acurriculumforfamilieslearningenglish homelanguage&culture ... · preface parenting for...

Parenting for Academic Success:A Curriculum for Families Learning English

Research–Based Instruction to Help ParentsImprove Their English Language Skills andSupport Their Child’s Literacy Development

Research–Based Instruction to Help ParentsImprove Their English Language Skills andSupport Their Child’s Literacy Development

Home Language & Culture

School & Culture

Language & Literacy

Parenting for Academic Success:A Curriculum for Families Learning English

Home Language & Culture

School & Culture

Language & LiteracySAM

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PAGES

SAMPLE

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Parenting for Academic SuccessA Curriculum for Families Learning English

Authored byJanet M. Fulton

Laura GoldenBetty Ansin Smallwood

K. Lynn Savage

National Center for Family Literacy

Table of ContentsPreface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iv

Unit 1: Plan for Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Lesson 1: Setting Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Unit 2: Home Language and Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Lesson 1: Cooking and Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Lesson 2: Sharing Family Recipes and Traditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34

Unit 3: Family Stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53Lesson 1: Making Family Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55Lesson 2: Sharing Family Stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62

Unit 4: Helping Children Succeed in School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77Lesson 1: Homework and Daily Routines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79Lesson 2: Progress Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86

Unit 5: Parent–Teacher Meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103Lesson 1: Preparing for a Parent–Teacher Meeting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .105Lesson 2: Understanding Each Other . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .113

Unit 6: TalkingWithYour Child . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .135Lesson 1: Talking About an Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .137Lesson 2: Talking About Routines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .143

Unit 7: Literacy in Everyday Family Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .161Lesson 1: Reading Print in the Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .163Lesson 2: Reading Print at Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .170

Unit 8: PlayingWith Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .191Lesson 1: Songs and Nursery Rhymes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .193Lesson 2: Clapping Games and Language Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .203

Unit 9: FunWith Letters and Sound . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .239Lesson 1: PlayingWith Letters and Sounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .241Lesson 2: RhymingWithWord Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .249

Unit 10: Reading for Meaning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .269Lesson 1: Making Story Predictions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .271Lesson 2: Checking Story Predictions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .279

Unit 11: Reading Aloud toYour Child . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .293Lesson 1: Reading Aloud . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .295Lesson 2: Selecting Children’s Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .304

Unit 12: Celebrate Family Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .323Lesson 1: Rejoice in Accomplishments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .325

Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .339

Parenting for Academic Success iii

Table of Contents from Teacher Resource Manual

PrefaceParenting for Academic Success: A Curriculum for Families Learning English is a 12–unit curriculum designed forparents who are non–native speakers of English. Its goals are two–fold:

�To develop the English language skills of parents.

�To increase the ability of parents to support the language and literacy development of their children inkindergarten through grade three.

The curriculum has two components—a set of Parent Workbooks for all 12 units and a comprehensive Teacher’sResource Manual. The organizational framework for each unit follows the stages of a lesson: Review/Warm–Up,Introduction, Presentation and Practice, Assessment, Evaluation, and Application.

Each lesson in the Parent Workbooks includes:

�Activities to support the language development of parents.

�Content knowledge development for parents to support their child’s learning.

�Activities for parents to take home and do with their child.

Each unit in the Teacher’s Resource Manual provides:

�The Unit Overview, which identifies a unit goal and offers background information and research on theunit’s topic.

�The Lesson Plans, which identify a goal, parenting skills and language skills objectives, and suggestedprocedures for facilitating activities in the corresponding Parent Workbook.

�The Teacher Resources Section, which provides references, suggestions for further reading, reproduciblemasters for activities that require separate handouts for parents, and reproducible Parent Surveys in Englishand Spanish.

Parenting for Academic Success is designed for adult education and parent education and has ties to severaldocuments that guide adult educators. The following describes how this curriculum relates to those documents.

