7. Required Assignment
Create an agenda for your first meeting with your adult student, which has been scheduled for two hours at your local literacy organization. Include a timeline, materials you will use, how you will assess your student, and your first short lesson. Use your tutor manual as a guide, or discuss your first session with your literacy program director.
Need help designing a short lesson plan? Click here for online lesson plan forms.


Queen Of My Castle said...

The person that I am currently tutoring is at a higher level than those most commonly in our program.

I have a lesson plan that we follow each week that incorporates a great deal of review along with presentation of new materials!


Biltz said...

Activity complete

lillian said...

Lesson plan for reading a selection from the local newspaper complete.

Pat said...

Since I have never tutored before I will rely heavily on the coordinator to guide me and get me started.

Jenny said...

I would begin with conversation--comparing our first teachers and experiences in the classroom. Discuss hobbies and things the learner does well and enjoys.

Then, since I already know that my learner cannot write the alphabet from memory, I plan on bringing some foam abc's and putting them in order (with help if needed). We'll pick out a few to identify their sounds and build words with them.

The next step will be to read from a book that has words formed from the sounds we just learned.

If there is time I will finish up with him dictating an experience and having him read it. If a copy machine is available I would like to give him a copy to take home.

jack said...

Lesson complete, I will need help with lesson planning.

Ms. Educator said...

I have completed my agenda for the initial contact with my learner. I will review this with the program coordinator to ensure I am comfortable with it, and that there is nothing to modify to ensure our first meeting will be effective and comfortable.

karenzpt said...

Timeline: Begin by establishing common ground with student, discuss long and short term goals of student, reading ability.
Assessment: Observational for first session: student intake form, handwriting sample such as name, word lists
First short lesson: have various materials ready for student based on information given to me by my program director. Materials may include newspapers, trade books, menu, words to a song.
Make sure the first lesson is positive and the student comes away feeling as if she or he was successful.

rsvmi52 said...

Form not available

rsvmi52 said...

Remove previous comment May 8 2011 Thank you

neg said...

Timeline: Begin by establishing common ground with student, discuss long and short term goals of student.

The learners goals are very important.

Assessment: Where does the learner fall in reading and writing ability?

Where to start.

First short lesson: Make sure the first lesson is positive and the student comes away feeling as if she or he was successful.

SNelson said...

I will need to use my tools to help with the lesson planning as well as the local literacy organization.

Lynne B said...

I would hope the development of a lesson plan will also be addressed in the next step of my orientation.

Kenneth Zen Bodhi said...


Unknown said...

This is a great help, as I get overwhelmed if I pause to think about this whole "adult literacy" thing. Seeing the places where other tutors have begun gives me an idea of where to take it from, "Hi! I'm your literacy tutor!"

lynette ohalleron said...
This comment has been removed by the author.
lynette ohalleron said...

I do not have a lesson plan completed yet, I will wait until I gather all of my information from the numerous training sessions I will receive in the next few weeks...and glean my information for making a lesson plan, from that. I think the best way to start though, would be to find out the participants needs and go from there..

John Lynch said...

I. Informal assessment: introduction, history, goals, concerns
II. Formal assessment: testing (TABE, CASAS)
III. Discussion of test results
IV. Suggestions for reading or writing exercises (homework).
V. Start a timeline for specific goals.
VI. Set up a routine schedule for further sessions.

Wallace West said...

Introductions 20 min
Paper test assessment basic knowledge (non pass or fail) 20 min
Teach beginning vocabulary with hands on so the can put a name with an object 20 min
Break 15 min
Review Game 15 min
Paper test again 20 min
Questions about what was learned as feedback 10 min

CLC Program Manager said...

Prior to the first lesson I review the student file and assessment scores
At the first meeting:
Discuss logistics like mutually agreeable meeting times, frequency, location, how to get in touch if one cannot attend session, etc. Share “get to know “info, such as hobbies, likes dislikes, learning preferences/styles, etc.
Record and review student’s personal goals
Conduct basic exercises such as site words review or if s/he is more advanced begin a Language Experience Approach (LEA)

Based on what I learned at this first lesson, I will plan exercises that focus on the learner’s goals and personal interests

Regina Cook said...

