Family Literacy in the Classroom Lynne Newton

1. Family Literacy in the ClassroomLynne Newton

2. 2 What is Family Literacy? Family literacy is a cultural concept, a way of thinking, behaving, and responding to one�s environment. Family literacy occurs naturally during the day and is part of the routines of daily living and helps �get things done�. Family literacy is multifaceted. It can include: drawings or writings to share ideas making lists sharing stories composing notes or letters to communicate messages keeping records reading and writing (National Center for Family Literacy)

3. 3 Did You Know? Every 40 seconds a child is born into poverty and every 37 seconds a child is born to a mother who did not finish high school. 71% of children whose mothers completed college attend early childhood centers. While only 37% of children whose mothers had less than a high school education attend early childhood centers.

4. 4 Did You Know? Schools with poverty populations and minority enrollments of 50% or more identified the following barriers: lack of parental education to help with homework cultural or socioeconomic differences language differences between parents and staff staff attitudes about the parents

5. 5 Did You Know? Adults participating in family literacy programs showed greater gains and were less likely to drop out of the program in literacy than adults in adult-focused programs. Children participating in family literacy programs showed greater gains than children in child-focused programs. Parents in family literacy programs reported more educationally supportive home environments. Taken from the National Center for Family Literacy

6. 6 Getting Started Developmental Learning Theory is characterized by: self-regulated, individualized activities frequent peer and adult interaction environment rich with materials.

7. 7 Learners acquire literacy abilities through four processes Observation of literacy behaviors, (being read to or seeing others read) Collaboration with other individuals who provide encouragement Practice, where the learner tries out what has been learned by reading and writing Performance, in which the learner shares what was learned and builds on those skills through continued interaction with supportive others. (Holdaway, 1979) Family Literacy programs are about opportunity, support and hope, and enhances parents self-images as readers, writers, and learners (Neuman, 1998).

8. 8 Session Objectives To provide parents with the skills to be partners in the literacy development of their children through modeling, scaffolding learning, and guided practice. To provide a collaborative effort between home and school by assisting parents in developing literacy activities for home reinforcement. To promote reading as a social activity for the children by encouraging reading and writing with family members.

9. 9 To increase the self-efficacy in parent by continuing to provide opportunities for parents to be actively involved in their children�s literacy development. To obtain parent input on evaluating the program in order to plan and develop future sessions.

10. 10 Know the Parents Parents are interested in many of the same goals for their children as their children�s teachers. They value achievement for their children and want to know how to help them achieve. Socio-economic Employment Transportation Child care issues Family Single parent Other children Language spoken in the home Education Educational experience Attitude about reading Educational level

11. 11 Four Components Circle Time Shared Reading/Parent Tutoring Make-Try-Take Family Literacy Backpacks

12. 12 Circle Time Introduction of participants �Talking Circle� (Neuman, 1998) Overview of session Discussion of �theme� Fun activities singing songs calendar

13. 13 Shared Reading/Parent Tutoring Parents are often unsure of what is meant when teachers ask them to read to their children Establish a theme-choose a book(s) to read. Model reading strategies and discuss children�s literature. Scaffold instruction through guided practice. Provide opportunities for independent practice with support and evaluation.

14. 14 Make-Try-Take Activities designed to provide continuity between the school and home. Parents create activities to reinforce established theme. Provides interaction between parents and their children and fosters reading as a social act. Parent-introduced activities, children could relate to these activities as something they had done in school.

15. 15 Literacy Backpacks This is a backpacking partnership between home and school and is a great way to get children reading more at home and to get parents involved in reading with their children (Richels, 1998). Designed around the established theme Backpacks are filled with materials and activities parent letter and any other pertinent information additional theme related books parent made activities and any other hands-on activities parent evaluation form

16. 16 Benefits of Family Literacy in the Classroom Increased parental self-efficacy by providing opportunities for school involvement- empowerment Improved relationships between parent and child through structured, meaningful interaction Parents gain the motivation, skills and knowledge to help their children with literacy skills at home. Parents become partners in the education of their children (READ Saskatoon, 2000; Rappaport, 1990)

17. 17 References Edwards, P.A. (1995) Holdaway, D. (1979). The foundations of literacy. Sydney: Ashton, Scholastic Morrow, L.M., & Young, J. (1997). A family literacy program connecting school and home: Effects on attitude, motivation, and literacy achievement. Journal of Educational Psychology, 89(4), 736-742. National Center for Family Literacy, Louisville, KY Neuman, S.B., & Caperelli, B.J., & Kee, C. (1998). Literacy learning, a family matter. The ReadingTeacher, 52(3), 244-252. Richels, D.J., & Wold, L.S. ( 1998). Literacy on the road: Backpacking partnerships between school and home. The Reading Teacher, 52(1), 18-29. Thomas, A., & Fazio,L., & Stielfelmeyer, B.L. (1998). Families at school: A handbook for parents.Newark, DE: International Reading Association. Thomas, A., & Fazio, L., & Stielfelmeyer, B.L. (1999). Families at school: A guide for educators. Newark, DE: International Reading Association.