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Training and
Continuing Education
 
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MODULE 6: PRACTICUM ASSIGNMENT
Assignment
Annex A - Form Letter:
Practicum Assignment
Annex B - Lesson Planning
Form
Annex C - Lesson Closure
Form
Annex D - Tutor Assessment
Form
If
you have not already done so, please contact a literacy program
in your area. Click here to see our directory of adult literacy programs
in Manitoba and their contacts. Or, if you would like some assistance
in arranging a practicum setting, please contact
us. We often have up-to-date information regarding which
programs are willing/able to take on novice tutors in your area.
Once you have made contact, please give the letter at Annex
A to the Director of the program you have chosen for your
practicum assignment.
Assignment:
1.
Write a paragraph
or two about yourself, describing why you are interested in
tutoring and what your expectations are.
2.
Interview the
program staff and write a description of the program; that is,
location, hours, number of staff and volunteers, mandate/services
(e.g., academic upgrading, employment, general literacy), policies
regarding volunteers (hours expected, training, etc), and learners
served (e.g., serve adults only or children as well, serve one
culture only such as Aboriginal).
3.
Interview a
learner. Your goal is to get to know this learner both personally
and in terms of their general literacy abilities and goals.
As you are new, we only ask that you attempt to discern in general
terms what level they are at in terms of their reading and writing
skills (versus a complete assessment of all literacy skills
including spelling, numeracy and computer). A chart has been
provided below which will give you a basic description of skill
levels in terms of reading and writing. Please also ensure that
you read through the section on assessing and interviewing (Pp.
14 -19 and Appendixes A, B and C) in your Journeyworkers
resource.
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Level
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Description
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Reading
should focus on ...
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Writing
should focus on ...
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Stage
One
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The learner
cannot read much or at all, can barely sign his/her name,
and has difficulty with simple reading and writing tasks
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learning the alphabet (i.e., sounds, consonants, vowels)
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developing a bank of sight words
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reading the days of the week and months of the year
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reading words from the same family (e.g., sat, bat, rat
...)
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beginning to sound out words
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reading short vowels in 3 letter words (e.g., pin, let,
fan ...)
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recognizing silent letters in common words
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reading the letter "y" at the beginning of a
word (e.g., yellow), and at the end (e.g., cry)
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stopping reading at a period
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telling the number of syllables in a word
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telling the main idea of a story
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printing and signing own name
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copying from printed material
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putting words in alphabetical order
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composing short sentences
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forming plurals by adding "s"
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forming new words by adding the suffixes "s",
"ing", "er",
and "ed" to root words
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filling out forms requesting basic identification information
(e.g., last name, first name, address, postal code, telephone
...)
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writing the days of the week and months of the year
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spelling words in a "family" (e.g., hot, not,
cot, lot ...)
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Stage
Two
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The learner
can do some independent reading, write simple sentences
and paragraphs, but is somewhat hesitant and are uncomfortable
with the process of reading and writing, s/he is most
likely an intermediate level learner.
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beginning to use context clues to guess unfamiliar words
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reading more words on sight
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reading cursive script
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reading common abbreviations
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reading long vowel sounds in 4-5 letter words ending in
"e" (e.g., flame)
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reading words that start with consonant blends (e.g.,
br, str, pl...)
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starting to read words with double vowels (e.g., seed,
each, rain ...)
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beginning to use the dictionary
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telling the order of events in a story
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writing capital and small letters appropriately
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forming plurals by adding "s" and "es"
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using abbreviations
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writing paragraphs
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use verb tenses correctly
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filling out more complex forms
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learning to write a letter and fill out an envelope
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using simple punctuation
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using contraction (e.g., can't, won't)
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writing numerals as words (i.e., for cheques, etc)
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Stage
Three
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The learner
can read and write longer sections of texts, are organized
in their writing and comprehend most of what they read.
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predicting an unfamiliar word from context
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knowing that some words have more than one meaning
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scanning text for meaning
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beginning to enjoy reading
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looking up words in the dictionary
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finding names and numbers in the phone book
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finding information organized in charts or tables
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reading a map
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becoming familiar and comfortable with the writing process
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becoming familiar
with letter formats
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spelling at a high level of accuracy
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using abbreviations and punctuation correctly
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writing longer stories
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organizing information clearly and concisely
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Once
you have completed your interview, please:
- Write up a description of the
learner, much like the ones in Section
2.4. Include the learner's background, goals, personal
interests, and possible barriers to learning.
- Identify the general level at
which the learner is at in terms of his/her reading and writing
skills.
- Plan two lessons that integrate
reading and writing into activities that will be of interest
and benefit to this particular learner, and are at the appropriate
level. Use the blank lesson plan form provided at Annex
B, and be sure to include at least one of the techniques
described in Section 4.3.1 - Reading and Section
4.3.2 - Writing.
- With a program staff member supervising,
teach the lessons with the learner and complete the "Lesson
Closure" form provided at Annex C.
- Ask the staff member who supervised
your lessons to complete the blank Tutor Assessment form provided
at Annex D.
·
Once you have
completed all of the above, please forward your assignment to
AL&L by any of the following methods:
- Postal Address: Correspondence Courses, 280-800
Portage Avenue, Winnipeg, Manitoba R3G 0N4
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E-mail: literacy@gov.mb.ca
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Fax: (204) 948-3104
Back to Contents
(Page updated
January 30, 2003
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