="post-body entry-content" id="post-body-5036334737697812594" itemprop="description articleBody" style="background-color: #c0a154; color: #333333; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 14px; line-height: 1.5; position: relative; width: 488px;">
<span style="font-size: small;"><b>Volunteer/Tutor Training Workshop*</b></span><br />(You must attend both Saturdays to complete this training.)<br /><br /><span style="font-size: small;">May 9, 2015 (9:00 AM - 2:00 PM)</span><br /><span style="font-size: small;"> + May 23, 2015 (9:00 AM - 2:00 PM)</span><br /><span style="font-size: small;"> Place: 3595 S Main Street, Salt Lake City UT</span><br /> <span style="font-size: xx-small;">Closing Date: May 2, 2015</span><br /><br /><b>Registration is required. </b>We currently accept registration delivered by mail, email (lac@LiteracyActionCenter.org), or in person at our office. The cost of this training is $35 for anyone who tutors through our program. (This training is $100 for anyone tutoring for some other program or on his or her own.) Regardless of your tax situation, no part of this training fee is tax-deductible. The entire amount goes towards this training. This training fee entitles you to tutor training, training materials, tutor talks, staff support if you're volunteering with us, and a one-year membership<span style="line-height: 1.5;">. (Some scholarship funds may be available--please call us (801/265-9081) for more information.)</span></div>
Literacy Action Centerhttp://www.blogger.com/profile/08534902980084715885noreply@blogger.com0tag:blogger.com,1999:blog-3174057879479860012.post-37088366466136728332015-03-09T00:42:00.001-07:002015-03-09T00:43:08.682-07:00Next Tutor TalkWe are meeting again for ongoing professional development on Saturday, March 21, 2015, from 10AM-12noon.Literacy Action Centerhttp://www.blogger.com/profile/08534902980084715885noreply@blogger.com0tag:blogger.com,1999:blog-3174057879479860012.post-47767790043198516802014-08-14T06:17:00.000-07:002014-08-14T06:17:07.870-07:00Questions drive results!<div align="center" class="MsoNormal" style="text-align: center;">
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<span style="font-size: 12.0pt;">Questions encourage reading.
Questions guide and improve comprehension. I don’t mean the questions written
by textbook authors or asked by teachers and discussion leaders. I mean the
questions readers ask themselves – before, during, and after reading. As a good
reader, you already use questioning as a tool for reading.<o:p></o:p></span></div>
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<span style="font-size: 12.0pt;">Readers who intentionally ask
questions before they read establish purposes for reading. In other words, by
asking questions these readers connect the text with their personal knowledge (second-hand
information, such as things they’ve read, watched, or seen) and personal
experience (things they’ve experienced first-hand). These questions engage these
readers with the text, providing motivation for and focus on the content of the
text. <o:p></o:p></span></div>
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<span style="font-size: 12.0pt;">Questions during reading are
equally important but serve different purposes. By asking who, what, why, when,
how, and where questions during reading, readers self-diagnosis their
comprehension problems. Starting questions with “I wonder” helps these readers focus
on and figure out confusing parts and then fill in missing information. <o:p></o:p></span></div>
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<span style="font-size: 12.0pt;">Good readers, once they
understand the literal meaning of the text, then move beyond the literal
meaning to infer new meanings. Inferences, ideas not stated directly in texts, are
derived from combining readers’ knowledge and experiences with ideas and
conceptual thoughts planted by authors. The process of and products from inferential
thinking lead to new meanings or possibilities, helping good readers make
deeper connections between the content and their lives. <o:p></o:p></span></div>
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<span style="font-size: 12.0pt;">Question asking doesn’t stop
when the texts end. Well-written, thought-provoking texts leave readers
thinking about and connecting with worlds outside of the texts, creating deeper
analyses of texts and exploring new meanings and ideas. The end questions,
therefore, are really just the beginning questions along a spectrum of ideas. <o:p></o:p></span></div>
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<span style="font-size: 12.0pt;">You see, readers are in
charge of what they take away from and give to the texts they read. Questions
drive readers’ results. Readers determine their level of engagement with texts
by the questions they ask – before, during, and after reading. Questions help
good readers in many ways, such as to set purposes, focus thoughts, clarify misunderstandings,
infer meanings, and explore new ideas. <o:p></o:p></span></div>
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<span style="font-size: 12.0pt;">When good readers engage with
text, they automatically ask questions, without thinking. Poor readers however
don’t know about this simple, yet rather complicated technique. Poor readers need
our assistance in developing questions as a tool for guiding and improving
their comprehension. What are you doing to help your learner develop
questioning as a tool for comprehending text?<o:p></o:p></span></div>
Literacy Action Centerhttp://www.blogger.com/profile/08534902980084715885noreply@blogger.com0tag:blogger.com,1999:blog-3174057879479860012.post-38946401767001982902014-08-07T18:55:00.000-07:002014-08-07T19:02:01.894-07:00Looking for a Place to Upgrade your Reading Skills?By Dr. Deborah Young<br />
(as printed in August 2014 issue of <a href="http://www.ldau.org/" target="_blank">LDAU</a> Newsletter, pages 1-3 -- official publication of the Learning Disabilities Association of Utah)<br />
