Community Guide

Transcripción

Community Guide

Community
Provider Guide
A creation of
Produced in collaboration with
Generous support provided by
The nonprofit educational organization behind
Sesame Street and so much more.
©/TM
2014 Sesameeducacional
Workshop. Allsin
rights
reserved.
“Talking is Teaching” is a trademark of Next Generation. All rights reserved.
La
organización
fines
de lucro
que produce Sesame Street y mucho más.
Welcome!
Dear Community
Provider,
As someone who reaches families with young children, you are an
important part of helping families discover their own power and critical role
in building early language skills in their young children! You are the “messenger”
who communicates key information around these fundamental ideas:
Talking, reading, and singing are crucial for boosting brain
development during the early years.
Opportunities to talk, read, and sing with kids arise constantly, during
everyday moments and as families go through their daily routines.
You already know that the foundation for literacy is laid years before children even enter school,
long before they can actually read and talk. It begins with the earliest experiences children
have when their parents and caregivers talk, read, and sing with them. However, the amount
and quality of rich literacy experiences varies depending on a family’s economic level.
Therefore, now more than ever, you are crucial in providing families with tools and resources
to support their children’s literacy development from the moment they are born.
Your work with families and children is important; we’ve created this multimedia
toolkit to support your work. Talking is Teaching leverages the power of your
beloved Sesame Street friends to motivate parents and caregivers to make the most
of everyday opportunities to talk, read, and sing with their children—
and help them grow to become successful students.
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Community Provider Guide
©/TM 2014 Sesame Workshop. All rights reserved. “Talking is Teaching” is a trademark of Next Generation. All rights reserved.
Community
Guide
In This Guide
This guide will help you inspire and empower parents and caregivers to promote their
children’s language development while nurturing their overall growth—from day one.
This material is designed to be flexible: to be used one on one, in small groups, or in large
groups. Here’s what you’ll find in these pages (including Spanish versions of handouts):
TALKING
Walk & Talk: Family Activity............................................................................................. 4
Talking Sense: Handout.................................................................................................. 5
Conversaciones con sentido: Reproducible................................................................. 6
READING
Read It to Me!: Family Activity......................................................................................... 7
Elmo & Mommy’s Day: Reading Handout.................................................................... 8
El día de Elmo y Mamá: Reproducible........................................................................... 9
Choosing a Book: Handout............................................................................................ 10
Escoger un libro: Reproducible....................................................................................... 11
SINGING
Making Music: Family Activity......................................................................................... 12
All About Me: Handout................................................................................................... 13
Todo sobre mí: Reproducible.......................................................................................... 14
One-Minute One-on-One Tips....................................................................................... 15
Consejos individuales breves..................................................................................... 16
Saying Hello to Books...................................................................................................... 17
Bienvenidos a los libros................................................................................................ 18
You’re Invited: Customizable Invite................................................................................. 19
¡Acompáñenos!: Invitación personalizable................................................................ 20
Certificate of Participation............................................................................................... 21
Certificado de participación........................................................................................... 22
Social Media Tips............................................................................................................. 23
More Talking, Reading, and Singing.............................................................................. 24
You might consider offering
families copies of the guide
or storybook—or both—
as incentives to participate
in workshops, or as a
reward upon completion.
Families can download
the materials at
sesamestreet.org/talking
or talkingisteaching.org.
If families do not have
printers at home, they might
use them at their local
library, family resource
center, or child care
provider’s home.
THE KIT: The ideas in this guide extend and enrich the information and activities found in these materials:
This guide highlights the importance
of meaningful, joyful engagement with
children and connects these interactions
to brain development and literacy.
This Kit Includes:
• A Parent&
CaregiverGuide
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This read-aloud storybook features
rhyming text, full-color photographs, and
the Sesame Street friends as they talk,
read, and sing their way through the day.
©/TM 2014 Sesame Workshop. All rights reserved.
• A Children’s
Read-AloudBook
Family Activity
Walk & Talk
In this activity, families
take a “walking tour”
with their child, noticing
different objects in the
room and using them to
spark conversations.
Materials: copies of
page 5 (one per family)
FIRST, begin a discussion:
Ask parents and caregivers, “What do you think your child means when he
looks at or points to something? Why might she be pointing?” (It’s a way
of showing interest and wanting to share the experience, or maybe the child
wants more information about something.)
