Family literacy phoenix

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2010 ACEI Phoenix Conference
Family Literacy Book bags

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Family literacy phoenix

  1. 1. Revisiting Family Literacy: Strengthening School, Family, and Community Through Children’s Literature<br />Patricia A. Crawford<br />University of Pittsburgh<br />Nancy Brasel & Sherron Killingsworth Roberts<br />University of Central Florida<br />ACEI 2010, Phoenix. Arizona<br />
  2. 2. Purpose of session:<br />To consider the benefits of implementing a family literacy program component while exploring ideas for creating interactive literacy activities for parents and children<br />
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  4. 4. Federal Definition<br />Family literacy "services that are of sufficient intensity in terms of hours, and of sufficient duration, to make sustainable changes in a family, and that integrate all of the following activities: <br />
  5. 5. training for parents regarding how to be the primary teacher for their children and full partners in the literacy education of their children; <br />parent literacy training that leads to economic self-sufficiency; <br />an age-appropriate education to prepare children for success in school and life experiences;<br />Interactive literacy activities between parents and their children. <br />
  6. 6. Family Literacy findings<br />Parent-child literacy activities, such as reading to children, have been found to improve children's language skills and heighten their interest in books<br />The more frequently parents read to their children, the more likely the children are to show emerging literacy skills<br />Children’s development and school achievement is highly correlated with the amount of time they spend with their parents. (Jacobs, 2004; Pianta, 2004; Powell, 2004).<br />
  7. 7. family literacy findings<br />Parents have a significant impact on the language and literacy development of their children (Dickinson & Tabor, 2001; Hart &Risley, 1995; 1999).<br />The more time that parents spend interacting with their children, the better the chance that their children will have higher vocabulary and IQ test scores at age three (Hart &Risley, 1999).<br />Frequent parent-child book reading benefits children’s language and literacy development (Bus, vanIjzendoorn& Pelligrini,1995; Lonigan&Whitehurst,1998).<br />
  8. 8. Supporting families as literacy coaches: Roles and tips<br />Actively Listen- Listen closely to the children and accept their perspective.<br />Become a Mentor- As a mentor or coach you will be asking children to extend their ideas, by wondering & asking questions <br />Share Positive Reading Experiences- Share books you have read, magazine articles, newspaper articles, letters, etc. to demonstrate the importance of reading<br />
  9. 9. Supporting Families as literacy coaches: More roles and tips<br />Provide a Model-Read and think aloud so children can learn what successful readers do. Model fluent reading<br />Provide Appropriate Support- Wait five seconds before intervening if a child is having difficulty reading a word or text.<br />
  10. 10. Interactive literacy bags<br />A Means to Support Family Literacy:<br />
  11. 11. Interactive literacy bags<br />Serve as a transportable classroom library<br />Provide a tangible connection between home and school<br />Typically include a developmentally appropriate book and relevant support materials<br />May include suggestions for parents and other caring readers in the child’s life<br />Invite both reading and reading response<br />
  12. 12. Three sample programs<br />Red Bug Reads (Casselberry, Florida)<br />Family Literacy Bags (Palm Bay, Florida)<br />The Wordless Book Nook (New Wilmington, Pennsylvania)<br />
  13. 13. Red Bug reads<br />Part of an ongoing and comprehensive program to support a love and learning of literacy at Red Bug Elementary in Casselberry, Florida<br />Packets developed as part of a 10+ year collaboration with the College of Education at the University of Central Florida<br />Packets developed by teacher education students and used by a wide range of community tutors who work with elementary students<br />
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  15. 15. Red bug reads packets<br />Book packets include activities to use before, after, and during reading<br />Packets include a wealth of generally applicable activities such as the five-finger strategy, graphic organizers, reading and writing connections<br />See more at http://pegasus.cc.ucf.edu/~ira2001/home.html<br />
  16. 16. Family Literacy BagsPort Malabar Elementary<br />Ongoing program at Title One school in Palm Bay Florida that began in January 2008<br />25 bags with children’s book(s), related activities and materials<br />Children choose bag based on picture tag attached to bag<br />Children take home bags each Friday and return them the following Tuesday Participants included the kindergarten student and: mom, dad, brother, sister and/or grandmother<br />Mothers were the most frequent participants<br />Families reported participating in the literacy activities for one or more hours each weekend.<br />
