| 30 |
Tutor’s Monthly Report
Form, Literacy Council of Norristown, Pennsylvania,
http://Norristown_literacy.tripod.com/tutForm.htm
|
| 31 |
Sharon Skage and Marnie
Schaetti, Setting The Compass: A Program Development Evaluation Tool for
Literacy Programs in Alberta (The Association of Literacy Coordinators of
Alberta, 1999), p. 31. |
| 32 |
Visit these websites at http://www.ci.cambridge.ma.us,
http://www.sanmateopubliclibrary.org/projread,
http://www.lcrb.org,
http://www.kentliteracy.org.
|
| 33 |
Lindsay Kennedy and Fiona
Huebner, Skills for the Future (Community Literacy of Ontario,
2000). |
| 34 |
Australia, National Staff
Development Committee, Handbook for Coordinators of Adult Literacy Volunteer
Tutor Programs (1995), pp. 72-73. |
| 35 |
From a conversation with
Corry Wink, Trent Valley Literacy Association, June 2001. |
| 36 |
Celia Wiehe Arnada,
“Using Volunteers as Aides in the Adult ESL Classroom,” ERIC Digest,
National Center for ESL Literacy Education (November 1997),
http://www.cal.org/ncle/digests/Voluntr.htm
|
| 37 |
The terms “training
plan” and “lesson plan” are not synonymous. A training plan is a
document developed by a staff member in consultation with the learner. It
provides an overview of the skills the learner will need to demonstrate in
order to reach her short-term goal. The lesson plan, on the other hand, is a
more detailed (and often less formal) way for the tutor to plan the specifics
of the tutoring sessions. |
| 38 |
Eunice N. Askov, Barbara L.
VanHorn, Priscilla S. Carman, “Assessment in Adult Basic Education
Programs” in Assessing Adult Learning in Diverse Settings: Current
Issues and Approaches, edited by Amy D. Rose and Meredyth A. Leahy
(Jossey-Bass Publishers), p. 71. |
| 39 |
Janet Isserlis,
“Volunteer Tutors and Learner Assessment: What Counts Here?” in
Adventures in Assessment, Volume 9, pp. 17-21. |
| 40 |
Mary Mitton, Literacy
Council of Brantford and District, in a personal communication; July 2001.
|
| 41 |
Handbook for Literacy
Tutors, Section 5, p. 18. |