Once participants have shared their ideas, note: “It’s great to follow
your child’s lead as a starting place for teaching and learning.
It’s wonderful when you’re in tune with their interests; it helps their overall
development.”
NEXT, invite parents and caregivers to walk around the room
examining their surroundings, allowing children to guide the walk.
Tell them they are literally “following” children’s interests!
Encourage adults to ask guiding questions, using the five senses as a
framework: “What does that feel like? Is it soft or hard? What color is that?
What noise does that animal make?”
They can also “play narrator” and make comments on what the child
is observing: “Oh, I think blue might be your favorite color”; “That is a very
thick book!”
If the child is a baby, suggest that parents hold the child at eye level to the
things they are talking about, use pointing to gesture, and put their faces close
to their babies’ faces, speaking slowly and softly and making eye contact.
LAST, regroup and ask families about other everyday moments:
”What are some routines in which you might have conversations like this
with your child?”
Point out the importance of simply narrating everyday activities, responding to
coos and babbling, and repeating what children have said.
Say, “Let’s brainstorm other ways to use language to explore with your child
at home.” Distribute the handout (page 5) and read through it together, asking
for different volunteers to read each section out loud.
Conclude by saying, “So having a language-rich conversation is like tossing
a ball back and forth, responding to each other, and keeping the conversation
going for as long as possible, while using many different kinds of words.”
4
Handout
Talking Sense
Children already have all the tools they need to learn about the world: their five
senses! Just about anything they see, hear, feel, touch, or taste can be a springboard
into conversation. Simply noticing your child as he looks around and explores can
spark language-rich conversation. Follow her curiosity!
Looking and exploring—and paying attention to what your child’s senses are telling
him—can spark interaction, teach new words, and so on. This can happen anywhere,
anytime: on the bus, walking past a restaurant, while preparing dinner—just about
every time and place holds an opportunity for developing language.
TOUCHING
HEARING
• Let’s feel this.
• Shhh! Let’s listen to the
• How does it feel on your skin?
•The
•Does it feel warm or cool?
Smooth or rough?
•What noise does the [animal’s
name] make?
TASTING
• Let’s taste this.
sounds
!
.
• Can you make a
sound?
• That music sounds
to me.
• What does it taste like?
SEEING
• Is it Sweet? Sour? Bitter? Salty?
• I see a
• Does it taste good to you?
• What do you see out the window?
SMELLING
• Let’s take two big sniffs.
• What can you smell?
• Let’s smell this flower.
.
• What else do you see?
• Where’s the
?
• What color is it?
• Is it little or big?
• Let’s breathe deep.
BABY TALK
Even before babies begin talking, they’re processing language — so they benefit from you talking
to them and asking questions. Just feel free to answer your own questions aloud!
5
Reproducible
Conversaciones con sentido
Los niños ya poseen todas las herramientas que necesitan para aprender sobre
el mundo: ¡sus cinco sentidos! Casi todo lo que ven, oyen, sienten, tocan o saborean puede
motivar la conversación.
También, notar lo que su niño mira y explora le da la oportunidad para ayudarlo
a enriquecer y desarrollar su lenguaje, iniciar la interacción, enseñarle nuevas palabras y
mucho más. Esto puede suceder en cualquier momento y lugar: en el autobús,
al pasar por un restaurante o al preparar la cena. ¡Aproveche la curiosidad de su niño!
TOCAR
OÍR
• Toquemos esto para sentirlo.
• ¡Psst! ¡Escuchemos
• ¿Cómo se siente sobre tu piel?
•
•¿Se siente caliente o frío?
¿Suave o áspero?
•¿Qué sonido hace [el nombre
del animal]?
SABOREAR
• Probemos esto.
suena
.
• ¿Puedes hacer un sonido
• Para mí, esa música suena
• ¿A qué sabe?
VER
•¿Es dulce? ¿Ácido? ¿Amargo?
¿Salado?
• Veo un/a
• ¿Te gusta su sabor?
!
?
.
.
• ¿Qué ves por la ventana?
• ¿Qué más ves?
OLER
• ¿Dónde está
?
• Vamos a oler esto dos veces.
• ¿De qué color es?
• ¿A qué huele?
• ¿Es pequeño o grande?
• Vamos a oler esta flor.
• Respiremos profundo.