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  22. 22. www.storylineonline.net<br />
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  24. 24. Inexpensive bags/totes<br />Dollar Store<br />Reusable grocery bags<br />Back to School clearance<br />End of the year Lost & Found collection of backpacks<br />
  25. 25. Parent Comments<br />“Both kids loved these books. Thank you for sharing them with us. We loved the Farmer Brown books.”<br />“This was a great bag for Jesse because he loves animals. He’s familiar with snakes so I liked the non-fiction books in the bag.”<br />“We enjoyed the book and the movie comparison. Rocco really got into finding the differences.”<br />“This bag (book) was very good. Bright pictures and the story taught some good ideas. As a parent I give this a 10!! We liked listening to the CD in the car on the way to school. The lyrics set to music were enjoyable to listen to and learn. This will be a good book to add to our library.”<br />
  26. 26. Wordless book Nook<br />Program funded by the Elizabeth Breathwaite Award, Association for Childhood Education International<br />Aimed at supporting family literacy at a college-based child development center <br />Partnership between faculty at University of Pittsburgh and Westminster College<br />Book packets include only wordless texts and are aimed at promoting child-family interactive reading and language development<br />
  27. 27. Wordless books<br />
  28. 28. Wordless books<br />Introduce children to the aesthetics of children’s book illustrations<br />Offer invitations to construct meaning<br />Can be used by a variety of age levels<br />Provide support structure for ELL<br />Offer unique family literacy opportunities<br />
  29. 29. Program components<br />Exposure to literature<br />Classroom introduction<br />Recorded storytelling by each child<br />Three book-in-a-bag family literacy engagements over a 3 week period<br />Draw a picture<br />Beginning, middle, end<br />Post it story recording<br />Final recorded storytelling by each child<br />
  30. 30. 10 Principles of Literacy <br /> Nothing is better than reading and writing to develop students’ reading and writing.<br /> Most reading should be easy reading (high accuracy/good comprehension). An 80/20 ratio (easy to harder) seems about right. <br /> Students do not develop comprehension strategies by answering questions after reading. <br />
  31. 31. 10 Principles continued<br />4. Children do not develop composing strategies from red ink corrections.<br />5. Children do not develop decoding strategies from drills or isolated worksheets (nor from just reading) <br />6. Children benefit from an integrated, content-oriented, and comprehensive reading/language arts curriculum plan. <br />7. Some children need access to larger amounts of more intensive instructional support and enhanced opportunities to read & write with instructional support.<br />
  32. 32. 10 Principles continued<br />8. Thoughtful literacy is the new general goal for reading and language arts instruction.<br />9. Developing independent readers and writers is critical to developing thoughtful lifelong learners. <br />10. Good classroom instruction is absolutely central to every student’s achievement.(Prepared by R.L. Allington, 1995)<br />
  33. 33. When we open the door to family literacy…the contagion begins!<br />When parents read to their children, they open the door to a lifetime of literacy and to endless learning.<br />When you read with your children, your lives are forever changed. <br />
  34. 34. Interactive Literacy bags:<br />Selected support strategies to share with parents and other caring readers<br />
  35. 35. 5 FINGER STRATEGY<br />Open the book to any page with text. 
<br />Read the page. 
<br />Hold up a finger for each word you do not know. <br />How many fingers are you holding up? <br />0-1 Finger=Easy Book 
<br />2-3 Fingers=Okay Book 
<br />4-5 Fingers=Challenging Book 
<br />More than 5= TOO HARD!!!<br />
  36. 36. Read to, with, and by children<br />Read books aloud TO your children. <br />Read books WITH your children, by inviting active participation in the reading experience. Take turns reading various parts<br />Support reading BY children. Listen as they read stories to you.<br />
  37. 37. Before, During and AFter<br />BEFORE READING: Engage children in talk about the book. Ask them to predict what the story might be about after looking at the cover. Take a “picture walk” and have the child “read” the illustrations to you.<br />DURING READING: Promote active engagement by inviting questions, pointing out details in illustrations, or explaining concepts.<br />AFTER READING: Celebrate the story! Discuss the storyline. Ask the children to retell the story.<br />

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