The Importance of Family - The Literacy Connection

Transcripción

T h e Lite r acy Co nn ection a t H om e
P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System
The Im portance of Fam i l y
Family involvement in a child’s education helps a child understand that learning and
literacy are important. Children love sharing their excitement about learning with the
adults closest to them. Research suggests that children whose families are involved in
their schools show greater progress in learning early literacy skills than do children
whose families are not as involved (Nye, 2006). This connection seems strongest for
children at highest risk for experiencing school difficulty (Dearing, Kreider, Simpkins &
Weiss, 2007).
Families are their children’s first and most important teachers and have already taught their
children many things prior to entering school (Ramey & Ramey, 1999). Families should be
encouraged to continue their role as teachers in their children’s lives throughout school
(Caspe, 2003). This session will share some ideas and skills that will allow families to help
their children’s literacy skills grow.
Reading to children is one activity that will support them in their attempt to master literacy
skills. The most important activity to help prepare a child to succeed as a reader is reading
aloud with a family member. Encourage families to fill their story times with a variety of
books and watch the magic work (Bagert & Cullinan, 1996).
Families can also help their children learn specific literacy skills. They can help children
practice the word and letter sounds of language by reading rhyming books and poems,
and they can help children practice identifying letters by reading alphabet books
(Seneschal, 2006). When children are able to take part actively in reading, it helps them
learn new words, gain knowledge about their world, learn about written language, and see
how words that are spoken and words that are written go together. Sharing books is also
a way for children and families to find special time to build relationships (The National
Institute for Literacy, 2006).
The Impo rta nce of Family • P rese nte r Info rm atio n • 1
Tips for Supporting Families of Children of English Language Learners
(ELL)
•
Be sensitive to the needs of each family. Greet the family in a welcoming way,
regardless of their English abilities. Look for universal gestures to connect with
them!
•
Learn how to pronounce their child’s name and the family’s last name.
•
Encourage families to continue talking to their children in their home language.
Children will learn faster if they have a strong foundation in their native language.
•
Explain briefly the educational system in your area. Share information with the
families on how they can support their children’s education. Remember, families
might bring different expectations based on their past experiences.
•
When selecting a book to share with the families, try to use a book that you are
reading in the classroom so children will hear the same information in two
different languages.
Tips for Supporting Families of Children with Special Needs
•
Be sensitive to where the families are in the process of identifying and coping
with their child’s need for an educational plan. Even sitting down to read a book
with their child may seem difficult at this time. Encourage parents to provide
book experiences that may include looking at and talking about pictures or
studying the cover and connecting the content to real life.
•
Learn the names of the parents and the children in the family. A lot of new
“professionals” have come into their lives. Be compassionate.
•
During the read-aloud time demonstrate book adaptations based on the specific
needs of the children. (Add “Boardmaker” pictures under words or fluffy page
turners to demonstrate how to make page turning easier for children with limited
fine motor skills.) Show parents how to make reading more sensory by adding
texture to pictures or combining smells or sounds to the reading experience.
The Impo rta nce of Family • P rese nte r Info rm atio n • 2
T h e Lite r acy Conn ection a t H ome
The Im p ortance of Fam i l y
A G ENDA
We lcom e: Introductions, Overview, Ground Rules
L e a r n in g Ob je ct ives
Icebr e a ker: Getting to Know You
L e a r n in g at an Ear ly Age
Re a d Alo u d
Make a n d Take: Book Bin
Cl o sin g
We lcom e
•
•
•
•
8 mi n ut es
Introduce presenters and other personnel.
Have participants introduce themselves.
Introduce the facility and cover “housekeeping,” such as location of bathrooms,
telephones, and vending machines.
Establish ground rules with the participants’ input.
L e a r n in g Ob je ct ives
2 mi n ut es
•
Families will recognize how influential they can be in their child’s learning
process.
• Families will learn about the importance of reading and learn helpful reading
tips.
