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Supporting
Language and
Early Literacy:
at Home
and in
Early Childhood
Settings
Session 7:
Family Engagement
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Review Speaker’s Notes for each slide prior to facilitating this session. A
Dual Language Learner Connection is also located in the Speaker’s
Notes of many of the slides. For more guidance and support on serving
Dual Language Learners (DLLs) refer to the following resources prior to
facilitating this session:
WIDA Early Years
www.wida.us/EarlyYears
Wisconsin Early Childhood Collaborating Partners
Serving Dual Language Learners Facts and Tips:
http://www.collaboratingpartners.com/dual-language-learners-facts-andtips.php
Office of Head Start Early Childhood Learning and Knowledge Center
https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic
Key Message:
This professional development series was developed in partnership by
representatives of the agencies and organizations included here. Read
the mission statement. Share the Vision statement as well:
Our Vision:
Through understanding and respect for each partner engaged in this
process, we will share our knowledge and experience to design a system
to review, develop, maintain, and disseminate quality professional
development materials that provides a ‘common language’ of research
and best practice that is accessible to cross-sector Training/Technical
Assistance personnel and 2-and-4-year Institutes of Higher Education so
that the workforce is prepared to effectively support families and children
to improve early literacy outcomes for ALL children
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Begin session 7
Your
• (insert your name/title here)
• Insert your co-presenter’s name/title here)
Fill in needed info. Be sure to mention the funding source; if SPDG,
promote future ECCAN opportunities in your region.
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for this Session …
• Explain how the 6 vital components of early
literacy are interrelated and provide the
foundation for later reading ability
• Demonstrate and disseminate shared reading
and other evidence-based strategies to
engage families in promoting language and
literacy development
for Today’s Session
•
•
•
•
•
•
Definition of Family Engagement
Rationale/Research
Points to Ponder
How To Engage Families
Powerful Interactions
Tools and Resources
Self-explanatory
Explain that this session is an introduction/overview to all components of
early literacy. Following sessions go into more detail regarding each
component and offer additional evidence-based strategies for adults to
use.
Dual Language Learner Connection
(Standards) In order to support the language development of DLLs in all
areas of development and learning, WIDA has developed the Early
Language Development Standards for DLLs, ages 2.5-5.5 years. These
language standards describe the social and academic language DLLs will
need to process and produce in order to succeed in meeting states’ Early
Learning Standards (ELS). Used in conjunction with states’ ELS, these
language standards help practitioners support, instruct, and assess DLLs
at different levels of English language development in all areas of
development and learning. Note that the specific focus of WIDA standard
2 is the Language of Early Language and Literacy. The WIDA Early
Language Development Standards can be found on the WIDA Early Years
website: www.wida.us/EarlyYears.
(Components) It is important to note that DLLs develop along different
trajectories than monolingual English speakers in each language and area
of development and learning. Some of the 6 vital components referred to
on the slide, such as alphabetic knowledge, concepts of print, and writing
may apply differently or not all in DLL’s home language depending on the
linguistic and cultural features of their language. Nevertheless, these
components will apply for DLLs as they learn early literacy skills in English.
However, DLLs’ development in English in each component may look and
proceed differently than their monolingual peers and they will need
additional language supports and scaffolding (see slide 12 for greater
detail).
(Strategies) Some features of early literacy in English will transfer to other
languages while others will not (see other sessions for more details).
When/if appropriate, it is helpful to be explicit with DLLs about what is
the same and what is different in English from their home language. (e.g.
In English we read L to R, but in your home language, you read R to L). It
is important that practitioners use sensory, interactive language supports
for DLLS during literacy activities conducted in English as well as scaffold
for their level of English language development. Many strategies for
supporting DLLs will be shared throughout this series of presentations.
Research shows that strong skills in the home language support both
language and literacy learning in English. Making connections to the
child’s Home Language is a critical strategy for supporting DLLs’ language
and literacy development.