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As adults in our society, we are expected to graduate from high school and then either wholeheartedly enter the world of work or delay full-time employment until we graduate from college or trade school. Based on the mandate from our own governor in his 2010 State of the State address, at least 66% of us between the ages of 20 to 64 are now expected to “have a post-secondary degree or certificate” by 2020.<br />
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This pathway from high school to college may be appropriate for many high school graduates, but not all. For example, currently, many teens are graduating from Utah high schools without college-level reading skills. Some of these graduates have learning problems. Other graduates do not do well enough in school to successfully enroll directly into college after high school. And, what about the teenagers who didn't finish high school? Or, what about the adults who have been out of school for many years and their skills need re-tooling? Then what?<br />
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Utah has only a few programs available for adults to enhance their current reading skills. Some are run by library or nonprofit organizations, some are run by school districts or community colleges, and some are run by for-profit companies. Regardless of which program is available to you, what should you look for in a good, effective adult reading program? Here are some questions to ponder.<br />
<ul>
<li><i>Assessment</i>. Does the program assess learning strengths and needs and then use the results to tailor instruction for the individual? Do the learners and teachers continually assess and adjust instructional effectiveness? How do they aid learners in transferring skills and strategies to reading opportunities outside of the instructional setting?</li>
</ul>
<ul>
<li><i>Content & Materials</i>. Does the program include the five components considered to be necessary for result-oriented reading instruction – phonemic awareness (manipulate units of sounds, like word beginnings, word endings, or syllables), phonics (know relationship between sounds and their associated symbols), fluency (read smoothly, accurately, and with appropriate speed), vocabulary (understand words and their uses in specific contexts), and comprehension (understand and use text-based information)? What is the role of writing within this instruction? Is writing used to reinforce and explore all aspects of reading instruction? Are real books and real-world materials included? Are these materials related to learners’ goals? For instance, if someone needs to get a driver’s license, is the driver’s license manual one of the “books” being used for instruction? Does instruction engage all three learning styles – auditory, visual, and tactile/kinesthetic?</li>
</ul>
<ul>
<li><i>Teaching methods</i>. Is the instruction systematic? Is there an obvious progression? Is the instruction explicit? Does a live instructor (or a well-executed video) actually show the specific steps needed to perform a reading strategy? Does this instruction include the conditions and purposes of these strategies? Does instruction include scaffolding – where the teacher explains, demonstrates, and models the new skill or strategy, and then guides learners through the process of practicing the skill or strategy until learners can perform independently? Does instruction actively engage the learners? Are instructional activities and materials relevant? Are the instructional methods used based on research evidence or through the consensus of expert practitioners? Is a combination of group versus individual instruction available? Is a combination of live versus electronic instruction available?</li>
</ul>
The questions above focus on selecting a strong, effective reading program. The best program for you, however, depends on how you learn best. The more you understand about what you need to help you learn, then the more you can decide which program will help you the most. What questions do you need to ask in order to suit your learning style? Take your questions with you when you check out an adult reading program near you. What to know more about what to look for? Then check out these resources:<br />
<br />
Kruidenier, John R. (2002). Research-based principles for Adult Basic Education reading instruction. Accessed at http://www.sabes.org/resources/research/kruidenier-research-basedreading-2002.pdf on 5/22/14.<br />
Learning Point Associates. (2004). A closer look at the five essential components of effective reading instruction: A review of scientifically based reading research for teachers. Accessed at http://www.learningpt.org/pdfs/literacy/components.pdf on 5/22/14.<br />
McShane, Susan. (2005). Applying research in reading instruction for adults: First steps for teachers. Accessed at http://www.sabes.org/resources/research/mcshane-readinginstruction-2005.pdf on 5/22/14.<br />
National Reading Panel. (no date). Five Components of Reading Instruction Frequently Asked Questions. Accessed at http://www.scsk12.org/scs/subject-areas/kweb/images/nationalreadingpanel_faq.pdf on 5/22/14.<br />
<br />
-----------------------<br />
Dr. Deborah Young, with the help from many community volunteers, transforms English-speaking adults with low reading skills into skilled, passionate, habitual, critical readers, writers, and mathematicians! You can contact Dr. Young at LAC@LiteracyActionCenter.org.Literacy Action Centerhttp://www.blogger.com/profile/08534902980084715885noreply@blogger.com0tag:blogger.com,1999:blog-3174057879479860012.post-71962127672074171852014-05-18T16:16:00.000-07:002014-05-18T16:16:19.761-07:00Ongoing "Professional" Development for Volunteer TutorsOngoing "professional" development is essential for our program. We need all volunteers operating as "highly qualified" teaching professionals. Hence, our professional development plan has six parts. <br />
<br />
CURRENT "PROFESSIONAL" DEVELOPMENT:<br />
<br />
