Welcome to Volusia Countys

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Welcome to Volusia Countys
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Parent to Kid! Program
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Program Introduction

• Sessions
• Learning To Be Literate
• Reading at Home
• Writing at Home
• Home/School Connection
• Celebration

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Program Introduction

• Journals
• What is a journal?
• Why should parents journal?
• What about childrens journals?
• What kinds of journals are for children?

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Program Introduction

• Activities
• In class activities
• At home activities

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• In each session you will
• Enjoy a shared story
• Review the main topic
• Participate in activities and
• discussions with other parents
• Enjoy activities with your child
• Prepare for home activities

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Parent to Kid! Program Session 1Foundations
of Literacy
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Session 1 Foundations of Literacy

• What is literacy?
• What is Oral Language Development?
• How does Oral Language connect with Phonemic
  Awareness?

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How do children learn language?

• Listening

Speaking
Reading
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What does the teacher talk really mean?

• Language Acquisition
• Oral Language
• Blending

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What is the role of the parents?

• Childs First Teacher
• Cheerleader
• Advocate

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What can I do at home?

• Answer questions honestly and patiently
• Talk about the books you have read together
• Pay attention to the amount of television time
• Tell stories about your childhood

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What can I do at home?

• Talk with your child as often as you can
  (dinner, shopping, in the car)
• Make up stories with your child
• Talk about family photos
• Listen to your child

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Assign family activities for homework

• Sing songs and chants together
• Read silly poems together
• Talk to your child about school and home (see
  handout)
• Tell your child a story about yourself
• Visit the library and check out a wordless
  picture book for next week

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• one of the best indicators of reading success
  is the ability to recite nursery rhymes before
  entering kindergarten.
• Patricia Cunningham, Phonics They Use

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Parent to Kid! Program Session 2Reading at
Home
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Sharing Home ActivitiesWordless Picture Books
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Session 2 Reading at Home

• Why is it important?
• What does it look like?
• How much should we read at home?

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What do we read at home?

• Environmental Print
• Books
• Magazines
• Newspapers
• TV Guide

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How do we get ready to read at home?

• Select a comfortable space
• Establish a daily routine of reading
• Help your child select a book

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When you are Reading to your Child

• Make sure your child can see the pictures easily
• Use plenty of expression, reading in a natural
  speaking voice
• Encourage your child to predict what might happen
  next as the story develops
• As you read, point to each word, sliding your
  finder along the text

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When you are Reading with your Child

• Begin reading the story to your child at a speed
  your child is comfortable with as you read, your
  child will begin to pick up the pattern of the
  story and read with you.
• Encourage your child to point to each word,
  sliding a finger from word to word
• When your child comes to a difficult word, ask
• "Look at the picture. What word would make
  sense?"
• "Look at the beginning letter of the word. What
  word would make sense that begins with that
  sound?"
• "Try reading that whole sentence again. See if
  you can think of a word that makes sense."

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When Your Child is Reading

• Your child may need you to introduce the pattern
  of the story by reading aloud initially.
• Once your child feels comfortable reading, enjoy
  listening to the story being read
• After reading, talk about the story and ask
  questions like
• "Were there surprises?"
• "What did you like best about the character?"
• "What did you like about the ending?"
• "Did the story remind you of any other story or
  of things that have happened to you?"
• Ask your child to retell the story in their own
  words.

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How do we read at home?

• Talk about the cover and pictures
• Model what good readers do
• point, re-read, question the author, etc.
• Talk to your child about the book for a few
  minutes after reading

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How much should we read at home?

• Jane Hileman, American Reading Company
• From the time your children are 4 months old
  until they take the SAT, they will need to read
  (or be read to) for one hour every day if they
  want to go to any of these colleges

• Spellman College
• Morehouse College
• Tuskegee University
• Harvard University
• Fisk University

• Stanford University
• Clark-Atlanta University
• University of Pennsylvania
• Howard University
• etc

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What does the teacher talk really mean?

• Concepts About Print
• Phonics
• Fluency
• Comprehension

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What is the role of the parents?

• Childs First Teacher
• Cheerleader
• Advocate

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What are the different types of books and
materials?

• Patterned Books
• Predictable Books
• Picture Books
• Fiction
• Non-Fiction

• Newspapers
• Encyclopedias
• Dictionaries
• Poetry
• Plays

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How do I select the right book for my child?

• Select books of interest to you and your child
• Select age-appropriate books
• Select books to which your child can make a
  connection
• Be sure to include a variety of types of books
  and materials

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What can I do at home?

• Read aloud to your child
• Have your child read to you
• Read environmental print with your child
• Read things that include big words to develop
  vocabulary
• Design fun reading places
• Introduce new reading while repeating the old
  favorites

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Assign family activity for homework.

• Visit the library and select books together
• Read aloud to your child and journal their
  reactions to stories
• Bring a favorite book to share with the class
  next week

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Parent to Kid! Program Session 3Writing at
Home
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Sharing Home ActivitiesFavorite Books
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Session 3 Writing at Home

• Why do we write?
• What does writing look like?

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Why do we write?