This is DIY – depending on length of your session – provide a time frame
and topics/goals for your session (based on following slides)
Trainers/facilitators are encouraged to frequently visit the site to
download PowerPoint presentation sessions; these training resources
will be updated periodically to reflect new research and input from the
field.
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Check-in activity
Discussion in pairs or small groups:
• What do you hope to achieve by participating
in this session?
• What was your favorite book from childhood
and who read the book to you?
WISCONSIN MODEL EARLY LEARNING STANDARDS
Teaching Cycle
Assessment
Gathering information to determine what the child
can do and what the child is ready to learn
• Data Collection
• Data Analysis
Implementation
Providing meaningful,
experiential activities that
support individual and group
goals guided by supportive
interaction and relationships
Planning and Curriculum Goals
Deciding what should be done to
promote development and what we
want children to learn
• Needs Identification & Prioritization
• Planning (Strategy/Indicators)
Self-explanatory –write responses on flip chart to review later
Dual Language Learner Connection
In some cultures, there is a higher or equal value placed on oral story
telling than on written text. Some DLLs may come from backgrounds rich
in oral story telling traditions and have favorite stories that were told to
them by different extended family members rather than favorite books.
Message:
Another reminder of best practice:
 The teaching cycle is important when planning and supporting
family engagement
 Emphasize the importance of always keeping the child in the
center of our practice.
 Parent relationship with their child is the bases for all learning in
the child’s life.
Example: Video about how parents are always doing the teaching cycle –
https://www.youtube.com/watch?v=KWFfDyupGpQ (2 minutes)
The audience needs to understand the parallel process of how working
with parents you always are using the teaching cycle.
Random of acts of engagement DO NOT WORK!
Dual Language Learner Connection
Parents and families play an especially vital role in gathering information
about DLLs’ language and learning because they are learning across two
or more languages and cultures. It is important to gather information
about what DLLs can do in their home language as well as in English to get
a complete and accurate picture of their development and learning. If
DLLs are assessed in English only, the data may yield more information
about their English language development than about what they actually
know and/or can do! In turn, information that is gathered must be
interpreted through the family’s cultural and linguistic lens as well as
through that of the early care and education program.
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Information can be found on engaging parent on the Collaborating
Partners website… this is also the website to locate this and other power
points on Early Literacy.
•
http://www.collaboratingpartners.com/wmels-family-training.php
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Wisconsin Model Early Learning Standards
(WMELS)
Domain III. LANGUAGE DEVELOPMENT
AND COMMUNICATION
A. Listening & Understanding
A.EL.1 - Derives meaning through listening to
communications of others and sounds in the
environment
A.EL.2 - Listens and responds to
communication with others
A.EL.3 - Follows directions of increasing
complexity
Wisconsin Model Early Learning Standards
(WMELS)
Domain III. LANGUAGE DEVELOPMENT AND
COMMUNICATION
B. Speaking & Communicating
B.EL.1 - Uses gestures and movements (nonverbal) to communicate
B.EL.2 (a, b & c) Uses vocalizations and
spoken language to communicate (includes
language forms - syntax, semantics, and
pragmatics)
Message: IF this information has already been shared with your
audience the next 5 slides can be omitted or briefly referred to.
Make reference to WMELS that relate to language and literacy.
Dual Language Learner Connection (copied from session #1, slides 13-15)
(A.EL.1) Babies can distinguish sounds of any language (even if unheard)
until about 7-8 months. After that time, neural pathways close to
accommodate only those sounds they are exposed to. This speaks to the
importance of continued support in the home language!
(A.EL.2 and A.EL.3) DLLs follow different developmental trajectories
within each language. For example, DLLs may have a period of
observation with no or little response as they are learning English. The
WIDA E-ELD Performance Definitions provide guidance on DLLs’
receptive language at 3 levels of English language development. For
more information go to http://www.wida.us/standards/EarlyYears.aspx -- click on the E-ELD Standards: Abbreviated Resource Guide, 2013 Edition
PDF on the right hand side. You will find the Performance Definitions for
receptive language for 2.5-5.5 year-olds on pp. 10-11 of the Resource
Guide.
