By providing illustrative examples from real classrooms and feedback from teachers, this teacher handbook brings to life ways teachers have modified their adult literacy classroom practice to be more learner contextualized. It provides guidance in moving toward contextualized literacy instruction; teachers must adapt suggestions to most suitably meet their classes' needs. Chapter 1 provides a background of existing theory on contextualized instruction. Chapter 2 addresses getting to know students and their contexts outside of school. Guidelines are provided for beginning and building relationships with students and initiating discussions and activities that help determine literacy practices most relevant to the learners. Chapter 3 provides a generalized guide to help teachers create their own materials and activities that meet skill needs of students within a relevant context. Chapter 4 provides more examples of the kind of materials and activities that can be termed authentic. It describes two themed activities (Household Tasks, Parenting and Family) that can organize classes for weeks at a time and presents possible followup activities for each theme. Chapter 5 addresses assessment, including what it is for; what tools are best for assessing students and programs; how contextualized instruction fits with standardized assessment; and whether curriculum can be contextualized when one or more assessment measures are not. Appendixes include 42 references; 2 class portraits; and list of 45 print and web resources. (YLB)