LENGUAJE DE BEBÉ
Los bebés procesan el lenguaje aun antes de comenzar a hablar y es por eso
que se benefician cuando usted habla con ellos y les hace preguntas. ¡Responda sus
propias preguntas en voz alta!
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©/TM 2014 Sesame Workshop. Todos los derechos reservados. “Hablar es enseñar” es una marca registrada de Next Generation. Todos los derechos reservados.
Family Activity
Read It to Me
In this activity, you’ll
model read-aloud
strategies and give tips
on shared reading—
and highlight the fun
and joy that reading
together can bring!
FIRST, distribute a copy of the mini-book to each family and show
them how to assemble it by putting the pages in order (each family will
need scissors; you can pass around a stapler). Say:
”We’re going to join Elmo and his Mommy as they fill their day with talking,
reading, and singing.”
”Like Elmo’s mother does in this story, you can talk back and forth together,
delight in any sound or gesture your child makes (after all, sounds lead to
first words), enjoy songs and music, and snuggle up with a story together.”
”You can also have lots of fun while doing so!”
mini-book (page 7),
one per family
NEXT, invite parents to read the story aloud with their children.
Say: “Ask your child to help you turn the pages…use different voices…
try reading in a sing-song voice…have fun with the words…comment on
the pictures.”
Remind them that, as a matter of fact, they don’t have to read the words
at all! They can narrate the story themselves or allow the children to make
words up to go with the pictures. (If parents have infants, remind them
it’s normal for babies to grab and put books in their mouths—that’s how they
explore their world!)
THEN, say, “Children often want to hear the same story again and again,
and that’s good!”
Invite parents to read the story again several times.
They can also practice other strategies, such as acting out the story,
using different silly voices and gestures, pointing to objects they see in the
pictures and saying their names, and so on.
Finally, answer questions parents have about reading with their children.
Encourage parents to also read words in their everyday environment,
such as on a cereal boxes or store signs.
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Elmo &
Mommy’s
Day
This book belongs to
(Child’s Name)
1
2
There’s my Elmo,
hugga-boo!
There’s no one else
just like you.
My furry son’s
got things to say.
All day long and
every day.
Elmo’s UP!
Rise and shine.
It’s super-early
morning time.
3
4
Playtime, yay!
You wave, wave, wave.
Big Bird, Cookie, Grover too,
say hi, hi, hi—
and play with you!
5
Mommy washes Elmo’s back.
Rubber Duckie gives a quack.
The water’s warm—
go splishy-splash. Scrub-a-dub.
You love your bath!
6
Night-night, Elmo, with a book.
Snuggle close and have a look.
Help me turn the pages, please.
Let’s read together, you and me.
(Child’s Name)
helped turn the pages of this book!
7
8
El día
de Elmo y
Mamá
Este libro pertenece a
(Nombre del niño)
1
2
¡Ahí está mi Elmo!
¡Cuchi-cuchi-cú!
Muy, muy especial
eres tú. Mi pequeño
tiene mucho
que decir... Cada día
tus palabras
me hacen feliz.
Buenos días...
¡Elmo está despierto!
Es temprano en la mañana
para este pequeño.
3
4
¡Es hora de jugar! ¡Sí!
¡Tus amigos están aquí!
Saluda con tu manita así
y a Big Bird, Cookie,
Grover ¡hola! di.
5
Tu espaldita lava tu mami.
Frota, frota así: ¡Shoki, shoki!
Tu patito de hule dice quac.
En el agua tú haces plash, plash.
6
Con un libro el día de Elmo
termina. Acurrúcate bien y mira.
Ayúdame a pasar las páginas,
por favor. Leamos juntos,
tú y yo.
(Nombre del niño)
¡Ayudó a voltear las páginas de este libro!
7
©/TM 2014 Sesame Workshop. Todos los derechos reservados.
8
Handout
Choosing a Book
Besides choosing books that you loved yourself as a child, look for different
kinds of books as your child grows.
0-12 MONTHS
Look for sturdy, bright board books filled with
images of babies and other everyday things, such as
teddy bears or bottles.
12-24 MONTHS
Continue to seek out board books, and expand
to books that show children doing everyday routines.
Children at this age may also like books about saying
hello and goodbye, and books with simple rhymes
and/or predictable text. 12–24-month-olds may
also have a favorite bedtime story!
