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Abstract:
This curriculum guide has been developed for tutors as well as instructors of adult refugee and immigrant ESL students who have no or limited literacy skills in their first language. The principles and strategies used in this guide can also be used for ESL students who have low or some literacy in their native language. The main focus of the guide is to develop initial English literacy skills in basic reading and writing, built upon listening and speaking skills. The students will be able to function with some difficulty in simple situations related to immediate needs, and to handle tasks including routine, entry-level jobs that involve only the most basic English communication skills. In this guide, the terms preliterate and non-literate learners are used interchangeably to mean students who have no formal literacy education in their native language. ATTACHMENTS: Tutor Curriculum Guide for Teaching Adult ESL Preliterate Learners
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Abstract:
This PIAAC presentation on learning was made at COABE 2015. It covers findings on adults age 16-65 who were classified as less than high school, high school, and postsecondary completers. The presentation shares the characteristics and skill levels of people who learned formally and non-formally in the year before PIAAC vs. those who didn't. At the end it includes a learner recruitment simulation adult education programs could consider using. A detailed look at the patterns of participation in adult learning activities by U.S. adults’ education levels, demographics, and assessed skill levels. Focusing on adults with less than a high school degree, contrasts will be drawn between those who participate in learning activities and those who report they do not. ATTACHMENTS: PIAAC slides_short
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Abstract:
Engaging and effective classroom practices and activities in teaching Social Studies with a multiplicity of disciplines including: history, geography, math, science, and technology. Resources, how-tos, hands-on games, maps, hardcopies and computer-based interactions with writing prepare students for the life-skills, ABE, and ASE. Geography, History, Math, Science, Technology ATTACHMENTS: A Multiplicity of Disciplines Social Studies Presentation handout accompaniment M. Matos
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Abstract:
Use this teacher guide to introduce Metric Measurement through the use of a mobile lab kit. Learn more about this lesson at the Healthcare Career Pathway Initiative for Low-Literate Adults, Tuesday 9:30 -10:45 ATTACHMENTS: MetricStationsHealthcareConnections 1
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Abstract:
In this workshop, learn how your program and students can take advantage of national developments in digital literacy and access. Presenter will demo helpful resources, websites, and tools to get your teachers, tutors, and students connected.- Bring your own device (BYOD) to get a hands-on experience.
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Abstract:
While all programs focus on supporting adult learners and helping students reach real educational goals, sometimes the needs extend beyond what one organization can do. By really assessing and looking within your community, determining what partnerships should look like for your organization, and looking at research opportunities, adult literacy programs can expand their reach, create impact in their communities through being flexible and innovative, and help to bridge the gap between research and practical implementation of adult literacy programs. ATTACHMENTS: LA Logo Building Partnerships to Explore and Expand_COABE2016 Partnership Checklist
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Abstract:
With the changes to the GED ® test for 2014, it is more important than ever for adult learners to have strong technology skills. In this session, we will explore two technology tools-”Google Docs and Schoology-”that ABE teachers can easily integrate into reading and writing lessons for intermediate to advanced learners. Ideally, participants will bring their own electronic devices (i.e. Smartphone, tablet, iPad, laptop) and be actively engaged in experiencing and using these technologies. It is best to use the technology as it is being presented. As a group, we will discuss barriers and obstacles, and ways to overcome them. ATTACHMENTS: Comparison Paragraph Frame COABE 2015 TurngrenSommers COABE 2015 Resource List Identifying Text StructureOverview 1 identifying text structure 11 Using Transitions Chart Transitions Squares 1 Sentence Strips 1 MODELING Transitions Lesson 1
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Abstract:
Presenters will provide information about a program designed to provide intensive support to low level developmental students. Participates will gain an understanding of specific strategies to plan, develop, and implement similar programs on their own campuses. The program's student success rates will also be shared. ATTACHMENTS: COABE Presentation PPT Final Version