• Develop a lesson plan each week.

• Ground your lessons in your learner’s real-life goals.

• Emphasize speaking and listening, plus include reading and writing in each lesson.

• Design your lessons to build on those from previous sessions.

• Review key topics and lessons from the previous week.

• Address what the learner should do for the following week.

• Take notes on what worked well, what needs improvement, and what challenges came to light.

• Encourage your learner to generate useful materials, such as sight word lists, picture cards, post-its, and experience stories that can be used for study and review.

• Revisit instructional videos frequently for direction and inspiration.

• Keep in touch with other tutors and trainers at Literacy DuPage to share ideas and ask questions. description

View more information in the Tutor Training Resource Center below.

In partnership with Literacy Volunteers Fox Valley, we recently presented the workshop "Enhancing Lesson Planning with AI Tools." A recording of the session is available here for those who missed it or would like to revisit the content.

Watch this video to learn more.

ChatGPT Overview Video - Part 1

ChatGPT Overview Video - Part 2

ChatGPT Workshop Recording and Supporting Slides

Chat GPT Prompt Template

The Oxford Picture Dictionary is a visual learning resource that helps English learners build vocabulary and communication skills through everyday topics and illustrations. It is also a helpful lesson-planning tool for tutors, providing ready-made themes, vocabulary, and conversation ideas that can easily support speaking, listening, reading, and writing activities.

OPD Resource

‍OPD Video 1

OPD Video 2

In volunteer-driven programs, especially with beginners or low-literacy learners, it’s important to prioritize:

• Comprehension (understanding spoken English)

• Basic speaking skills (getting needs met, asking/answering questions)

• Pronunciation is addressed in the service of being understood, not perfection. Too much focus on “perfect” pronunciation can be discouraging.

Volunteer tutors should aim to support intelligibility and build learner confidence.

‍Our volunteer tutors play a valuable role in helping learners develop the language needed for their naturalization interview by providing direction and practice with citizenship-specific content skills.  Tutors focus on listening, speaking, reading, and writing skills, as well as reviewing interview questions and responses and conducting mock interviews.

However, Literacy DuPage and its staff do not assist learners with application services because of legal implications. See the section Legal and N-400 Application Services for legal referral details.  Fortunately, several neighboring libraries and community programs offer free citizenship classes.

‍Our volunteer tutors can still play a valuable role in supporting learners by:

• Practicing Civics Questionsfor the naturalization test.

• Conducting mock interviews to build confidence in answering interview questions.

• Improving English language skills — speaking, listening, reading, and writing.

• Enhancing understanding of U.S. history and government concepts related to the naturalization test.

‍ Helpful USCIS links:

• ‍USCIS Official Website (English)

• USCIS Official Website (Spanish)

‍Tutors should not:

• ‍Assist with completing the N-400 application.

• Provide legal advice or guidance on immigration status or processes.

‍‍For official citizenship assistance, we encourage learners to seek support from accredited immigration organizations or legal professionals.‍ ‍

Volunteers and staff should not assist anyone with this process, instead refer them to an immigration lawyer. It is important that trained experts in the fields of immigration law and policy handle our students’ technical questions about immigration and citizenship.

It is important that you do not ask the status of your learner. As an organization, we do not ask status during the intake process, and it is at their discretion if they share this information with you.

• Tutor/Learner pairs must meet in a public location. Meetings in private residences are not allowed. 

• If your learner has expressed concern over continuing with in-person tutoring, offer them other options such as Zoom, What’s App, FaceTime. Respect their decision to discontinue tutoring in-person and inform Laurie Hoffman, Program Manager, lhoffman@literacydupage.org, of any changes. Although our libraries have guidelines in place to protect our community members, we cannot guarantee safety. 

• If your learner has additional questions, please refer them to the Illinois Coalition for Immigrant & Refugee Rights at 1-855-HELP-MY-FAMILY (1-855-435-7693) or World Relief Immigration Legal Services: Aurora (630) 906-9546, Chicago (773) 583-9191, Carol Stream (630) 462-7660.

Thank you again for all you do to ensure a supportive tutoring environment for you and your learner. 

Goal Achievement Progress - We are a life-skills, goal-based program. Each learner sets goals during the intake process, and goal progress is evaluated after 35 hours of instruction. Per our grant agreements, we are required to report on learner progress after each assessment.

Post-Tests - We set a goal that 65% of adult learners will receive a post-test after each 35 hours of instruction.

If the tutor is unable to attend the post-test, the assessment specialist will contact the learner directly (similar to when they received their pre-test) to schedule their post-test which will be facilitated over Zoom/WhatsApp, unless it is an ABE test that must be delivered in person. Once the post-test is complete, results will be shared with the Tutor Support Specialist who will then contact the tutor to discuss the results and recommended new materials if needed. In order for us to count a learner as making progress in our program, they must be pre-tested and post-tested during the current fiscal year.