• Organize
• Communicate
• Share information
• Entertain
• Persuade

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How do children learn to write and spell?

• Richard Gentry reminds us that writing is a
  process that flows gradually.
• As you give your children time to explore and
  experiment with writing, you will begin to see
  evidence of growth.
• Since writing is a process and stages are
  connected, your child may show evidence of more
  than one stage in a single piece of writing.

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Scribbling

• Scribbling looks like random marks on a child's
  paper.
• Sometimes the marks are large, circular, and
  random, and look like drawings.
• Although the marks do not resemble print, they
  are important because young writers use them to
  show ideas.

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Letter-like Symbols

• Letter-like forms emerge, sometimes randomly
  placed, and are often mixed with numbers.
• The children can tell about their own drawings
  and writings.
• In this stage, spacing is hardly ever seen.

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Strings of Letters

• In the strings-of-letters phase, students write
  some letters that tell us they know more about
  writing.
• Students are developing awareness of the
  sound-to-symbols, although they are not matching
  most sounds.
• Students usually write in capital letters and
  have not yet started spacing.

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Beginning Sounds Emerge

• At this stage, students begin to see the
  differences between a letter and a word.
• They may not use spacing between words.
• Their message makes sense and matches the
  picture, especially when they choose the topic.

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Consonants Represent Words

• Students begin to leave spaces between their
  words.
• They may mix upper and lowercase letters.
• They begin using punctuation.
• They usually write sentences that tell ideas.

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Initial, Middle, and Final Sounds

• Students in this phase may spell correctly some
  sight words, siblings' names, and environmental
  print.
• Other words are spelled the way they sound.
• Children easily hear sounds in words.
• Their writing is very readable.

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Transitional Phases

• This writing is readable and more conventional
  spelling.
• The writing is mixed with words that are correct
  with words that use invented spelling.

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Standard Spelling

• Students in this phase can spell most words
  correctly.
• They are developing an understanding of root
  words, compound words, and contractions.
• This understanding helps students spell similar
  words.

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What does theteacher talk really mean?

• Invented spelling
• Developmental spelling
• Irregular spelling words
• Pre-fix and suffix
• Root words

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How are Reading and Writing Connected?

• If you can think ityou can say it.
• If you can say ityou can write it.
• If you can write ityou can read it.
• If you can read ityou can think about it!

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What is the role of the parents?

• Childs First Teacher
• Cheerleader
• Advocate

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How do I help my childs writing?

• Ask your child about his/her writing
• Ask your child to read some of his/her writing to
  you on a regular basis
• Talk to your childs teacher about his/her
  writing progress
• Ask your childs teacher for ideas for home
  writing

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What can I do at home?

• Make grocery lists together
• Keep a family journal together
• Write letters together
• Keep plenty of writing and publishing supplies
  handy
• Write stories to share with your child and
  vice-versa.

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Assign family activity for homework.

• Create a memory box and fill it with a variety of
  items that create a timeline of your childs
  life.
• Bring your box and timeline to share next week.

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Parent to Kid! Program Session 4Home/School
Connection
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Sharing Home ActivitiesMemory Box
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Home School Connection

• Homework
• Parent - Teacher Conferences
• Making the connections for your children

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What is the role of the parents?

• Childs First Teacher
• Cheerleader
• Advocate

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What about homework?

• Why is homework important?
• What do I do when the assignments are too hard
  for my child?
• How do we balance extra-curricular activities?
• Is reading nightly considered homework?

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How do I prepare for a conference?

• Talk to your child often about school.
• Ask your child what he/she is worried about and
  what they think they are doing well.
• Write down your questions and concerns.

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What do I ask in a conference?

• What areas does my child enjoy?
• In what areas does my child struggle?
• How does my child get along with others?
• May I see examples of my childs work kept for
  his/her portfolio?
• How will I know my child is improving in the
  areas we discussed?
• What can I do to help you help my child?

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What does the teacher talk really mean?

• Review terms
• Clarify what they mean
• Questions?

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What can I do at home to make those connections?

• Talk to your child, be supportive, and celebrate!
• Ask questions that do not use yes or no answers
• Become involved in homework and assignments
• Review and discuss the work the teacher sends
  home Keep a folder of the work your child brings
  home
• Let your child know that you and the teacher stay
  in contact on a regular basis
• Be your childs first teacher, cheerleader, and
  advocate
• Let your child know that learning for life is
  important!

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Assign family activity for homework

• Look through your journal and select an ah ha
  entry to share with the group.

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Parent to Kid! Program Session 5Lets
Celebrate!!!
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Sharing Home ActivitiesJournal Entries
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Session 5 Celebration
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Review all sessions

• Session1 Foundations of Literacy
• Session 2 Reading at Home
• Session 3 Writing at Home
• Session 4 Home/School Connection

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Develop Action Plan and Record in Journal

• What will I do to help my child become literate?
• What will I do to help my child become a
  life-long reader?
• What will I do to help my child enjoy writing?
• What will I do to connect home activities with
  school activities.
• How often will I touch base with my childs
  teachers through the years?

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Award Certificates and Baskets
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Thanks for joining us in Volusia Countys
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Parent to Kid! Program