Already week 5! I think we’re making great progress.
This week’s activities revolve around food.
I’ll have a thick packet of various worksheets and activities for PACT time for you all to work on this time. The activities vary from straight vocabulary, to going to the grocery store to making recipes. Use what you think may be best for your students’ needs.
Social Hour—please try to talk to your families in Spanglish—this is the time you can try out some Spanish for them! Find out about their weekend and how working with the machine is coming.
Tutoring time: use the packet and the machines—focus on book 2, 3, 6 related to food: book 2, pg 7 book 6 pp8-9 book 3: 14-15
Ask the parents about their experiences at the grocery stores, foods from their homelands, special recipes that they know...discuss some of yours. The vegetarian thing seemed of great interest to the parents!
PACT time: Are you all making your albums? I’ll call around to make sure they remember their materials...I want to see them! I want to see photos and recipes. I’m going to give each family disposable cameras to take home, and have some catalogs to cut out pictures. The students will bring something related to food and collages to add to the book.
Let me know if you have any questions or concerns!
Carmen
Thursday, February 26, 2009
Sunday, February 15, 2009
Week 4
Hello everyone, time for week four! We are now more than halfway through. We have a guest speaker this week!
I know that some of you have participated in intercambios. If you have not, please do…get together with your family and have a little Spanish time.
Relationship building between student/teacher can be the biggest factor in the progress of a student, though this is hard to document. For the class I am taking in my graduate program, I was assigned an article about a volunteer who completed a summer tutoring program for high school students who had flunked English and checked back with his 18 yr old student 15 months later. The purpose of the article was to describe methods given to the student to help with reading comprehension. The conclusions were a bit different from reading comprehension…the books and topics that the tutor had found in the interest of his student rather than the strategies and the encouragement he had given him had spurred a change in the mindset of the student and aided him in advancing his career and education. I assume that as MBA’s, networking is a big part of your education. The same should be true in the Education field. It is amazing how relationships between teacher and student can make a huge difference in learning! The article is attached, if you have time and are interested.
I feel that I see progress in the comfort level and feedback from the families, but WE REALLY NEED TO HEAR FROM YOU! Please use the blog function, as it will be very helpful. I’ll also have a sheet for you to fill out tomorrow.
Week 4: Guest Speaker, and let’s catch up!
5:00–5:30 Social time:
Please get your food and sit down with your family or another family to talk about the week.
· Review what you did last week in conversation.
· Make an effort to speak a little Spanish or "Spanglish" so that they can see that you can relate to communication difficulties.
· Ask the families what literacy activities they did at home with their children. Did they complete their recipes, read the books? Did they enjoy the time? Did they see learning and conversation with their children about their home recipes and traditions?
5:30-6:30 We have a guest speaker this week!
Hugo Rodriguez, a Spanish/English interpreter and community organizer for the Latino community in Northern IN, (who also happens to be my uncle), will speak on the importance of literacy & learning English with the children in mind, and he will share information on resources available to Latinos in the area from $ to healthcare to educational programming.
Tutoring Time: 6:30-7:00
Because I’m not sure where you are in your progress, I’m assuming that we need some catch up time, especially after the guest speaker
· Take a moment to discuss the guest speaker. (You may need to use Spanglish here) Please take notes for me (sheet provided) Did they find the information helpful? Why or why not?
· Review vocabulary from the last couple of weeks, try and get a feel for how they are doing and what they want to practice more. If you need to, take the time to go back and practice. (5-10 min.)
· Make sure that they have the following for their albums:
1. autobiography
2. family tree, with descriptions of each person in the family
3. a family story or tradition
4. a family food
Please work on editing, adding and improving to these things in the album
If time, work on the Book 6 of the Sed de Saber Materials—weekend plans. They can add a page to the book about things that there families like to do together.
7:00-7:30 PACT Time (Parents And Children Together):
1. The parents explain what they have added to the albums and the kids will have an autobiographical collage to share. Try to have them practice English together.
Homework: They will have to write out a story or description about family activities.
I know that some of you have participated in intercambios. If you have not, please do…get together with your family and have a little Spanish time.
