|
Update on State Initiatives
|
 |
FREE Things to Send For...
Excellent materials and service! Knowledgeable, helpful, and friendly staff.”
Marsha T. Hand
ESL/GED Instructor
Panola College,
Marshall
FREE FOR THE CLASSROOM – OLDIES BUT GOODIES
The Hire Me Guide. ABE Online (1999). Saint Paul, MN: Minnesota State Department of Children, Families, and Learning.
This is a work readiness course that has been written to supply learners with the appropriate training, information, encouragement, discipline, and support for work readiness. This course is for anyone who is looking for employment or is looking to change careers. The basic reading level of this course is 8.0.
How to Feel Good: Learning to Relax and Exercise: An Invitation. Jamaica Plain Adult Learning Program (1999). Jamaica Plain, MA: Adult Literacy Resource Institute.
This resource was produced by students at the Jamaica Plain Adult Learning Program in Massachusetts and edited by the Adult Literacy Resource Institute. Student writings cover stress and what to do about it.
People and Politics: A Civic Literacy Curriculum. Hager, Ashley (2000). Boston, MA: New England Literacy Resource Center.
Written by an adult education practitioner, the objectives of this civic literacy curriculum are for students to increase their awareness of the effect of their actions or non actions on their own well-being and the well-being of their communities; to identify the issues most important to them and select a candidate whose platform reflects their own concerns; and to write a letter to a decision maker.
Picture Stories for Adult ESL Health Literacy. Singleton, Kate (2001). Washington, DC: National Center for ESL Literacy Education.
Instructional materials include four reproducible picture stories designed to help ESOL instructors address topics that affect the health and well-being of their beginner and low-literacy students. Newcomers to the United States and adults with lower literacy tend to have the least awareness of and access to health care services, thereby running the risk of more serious and chronic health outcomes. Words are kept to a minimum in the stories to give just enough information to convey an idea without becoming too distracting for students with very low literacy. The stories are designed to be safe, impersonal prompts to allow students to discuss difficult topics, ask questions, and obtain information. As the stories are about cartoon characters, the students should not feel pressure to disclose their own experiences on the topic if they don’t want to.
Project SELF: Self Esteem for Life Fulfillment. Kansas State Board of Education (1999). Topeka, KS: Midwest LINCS.
Project SELF activities and materials are designed to raise learners’ self esteem and confidence. Lessons use a problem-solving approach, integrating self esteem and daily living skills used in social interaction, employment, learning, and family life. Assessment is provided in the form of a self esteem survey, learner checklist, and teacher checklist. Eight lesson plans are included, as well as suggestions for creating additional lesson plans. An appendix provides instructional techniques, characteristics of self esteem, and a listing of additional resources.
Spelling: A Key to Good Communication. Steckler, Melinda (1999). Kent, OH: Midwest LINCS.
These materials for teaching the basics of spelling were developed by an ABE/ASE instructor at the Dickinson, North Dakota Adult Learning Center. After researching the current formats in which spelling is taught, Steckler created this group of lessons and exercises that can be used by adult educators for a wide range of students. For example, she uses the materials with students reading at the third grade level, as well as students preparing for the GED. Lessons and exercises may be duplicated for use with students.
Teaching US History Through Feature Films. Duval, Andree et al. Boston, MA: New England Literacy Resource Center.
This resource provides an outline for incorporating videos in the classroom. For each of four films (Jeremiah Johnson, Glory, Mississippi Burning, and Casablanca), a curriculum is provided, complete with references to related learning standards. The curriculum targets basic literacy, pre-GED, and beginning to intermediate ESL classes, and can be adapted for GED classes. Funded by Massachusetts Department of Education.
Tennessee Adult ESOL Curriculum Resource Book (CD-ROM). Sawyer, Patricia, Editor (June 2001). Knoxville, TN: Center for Literacy Studies, The University of Tennessee.
The culmination of a yearlong action research project in Tennessee, this resource book includes information about the National Reporting System, competencies, and student lesson plans for all levels of ESOL students. Lesson plans are in three sections: general ESOL competencies incorporating conversational and life skills, English Language/Civics Competencies, and Workplace Competencies. All lessons on this CD-ROM are correlated with Equipped for the Future Content Standards (a separate item available free from the Clearinghouse).
The Texas Family Guide to Personal Money Management. Texas Investor Education Project (1997). Austin, TX: American Association of Retired Persons.
A workbook containing “action steps” and “notebook items” to help organize financial records, apply sound money management principles to finances and think through plans for the future.
Things to Do in the ESL Classroom Series (CD-ROM). UTSA ESL Professional Development Center (2002). College Station,TX: Texas Center for Adult Literacy & Learning.
Book 1 includes a variety of activities for grouping, “getting to know you”, and team building. Book 2 describes over a dozen activities that address reading, writing, and numeracy skill development in the context of language learning, rather than as isolated tasks. Book 3 offers advice on using classroom games, recommends commercial and Internet games, and includes 4 reproducible games developed by the ESL Professional Development Center at UT - San Antonio. The three books are available for loan as separate titles. All three books are included on this free CD-ROM.
UBUYACAR Problem-Based Learning Student and Tutor Manuals. Maricopa Center for Learning and Instruction (1996). Tempe, AZ: Maricopa Community Colleges.