(1) INITIAL TRAINING - Share resume and expectations with learning specialist. Meet enrollees and volunteers during the "getting to know us" process. Successfully complete 4-hour Tutor Interactive Online Orientation (defines adult literacy, introduces learner characteristics, lists specifics about our program, details philosophical underpinnings via examples, and explains four specific teaching strategies). Successfully complete 4-hour Online Reading Horizons Phonics Workshop (provides knowledge baseline for all volunteers, regardless of background). Successfully complete 14-hour Tutor Training Workshop (includes grounding volunteers in NRS & TABE, examining learning disabilities, engaging in developing and using instructional materials (pre-packaged, real-world, and learner-generated), practicing teaching techniques, preparing 30-minute lessons, and documenting progress). <br />
<br />
(2) ON-THE-JOB TRAINING - Learning specialist (or volunteer or enrollee) models best instructional practice in classroom setting and one-to-one setting followed by discussion of model elements, practice, and incorporation of model elements into delivery format. (For enrollee/tutor pairs meeting one-to-one outside of the center, the learning specialist travels to meet them during their tutoring sessions and provides this training as part of their quarterly goal meetings.) <br />
<br />
(3) TUTOR TALKS - Volunteers meet on a Saturday from 10:30 AM - 12:00 noon 5 times a year for ongoing training. Session format is: Aha! moments (sharing of tutoring-related observations, insights, or discoveries experienced since last meeting.) Concerns (group discusses suggestions based on their combined experiences), Specific training (Content emerges from previous discussions, observations, or other sources. Content addresses tutor/enrollee needs and concerns. Training may be led by learning specialist, group member, or outside professional.) <br />
<br />
(4) TUTOR EMAILS (NEW 2014) - Two follow-up e-mails with tips and resources sent between Tutor Talks. <br />
<br />
(5) TUTOR TRAINING BLOG (NEW 2014) - Monthly posting of a teaching/learning tip or resource, written by tutors, learners, learning specialist, or other volunteers and professionals.<br />
<br />
(6) OTHER -- Other training opportunities, as available. For example, in February 2013. we participated in Utah Community Literacy and Writing Consortium's annual tutor workshop.<br />
<br />
<br />
FUTURE "PROFESSIONAL" DEVELOPMENT:<br />
<br />
NEW 2014/2015 -- TUTOR WEB SITE. After viewing our new Tutor Training Blog (developed 8/13) for our Interactive Online Tutor Orientation, tutors decided at our 9/13 Tutor Talk to develop a web site specifically for tutors with focus on identifying ways to grow and share and make training segments available for review. Group developed a content outline. A website has been started. We will examine our prototype for revisions/decisions at our May 2014 Tutor Talk.<br />
<br />
NEW 2014/2016 TUTOR RE-CERTIFICATION -- Details are under discussion at Tutor Talks. Highlights include tutors re-certifying annually by earning points during each 12-month period. Points may come from tutor-related activities, such as attendance at Tutor Talks, conferences, meetings, or other appropriate venues; presentations at Tutor Talks, conferences, community events, or workplaces; participation in book/discussion groups; publication of successful teaching/learning techniques; conducting and sharing action research; participation in community groups; and/or successful completion of online courses (e.g., Thinkfinity Literacy Network courses).<br />
<br />
BOTTOM LINE -- We work diligently to improve tutors’ knowledge, skills, and abilities to most effectively transform functionally-illiterate, English-speaking adults into skilled, passionate, habitual, critical readers, writers, and mathematicians.<br />
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Literacy Action Centerhttp://www.blogger.com/profile/08534902980084715885noreply@blogger.com0tag:blogger.com,1999:blog-3174057879479860012.post-79516987876480089682014-05-18T16:08:00.000-07:002015-03-09T21:43:13.224-07:002014 Tutor TalksTutor Talks are ongoing training for our volunteer tutors.<br />
<br />
UPCOMING DATES include:<br />
September 27, 2014, November 15, 2014, January 17, 2015, March 21, 2015, and May 23, 2015.<br />
Volunteer tutors meet on a Saturday from 10:30 AM - 12:00 noon 5 times a year for ongoing training.<br />
<br />
Session format is:<br />
<br />
(a) Aha! moments (sharing of tutoring-related observations, insights, or discoveries experienced since last meeting.)<br />
<br />
(b) Concerns (group discusses suggestions based on their combined experiences), and<br />
<br />
(c) Specific training (Content emerges from previous discussions, observations, or other sources. Content addresses tutor/enrollee needs and concerns. Training may be led by learning specialist, group member, or outside professional.) <br />
<br />
All current tutors are expected to attend each Tutor Talk.Literacy Action Centerhttp://www.blogger.com/profile/08534902980084715885noreply@blogger.com0tag:blogger.com,1999:blog-3174057879479860012.post-14167351660744371732014-05-18T16:02:00.000-07:002014-05-18T16:23:17.662-07:00September 2014 Training Workshop<h3 class="post-title entry-title" itemprop="name" style="background-color: #c0a154; color: #333333; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 30px; font-weight: normal; margin: 0px; position: relative;">
<b style="font-size: large; line-height: 1.5;">Literacy Action Center </b></h3>
<div class="post-body entry-content" id="post-body-5036334737697812594" itemprop="description articleBody" style="background-color: #c0a154; color: #333333; font-family: Georgia, Utopia, 'Palatino Linotype', Palatino, serif; font-size: 14px; line-height: 1.5; position: relative; width: 488px;">
<span style="font-size: medium;"><b>Volunteer/Tutor Training Workshop*</b></span><br />
(You must attend both Saturdays to complete this training.)<br />
<br />
<br />
<span style="font-size: medium;">September 13, 2014 (9:00 AM - 2:00 PM)</span><br />
<span style="font-size: medium;"> + September 27, 2014 (9:00 AM - 2:00 PM)</span><br />
<span style="font-size: medium;"> Place: 3595 S Main Street, Salt Lake City UT</span><br />
<span style="font-size: x-small;">Closing Date: April 28, 2014</span><br />
<br />
<br />
