I agree - finding books with CDs has really opened up the idea of 
reading for lower level learners.

I do use Sam and Pat etc - although very simplistic, these are 
accessible for many pre-entry learners and I find that the worksheets 
are useful for sorting out where people have difficulty with things like 
sequencing and letter recognition; so although they can manage text 
comprehension, there may still be an underlying literacy problem. The 
stories are also short enough for people to start reading aloud without 
getting bored so we can work on pron. Plus they can remember the 
characters from one story to the next.

I take all learners to the library together and we have reading time in 
class each week for about 6 -8  weeks, returning to change them as needed.

They also love the dual language children's books  - very good way to 
encourage people who have never read at all, and have youngsters.

Sheila

On 23/03/2013 08:42, Dave Butler wrote:
> Key for me is providing learners with books that have CDs. I ordered a
> selection of readers for lower levels for our library, all with CDs. These
> were from Gatehouse and also the starter/beginner readers from some of the
> big pubishers, e.g. OUP, Pearson (look online). For literacies learners
> the CDs are a must. Every month or so I go down to our library and get all
> of them out on my library card (library does me a wee favour here). I book
> the computer room and have the learners choose a book and everyone listens
> and reads. Then we go to the library and everyone takes a book out - the
> end goal of all this is that this is something learners can do at home.
>
> Have also tried the class al reading one book in class (as described in
> the last post) and that seemed successful.
>
> Sam and Pat (love it or hate it!) also comes with a CD.
>
> Digibooks is also great.
>
> Also try Longman Photo Dictionary, with a CD. Again, low level readers can
> listen and read.
>
> I didn't know that Quick Reads came with tapes/CDs so that would be good
> too.
>
> Dave
>
>
>
> Allegra Carlton <[log in to unmask]> writes:
>> I used a Quick Read, The Great Fire of London, with a group of
>> consolidating and established E1b learners last term and they loved it
>> - particularly when I could demonstrate that in all essentials it was
>> accurate � We did a chapter (2 pages of comic strip) per session over
>> an hour, including vocab, discussions,and additional activities, and
>> read it over - I think - six or seven weeks. �
>>
> I got it from the college library and it has a tape that goes with
>> it, so it's a listening as well as a reading exercise, and learners
>> can also read it round the class to practice reading, pronunciation
>> and stress. � You might even be able to rope it in for citizenship as
>> it's about British history!. � All written in present simple and a
>> fair number of activities after each short chapter plus there's masses
>> online to do extension activities with, including some school's
>> weather forecast for the fire! � All the quick reads at that same
>> level should be suitable - there are also � a few which are for
>> emerging readers.
>>
> I also got all learners in the class to commit to taking out a book a
>> week from the library and in pretty short order discovered that some
>> established E1 learners (European, rather than non-Roman script
>> learners) were taking out E2 and even E3 level books because they got
>> so interested, and were coming back with intelligent questions about
>> grammar and vocabulary. � Also one emerging reader with native
>> language low literacy has made significant strides in reading and
>> writing since then.
>>
> best wishes
> Allegra
> On Fri, Mar 22, 2013 at 1:34 PM, Rachel Stubley <[
>> mailto:[log in to unmask] ][log in to unmask]>
>> wrote:
>>
> A colleague of mine in Pembrokeshire is running staff training, and
>> is looking for recommended reading material (including readers) for E1
>> and E2 levels. She has material from Gatehouse Books (and lots of
>> Quick Reads and material suitable for literacy learners/higher levels).
>>
> �
> Any ideas gratefully received.
> �
> Many thanks
> �
> Rachel
> �
> Rachel Stubley
> Programme leader: adult literacy, numeracy and ESOL teacher education
> University of Wales, Newport/ Prifysgol Cymru, Casnewydd
> Faculty of Education and Social Sciences/Y Gyfadran Addysg a
>> Gwyddorau Cymdeithasol
>>
> Caerleon Campus / Campws Caerllion
> Caerleon / Caerllion
> Newport / Casnewydd NP18 3QT
> tel / ffôn: 01633 432218
> email / ebost[Marker]: [ mailto:[log in to unmask]
>> ][log in to unmask]
>>
> I'm a member of [Image][Image]
> Find out more at [ http://www.rapal.org.uk/ ]www.rapal.org.uk
> �
> �
> �
> *********************************** ESOL-Research is a forum for
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