Return-Path: <nifl-4eff@literacy.nifl.gov>
Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id f95JoH003148; Fri, 5 Oct 2001 15:50:17 -0400 (EDT)
Date: Fri, 5 Oct 2001 15:50:17 -0400 (EDT)
Message-Id: <3.0.5.32.20011005161853.0080f600@mail.stroudsburg.com>
Errors-To: listowner@literacy.nifl.gov
Reply-To: nifl-4eff@literacy.nifl.gov
Originator: nifl-4eff@literacy.nifl.gov
Sender: nifl-4eff@literacy.nifl.gov
Precedence: bulk
From: Sullivans <j&jsullivan@stroudsburg.com>
To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov>
Subject: [NIFL-4EFF:1823] Re: ideas/tools for current events
X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas
Content-Type: text/plain; charset="us-ascii"
X-Mailer: QUALCOMM Windows Eudora Light Version 3.0.5 (32)
Status: O
Content-Length: 6135
Lines: 132
Debbie,
You're welcome. Go to the Immigration & Naturalization website,
http://www.ins.usdoj.gov/ where you can download the questions and forms
such as the Naturalization Study Guide, Naturalization Eligibility
Worksheet and Instructions, N-400's [application for citizenship.] Students
can also take a practice test online there. Or, the phone # is
1-800-870-3676 to place a request.
There are many citizenship prep. texts available, as well, written for all
levels. If you want music and ideas for other activities, try The Uncle Sam
Activity Kit and cassette from Contemporary Books.
Judy
At 01:29 PM 10/5/01 -0400, you wrote:
> Judy, Debbie McIntyre, ABE/GED/ESL Instructor, Peninsula College @
>Olympic Correction Center, WA. <&> wrote: Hi,
>
>I teach ESL for a community-based program in PA. I previously worked on EFF
>as a practitioner/development partner during the Citizen/Community Member
>phase and the implementation of the Performance Indicators.
>
>The news of the terrorist attack came while we were in class. Students said
>that things like this happened in their native countries, but NOT in the
>United States. A student hugged me as she left and said, "I afraid,
>teacher." After I replied, "Me, too," I began to think of what I could do.
>Perhaps my way of attempting to deal with the events has been throwing
>myself into work and integrating what has happened using EFF.
>
>On September 12, I brought in the words and tape of the song made famous by
>Bette Midler, "From A Distance." We listened, used it as a dictation, sang
>the song, and used vocabulary, etc. It seemed to make us all fe! el a little
>better. [Community Member]
>
>We began looking at the newspapers daily and the students watched the news
>on television at home. [Access to Information, Listen Actively, View
>Critically; Gather, Analyze, and Use Information] We discussed what they
>saw, heard, and read. [Speak So That Others Understand]
>
>Some of the students had seen the impromptu rendition of "God Bless
>America" on T.V. and wanted to learn the song. [Take Responsibility for Own
>Learning] I typed the words to the song that evening and taught them the
>following day. We spoke of songs that are sung with children. [Family
>Member] They also learned "America the Beautful" through listening and
>dictation.
>
>We used our picture dictionaries to look at words for natural disasters,
>crime, and punishment. Pictures include "Search and Rescue" and
>"Firefighters."
>Students could apply these to the brave workers on T.V.
>I saw referrals on the news to Redcross! .org to learn about assembling a
>Family Disaster Kit. After logging on, I realized I had the brochures for
>Hurricane, Tornado, Earthquake, Flood, and Family Disaster Kit, as I was a
>volunteer for the organization for several years. I brought them in to
>class, but first let the students brainstorm things they might need for
>themselves and their families in the event that they should be without
>power for up to 3 days. We discussed what we might put in a kit for ANY
>disaster. [Doing something seems to alleviate the fear of
>powerlessness.][Guide and Support Others, Keep Pace With Change,
>Independent Action, Access to Information, Solve Problems] [Parent,
>Community Member, Worker]
>
>Interest in the country's history and the government today has increased
>and the learners are asking lots of questions. [How Systems Work, Rights
>and Responsibilities] We started with the colors of the U.S. flag and what
>they symbolize, and each student took! home a flag from the newspaper to
>display and an American flag pin to wear. Students drew the flags of their
>native countries and shared with the class their significance. I asked them
>to identify the common goals of students from ALL countries as Workers,
>Community Members, and Family Members. [Culture, Values, and Ethics,
>Respect Others and Value Diversity] We are beginning to talk about the
>Declaration of Independence. [How the Past Shapes the World We Live In]
>Many were surprised to know that Americans had to fight for their freedom
>long ago. I am giving them some of the INS Typical 100 Questions each week.
>[They were happy to know they could answer so many just by knowing about
>the flag.]
>
>Many newspaper articles have addressed ways to talk to your children and we
>are working on one called, "For the Children, In Times of Tragedy." [Family
>Member]
>
>What I still plan to do: Stereotyping and Describing. {Using pictures
>ofpeople to guess who they are} As Family Members, how can we teach that
>sterotyping is destructive?
>I have a lot going around in my head [and some on paper] about how I will
>teach the Star Spangled Banner. Every day a student's request or an event
>changes what I will teach, as I try to let their needs and wants dictate
>curriculum.
>
>Tomorrow we are celebrating new life. A student is expecting a baby and a
>portion of our time will be spent with a little suprise shower. [Plan,
>Solve Problems, Cooperate with Others.]
>
>Gee, I didn't mean to be so long-winded, but I really appreciated the
>question, Ronna.
>
>Judy Sullivan, ESL and Family Literacy Instructor
>ProJeCt of Easton
>Easton, PA
>
>PM 10/2/01 -0400, you wrote:
>>NIFL-4EFF Colleagues:
>>
>>How are teachers handling current world events in the classroom? What EFF
>tools and resources have been helping you? (The community member role map?
>The standard Obser! ve Critically? The student writings on the roles and
>responsibilities of citizenship in the first EFF book?) How are teachers
>using the elements of EFF to respond to current events and conduct
>classroom business? Some sharing of questions, ideas and examples would be
>helpful.
>>
>>Thanks,
>>
>>Ronna
>>
>>Ronna G. Spacone
>>NIFL-4EFF Discussion List
>>rgspacone@worldnet.att.net
>>(202) 338-2703
>>
>>
>>"Effective citizens and community members take informed action to make a
>positive difference in their lives, communities, and world." (EFF Community
>Member Role Map)
>>
>>
>
>
>Do You Yahoo!?
> NEW from Yahoo! GeoCities - quick and easy web site hosting, just
>$8.95/month. Yahoo! by Phone.
This archive was generated by hypermail 2b30 : Tue Apr 09 2002 - 13:30:17 EDT