The National Reporting System (NRS; www.nrsweb.org), through a document used by the Office of Vocationaland Adult Education (OVAE), identifies proficiency levels for adult learners in English as a Second Language (ESL)and in Adult Basic Education (ABE) programs. Parenting for Academic Success is targeted to adult ESL learners atthe high beginning and intermediate proficiency levels as described in the NRS document. The NRS document alsocorrelates the scores on several different tests to the various proficiency levels.

Equipped for the Future (EFF) is a set of standards developed by the National Institute for Literacy (NIFL;www.nifl.gov). The standards are organized by three major adult roles—family member, worker and citizen.Parenting for Academic Success focuses on the adult role of family member (parent); however, the skills parentspractice also are applicable to worker and citizen roles. For example, applying effective reading strategies is asapplicable to the worker and citizen roles as it is to the family member role.

The Comprehensive Adult Student Assessment System (CASAS; www.CASAS.org) is a set of competenciesorganized by topics (e.g., health, employment) and assessments designed to measure the attainment of thosecompetencies. Many states use CASAS to report learner gains. Because Parenting for Academic Success focuseson parental support of children’s language and literacy development, the majority of the objectives come from thecontent area of “Learning to Learn.” For example, through the take–home activities, parents develop personalresponsibility and skill in evaluating outcomes.

iv Parenting for Academic Success

Preface from Teacher Resource Manual

The Secretary’s Commission on Achieving Necessary Skills (SCANS; wdr.doleta.gov/SCANS), a documentdeveloped by the United States Department of Labor, identifies skills that employers expect competent workers tohave. The types of activities designed for parents in Parenting for Academic Success develop skills identified in theSCANS document. For example, pair and small group work develop the ability of learners to work effectively withothers; reflection activities develop thinking skills; and take–home activities develop skills in using resources wiselyand in acquiring and evaluating information.

Scope and Sequence

Parenting for Academic Success simultaneously builds parents’ English language skills as they learn strategies tosupport their child’s language and literacy development. Parents learn and practice new concepts in the classroom,then transfer their learning home with take–home activities that help their child prepare for and succeed in school.

The curriculum focuses on three parenting skill areas:

�Home Language and Culture (Units 2 & 3)

�School and Culture (Units 4 & 5)

�Language and Literacy Development (Units 6–11)

Unit 1 offers teachers the opportunity to introduce the curriculum to parents and focus them on the goals of theprogram. Unit 12 provides an opportunity for parents to celebrate their accomplishments.

The chart on the following pages outlines the units, lessons, skills objectives and take–home activities that comprisethe curriculum.

Parenting for Academic Success v

Preface from Teacher Resource Manual

vi Parenting for Academic Success

Scope & Sequence from Preface of Teacher Resource ManualUnit

Lessons

ParentingSkills

LanguageSkills

Take–HomeActivity

UNIT1PLANFORSUCCESS

SettingGoals

•Learnaboutfamily

activitiesandfamilyliteracy

activities

•Communicatepersonal

information

•Use“wh”questions

•Discussfamilyactivitiesusing

simplepresenttense

•Talktotheirchildaboutfamily

activities

•Writeasentenceaboutafamily

activitytheirchildlikes

UNIT2HOMELANGUAGEANDCULTURE

Lesson1:

Cookingand

Learning

•Recognizethatsharinghomecul-

turescontributestolanguageand

literacydevelopment

•Identifywaystosharehome

cultures

•Follow

directionsusing

imperativeverbform

•Usesequencingvocabulary

•Distinguishbetweencause

andeffect

•Writeafamilyrecipe

•Asktheirchildaboutfavoritefoods

•Preparearecipeusingsequencing

words

•Talkaboutcauseandeffect

•Usevocabularyineveryday

conversations

Lesson2:

SharingFamily

Recipesand

Traditions

•Talkabouthomeculturewhile

makingfamilyfoods

•Usereadingandstorytellingto

sharetraditions

•Sharefamilyrecipes

•Readforinformation

•Listenforinformation

•Summarize

•Shareafamilyrecipewiththeir

child

•Talkaboutfamilytraditions

•Sharearecipebookwiththeirchild

UNIT3FAMILYSTORIES

Lesson1:

