Building the Fire

Section II - Program Content & Instruction
Course Content

Family Literacy

There is an abundance of literature on family literacy. It is not important to discuss the theories for, practices of, or materials in family literature at this time. A variety of resources are listed in the bibliography.

There were two programs researched for this project : Homespun (Brooks, Alberta) and Come Read With Me (Regina, Saskatchewan). Although many of the children's books are similar for both programs, Come Read With Me is not as structured as Homespun, it works better with an open entry and exit policy. Homespun has a specific set of children's books, none with Aboriginal content, with specific activities for each book and a specific order in which each book is used. The parent handbook reading level was too high for this group. When the instructor initially distributed the parent book she immediately realized it was inappropriate; it intimidated most of the students. She stopped using the Homespun program. Come Read With Me is more flexible and the parent handouts less intimidating. The activities are not set up in any specific order and the list of books include several with Aboriginal content. This program was used and the students flourished with it.

Both programs are excellent resources to develop family literacy; however, be selective in determining what the specific group needs. With either program, the instructor should attend a workshop to learn how to implement the program and purchase the materials.

The family literacy component taught the parents to be actively involved in their children's preschool literacy development. The students met with the instructor each Tuesday for 2 or 3 hours. Several exercises with each book were done in the group; this encouraged the parents to do the same with their children. They took the assigned children's books home and did activities with their children for the week. The students who did not have any young children at home worked on computers or other individualized assignments during family literacy sessions. After a couple of weeks in family literacy, the parents expressed their children's excitement to see the storybook for the week. They expected a book each Tuesday and some students said their children demanded a story everyday - sometimes several times a day.

Along with the sets of storybooks used for Come Read With Me, several children's stories, with Aboriginal content, were available to be taken home at any time. These books were signed out on a regular basis throughout the program. Taking home more than the assigned book was evidence that the students enjoyed reading to their children.

Since most of the students had few, if any, books in their homes, visits to the public library, every 3 weeks, provided parents with a variety of children's books. This activity turned into a fun experience for both the students and their children. Every third Tuesday, the students and their children met at the centre. They visited the library for about an hour during which time several books were signed out after they were read to the children. The group returned to the Friendship Centre where the students made a nutritional lunch for everyone and then participated in arts and craft activities with their children.

This activity provided positive role modelling for the children and guaranteed quality time with their parents. The trip also encouraged responsibility for the books on loan for a 3 week period. The library visits proved to be a free and fun way to entertain children outside the home.

Individual Program

Students' skills were assessed and were portfolios developed that outlined their strengths and weaknesses. Opportunities to improve specific skills were integrated into a variety of activities.

Journals

Students were invited to keep a journal. This was an optional activity to encourage free writing. The journals were not marked, but they were used as a means of assessment. Examples of writing from the beginning of the journal were compared to entries throughout and at the end of the journal. It provided examples of the writers' attempts to use the skills they were learning.

The journal was also a means through which students voiced their concerns about the program and/or their personal lives. It was an effective way for the instructor to communicate with each student privately.

Free Reading

Students were encouraged to free read at least 30 minutes each day. There was a variety of Aboriginal and non-Aboriginal books: fiction; non fiction; poetry; novels; and short stories. Students could sign any of the books out at any time. The readability of each book was recorded for the student. The most popular stories were of Aboriginal people and other literacy learners. There were several copies of some of the novels which allowed students to read the same book at the same time. This encouraged terrific discussions about characters, themes, events, and opinions. Each week, students had to fill in an activity sheet on something they read. They had to identify the title, author, three unfamiliar words and the definitions, the sequence of events, and their opinion of the literature.

Story Writing

Story writing was a very difficult and intimidating task at first. Once the students realized they had opinions to express and experiences to share, they undertook the writing assignments with less anxiety. Their stories provided meaningful content through which to teach specific writing skills. With each written assignment, students became more responsible for editing their own work.

The students were placed in a skills workbook at their appropriate levels. The Challenger Adult Reading Series (1985) was useful. The series is a five book program of reading, writing, and reasoning skills designed to meet the needs of adult students. The diverse content was considered motivating and interesting to the students. One student said, I didn't know all this stuff I'm learning in these stories." The students worked in their workbooks at their own pace. They were encouraged to do homework and to complete a unit each week. They corrected their own work, and assistance was provided when needed. All the students completed at least two books in a 3 month period.

Math

Each student's basic math skills in fractions, decimals, numeration, measurements, multiplication, and division were assessed. Instruction was provided to a group of students, then they progressed through assignments at their own speed with a varying degree of assistance. Students with lower skills were on separate programs and required more one:one instruction.

It is important to know where to find resources such as manipulatives and textbooks. The instructor borrowed supplies from the local elementary school. She found the math textbooks from the College's upgrading program to be useful. Several math textbooks were also borrowed from the local junior high school.

Preparing math worksheets takes time; a file of master copies will eliminate doing the same work more than once as students reach different levels at different times.

Computers

Two computers were donated to this program. They were older models but served the purpose. Students learned basic keyboard skills and they worked through grammar and math programs. They also enjoyed printing some of their stories. The programs they used allowed for individual skill development. The students kept track of their own progress and challenged the next level when they felt ready. None of the students had ever used computers and, at first, they found them intimidating. It was exciting to see the first users teach the other students.