Relationship building between student/teacher can be the biggest factor in the progress of a student, though this is hard to document. For the class I am taking in my graduate program, I was assigned an article about a volunteer who completed a summer tutoring program for high school students who had flunked English and checked back with his 18 yr old student 15 months later. The purpose of the article was to describe methods given to the student to help with reading comprehension. The conclusions were a bit different from reading comprehension…the books and topics that the tutor had found in the interest of his student rather than the strategies and the encouragement he had given him had spurred a change in the mindset of the student and aided him in advancing his career and education. I assume that as MBA’s, networking is a big part of your education. The same should be true in the Education field. It is amazing how relationships between teacher and student can make a huge difference in learning! The article is attached, if you have time and are interested.
I feel that I see progress in the comfort level and feedback from the families, but WE REALLY NEED TO HEAR FROM YOU! Please use the blog function, as it will be very helpful. I’ll also have a sheet for you to fill out tomorrow.
Week 4: Guest Speaker, and let’s catch up!
5:00–5:30 Social time:
Please get your food and sit down with your family or another family to talk about the week.
· Review what you did last week in conversation.
· Make an effort to speak a little Spanish or "Spanglish" so that they can see that you can relate to communication difficulties.
· Ask the families what literacy activities they did at home with their children. Did they complete their recipes, read the books? Did they enjoy the time? Did they see learning and conversation with their children about their home recipes and traditions?
5:30-6:30 We have a guest speaker this week!
Hugo Rodriguez, a Spanish/English interpreter and community organizer for the Latino community in Northern IN, (who also happens to be my uncle), will speak on the importance of literacy & learning English with the children in mind, and he will share information on resources available to Latinos in the area from $ to healthcare to educational programming.
Tutoring Time: 6:30-7:00
Because I’m not sure where you are in your progress, I’m assuming that we need some catch up time, especially after the guest speaker
· Take a moment to discuss the guest speaker. (You may need to use Spanglish here) Please take notes for me (sheet provided) Did they find the information helpful? Why or why not?
· Review vocabulary from the last couple of weeks, try and get a feel for how they are doing and what they want to practice more. If you need to, take the time to go back and practice. (5-10 min.)
· Make sure that they have the following for their albums:
1. autobiography
2. family tree, with descriptions of each person in the family
3. a family story or tradition
4. a family food
Please work on editing, adding and improving to these things in the album
If time, work on the Book 6 of the Sed de Saber Materials—weekend plans. They can add a page to the book about things that there families like to do together.
7:00-7:30 PACT Time (Parents And Children Together):
1. The parents explain what they have added to the albums and the kids will have an autobiographical collage to share. Try to have them practice English together.
Homework: They will have to write out a story or description about family activities.
Thursday, February 12, 2009
Sed de Saber Video - Santa Ana School District
Have a look at the impact of language training in Santa Ana and elsewhere.
Link --> http://www.youtube.com/watch?v=Pn81eZDWsVs
Link --> http://www.youtube.com/watch?v=Pn81eZDWsVs
Monday, February 9, 2009
Week 3 Plan from Carmen
Familia Extendida: Week 3
Hello Everyone!
Heather and I thought that things went very well last week, and it seems that you and your families are warming up to each other well. You seemed to be enjoying yourselves. It would be very helpful if you would take a moment to blog for us what you think went well, or didn't go well. Please email me if you have specific questions, requests, needs or concerns.
Another reminder: We provide the Sed de Saber machines and some handouts to be used as guides for your studies with families. The purpose of allowing for individual tutors is for you to meet individual needs that work best for your teaching style and the needs of your student. Please use the instructions as guidelines and let us know how we can support you. It seems that all of you are doing a great job with this. For example, one of you made flashcards with your family.
Now, it is time for week 3: this week's theme is food and family celebrations. You will receive a packet in your box on Monday, so please stop by and get it before you come to our program. I've also attached some helpful tips from the great website Heather found last week.
WEEK 3: FOOD
FIRST OF ALL, IF YOU HAVE ANY OLD CATALOGS OR MAGAZINES AT HOME THAT WE CAN USE WITH THE KIDS. PLEASE BRING THEM MONDAY.
5:00–5:30 Social time:
Please get your food and sit down with your family or another family to talk about the week.
· Review what you did last week in conversation.
· Make an effort to speak a little Spanish or "Spanglish" so that they can see that you can relate to communication difficulties.