<b>Registration is required. </b>We currently accept registration delivered by mail, email (lac@LiteracyActionCenter.org), or in person at our office. The cost of this training is $35 for anyone who tutors through our program. (This training is $100 for anyone tutoring for some other program or on his or her own.) Regardless of your tax situation, no part of this training fee is tax-deductible. The entire amount goes towards this training. This training fee entitles you to a one-year membership with us, tutor training, training materials, tutor talks, and staff support during your tutoring experience. (Some scholarship funds may be available--please call us (801/265-9081) for more information.)<br />
<br />
<b>We need many volunteers.</b> We are always in need of good volunteers to work as tutors, on our Board of Trustees, in our office, and on marketing, fundraising, and special projects. We appreciate your help in whatever way you wish to serve. For more information about any of these volunteer opportunities, please call us. We are happy to answer your questions. (Please note that attending a Tutor Training Workshop is usually the first step to helping us because it helps you better understand who we are and what we do.)<br />
<br />
<strong>*Tutor Talks.</strong> All active tutors are expected to attend all Tutor Talks for ongoing training. All Tutor Talks are 10:30 AM - 12:00 noon on Day 2 of each Volunteer/Tutor Training Workshop. Please mark your calendar. Next Tutor Talks -- 10:30AM-12:00noon -- include: November 15, 2014, January 17, 2015, March 21, 2015, and May 16, 2015.<br />
<br />
Check out <a href="http://literacyactioncentertrainingsite.blogspot.com/2013/09/volunteer-opportunities.html" style="color: #993222; text-decoration: none;" target="_blank">Volunteer Opportunities</a> for additional ways you might help us.<br />
Check out <a href="http://literacyactioncentertrainingsite.blogspot.com/2013/09/job-description-literacy-tutor.html" style="color: #993222; text-decoration: none;" target="_blank">Literacy Tutor -- Job Description</a> for more information about tutoring.</div>
Literacy Action Centerhttp://www.blogger.com/profile/08534902980084715885noreply@blogger.com0tag:blogger.com,1999:blog-3174057879479860012.post-50363347376978125942014-04-01T06:31:00.000-07:002014-04-01T06:47:38.824-07:00May 2014 Training Workshop<span style="font-size: large;"><b>Literacy Action Center </b></span><br />
<span style="font-size: large;"><b>Volunteer/Tutor Training Workshop*</b></span><br />
(You must attend both Saturdays to complete this training.)<br />
<br />
<br />
<span style="font-size: large;">May 3, 2014 (8:30 AM - 4:00 PM)</span><br />
<span style="font-size: large;"> + May 17, 2014 (8:30 AM - 12 noon)</span><br />
<span style="font-size: large;"> Place: 3595 S Main Street, Salt Lake City UT</span><br />
<span style="font-size: small;">Closing Date: April 28, 2014</span><br />
<br />
<br />
<br />
<b>Registration is required for Volunteer/Tutor Training Workshops. </b>We currently accept registration delivered by mail or in person at our office. The cost of this training is $35 for anyone who tutors through our program. (This training is $100 for people who will be tutoring for some other program or on their own.) Depending upon your tax situation, part of this training fee may be tax-deductible as a donation to Literacy Action Center. This training fee entitles you to a one-year membership with us, tutor training, training materials, tutor talks, and staff support during your tutoring experience. (Some scholarship funds may be available--please call us for more information.)<br />
<br />
<b>We need many volunteers.</b> We are always in need of good volunteers to work as tutors, on our Board of Trustees, in our office, and on marketing, fundraising, and special projects. We appreciate your help in whatever way you wish to serve. For more information about any of these volunteer opportunities, please call us. We are happy to answer your questions. (Please note that attending a Tutor Training Workshop is usually the first step to helping us because it helps you better understand who we are and what we do.)<br />
<br />
<br />
<strong>*Tutor Talks.</strong> All active tutors are expected to attend all Tutor Talks for ongoing training. All Tutor Talks are 10:30 AM - 12:00 noon on Day 2 of each Volunteer/Tutor Training Workshop. Please mark your calendar. Next 2014 Tutor Talks -- 10:30AM-12:00noon on September 27 and November 15.<br />
<br />
<br />
Check out <a href="http://literacyactioncentertrainingsite.blogspot.com/2013/09/volunteer-opportunities.html" target="_blank">Volunteer Opportunities</a> for additional ways you might help us.<br />
Check out <a href="http://literacyactioncentertrainingsite.blogspot.com/2013/09/job-description-literacy-tutor.html" target="_blank">Literacy Tutor -- Job Description</a> for more information about tutoring.Literacy Action Centerhttp://www.blogger.com/profile/08534902980084715885noreply@blogger.comtag:blogger.com,1999:blog-3174057879479860012.post-59236991058382268222013-12-21T23:25:00.000-08:002014-04-01T06:35:18.617-07:00May 2014 Tutor Talk<span style="font-size: large;"><b>Literacy Action Center </b></span><br />
<span style="font-size: large;"><b>Volunteer/Tutor Talk*</b></span><br />
<br />
<span style="font-size: large;"> Saturday, May 17, 2014 (10:30 AM - 12 noon)</span><br />
<span style="font-size: large;"> Place: 3595 S Main Street, Salt Lake City UT</span><br />
<span style="font-size: large;"> RSVP by: May 12, 2014</span><br />
<br />
<b> *</b>All active tutors are expected to attend all Tutor Talks for ongoing training.<br />
<br />
Next Tutor Talk will be Saturday, September 27, 2014 (10:30AM - 12 noon). Please mark your calendar.<br />
<div><br />
</div>Literacy Action Centerhttp://www.blogger.com/profile/08534902980084715885noreply@blogger.com0tag:blogger.com,1999:blog-3174057879479860012.post-7457075890328015362013-10-06T22:13:00.001-07:002015-09-20T11:50:48.548-07:00Work Logs:<div class="MsoNormal">
<h2 style="text-align: center;">
<span lang="en-US" style="font-size: x-large;">Monitoring and Facilitating Change</span></h2>
<span lang="en-US" style="font-size: 14.6667px;"><br /></span>
