Notes from February 6th Tutor Roundtable

At the Tutor Roundtable meeting on February 6, among other things the group discussed the following tutoring concerns:

• One tutor mentioned that while her learner seems very motivated and consistently attends their scheduled sessions, she is worried about the learner becoming bored with what they are working on.

It was suggested that she may want to utilize a variety of instructional methods, connecting with various learning styles, when teaching basic skills. In this way the instructional approach is varied and the same techniques are not always used over and over.

Another suggestion was to ask the learner to write some short pieces about him or herself --often a favorite writing topic. The tutor can then use these writing samples as a starting point for basic skills instruction. The tutor-learner team could even submit the learner's writing for publication in an upcoming issue of Update, the Project Read newsletter.

Finally, it was recommended that the tutor design learning activities that are directly connected to the real-life needs of the adult learner. Even if the tutor is already doing this, it's always a good idea to remind your learner how each instructional activity is directly related to the goal, because it may not always be obvious to the learner him/herself.

• Another tutor brought up the common question of how to measure the learner's progress. The tutor mentioned that her learner likes to read very short novels from the juvenile collection because of the feeling of accomplishment he experiences upon completion, but sometimes the tutor herself does not feel that enough progress is being made.

It was mentioned that sometimes a volunteer tutor needs to let go of his or her own definition of progress and instead focus on what the learner sees as progress which is significant for them. Even seemingly small achievements, like finishing an 80-page book for example, can be huge for the learner. And regularly looking back at all the accomplishments important to your learner can help him or her maintain their motivation and commitment to learning.

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Please join us for the next Tutor Roundtable meeting scheduled for Tuesday, March 2, at 6:00 PM in the Project Read Conference Room.

Notes from January 5th Tutor Roundtable

At the January 5th Tutor Roundtable meeting, four Project Read volunteers discussed a number of pertinent topics. Here are just a few...

• A newly-matched tutor mentioned that her learner missed 3 out of 5 scheduled tutoring sessions in December. Although she seems motivated, the tutor is concerned about the developing pattern.

One long-time tutor and current Tutor Contact said that from her experience many pairs have difficulty getting together during the holidays. The Tutor Contact also suggested that the Project Read staff may need to call the learner and make sure she is serious about making a commitment to the program.

• Another tutor spoke about the work she and her learner are doing to improve comprehension. Her learner has chosen a biography to read and as he moves through the book, the tutor is asking various questions to check for understanding. She asked the fellow tutors for ideas about what to do when the learners answers are incorrect.

One suggestion was to ask the learner to point to the portion of the reading that supports his answer to the question. Also, there might be some value to discussing the types of questions which we ask when checking for understanding--literal, interpretive, and active. Other suggestions for teaching comprehension included using the free Wednesday Night Readers book selection which includes comprehension questions, and using the New Readers Press publication News for You which provides comprehension checks for the easy-to-read weekly news articles.

• The Tutor Contact attending the meeting was asked to offer a few suggestions for new tutors based on her years of experience answering questions of Project Read tutors.

She said that from her experience, the relationship that develops between the tutor and learner is crucial to the success of a match. She believes that the learner must develop trust in his or her tutor and also needs to feel that the tutor is a friend.

Notes from September 1st Tutor Roundtable

At Project Read's September Tutor Roundtable meeting there was a lively discussion by the tutors concerning a variety of instructional topics.

• One tutor mentioned that he and his learner had been working on the topic of African-American history. His learner enjoys doing research on the Internet and they have found a wealth of reading material while using the Project Read computer lab. When his learner has trouble with a word, they focus on breaking it down into syllables. It was suggested that they might also look at the 3rd floor Project Read collection at the Main Library which includes many easy-to-read books on the subject of African-American history.


• Another tutor has been helping her learner focus on pronouncing and writing word endings correctly. To do this they have been spending time breaking words down and looking at spelling patterns associated with the common word endings.