DLLs will need sensory and interactive supports in receptive language
appropriate to their level of English language development!
Dual Language Learner Connection
(B.EL.1) DLLs follow different developmental trajectories within each
language. For example, DLLs may have a period of observation with no or
little response as they are learning English. DLLs often rely on gestures
and movements to communicate during the early stages of English
language development.
(B.EL.2) DLLs will need sensory, graphic, and interactive supports to use
expressive language appropriate to their level of English language
development. The WIDA E-ELD Performance Definitions provide
guidance on DLLs’ expressive language at 3 levels of English language
development. For more information go to
http://www.wida.us/standards/EarlyYears.aspx --- click on the E-ELD
Standards: Abbreviated Resource Guide, 2013 Edition PDF on the right
hand side. You will find the Performance Definitions for expressive
language for 2.5-5.5 year-olds on pp. 12-13 of the Resource Guide.
Note: The timing of acquisition of different syntactical structures will vary
within children’s home languages depending on linguistic features.
Semantics (including vocabulary) are distributed across two or more
languages for DLLs. Pragmatics are culturally and linguistically driven and
greatly influence DLLs’ use and understanding of each of their languages.
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Wisconsin Model Early Learning Standards
(WMELS)
Domain III. LANGUAGE DEVELOPMENT
AND COMMUNICATION
C. Early Literacy (2011 Update)
C.EL.1 - Develops ability to detect, manipulate, or
analyze the auditory parts of spoken language
C.EL.2 - Understands that the alphabet represents
sounds of spoken language and letters of written
language
C.EL.3 - Shows appreciation books and how print
works
C.EL.4 - Use writing to represent thoughts or ideas
Research-based Early Literacy Content Areas
• Oral Language
(WMELS A. Listening & Understanding & B. Speaking &
Communicating)
•
Vocabulary
(WMELS A. Listening & Understanding & B. Speaking &
Communicating)
• Phonological Awareness
(WMELS C. Early Literacy)
• Alphabet Knowledge
(WMELS C. Early Literacy)
• Concepts about Print
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(WMELS C. Early Literacy)
•
Dual Language Learner Connection
(C.EL.1) Some sounds will be more difficult for DLLs to detect in English
depending on sound system of home language and age of exposure to
English. DLLs will need extra practice hearing and using sounds at all
levels of English language development.
(C.EL.2) Practitioners explicitly teach this as part of English language—
Note that this practice may differ for other home languages depending on
linguistic features of that language. DLLs will need sensory, graphic, and
interactive supports appropriate to their level of English language
development.
(C.EL.3) Are the books in your program representative of cultures and
languages of the children in your program? When teaching DLLs,
practitioners explicitly teach how print works in English, while scaffolding
for DLLs’ level of English language development. Remember, print may
work differently in a child’s home language!
Key Message:
Based on the WMELS and current research, these 6 elements are critical
to an early (Pre-K) literacy program.
Writing
(WMELS C. Early Literacy)
Dual Language Learner Connection (this is covered in other sessions as
well, so use following notes only as needed)
(oral language) DLLs will need additional practice to hear and use each of
their languages. It is important to continue to develop home language so
that concept development continues uninterrupted. The development of
home language informs and positively influences acquisition of English. It
is important that practitioners use sensory, interactive, and graphic
language supports for DLLs as well as scaffold language appropriate to
their level of English language development.
(vocabulary) Remember that DLLs vocabulary will be distributed across
two or more languages. Research shows that when vocabulary is
considered in ALL of DLLs languages, the number of words is equal to or
greater than that of monolingual speakers. It is important that
practitioners use sensory, interactive, and graphic language supports for
DLLs as well as scaffold language appropriate to their level of English
language development.
(phonological awareness) Be explicit that this is how it’s done in English.
Phonemic awareness as applied in English does not necessarily apply to
all home languages and the process should not be translated! For
example, Spanish speakers sound out syllables within words and NOT
individual sounds. Tonal languages will also differ. It is important that
practitioners use sensory, interactive, and graphic language supports for
DLLs during phonological awareness activities in English as well as
scaffold language appropriate to DLLs’ level of English language
development.
