Program Quality Indicator Area 1: Learner Achievement

Quality Indicator 1.1 Analyzing Word Patterns

Description
This activity involves learners in analyzing word patterns to help them read, spell, and understand the meaning of multisyllable words. It employs the use of prefixes, suffixes, and roots as a means of breaking down words into smaller parts. The steps of this activity are as follows:

1. Prepare a list of prefixes, suffixes, and roots and record their meanings. For example:

homo		=		man or human
cide		=		to kill or cut
in		=		not
act		=		to do something
tion		=		state

2. Identify words composed of the parts of the prefixes, suffixes, and roots you listed and write their meanings. For example:

homicide		=		human killing human
inaction		=		state of not doing anything

3. Write each part of an identified word on a 3 x 5 card and its meaning on the back of the card. Put together the cards for each word. Make sure you have one set of cards for each learner, even though the learners will be working in small groups.

4. Divide the class into small groups of three to five learners and give each group a set of three to five card sets (one for each learner).

5. Ask the group to put together each learner's set of cards to form a word and to learn its meaning.

6. Conclude by discussing how reading and understanding words can be made easier by breaking them down into parts that can be recognized by sight.

Estimated time
30 minutes

Effective environment
The physical environment should be conducive to the assembling of small work groups.

Limitations
Initial words selected for this activity, to be dissected into prefixes and suffixes, should be words that are familiar to learners, even if their exact definitions are not. Once learners are familiar with the concept of word patterns, more difficult ones can be introduced for analysis.

Evidence of effectiveness
Improvement in learner's reading, spelling, and understanding of words

Required materials
As many sets of 3 x 5 cards as you have learners. Each set should contain one card for each part of the word represented in the set.

Classroom arrangement
Three to five chairs gathered around a small table or part of a long table on which learners can lay out their sets of cards to assemble into words.

Source
Adapted from Clarke 1991, p. 56

Cross reference
4.1

• Divide the class into groups of three to five learners. Have each group select one person to serve as the recorder for the activity.

• Have each group discuss instances when they have used mathematics in the last week. Ask such questions as . . . "Have you withdrawn money from the bank this week? If so, how did you decide how much money to withdraw?"

• Have the recorder write down the answers, developing a list of ways group members have used math.

• Reassemble learners in a large group and have the recorder from each group report one response, ensuring that each group has a turn to report before going around again. This strategy allows all groups to participate since there is likely to be duplication among the lists. Record the responses as they are given.

• Encourage discussion about the math or numeracy-related skills learners might have used in completing each task to illustrate that learners do a lot of calculations in their daily lives and that many of these calculations are done "in their heads." Talk about the importance of estimation in making these daily life calculations.

As a follow-up activity, ask learners to make a list of the tasks they need to accomplish that require math. Have learners indicate the math skills they need to work on to complete those tasks more efficiently.

Estimated time
1 hour

Effective environment
As described, with small groups of learners

Limitations
Learners will be able to identify only the numeracy learning needs they are aware of relative to the tasks they perform. The facilitator will need to assist learners in determining the level of learning required for skill progression, e.g., addition of double-digit numbers, addition of dollars and cents, and so forth.

Evidence of effectiveness
Learners will request assistance when they encounter new math problems they are unable to solve.

Required materials
Flip chart or board for recording group responses; paper to record group answers

Classroom arrangement
Small group seating arrangement

Source
Adapted from Goddard, Marr, and Martin 1991, cited in Imel, Kerka, and Pritz 1994

Cross reference
1.2

1. Select for classroom reading a book with a title, subtitles or chapter headings, pictures, and other visual clues.

2. Ask learners to skim the cover and title of the book and tell what they know about the book from these clues.

3. Next, have learners read the title of each chapter, look at the pictures, and then tell what more they have learned about the book.

4. Finally, ask learners to read the first and last paragraphs of the book to expand their impressions of the book's content and to reflect on their own knowledge of that content.