• The challenge of teaching grammar was also discussed. A tutor mentioned that he has had success using Write All About It, a comprehensive grammar workbook available FREE in the Project Read office for tutor-learner teams. He and his learner will soon start working on the learner's goal of writing personal letters--a good opportunity to reinforce grammar skills introduced in the workbook.


• The tutors also discussed ways to encourage learners to get their thoughts down on paper. One method suggested was the good old mind mapping technique introduced during tutor training. Another reminder was to always begin with a topic of interest to the learner or bring in photos or newspaper articles for the learner to respond to in writing.


• One final tip offered by a tutor was on the topic of planning the tutoring session. She said that initially her sessions had been one and a half hours in length, but she found that a lot of time was being consumed by chit chat before the actual instruction could begin. She decided to simply add that time to the overall session length. She's meeting with her learner for two hours now, but making sure that a smooth transition occurs between the time for socializing and instruction.

Notes from August Tutor Round Table Meeting

On Saturday, August 2, six volunteer tutors came together to discuss their tutoring experiences at the monthly Round Table Meeting. Here are a few of the topics that were discussed along with the instructional strategies that were suggested.

One tutor mentioned that his learner continues to struggle with word recognition and spelling of relatively simple words.

• It was suggested that the tutor-learner team might try using the Ultimate Phonics software in the computer lab to further reinforce the basics of sound-symbol relationships and spelling patterns.
• Another suggestion was to work dictionary skills into the tutoring sessions so that the learner can better understand how to identify syllables and pronunciation.
  
• Another good idea involved teaching spelling and vocabulary words from materials that correspond to the interests and goals of the learner. In this way, the learner will be more motivated to learn the words.
  

A tutor in the meeting mentioned that he could use some fresh approaches to helping his learner improve basic writing skills.

• One tutor suggested asking the learner to write about TV show they view regularly. This exercise would make writing easier since the subject is something they have a great interest in.
• Another suggestions was to use the picture response method to generate a writing sample. The tutor might use photos from the newspaper, magazines, or even personal photos that the learner could bring in.
• It was also suggested that perhaps the learner could get involved with the Wednesday Night Readers Book Club and find some interesting reading material to write about. Learners who participate in the book club also have access to the unabridged audio book so even if they might struggle with the reading level, they can still listen to the story and write about their reactions.
  

Notes from June 7 Tutor Round Table

At the June 7 Tutor Round Table meeting, eight volunteer tutors covered a wide range of topics relating to the instruction of their adult learners. This well-attended discussion was an example of a Tutor Round Table at its best. Each tutor described a particular challenge they were facing and then they heard from other tutors who offered a number of fresh ideas that could be put to use. The tutors also had a lot to say in praise of their adult learners who are making strong commitments to learning, taking on new goals, and making notable progress. Here are a few tips offered by tutors (and staff) at the June 7 meeting:

On teaching writing skills:

• Try working on writing assignments associated with real life needs -- thank you notes, wedding vows, work related e-mail, etc.
• As a motivator, discuss contributing a piece of writing for publication in the Project Read newsletter.
• If your learner has trouble completing writing assignments at home, make writing a part of your tutoring session and use this material for instruction.

On G.E.D. preparation:

• Help the adult learner establish a system or structure for studying that works with their particular learning style.
• Help the adult learner understand that passing the G.E.D. can be a long term goal, but that it's one that is easy to break down into the necessary short term objectives. The Project Read book collection at the Main has a good selection of materials to help the tutor-learner team with this goal.

On word recognition:

• For as learner who has no interest in memorizing phonics & spelling rules (and there are probably many of those) try using the software available in the computer lab, specifically Spell It Deluxe and Ultimate Phonics. These programs teach spelling and phonics in a fairly non-threatening way with a lot of built in practice and repetition.
  
• Use word pattern exercises, or try using the very helpful book called Say the Word: a Guide to Improving Word Recognition Skills available in the Project Read office.
  