<span lang="en-US" style="font-size: 11pt;">Literacy Action Center is learner-centered as well as learner-directed. Some of the best ideas often come from our learners. During the summer of 2012, as part of the reading of </span><span lang="en-US" style="font-size: 11pt; font-style: italic;">Goals! How to get everything you want—faster than you ever thought possible</span><span lang="en-US" style="font-size: 11pt;"> by Brian Tracy, our learners tackled the question: “How do we raise each person’s test score by 1 grade level for every 60 hours of instruction?” The result of this exploration was the creation of work logs—3-ring binders containing visible evidence of what each learner needs to study and the results of what has been studied.</span></div>
<div class="MsoNormal">
<br /></div>
<blockquote class="tr_bq">
<span lang="en-US" style="font-size: 11.0pt; language: en-US; mso-ansi-language: en-US; mso-ligatures: none;">“I’ve never set goals before. Now I know where I’m going and what I have to do to get there. And, I’m in charge!” -- </span><span style="font-size: 11pt;">Karl, a new learner, expressed this revelation today after setting up the first pages of his work log. </span></blockquote>
<div class="MsoNormal">
<span lang="en-US" style="font-size: 11.0pt; language: en-US; mso-ansi-language: en-US; mso-ligatures: none;"><br /></span></div>
<div class="MsoNormal">
<span lang="en-US" style="font-size: 11.0pt; language: en-US; mso-ansi-language: en-US; mso-ligatures: none;">Page 1 contains his overall goal—become a lawyer. We then projected how many months he’d need to bring his reading score up to 12</span><span lang="en-US" style="font-size: 7.3259pt; language: en-US; mso-ansi-language: en-US; mso-ligatures: none;"><sup>th</sup></span><span lang="en-US" style="font-size: 11.0pt; language: en-US; mso-ansi-language: en-US; mso-ligatures: none;"> grade—possibly December 2015. He set short-term celebrations—buy a new reading book every time his retesting yields another full grade level increase. When he reaches 12</span><span lang="en-US" style="font-size: 7.3259pt; language: en-US; mso-ansi-language: en-US; mso-ligatures: none;"><sup>th</sup></span><span lang="en-US" style="font-size: 11.0pt; language: en-US; mso-ansi-language: en-US; mso-ligatures: none;"> grade, his final celebration is to bring us lunch. The learners are encouraged to look at their goal pages every time they open their notebooks to re-focus their attention and remind themselves about why they are here.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="en-US" style="font-size: 11.0pt; language: en-US; mso-ansi-language: en-US; mso-ligatures: none;">Page 2 is the printout of a learner’s Test of Adult Basic Education (TABE) score history. Each time the person retests, a new sheet is printed. The learning specialist and the learner examine the scores and review the learner’s current literacy tasks. Some activities or materials are changed at this point to best facilitate the next phase in the learner’s journey. The purpose of this form is to make visible to the learner and assigned volunteers the range of specific materials, strategies, and/or activities the adult should be using.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="en-US" style="font-size: 11.0pt; language: en-US; mso-ansi-language: en-US; mso-ligatures: none;">Page 3 is an actual log, written by the learner (perhaps with help from a volunteer), listing the actual work done on any given day and the concerns the learner may be having with the work. This log captures the essence of what is being learned as well as monitors the quality of the learning. The center emphasizes that learning is not about plowing through a stack of materials, but understanding and applying the concepts contained in these materials.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="en-US" style="font-size: 11.0pt; language: en-US; mso-ansi-language: en-US; mso-ligatures: none;">The content of these binders helps learners and volunteers understand where learners are headed…what needs to be done next. Recently, Andy, another learner, successfully moved from 6.6 to 8.2 in reading on the TABE. He was stunned by the change in his score. Once his disbelief dissipated, he took off to call his brother with his news -- he left to put into action his "short-term" reading celebration.</span></div>
<div class="MsoNormal">
<span lang="en-US" style="font-size: 11.0pt; language: en-US; mso-ansi-language: en-US; mso-ligatures: none;"><br /></span></div>
<div class="MsoNormal">
<span lang="en-US"><span style="font-size: x-small;">(This story is adapted with permission from Literacy Action Center News (Spring 2013), Volume 28, Issue 1, page 3.)</span></span></div>
Literacy Action Centerhttp://www.blogger.com/profile/08534902980084715885noreply@blogger.com0tag:blogger.com,1999:blog-3174057879479860012.post-39610421646152206122013-09-30T20:13:00.003-07:002021-10-02T15:12:45.466-07:00Wish List (Updated 10/21)<b style="text-indent: -9pt;"><span style="font-family: 'Times New Roman', serif; font-size: 18pt;">Office/classroom equipment</span></b><br />
<div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;">
<span style="font-family: Symbol; font-size: 14pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"> Smartboard on stand with laptop + projection
equipment<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;">
<span style="font-family: Symbol; font-size: 14pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"> 2 desktop computers with printers (DVD,
rewritable CD, use with projection equipment, digital movie + still
cameras; software--MSword, Excel, Access, PowerPoint, Publisher, Adobe pdf
maker, DVD/video editing software, Reading Horizons phonics software)<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;"><br /></div>
<div class="MsoNormal" style="margin-left: 9pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3; tab-stops: 9.0pt; text-indent: -9pt;">
<b><span style="font-family: 'Times New Roman', serif; font-size: 18pt;">Marketing materials</span></b><b><span style="font-family: 'Times New Roman', serif; font-size: 13.5pt;"><o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;"><span style="font-family: Symbol; font-size: 14pt; text-indent: -9pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt; text-indent: -9pt;"> bookmarks—print 1,000 (for distribution at