(alphabetic knowledge) This may differ substantially for certain home
languages that are not alphabetic (e.g. tonal languages, ideographic vs.
alphabetic)! It is important that practitioners use sensory, interactive, and
graphic language supports for DLLs during alphabet activities in English as
well as scaffold language appropriate to DLLs’ level of English language
development.
(concepts about print) Some concepts are transferable across languages.
It is important to explicitly teach concepts of print for English and point
out how they may differ from the children’s home languages (e.g.
direction of reading: left to right, and up and down). It is important that
practitioners use sensory, interactive, and graphic language supports for
DLLs during alphabet activities in English as well as scaffold language
appropriate to DLLs’ level of English language development.
(writing) Plan for home language support and the language in which
language children will both write and read their writing. Be explicit about
how languages may differ. It is important that practitioners use sensory,
interactive, and graphic language supports for DLLs during alphabet
activities in English as well as scaffold language appropriate to DLLs’ level
of English language development.
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Early Literacy
Wisconsin Common Core State Standards
(CCSS) – English Language Arts (ELA)
Make sure you make the connection between WMELS and common core
for families.
• What is expected of students
by the end of 5-year-old
kindergarten (5K) & beyond
• To identify the alignments &
connections between
WMELS – Literacy and the CCSS-ELA for 5K:
http://bit/ly/earlyliteracy
Definition of Family Engagement
“Family engagement occurs when there is an on-going,
reciprocal, strengths-based partnerships between families
and early childhood professionals.”
Early childhood professionals and families place an emphasis on creating
and sustaining learning activities at home and in the community as to
enhance each child’s early learning.
National Association for the Education of Young Children (NAEYC)
"Parent and family engagement is about building
relationships with families that support family well-being,
strong relationships between parents and their children,
and ongoing learning and development for both parents
and children."
Head Start/Early Head Start (HS/EHS) Parent Engagement Framework
Family involvement vs. engagement
what do you see?
Dual Language Learner Connection
In order to fully engage, parents and families will need to understand the
language being spoken. In addition, cultural differences between home
and the ECE program will need to be acknowledged, honored as equal in
value, and communicated for relationships of trust to be established.
Interpreters play a vital role in helping to build trusting relationships and
partnerships with families of DLLs. Interpreters not only interpret oral
language and translate written language but also ac as “cultural brokers”.
For more information see FACTS & TIPS #2.1 and #2.2 (Using Interpreters
Effectively) at http://www.collaboratingpartners.com/dual-languagelearners-facts-and-tips.php
Ask participants to describe what is different in these 2 pictures –
Families are involved by simply observing their children; Engagement
means engagement – interacting with the child – talking, reading,
listening, playing, sharing daily experiences together!
Source: Wisconsin Statewide Parent-Educator Initiative (WSPEI)
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What we already know
about families and literacy
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Rationale – Brain Research
The brain is not wired to read. It is
wired to listen to and speak
language. We need to build the
reading brain.
The Art of Changing the Brain Enriching Teaching by Exploring the Biology of Learning by James E. Zull
•We always need to acknowledge that families are their child’s first
teacher.
•Home is a child’s first learning environment
•From birth, children are comforted by hearing and listening to their
caregivers’ voices.
•The language used by families supports young children’s development of
oral language skills.
•Exposure to print materials in the home—not just children’s books but
also newspapers, catalogs, cookbooks, and many other everyday
sources—also supports literacy development
Source: Gonzalez and Uhing 2008
Dual Language Learner Connection
Different cultures regard parental and teacher roles very differently.
While saying “parents are children’s first teacher” sounds accurate to a
lot of us from the dominant U.S. culture, it is culturally dissonant to refer
to parents in this manner for other cultures. For example, in many Latino
and Asian cultures, educational matters belong solely to teachers and not
to parents. In these cultures, parental and teacher roles are clearly
delineated---parents are meant to provide, care for, and love their
children and teachers are meant to educate them.