• Use pleasure reading materials as a basis for word recognition instruction. For learners participating in the Wednesday Night Readers book club, the tutor-learner team can work on problem text throughout the month as part of their regular tutoring sessions.
  

Notes from August Tutor Round Table Meeting

The Tutor Round Table meeting on Tuesday, August 7 was very well attended. Here are some of the topics which were discussed:

• One tutor spoke about the difficulty her learner has in distinguishing the difference between certain sounds and spellings, for example: when/went.

Some of the instructional ideas suggested by those attending the meeting included: using multi-sensory techniques to reinforce these word pattern & sound differences; making sure to reinforce the instruction by consistent weekly review; and using a formal, structured approach to teaching these skills by using one of the free instructional books available in the Project Read office.

• Another tutor mentioned that her learner makes a lot of reading errors because he/she is simply trying to read too quickly.

One suggestion was to utilize the Duet Reading technique in which the tutor and learner read a text simultaneously with the tutor setting the pace. By reading more slowly and emphasizing punctuation, the learner will get in the habit of doing the same when he/she reads on their own. Another suggestion was for the tutor to tap out a slower rhythm that the learner can follow when he/she reads.

• A tutor mentioned that although she has tried to get her learner interested in joining the Wednesday Night Readers Book Club, there hasn't been a book that has looked interesting to the adult learner.

It was mentioned that there are a wide variety of books, covering many genres, and that although each title won't interest all learners, sooner or later there will be something that grabs their attention. One of the tutors spoke about the routine she uses to prepare her learner to attend the book club. They spend some time each week in their sessions discussing the reading, going over difficult vocabulary, and looking at the discussion/comprehension questions provided for each selection.

• A tutor mentioned that her learner still has difficulty with reading comprehension and understanding the basic information contained in a story or article.

A tutor mentioned the useful tool of visualization--asking the learner to visualize what they are reading as they go. Other successful techniques to increase comprehension include paraphrasing what was read, mind-mapping, and asking the learner to look for specific information contained in the text before they start to read.

Tutor Tips from the March 31 & April 3 Round Table Meetings

At the first ever Tutor Round Table meeting held on a Saturday, tutors discussed the following topics:

• A tutor mentioned that she and her learner are primarily focusing on basic spelling skills and asked for ideas to enhance her instruction.

One method that was discussed was using word patterns to help the learner understand the common ways of spelling the sounds found in the English language.

A tutor also mentioned the importance of bringing multi-sensory techniques into the spelling instruction. One way of doing this is using word tiles (available in the Project Read instructional aids area of the office) or even index cards that can be moved about on the table thus providing kinesthetic reinforcement to what is being taught.

And someone mentioned that repetition is always an important component of instruction. We didn't learn a new literacy skill by doing something only once so why should we expect our adult learners to do so.

• Another tutor shared some excellent ideas she had for teaching her learner how to print legibly.

To help him remember how to leave enough space between the words he writes, she suggested that he use the erasure end of his pencil as a guide, making sure that there is the space of the erasure between each word.

When teaching her learner how to correctly gage the relative height of upper and lower case letters, she reminded him that lower case letters are one half the height of upper case on the page. For even more assistance in teaching writing, the Project Read office has lined classroom paper available for tutor-learner teams.

• Tutors also engaged in a helpful discussion of how to teach writing skills.

One tutor mentioned that when her learner turns in a writing sample, 70% of the words he has written might be misspelled. Because of this, she sometimes feels overwhelmed at how much there is to teach.

Other tutors in the meeting reminded her that it is a good thing that her learner has gotten to the point of getting his thoughts down on paper. This is a big step for many adult learners who are very unsure of spelling and grammar. And it is the first essential step in working on what needs to be taught.

One way to approach correcting the learner's many writing errors may be to look for common patterns which can be addressed rather than to try and focus on each individual error on the page. Are there word/syllable sounds that the learner consistently spells incorrectly? If so, try working on some word pattern exercises so he can begin understand the pattern for spelling these sounds. Similarly with punctuation, you can begin to address the forms of punctuation which are giving the learner the most difficulty one at a time.

