m Reflect on yesterday¶s training.

m àame Your Belief:

Ã Ú at is one of your core personal beliefs t at guides
your every day life? S ould be no longer t an one or two
sentences.

m ’eagen: I believe t at strategic volunteer service

can transform our country and promote social
inclusion.
resented by ’eagen Howe &
S eila ’arie Tobbe, OSU
m Before you were knit in your mot er¶s womb«
à xenes were placed in mot er¶s eggs t at ave been
present since c ild ood.
à Sperm created on demand, but organs deteriorate over
time.
m irst Trimester ’atters
à Half of t e most intense body development appens
before a woman even knows s e¶s pregnant!
à regnancy Calendar: BabyCenter.org
m a
mont s: at ways to brain mylienating;
develops p ysical ability to see, ear, move
m
 mont s: Eating, rolling over, crawling;
develops immune & digestive systems
m   mont s: Turning into toddlers²walking,
running, receptive language
m   years: Independence! Talking, learning
routines, singing, dancing, counting
m   years: Little sponges²social skills,
vocabulary, creating recognizable objects
m Very young c ildren m Constantly testing &
ABSORB information imitating social
m Even if t ey cannot relations ips
respond or repeat, t ey m ’ust bond well wit a few
absorb everyt ing by keys individuals to
touc ing, seeing, develop trust & self
earing, tasting confidence
m Balance variety & m Boys appear toug but
repetition, c allenge & are emotionally more
support fragile

 ysical Environment Social Environment

 ‡ Ú at is somet ing you ave
T ink learned as an adult?

‡ How is learning as an adult

T eory different t an learning as a c ild?

‡ How does t is apply to our

Apply students?
 Up to age 21 Age 21+
Brain grows from Brain c anges in
wit in response to
external world
Develops Uses pat ways to
pat ways to process stimulus
receive stimulus
Cannot always Connections
make complete made between
connections brain sections
àeed sleep & àeed exercise &
ealt y food for stimulus for
growt ealt

T e brain is plastic! Ú at¶s t e difference?

 Self directed &
Autonomous

Found tion of
àeed Res ect
ife eriences

r ctic l xo l Oriented

Seek Relev nce

’otivation Barriers
Social Relations ips Social Relations ips

External Expectations External Expectations

Social Úelfare Social Úelfare

ersonal Advancement ersonal Advancement

Escape/Stimulation Escape/Stimulation

Cognitive Interest Cognitive Interest

’at can be fun!

Back to Training Objectives

m T e ability to compre end, visually represent and
compute numbers.
’ontessori  period
lesson:

àame: T is is x

Identify: Ú ic of
t ese is x?

Understand: Ú at is
t is?
m eriod One: xive everyt ing a name
(Ê
ÊÎ.

m 
/a = sixteen twentiet s

m 
is t e Ê
erator. It is t e # of parts.

m a is t e peÊo
Êator. It is t e total # of parts in

t e w ole.
m r
Ê 

 
Ê
 .
m Úe are going to reduce t is fraction to simplest
terms
m To reduce t is fraction, ask: Ú at can divide into
bot sixteen and twenty?
m  can divide into bot sixteen and twenty
m  is a factor of bot sixteen and twenty
m 
÷  = 
m a ÷  = 
m 6
Ê
Ê

Ê

Ê  Ê
m / = four fift s
m  is t e numerator. It is t e # of parts
m  is t e denominator. It is t e # of parts in t e
w ole.
m 
/a = /
m Sixteen twentiet s reduced to simplest terms is
four fift s.
m eriod Two: Invitation to ractice & Identification

m Úould you like to try?

m / =
m Ú ic of t ese numbers is t e numerator?
m Ú ic is t e denominator?
m Ú at number can divide into bot  & ?
m eriod T ree: Understand and ³Teac back´

m Let¶s warm up wit somet ing you already know,

reducing fractions.

m a/
=
m lease s ow me ow you reduce t is fraction.
m Step one ( minutesÎ:
à ick a mat appropriate to your age group
à Examples: counting, c anging from a fraction to a
decimal, calculating amount of interest owed
à T ink of an introduction t at clearly and simply states t e
names and steps. Úrite it down if necessary.
m Step Two ( minutes eac Î:
à xet in pairs and introduce your skill to eac ot er
à Switc !
m Okay, you introduced ow to do t e problem. How
does t e student practice?
m xet a partner & open one deck of cards
m Sort out t e kings, queens, as, jokers
m Aces are oÊes, Jacks are zero
m S uffle t e deck & deal all t e cards
m C oose w o will be t e tutor & student
m Bot flip up a card, student multiplies t em
toget er. If correct, student keeps t e cards.
 Eac person flips
’ultiply ’ore up more t an one
card at a time and
àumbers: t e student
multiplies t em

