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Families Make a Difference- Spanish
- 1. StatewideParentAdvocacyNetwork “Un niño que puede leer es un niño que puede soñar sobre el futuro…y hacer ese sueño realidad.” - Laura Bush
- 2. StatewideParentAdvocacyNetwork Las Familias Hacen la Diferencia 2 Mejorando el Logro en la Alfabetización
- 3. StatewideParentAdvocacyNetwork SPAN’S MISSION Familias Capacitadas: Educadas,Comprometidas, Eficaces!
- 4. StatewideParentAdvocacyNetwork Componentes Esenciales de la Lectura 1. Conocimiento fonético 2. Fonética 3. Desarrollo de vocabulario 4. Comprensión 5. Fluidez en la lectura
- 5. StatewideParentAdvocacyNetwork Que empiece la Diversión Yo digo, Tú dices
- 6. StatewideParentAdvocacyNetwork Gráfica Yo Digo, Tú Dices e l s a b o r e s a g r i o s e s i e n t e l l e n o d e b u l t o s h u e l e a l i m o n e s s e v e a m a r i l l o y e s p e s o B a t i d o d e F r u t a s
- 7. StatewideParentAdvocacyNetwork ¿Qué puedo hacer si no me siento cómodo leyendo?… • Leale a su hijo en su lengua materna. • Compartan libros y hablen sobre las ilustraciones. • Escuchen libros juntos(grabados en cinta). • Tenga diferentes tipos de materiales para leer en casa. 7
- 8. StatewideParentAdvocacyNetwork El regalo de los Dos Idiomas • Lea en su lengua materna si usted se siente mas comodo. • Cuando lee en voz alta a su niño en su lengua materna le facilita la capacidad de aprender a leer en Ingles. 8
- 9. StatewideParentAdvocacyNetwork Vamos a Hacer un Libro Paso #1 Toma una hoja de papel y dóblala dejando 3 pulgadas en la parte inferior.
- 10. StatewideParentAdvocacyNetwork Vamos a Hacer un Libro Paso #2 Toma la segunda hoja de papel y dóblala dejando 1 pulgada en la parte inferior.
- 11. StatewideParentAdvocacyNetwork Vamos a Hacer un Libro Paso #3 Coloca la página 2 dentro de la página 1. Ahora tienes un libro en capas!
- 12. StatewideParentAdvocacyNetwork Vamos a Hacer un Libro Paso #4 En la parte inferior de la página escribe, “Yo veo….” “Yo oigo….” “Me gusta….”
- 13. StatewideParentAdvocacyNetwork Vamos a Hacer un Libro Paso #5 Haga que su niño llene el espacio en blanco y dibuje una imagen de la palabra que usó para terminar la oración.
- 14. StatewideParentAdvocacyNetwork Yo Puedo Contar un Cuento Preguntas cortas: Cuál es el nombre del libro? Te gusto el cuento? Quien es el personaje principal del cuento? Preguntas largas: De que se trata la historia?Quienes son los personajes importantes en la historia? Por qué crees que sucedió eso? ¿cuál es el
- 15. StatewideParentAdvocacyNetwork Establecer una asociación sólida entre padres y maestros • Hable con el maestro • Digale al mestro acerca de su hijo • Comuniquese con el maestro si el material es demasiado difícil • Comuníquese con la escuela • Manténgase informado 15
- 16. StatewideParentAdvocacyNetwork Actividad: Hablando con el Maestro de su Hijo • Qué información acerca de mi hijo podria ayudar al maetro? • Cómo esta progresando mi hijo en la lectura? • Cuál es grado escolar de mi hijo en la lectura? ¿Qué significa eso? • Qué podemos hacer en casa para ayudar a mi hijo a mejorar en la lectura? 16
- 17. StatewideParentAdvocacyNetwork Apoyando a su Hijo Identificacando problemas de lectura Lo que debe buscar: •Dificultades con rima, escuchar sonidos individuales, siguiendo instrucciones, volver a contar la historia. •Se esfuerza por pronunciar la mayoría de las palabras. •Evita leer en voz alta. 17
- 18. StatewideParentAdvocacyNetwork Apoyando a su Hijo Identificando problemas de lectura Qué hacer: • Reunirse con el maestro de su hijo • Reunirse con el director y/o con el especialista de lectura • Hable acerca de otros metodos que pueden tratar con su hijo •Solicite una evaluación 18
- 19. StatewideParentAdvocacyNetwork La lectura es la clave del éxito de los niños en la escuela y en la vida. • Lea todos los dias con su hijo! • Visite su biblioteca. • Busque recursos en internet para apoyar la alfabetización. • Participe en la escuela de su hijo. • Platique con otros padres en su comunidad acerca de la 19
- 20. StatewideParentAdvocacyNetwork Las Familias Hacen la Diferencia • Recursos! • Por favor entregue su evaluación antes de irse (En su carpeta). • Muchas Gracias!
