- A New Health Literacy Curriculum for Beginning Level ABE
Students
Presenter – Meg Schofield
Full day training – Friday, February 6, 2009
Ms. Schofield, in cooperation with the LINCS Region III
Resource Center, developed the Health Literacy Curriculum Instructor Manual,
based on the recent NIFL research. Participants will receive instruction in how
to use the health curriculum instructor manual which will be given to all
workshop participants.
Workshop Objectives
Participants will:
- Understand
the correlation between low literacy and poor health status.
- Learn
of a five-year NICHD-OVAE-NIFL-funded research project which developed and
tested a multi-level health literacy curriculum.
- Experience
samples from the Beginning Level ABE curriculum illustrating its breadth
of content, and learn how to obtain this free resource.
- Participate
in demonstrations and receive hands-on practice implementing a variety of
activities (including alphabetics, vocabulary, fluency and comprehension)
from the Curriculum.
- Discuss
how to plan and customize lessons to suit student needs.
- The ABE/GED Math Classroom
Presenter- Teri Zutter
Full day training – Friday, February 6, 2009
Teri Zutter has worked in Adult
Education since 1990. She began as a math tutor at the community college level
and subsequently taught English as a Second Language, Adult Basic Education,
GED Preparation and United States Citizenship Preparation classes. She is the
Director of Adult Basic Education at Western Nevada Community College in Carson
City since 2000. She is also a GED Chief Examiner.
This ABE/GED Mathematics is
designed to assist ABE/GED teachers with instructional strategies to improve
specific math skills covered on the GED Exam.
Workshop Objectives
Participants will:
- Review and learn research-based
strategies
- Learn techniques for helping
students with the most missed math items
- Strengthen their ability to
assist students in developing skills to increase their math scores on the GED
Exam.
The presenter will also discuss
the Nevada GED Learning Community, a community of professionals learning,
sharing, and working together to improve GED instruction and outcomes.
- Teach Adults to Read – Components of Reading - update 1/2/09 - This Workshop is full!
Presenter – Kathy St. John
One and a half day training – Friday and Saturday
February 6-7, 2009
The components of reading are
fluency, alphabetics, vocabulary, and comprehension. During this 1.5-day
workshop, participants will explore each component: What is it? Why is it
important (the research)? Who needs it (assessment results)? What kind of
instruction? The answers to these four questions are explored for each
component of reading. Applying Research in Reading Instruction for Adults:
First Steps for Teachers will be
distributed as a resource. Participants will also explore the resources
available to support reading assessment and instruction on the Assessment
Strategies and Reading Profiles website.
- Fluency: The research indicates that teaching fluency
increases reading achievement. Participants will look at aspects of the
research and practice using tools for measuring fluency. They will also discuss
the characteristics of fluent reading and practice approaches to guided
repeated oral reading that improve fluency.
- Alphabetics: Participants will learn about alphabetics research
with adults and some important research with children that supports and extends
the research with adults. They will practice using assessments for phonemic
awareness, word recognition, and word analysis. Finally, participants will
develop an understanding of and familiarity with structured programs for
learners with limited reading skills and plan instruction for
intermediate-level readers who have ÒgapsÓ in their decoding skills.
- Vocabulary: The research on vocabulary is limited both for
adults and in K–12; a few trends provide some direction. Basic formats
for assessing vocabulary knowledge will be reviewed and discussed for the purpose
of informing instruction. Participants will learn about approaches for
identifying vocabulary words that should be taught and will practice making
instructional decisions about vocabulary.
- Comprehension: After learning about the research on comprehension,
participants will use Applying Research in Reading Instruction for Adults:
First Steps for Teachers to learn about and practice methods for
assessing and teaching reading comprehension to their adult students.
Workshop Objectives
By the end of the workshop, participants will have:
- Learned
basic principles of scientifically-based reading research
- Explored
resources available from the Adult Reading Component Study (ARCS) project
(video and website)
- Understood
key research-based components of reading and worked with the text Applying
Research in Reading Instruction for Adults: First Steps for Teachers to understand how to apply them
- Developed
action plans for implementing research-based reading assessment and
instructional practices with students.
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