· Ask the families what literacy activities they did at home with their children. Did they read the books? Did they enjoy them?
5:30-6:30 Tutoring Time:
· Review vocabulary from the last couple of weeks, try and get a feel for how they are doing and what they want to practice more. If you need to, take the time to go back and practice. (5-10 min.)
· Work on the food section of the sed de saber materials. Use the Oxford Picture Dictonary to help. (approx 30min)
o Level 1 will need straight vocabulary words to identify foods.
You can start with asking what their favorite foods are, what the ingredients are and how to make it.
Also, find out if they need phrases to use in the grocery store such as "how much" and "is this on sale" or perhaps cooking verbs or useful phrases if they work in food service such as "do you want me to wash that" "can I help you" "where do I put this"?
o Level 2 can work on verbs, directions for making something, looking for food words they don't know, and more advanced phrases that they may need to know for the grocery store or the work place. Such as, "Where are the corn tortillas (whole milk, black beans, etc)?
Or This needs to cook for 45 minutes at 350 degrees. The oxford dictionary has a good verb section to use.
· Discuss family traditions and foods made for these occasions. Have the parents describe their favorite tradition and meal. Help them develop the vocabulary they need. Ask questions to understand the tradition. Share you own. Help them to write down a description of their favorite traditon and/or meal. This is in preparation for the work that they will do with their children. (15-20 min)
6:30-7:30 PACT Time (Parents And Children Together):
1. The parents should've rehearsed a little about their favorite tradition/food with you. Now it is time to share with their children—in English. The children will have worked on this themselves and be ready to share with the parents as well. After discussing these things in English with each other, they can write it down and illustrate their favorite foods and traditions to put it into the scrapbook. They will also need a little time to glue their pictures into their scrapbook from last week and finish their autobiographies and family trees. Since there is so much to do, there may be less time for reading together. Please do this at the end. Pick a story from the Carmen Lomas Garza book about food. Ask questions to connect their experience with the story.
Homework: They will have to write out their favorite recipe to bring for next time. I will have a sheet to hand out to them on which to put the recipe(s) and with directions. I will encourage them to bring their favorite dish next time if they can.
Hello Everyone!
Heather and I thought that things went very well last week, and it seems that you and your families are warming up to each other well. You seemed to be enjoying yourselves. It would be very helpful if you would take a moment to blog for us what you think went well, or didn't go well. Please email me if you have specific questions, requests, needs or concerns.
Another reminder: We provide the Sed de Saber machines and some handouts to be used as guides for your studies with families. The purpose of allowing for individual tutors is for you to meet individual needs that work best for your teaching style and the needs of your student. Please use the instructions as guidelines and let us know how we can support you. It seems that all of you are doing a great job with this. For example, one of you made flashcards with your family.
Now, it is time for week 3: this week's theme is food and family celebrations. You will receive a packet in your box on Monday, so please stop by and get it before you come to our program. I've also attached some helpful tips from the great website Heather found last week.
WEEK 3: FOOD
FIRST OF ALL, IF YOU HAVE ANY OLD CATALOGS OR MAGAZINES AT HOME THAT WE CAN USE WITH THE KIDS. PLEASE BRING THEM MONDAY.
5:00–5:30 Social time:
Please get your food and sit down with your family or another family to talk about the week.
· Review what you did last week in conversation.
· Make an effort to speak a little Spanish or "Spanglish" so that they can see that you can relate to communication difficulties.
· Ask the families what literacy activities they did at home with their children. Did they read the books? Did they enjoy them?
5:30-6:30 Tutoring Time:
· Review vocabulary from the last couple of weeks, try and get a feel for how they are doing and what they want to practice more. If you need to, take the time to go back and practice. (5-10 min.)
· Work on the food section of the sed de saber materials. Use the Oxford Picture Dictonary to help. (approx 30min)
o Level 1 will need straight vocabulary words to identify foods.
You can start with asking what their favorite foods are, what the ingredients are and how to make it.
Also, find out if they need phrases to use in the grocery store such as "how much" and "is this on sale" or perhaps cooking verbs or useful phrases if they work in food service such as "do you want me to wash that" "can I help you" "where do I put this"?
o Level 2 can work on verbs, directions for making something, looking for food words they don't know, and more advanced phrases that they may need to know for the grocery store or the work place. Such as, "Where are the corn tortillas (whole milk, black beans, etc)?