5. Conclude the session by asking learners to describe in one or two sentences what the book is about, whether or not they would like to read it, and why it does (or doesn't) interest them. Their descriptions can be oral or written.

Estimated time
45 minutes

Effective environment
The physical environment should be well lit and have comfortable chairs for reading.

Limitations Learners should be provided with books written at reading levels appropriate to their skill levels.

Evidence of effectiveness
Continued use of this reading strategy in a variety of settings, e.g., in the library, at bookstores, etc.

Required materials
Books with covers, titles, subtitles or chapter headings, pictures, and other visual clues, written at reading levels appropriate for the students in class

Classroom arrangement
Standard classroom arrangement or variations to accommodate reading and reporting

Source
Adapted from Gillespie et al. 1990, p. 71

Cross reference
4.1

In the state of Georgia, students from adult literacy classes across the state pair up with other adult students who want to be pen-pals. This activity can provide support for students to stay in school, as well as providing support with personal decision making. Students from different backgrounds, races, cultures, and environments can be matched to become pen-pals. Students on various literacy levels can participate.

Estimated time
Once a student is paired with a pen-pal, time will vary as to length of letter student wants to write and length of letter received.

Effective environment
As described

Limitations
Teachers across the state will need to be made aware of other classes that are willing to participate. Paper, envelopes, and stamps will need to be made available to the students who choose to participate.

Evidence of effectiveness
Students will continue to write to their pen-pals, showing enthusiasm and interest in receiving letters from them.

Required materials
Paper, envelopes, stamps; names and addresses of other students who want to participate

Classroom arrangement
Desks or tables for writing

Source
Adapted from LeViness 1995, pg. 9

Cross reference
4.1

1. Divide the learners into groups of four or five members.

2. Ask the learners to make a list of their various work experiences.

3. Have the learners in each group read their lists aloud to each other and explain each of their work experiences.

4. Following the discussion, have learners select from their lists a job each has liked and one each has disliked and write about their feelings about the jobs they selected.

5. Next, have each group compile one list of reasons for liking their work and one for disliking it.

6. Have the groups share their lists and discuss questions like "What kinds of jobs are good and why?" and "Who gets good jobs and why?"

7. In conclusion, engage learners in the following exercise:

Explain to learners that a young person they know is thinking of applying for a job that they used to have and didn't like. Ask learners to write a letter to that person and give him or her advice. Should the person take the job? If so, what should he or she watch out for, do, or avoid doing? Guide learners to refer to their lists of reasons for liking and not liking jobs and encourage them to talk with each other about this before they begin writing. The model letter should include the date, salutation, body, and ending salutation. When they have finished their letters, give learners an opportunity to read their letters to other members of the group.

Estimated time
Steps 1-6 require a total of 60-90 minutes; step 7 requires 60 minutes.

Effective environment
The physical environment should be conducive to the assembling of small groups. Good group dynamics should be explained and their importance highlighted.

Limitations
Requires a skilled facilitator who is knowledgeable about effective group process and group dynamics.

Evidence of effectiveness
Review of the content and format of learners' completed letters

Required materials
Notepads and/or flip charts/paper on which groups can record their lists

Classroom arrangement
Small groups of chairs arranged in a circle. If small tables are available, they can also be used with the chairs.

Source
Adapted from Pelz and Clarke 1991, cited in Imel, Kerka, and Pritz 1994, p. 40.

Cross reference
1.2

1. Write the word "Expert" on the chalkboard and ask the class to tell what the word means. Ask them to name people they believe to be experts.

2. Discuss with the class the various ways people learn, explaining that everyone (including them) learns something every day and that learning takes place outside as well as inside the classroom.