10
24 MONTHS
Children at this age will enjoy silly books with rhyme,
rhythm, and repeated text they can learn by heart.
They can also turn paper pages (not just board book pages)
and may enjoy subjects like animals, cars, and other
favorite things. To help expand vocabulary, look for books
with pictures and names of many different things.
AGE 3 AND UP
Children at this age can begin to appreciate story-lines.
They’ll also respond to books with simple, memorable text:
counting books, alphabet books, search-and-find books,
and books about school or daycare.
Reproducible
Escoger un libro
Además de escoger libros que a usted le encantaban cuando pequeño, busque
diferentes tipos de libros a medida que su niño crece.
0-12 MESES
Escoja libros de cartón resistente y brillante con
imágenes de bebés y otros objetos comunes, tales
como osos de peluche o biberones.
12-24 MESES
Siga buscando libros de cartón y que muestren
niños en sus rutinas diarias. A esta edad, los niños
también disfrutan de libros sobre decir hola y adiós
y libros con rimas simples, con textos predecibles
o ambos. Además, puede que ya tengan
¡un cuento favorito para la hora de dormir!
11
24 MESES
A esta edad, los niños disfrutan de libros divertidos con
rimas, ritmo y texto repetido que puedan memorizar.
También pueden voltear las páginas de papel (no solo
las de cartón) y les gustan los temas de animales,
carros y otras cosas favoritas. Para ayudarlos a ampliar
su vocabulario, escoja libros con ilustraciones y nombres
de muchas cosas diferentes.
DE 3 AÑOS EN ADELANTE
A esta edad, los niños empiezan a apreciar la trama
de cuentos. También les gustan los libros con texto simple
y fácil de recordar sobre contar, el abecedario, buscar
y encontrar, la escuela o el cuidado infantil.
Family Activity
Making Music
In this activity,
families will explore
the importance of
rhythm and song for
language development,
and identify everyday
moments in which
they can sing with
their children.
page 10 (one per family)
FIRST, remind parents that their bodies can act as instruments
by clapping, snapping, patting their legs, stomping, or clicking their
tongues. Say:
“Making sounds helps babies and toddlers learn how sounds are
put together.”
“These are the building blocks of language and literacy. So let’s play with
sound together.”
NEXT, have parents sit in a big group with their children in their laps.
Say, “Clap your hands. Can your baby clap with you?”
Pause, then say, “Snap: How does your child respond? Does she seem
to like the sound?”
Parents can take turns playing leader and follower with rhythms and
movements (stomps, pats, tongue clicks, and so on). “Can your child
copy the sound?”
Depending on their age, children can also take turns as “leader.”
LAST, extend the concept of sound as a building block for language into
the idea that songs are a powerful tool for language development.
Say, “Any song you sing doesn’t have to rhyme or be in tune; simply adding
words in a sing-song or chanting voice works, too!”
Ask, “What are some times and places you might sing with your child?”
(Emphasize that singing can happen anywhere, any time: when changing
a diaper, when in the car, bath time, bedtime, when transitioning from
one activity to another, and so on.)
Distribute the handout (page 10) and invite families to sing the songs at home.
Remind them that even the tiniest babies can benefit from being sung to!
12
Handout
All About Me
Babies and toddlers will love hearing their name sung as you personalize
these familiar songs.
TO THE TUNE OF
“YOU ARE MY SUNSHINE”
TO THE TUNE OF
“WHERE IS THUMBKIN?”
TO THE TUNE OF
“OH MY DARLIN’ CLEMENTINE”
You are my sunshine,
my only sunshine.
Where is [child’s name],
where is [child’s name]?
You make me happy
when skies are grey.
Here s/he is!
Here s/he is! (touch child’s
nose, put hand on her head,
hold his hand, or tickle his belly)
Oh my darlin’, oh my darlin’,
oh my darlin’ [use child’s
first name, or first and middle,
or first and last],
You’ll never know, [child’s name],
how much I love you.
I could hug my
[child’s name] all day.
S/he is mommy’s (or daddy’s,
grandma’s, and so on) baby,
Let me hug you,
let me kiss you,
Oh my darlin’ [child’s name].
(then finish with a hug and kiss!)
Such a sweet good baby,
Yes s/he is, yes s/he is.