At the center where I'll be tutoring, the Program Coordinator performs the assessments for reading and writing. I will be given these assessments prior to my first meeting. I believe the assessment results are part of the picture, but not the full picture of the student, therefore I will begin my first meeting with a personality inventory and a learning style inventory.

I will discuss the results of the additional assessments with my student for their furthered self-awareness and an area for free-flowing conversation.

After this, I will ask the student to share with me his or her goals. I will then call for a short, five-minute break. This break is strategic in three ways: first, it is rejuvenating for the student (two hours is a long interval for learning); second, it allows the student time for mental reflection and if he or she forget to mention anything regarding their goals, it's likely the omission will be provided to me at session resumption; and finally, it permits me an opportunity to tweak any of the predetermined materials my center provides for the given lesson as well as modify instructional delivery for skill or knowledge.

After the break, I'll use the K-W-L, then do one in-session assignment, then assign homework. I'll ensure understanding of learning outcomes prior to the end of the session.

Pamela Lee said...


First, introduce myself and provide a little information about myself and what I like to do.

Ask the student some questions about herself - listen for her speech patterns to assess that and to learn about her lifestyle (may reveal how much time she has to commit.

Ask what her goals are - short and long term.

Hopefully, I will have an assessment from the coordinator to know what level to begin a lesson prior to this meeting.

Develop a short lesson to determine her learning style.

Suggest she bring something to the next lesson that relates to a short-term goal for us to work on together.

I am hoping for more direction on actual lesson planning if standardized material is not provided for the student's level.

MSTATEN said...

Introduce myself

Get to know as much about my student as they allow
-school, family, interests, job, ability

List their goals jointly

Have another assessment
-most likely informal in order to keep the first meeting light

Ask if they prefer certain materials or how they learn best

Overall just getting comfortable with each other and assuring them that I am willing to help them with whatever I can

Jacob Doyle said...

I am here to assist you in whatever area you are looking to improve
This is your time and we are going to work as a team in order to achieve your goals
Being wrong is absolutely part of the process. It helps us target what areas you want to work on
Questions are always encouraged and if I am going too fast or too slow please be sure to let me know. Do you have any questions now?

Get to know each other a little bit
School? Family? Interests? Work? Ability?

Set up the first goals for the student
We need to make a list of the things that you would like to achieve during your time in our tutoring program
Priorities: What things on the list should we work on first? What is most important or valuable?

Experience Story
A light exercise that begins to churn the literacy cogs for the participant
Will tell me a little bit more about the student

Summarize what we have learned about the student's interests and needs.Thank the student for helping me
Talk about ideas for the next lesson based of the goals we identified together. Possibly plan for materials related to the student's interests
Encourage the student to bring materials from home or from work
Ask the student for questions or suggestions
Confirm the time, date, an place of our next meeting
Congratulate the student on a job well done

Maria Olaya said...

2 hour session:

Introduction (30 Minutes)
Introduce myself and make sure student is comfortable with the setting of the session. Discuss what my purpose for tutoring them
Helping them to achieve their Goals
Have student also introduce themselves. Ask questions about job, family, interests.
Ex. My family has 5 people and a dog. My mom, dad, 3 brothers, and me. Can you tell me a little about your family?
What do you like to do for fun?
What are some things you're good at?

Setting Goals (30 Minutes)
Discuss what a goal and how we will be working together to help student achieve specific goals he/she has.

General Goals: GED, License, filling out an application, help child with homework.

Speaking: Increasing fluency, speaking to boss, teacher, doctor, ESL just speaking.

Reading: what kinds of things do they want to read, understanding bills and mail, newspapers, children's books

Writing: Write a grocery list, write emails to boss, write letters to landlord, ability to write in English (simple sentences ESL), grammar and spelling.