events)</span></div>
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<br /></div>
<div class="MsoNormal" style="margin-left: 9pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3; tab-stops: 9.0pt; text-indent: -9pt;">
<b><span style="font-family: 'Times New Roman', serif; font-size: 18pt;">Teaching equipment/materials</span></b><b><span style="font-family: 'Times New Roman', serif; font-size: 13.5pt;"><o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;"><span style="font-family: Symbol; font-size: 14pt; text-indent: -9pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt; text-indent: -9pt;"> instructional skill books, manuals, + support
materials</span></div>
<div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;">
<span style="font-family: Symbol; font-size: 14pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"> subscription fees to specific literacy software or apps (e.g., Learning Upgrade)<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;"><span style="font-family: Symbol; font-size: 14pt;"><span style="font-family: Symbol; font-size: 14pt; text-indent: -12px;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt; text-indent: -12px;"> </span></span><span style="font-family: "Times New Roman", serif; font-size: 18.6667px; text-indent: -12px;">annual</span><span style="font-family: "Times New Roman", serif; font-size: 18.6667px; text-indent: -12px;"> </span><span style="font-family: "Times New Roman", serif; font-size: 14pt; text-indent: -12px;">Zoom subscription</span></div><div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;">
<span style="font-family: Symbol; font-size: 14pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"> high interest/low-level books<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;">
<span style="font-family: Symbol; font-size: 14pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"> used computers (in good condition with
word processing + wireless internet connection) to be used by adult learners<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;">
<br /></div>
<div class="MsoNormal" style="margin-left: 9pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3; tab-stops: 9.0pt; text-indent: -9pt;">
<b><span style="font-family: 'Times New Roman', serif; font-size: 18pt;">Support</span></b><b><span style="font-family: 'Times New Roman', serif; font-size: 13.5pt;"><o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;">
<span style="font-family: Symbol; font-size: 14pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"> schedule Literacy Action Center as
a speaker at local clubs, organizations, or businesses<o:p></o:p></span></div>
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<span style="font-family: Symbol; font-size: 14pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"> donate thank you gifts and incentives for
tutors, such as gift certificates for movies, bagels, or chocolates<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;">
<span style="font-family: Symbol; font-size: 14pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"> donate thank you gifts and incentives for learners, such as gift certificates for movies, bagels, or chocolates</span></div><div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;"><span style="font-family: Symbol; font-size: 14pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"> prepare + serve lunch for Tutor
Training Workshops (+ clean up after lunch)<o:p></o:p></span></div>
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<span style="font-family: Symbol; font-size: 14pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"> purchase + serve dinner to 200 people
at our annual Recognition Dinner<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;">
<span style="font-family: Symbol; font-size: 14pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"> provide food + space for our June and August
fundraisers<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;">
<span style="font-family: Symbol; font-size: 14pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"> donate a gift basket to our June and August
fundraisers<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;">
<span style="font-family: Symbol; font-size: 14pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"> bring 5 enthusiastic friends to our June and August
fundraisers<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;">
<span style="font-family: Symbol; font-size: 14pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"> write stories for adult learners to
practice reading<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;">
<span style="font-family: Symbol; font-size: 14pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"> gift wrap for us for 2 hours at a time in December
at a bookstore<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;">
<span style="font-family: Symbol; font-size: 14pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"> coordinate gift wrapping in December at a
bookstore</span></div><div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;"><span style="font-family: Symbol; font-size: 14pt; text-indent: -12px;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt; text-indent: -12px;"> pay monthly phone/internet bill </span></div><div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;"><div><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"><span style="font-family: 'Times New Roman', serif; font-size: 14pt; text-indent: -12px;"><br /></span></span></div></div>
<div class="MsoNormal" style="margin-left: 9pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3; tab-stops: 9.0pt; text-indent: -9pt;">