Ways of Learning (Gillespie et al. 1990, p. 29)
• Listening to a teacher
• Watching an "expert"
• Listening to TV or radio or music
• Trial and error
• Following instructions
• Teaching someone else
• Making mistakes
• Discussions with friends or family
• Asking someone
• Reading a book or newspaper
• Responding to an emergency
• Using your imagination

3. Group learners in pairs and ask each pair to describe to each other something they taught themselves, e.g., sewing, cooking a certain meal, game of cards, etc. In the description, learners should explain the way they learned and who, if anyone, helped them.

4. Reassemble the class and ask learners to identify the ways of learning that were the easiest for them and the ones they used most frequently.

Estimated time
30 minutes

Effective environment
The physical environment should contain chairs that can be rearranged from rows facing the front of the classroom to pairs facing each other.

Limitations
None

Evidence of effectiveness
Recognition that learning takes place inside and outside the classroom and that there are many ways to learn

Required materials
Chalkboard and chalk or flipchart and pen

Classroom arrangement
Chairs aligned in a row to begin and then moved in pairs to face each other

Source
Adapted from Gillespie et al. 1990, pp. 27-29.

Cross reference
1.1

1. Engage learners in a discussion about self-examination. Ask them what they know about self-examination and if they practice it.

2. Next, ask learners to identify the issues that can interfere with regular self-examination, e.g., fear of discovering something unusual. Also ask them to identify any areas in which they need help in overcoming a fear, belief, attitude, or knowledge gap that prevents them from performing self-examination.

3. Present material on each of the procedures for self-examination to learners and ask them to read it and use it as reference. (Sample materials are provided on pp. 21-22.)

4. For demonstrations, divide the class into a male group and a female group. Have one health care provider (possibly from the American Cancer Society or a nearby clinic or hospital) to assist and instruct each group.

5. Ask the health care providers to provide names of health care personnel or organizations that learners could call for additional help or support services related to health care.

6. In a follow-up session, ask if anyone was able to use the techniques presented in class and the level of comfort and confidence felt by those who practiced self-examination. Ask learners to identify anything else that would help them practice the techniques and reinforce the value of self-examination.

7. Encourage participants to keep a record of completion of their self-examination and check periodically to learn if participants have any questions.

Estimated time
One hour for the first session; 20 minutes for the follow-up session

Effective environment
The physical environment must be large enough to accommodate two practice groups at separate ends of the room.

Limitations
Learners must be receptive to self-examination practices. If any participants have cultural or personal barriers to self-examination practices, they will likely not participate.

Evidence of effectiveness
Improvement in learners' health care practices

Required materials
Attached handouts or other informative material on self-examination for health care

Classroom arrangement
Chairs and/or chairs and tables must be movable to create space for the demonstrations by the male and female groups

Source
American Cancer Society brochure; Hudson River Center 1993

Cross reference
6.1

Testicular Self-Examination (TSE)

Cancer of the testes is one of the most common cancers in men 20-35 years of age. Fifteen years ago, testicular cancer was often fatal because it spread quickly to vital organs such as the lungs. Today, due to advances in treatment, testicular cancer is one of the most curable cancers, especially if detected and treated promptly.

A simple procedure called testicular self-exam (TSE) takes only minutes and can increase the chances of finding a tumor early.

• Perform a TSE once a month, after a warm bath or shower. (The heat causes the scrotal skin to relax, making it easier to find anything unusual.)

• Examine each testicle gently with both hands. The index and middle fingers should be placed underneath the testicle while the thumbs are placed on the top. Roll the testicle gently between the thumbs and fingers. One testicle may be larger than the other. This is normal.

• Feel for hard lumps or bumps. If you find any, see your doctor right away for his diagnosis.
Remember that testicular cancer is highly curable, especially when detected and treated early. Testicular cancer almost always occurs in only one testicle, and the other testicle is all that is needed for full sexual function.
(Courtesy of the American Cancer Society, Inc.)