Families who engage in literacy activities in their home language such as
those mentioned above, make a valuable contribution to their child
becoming bilingual AND biliterate. Rich use of the home language
supports vocabulary development, concept development and literacy
development in the home language. In turn, language and early literacy
skills developed in the home language support English language
development as children use this knowledge base to navigate the new
language--English.
Simply state to parents that we need to be intentional because of the
statement on this slide.
At its heart, literacy is about communication, which begins long before a
baby utters his/her first word. Babies are prewired to learn,
communicate, and connect with others; they tell us what they need
through their cries, facial expressions, sounds, and movements. (Im,
Osborn, Sánchez 2007)
Dual Language Learner Connection
Building the “reading brain” in the home language helps DLLs learn early
literacy skills in English as some of these concepts transfer. Parents
shouldn’t be shy about singing songs, reciting traditional rhymes, or
reading to their children in their home language. Doing so contributes
greatly to building their child’s “reading brain” in all their languages!
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Indicators of School Success
A child can only achieve competency in
essential school readiness skills—such as
language and early literacy—when s/he has
begun to experience and master all the
domains of development. These include
cognitive, social, emotional, and physical
development, as well as non-cognitive
areas such as motivation to read and
persistence in learning.
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(Kupcha-Szrom 2011)
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Literacy Benefits from
Social Emotional Development
Building relationships between family and child are
opportunities to focus on literacy.
Emphasis all areas of WMELS.
The growth and development of infants and toddlers are best supported
not through a set curriculum, but rather through exploration, discovery,
and the everyday activities in which they interact with adults around
them. (Kupcha-Szrom 2011)
The learning that occurs within these developmental domains is fostered
through the relationships that a young child has with the significant
adults in her life. Families and other caregivers—such as early childhood
professionals—are “the ‘active ingredients’ of environmental influence”
during early childhood.(Shonkoff & Phillips 2000)
Table talk:
At your table discuss the social emotional benefits of family literacy
• What are some ways other than books that promote early literacy
and social emotional development?
• Share with the entire group 1 or 2 ideas you discussed
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Points to Ponder
•
•
•
•
•
All children and their families need to be engaged to become literate.
Intentional consideration for these points will help to close any gaps that
may occur.
Families of low-income
Dual language learners
Cultural
Gender
Kids and families who have become hooked
on screen time
Literacy & Families of Low-Income
• Poverty is the single best predictor of a child’s
failure to achieve in school (Brizius & Foster
1993)
• A national data set of nearly 100,000 US
school children found that access to printed
materials is the "critical variable affecting
reading acquisition."
In middle class neighborhoods there were about thirteen book titles for
every child. By contrast, in neighborhoods of lower socioeconomic status,
there was only one book title for every 300 children (Neuman 2006)
•At age 4 years, children who live below the poverty line are 18 months
below what is normal for their age group; by age 10 that gap is still
present. For children living in the poorest families, the gap is even larger.
(Klein and Knitzer 2009)
•By third grade, children from middle-income families know about 12,000
words and children from families of low-income have vocabularies of
around 4,000 words. (Klein and Knitzer 2009)
•Before entering kindergarten, the average cognitive scores of preschoolage children in the highest socioeconomic group are 60 percent above the
average scores of children in the lowest socioeconomic group. (Klein and
Knitzer 2009)
•By third grade, children from middle-income families know about 12,000
words and children from families of low-income have vocabularies of
around 4,000 words. (Klein and Knitzer 2009)
Brizius, J. A., & Foster, S. A. (1993). Generation to Generation: Realizing
the Promise of Family
Literacy. High/Scope Press.
Reading Literacy in the United States: Findings from the IEA Reading
Literacy Study. (1996)
Douglas-Hall, A. & Chau, H. (October, 2008). Basic Facts about Lowincome Children: Birth to Age
6. New York: National Center for Children in Poverty, Columbia University,
Mailman School of Public Health.
