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Application: Sample Sessions of CALP-funded Family Literacy Programs

Application: Sample Sessions of CALP-funded Family Literacy Programs



These sample videos are intended to help those who are unfamiliar with CALP-funded family literacy programs to gain an understanding of what a program session could look like.

Sample Numeracy Session

In the video below, Tanis Harms (Regional Support Staff, CLN) demonstrates how to include numeracy instruction for adults in a family literacy program. Numeracy is one of the Literacy and Foundational Learning areas in the CALP Guidelines. In this sample video the Primary Intended Learning Objective (PILO)  is to understand and work with fractions. Before offering any family literacy program, CALPs do community and learner's needs assessments to find out what foundational skills learners are needing in the community. The PILO will focus on the skills identified in the needs assessment. 

Sample Adult Literacy Session

In this next video, Tanis Harms (Regional Support Staff, CLN) demonstrates how to include adult literacy instruction for adults in a family literacy program. Adult Literacy is one of the Literacy and Foundational Learning areas in the CALP Guidelines. In this sample video the Primary Intended Learning Objective (PILO) is that learners will improve their understanding and use of reading strategies. As mentioned earlier, CALPs do community and learner's needs assessments to find out what foundational skills learners are needing in the community. The PILO will focus on the skills identified in the needs assessment. 


Reflection Questions:

  •         What various types of activities were mentioned? (story, craft, snack)
  •         Which activities would be engaging for children? Which activities would be engaging for adults?
  •         Would the skills instruction examples help an adult learn a literacy or other foundational learning skill? 
  •         How were parents encouraged to work on these skills at home?
  •         How could the next week's session continue to build the skill?
  •         How would the facilitator know what level of understanding the adults in the group had about the skill that was focused on in the session?