Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id fALLNG006544; Wed, 21 Nov 2001 16:23:16 -0500 (EST) Date: Wed, 21 Nov 2001 16:23:16 -0500 (EST) Message-Id: <a05100308b821c630270f@[206.172.98.90]> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: Pauline McNaughton <pmcnaughton@language.ca> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:6746] Re: Illiterate in primary language X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset="us-ascii" ; format="flowed" Status: O Content-Length: 4853 Lines: 101 The Canadian Language Benchmarks 2000: ESL for Literacy Learners lays out the progression of reading, writing and numeracy skills for ESL adults who have little or not literacy skills in their first language. The benchmarks are descriptions of what ESL Literacy students are able to do at various stages of their development - divided into Foundation Phase, then Phase I, II and III. The Foundation Phase sounds like where you are beginning with this gentleman. I am quoting some portions from the above book that may be helpful. If you'd like to obtain a copy please email info@language.ca for information. EXCERPTS FROM FOUNDATION PHASE OVERVIEW "The Foundation Phase describes a small minority of beginning ESL Literacy second language learners who need to develop and practice the specific visual and motor/mechanical skills that are needed in the pre-reading and pre-writing literacy processes. Pre-reading and pre-writing concepts may need to be explained in their first language by interpreters if learners lack previous reading experience or are unable to make the connection between what is learned in English and what they already know in L1. READING A Foundation ESL Literacy learner may have limited or no understanding of: - reading readiness concepts such as the connection between the real world and oral language and print - reading conventions such as left-right or top-down directionality A learner in this phase has: - no understanding of letter/sound correspondence - no ability to phonetically decode or sound out new words - very little or not sight word recognition except for a small number of familiar words in predictable contexts related to immediate needs WRITING A Foundation ESL Literacy learner in this phase has no ability to phonetically enclode and write unfamiliar words and may be unfamiliar with: - the basic mechanics of writing at the level of letter, numeral or word, such as holding a pencil, tracing and copying - basic writing conventions, such as where to write on the page or line, and the importance of spacing between letters and words -pre-writing concepts, such as the understanding that language can be ordered, structured and captured graphically to make meaning SOCIOCULTURAL AND LINGUISTIC CONSIDERATIONS The learner will understand (with the help of an interpreter if available) - the importance placed on the written word in Canada - the importance of carrying ID such as a health card - the importance of being able to spell name and address in case of a 911 emergency call or finding one's way home if lost -the relevance of pre-writing activities which provide a necessary base for developing writing skills - that literacy skills develop along a continuum over a long period of time - that in a Canadian classsroom they may have to deal with --- sitting at a desk or being indoors all day --- a teacher/student of the opposite sex --- a young teacher EXCERPTS FROM READING FOUNDATION PHASE - INITIAL (THERE IS ALSO A DEVELOPMENTAL) Sample Tasks include: Naming realia and pictures - pick up, point to or show realia, pictures/photos, or geometric symbols or pseudo letters - play games such as Simon Says, Bingo, Memory, Tic Tac Toe - sing songs or chant - cut out / match pictures from flyers and paste them on a worksheet or poster - go on a mini field tgrip of the site to find same/different items - participate in interactive activities to look for items that are different or same/different - sort items into piles Left-right and top-down directionality - arrange pictures according to teacher stimulus, on a boxed grid, to show left-right, top-down directionality - cut, pastse and arrange visuals on instructgor made worksheets according to model - play games - listen to teacher and point to or arrange the correct picture showing left-right, top-down directionality - listen, point to or arrange pictures to follow left to right, top-down sequencing of events in a story or a story on a tape - make a class picture book of eventgs based on field trip or classroom experience, such as making a fruit salad - participate in total physical response activities modelled after a series of pictures placed in a left-right, top-down sequence, such as miming morning routines Letter names - read aloud the name of the letters on flashcards in small groups, pairs, individually or with a volunteer - listen and place/tape/match letters sequentially on a worksheet or into a pocket chart - cut out letters from newspaper headlines or flyers - go on a walk-about to identify letters on street signs/building - play games to reinforce letter names The book goes through the related language competencies, literacy competencies and conditions for each of these sample tasks. And of course it goes into writing and numeracy in depth as well. --
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