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Literacy & Families of Low-Income
The Achievement Gap
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Literacy and Dual Language Learners
Rising Numbers
• In 2013, 20% of the children enrolled in Head
Start programs in Wisconsin were children who
are learning a home language other than English
(Office of Head Start Program Information Report, 2013).
• The number of PreK-12 students who are learning
English as another language increased by 100200% in Wisconsin between 1997-98 and 200708 (NCELA, 2010).
Literacy and Dual Language Learners
Educational Disparity
• Studies show that placing 3-4 year-olds who are dual
language learners in English-only programs without
home language support often have long term negative
consequences--emotionally, socially, and academically
Source: Adapted from Betty Hart and Todd R. Risley, Meaningful
Differences in the Everyday Experience of Young American Children
(Baltimore, MD: Paul H. Brookes, 1995).
A seminal study by Betty Hart and Todd Risley soundly documented this
gap. Simply in terms - of the number of words heard, the average child of
low socioeconomic status had half as much experience in hearing words
as a child of middle socioeconomic status, and less than one third that of
the average child of high socioeconomic status. More than any other
factor, socioeconomic status made an overwhelming difference in how
much talking occurred in a family. 17 The type and frequency of language
very young children hear in their homes, 18 as well as parents’ use of
positive or negative sounds, gestures, and words to communicate,19
contribute to the literacy disparities in households of varying
socioeconomic status.
•The population of children who are learning English as another language
is growing at a much faster rate than that of native English-speakers
(Flynn & Hill, 2005; García & Kleigfen, 2010).
• In 2006, 24% of the babies born in the United States had a mother who
reported a home language other than English being spoken (García &
Frede, 2010).
Implications
This means that we have to expand our awareness and knowledge base
to different ways of thinking and relating when engaging with families of
DLLs. Different languages and cultures have different rules for social
engagement. Practitioners will need to learn about the linguistic and
cultural backgrounds and beliefs of each family to determine the best way
to partner with them in caring for and educating their child. For more
information related to engaging with families of DLLs, please refer to
FACTS & TIPs #3.1 and #3.2 on Cultural Considerations at
http://www.collaboratingpartners.com/dual-language-learners-facts-andtips.php
Potential HANDOUT with Family Engagement Tips from: Over View Fact
and Tip Sheet Early Dual Language Learners
http://www.collaboratingpartners.com/documents/Overview.pdf
(August & Shanahan, 2008; Espinosa, 2008; Nemeth, 2009).
• Children who are young dual language learners need
additional support in both languages to remain on par
academically with their native English-speaking peers
(August & Shanahan, 2008).
For information on tips for engaging with families regarding supporting
their children’s home language development, please see FACTS & TIPs
#4.1 and #4.2 on Language Development at
http://www.collaboratingpartners.com/dual-language-learners-facts-andtips.php
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Cultural Consideration
The distinction between
developmental failure and social
mismatch has been clarified by Kagan
(1990), Meisels, et al. (1992), and
others. This distinction is important
because it reminds educators of the
developmental competence of
children whose skills and knowledge
are different from those expected by
a school.
Barbara T. Bowman, vice president, Academic Programs, Erikson Institute, Chicago, Illinois. It was published
in 1994 by NCREL's Urban Education Program as part of its Urban Education Monograph Series.
Gender
Wisconsin RTI Center – Reviewing K-5 Universal Reading Instruction
Dual Language Learner Connection
Child rearing and child development are heavily influenced by culture.
The developmental milestones by which we measure children’s
development and learning (birth-5 years) are based primarily on white,
middle-upper class cultural values and beliefs. For example, a high
premium is placed on independence, individuality, and verbal expression
in our culture. In turn this is reflected in our curriculum and assessments
with their emphasis on self-help skills (eating and dressing) at an early
age, the importance of self-identity, being highly verbal, and of speaking
out individually in groups. However, other cultures may place a greater
value on inter-dependence and group identity and thus raise their
children with a slightly different skill set. Children from other cultures
may have learned to listen more and speak less (especially with adults), to
look to others for help in eating and dressing, and to value the group
identity above self-identity.