Resource begins with the problem statement, “You are interested in purchasing a new vehicle. What should your annual salary be to afford the car you want?” Student Manual guides students to understand the problem, devise a plan to use the Internet to research the problem, carry out the plan using mathematical operations, and evaluate their solution. Tutor Manual provides an overview of the tutor/teacher’s role in problem-based learning, the problem-solving process, suggestions, questions, and resources.
Using Multicultural Children’s Literature in Adult ESL Classes. Smallwood, Betty Ansin (December 1998). Washington, DC: ERIC National Clearinghouse for ESL Literacy Education.
Because high quality children’s literature is characterized by economy of words, stunning illustrations, captivating but quickly moving plots, and universal themes, carefully chosen books can offer educational benefits for adult English language learners as well as for children. In addition, multicultural books honor diversity among writers and artists, give literary voice to underrepresented groups, and stimulate cross-cultural appreciation. This ERIC digest provides book selection criteria, literature-based teaching strategies, and an annotated book list for five English proficiency levels.
FAMILY LITERACY
Big Dreams: A Family Book about Reading. Goldman, Elizabeth and Adler, C. Ralph (2006). Jessup, MD: National Institute for Literacy.
This family booklet about reading is aimed at parents of children in Preschool through 3rd Grade. The simple text provides ideas for parents of all literacy skill levels to read with their children and find lessons for reading in everyday activities.
A Child Becomes a Reader: Birth Through Preschool: Proven Ideas from Research for Parents, Third Edition. Armbruster, Bonnie B. and Lehr, Fran and Osborn, Jean (2006). Washington, DC: The Partnership for Reading.
When does a child learn to read? Many people might say in kindergarten or first grade. But researchers have told us that children can begin to learn reading and writing at home, long before they go to school. This booklet offers advice for parents of children from birth to preschool on how to support reading development at home, and how to recognize preschool and day care activities that start children on the road to becoming readers. Clearinghouse Library provides free copies for Texas educators ONLY. Report is also available free by mail from EdPubs (800-228-8813).
A Child Becomes a Reader: Kindergarten Through Grade 3: Proven Ideas from Research for Parents, Third Edition. Armbruster, Bonnie B. and Lehr, Fran and Osborn, Jean (2006). Washington, DC: The Partnership for Reading.
The road to becoming a reader begins the day a child is born and continues through the end of third grade. At that point, a child must read with ease and understanding to take advantage of the learning opportunities in fourth grade and beyond. This booklet offers advice for parents of children from grades K-3 on how to support reading development at home, and how to recognize effective instruction in their children’s classrooms. Clearinghouse Library provides free copies for Texas educators ONLY. Report is also available free by mail from EdPubs (800-228-8813).
The Family: America’s Smallest School. Barton, Paul E. and Coley, Richard J. and Educational Testing Service (September 2007). Princeton, NJ.
The gaps in critical home conditions and experiences of young children mirror the achievement gaps that begin early in life and persist through high school, according to results from a new study conducted by the Education Testing Service. The study’s researchers examined the factors that influence early childhood learning and found that 33 percent of children live in families in which no parent has a full-time, year-round job. Additionally, by age four, children of professional families hear 35 million more words than children of parents on welfare. According to Paul Barton, who co-authored the report, “single-parent families, parents reading to children, hours spent watching television and school absences, when combined, account for about two-thirds of the large differences among states in National Assessment of Educational Progress reading scores.” The study suggests that in order to improve schools and student achievement, reform efforts must go beyond the public policy arena and focus on creating home and community environments that aid in educational development. Clearinghouse Library provides free copies for Texas educators ONLY. Report is also available online. www.ets.org/research/pic (Search site by title.)
Intergenerational Literacy Notebook. Carr, Karen, Project Coordinator (February 2004). Denver, CO: Colorado Department of Education.
This collection of thematically based activities for adults and their children to complete together was designed for adult education, Even Start, and Migrant Even Start programs in Colorado. A majority of the activities are designed for English language learners and are life skills based. Science and social studies activities primarily target the ABE/GED learner. Themes include: Community Services, Consumer Economics, Employment, Health, Housing, Transportation, Science, and Social Studies. Each thematic unit includes group activities as well as some that require minimal teacher support and could be used as take-home activities. Numerous reproducible elements are included. Clearinghouse Library provides free copies for Texas educators ONLY. Notebook is also available online. www.cde.state.co.us/cdeadult/iglindex.htm
Shining Stars Series. Goldman, Elizabeth and Adler, C. Ralph (2006). Jessup, MD: National Institute for Literacy.
Based on A Child Becomes a Reader (see above), this brochure is one in a series that includes activities to help build a child’s reading skills and tells a parent’s story of how a mom or dad helps a child learn to read. The Shining Stars series includes five different age-specific booklets. Each includes a checklist of ways parents can encourage their child, which can be detached and hung on the refrigerator for easy reference. Request each booklet from the Clearinghouse Library by name.
Shining Stars: Toddlers Get Ready to Read
Shining Stars: Preschoolers Get Ready to Read
Shining Stars: Kindergartners Learn to Read
Shining Stars: First Graders Learn to Read
Shining Stars: Second and Third Graders Learn to Read
 
|