Gettin g to Kn o w Yo u
1 0 mi n ut es
Let’s spend a little time getting to know each other. Please get up and
find a person in the room that you don’t know. Ask them: (be sure to
write out and visibly post these bullets to help participants remember what they are
asking)
• their name,
• the name of their child,
• one thing they hope to learn in these workshops.
Allow 3 minutes.
The Impo rta nce of Family • Wo rksho p A g e n d a • 3
What are some things that you heard other parents say about what they
hoped to get out of the workshops?
Find a different person you don’t know. As k them:
• the same information,
• plus, who was their child’s very first teacher.
Allow 3 minutes.
Have participants return to their seats.
L e a r n in g at an Ear ly Age
1 5 mi n ut es
Referring back to the icebreaker, ask the participants:
Who was your first teacher?
The ans wer is: YOU! Every child’s family members are the first and
most important teachers a child will ever have.
•
•
•
80% of learning takes place the first five years of a child’s life
compared to his/her entire life.
We can really make a difference in our children’s brain
development through our interactions with them.
Research tells us that reading out loud to a child has a tremendous
influence.
Han d o ut 1 • Home Activities (briefly discuss the main ideas on the handout)
Han d o ut 2 • Learn in g at an Early Age (briefly discuss the main ideas on
the handout)
Ask the participants:
What are some things that you have already taught your children?
Have participants brainstorm; make a group list of their ideas.
10 minutes
Re a d i n g
Han d o ut 3 • Rea d ing to Your Presch o o l Ch ild
Feature a book from the list suggested for this session, emphasizing the bookmark
titled “Reading and the Alphabet.” Before reading, go over the handout “Reading to
Your Preschool Child.”
One of the most important goals of this workshop is to encourage you to
read to your children more often.
Reflect on how often you are reading to your child and how many books
you are reading each week.
Make a n d Take – Bo ok Bin
1 0 mi n ut es
Distribute and review the Make and Take instruction handout titled “Book Bin.” Talk
with parents about ways to use the basket. Review the suggested information on the
handout such as:
•
Present this basket to your child.
•
Explain that it is a special place to store their books.
•
Point out their name and practice saying the letters together.
•
Encourage them to locate a special place at home to keep the basket.
Give parents a “heads up” that the activity will soon end and it will be time to gather
materials and clean up.
Cl o sin g
5 mi n ut es
Review main points of the workshop:
•
You are your children’s first teacher and have already taught
your children a great deal.
•
You can influence your children’s brain development by doing
activities with them.
•
Reading to your children will help them be successful in
school.
•
Read to your children every day!
Encourage participants to come to the next workshop – give time, date and place.
Distribute and collect evaluations.
T h e Lite r acy Co nn ection a t H ome
The Im p ortance of Fam i l y
Suggested Books
Brown Bear, Brown Bear, What Do You See? by Eric Carle*
Down by the Bay by Nadine Bernard Westcoff
Duck in a Truck by Jez Alborough*
Five Little Ducks by Eileen Christelow*
Five Little Monkeys by Eileen Christelow
The Foot Book by Dr. Seuss
If You Are Happy and You Know It by Anne Kubler
I Went Walking by Julie Vivas*
Polar Bear, Polar Bear, What Do You Hear? by Eric Carle*
Silly Sally by Audrey Wood
*Available in Spanish
The Impo rta nce of Family • S u g g ested B o oks • 6
Book Bin
Mater ia ls
• One 12”x 4”x 6” plastic basket or storage
•
•
•
•
•
container with holes and handle per participant
Two ribbons or pipe cleaners per participant
One colored 4 x6 index card per participant
Several foam stickers of animals, insects, cars, trucks, and/or sports per participant
One color marker per participant
A hand-held hole punch for every four participants
Dir e ctio n s
• Choose a basket or container.
• Print on an index card the child’s name, beginning with an upper-case letter and
completing the name with lower-case letters.
• Decorate around the child’s name with stickers and markers.
• Using a hole punch, punch a hole in each top corner of the nametag.