<b><span style="font-family: 'Times New Roman', serif; font-size: 18pt;">Sponsor...</span></b></div><div class="MsoNormal" style="margin-left: 9pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3; tab-stops: 9.0pt; text-indent: -9pt;"><span style="font-family: Symbol; font-size: 14pt; text-indent: -9pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt; text-indent: -9pt;"> an hour of group reading instruction ($50)</span></div><div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;"><span style="font-family: Symbol; font-size: 14pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"> a table at our annual Recognition Dinner ($250)<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 9pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3; tab-stops: 9.0pt; text-indent: -9pt;"><span style="font-family: Symbol; font-size: 14pt; text-indent: -9pt;"><span style="font-family: Symbol; font-size: 14pt; text-indent: -9pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt; text-indent: -9pt;"> a “set of 4 chairs” at our annual fundraisers ($250)</span></span></div><div class="MsoNormal" style="margin-left: 9pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3; tab-stops: 9.0pt; text-indent: -9pt;"><span style="font-family: Symbol; font-size: 14pt; text-indent: -9pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt; text-indent: -9pt;"> a 2-day Tutor Training Workshop ($700)</span></div>
<div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;">
<span style="font-family: Symbol; font-size: 14pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"> a tutor/adult learner 6-month partnership
($800)<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;">
<span style="font-family: Symbol; font-size: 14pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"> 3 staff at annual national literacy
conference ($5000)</span></div>
<div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;">
<br /></div>
<div class="MsoNormal" style="margin-left: 9pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3; tab-stops: 9.0pt; text-indent: -9pt;">
<b><span style="font-family: 'Times New Roman', serif; font-size: 18pt;">Service</span></b><b><span style="font-family: 'Times New Roman', serif; font-size: 13.5pt;"><o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;">
<span style="font-family: Symbol; font-size: 14pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"> volunteers—tutor (3 hours/week) or Board
of Trustee member (6 hours/month); Treasurer (8 hours/month)<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;">
<span style="font-family: Symbol; font-size: 14pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"> billboards—signage design + printing plus
rental fees for outdoor billboards + outside of buses<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;">
<span style="font-family: Symbol; font-size: 14pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"> posters—design + print (to hang in
public spaces)<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;">
<span style="font-family: Symbol; font-size: 14pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"> annual <i>Adult Learner Writings </i>booklet—bookbinding/print
200 books; provide postage for distribution<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;">
<span style="font-family: Symbol; font-size: 14pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"> annual Recognition Dinner program—print
150<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;">
<span style="font-family: Symbol; font-size: 14pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"> newsletters—print 200 copies quarterly;
provide postage for distribution<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;">
<span style="font-family: Symbol; font-size: 14pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"> invitations—print invitations for
Recognition Dinner; print invitations for June and August fundraisers; provide postage
for distribution<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;">
<span style="font-family: Symbol; font-size: 14pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"> reading materials—print original low-level
reading materials for beginning adult readers<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;">
<span style="font-family: Symbol; font-size: 14pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"> PSA—produce 30-second + 15-second
video/DVD to show on TV; produce 30-second + 15-second audio for radio<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;">
<span style="font-family: Symbol; font-size: 14pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"> PSA—produce 2-minute CD/DVD to show at
work places (to recruit adult learners + volunteers + donors)<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;">
<br /></div>
<div class="MsoNormal" style="margin-left: 9pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3; tab-stops: 9.0pt; text-indent: -9pt;">
<b><span style="font-family: 'Times New Roman', serif; font-size: 18pt;">Supplies</span></b><b><span style="font-family: 'Times New Roman', serif; font-size: 13.5pt;"><o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;">
<span style="font-family: Symbol; font-size: 14pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"> <u>learning/teaching supplies</u>: reams
of white copy paper; reams of colored paper; </span></div><blockquote style="border: none; margin: 0 0 0 40px; padding: 0px;"><div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-align: left; text-indent: -9pt;"><span style="font-family: 'Times New Roman', serif; font-size: 14pt;">white-erase markers (black, blue); spiral notebooks; #2 soft
pencils</span></div></blockquote>
<div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;">
<span style="font-family: Symbol; font-size: 14pt;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"> </span><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"><u>address labels</u>: Avery 5160</span></div><div class="MsoNormal" style="margin-left: 9pt; tab-stops: 9.0pt; text-indent: -9pt;"><span style="font-family: 'Times New Roman', serif; font-size: 14pt;"><span style="font-family: Symbol; font-size: 14pt; text-indent: -12px;">¨</span><span style="font-family: 'Times New Roman', serif; font-size: 14pt; text-indent: -12px;"> </span><u>postage</u></span></div>
Literacy Action Centerhttp://www.blogger.com/profile/08534902980084715885noreply@blogger.comtag:blogger.com,1999:blog-3174057879479860012.post-48040289383615959942013-09-29T21:12:00.003-07:002021-10-02T15:16:34.865-07:00Volunteer Opportunities (Updated 10/2021)<div style="text-align: center;">
<b>Literacy Action Center relies heavily on volunteers. </b></div>