MakingFamily

Connections

•Learnthevalueofsharingfamily

stories

•Makeafamilydiagramtoshare

familyheritage

•Usehomelanguageandcultureto

supportlanguageandliteracy

development

•Practicesimplepasttenseto

describeliteracyactivities

•Usefamilyvocabularywords

tocreateanddescribeafamily

diagram

•Talkaboutafamilydiagramwith

theirchild

•Havefunsharingfamilystories

•Collectitemsfrom

hometohelp

tellfamilystories

Lesson2:

SharingFamily

Stories

•Identifywaystosharehomelan-

guageandculture

•Practicesharingfamilystories

•Tellastoryusingthesimple

pasttense

•Tellafamilystory

•Tellfamilystorieswiththeirchild

•Telltheirchildaboutfamilyhome

remedies

•Helptheirchildtellafamilystory

Parenting for Academic Success vii

Scope & Sequence from Preface of Teacher Resource Manual

Unit

Lessons

ParentingSkills

LanguageSkills

Take–HomeActivity

UNIT4HELPINGCHLDRENSUCCEEDINSCHOOL

Lesson1:

Homeworkand

DailyRoutines

•Recognizethesettingandtools

neededtocompletehomework

•Developascheduleforhomework

•Recognizewaystohelptheirchild

withhomework

•Obtaininformationbyreading

abouthomework

•Completeachartaboutdailyrou-

tinesforhomework

•Helpestablisharegularstudyplace

andtimefortheirchild

•Ensurethattheirchildhasadequate

homeworksupplies

•Talkabouthomework

Lesson2:

ProgressReports

•Useprintfrom

schooltolearn

abouttheirchild’sprogress

•Talktotheirchildaboutschool

experiences

•Readandunderstandreportsfrom

theirchild’sschool

•Distinguishbetweenpositiveand

negativemarksonaprogressreport

•Summarizekeypointsina

conversation

•Reviewinformationinaschool

progressreport

•Talkwiththeirchildaboutaschool

progressreport

•Explorewaystotalktotheteacher

abouttheirchild’sprogress

UNIT5PARENT–TEACHERMEETINGS

Lesson1:

Preparingfora

Parent–Teacher

Meeting

•Practicestrategiestopreparefor

anduseduringaparent–teacher

meeting

•Investigatehowtomakean

appointmentwiththeirchild’s

teacher

•Preparequestionstosharewith

theirchild’steacher

•Preparecommentsandinformation

tosharewiththeirchild’steacher

•Practicevocabularyto

communicatewiththeirchild’s

teacher

•Prepareforaparent–teacher

meeting

•Talktotheirchildaboutschool

experiences

•Findouthowtoscheduleapar-

ent–teachermeeting

Lesson2:

Understanding

EachOther

•Useguidingquestionsduringa

parent–teachermeeting

•Makeanappointmenttomeetwith

theirchild’steacher

•Requestatranslator,ifneeded

•Learnandpracticequestionsand

commentstoexpressneeds

•Useadjectivestoexpressfeelings

orneeds

•Usestrategiespracticedinclassto

meetwiththeirchild’steacher

•Talktotheirchildaboutthe

meeting

•Telltheirchildsomethingpositive

thattheteachersaid

viii Parenting for Academic Success


Lessons

ParentingSkills

LanguageSkills

Take–HomeActivity

UNIT6TALKINGWITHYOURCHILD

Lesson1:

TalkingAboutan

Experience

•Recognizethattalkingwiththeir

childhelpsdeveloplanguageskills

•Developstrategiestoencourage

theirchildtotalkaboutexperiences

•Askquestionsaboutdrawingsthat

illustrateanexperience

•Makedrawingstoillustratean

experience

•Answerquestionsaboutdrawings

•Talkwiththeirchildabouthisor

herexperiences

•Usequestionstotalkabout

experiences

•Shareandtalkaboutanexperience

Lesson2:

