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Family Literacy Night ProposalSessionTopic and Description of SessionSession 1TentativeWhere: Melba Elementary, my classWhen: March 19th or 20thTime: 2:40 – 3:30 or after schoolFocus: Rationale for Reading With Your Child & Narrative Text Read Aloud StrategiesRationale for reading with child – Benefits of parent involvement- children becoming successful readersImportance of continuing to read with children in Spanish – literacy in first language supports literacy in second language, heritage, more opportunities when bilingualWhat parents should read with their children- everything: newspapers, lists, magazines, game directions, notes, etc., not just booksWays to still read with your child even if you don’t speak EnglishIntroduce MyOn (online book source that students have access to through the school) and (site that has bilingual books)Tips for reading with child (before, during, and after) and comprehension strategies (identifying who, what, when, where, why, how & making connections, questions that make the child thinkModel with book as strategies are discussed(involve students in modeling – use bilingual booksGive parents time to read a bilingual book with child and practice strategiesOpen up time for parent questionsSession 2TentativeWhere: Melba Elementary, my classroomWhen: April 9thTime: 2:40 – 3:30 or after schoolFocus: Informational Text (using text features/main idea and details)Ask about any success stories or questions since last sessionDiscuss informational text and how it is different from narrative textGo over how to use text features (use students in the process while modeling with Spanish/English text –title, headings, captions, bolded words, diagrams)Teach parents how to use the stoplight strategy for organizing the main ideas and details of text (have students help parents create stoplight organizer- for times when they have to write papers at homeOpen up time for parent questionsLiteracy Event 1: Rationale for Reading With Your Child & Narrative Text Read Aloud StrategiesTime PeriodActivity Key Program Features5 minutes*Refreshment time**The entire evening was translated***Welcome to the evening*Questions to think about discussion: What do you like to read or read often? Why?5 minutes*Discussion about reading for different purposes*Discussion about why it’s important for parents to read with their children5 minutes*Discussion about benefits of parents reading to their children in Spanish*Suggestions for parents who only speak Spanish but want to read with their children*Online reading resources: bilingual and in English30 minutesTips for Reading With Your Child*During this time, parents are given pre reading, during reading, and after reading tips for reading books with their children. Tips are on PowerPoint and given to parents in both English and Spanish. Tips at different points in the reading process are modeled one stage at a time using the book, If I Had a Dragon. Both my translator and I took turns reading since the book is bilingual. Both children and parents are encouraged to participate in answering questions during the modeling time so that the parents can understand how the process works.15 minutesTransition to Practice Time*Parents are encouraged to ask questions about the process for clarification*Parents and their children are given time to read together using the online book, Jazmin, the Beautiful Sheep, from the bilingual online reading source Read Conmigo. Parents are encouraged to try out some of the reading strategies.5 minutesParents are given time to ask questions after reading and practicing strategies with their childrenNumber of Participants: three parents, three children*Materials Used: see PowerPoint and handouts attached*Duration: a little over an hourTime DurationActivity Key Program Features5 minutes*Refreshments served**The entire evening was translated***Welcome to event*Sharing time about any strategies used since the last event and any questions5 minutes*Discussion about the difference between fiction and nonfiction text and the need to use different reading comprehension strategies to understand them*Explanation for why using text features will aide in comprehension of nonfiction text20 minutes*Parents are given a packet of teaching posters about various text feature to use to comprehend nonfiction text (packet is in both English and Spanish – see included packet compiled from Text Feature Posters by Mr. and Mrs. Brightside ()*Packet is explored together and explanations are given about each text feature (what it is and how it is useful). Books are also shown so that parents can see the text features in authentic text15 minutesScavenger Hunt:*Nonfiction books are provided in both English and Spanish so that parents and their children are able to explore authentic text together looking for the text features. Parent are encouraged to write down the text features that are found and discuss with their children how they aide in understanding the text. Children are encouraged to help their parents find the text features, name them, and explain how they are useful (This has been a big focus throughout the year.)*Time is given for parents and their children to share the text features that they found with the whole group10 minutes*Parents and their children are given an article about sharks from (provided in English and Spanish) so that they can read and practice using the text features (see activity on shark slide in PowerPoint)*Whole group discussion of activity5 minutes*Suggestions for what parents who speak only Spanish can do to help their children with research projects -online searches in Spanish and Google Translate is modeledNumber of Participants: three parents, three children*Materials Used: see PowerPoint and handouts attached*Duration: a little over an hour*Note: Modeling of the Stoplight Method to organize nonfiction writing was not modeled due to time constraints and to prevent information overload ................
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