<br />
We'd love your help. If not as a tutor, then perhaps you are interested in one of the tasks listed below. Is there something you could do for us that we didn't mention? Or do you know someone else who would be good at one of these tasks? Please let us know.<br />
<br />
<b>Funding: </b><br />
<ul>
<li>Weekly: donors -- create/maintain relationships with donors; write/send thank you notes</li>
<li>Monthly: grants -- write/deliver grants; write/send thank you notes; write/send follow-up reports</li>
<li>fundraising -- set up and follow through with a range of fundraising activities</li>
<li>January-May -- set up and oversee annual May fundraising event; develop sponsors for spring event</li><li>January-August -- set up and oversee annual August silent auction fundraising event; develop sponsors for annual fundraiser</li>
<li>August-November -- draft, produce and send out November "giving" letter</li><li>August-December -- set up annual Barnes & Noble gift wrapping event; oversee scheduling & paperwork for gift wrapping event</li>
</ul>
<br />
<b>Literacy Action Center Library:</b><br />
<ul>
<li>December -- inventory library/sales materials</li><li>March, August, October -- prepare purchasing information; order materials</li></ul>
<b><div><b><br /></b></div>Office tasks:</b><br />
<ul>
<li>Daily: take telephone messages; talk to prospective volunteers, learners, & advocates; call learners/volunteers about attendance, events, etc.</li>
<li>Weekly: compile/enter data into databases; analyze data to tell "stories"; complete housekeeping chores</li>
<li>Monthly: create/prepare/send mailings; photocopy materials; file paperwork; setup/organize filing system</li>
</ul>
<div>
<b><br /></b>
<b>Public relations/marketing:</b></div>
<div>
<ul>
<li>Social media: create/follow plan for posting to social media accounts (especially LAC website, Learner website, LAC blog, tutor blog, LAC Facebook page), YouTube, add other appropriate accounts (e.g., Instagram); prepare/post entries based on plan </li><li>Weekly: seek out and talk to groups (or schedule director to do the talks); contact and establish connections with local media; collect stories from learners about changes in their lives; collect changes to be included in blogs; Send out PSAs & billboards about upcoming events; get articles written by reporters from different media outlets; post appropriate social media entries</li>
<li>Monthly: write/send public service announcements; setup & staff marketing opportunities; create/send monthly e-news email to thank donors; include requests; post appropriate social media entries</li>
<li>Quarterly: produce and distribute posters; write and prepare quarterly newsletter for mailing; staff booths at events (get others to help); create materials for booths/tabling events; post appropriate social media entries</li>
<li>Annually: produce annual report; post appropriate social media entries</li>
</ul>
</div>
<br />
<div>
<b>Recognition activities:</b></div>
<div>
<ul>
<li>Monthly: write/send birthday cards/notes to volunteers & learners; create, prepare, distribute monthly volunteer thank you gifts</li>
<li>January-April: setup annual recognition dinner -- food, place, etc.; oversee annual dinner -- setup, cleanup, dinner crew; oversee production and distribution an annual <i>Adult Learner Writings</i> booklet (at dinner and mailings)</li>
</ul>
</div>
<div>
<b><br /></b>
<b>Teaching/Tutoring:</b></div>
<div>
<ul>
<li>Daily: teach an adult to read/write/math; teach a group of adults to read/write/math; teach tech skills, such as word processing, internet, typing, social media, and/or email; help learner work through process of writing essays, papers, or letters</li>
<li>Weekly: review goals/tasks with learners; track test score changes; re-test learners (note: must pass official annual training )</li>
</ul>
</div>
<div>
<b><br /></b>
<b>Technology:</b></div>
<div>
<ul>
<li>Weekly: Fix/update computers in office and lab; keep this equipment repaired and clean</li>
<li>Quarterly: refurbish older/extra computers donated to us to give to learners; deliver these computers to learners' homes (help them set them up)</li>
</ul>
</div>
<div>
<b><br /></b>
<b>Tutor Training:</b></div>
<div>
<ul>
<li>Weekly: send out PSAs & billboards announcing training; create and check on web sites for volunteering; compile list of people interested in attending training; send out training materials; collect registrations; send emails/mailings, as appropriate; find sponsors for training</li>
<li>January, March, May, September, November: photocopy training packets; help set up training; help set up food</li>
<li>Become a trainer by taking the lead on several training segments (Note: Trainers must also be tutors. Trainers learn all segments so that they can eventually handle all aspects of training.)</li>
</ul>
<div>
<span style="font-size: xx-small;">Revised 10/2021</span></div>
</div>
Literacy Action Centerhttp://www.blogger.com/profile/08534902980084715885noreply@blogger.comtag:blogger.com,1999:blog-3174057879479860012.post-67781736003591405482013-09-28T00:07:00.001-07:002013-09-30T16:48:18.913-07:00Learner Characteristics<div>
<span style="font-size: large;"> July-December 2012</span></div>
<ul>
<li>95% had gross incomes at or below 50% of the median income.</li>
<li>55% had high school diplomas, 9% did not finish elementary school, and the remaining 36% left before graduating.</li>
<li>Only 52% reported being in special education.</li>
<li>55% were women.</li>
<li>55% were Caucasian with 17% Hispanic, 17% African American, 6% Asian, 3% Native American, and 2% Pacific Islander.</li>
<li>13% were 18-24 years old, 70% were 25-59 years old, and 10% were 60+ years old.</li>
<li>52% entered with lowest scores below 2nd grade, 30% entered in grade 2-4 range, 15% in grade 4-6 range, and 3% in grade 6-8 range.</li>
</ul>
Literacy Action Centerhttp://www.blogger.com/profile/08534902980084715885noreply@blogger.comtag:blogger.com,1999:blog-3174057879479860012.post-26653151338053522032013-09-27T23:41:00.003-07:002015-09-20T11:21:30.556-07:002012 Volunteers<div class="separator" style="clear: both; text-align: center;">
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