TalkingAbout

Routines

•Recognizethattalkingwiththeir

childprovidesreadingskills

development

•Usequestionstoencouragetalking

withtheirchild

•Practiceathink–aloudstrategy

•Identifyroutinesandactivitiesto

talkabout

•Follow

directionsforcompletinga

routine

•Developquestionstosupportand

encouragetalkingaboutroutines

•Shareandtalkaboutthestepsina

commondailyroutine

•Usesequencewordstodescribea

routine

•Asktheirchildquestionsduringa

routine

•Keeparecordaboutaparent–child

routine

UNIT7LITERACYINEVERYDAYFAMILYACTIVITIES

Lesson1:

ReadingPrintin

theCommunity

•Buildandusereadingand

conversationskillsineveryday

familyactivities


todevleoplanguagewiththeir

child

•Identifyfamilyactivitiesthat

developlanguage

•Readgrocerylabelsfor

information

•Usevocabularywordsand

conditionaltensetocompareand

explainchoices

•Shareandexplaintheirthinking

process

•Identifyandshareafamilyactivity

withtheirchild

•Useathink–aloudstrategy

•Pointoutandtalkaboutprintin

everydayfamilyactivities

Lesson2:

ReadingPrintat

Home

•Practicereadingenvironmental

print

•Recognizetheimportanceof

readingeveryday

•Recognizetheimportanceofusing

printathome

•Playawordgamewiththeirchild

•Describeprintmaterialsinthe

home

•Usecommunityvocabularywords

toplayagame

•Usecalendarvocabularywordsto

makeacalendar

•Talkwiththeirchildabout

“matching”

•Playamatchinggamewiththeir

child

•Makeafamilycalendar


Parenting for Academic Success ix

Scope & Sequence from Preface of Teacher Resource Manual

Unit

Lessons

ParentingSkills

LanguageSkills

Take–HomeActivity

UNIT8PLAYINGWITHLANGUAGE

Lesson1:

SongsandNursery

Rhymes

•Practicesingingsongsandsaying

nurseryrhymes

•Helptheirchildrecognize

beginningsoundsandrhyming

soundsinwords

•Playwordsubstitutiongames

•Identifyandsortrhymingwords

•Identifyandsortwordsaccording

tobeginningsounds

•Substitutebeginningsoundsin

words

•Teachasongorrhymetotheir

child

•Listenforrhymingwords

•Listeningforbeginningsoundsin

words

•Substitutebeginninglettersin

wordstomakenewwords

Lesson2:

ClappingGames

andLanguagePlay

•Practiceclappingsyllablesand

sharingrhymestohelptheirchild

learnaboutthesoundsoflanguage

•Recognizethatplayingwith

languageisanimportantpartof

literacylearning

•Sharerhymeswiththeirchild

•Identifythenumberofsyllablesin

words

•Practiceclappingsyllablesinwords

•Shareorallanguagetraditionsfrom

thehomeculture

•Practiceclappingsyllablesand

identifyingthenumberofsyllables

inwords

•Teachasongornurseryrhymeto

theirchild

•Shareaclassbookofrhymesand

songs

UNIT9FUNWITHLETTERSANDSOUNDS

Lesson1:

PlayingWith

LettersandSounds

•Helptheirchildconnectwritten

letterstothesoundstheyrepresent•Recognizethatalphabetlettersare

symbolsforsoundsoflanguage

•Makeconnectionsbetween

beginningsoundsandletters

•Createatonguetwister

•Playwithlanguage

•Helptheirchildconnectlettersto

soundsbyplayingwithtongue

twisters

•Strengthenlisteningskills

Lesson2:

RhymingWith

WordFamilies

•Learnactivitiesthatteachcommon

soundandwordpatterns

•Helptheirchildunderstandand

usewordfamilies

•Connectspellingpatternswith

soundpatterns

•Workwithwordfamilies

•Writearhyme

•Helptheirchildunderstandand

usewordfamilies

•Learnaboutandsharerhymes

withtheirchild

•Improvelisteningskills

x Parenting for Academic Success


Lessons

ParentingSkills

LanguageSkills

Take–HomeActivity

UNIT10READINGFORMEANING

Lesson1:

MakingStory

Predictions

•Practicereadingcomprehension

strategiestousewiththeirchild

•Makepredictionsaboutastory

basedonillustrations

•Comparepredictionswiththetext

•Usebackgroundknowledgeto

comparepersonalexperienceswith

astory

•Helptheirchildmakepredictions

basedonastory’sillustrations

•Asktheirchildtocompare

predictionstothestory

•Helptheirchildcomparehisor

herexperienceswiththestory

Lesson2:

CheckingStory

Predictions

•Developquestionsbasedona

story’stitleandcoverillustrationto

helptheirchildmakepredictions

•Practiceaself–questioning

post–readingstrategytohelptheir

childrecallstoryinformation

•Makepredictionsaboutastory

basedonitscoverandtitle

•Practiceaself–questioning

post–readingstrategytorecall

storyinformation

•Helptheirchildmakepredictions

basedonastory’stitleandcover

illustration

•Asktheirchildtocompare

predictionstothestory

•Helptheirchildidentifyquestions

aboutthestory

UNIT11READINGALOUDTOYOURCHILD

Lesson1:

ReadingAloud

•Usereadaloudstagesandstrate-

giestoreadapicturebook

•Preparetoreadaloudtotheirchild

•Learnbenefitsofreadingaloudto

theirchild

•Readaloudusingverbalexpression

andbodylanguage

•Askandanswerquestionsabout

storybooks

•Selectabookwiththeirchildto

readaloud

•Preview,predict,“pictureread”

andtalkbeforereading

•Readwithexpression

•Checkunderstandingand

predictions

•Extendtheirchild’slearningafter

reading

Lesson2:

Selecting

Children’sBooks

•Identifydifferenttypesofchil-

dren’sbooks,includingbilingual

books

•Choosebooksusingaselection

criteria

•Preparetoselectandreadaloud

bookswiththeirchild

•Learnavarietyofchildren’s

literaturegenres

•Practiceselectingbooksattheir

child’slanguagelevel

•Askandansweryes/noquestions

aboutstorybooks

•Choosebooksfortheirchildusing

selectioncriteria

•Readaloudwiththeirchild

UNIT12CELEBRATEFAMILY

LEARNING

Rejoicein

Accomplishments

•Synthesizelearningexperiences

•Identifylearningoutcomes

•Celebrateaccomplishments

•Readandunderstandapoem

•Identifyadjectives

•Writeapoem

•Continuelearningwiththeirchild

Curriculum Design

UNIT DESIGNEach of the 12 units in Parenting for Academic Success contains the following components.

Unit Goal—Outlines an overall goal for the entire unit, focused on skills parents can learn to support their child’slanguage and literacy development.

Unit Overview—Provides background information about the unit topic, including applicable research, and describesthe lesson(s) included in the unit. Information in the Unit Overview can be used by teachers to help put the unit topicinto context for parents related to their support of their child’s skill development.

Unit Concept Vocabulary—Defines a particular set of concept words (Concept Vocabulary) that support thediscussion of the unit topic. The Unit Concept Vocabulary is provided to help teachers and parents discuss andunderstand concepts related to the unit topic as well as concepts related to language and literacy development. Whenplanning, consider the Unit Concept Vocabulary for each unit and look for opportunities to provide simple and clearexamples of these words and concepts. It is always important to teach vocabulary in context. Discuss new conceptsafter providing a clear learning context for each example. Introduce Unit Concept Vocabulary at the beginning ofeach lesson, letting parents know this vocabulary will be used throughout and reviewed at the end of the lesson.(There are also specific Key Vocabulary words and phrases within each lesson.)