• Thread the ribbon or pipe cleaner through the holes in the name tag and through
holes in the basket or container to attach the tag to the container.
• Tie the name tag to the basket tightly.
Activ ity
•
•
•
•
Present this basket to your child.
Explain that it is a special place to store their books.
Point out their name and practice saying the letters together.
Encourage them to locate a special place at home to keep the basket.
The Impo rta nce of Family • Make an d Take Instructio ns • B o ok B in
La Ce sta de Libro s
Mater ia le s
• Cesta plástica con asas por participante
• Dos cintas por participante
• Una tarjeta calcomanias de animales, flores y otros materiales para decorar la cesta
por participante
• Calcomanías de animales, flores y otros materiales para decorar la cesta
• Un marcador de color por participante
• Abridor de huecos por cada cuatro participantes
Instrucc io n e s
• Seleccione una cesta.
• Escriba el nombre de su niño en la tarjeta rectangular. Utilice la letra mayúscula para
la primera letra de su nombre y las letras restantes en minúsculas.
•
•
•
•
Decore la tarjeta con calcomanias y marcadores.
Abra un hueco en la parte de arriba con el abridor de huecos.
Entrelace la cinta entre los huecos de la tarjeta y la cesta.
Amarre la tarjeta fuertemente.
Activ id a d
•
•
•
•
Muéstrele la cesta a su niño(a).
Explíquele que es una cesta especial para guardar los libros.
Apunte al nombre de su niño(a) y léalo lentamente.
Anime a su niño(a) a que busque un lugar especial para la cesta.
The Impo rta nce of Family • S p a n ish Make a n d Take Instructio ns • Bo ok B in
Home A ctiv ities to Suppo rt Reading and Writing for
Preschoo lers
Language
Story A wareness
Print Concepts
Having conversation
Listening daily to stories
read aloud
Pointing out front and back
of the book
Retelling familiar stories
Pointing out title and
author of the book
Asking and responding
to questions
Developing
new words
Acting out stories
Showing print moves from
left to right, top to bottom
Letter and E arly
Word Recognitio n
Printing child’s name
Playing alphabet
puzzles and magnets
Home
Print A w areness
Reading books
Writing
Having toys with print (such
as alphabet blocks)
Using markers, crayons,
paper, pencils
Dictating stories to adults
Seeing adults use print
such as recipes
Sorting and
matching
Developing awareness of
pictures, symbols, etc. which
are alike and different
Recognizing everyday
words such as
“STOP” and “EXIT”
Noticing signs, labels, and
posters
Visual
Discriminatio n
and Me mory
Using play dough to
develop muscles
Knowing writing has
meaning
Sound Aw arene ss
Singing songs
Reciting nursery rhymes,
poems and chants
Reading books which
focus on sounds
(e.g. Dr. Seuss)
The Impo rta nce of Family • Han d o ut 1 • Home Activities
A c tiv idades que puede realizar en su hogar para apoyarla lectura y
la es critura en su niño de edad prees colar
Lenguaje
Conversaciones
o pláticas
Preguntando y también
respondiendo cosas que su
niño(a) pregunta
Incrementando el
vocabulario
Darse cuenta de las
historias, cuentos o
relatos
Escuchando diariamente los
cuentos o historias leídas en
voz alta
Relatando nuevamente las
historias ya leídas o contadas
Actuando las historias
Escribiendo el nombre
de su niño(a)
Jugando con letras magnéticas
o un rompecabeza de letras
En
su
hogar
Reconociendo palabras
comunes tales como
“stop” y “exit”
Darse cuenta de la
parte escrita
Leyendo libros
Utilizando juguetes de letras
tales como letras de madera ó
magnéticas
Apuntando a las señales,
etiquetas y pancartas
Escribiendo lo que el niño cuenta
Viendo a los adultos utilizar la
información escrita. Por ejemplo,
los recetarios
Señalando la cubierta y la
parte de atrás de un libro
Señalando el título y el autor
del libro
Deslizando el dedo de
izquierda a derecha y de
arriba hacia abajo
Discriminación visual
y memoria
L et ras y
reconocimiento
temprano de las
palabras
Conceptos de la
parte escrita
Clasificando y combinandor
Comenzando a diferenciar
los dibujos, símbolos,
palabras, etc.