The Project Read instructional resource collection has some excellent materials to provide a more structured approach to teaching these skills: Patterns in Spelling and Write All About It are two good examples.

At the April 3 Tutor Round Table meeting, tutors discussed these topics:

• A tutor spoke of the challenge she is having as she tries to teach her learner how to improve his comprehension skills. She is already doing pre and post reading activities for each reading selection they work on.

One suggestion was to ask her learner a specific question about what he is about to read--a literal comprehension question which he can find the answer to within two or three sentences of the text. This may help him stay more focused on what he is reading as he looks for the answer to your question.

A good resource to help teach comprehension skills is Help Yourself: How to Take Advantage of Your Learning Styles by Gail Murphy Sonbuchner. This book includes an excellent chapter covering strategies to help adult learners enhance their understanding and retention of what they read. This book is part of the Project Read instructional resources collection, located in the office, and it is available free to tutor-learner teams.

Notes from March 6 Tutor Round Table

The March 6 Tutor Round Table meeting was attended by both experienced tutors as well as a tutor who had just been matched with her adult learner. Here are some of the topics which were discussed:

• A tutor who is working heavily on writing skills with his learner mentioned that the free instructional workbooks available in the Project Read office have been extremely helpful. He specifically mentioned Write All About It (student book and teacher's manual) which he found useful in teaching basic grammar skills using a very structured approach.
• Another tutor mentioned that the specific writing skills which need to be taught really depend on the goals of the learner. Her learner's writing goals are limited so she and her learner are not currently working on the higher level grammar skills.
• One tutor in attendance mentioned that her learner may have some learning differences which make decoding individual words even more challenging. It was suggested that patience, repetition, and the use of multi-sensory instructional techniques are the keys to assisting these learners. She went on to say that her learner does feel that he is making real progress and she can see it too.
• There was also a discussion of how to effectively praise an adult learner. One tutor mentioned the importance of varying your response. As an example, here's a link to a great list called 101 Ways to Say "Good Job" http://www.bozeman.k12.mt.us/humanresources/sub/101ways.html . It was also suggested that a tutor's praise could be focused on specific things the learner is doing right. For example, if your learner spells a contraction correctly for the first time, point to the word and mention that he/she did a great job so that the correct spelling is reinforced.
• Finally, there was a discussion of where to obtain news and current event articles that are accessible for adult learners. Some suggestions included: USA Today (written at a slightly easier reading level than other newspapers, and with more pictures), News For You (a weekly newspaper published for adult learners, available in Project Read office), Readers Digest, and the California Distance Learning Project link on the Project Read computer lab homepage - http://www.cdlponline.org/ - which includes articles and comprehension exercises on a wide range of topics.

Tips for Tutors from the February Round Table

Here are some of the topics discussed at the February Tutor Round Table meeting:

A tutor discussed the challenge of helping her learner break some old habits which were developed over many years of trying to get by with limited reading skills. For example her learner often guesses at words rather than taking the time to decode them.

• The tutor mentioned that she often simply reminds her learner that it's okay to slow down and not be in a rush to finish a piece of reading material. In doing this, her learner is paying more attention to what is being read and doing less guesswork.

We also discussed the use of a structured workbook to teach basic reading skills.

• One tutor mentioned that she wasn't sure how her learner would respond to working with the Patterns in Spelling series. She was happy to find that the learner enjoyed the structured lessons and the ability to look back at previous exercises to see what had been accomplished. Using the workbook also gave the tutor some needed support in teaching some very basic skills.

There was also a discussion of which dictionaries are easier for learners to learn to use.

• A few tutors commented that the more advanced dictionaries were often overwhelming to beginning readers, especially all the abbreviations indicating derivation and parts of speech which often follow the word.