Prioritize (30 minutes)

Have student order goals by importance and also discuss different ways we can work together to achieve them. In this section, you can learn what is their learning style, and if not ask them if they want to find out with the help of the tutor. This also helps building the relationship and trust.

Conclusion (30 minutes)

For the last part thank the student for helping me, and talk about what you learned about him/her. Talk about the goals that were discussed and ideas for the next lesson plan. Remind the student if specific materials are needed and remind them of the time/place for the next meeting. Thank them again and congratulate let them for a job well done.

Missuz Jonez said...

INTRODUCTION (30 minutes)
Swap info. Focus on personal interests and skills. Go over the time frame we are allotted and how I have tried to structure it.
Discuss the environment and setting.

GOALS(30 minutes)
Establish that we are partners, peers that will make decisions together....WITH EXCEPTION of what our goal(s) are. This is how I plan to move the discussion away from the personal introductions and into their reading and writing personal goals.

Explain the varied ways that each individual learns. Perhaps show them the spiral notebook I made while taking this online course, showing how I learn by writing down what I am studying or being taught. I create graphic aids, which can be thorough charted diagrams or just simply copying the words down in my own handwriting.
Give the quiz that helps assess one's learning style. Ask the questions verbally and have them right down their answers.
We will go over the answers together and go over the quizzes results. Do they agree with the results? have they ever thought they could do something if they could just do it in their own way? I hope this assures them that there are reasons that have nothing to do with their brain capacity as to why they need this tutoring and that I understand that and they should too.

IN CLOSING (15 minutes)
Tell them that at first we will be using different materials and trying different activities in order to see what works best. Ask them to think of anything they could bring or what subject matters would interest them. Assign homework to keep a list all week of the things that came up each day that required reading and/or writing that were difficult for them and bring the list to next week's session.

Tell them I am looking forward to seeing them next time and that today was a pleasure.

Diamond Hudson said...
This comment has been removed by the author.
Diamond Hudson said...

Introduction(30 minutes)
To calm our nerves, I would definitely make time in our initial meeting for us to have chat time. I would break the ice by greeting my student with a warm smile and then dive in to familiarize myself so things won't get awkward; chat talk such as how was the commute to the library. During this time, I would ask questions like "How are you feeling about today?" and "Are you feeling an anxiety about tutoring?". After which I will admit that I am nervous as well but we will get through this together.

Set Focus:(5 minutes)
The purpose of my first meeting would be to conduct and interest inventory and take a look at the initial goals from the formal assessment and choose our starting point. I would ask to sit next to the learner so they could see the document I'm recording their answers onto. This would be handled in a simple question and answer format with talk time for particular topics that peak inspiration.

Objective: (15 minutes)
Using the interest inventory, I would enlist the help of the student to choose literature in the library catalog that is aligned with a topic of their interests.

Engagement:(35 minutes)
Modeling: Using the book we just chose, we will use the pair and share approach to reading the first two pages of the text. I would ask the learner to make their best attempt at reading the very first page. [This would give me the opportunity to listen for any stammering, attention to punctuation, and word recognition.]
((Accomodations: If the learner cannot read the full page, we will switch to echo reading which implies I read a sentence then they echo. If the learner can read the page on their own, then we will engage in vocabulary work.))

Guided Practice: While reading the story, I will copy a word from the book that could be difficult. Example: If we were reading about hamsters, I would copy the word nocturnal to investigate its meaning. We can investigate this word first by sounding(decoding) it out, and then using an online dictionary to read the word and its definition. Look for any text evidence that supports our definition.

Independent Practice: On the next page, I would have the student point to any words they might not be able to pronounce or know what it means. They will follow the same steps I did above to learn its pronunciation and definition.

Closure(10 minutes): I would ask the student, to bring something from home, that they are having a hard time reading so that we could apply the seek and search approach to the text.