Or This needs to cook for 45 minutes at 350 degrees. The oxford dictionary has a good verb section to use.
· Discuss family traditions and foods made for these occasions. Have the parents describe their favorite tradition and meal. Help them develop the vocabulary they need. Ask questions to understand the tradition. Share you own. Help them to write down a description of their favorite traditon and/or meal. This is in preparation for the work that they will do with their children. (15-20 min)
6:30-7:30 PACT Time (Parents And Children Together):
1. The parents should've rehearsed a little about their favorite tradition/food with you. Now it is time to share with their children—in English. The children will have worked on this themselves and be ready to share with the parents as well. After discussing these things in English with each other, they can write it down and illustrate their favorite foods and traditions to put it into the scrapbook. They will also need a little time to glue their pictures into their scrapbook from last week and finish their autobiographies and family trees. Since there is so much to do, there may be less time for reading together. Please do this at the end. Pick a story from the Carmen Lomas Garza book about food. Ask questions to connect their experience with the story.
Homework: They will have to write out their favorite recipe to bring for next time. I will have a sheet to hand out to them on which to put the recipe(s) and with directions. I will encourage them to bring their favorite dish next time if they can.
Monday, February 2, 2009
Week 2 Plan from Heather
Today is all about family stories-- I have handouts to guide you that I found from a great literacy support website (so please excuse the headings on the worksheets). I have attached them to this email and will have hard copies available to you tonight.
Time with Parents:
You can warm up with talking about movies and books and then move into discussions about describing people (i.e. family members) and even types of clothing. Then you can move to Sed de Saber and review descriptions (book 1) and/or work through book 5 (especially talking about weekend plans and celebrating holidays). You can begin working on Autobiographies of the parents if there is still time
Time with Parents and Children:
We are still going to read together and then work on the La Familia albums (they will be handed out tonight). The first few pages will include autobiographies of each member (we will take pictures of them individually and as a family to put in the albums). The family tree will also be added and we will begin working on an illustrated family story (which will be completed for homework)
You are welcome to adjust this lesson plan to best fit the needs of the family you are working with.
I appreciate all of you hard work and patience as we continue to make this program better.... I found a great free online course for you (if you have time) that deal with adult literacy. Check out http://literacynetwork.verizon.org/Thinkfinity-Literacy-Network-H.10.0.html then scroll down on the right you will see free online courses then select "principles of adult learning" and set up a free account.
I would love to know what you think of this and if it should be added as a part of orientation next time around.
If you have any questions/concerns, please let me know. Also, feedback will be digital from now on (we have way too many papers). Make notes of your evening and I will send out a form tomorrow. In the future, perhaps we can make a survey sheet that is more user friendly and you can just log in and comment... what do you all think?
Best,
Heather
Time with Parents:
You can warm up with talking about movies and books and then move into discussions about describing people (i.e. family members) and even types of clothing. Then you can move to Sed de Saber and review descriptions (book 1) and/or work through book 5 (especially talking about weekend plans and celebrating holidays). You can begin working on Autobiographies of the parents if there is still time
Time with Parents and Children:
We are still going to read together and then work on the La Familia albums (they will be handed out tonight). The first few pages will include autobiographies of each member (we will take pictures of them individually and as a family to put in the albums). The family tree will also be added and we will begin working on an illustrated family story (which will be completed for homework)
You are welcome to adjust this lesson plan to best fit the needs of the family you are working with.
I appreciate all of you hard work and patience as we continue to make this program better.... I found a great free online course for you (if you have time) that deal with adult literacy. Check out http://literacynetwork.verizon.org/Thinkfinity-Literacy-Network-H.10.0.html then scroll down on the right you will see free online courses then select "principles of adult learning" and set up a free account.
I would love to know what you think of this and if it should be added as a part of orientation next time around.
If you have any questions/concerns, please let me know. Also, feedback will be digital from now on (we have way too many papers). Make notes of your evening and I will send out a form tomorrow. In the future, perhaps we can make a survey sheet that is more user friendly and you can just log in and comment... what do you all think?
Best,
Heather
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