• Two dictionaries, available to all learners, which are slightly easier to use are:

Beginner's Dictionary of American English which not only has examples of the word used the context of a sentence. The downside of this dictionary is that it's missing many words found in other, more advanced dictionaries.

Webster's New World Portable Large Print Dictionary which is easy on the eyes but heavy in the backpack or book bag. It has simply written definitions with less detail than dictionaries having regular size font.

Tips for Tutors from the November Round Table Discussion

At the monthly Tutor Round Table discussion, tutors had a lot to say about the following topics:

On encouraging their adult learners to write...
One tutor said her learner showed immediate interest in writing in a Response Journal. The learner's first entry was a page long! The tutor and learner will pass the journal back and forth responding to what each other have written. The tutor was careful to remind the learner that what she writes in the journal doesn't have to be perfect; spelling and grammar are not as important as just getting thoughts down on paper as a first step.

Another tutor at the meeting mentioned that his learner is quite comfortable taking risks when writing, which of course is a great way to learn. His learner turns in as many as 3 or 4 pages of written material which the tutor-learner team then goes over to look for random mistakes and patterns of errors. His learner is highly motivated to start working on punctuation and grammar.

A third tutor at the meeting said that her learner is less comfortable sharing the very personal things that she writes about in her journal. She keeps her journal writings to herself and uses what she writes as a way to deal with life's challenges. Everyone agreed that writing as often as possible, even when material is not shared with the tutor, is a step in the right direction.

On improving comprehension skills...
A tutor at the discussion asked about methods she could use to help her learner improve her comprehension skills. The importance of working on pre-reading activities was discussed. Ideas that were shared included: using a Mind Map to brainstorm vocabulary that the learner already knows regarding the topic he/she is preparing to read about; asking specific literal comprehension question before the learner reads so that he/she stays focused while looking for the answer to the question; using photos accompanying a book or article to generate a pre-reading discussion of what the material might be about; scanning the reading material to locate words that might be difficult for the adult learner--this can be done beforehand by the experienced tutor who knows the vocabulary that is likely to challenge the learner or together as a tutor-learner team before the material is read by the learner.

Notes from October Tutor Roundtable Meeting

Two topics dominated the discussion at the Tutor Round Table Meeting on October 3rd.

• One tutor asked why his learner may still be having trouble decoding simple sight words even after the tutor points out the error.

A discussion followed about the importance of repetition and ongoing reinforcement of basic skills in the tutoring sessions. For most learners, it is not enough to address an error on a one-time basis. Instead, the problem words should be worked on at each session until the tutor is convinced that his/her learner can successfully decode and spell the word. In this effort it's important for the tutor to utilize multi-sensory techniques so that the learner is not only seeing the word on flash cards but also hearing it, and working with it in a kinesthetic, or tactile way (Scrabble tiles, tracing letters on desk or in the air, etc.). As tutors we sometimes forget that learners have a lifetime of making the same errors over and over because they never learned the basic skills necessary to be successful readers and writers. We can't expect them to learn these skills if we only address them once in a while during the tutoring sessions. It's the tutor's responsibility to create a lesson plan based on the needs of the learner and to follow through with that plan, providing the necessary repitition and reinforcement, at each meeting.

• Another tutor at the Round Table asked for ideas she can use to address her learner's goal of reading for pleasure.

One tutor suggested that she talk with her learner about getting involved in the Wednesday Night Readers Book Club. Even if some of the books being read are a bit challenging for the learner, she/he can also listen to the recorded book (also provided FREE to all learners) and still participate in the monthly book discussion. The learner-friendly environment of the book club is a wonderful opportunity for learners to express their thoughts about what they have read and hear differing opinions from their fellow learners. The book club experience can really enhance the reader's enjoyment of a book. Previous book club selections, both books and tapes, are also available in the Project Read office to be checked-out by tutor-learner teams. For the October 25th Wednesday Night Readers meeting, learners and tutors are reading Something Wicked This Way Comes by Ray Bradbury (books & tapes still available in the office). For the November 29th meeting, the group will be reading God Rest Ye Merry Soldiers: A True Civil War Christmas Story by James McIvor.