Cuáles son iguales
y cuáles
son diferentes
Darse cuenta de los
sonidos
Escritura
Jugando con la plastilina o
masilla para fortalecer los
deditos
Utilizando marcadores,
lápices y papel
Entendiendo que la escritura
tiene un significado
Cantando canciones
Recitando canciones
de cuna, poemas y cantos
Leyendo libros que se
enfocan en
los sonidos de
ciertas palabras
The Impo rta nce of Family • S p a n ish Ha n d o ut 1 • Ho me Activities
Learning at an Early Age
How important are the early years f or
learning?
Families often have questions about what they can
do to help their child learn. Here are some
frequently asked questions (Q) and answers (A).
Q. Ho w do es my child l ea rn best ?
A. A child learns in the context of the real world. Talk to your child about what
s/he sees and what is interesting to them. It is in the years prior to kindergarten
that a child’s brain develops the most. Take advantage of that everywhere you
go. For example, at the grocery store, start a conversation about how the
groceries got on the shelf and where they came from.
Q. Wh at “ edu cational ” to y s do I n eed to bu y to
help my child d evelop t he skills n eed ed to b eco me
a good read er?
A. It’s not the toys that do the most for your child’s brain to develop, it’s you!
Your child’s brain develops the most during positive interactions with you. Having
conversations and reading aloud with your child are the best things that you
can do. Hugging, cuddling, and using respectful words also helps the brain to
grow.
Q. Wh at if my child do esn’t wan t to si t still to l ea rn ?
A. All children learn differently. A preschool child will not typically sit still for long
periods. Keep it fun! Watch to see how your child seems to prefer learning. Allow
your child to wiggle, laugh, sing, touch, and talk while learning. Expect a
response of curiosity and wonder rather than one of stillness.
The Impo rta nce of Family • Han d o ut 2 • L e a rn in g at an E a rly A g e
Aprendiendo durante los primeros años
de edad
¿Qué tan importante son los primeros para el
aprendizaje?
Las familias usualmente se preguntan que pueden
hacer para ayudar a que sus niños aprendan. Aquí
están algunas de las preguntan más frecuentes (P) y
sus respuestas (R).
P. ¿Cuál es la mej or ma nera de qu e mi niño
aprenda ?
R. Un niño aprende dentro del contexto del mundo real. Hable con su niño
acerca de las cosas que él o ella ve y que le interesa. Su niño desarrolla más su
cerebro antes de que comience el Kinder. Tome ventaja de esto en cada lugar
que vaya. Por ejemplo, en el mercado comience la conversación acerca de
cómo esa comida llegó a los estantes y de dónde vino.
P. ¿Qu é jugu et e edu cati vo yo n ecesito pa ra qu e
mi niñ o d esa rrolle la s habili dades pa ra qu e se
con vierta en un bu en l ect or?
R. ¡No es el juguete el que hace que el cerebro de su niño se desarrolle; al
contrario es usted! El cerebro de su niño se desarrolla más cuando tiene
interacciones positivas con usted. El tener una conversación y leerle un libro a
su niño es lo mejor que usted puede hacer. El abrazarlo y acurrucarlo utilizando
palabras cariñosas y respetuosas también ayudarán a que el cerebro de su
niño se desarrolle.
P ¿Qu é pasa si mi niño n o se qui ere sent arse
tranquilo pa ra ap rend er?
R. Todos los niños aprenden de manera diferente. Un niño en edad preescolar
típicamente no se sienta por períodos muy largos. Hágalo divertido! Vea como
su niño prefiere aprender. Permita que su niño se mueva, ría, cante, toque, y
hable mientras aprende. Al hacer esto espere que su niño le responda con
curiosidad y no con aburrimiento.