Skin Self-Examination (SSE)*

Although skin cancer is very common, it is the easiest cancer to detect and can be treated successfully. By doing a simple monthly skin self-exam (SSE), you can improve your chances of finding a melanoma (type of skin cancer) early.
• Perform a skin self-examination (SSE) once a month.

• Use a mirror so you can check your body for moles, blemishes, and birthmarks.

• Look for the ABCDs of melanoma:
  Asymmetry: One half of the area does not match the other half. Border: The edges are uneven or ragged. Color: The color is uneven with more than one shade or color present. Diameter: There is a change in size, or the size is larger than a pencil eraser. Sensation: There are changes in the way the mole, blemish, or birthmark feels (itching, dryness, scaling, lumpy, swollen, tender).
  Also be attentive to any sore that does not heal.

• Look at the front and back of your body in the mirror; then raise your arms and check your right and left sides.

• Look carefully with elbows bent at your forearms, underarms, and palms of your hands.

• Check the backs of your legs and feet, your soles, and between your toes.

• Next, with the help of a mirror, look at the back of your neck and scalp. Carefully check your scalp by parting your hair.

• Finally, use a hand mirror and check your back and buttocks.
Know what is normal for your body. If you find something unusual, contact your doctor for diagnosis. (Courtesy of the American Cancer Society, Inc.) 1

Breast Self-Examination (BSE)*

One of every nine women will develop breast cancer in her lifetime. Early detection is a vital prevention measure. With improved technology and procedures, the risk of dying from breast cancer is diminished. For women, prevention measures include regular mammogram, clinical examinations, and self-examinations. Since men also develop breast cancer, self-examination is important for them as well.
• Perform a breast self-examination once a month.

• If you menstruate, the best time to do BSE is 2 or 3 days after your period ends, when your breasts are least likely to be tender or swollen. If you do not menstruate, pick a day such as the first day of the month that you can remember easily.

• Stand before a mirror. Inspect both breasts for anything unusual such as any discharge from the nipples or puckering, dimpling, or scaling of the skin.

The next two steps are designed to emphasize any change in the shape or contour of your breasts. As you do them, you should be able to feel your chest muscles tighten.

• Watching closely in the mirror, clasp your hands behind your head and press your hands forward.

• Next, press your hands firmly on your hips and bow slightly toward your mirror as you pull your shoulders and elbows forward.
Some women do the next part of the exam in the shower because fingers glide over soapy skin, making it easy to concentrate on the texture underneath.
• Raise your left arm. Use three or four fingers of your right hand to explore your left breast firmly, carefully, and thoroughly. Beginning at the outer edge, press the flat part of your fingers in circles, moving the circles slowly around the breast.

• Gradually work toward the nipple. Be sure to cover the entire breast. Pay special attention to the area between the breast and the underarm, including the underarm itself. Feel for any unusual lump or mass under the skin.

• Gently squeeze the nipple and look for a discharge. (If you have any discharge during the month-whether or not it is during BSE-see your doctor.) Repeat these steps on your right breast, and again on both breasts while you are lying down.
(Courtesy of the American Cancer Society, Inc.) 2

1. Initial inquiry stage. With the whole group, teacher/facilitator guides the discussion through open-ended, problem-posing questions designed to generate a variety of responses from the students. The teacher might begin the discussion by sharing a brief, personal anecdote describing a family conflict or problem that often arises in his/her family. This would be followed by a variety of other questions such as:
• What types of conflicts/problems occur among members of your family?
• Do your children fight a lot? Over what?
• What happens when two of your teenagers want to use the bathroom at the same time?
• What do you say? How does s/he react?
• What might have been an alternative?
• What is a similar problem you have experienced?
• What advice can you share?
• What do you do when your little one has a temper tantrum?
• Is there an easy way to say no?