Tips for Tutors from the September Round Table Meeting

At the Tutor Round Table meeting on September 5, those attending engaged in a lively and informative discussion. These are some of the topics that were covered:

• A tutor discussed the difficulty she has with putting together a long-range instructional plan when at each session her learner seems to have a reading or writing task that must be addressed immediately--often work-related.

One excellent suggestion was to keep track of the basic skills that these work-related tasks involve and at some point sit down with the learner, look at the list, and prioritize which skills are most important to the learner and which ones he or she would like to start working on first. Then create a long-range plan to teach those skills and work through that plan at each tutoring session.

• Another tutor brought up the challenge of motivating his learner to set goals and stay focused on those goals from session to session.

A tutor suggested this simple mental exercise that might help the learner understand the commitment needed to reach his or her personal goals. The suggestion was to ask the learner if she or he has ever decided to learn or accomplish something, worked hard at it, and ultimately been successful. This can include just about anything in life--learning to play an instrument, learning to fix a car engine, completing a rehab. program, etc. Then ask them to describe what they did to be successful--what commitment did they make, and how much time did they devote to reaching this goal? Then, the learner can think about applying the same time and commitment to the reading and writing goals that he or she has set.

• A tutor asked for ideas for helping his learner organize his thoughts so that he will be able to write as clearly as he speaks.

One creative suggestion was to have the learner record himself as he tells a story, and then ask the learner to use the recording as a basis for completing a writing exercise. And don't forget to praise the learner for his excellent vocabulary and speaking skills. Spoken language, after all, is the starting point for all writing.

The September Round Table discussion was a great example of just how helpful and informative these sessions can be. Everyone attending offered their suggestions, based on their own tutoring experience, and helped their fellow tutors find new ways to address a variety of instructional challenges. So come by and join the discussion at one of these upcoming Tutor Round Tables -- October 3 and November 7 (6:00 PM in the Project Read Conference Room).

Tips for Tutors from August Tutor Round Table

A newly-trained tutor from the July tutor training class joined the round table for the first time on Tuesday, August 1st. This turned out to be an excellent opportunity for her to get some great advice from the more experienced tutors at the table--exactly what the Tutor Round Tables are designed to do! Here are some of the questions she posed and the excellent responses she received.

• How did you break the ice with your learner during your first meeting? One experienced tutor mentioned that it's always a good idea to talk a little bit about yourself and what brought you to Project Read as a volunteer. Another good suggestion was to bring the learner's Goals Sheet, which you received from the office, and have a discussion about which goals are most important to the learner and need to be worked on first.
• How will I learn which instructional techniques work best for my learner? The experienced tutors all said that patience is the key. It doesn't happen overnight, but after a few sessions, you will get to know how your learner learns best and the techniques that resonate with his/her learning strengths.
• How do I encourage my learner to use the computer lab, especially if he/she has never used computers before? One tutor mentioned that the process by which a new learner receives a Lab License is designed to make any learner comfortable with the hardware and software found in the Project Read computer lab. This step-by-step introduction to the lab can be completed with the help of a staff member, or with the tutor there as a coach. Another tutor made the comment that the computer lab is there to reinforce what you are already doing in your tutoring sessions, and learners that have the motivation and time to utilize the lab in between tutoring sessions can make even more progress towards their goals. There are adult learners who do not regularly use the lab, so it is not absolutely necessary to the one-to-one instructional program. A tutor at the Round Table mentioned that she and her learner had not yet gotten around to working in the lab, but she was intending to go to the lab with him at an upcoming tutoring session.

Tips for Tutors: Topics from the Tutor Round Table Meeting on June 6th

At the Tutor Round Table meeting in June we discussed some common challenges faced by Project Read tutor/learner teams.

• One tutor at the meeting mentioned that her learner has difficulty understanding how and why punctuation is used. This problem occurs when reading and writing.

