Rose
44 Reading

5. Reading: "Rose"      

* Some words in Rose's story (page 44) may be unfamiliar to learners. Before reading the story together, the facilitator may write up to five words on the blackboard or flip chart to get a sense of who's familiar with which words. Likely words might include "native," "village," "Portage," "assistant."

* Based on the words used in the sight word list, learners can guess what (or who) the story could be about. Or, the tutor might tell them that the story is about a woman who is going to school, and see if learners are interested in making predictions about who she is and what she has to say about herself. (Does she have children? Where does she live? Is she married or single?)

6. Writing

* * * * * * * * * * * * Learners can be encouraged to write about their own experiences. It may take time for learners to feel comfortable writing and sharing stories, but if one or two learners start to bring in writing, others will follow.

* After reading the story, learners could construct their own stories about what might have happened to Rose since she wrote the story. Some questions to consider:

  • Did Rose finish Grade 12?
  • Did she find a job?
  • Is she happy?
  • What does she like to do?
  • What do Rose's children think about her when they're young?
  • What do Rose's children think about her as they grow up?
  • Where is their father?

7. Making a cluster

* The tutor (or one of the learners) writes the words "family issues" on the blackboard or flip chart, and the group then brainstorms and clusters ideas around the words.

* * * * * * * * * * * * Clustering is one way of making brainstorming a bit more organized visually, by clustering similar ideas together.

responsibilities - looking after children
problems with parents' health
too many relatives living in my house
need to send money home
miss holiday times together
family issues
support from my sisters
help with cooking
children should know their grandparents


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