2. Learning activity. Students get an opportunity to do group or individual work on the theme as they engage in concrete, hands-on activities or an application of what was discussed in step 1. The teacher divides the class into groups of three or four students. Each group is presented with a problem to solve (written either on strips of paper or the board.) The groups brainstorm on some solutions or strategies to help solve the problem. The brainstorming should answer three basic questions: (1) What is the problem? (2) Who is/are the person(s) involved in the problem? and (3) What are at least two ideas or strategies-pros and cons for each-for solving this problem? After 15-20 minutes, a member from each group shares their problem and solutions with the rest of the class. Role-plays may also be done at this time by the groups.

3. Reading activity. Students get an opportunity to do some in-class silent reading on the topic of family conflicts. The teacher presents several passages taken from the supplementary reading materials, allowing the students to choose one or two they are most interested in. The information is shared and discussed after everyone is finished reading.

4. Writing activity. Students write about something related to the theme of the lesson. Ideas for this come from the previous activities. Teachers can have the students free write or can guide them by asking them to write about something they read in step 3. Writing passages are collected and reviewed holistically by the teacher, and feedback is given at a later time.

5. Follow-up activities. These activities can be done either with a tutor or at home; students can choose to do more than one activity, such as:

• Do some additional reading on a related subject from supplementary materials or materials found during a trip to the library.
• Take a specific problem that has occurred in your family in the recent past. Do an analysis and write-up of the problem similar to what was done in class. Follow up on one of the solutions during the week and see what happens.
• Reflect and write about how communication does or does not occur in your family. Devise some strategies to improve the situation.

Estimated time
2 hours

Effective environment
Warm and informal environment; nonthreatening so students will feel free to speak up

Limitations
Some groundwork will need to be done before implementing this activity. The teacher/facilitator needs to encourage students who are shy to speak up and keep the more outgoing students from monopolizing discussion. Since the discussion is student driven, discussion can take various directions. "Problems" or "situations" for discussion need to be selected and composed prior to the activity, therefore requiring the teacher/facilitator to be aware of the different types of problems his/her students are experiencing as parents.

Evidence of effectiveness
Students will be able to take what they learn in this lesson and adapt it to situations in their personal lives.

Required materials
Supplementary reading materials regarding both a specific problem and the general family theme should be selected from a variety of books, pamphlets, and magazines prior to this activity. They should be brief and on various reading levels.

Classroom arrangement
Movable chairs are essential; classroom should be large enough to accommodate the group as a whole and smaller groups of three or four around the room. Chairs should be arranged in a circle.

Source
Adapted from Huerta-Macias 1992, pp. 239-241.

Cross reference
2.1, 6.1

1. Introduce this activity by bringing to class an object that has significance in your personal or family life-something of importance to you, like a photograph, a handmade object, a piece of jewelry, etc.

2. Ask learners to brainstorm questions they could ask to learn about the object you brought in. To incorporate language skills, ask students to state their questions in the present tense. For example:

• How did you get this object?
• How long have you owned this object?
• Is this object important to you? Why or why not?

3. Next, ask learners to bring to class an object that they have owned for a long time. Explain that the object should be something that is important to their personal or family life. Also explain that learners will interview each other as they did you to learn about the items each has brought in.

4. Facilitate the interview sessions as learners ask questions to discover information about each owner's object and about the owner as well.

5. Finally, ask learners to select one object (or classmate) and write several paragraphs telling what they learned about that object and the owner's life.

Estimated time
1 hour

Effective environment
This activity is especially effective in a class composed of learners who are immigrants or culturally diverse. The physical environment should be comfortable and contain pictures and items of people from various cultures.

Limitations
The activity works best with learners who already know and feel comfortable with each other as they will be sharing their own tales, memories, and experiences with each other.

Evidence of effectiveness
Learner awareness and appreciation of cultural diversity

Required materials
Objects brought to class by instructor and learners

Classroom arrangement
Because this activity represents a participatory approach to teaching and learning, chairs should be arranged to facilitate interaction-in a semicircle or u-shaped room set-up.

Source Adapted from Nash et al. 1992, p. 20

Cross reference
4.1