- 21. StatewideParentAdvocacyNetwork Mejorando el Logro en la Alfabetización 21 El Proyecto START es una colaboración con El Departamento de Educación de Nueva Jersey, la Oficina de Programas de Educación Especial (NJOSEP) y la Red Estatal de Defensoria de Padres(SPAN) Utilizando Fondos de IDEA Parte B El Departmento de Educación de Nueva Jersey, la Oficina de Programas de Educación Especial y la Oficina de la Alfabetización en colaboración con la Red Estatal de Defensoria de Padres (SPAN), estan trabajando con los distritos y las familias a lo largo del estado para Mejorar el Logro en la Alfabetización de todos los estudiantes, particularmente aquellos con discapacidades.
- 22. StatewideParentAdvocacyNetwork Las Familias Hacen la Diferencia 22 Para más información contáctenos: Dianne Malley: dmalley@spannj.org 856-397-5294 Cecilia Raubertas- Bilingue: craubertas@spannj.org 856-577-1360 Www.spannj.org
Notas del editor
- inform & involve professionals & others interested in the healthy development & education rights of children, to enable them to become fully participating & contributing members of our communities & society.
- In order to help our children enjoy reading, they need to become better readers. Helping them to love reading will improve their communication skills, their social skills, and their confidence. (how they talk with others, how they play with friends, and help them feel better about themselves) Phonemic/Phonic Awareness: refers to what we hear when we read aloud. Rhyming like cat, rat, hat. And, how letters are pronounced ie: t says “ta” or c sounding like c (hard c sound like cat) or c (soft c sound like city). Improving Fluency and Vocabulary Words comes when we practice reading aloud and learning new words. And everything comes together when we can read a book and then we are able to talk about it and write about it. That means we Understand it. So keeping that in mind, let’s do some activities that will help us help our children…..
- The purpose of this activity is helping your child to listen to words and use different words to describe something. Your child needs to learn describing words because it will help them build their vocabulary. Give some examples: big, huge, enormous; hot, humid, warm; frustrated, sad, angry.
- From looking at the pictures: Talk about what do you think will happen next from looking at the pictures. Ask you your child to identify the weather, the activity, or relationships between the people on the page and why your child came up with that answer.
- Then you will be better able to read and talk about the stories as you read together.
- Tell the group that this is a book making activity and the symbol that we are using for it is the owl in the upper right hand corner As you describe the activity, demonstrate it for the group
- As you describe the activity, demonstrate it for the group.
- Demonstrate
- Show a finished book
- As parents, we need to empower (encourage, help) our children to retell the story they hear. Reading without understanding what you read (comprehension) is not truly reading. Our children need to be able to read a story and retell it. We can help our children retell the stories that they hear by asking them questions. A lot of times, we ask our children small questions. Ie: with yes/no answers, one word answers. What was waiting for Max when he returned? We need to ask Big questions. We need to ask Questions to help our children explain the how, the why, and the feelings of the people in the story. Why was Max unhappy to be sent to his room? Why did Max send the Wild Things to bed without any supper? Why did Max wish to return home? While Reading: Stop at any time if there is something you or the children would like to talk about. Ask them questions so that they can connect what is happening in the book to things they already know about. Try some of these ideas: Why did Max get in trouble? How would you like a forest to grow in your bedroom? What would you want the trees to look like? Why do you think Max is sailing home? AFTER READING: Spend some time talking about the story. Ask the children things like: How did Max get to the land of the Wild Things? What are the Wild Things? What was your favorite part of the story? Share the book WHERE THE WILD THINGS ARE with children. Then ask: • How do you think Max felt about being sent to his room? • Why do you think Max wasn’t afraid of the wild things? • Why do you think Max decided not to stay with the wild things? • How do you think Max felt after he returned home? • How do you think the wild things felt without Max? • What do you think the wild things did once Max was gone?
- See handout on parent –teacher conferences Talk with the teacher, early and often. Tell teachers what they need to know about your child. Communicate with the teacher if the reading material is too hard for your child. Contact the school if you have concerns about your child. Stay informed during the year about how your child is doing.
- Two handouts: The Parent-Teacher Conference When to Call Your Child’s Teacher
- Ask for people’s ideas and chart responses
- Address if they have an IEP, get involve, don’t wait until the annual IEP meeting Handout: Recognizing Reading Problems Ask for people’s ideas and chart responses
- Online Resources Remember, it’s your school, too. Make your voice heard! What to do Ask for information about the effectiveness of bilingual and ESL programs Ask about your child’s class placement Ask about the existence of a Bilingual Parent Advisory Council in your district. If there isn’t one but your district meets the requirements, work with your district to get the process started. If there is one, find out how you can become an active member. Request translated materials/access to interpreters from your child’s teacher, the school office and the school district. Do not take no for an answer. Tell other parents to do the same. Work with your superintendent, Bilingual Parent Advisory Council, principal and teachers to improve bilingual and ESL services
- Welcome everyone to the presentation. Introduce yourself, speak briefly about SPAN-we are NJ’s federally funded PTI. Take a moment to poll the participants to ask if they are parents or professionals and find out the ages of their children or the children they work with. This will help you to know your audience and tailor the presentation to meet their needs.
- Thank the group for their time, ask if there are any questions, ask/thank for completing evaluation forms. Allow 10-15 minutes for questions, completing evaluations. Advise the group that individual questions can be addressed by our technical assistance staff by calling the office.