Cut up mat
’ixed operation signs
ractice Úit and flip up in
between t e
+ x & ÷: numbers

Create a
raction, Use Jokers for lip one number
decimal points or as numerator &
Decimal, or percents % denominator
ercent:
Using t e mixed practice version of ’at Úar,
create a mat equation
Create a word problem using t e equation
Handout wit key words to elp

You can use playing cards to:

m ractice mat forever
m Connect mat to daily life
m Have fun and relax!
m Introduction: t is is x
à àame eac part and explain clearly
à Repeat as many times as is needed
m Identify: w ic of t ese is x
à Ask student ³Ú ic of t ese is t e denominator?´
à If necessary, ³Can I s ow you t is again?´
m Understand: w at is t is?
à Teac back: word problems
à Student able to explain t e steps to you or ot ers
 +  = AÚESO’E!
 m ³Come for t e games«
Stay for t e lessons.´
m Tons of games,
works eets, quizzes,
puzzles, and lessons for
kids
m T ey even ave games
for little kids!

Úebsite Content
m Calculator, Dictionary &
Tools on eac page
m  lessons total.
m Examples:
à How to Read a Bar xrap
à How to Use a Calculator
à lace Value
à ricing a Job
à Rulers & Tape ’easures
à Understanding Interest
Ã Ú at is a raction?

Úebsite Lessons
 m àeed scrap paper and
eadp ones for a minute
videos:
à a. àumber Sense
à . Solving roblems
à . ractions, Decimals &
ercents
à . ’easurements &
ormulas
à . Trends & redictions:
xrap s & Data
ttp://OLà.astorwardOH.com/w
es

Úebsite C apters
’aking an investment in your
community
m àOT ÚAxES! àot tied to ours, evenly
distributed over  mont s.
m ’eant to be enoug for one person to get by, not
a sustainable or family supporting income.
m HOÚEVER, part time sc ool & work is an option
to supplement income 
 Ê


  Ê

Ê


.
m ´,aa /  = ´ . per mont
m Budgeting will be critical for financial success in
t is coming year.
m Collect your income & expenses information to
complete t e ’ont ly Expenses Úorks eet
m Online budgeting website t at connects securely
to your bank accounts.
m REE«but offers you targeted banking products
(adsÎ to pay for itself.
m Let¶s sign in and take a look at t e sample budget
I created« ’int.com
dze of 100% of 150% of 200% of
Fa
 UÊt Povert Povert Povert
1 ´a,a ´
, ´,

a

2 ´,a ´, ´ ,a

3 ´,a ´,
 ´
,
a

4 ´,aa ´,a ´,aa

5 ´, a ´,
 ´,a

Source: ttp://li eap.ncat.org/profiles/povertytables/Yaa/popstate. tm

m SOCIAL EXCLUSIOà: Lack of access by
individuals or groups to social opportunity and
w at we expect as a society.

m Converse: SOCIAL IàCLUSIOà²capacity for all

members of society to access education,
employment, ealt care, safe environments, civic
participation, cultural institutions, etc.

m Ultimately, we are discussing OÚER.

m How can we
  social inclusion?

m àote: T is is our goal t roug erformance

’easures.
m In order to serve
t ose w o were
socially excluded,
t ey embraced
material poverty«
and gained power of
c oice & leaders ip.
T e our Elements of Reading
Compre ension
Critical T inking Skills
m T e ability to gain meaning from a text
m our skills of intermediate readers:

