FLIC’s newest pilot program for 2013 is
our first writing group. Since the reading/writing connection is integral in
improving literacy and writing skills, we decided to offer a program to our
youth that embraces writing. The group is made of preteen learners, most of
whom are also preteen tutors, allowing the students to bring their improved writing
skills into their own tutoring. In their weekly meetings, the students work on
both individual and collaborative writing projects that have already spanned
from short fiction stories to poetry. The group’s goal is to contribute to our
Project READ blog as “youth correspondents.” To prepare for this role, the
writing group has already begun practicing the art of interviewing. The writing
group meets weekly for over an hour, focusing on a new genre or style of
writing each session.
Additionally,
the learners are encouraged to bring in their own writing assignments from
school to peer review. Within FLIC, an entire bulletin board has been dedicated
to their work, and each session they add to it with finished products. In
addition to writing, proofreading and improving their literacy skills, the
tweens have also started presenting their works to FLIC families, learners and
tutors, honing their public speaking and presentation skills. Within the very
first session, it was obvious that these students’ confidences in themselves
have already grown and the friendship between these leaners blossomed into true
camaraderie. The community tutor who facilitates this writing group was
impressed with the sense of community the students formed, as well as the
positive affect peer-review and group work has on these teens. erowHer
Kelly
Kimberly
Her own youth learner is part of this
writing group and often struggles with prioritizing homework and studying. Now
that she is around peers who not only encourage, but also support her to tackle
even the most daunting subjects, she has a renewed sense of determination to
complete her tasks in order to get to more writing and time with her friends as
FLIC. It is amazing to see what a positive effect youth have on each other. Project
READ’s writing group’s curriculum is created by staff and led by a trained Project
READ tutor.
“The more that you read, the more things you will
know. The more that you learn, the more places you'll go.”
― Dr. Seuss, I Can Read With My Eyes Shut!
The end of the year will
soon be upon us and it is the perfect time for me to reflect on my incredible
experiences with Project READ. I have had the good fortune to meet so many kind
and generous people. I feel a deep gratitude toward the learners. I have learned so much from them and I
will always carry their spirit of geniality with me whenever I think of Project
READ. The staff is extraordinary as they have always encouraged and supported
me in whatever volunteer project I have been involved in, whether it was one-on-one
tutoring, being a table monitor for Summer FLIC or stuffing envelopes, to name
just a few.On top of fulfilling
my dream of being a tutor, I have also had the extreme pleasure of writing for
the blog. This assignment has taught me to be a better person as I have had the
privilege of working with people who have transformed their lives in such
positive ways.
I invite you to be a
volunteer for Project READ and be a part of a team that is committed to helping
people of all ages. There are many ways in which you can donate your time.
Please pick up a brochure and find out what works best for you and see how you
can make a difference in your community.
I wish you all a bright
and happy holiday season!
Loretta Farris
Loretta Farris is a Project READ volunteer
tutor and writes monthly Project READ blogs about our learners,
families, volunteers and events . She has been awarded the "Spirit of
Project READ Award" along with her learner Evelyn for their commitment
to Project READ.
The skies were a vibrant blue with just a hint of a cooling
breeze as Project READ (P.R.) hosted its annual BBQ and Awards Celebration at
the Community Activities Building in Redwood City. This year’s theme was
“Pirates through the years”. As I walked through the entrance into the
colorfully decorated hall, I was greeted by a motley crew of pirates. “Captain”
Joanne, her “first mate” Jean, Chelsea and Matthew the beloved “go-fors” assisted the arrivals. Jayita
and Cecilia, a tutor/learner pair, handed out name tags as they signed in the
numerous volunteers for the day.
The children were given re-usable tote bags to decorate at
the crafts table led by Maryanne, who is a volunteer for HOBA (Hands on Bay
Area) as well as other volunteers from this incredible non-profit
organization. These volunteers
also helped the kids to assemble eye-catching pirate hats and had fun creating
pirate puzzles.
