Family Involvement in Childrens Literacy: Helping Parents of ALL Children

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Family Involvement in Childrens Literacy
Helping Parents ofALL Children
March 1, 2007
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We come to you from

• University of Tennessee
• Family Voices
• STEP

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What is SIG?

• Grant Funded by OSEP
• Goal Increased Literacy for Students Pre-K
  through High School
• Professional Development
• Family Involvement

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Purpose of Workshops

• Show importance of parent involvement
• Relating what research finds
• Initiating discussion among parents and teachers
• Discuss how reading develops
• Foundation reading readiness
• Important areas five pillars of reading
• Literacy is for all break into 2 groups
  typical development, special needs

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How We Conduct Workshops

• Parent Session in cafeteria or library
• Parents
• Teachers, administrators
• Children in separate room
• Need adequate supervision
• Planned activities

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Agenda for Parents

• Welcome and Introductions
• Explanation SIG and toolkit
• Overview Parent Involvement and Academic Success
• Discussion of ways parents affect children's
  learning
• Parenting
• Communicating
• Supporting Learning at Home
• Building Blocks of Reading
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
• Break into groups
• Typically Developing Children Modeling Reading
  Before, During, After and Activities KWL, Venn
  Diagram, Story Map
• Special Needs How to Ensure Literacy is Part of
  IEP assistive devices to enhance literacy

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Childrens Activities

• Book Reading
• Make and Take Activities
• Games

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SIG Parent Literacy Toolkit

• Toolkit Book
• Family Involvement
• Reading Development
• Activities
• Working With Others
• Working with Special Needs
• Other Items
• Books
• Thank you Mr. Falker by Patricia Polacco
• Surprising Sharks by Nicola Davies
• Plastic Magnetic Letters
• Dictionary
• Magnetic Words
• Phoneme Flash cards

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Why are Parents Important in their Children's
Education?

• What does the Research say about the effect of
  Family Involvement?
• Lets Discuss Family Involvement
• Parenting
• Communicating
• Volunteering
• Learning at Home

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Building Blocks of Reading
Reading Ability
Phonemic Awareness
Comprehension
Fluency
Vocabulary
Phonics
Reading Readiness
Read
Listen
Print
Talk
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Phonemic Awareness

• Phoneme smallest unit of sound in a spoken word.
  
• Phonemic Awareness is the ability to hear,
  identify, and manipulate the individual sounds in
  spoken words.
• cat how many phonemes?/c/ /a/ /t/
• Cake how many phonemes? /c/ /a/ /k/
• Manipulating sounds
• Beginning sounds - bat /b/ .
• Ending sounds - bat /t/
• Rhyming /b/ /a/ /t/ /c/ /a/ /t/
• Hearing syllables clapping, etc.

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Phonics

• Understanding of the predictable relationship
  between phonemes (sounds) and graphemes
  (letters).
• Systematic and explicit instruction
• Connecting sounds to symbols
• Consonants and vowels
• Combinations and patterns
• Assists decoding efforts

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Fluency

• The ability to read a text accurately, quickly,
  and with expression.
• Bridges word recognition and comprehension.
• Changes with stage of development, familiarity
  with words, amount of practice
• Modeling good reading
• Adult-child reading
• Choral reading
• Tape-assisted reading
• Partner reading

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Vocabulary

• The words we must know to communicate
  effectively. We have a harder time reading words
  we dont know.
• Oral vocabulary speaking and listening
• Reading vocabulary recognize words in print
• Vocabulary is taught best through experiences
• Talking, listening, reading
• Word learning strategies dictionary, word
  parts, context clues
• Similes, metaphors, synonyms, antonyms, homonyms,
  root words
• Repeated exposure to words 14 times/word

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Comprehension

• The reason for reading to understand.
• Good readers think when they read
• Purposeful know why they are reading
• Use background knowledge decode, recall,
  compare
• Active think while reading
• Monitor comprehension and use strategies
• Identify where the difficulty occurs
• Identify what the difficulty is
• Restates in own words
• Look back through text
• Look forward for info that help resolve
  difficulty
• Able to use graphic organizers
• Able to ask and answer questions
• Use prior knowledge, predict and summarize

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Example of Importance of Background Knowledge
What do you need to know to read this recipe and
bake these brownies?
Recipe for Brownies 6 Tablespoons Cocoa 1/4
cup butter 1 cup sugar 1/2 Teaspoon vanilla
1/4 teaspoon salt 1/3 cup flour 1 cup
toasted pecans (optional) 2 eggs Pour batter
into greased and floured pan. Bake at 350 for ½
hour.
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Literacy for All

• If your child has a disability, does that mean he
  or she shouldnt be working on reading and
  writing skills?
• Would you like to learn more about helping your
  child in those areas?

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Model Good Reading

• Read Aloud - example
• Let them see you read
• Show children how to define the purpose for
  reading and to ask questions during reading
• Show how theres always more information to read
  about a subject

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Venn Diagram

• Similarities and Differences

The Three Little Pigs and the Big Bad Wolf
The True Story of the Three Little Pigs
Different
Different
Similar
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Story Map
Main Characters
Setting
Problem of the story
A story event
Another story event
How the problem is solved
The ending
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KWL Chart
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Parents Role in Reading

• Provide support
• Read to your children and have them read to you
• Ask questions help them to think and talk
• Help them find interesting sources of reading
• Visit the library and other places give them
  background knowledge
• Dont make reading time at home a chore be
  positive - Now we get to read instead of You
  have to get your reading done.
• Read, read, read

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Recap

• What can parents do to support their children's
  learning?
• When do children start the learning to read
  process?
• What are the five areas researchers say are most
  important for learning to read?
• What are some of the ways in which children
  struggle with reading?
• How can we help children in those areas?

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Book Reading

• My Shining Star
• Raising a Child Who is Ready to Learn
• By
• Rosemary Wells

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• Questions??

SIG WEBSITE http//sig.cls.utk.edu/Toolkit
available for downloading at this address click
on resources for parents UTK Contacts Reggie
Curran rcurran_at_utk.edu Lisa Crawford
lcrawfo6_at_utk.edu Family Voices Contact Julie
Sullivan fvmiddle_at_tndisability.org STEP Contact
Alena Sampson Alena.Sampson_at_tnstep.org