The Impo rta nce of Family • S p a n ish Ha n d o ut 2 • L e a rn in g at a n E a rly A g e
Reading to Presch ool Children
Preparing to Re ad
•
Preview books for appropriate
content.
•
Read with your child in a cozy,
comfortable place.
•
Cuddle up so your child
associates reading with love and
comfort.
•
Begin with easy-to-read picture
books.
•
Offer your child a choice of
books.
Reading the Book
•
Talk about the pictures on the page. Point to them and talk about
the pictures as clues to what the story is about.
•
Read with enthusiasm and energy. Use different voices for different
characters.
•
Move your finger across the page occasionally as you read to show
that print moves from left to right and top to bottom. Sometimes, you
might just say, “I am going to start reading here.”
•
Read favorite books often. Children love repetition.
•
Read through the book at a pace that matches your child’s
attention.
•
Introduce stories with short, simple plots.
Enjoy read ing! Keep it fun!
The Impo rta nce of Family • Han d o ut 3 • Re a d in g to P rescho o l C h ild re n
Leyendo a los Niños( as) de Edad
Preescolar
Preparándose para la
lectura
•
Póngase usted y su niño en un lugar
confortable. Busque un lugar
confortable para leerle a su niño.
•
Siente a su niño en sus piernas o muy
cerca de usted y póngale su brazo
alrededor. Esto hará que su niño
relacione la lectura con un momento
placentero.
•
Comience con libros fáciles de leer.
•
Lea los libros y escójalos por
anticipado. Muchas historias no son
apropiadas para niños pequeños.
Durante la le ctura
•
Hable acerca de los dibujos en el libro. Apunte a los dibujos mientras lee
para darle pistas de lo que se trata la historia.
•
Lea con entusiasmo y energía. Utilice diferentes tonos de voz para cada
personaje.
•
Ocasionalmente, deslice sus dedos a través de la página a la vez que lee
(De izquierda a derecha y de arriba hacia abajo). Algunas veces diga y
apunte con el dedo “ Voy a comenzar a leer aquí.”
•
A los niños les encanta la repetición. Lea libros favoritos a menudo.
•
Lea un libro a la misma velocidad de la atención de su niño.
•
A medida que su niño comience a disfrutar más los libros, introduzca
historias con tramas simples y cortos.
¡Disfrute mientras lee! ¡Hágalo divertido!
The Impo rta nce of Family • S p a n ish Ha n d o ut 3 • Re a d in g to P rescho o l C h ild re n
Read aloud to your child
everyday.
everyday.
everyday.
It’s the best thing a family can do
to support success in reading!
Tips for a Great Read-Aloud Time
Snuggle up! Put your arm
around your child.
❖
around your child.
❖
around your child.
❖
Let your child select a book.
❖
❖
❖
Make sure your child can
see the book.
❖
see the book.
❖
see the book.
❖
Read slowly and with expression.
❖
❖
❖
Talk about the pictures.
❖
❖
❖
When finished, ask your child “What
did you like best about this book?”
❖
❖
❖
Have fun!
❖
Have fun!
❖
Have fun!
❖
The next day, ask your child to tell you
about the book you read last night.
Reading
and the
alphabet
Reading
and the
alphabet
Reading
and the
alphabet
Learning the alphabet is a skill
needed for reading.
needed for reading.
needed for reading.
When you read aloud, occasionally
you can use the book to help your
child learn letters in a meaningful
context.
context.
context.
The story is the reason for reading.
Try not to interrupt the story to talk
about the alphabet.
about the alphabet.
about the alphabet.
Before you read:
Before you read:
Before you read:
You might say: “Words are made
up of letters. Here is the title. Let’s
count and see how many words
are in it. Here is the first letter of the
title. Let’s see what letter it is.”
(Then name the letter - for example:
“It’s a T.”)
“It’s a T.”)
