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