Sample III-2: The Literate Environment (3-5, K-3)

  1. Engaging parents in a short, motivating, introductory activity. "Who would like to share how their child enjoyed the wordless book you created for them? Wordle ss books are a wonderful way to create new storytelling experiences for your child and build language skills. Today we are going to learn about creating a print-rich environment for your child at home."
  2. Presenting new information. "Take a few minutes to think about and write a list of some examples of print materials in your home. Print materials are items that have words written on them." (Some examples might be children's books, food labels, mail, coloring books, shopping bags, informational pamphlets, brochures, dictionaries, grocery store ads.) "Now that you have a preliminary list, let's share some of your ideas." (Have parents share their lists, and add other suggestions.) "Did you learn about something you already own, but never thought of as 'print'?" Note: Sometimes, as in this example, the parents learn from each other, not an outside source.
  3. Processing the information through activities. "We are going to create a picture survey you can use with your child about his print environment. This survey will not only teach him new words, it will teach your child how to identify new objects. Use the materials on your table (paper, colors, markers, etc...) and write the following title on the first page, "Print Materials in Our Home." Draw two pictures of print materials from your list per page. Don't forget to label each picture." Note: This activity is most suitable for parents of young children who are still learning the names of objects, and can be labeled in both English and the native language.
  4. Helping parents apply the new information. "Now that you have your picture survey, share it with a classmate and make sure your pictures are easily identifiable. Now you have the perfect tool to help your child become aware of his print environment."

Sample III-3: Language Development (3-5, K-3)

  1. Engaging parents in a short, motivating, introductory activity. "We began to discuss language development when you created your wordless books. At that time our goal was to help children enjoy literacy by participating in the fun activity of storytelling. Today we will practice a strategy to extend conversations with your children. As an example of extended conversations, let's see who can think of the most things to say about the new plants by the front door (or the new wallpaper on the classroom wall, Maria's skirt, the weather, etc.)." Allow a few minutes for parents to jot notes; then have them share ideas.
  2. Presenting new information. "Take a few minutes to think about and write down at least three things you said to your child this morning. Now count the number of words contained in those statements. Studies tell us that children exposed to a great deal of language attain a larger vocabulary and are better equipped to learn to read. Talking and listening to children is critical to their language development." (Share listening and speaking skills from Teaching Our Youngest (2002), available from http://www.ed.gov/about/pubs/intro/index.html)
  3. Processing the information through activities. "So if the goal is to provide your children with language rich experiences, how can you extend the statements you just shared? For example, several of you mentioned 'Get out of bed!' To make this a much more language rich statement, you might say, "Johnny, get out of bed, it's a new day and you have lots to learn!" This statement is rich with positive language and much nicer to wake up to! What else could you say?" (Allow time to share examples and chart their responses.)
  4. Helping parents apply the new information. "Now take your other statements and make them richer statements. You may want to post your list on the refrigerator to remind you to practice language-rich conversations with your child."