“It’s a T.”)
After you read:
After you read:
After you read:
You might say: “Let’s play a game
called a scavenger hunt. I am
going to write down your name.
Here is the first letter of your name. It
is a _____ . Let’s hunt through the
book and see the ‘___s’ (use your
child’s letter).”
Lea en voz alta a su niño(a)
todos los días.
todos los días.
todos los días.
¡Este es la mejor actividad que un
miembro de la familia puede hacer
para apoyar el éxito en la escuela!
Consejos para que su lectura
en voz alta sea exitosa.
Acurrúquesele, ponga su brazo
alrededor de su niño(a).
❖
Deje que su niño(a) seleccione el libro.
❖
Este seguro que su niño(a) puede
ver cada página del libro.
❖
Lea lentamente y con expresiones.
❖
Hable acerca de los dibujos.
❖
Cuándo termine, pregúntele
“ ¿Qué fue lo que más te
gusto de este libro?”
❖
¡Diviértanse!
❖
Al día siguiente pregúntele
que le cuente acerca de la historia
que leyeron la noche anterior.
❖
❖
❖
❖
❖
❖
¡Diviértanse!
❖
❖
❖
❖
❖
❖
❖
¡Diviértanse!
❖
Raising Readers and Writers • Copyright 2006 • DRAFT
La lectura
y el
alfabeto
La lectura
y el
alfabeto
La lectura
y el
alfabeto
Aprenderse el alfabeto es una
habilidad necesaria para leer
Cuando usted lee en voz alta,
ocasionalmente usted puede utilizar el
libro para ayudar a que su niño(a)
aprenda las letras en un contexto de
importancia.
importancia.
importancia.
La historia o el cuento es el motivo
para leer. Trate de no interrumpir la
historia o cuento para explicar el
alfabeto.
alfabeto.
alfabeto.
Antes de leer:
Antes de leer:
Antes de leer:
Usted puede decir: “ Las palabras
están hechas de letras. Aquí esta el
titulo. Vamos a contar cuantas letras
tiene. Aquí esta la primera letra del
titulo. Déjame ver que letra es.”
(Entonces nombre la letra. Por ejemplo
diga “Es una T.”)
Después de leer:
Después de leer:
Después de leer:
Usted puede decir:,“ Vamos a jugar
un juego llamado buscando el tesoro!
Yo voy a escribir tu nombre. Y luego la
vamos a buscar entre las palabras del
libro las letras de tu nombre.”
Comience con la primera letra del
nombre de su niño(a).
The Im portance of Fam i l y
Evaluati o n
Please circle the response that best represents your thoughts:
1. I understand that as my child’s first teacher I can have a great impact on my child’s
development.
definitely
somewhat
not sure
2. I plan to use the book bin I made.
often
some
a little
3. One thing I learned in this workshop that I will remember and use is _______________
____________________________________________________________________ .
4. What could make this workshop better _____________________________________ .
5. As a result of attending this workshop, I plan to read to my child at least once daily.
definitely
maybe
probably not
The Impo rta nce of Family • E n g lis h Eva lu atio n
La Importancia de la Fam i l i a
Evaluación
Por favor marque la respuesta que mejor refleja sus opiniones.
1. Yo entiendo que como primer educador de mi niño(a), yo puedo impactar su desarrollo.
definitivamente
más o menos
no estoy seguro
2. Yo planeo utilizar la cesta de libros que hice hoy.
la mayoría de las veces
algunas veces
muy poco
3. ¿Qué cosa aprendí hoy que voy a recordar y planeo utilizar?
_____________________________________________________________________
4. ¿Qué hubieramos podido hacer para que este taller fuese mejor?___________________
5. Como resultado de este taller, yo planeo leerle diariamente a mi niño(a).
definitivamente
algunas veces
probablemente no
L a Impo rta nc ia d e la Fam ilia • S p a n is h Eva lu atio n

The Importance of Family - The Literacy Connection

Transcripción

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