13
Reproducible
Todo sobre mí
A los bebés y niños pequeños les encantará escuchar sus nombres en estas
canciones conocidas que puede personalizar.
AL COMPÁS DE
“YOU ARE MY SUNSHINE”
AL COMPÁS DE
“WHERE IS THUMBKIN?”
AL COMPÁS DE
“OH MY DARLIN’ CLEMENTINE”
Eres mi sol,
mi único sol.
¿Dónde está [nombre del niño]?,
¿dónde está [nombre del niño]?
Me haces feliz,
cuando el cielo es gris.
¡Aquí estás! ¡Aquí estás!
(toque la nariz del niño, ponga
la mano en su cabeza, tómele
la mano o hágale cosquillas
en la barriga)
Oh mi querido, mi querido,
mi querido [Use el primer
nombre (o los dos primeros)
o el nombre y apellido del niño].
Nunca sabrás, [Nombre del niño],
cuánto te quiero.
A mi [Nombre del niño],
siempre amaré.
Eres el bebé de mami
(o papi, abuela, etc.),
Cómo me encanta abrazarte.
Oh mi querido [Nombre del niño].
(Luego finalice la canción con
un abrazo y un beso).
Eres el bebé más dulce
sí lo eres, sí lo eres.
14
Handout
One-Minute
One-on-One Tips
Even a super-short
conversation with
a family can go a
long way. Share these
memorable ideas
about early literacy—
anywhere, anytime.
HOW DOES YOUR GARDEN GROW?
Your child’s language development is like a garden. Just as you’d prepare
soil, plant seeds, water sprouts, and watch flowers bloom in a garden, you can
work to develop early language skills and watch them grow. There’s so much
happening in a tiny seed underground—things we don’t even see. It’s the same
with your child. Talking, listening, reading, and singing are as important for his
language development as sun and water are to a garden. And 80% of a child’s
not-so-tiny brain is formed by age three. When you talk, read, and sing with
children, you fill their brains with words and thoughts that make all the difference
in their happiness in the future. So…tend that garden!
HAVE FUN…LEARN SOME!
If you’re enjoying yourself, your child is probably having a good time, too.
Listen to music that you like, sing along, and invite your child to move with
you. Let your child see you relaxing and reading for pleasure. Read your child
books that you loved as a child. Tell family stories that make you laugh. Make up
silly sounds and challenge your child to copy them.
MINUTES COUNT
The little moments can mean a lot—slow down and notice them!
Get lost in just one page of a book. Sing your child’s favorite song together again
and again. Read a well-loved story over and over—and over! Savor the ritual
of a lullaby before your child falls asleep.
15
Reproducible
Consejos individuales
breves
Hasta una conversación
breve con un miembro
de la familia tiene
un largo alcance.
Comparta estas ideas
fáciles de recordar de
lectoescritura temprana
en cualquier lugar
y momento.
¿CÓMO CRECE TU JARDÍN?
El desarrollo del lenguaje de su niño es como un jardín. Tal como se prepara
la tierra, se plantan las semillas, se riegan los brotes y se ven florecer las plantas
en un jardín, usted puede desarrollar y ver crecer las destrezas tempranas del
lenguaje. A una diminuta semilla debajo de la tierra le suceden muchas cosas
que no vemos; lo mismo pasa con su niño. Conversar, escuchar, leer y cantar son
tan importantes para el desarrollo del lenguaje del niño, como el Sol y el agua
para un jardín. Un 80% del no tan pequeño cerebro de su niño ya está formado
a los 3 años de edad. Cuando habla, lee y canta con los niños, usted llena su
cerebro con palabras y pensamientos que marcarán la diferencia en su felicidad
futura. Por esta razón… ¡cuide ese jardín!
DIVIÉRTANSE Y APRENDAN
Cuando usted se divierte, probablemente su niño también. Escuche la
música que le guste, cántela e invite a su niño moverse con usted. Muéstrele que
cuando lee, lo hace porque le gusta y le relaja hacerlo. Léale a su niño libros que
a usted le encantaban cuando era niño. Cuéntele anécdotas familiares que lo
hagan reír. Invente sonidos divertidos y motive a su niño a imitarlos.
CADA MINUTO CUENTA
Los momentos pequeños son significativos: haga una pausa y ¡nótelos!
