|
Patience is necessary when working with ESL literacy learners. Be prepared
to do a lot of repetition with these learners as they develop preliminary
skills. Your learner may have difficulty forming letters even after you have
taught her how to hold a pencil and make use of lined paper. Some learners
may not leave spaces between words when writing, because they do not
know that the space is significant.
It is important to note that ESL literacy learners may not be used
to sitting at a desk for an extended period of time. While sitting
under florescent lights
at a table in the library or at a local community college may seem
comfortable to you, it may not be a welcoming environment for some ESL
learners who have never been in a classroom situation. It is particularly
important to let these learners take breaks and move the tutoring session
from the designated site to an outdoor venue when it seems appropriate.
A: Assessing the Preliterate, Nonliterate or Semiliterate Learner
Many of the questions highlighted in Session 3 would also be appropriate
for learners at this level. However, if the learners are at a very low
level, they may not be able to comprehend what you are saying or
have the vocabulary
necessary to respond. You may have to ask a family member with stronger
English skills to help translate or seek out information about your learner
from program staff.
1. Assessing Reading and Writing
- In order to determine whether your learner is familiar with
the Roman alphabet, have her complete an alphabet cloze.
Example:
A B C ___ E F G H ___
- Have your learner read two simple
sentences with visual aids to
see if she is able to use sight words in context. You may also be able to
determine whether or not she has any knowledge of phonics.
Example: He likes to go for walks.
Walking on ice is dangerous.
- Have your learner copy a short piece of writing onto lined
paper. You will be able to determine whether or not the learner
can:
- follow oral directions
- write from left to right
|