Long tables were set up with multi-colored balloons awaiting
the delicious BBQ to be served later in the day. Opposite the tables, teen
tutors Leslie and Marie were selling P.R. T-Shirts. Pam Patek, Youth (FIP)
& Small Group Student/Tutor Coordinator, was in charge of the “Guess How
Many Gold and Silver Coins” game. She says “there were tons of guesses” as people
counted the coins from top to bottom, sideways and even picked up the jar to
guess how many it held. The actual amount was 586 and Sara Martinez won with a
guess of 589.
At last it was time to present the “Spirit of Project
READ Awards”. Kathy Endaya, Director of Project READ addressed the crowd with
an eloquent and thoughtful speech acknowledging the various entities such as
“Redwood City Friends of Literacy” and the many volunteers that contribute so
much to the success of Project READ. This year Angele Echele, Adult &
Families (FFL) Student/Tutor Coordinator, honored the Adult Tutoring pair,
Larry Knox and Trivan Lovings. Gil Gatea, Family Literacy Center Student /Tutor
Coordinator and Brigid Walsh, Student/Tutor Coordinator honored Teen Tutor Katherine
Ruiz. Pam Patek honored the Adult Tutor with Child pair, Gabriela Ake and Annie
Georges. It was wonderful to see the beaming faces of all the honorees.
Following the awards, yummy desserts were served courtesy of the kitchen crew.
Loretta Farris is a Project READ volunteer
tutor and writes monthly Project READ blogs about our learners,
families, volunteers and events . She has been awarded the "Spirit of
Project READ Award" along with her learner Evelyn for their commitment
to Project READ.
When Angele Echele, Adult & Families (FFL)
Student/Tutor coordinator, first met Irlanda Castellanos her goals were to
read, write and speak English better. She had many reasons for improving her
English speaking skills; however the main reason was for her job. She would try
to speak English with her co-workers instead of Spanish whenever possible. Her
desire to develop her English speaking skills goes beyond just practicing at
her job, but it is also important during her daily activities.
“Every time we meet, it is a different experience,”says
Carla Vargas who tutors Irlanda on a weekly basis. They usually start a
tutoring session with what’s currently happening and then the session takes on
a life of its own. Carla told me her teaching style is based on, “…how we
really speak. This includes both the academic world and the practical world. Sometimes
I will use slang words.” Her teaching tools include books or magazines that
focus on real life issues or stories. For instance, Carla recently brought in
VIA Magazine and they read an article about San Francisco because Irlanda was
planning a trip to visit the beautiful city. She learned all kinds of useful
information which made her more excited for her upcoming adventure.
There are times during a tutoring session when a tutor
can only respond to an answer by saying “because”. I’m sure many tutors have
experienced this at one time or another. Carla says, “It’s crazy, sometimes you
just don’t have an answer.” The English language can be difficult and
explaining how a certain rule applies can be challenging; sometimes we just
don’t know. I can relate to this in my own tutoring experiences. When Irlanda
has a hard time trying to translate a word from Spanish to English she will
say, “Como se dice” (how do you say?). This has been a kind of a joke between
them, but since they have been working together for a long time, Carla remarks,
“Irlanda has gone months without saying ‘como se dice?’!’” Irlanda doesn’t give
up easily. She recently passed her Level I Grammar class at Cañada
College and commented on how Carla was instrumental in her success.
I asked Carla why she became a tutor and she replied, “My
mother-in-law was Barbara Greenalch and was one of the first volunteers at
Project READ. She loved Project READ and had fun with the Trivia Bee; she was
my inspiration.” Carla truly loves working with Irlanda as she is always open
to new suggestions. Irlanda says, “Carla is a nice person. She is not strict,
but funny. I am not nervous or stressed when I work with her. ”
Carla became misty eyed in response to Irlanda’s kind words, and it warmed my
heart to witness this sincere interaction between tutor and learner.
Loretta Farris is a Project READ volunteer
tutor and writes monthly Project READ blogs about our learners,
families, volunteers and events . She has been awarded the "Spirit of
Project READ Award" along with her learner Evelyn for their commitment
to Project READ.
Let the state know how important Project READ and literacy services are to you. Please send a letter-- in just 3 minutes you can "click and send" a letter to a legislator. Help us secure much-needed state funding, so that Project READ can continue to provide literacy services to our community.
