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 iB45d3F00329; Sat, 4 Dec 2004 00:39:04 -0500 (EST) Date: Sat, 4 Dec 2004 00:39:04 -0500 (EST) Message-Id: <000701c4d9c2$f72cfce0$6401a8c0@d9r6v01> 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: "Chris Badger" <badger4245@earthlink.net> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:1227] RE: Plateaus for ABE readers--2nd/3rd+Big Ideas X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2900.2180 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 3038 Lines: 66 Andrea, I work in a correctional/drug treatment setting. Many of my students, admittedly, are not terribly sophisticated in their thinking. but they want to be treated that way from time to time. During the month leading up to the last election, a discussion developed in class as to whether inmates should have the right to vote. They saw the inability to become part of the election process as one more instance where society was failing them. I saw it as instance where society was punishing them by taking some of their rights away temporarily. TEACHING MOMENT!!!!!!! I brought in copies of the "Constitution" and we went over parts of it. We spent about forty-five minutes a day, four days a week discussing voting rights, the needs of the many over the needs of the few, the respective roles of Congress, the Presidency and the Supreme Court. Finally, I brought an essay that explained the stance of the various states relating to the voting rights of offenders and ex-offenders. Imagine the uproar that ensued when I told them that nine states took the right to vote away from anyone incarcerated for a felony in perpetuity. The class transformed itself from a group of disinterested adults to a group of men who were on fire with interest. My point, thought perhaps badly stated at the outset, is that illiterate and marginally literate adults common experiences with other adults but have never had the ability or the opportunity to explore these experiences. I try to give them that chance and our occasional discussions give ride to reading lessons taken from low-level readers and spelling test using words I have had them copy from my chalk-talk sessions, and even trivia contests. Look, I get bored teaching cat, rat, sat, bat, fat.... So I try to up the level of interest. A final note. Our lesson today came from a the movie Christopher Columbus I showed at the beginning of the week.. The question they asked was, "How did Columbus know the world was round." My answer was, "First you must understand that the Greek figured that out in 600 BCE." They didn't follow all of it but many can now read the words Greek, round, Columbus, tropic, and explore. Trust me. If the teacher studies and questions, so will the students. ----- Original Message ----- From: <AWilder106@aol.com> To: "Multiple recipients of list" <nifl-fobasics@literacy.nifl.gov> Sent: Friday, December 03, 2004 8:56 AM 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 >
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