Compre ension Alp abetics

(text meaningÎ (word partsÎ

Reading

Vocabulary luency
(word meaningsÎ (reading aloudÎ
m T ere are a,aaa kinds of quigs in t e world.
However, only finnyquigs make finny. T ere are
t ree types of finnyquigs: stips, follers, and terps.
m T e stip¶s job is to smat t e kots. T e follers are
smaller t an t e stip, and t eir jobs are to make
t e finny and to take care of t e kots. T e terp¶s
job is to flim wit t e stip. A stip must flim in order
to smat foller kots. If t e stip doesn¶t flim, t e stip
can only smat terp kots.
T ere are a,aaa kinds of finnyquigs in t is country.
a. True
b. alse
. àame t ree types of finnyquigs:
____________________________________________________________
____________________________________________________________
____________________________________________________________
. Ú at is t e stip¶s job?
a. To take care of t e kots
b. To smat t e kots
c. To flim t e kots
. Ú ic are bigger: t e follers or t e terps? Did you
a. T e follers
b. T e terps
compre end
c. Doesn¶t say t e text?
. Ú at appens if t e stip doesn¶t flim?
a. It smats foller kots
b. It smats terp kots
c. àeit er of t e above
m T ere are a,aaa kinds of bees in t e world.
However, only oneybees make oney. T ere are
t ree types of oneybees: queens, workers, and
drones.
m T e queen¶s job is to lay t e eggs. T e workers
are smaller t an t e queen, and t eir jobs are to
make t e oney and to take care of t e eggs. T e
drone¶s job is to mate wit t e queen. A queen
must mate in order to lay worker eggs. If t e
queen doesn¶t mate, t e queen can only lay drone
eggs.
m Ability to connect language to real life
m Reading gains meaning t roug :
à arts of words (alp abeticsÎ
à Úord meanings (vocabularyÎ
à assage meaning (compre ensionÎ
à luency (reading aloudÎ

m Can use Before, During & After questions to build

and c eck compre ension skills
Let¶s read a passage from c apter  ³Survival: ’an
and Boy´ of Úilliam Dono ue Ellis¶s book: T e
Cuya oga

Before you read:

m redict: Ú at will t is be about?
m Connect: Ú at do I already know about t is?

m urpose: Ú at do I want to get out of reading

t is?
Take turns reading sections of t e passage out loud.
Stop to answer questions.

Ú ile you read:

m C eck predictions: Úere you rig t?

m Researc : Is t ere anyt ing we need to learn

more about?
m Compre ension: Does t is make sense?
Reflect on w at you read:
m Ú at did t is tell me?
m Ú at do I want to remember?
m Ú at else do I want to learn about t is?
m Understanding t e parts of words:

m HOàE’IC awareness is earing t e sounds t at

letters and letter combinations make

m HOàICS is t e ability to make t e sounds based

on seeing t e letters & letter combinations
m Read often spelled words and sig t words
m Decode words wit common beginnings, endings,
identifying syllables, vowel sounds
m Using t e familiar to decode t e unfamiliar t roug
practice, practice, practice
m ’ake it fun: sandpaper letters
m Up to rd grade, we ³learn to read.´ Once t at skill
is mastered we ³read to learn.´ But w at about
t ose w o didn¶t learn to read by rd grade?

m Success depends on repetition, and repetition

depends on Ê
Ê. Develop t e same basic
skills, but use content appropriate for t e learner¶s
age & interests.
m Look up a student¶s favorite music, for example
Billboard Top a Hip Hop C arts
m xoogle lyrics t ey will be singing over & over
m rint t em out, marked for decoding like:
à R ymes
à Alliteration
à Syllables
à Úord families ( ite, ateÎ
m Help students know w at t ey like & w y t ey like
it!
m African American Vernacular Englis (ebonicsÎ
can be a used as a source of strengt for reading
proficiency instead of weakness.
m AAVE as its own rules of grammar & syntax t at
§aÊ be ta ght exp§t and in tandem wit
Edited American Englis (EAEÎ used in
standardized testing.
m Students w o learn early t at language is socially
mediated & structured ave greater success at
new language acquisition!
m Ability to recognize, use and define a word.
m our different realms of vocabulary:

assive Active
Listening Speaking

eading Writing
m T e average c ild learns  new words a day, or
,aaa per year!
m Vocabulary grows t roug out adult ood & typically
peaks around 
 years old.
m T e ability to name & communicate is t e basis for


Ê
 Ê  .
m CLOSED CATIOàS are available free to t e
public specifically to build literacy skills!
m T oug created for t ose deaf & ard of earing,
closed captions were found to elp earing
c ildren increase vocabulary, compre ension and
motivation.
m xreat for learners of ALL ages: a a !
m Adults learn to tune out visual stimulae, so make
t em ÚRITE DOÚà new words seen on closed
captions.
m Create your own flas cards using scrap paper,
playing cards & tape.
m lay Old ’aid to matc words & definitions wit
one extra definition (Old ’aidÎ anging on.

à I apologize for t e names of t ese card games: bot Úar

& Old ’aid are not ideas I promote!
m T e ability to read aloud fluidly wit proper
intonation.
m ào works eet can teac t is: only works wit real
uman feedback.

m Activity: ’E’ORIZE somet ing to read aloud.