Explain graphic •The gap increases even more as children age.
•A largely female school workforce impacts on boys’ perceptions of
reading and their reading behavior.
•Boys have more active learning styles that are less compatible with
literacy. (Boys Reading Commission 2012)
•Reasons are both biological and sociological – the good news is boys will
read if they are given things that interest them. (www.guysread.com)
“we also know that boys prefer non-fiction or “informational text.”
Sending home non-fiction books that are motivating for boys AND will
more likely be read by a male in the home is a double whammy. The boys
will have a male in the home modeling reading (and we know it is usually
the females who read to children) AND they will have books or magazines
that interest them.
When talking about reading with families discuss how it will be helpful to
be point out especially to little boys that “I am reading these instructions
to fix the car.” or “ I am reading the newspaper to find out how the
Brewers did.”
More information at What We Want: Boys and Girls Talk about Reading –
American Association of School Librarians.
Dual Language Learner Connection
Gender roles and their expressions are unique to each culture and to each
family within a specific culture. One size does not fit all! This is a highly
sensitive area and must be treated with great respect when engaging
with families. Families are walking within and between multiple cultures
and trying to raise their children with their cultural beliefs and values as
they relate to gender. In some cultures, the reading gap noted above may
be more prevalent for girls than boys because of an emphasis on
educating boys over girls. This should be tread with caution with families
of different cultural backgrounds.
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We need to connect with families in ways they communicate in this age
of technology
•Limit screen time
•Books on a tablet
don’t replace lap
time reading
•Time in front of a
screen is time away
from other critical
activities
•Text messages
•Facebook
•Emails
•QR codes
Ponder at Your Table
• What are ways to intentionally promote early
literacy with this focus population?
• What are the costs of not focusing on this
group in terms of literacy promotion?
• What are the potential individual, family, and
community benefits of focused literacy
promotion with this population?
Weekly Book Bags
Sent Home with
Suggested
Activities
Parent
Readers in
the
Classroom
Childhood Setting
Modeling a
Language and
Literacy Rich
Environment
•Put good literacy activities for parents via a QR code in your newsletter
We need to send a clear message that screen time is not a substitute for
personal interaction to promote language and literacy – the key word is
interaction – IF screen time is done interactively with adults/peers the
tool is viewed as more valuable. it is recommended in Digital Decisions
that those activities last no more than 20 minutes and if non-interactive
no more than 20 minutes.
•American Pediatrics statement – under 2 no screen time ( esp. passive
television use)
•Facing The Screen Dilemma: Young Children, Technology and Early
Education
Activity:
Directions:
1) Assign each table one of the groups of people who benefit most from
intentional early literacy promotion. (Families of low-income, dual
language learners, cultural considerations, gender, kids and families who
are hooked on screen time) Consider children and their families from
before Birth to age 5.
2) At each table assign a recorder and reported
3) Explore the following questions:
• What are ways to intentionally promote early literacy with this focus
population?
• What are the costs of not focusing on this group in terms of literacy
promotion?
• What are the potential individual, family, and community benefits of
focused literacy promotion with this population?
4) Report out highlights from each table
Possible discussion: Other ways to make engage families from your Early
Childhood setting
Family Engagement
From Your Early
Example from a real life experience – Mother was asked what her child’s
favorite book was at an IEP meeting and she could not share that – her
comment was “I don’t know, all his books are on the ipad and he reads
them by himself.”
Include
Literacy in
Family Events
you Hold
Literacy Tips
in Your
Newsletter
Dual Language Learner Connection
Weekly Book Bags: Find out the languages spoken by DLLs’ parents and
families and make every attempt to include books and suggested
activities in their home language. If some books and suggested activities
are in English only, how will your program make these meaningful and
accessible to families of DLLs? Some families may speak English as well as
a home language—ask for their language preference for the books.
