Sample III-7: Types of Text (3-5, K-3)

  1. Engaging parents in a short, motivating, introductory activity. "Think about the different members of your family. What makes each one different? What makes you all the same? Now, think about a favorite story or book. Just like your family, books come in all shapes, sizes, and types. These types are called genres. Each genre or type of book has a specific purpose. For example, poetry and rhyming books use rhythmic language to express thoughts and feelings. Telephone books provide information."
  2. Presenting new information. "There are many genres (types) of books. Throughout our time together we have worked with books from several of these genres. For example, we have worked with storybook fiction, folktales and legends, concept books, realistic fiction, non-fiction and information books, as well as poetry and rhyming books." (Show parents each type of book as you explain how they are different.) "It is important for children to experience different types of books to prepare them for reading."
  3. Processing the information through activities. "Let's think about each genre and its purpose. (Review each genre mentioned above.) Now that we know about a few genres, let's list one book we have used under each one. (Provide an example of a book for each genre.) Now it's your turn. Please list at least one book under each genre that you have recently read to your child."
  4. Helping parents apply the new information. "You will find that some books could possibly fit under several categories (genres). Dr. Seuss's The Cat in the Hat can be realistic fiction or a rhyming book. As you study your list, decide if there is one genre to which you'd like to pay more attention. Also, please visit a library and check out a book that fits under this genre for our next parent education session." Note: Remind parents that books in their native language should be a part of the reading experiences of their child. Encourage parents to bring in materials in their native language to share with other parents.

Sample III-8: Knowledge of Print (3-5, K-3)

  1. Engaging parents in a short, motivating, introductory activity. "Children learn to recognize labels, signs and other print materials from their environment. It is important to teach children that there are different uses for print. One way is to point out print in your surroundings-at home and in your community. Think about your child's favorite food, toy, or restaurant. How do they recognize this item when they are just learning to read? Yes, they "read" the label, sign or picture."
  2. Presenting new information. "Take a look at the print materials on your table. (Provide examples such as newspaper and magazine ads, brochures, bus schedules, forms, books, newsletters, labels, etc...) How many of these materials do you have in your home? How many of these materials would your child recognize?" (Encourage parents to share their ideas.)
  3. Processing the information through activities. "Using the samples and materials on your table we will create an environmental book for your child. First, choose a few samples your child would recognize and a few he/she would not. Next, paste one sample per page, and on the back of the page write a few words about the item. For example, if you choose a Cheerios label, on the back of the page write: My son's favorite cereal."
  4. Helping parents apply the new information. "Now that you are done, share your book with a classmate. Why do you think this is an important activity you can replicate with your child?" (Discuss with the group.) "Try this activity at home and bring in your book to share during our next parent session."