Hi.  I used the book Fast Track Phonics with my beginning class recently. 
They are low level readers--Grade 1--2.  I told them it was a good way to 
learn proper English pronunciation.  I think it has helped their reading. 
Then I moved onto the Challenger reading series.  I do the phonics/reading 
in conjunction with regular ESL type lessons (we are also uning English No 
Problem). I think the stress on phonics at the beginning of the class has 
helped.  Good luck.  Pam Haran
----- Original Message ----- 
From: "Aderman Elizabeth M (79D755)" <EAderma at schools.nyc.gov>
To: "The Adult English Language Learners Discussion List" 
<englishlanguage at nifl.gov>
Sent: Thursday, February 07, 2008 11:03 AM
Subject: [EnglishLanguage 2117] Re: Topics for the list 2007, 2008



> I'm very concerned about Literacy, too. It's important we bring in the 

> subject of PHONICS if we are going to help ELLs READ. Margo DelliCarpini 

> of Lehman College, NYC puts in phonics under PHONOLOGICAL AWARENESS. How 

> about this, there may be many ways to make the sound of aw- as in ball, 

> caught, bought, long. To teach beginning phonics, we can start with the 

> phonogram -all-and teach students to recognize the sound-syllable 

> correspondence in the syllables all, ball, fall, call, mall. What do you 

> do about phonics?

>

> ________________________________

>

> From: englishlanguage-bounces at nifl.gov on behalf of Sally Bishop

> Sent: Mon 2/4/2008 11:04 AM

> To: The Adult English Language Learners Discussion List

> Subject: [EnglishLanguage 2106] Re: Topics for the list 2007, 2008

>

>

> I have been hoping for this for a long time.

>

> SB

>

> On Feb 1, 2008, at 6:14 PM, Ted Klein wrote:

>

>

> Lynda,

>

> I would like to see a serious discussion on the current meaning(s) of the 

> word "literacy." I recently polled a number of my long-term ESL colleagues 

> and most of us, including yours truly, tend to accept the semantically and 

> historically original meaning, "the ability to read and write."  Now the 

> limits seem to be changing and expanding quite a bit. Either we need 

> extensive agreement on something that is mutually realistic or we need to 

> clarify and make it "graphic literacy," "communication literacy," and/or 

> something more tangible. If we are going to talk about it, we need to know 

> what it really is. When I first heard of NIFL, I thought that it was all 

> about reading, which interests me less than language teaching 

> methodologies, techniques, approaches, the application of phonology, 

> cultural factors and measurement in total L2 acquisition. NIFL seems to 

> represent much more than my original interpretation.

>

> Thank you.

>

> Ted Klein

> Lake Travis in Texas

> www.tedklein-ESL.com <http://www.tedklein-esl.com/>

>

> ----- Original Message ----- 

>

> From: Lynda Terrill <mailto:lterrill at cal.org>

> To: englishlanguage at nifl.gov

> Sent: Thursday, January 31, 2008 11:48 AM

> Subject: [EnglishLanguage 2101] Topics for the list 2007, 2008

>

>

> Dear subscribers,

>

> I'd like to sum up the topics the list discussed last year and also to 

> look forward to possible topics of discussion this year on the list.

>

> First, I want to say that my favorite thing about this list community is 

> that so many of you bring up  topics of interest and concern and so many 

> of you respond so quickly. In fact, this is a subscriber -centered list 

> and, to me, that makes this list a powerful tool.

>

> In 2007, we had several successful guest facilitated discussions and we 

> spent some time in the fall sharing resources in a focused and reflective 

> way, but you brought up and worked on many  other important topics as well

>

> Last year there were guest facilitated discussions on

>

> * workplace ESL

> * teaching writing to adult English language learners

> * adult ESL content standards

> * practical strategies for working with literacy-level learners.

>

>

> In addition to the focused sharing of resources, we also had the yearly 

> discussion and sharing about TESOL/COABE sessions (as we will again).

>

> Other topics you brought up-- which were sometimes part of the above 

> discussions or offshoots of them-- included the following:

>

> * immigration, citizenship preparation, and EL/civics

> * native language literacy

> * bilingual classes

> * phonemics and pronunciation\

> * reading aloud in adult ESL classes

> * multilevel classes;

> * vocabulary acquisition

> * offering a menu of  classes rather than general ESL classes;

> * technology and distance learning.

>

>

> By February 11, will you send your suggestions to the list for "special" 

> discussions?

>

> Thanks, and, as always, please bring to the list issues related to 

> teaching adult ESL as they come up.   .

>

> Sincerely,

>

> Lynda Terrill

> List moderator

> lterrill at cal.org

>

>

>

>

>

>

>

> ________________________________

>

>

> ----------------------------------------------------

> National Institute for Literacy

> Adult English Language Learners mailing list

> EnglishLanguage at nifl.gov

> To unsubscribe or change your subscription settings, please go to 

> http://www.nifl.gov/mailman/listinfo/englishlanguage

> Email delivered to taklein at austin.rr.com

>

> ----------------------------------------------------

> National Institute for Literacy

> Adult English Language Learners mailing list

> EnglishLanguage at nifl.gov

> To unsubscribe or change your subscription settings, please go to 

> http://www.nifl.gov/mailman/listinfo/englishlanguage

> Email delivered to bishopsl at cc.usu.edu

>

>

> ----------------------------------------------------

> National Institute for Literacy

> Adult English Language Learners mailing list

> EnglishLanguage at nifl.gov

> To unsubscribe or change your subscription settings, please go to 

> http://www.nifl.gov/mailman/listinfo/englishlanguage

> Email delivered to harangod at comcast.net