One suggestion offered involved using the technique of DUET READING to help the learner understand how punctuation is used to add meaning to any style of writing. As you recall in duet reading the tutor and learner read a text simultaneously. In this way, the learner can begin to hear how punctuation influences the flow of reading and the meaning of what is being read.

To help beginning writers understand the nuances of grammar and punctuation we have handy FREE books available in the Project Read office. Two that might be hepful are: Punctuation Power: Punctuation and How to Use it, and Write All About It.

• We also discussed the challenge of teaching an adult learner about the structure of writing and how important it is to express oneself clearly in order for others to undersand what you've written.

It is always important to get the adult learner writing as much as possible. Even if the writing is done in a personal journal which is not shared with the tutor, this is still a valuable exercise for the leaner because it helps him or her become comfortable getting their thoughts down on paper. Other writing strategies you might try include dialog journals that are passed back and forth between the tutor and learner, and response writing in which the learner is writing his or her thoughts in response to a picture from a newspaper, magazine, or photo album.

• Another tutor spoke about the word substitutions her learner often makes when reading aloud. The word substituted will often have just one incorrect letter which of course creates an entirely different word. For example the word blend may be substituted for the word bend.

It was suggested that the tutor might ask that the learner read the sentence again and hope that the mistake is corrected using the contextual clues in the sentence. Also, the tutor can isolate the misread word and create a quick word pattern exercise to show the difference between the correct word and the word that was read.

Join us for the next Tutor Round Table Meeting on Tuesday, July 11, from 6:00 - 7:00 pm in the Project Read Conference Room.

Tips From Tutors

At the Tutor Round Table meeting on April 4th, we discussed...

• What to do when learners guess at words when reading or writing, and the words they are guessing are not phonetically similar to the correct word. One suggestion made was to help the learner understand the sound-symbol relationships of the difficult word by working with word patterns. Together build a list of other words containing the same ending sounds, but with different beginning consonants, so that the learner can see the pattern for spelling the sound.
• How to encourage reluctant writers. One of our tutors brought in a fun and helpful book that can assist anyone suffering from writer's block. The title is: The Write Brain Workbook: 366 Exercises to Librarte Your Writing by Bonnie Neubauer. Here's what the publisher has to say: "Provides 366 10-minute exercises to build momentum and turn off the left side of the brain. Helps readers generate work by painlessly leading them into new writing every day. Stimulates creativity with a stunning color package and easy-to-approach prompts." We will try to order a few copies of this title to have on hand in the Project Read office.

Tips From March 7, 2006 Tutor Roundtable

We had a wonderful Tutor Roundtable on March 7, 2006 with tutors Lucille, Alla, Joe, Michele, and Fedra.

Here are some tips that came out of that meeting.

• Don't just teach spelling and grammar rules. Build interesting lessons around the rules.
• NTC’s Easily Confused Words by Deborah K. Williams is a very useful book. It can be found in the Main Library's International collection. Project Read is going to order some copies and will make them available in the office.
• It can be very beneficial to sessions if a tutor keeps things organized and structured.
• Add some variety to your tutoring sessions. Do some different things to keep it interesting.
• Use the SFPL Learning Express online materials. There is a direct link from the Computer Learning Lab Links page.
• It can be an effective writing strategy to do some lessons around writing directions (driving, cooking, using a computer program, or anything that is of interest).
• Don't get discouraged if it seems like progress is slow. It takes time - just keep at it. Practice leads to increased fluency and improved skills.
• If a learner can't meet consistently and / or doesn't have the time to do outside activities that reinforce what is learned in the sessions - then perhaps it is not the right time for that learner to be in our program. He/she can take a break and resume tutoring when his/her schedule can better support ongoing tutoring.
• Request: Could Project Read create some kind of organized method for accessing old and late breaking tutor tips and other resources?
• Response: Yes, we are working on a blog. In fact, here it is. Enjoy!