Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id iB3HYnF24304; Fri, 3 Dec 2004 12:34:49 -0500 (EST) Date: Fri, 3 Dec 2004 12:34:49 -0500 (EST) Message-Id: <EB5F1605FDD7F04EA3A6A2E6D2243EB436CC5F@clanmail.clan.lib.nv.us> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: "Susan F Graf" <sfgraf@clan.lib.nv.us> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:1220] RE: Plateaus for ABE readers--2nd/3rd+Big Ideas X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; Status: O Content-Length: 3689 Lines: 93 Two years ago there was a posting about a reading guide developed by some folks in a volunteer program (I think) in Missouri (or Kentucky?) for _Enemy Women_ The internal war, families left behind, and violence themes were relevant to many of the immigrants in the reading program. Although the book was long and difficult, the project leaders found it a rewarding experience. I have been trying to develop such a reading guide for _Sweet Promised Land_ a book written about the Basque immigrant experience here in Nevada. I think that book discussion guides might be a good access point for public library services to low literate folks, too. Has anyone else tried book discussion groups with their new adult readers? Susan Graf Nevada Literacy Coalition -----Original Message----- From: nifl-fobasics@nifl.gov [mailto:nifl-fobasics@nifl.gov] On Behalf Of George Demetrion Sent: Friday, December 03, 2004 9:06 AM To: Multiple recipients of list Subject: [NIFL-FOBASICS:1219] RE: Plateaus for ABE readers--2nd/3rd+Big Ideas Andrea, Chris, others, I worked with Nancy Lobb's 16 Extraordinary African Americans, a text produced by J. Weston Walch with two groups of students last spring. The biographies went from Soujourner Truth to Maya Angelo and covered a great deal of highly informative themes and biographical experiences. These adults, obviously could read some, but were still quite basic in the scheme of things. One man in his 80s, who had come to the US from Jamaica in the 1940s new a great deal of the history and was able to delineate for us some of the key differences between the Jamaican and African American experience in the south, and how this Jamaican migrant sector in having rights in the segregated south and standing up for them, had an indelible impact on the early civil rights movement. Each biography has factual and discussion questions which we also worked with. Because the literacy skills were still so little developed (in the scheme of things), we spent a lot of time identifying where in the narrative one could find the answer to a question and in their written responses, students were quite literal. Nonetheless, there was a connection with this text, which, as we worked with one narrative after the other week after week, made its own indelible impact in the thinking of the students. What motivated me to focus on this was our work coming out of Black History Month with its invariable focus on Rosa Parks, MLK and the civil rights movement of the 60s. My singular objective was to drive home the point that the civil rights movement had a long history and did not end with MLK. On that basic point I think the message was carried. While I can't say there was a tremendous amount of new content mastered, I do think something of the phenomenon and flow of American historical experience was perceived. The students did, generally appreciate this text. George Demetrion -----Original Message----- From: nifl-fobasics@nifl.gov [mailto:nifl-fobasics@nifl.gov] On Behalf Of AWilder106@aol.com Sent: Friday, December 03, 2004 8:56 AM To: Multiple recipients of list Subject: [NIFL-FOBASICS:1218] RE: Plateaus for ABE readers--2nd/3rd+Big Ideas Chris, I decided to change the subject line to reflect the content of your post. How do you go about integrating skills + Big Ideas, for your low literate learners? Anyone, else? How about their level of sophistication, thoughtfulness? I don't want to tread on any toes, here, but so much of communication on complex topics comes from reading plus discussion, built up over time. I'd be interested in your thoughts and observations, also those of anybody else. Thanks. Andrea
This archive was generated by hypermail 2b30 : Thu Dec 23 2004 - 09:47:20 EST