Rimple Prashar and her eleven-year old daughter
Kelly and five-year old son Kushel come to Project READ three to four times a
week. Originally from Punjabi, India, English is Rimple’s second language. Her
native language is Hindi; however, she learned English during her high school
years, and she receives tutoring from Project READ weekly. She is a busy
homemaker and doesn’t have enough time to read leisurely, but she always makes
time to read to her son at night. “I love this program, and I also receive
tutoring from my daughter!” Project READ allows that additional time together,
and they never stop learning as individuals and as a family.
In addition to school, Kelly
has a second-degree black belt in Tae Kwando. Kelly loves coming to the
library. In fourth grade her teacher referred her to Project READ to help her
out with her reading skills and she’s been coming ever since. Kelly loves
working with Gil Gaeta, theFamily Literacy
Center Student /Tutor Coordinator and Monique Rodriquez. Kelly says, “They
really help me, especially with my math.” I asked Kelly about reading and she
replied, “Reading is really good, I get help with the meaning of words.” She
likes to read mystery novels and crime books. Kelly is also a pre-teen tutor,
“I like the kids, especially the little ones, Kindergarten through second grade.
The kids choose the books they want me to read.” I asked her if she wanted a
family of her own when she grew up and she said, “Yes I would like to read to
them.”
Like his big sister Kelly, Kushel takes Tae Kwando and likes
to swim. He is a gentle little boy who is learning how to read at Project READ
from the great teen volunteers. His mother was surprised about how much Kushel has
progressed. His favorite stories to read are Batman comic books. I think Kelly sums up her experience at Project READ not only for
herself, but her family as well when she says, “Project READ is a great place
to get tutoring. You don’t feel shy, you feel comfortable and that makes you
want to come here. No one pushes you to do something you don’t want to.”
When my interview is done, I
take a picture of the Prashar Family and head to the office where the staff
works. I had the pleasure of running into Kathy Endaya, the director of Project
READ. I briefly summarize my interview and Kathy appreciates what Kelly says about Project READ and adds
that the program provides “a flexibility of learning”.
Loretta Farris is a Project READ volunteer
tutor and writes monthly Project READ blogs about our learners,
families, volunteers and events . She has been awarded the "Spirit of
Project READ Award" along with her learner Evelyn for their commitment
to Project READ.
As I was interviewing Madison, a fourth grader from Clifford School, her grandma Marilyn, smiling widely comes to take her home. Madison and her grandma come to the library almost every day, every other week. Grandma Marilyn has been bringing her granddaughter to the library ever since she was a baby. They both like to read and over the years have formed a friendship with Jackie and Christine, both librarians in the Kids section. Just last month, Madison learned about Project READ from one of the librarians, so she could receive help doing her homework. Marilyn confessed that “she doesn’t know math [homework]” so she was thrilled about Madison getting help.
Madison mainly works with Katherine, her teen tutor. She says, “Katherine is awesome! She helps me think about words and how to spell them.” Madison not only receives help with her homework, but she also gets to play games and have fun. “Katherine knows how to play “Connect 4!” When Katherine is not available, Madison works with other volunteer tutors, whom she thinks are “nice and helpful.”
Katherine is a junior at Sequoia High school and became interested with Project READ after attending a presentation about the program at school. Brigid Walsh, Youth KIP (Kids in Partnership) student/tutor coordinator and Monique Rodriguez, KIP/FLIC (Family Literacy Instructional Center) program assistant addressed the student body along with the help of AmeriCorps volunteers. After her interview, Katherine became a teen tutor in the FLIC and KIP programs. She satisfies her community service hours by doing something she loves which is working with kids, a win-win situation! Her cousin Gaby is a KIP tutor too. I asked Katherine what she liked most about Project READ and she simply replied, “Everything!”
Loretta Farris is a Project READ volunteer tutor and writes monthly Project READ blogs about our learners, families, volunteers and events . She has been awarded the "Spirit of Project READ Award" along with her learner Evelyn for their commitment to Project READ.