Piérdase en una página de un libro. Canten, la canción o lean el cuento favorito
de su niño una vez... ¡y otra vez! Disfrute el ritual de cantarle una canción
de cuna para hacerlo dormir.
16
Handout
Saying Hello to Books
Building a lifelong love of reading starts right now. As you choose a book for your
little one or settle in with a story together, consider these tips:
SMALL , STURDY LIT TLE
CARDBOARD BOOKS (and
washable cloth books) are perfect
for tiny hands—and mouths.
It’s totally normal for babies to put
books in their mouth. It’s how they
explore, and it makes them feel that
the book is their own special object.
And plastic bath-time books are
perfect for babies and toddlers who
fuss in the tub!
INVOLVE YOUR CHILD
BY INVITING HER TO TUR N
THE PAGES or “help” you turn
the pages. Babies can’t turn pages
on their own, but 18-month-olds
will begin to try. (It’s fine to skip pages
or not finish a book!)
BRING THE STORY TO LIFE.
Use different voices for each character
and act out scenes with gestures or
body movements. Repeat key phrases
and invite your child to join in.
TRY “READING” A BOOK WITHOUT READING THE
WORDS AT ALL , just talk about
the pictures! What’s happening on
each page? What do you see?
RUN YOUR FINGER UNDER
THE WORDS AS YOU READ
to build the awareness that
there’s a difference between
words and pictures. You’ll also be
showing your child that in English,
print goes from left to right. And even
very young children may be able
to tell the difference between the front
and back covers of a book, or know
if a book is upside down. It’s all part
of getting to know books.
SOMETIMES IT’S OK AY
to “judge a book by its cover”!
Put two books in front of your child
and say, for instance, “Let’s choose a
book. Would you like to read the book
about the bears or the book about
the cats?” Then your child can point to
or reach for her choice.
TIE WHATEVER YOU ’RE
READING to your own
experience. ”Oh, look, the boy
in the picture has a balloon.
Remember when you got
that red balloon at that party?,”
or, “Here’s a cat wearing a hat.
Do you have a hat on your
head right now?”
17
Reproducible
Bienvenidos los libros
El desarrollo de un amor duradero por la lectura empieza ahora.
Cuando seleccione un libro para su pequeño o escojan un cuento juntos,
considere estos consejos:
LIBROS PEQUEÑOS DE
CARTÓN RESISTENTE y libros
de tela lavables son ideales para
manos (¡y bocas!) pequeñas.
Es totalmente normal que los bebés
pongan los libros en sus bocas.
Es así como exploran y sienten que
el libro es su propio objeto especial.
Los libros plásticos para la hora
del baño son perfectos para bebés
y niños pequeños ¡que se alborotan
en la bañera!
INVITE A SU NIÑO A
PARTICIPAR VOLTEANDO
L AS PÁGINAS o a “ayudarle”
a voltearlas. Los bebés no pueden
voltear las páginas por su cuenta,
pero uno de 18 meses tratará de
hacerlo. (Está bien saltarse páginas
o no terminar el libro.)
18
DARLE VIDA A UN CUENTO.
Use diferentes voces para cada
personaje y represente las escenas
con gestos o movimientos del cuerpo.
Repita las frases clave e invite a
su niño a participar.
DESLICE SU DEDO DEBAJO
DE L AS PAL ABRAS MIENTRAS
LEE para desarrollar conciencia
sobre la diferencia entre palabras
e ilustraciones. Así también le
mostrará a su niño que en español las
letras se leen de izquierda a derecha.
Hasta los niños más pequeños
podrían diferenciar la portada y
contraportada de un libro o darse
cuenta si está invertido. Todo esto
forma parte de conocer los libros.
TR ATE DE “LEER ” UN LIBRO
SIN LEER L AS PAL ABR AS,
¡simplemente hablen sobre
las ilustraciones! ¿Qué sucede en
cada página? ¿Qué es lo que ves?
A VECES ESTÁ BIEN “juzgar
un libro por su cubierta”.
Ponga dos libros frente a su niño y
diga, por ejemplo: “Escojamos un
libro. ¿Te gustaría leer el libro sobre
los osos o el libro sobre los gatos?”.
Entonces, su niño puede indicar o
agarrar el libro que prefiere.
REL ACIONE LO QUE LEE
con sus propias experiencias.
