Success+Stories

I just conducted a 3 month progress meeting with my Level II student. In early May, we set two goals: (1) to become more confident speaking English so that student could become a server, rather than a busperson, at her upscale restaurant job; and (2) to foster pre-school literacy skills with her 3 year old daughter. After 10 sessions, approximately 15 hours, we are progressing with those goals. ... Goal 1: The student..
 * consistently engages customers by speaking pleasantries to every customer she encounters
 * accurately takes the orders from 1-4 customers daily during breakfast/lunch periods
 * writes down new words she overhears spoken by customers and servers
 * engages store personnel in English when she does her own shopping/ordering, etc.

Goal 2: The student...
 * applied for a library card after the first session so that she can check out books/educational DVDs for her daughter
 * surveys the children's section of the library for appealing materials, and independently selects/checks out materials
 * read the library's Children's catalog of activities offered to children
 * read the flyer about the VPK program available to her daughter next year

In future sessions, I will focus on helping her read Kiddie Lit. These materials will illustrate simple sentence structure, verb usage, and new vocabulary, while preparing her to read to her daughter. I introduced this strategy during our last session with Mercer Mayer's //I Just Forgot//. The student could accurately identify when a verb was used in the present/past tense, as well as seeing the use of the irregular verb "get"/"forget". [Fran Sills, Tutor, 8/5/10]


 * The "Success Story Continues" **

Now that Season is here, my adult Level II English learner can experience tangible proof of her success. We started our tutoring relationship May 1 (less than 6 months ago), meeting one hour a week on Saturday at Golden Gate Library. At that time, our mutually developed goal was to bring her to a level where she could be a server at the upscale Italian restaurant where she works as a bus person. We focused on the usual conversation, role playing, and vocabulary building skills. But more importantly, I had to instill a sense of "I can do this!" attitude in the young single mother who needs this promotion. During the summer, her boss eased her into the new role, helping her gain the confidence she needed to make the transition. Season is here....she now is a server for the lunch business; and has been assigned three tables for the dinner trade. Such growth means more income for her.

In addition to reaching this work goal, we also focus on pre-school literacy and parenting strategies to help with her three year old daughter. The child comes to our sessions at the library, and I entice her to "help her mommy at school" by promising to read a book she picks out while we "work". The child thoroughly enjoys looking at the books, and proudly hands me her selection at the end of the tutoring session. This book is my Model Reading. Mom hears the language; child gets a literacy experience.

My weekly writing assignment calls for my learner to send me an e-mail on an open-ended relevant question. I then cut/paste the e-mail into a word document. Below the learner's words, I re-write the 5-8 sentences in "correct" English. I choose 1-2 grammar/spelling points to discuss. As of today, there was only one grammatical error! As a reading homework task, I choose just 2-3 paragraphs from an article in //Parent and Child,// the free magazine available at all the parks. After modeling the reading, I tell her to practice so she can read it to me at the next lesson. I also suggest she look through the magazine and find new words. Finally, to support the speaking efforts, she must engage 5 non-work people she comes in contact with every day. She will tell me about the experience at the next lesson. Today, she told me about her interaction with the Engish speaking salesperson at the Verizon store.

I applaud this learner's hard work and determination! [Fran Sills 10/9/10]

.