Group Activities

Group activities provided opportunities for the shy students to develop their verbal skills and become more active participants. With the encouragement from the group, these students gradually gained more confidence and began to share their ideas. A variety of group activities also made the program more interesting.

Newspaper Article

Newspapers, Aboriginal and non-Aboriginal, with different readability levels were provided on occasion. Students were asked to cut out articles of interest, read them, and answer comprehension questions - who, what, when, where, and why - about the articles. This exercise encouraged students to read the available newspapers, and it provided an opportunity to develop comprehension skills.

Novel Study

This was an interesting activity. The students enjoyed listening to stories read out loud by the instructor. Copies of the reading were made available to the students who wanted to follow along. Those who wanted to just listen, did so. This activity was more successful with content that was humorous and/or about life stories to which the students could relate.

There were several follow-up activities: students responded to the reading in their personal journals; students completed a set of comprehension questions, either in smaller groups or individually; and/or discussions were elicited within the group that led to many topics.

It was important to encourage students to voice their opinions about the literature they read. Many of the students initially felt that all written material had to be correct and they had to like it. Personal opinions, about the content and the author, were expressed more frequently as the students become more confident. All opinions were acceptable unless they were offensive to other students.

Grammar Exercises

When specific writing skills, such as apostrophes and quotation marks, were taught, anyone who felt ready was encouraged to participate. The students worked through a series of rules and examples together and then completed an exercise to assess their understanding of the skill. The answers were discussed as a group. The students enjoyed marking their own work and frequently wanted more assignments of this traditional nature. They would often ask for worksheets to take for homework.

Letter Writing

This activity presented itself to thank a guest speaker. It was a meaningful exercise and an effective way to teach letter writing skills.

Student Interviews

In partners, students interviewed each other about their lives. Prior to the interview, they developed a list of questions to elicit information from their partners about their childhoods, families, interests, futures, and concerns. Once the information was gathered from the interviewee, the interviewer then wrote it in the form of a story. There were two objectives for this activity: develop skills in using paragraphs; and develop skills in gathering and recording information. The best part of this activity was the laughter, interest, and dialogue between the partners.

Self-esteem Activities

Students were asked to list five things they liked about themselves. They had the option to share this information with the group, or keep it to themselves. This was a very difficult activity since most people are only familiar with self-criticism. To invite participation, the instructor shared five things she liked about herself. This activity led to a discussion about self-esteem, where and how it is developed, and the impact parents have on its development. Activities to build children's self-esteem were also shared. Several handouts were distributed, and the students expressed their amazement at the thoughts and emotions this activity evoked.

Another successful exercise was goal identification. The students were asked to outline their short and long term goals and their present activities to meet these goals. This activity allowed the students to see how their immediate choice to develop their literacy skills would enable them to reach their short and long term goals.

On different occasions, students with specific skills were invited to teach the rest of the group. One student taught bead work and everyone made earrings. The instructor purchased the supplies and the student led the group. This activity promoted leadership skills and validated the student's expertise as a beader. Other skills Aboriginal students might share are bannock making, ethnic dancing and singing, hide tanning, fishing, art, and trapping. The list is endless. It is important to tap into these resources. Interview forms provide an opportunity for students to list their interests, hobbies, and specific skills.

Field Trips

Field trips encourage student participation and provide a variety of learning experiences. There are many possibilities to integrate field trips into a literacy program. local libraries, colleges, universities, art galleries, museums, and special events are some of the many places available in most urban centres. Most field trips only require a bag lunch and transportation.

Three trips were arranged in this program, and the students were actively involved in the planning and preparation of each one. A full day trip to North Battleford introduced the students to the Alan Sapp Art Gallery. Alan Sapp, an illiterate Aboriginal artist, tells his story of life on the reserve through his paintings. Several, that depict Sapp's childhood experiences, evoked memories of similar experiences the students had while they grew up. The level of interest, amount of dialogue, and personal story writing from each student made this trip worthwhile.

The visit to the local Lakeland College and the tour of the Adult Upgrading program provided answers to the students' questions. The students also had the opportunity to see, first hand, other adult learners working on assignments. They dismissed some of the fears they initially associated with an educational institution.

The most anticipated field trip was the overnight trip to Edmonton. The students visited the Space Science Centre, the Provincial Museum, and Grant MacEwan College's Aboriginal Education Centre. They were also introduced to live theatre. Although everything they saw was interesting and informative, the tour through Grant MacEwan seemed to excite them the most. Upgrading and going to college become the main topics of conversation. For all the students, this trip seemed to justify and reaffirm their commitment to continue their education.

Guest Speakers

Guest speakers can provide valuable insight and knowledge especially when they have experienced the same reluctance, fears, changes, and life struggles as the students.

Ken Severeight, an Aboriginal literacy learner from Yorkton, Saskatchewan, shared his story with the group. The students, along with family members and friends, listened while Severeight shared his story of coping with illiteracy, alcoholism, unemployment, and low self-esteem as an Aboriginal. Because the students could relate to his story, they were encouraged by the challenges he had and the changes he made that brought him to this program as a literate, confident, non-drinker, and skilled speaker.

Severeight's presence encouraged not only the students but their guests as well. The following day, the instructor was informed that one of the student's daughter, who heard Severeight's speech, enrolled in the college's upgrading program that morning. The guest speaker had an overwhelming effect on the students and their guests.