”Oh, mira, el niño de la ilustración
tiene un globo. ¿Te acuerdas
del globo rojo que te dieron en
la fiesta?” o “Acá hay un gato con
una gorra. ¿Llevas puesta una
gorra ahora?”.
Please Join Us!
You’re Invited to a Family Workshop
• Build your
child’s love of
language.
• Set the stage
for his success
in school.
• Boost her brain
development.
Join us and find out how!
DATE
TIME
LOCATION
Handout
¡Acompáñenos!
Están invitados a un Taller para la familia
• Desarrollar el
amor por
el lenguaje de
su niño.
• Preparar la base
para el éxito en
la escuela.
• Fomentar
el desarrollo
del cerebro.
¡Vengan y descrubran cómo!
FECHA
HOR A
LUGAR
DATE
The
family has completed the
Talking is Teaching Workshop.
Congratulations!
FECHA
La familia
el taller Hablar es enseñar.
ha completado
¡Felicitaciones!
Social Media Tips
Social Media Tips
Send out these bite-sized tips to post and promote messages, strategies, ideas,
and materials on platforms such as Facebook and Twitter.
TALKING MESSAGES
•Talking is teaching. So chat away!
Visit talkingisteaching.org.
•So much brain growth happens
through talking and listening.
Take time to listen! And visit
talkingisteaching.org.
•Start conversations about the
happiest part of the day.
READING MESSAGES
•The more your child is read to from
the very start, the more his brain will
grow and language will develop.
•Cuddle up with your child and
enter the world of a story.
•Books are brain boosters.
Open one with your child today!
•Books are like vitamins for the
brain. Here’s to your child’s health!
SINGING MESSAGES
•Music affects your mood. A fast beat
might make it more fun to exercise.
Quiet music relaxes you after a long
day. It’s the same for your child!
Check out talkingisteaching.org.
•Sing together! Songs are a great
way for your child to learn language
and build vocabulary. Check out
•If your baby squeals, babbles,
or screams as you sing…
consider it a loving duet! Check out
MATERIAL S
•It’s together time! Visit
talkingisteaching.org for
a downloadable read-aloud
storybook for babies and
toddlers featuring real parents
and children—as they talk,
read, and sing.
•Make the most of family moments.
Visit talkingisteaching.org
for a downloadable parent and
caregiver guide on sparking
conversation, enjoying books, and
making music with your little one.
23
Handout
More Talking, Reading,
and Singing
When it comes to language development, there’s always more fun to be had!
Try these tips in the areas of talking, reading, and singing.
CONVERSATION BAG
•Families can take turns pulling a
variety of objects out of a bag or hat
(or simply lay them out on a table) to
explore with their senses (what do
the objects look like, feel like, smell
like, sound like, taste like?). They
can use them to start conversations
following children’s lead and level
(“That’s a crayon you pulled from
the bag! What color is that crayon?
Right, it’s blue.”). Items can be
different fabrics (lace, cotton, velvet),
foods (banana, apple, orange),
and so on. (If items are not readily
available, pictures can also be
used to spark conversations.)
READ, READ, READ
Along with the handout on
page 8, you might share these
points with parents:
•Point out and read words in
your everyday environment—
on cereal boxes, store signs, and
so on. Print is everywhere, not
just in books!
•Read anywhere, anytime. It’s fine
to pull out a book and read to
your kids if mealtime is getting a
little too chaotic. You can even
read as you nurse your baby!
Carry books in your diaper bag
to keep your baby engaged
wherever you are. Give your baby
a small book to play with as
you change his diaper.
•Read favorite, well-loved books
and stories from your childhood.
Most of all, have fun and enjoy the
experience of settling into a book
together. The more your child
sees that you love reading, the more
she will want to do so herself.
24
ROCK WHAT YOU ’ VE GOT
Playing with instruments helps kids
learn about rhythm and sounds.
Families can make instruments using
everyday objects to accompany songs.
Depending on children’s ages, they
can take turns giving directions:
“make a loud/quiet sound,” “shake it
fast/slow,” to go along with different
kinds of music.
•An empty oatmeal or plastic
container makes a great drum.
•A paper-towel roll can become
a horn.
•Chopsticks can be used as
rhythm sticks.
•Keys on a keychain can be used
as jingle bells.
•A plastic spoon and a table can
become a miniature drum set.

Community Guide

Transcripción

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