Family Events: Make sure family events and literacy activities are
planned with DLLs and their families in mind. Are the family events and
literacy activities and materials presented in a language they understand?
If not, do you have interpreters available?
Modeling Language and Literacy Rich Environment: Make sure DLL’s
home language and culture are represented in within ECE setting
including in children’s books, magazines, posters, labels, and other
environmental print. If possible, recruit adult and school-age volunteers
to come to your setting to read and converse with children in DLLs’ home
language.
Parent Readers: Having parents read to and recite traditional rhymes in
their home language with DLLs and all the children is a very powerful
model for elevating the status of children’s home language(s) within the
ECE setting! This can also be a very “teachable moment” for monolingual
English speakers to experience what is like to listen to and try to
understand a different language.
Literacy Tips in Newsletter: Is your newsletter written with DLLs and
their families in mind? Is it translated into their home language if they
don’t yet read English? Be sure to be explicit in your newsletter about
which literacy tips may apply only to English and those that may apply to
all languages. Simply translating literacy activities into the families’
home language (especially rhymes with phonological awareness purpose)
do not always have the same intended result. Finally, are appropriate
literacy tip provided for parents to conduct in their home language?
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Promoting Literacy Resources
• At Home
http://www.childrenslearninginstitute.org/our-research/project-overview/Pre-K-Dual-LanguageLearners/documents/ParentCalendar_DLL_2012.pdf=
• Out and About
http://www.childrenslearninginstitute.org/default.aspx
• Play
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Source: Leong, D. and E. Bodrove, R. Hensen, M. Henninger. Scaffolding Early Literacy Through
Play.
Powerful Interactions
Sharing These Skills with Families
• Step One: Be Present
• Step Two: Connect
• Step Three: Extend Learning
Powerful Interactions How to Connect with Children to Extend Their Learning
by Amy Laura Dombro, Judy Jablon, and Charlotte Stetson NAEYC 2011
Handout of Powerful Interactions. In a Preschool classroom we have 1520 little teachers each and every year who have helped to educate us
with these strategies. Parents have not always experienced the best
models and have do not always get to practice these skills a lot since
them may have only one or two children. Just as we experience different
levels of skills and concept knowledge in a classroom we will experience a
wide range of skills in parents. We may need to be intentional in teaching
them how to interact with their child.
Step one: slow down for just a few moments so you can pay better
attention, you can tune into what a child is doing and build on it
Step two: you acknowledge and validate by letting child know you see
them, are interested in what they are doing and you want to spend time
with them
Step three:
•See self as a thinker -When you think out loud with children, you can
extend their learning by encouraging them to tune in to their own
thinking
•Respond to curiosity
•Reflect back what you see and hear the child doing
•Have conversations whether verbal or non-verbal
•Imaginative play, develops symbolic thinking, thinking about people,
places and things that are not right in front of them ( huge when building
reading skills)
•Solve problems together – helps child to learn the steps of solving a
problem, how to use multiple strategies, and develop a positive attitude
towards problem solving
•Rich vocabulary – the more complex and different words you use the
bigger their vocabulary grows.
•Laugh – bring humor in and they learn new ways of thinking and playing
with language
•Ask questions – open ended questions, wondering,
•Linking the new to the familiar – makes connections which makes
remembering easier
ALL these steps are cumulative
Dual Language Learner Connection
Be aware of cultural and linguistic differences that may exist for families
of DLLs, including rules for social engagement. In some cultures, it isn’t
the role of parents to engage with children in conversations and play.
Enlist the help of an interpreter who is bilingual and bicultural to help
bridge cultural and linguistic differences with families regarding child
rearing practices and parent-child interactions.
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Resources
Handout
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Wrap-up
Pair share, table groups, etc. Then bring everyone back to share out in
large group.
Revisit earlier Check-in Questions:
• Was any of this information new to you?
• Share ways you will engage families in
literacy activities.
•
What do you hope to achieve by participating in this session?
2. What’s your expectation of the facilitator(s) in this session?
Get feedback.
End session 7.
The following slides could be used as handouts.