à erfect for religious texts, inspirational quotes, s ort
poems, and monologues.
à ³Deat is a dialogue between´ by Emily Dickinson
 Gva atoÊ ‡ make judgments

dÊthess ‡ build patterns

AÊass
‡ separate into
components

App§atoÊ ‡ apply to new context

o
preheÊsoÊ
‡ understand
meaning

Êowed e ‡ recall data

 >Êo epge
‡ recall data

o
preheÊsoÊ
‡ understand
meaning

App§atoÊ
‡ apply to new context

AÊass
‡ separate into components

dÊthess
‡ build patterns

Gva atoÊ
‡ make judgments
m Eac group as one teac ing related poem.
m After reading, discuss wit t e group:
à How does t is poem app to your role in àEO Literacy
Corps?
à AÊaze w ic p rases support t at application.
à dÊthesze: ow does t is poem fit into any patterns
from t is week¶s training?
à Gva ate if you t ink t is poem provided a source of
inspiration or reflection for you.
T e pat to immortality?
Interest based reading starts t e cycle of lifelong
learning:

leasure
Reading

Úriting xrammar
roficiency & Spelling
m re writing activities:
à Bead maze
à Turning nut on screw
à Tracing
à olding, etc rig t to left and up to down
m Let¶s combine t e skills we¶ve learned so far by
completing t e combined application!
m Request for Cas , ood and ’edical Assistance
m Energy Assistance rograms Application

m Even if you are not eligible, go to t ese offices &

try to apply as an educational experience.
m Student tells a story and t e tutor writes it down
verbatim.
m àext t e tutor (or tutor & student toget erÎ edits
t e story to conform in spelling & grammar to
Edited American Englis (EAEÎ.
m Student reads t eir own story. Also copying t e
story in writing increases retention.
m air up & tell a s ort story based on Your ersonal
Belief from t is morning.
m rom   to  , Edward R. ’urrow osted À


a
daily radio program t at reac ed  million listeners. On t is
broadcast, Americans²bot well known and unknown²read five
minute essays about t eir personal p ilosop y of life. T ey s ared
insig ts about individual values t at s aped t eir daily actions. A
collection of À


essays was publis ed in   and sold
aa,aaa copies²more t an any ot er book in t e U.S. t at year
except for t e Bible.
m ifty years later, T is I Believe, Inc. is again inviting Americans of all
ages and all perspectives to examine t eir belief systems and t en
write a a to aa word personal essay about t e beliefs t at guide
t eir daily lives. Since aa, more t an ,aaa essays of personal
belief ave been submitted to t e project.
m Of all of life¶s big questions, ³Ú at do you believe?´ is
one of t e most important. And for many, t e answer
may be one of t e ardest to actually put into words. To
answer t e question, many people include t ings t ey
were taug t to believe, or t ings t ey t ink t ey  

believe. T erefore, drafting a personal p ilosop y of life

can be difficult²even w en writers ave lived multiple
decades and ave many years of life experience. But
many people find t e exercise of writing down t eir
beliefs to be a wort w ile exploration.
m Úe invite you to contribute to t is project by
writing and submitting your own statement of
personal belief. Úe understand ow c allenging
t is is²it requires suc intimacy t at no one else
can do it for you. To guide you t roug t is
process, we offer t ese suggestions:
m Ôe spe§f§ Take your belief out of t e et er and
ground it in t e events of your life. Consider
moments w en belief was formed or tested or
c anged. T ink of your own experience, work, and
family, and tell of t e t ings you know t at no one
else does. Your story need not be eart warming
or gut wrenc ing²it can even be funny²but it
s ould be 
’ake sure your story ties to t e
essence of your daily life p ilosop y and t e
s aping of your beliefs.
m Ôe bref: Your statement s ould be between a
and aa words. T at¶s about t ree minutes w en
read aloud at your natural pace.

m àa
e o r beef: If you can¶t name it in a

sentence or two, your essay mig t not be about
belief. Also, rat er t an writing a list, consider
focusing on one core belief, because t ree
minutes is a very s ort time.
m Ôe postve: lease avoid preac ing or editorializing.
Tell us w at you  believe, not w at you  Ê
believe.
Avoid speaking in t e editorial ³we.´ ’ake your essay
about you; speak in t e first person.

m Ôe persoÊa: Úrite in words and p rases t at are

comfortable for you to speak. Úe recommend you read
your essay aloud to yourself several times, and eac
time edit it and simplify it until you find t e words, tone,
and story t at truly ec o your belief and t e way you
speak.
m HO’EÚORK OR TO’ORROÚ:
m Bring a netbook or laptop wit Úii if you ave
one. If not, plan to get online tomorrow evening to
complete some tasks.