Parent Survey—Each unit includes a Parent Survey in both English and Spanish. Encourage parents to completethis survey at the end of each unit. Let them know that there are no wrong answers and that they will not be askedto talk about their answers. Rather, the Parent Survey is a way for teachers to make sure that the class is meetingparents’ goals and expectations.

LESSON DESIGNEach of the lessons throughout Parenting for Academic Success uses the same organizational structure.

Lesson Overview—Outlines the goal specific to the lesson, describes parenting skills and language skills objectives,lists the Key Vocabulary words for the lesson, and lists materials needed to accomplish the lesson.

A Note About Time: The time needed to complete each lesson is dependent on several significant factors:

�The language and educational levels of parents.

�The number of parents in the class.

�The specific goals and needs of the parents.It is important when planning each lesson to take into consideration these factors and adjust thenecessary time to meet parents’ needs. In some cases, lessons may have to be divided into morethan one class session in order to ensure that parents have enough time to fully understand andpractice the new skills and concepts explored in the lesson.

Greeting—Sets the tone for learning at the start of each class session. Make every effort to ensure that parents feelwelcome and comfortable in the classroom. As parents arrive, take the time to:

�Welcome each parent.

�Tell them you are pleased to see them.

�Ask about each parent’s child or children.

�Encourage them to find a comfortable place to sit.

�Make sure that every parent has a copy of the applicable Parent Workbook.

Parenting for Academic Success xi

Curriculum Design from Preface of Teacher Resource Manual

Review—Offers parents the opportunity to discuss the things they learned in the last lesson and applied at home withtheir child through the Take–Home Activity. Use the review and reflect questions from the previous Take–HomeActivity to guide discussion and recognize parents’ accomplishments in supporting their child’s learning at home. Ifparents are not participating in multiple units of this curriculum consecutively, use the Review to invite parents toreflect on and discuss the background knowledge they have related to the upcoming lesson. Unit 1 does not includea Review.

Warm–Up—Draws parents’ focus to the current lesson topic and encourages them to begin relating their ownexperiences to the topic.

Suggested Agenda—Contains the lesson objectives for each lesson. Use these objectives as a guide for planning theclass session’s agenda, making modifications as needed to accommodate parents’ individual needs.

Introduction—Provides an opportunity to review the lesson objectives with parents and discuss new vocabularywords or concepts.

Presentation and Practice—Outlines several activities within each lesson that support parents’ understanding of thetopic (Presentation) and that provide opportunities for parents to apply specific skills connected to that topic(Practice).

Points to Remember—Lists the benefits for children when parents interact with them and support theirlanguage and literacy development. This unique feature of the curriculum helps parents develop contentknowledge about supporting their child’s academic success. These points are specific to each lesson topic.Display them in the classroom as a reference for parents as they move through the lesson. Invite parents torecord new Points to Remember as they broaden their understanding of the lesson topic. If possible, keepthese Points to Remember displayed in the classroom for parents’ ongoing reference as they progressthrough the different units of the curriculum.

Key Vocabulary—Focuses on the specific vocabulary parents will need and use throughout the lesson. Inaddition to customized practice provided in each lesson, encourage parents to return to the Key Vocabularypages to build their vocabulary by:

�Writing an example or translation for words in the Key Vocabulary list.

�Adding new words they want to make part of their Key Vocabulary.

�Writing new words in a sentence.

Instructional Activities—Deliver content knowledge and practice using a variety of teaching strategies toachieve the parenting and language skills objectives for each lesson.

Assessment—Helps teachers assess parents’ progress toward one or more of the parenting and/or languageskills objectives for the lesson. Use the Assessment activity in each lesson to ensure parents are prepared tomove on to the lesson application.

Evaluation—Offers an opportunity for parents and teachers to reflect on what parents have learned.

Application (Take–HomeActivity)—Builds on the strategies practiced throughout the lesson to engage parents inlearning activities with their child at home. Parents prepare for the Take–Home Activity in class and then areprovided with several suggestions for ways to apply their skills when supporting their child’s learning at home or inthe community. Directions for the Take–Home Activity are provided in the Parent Workbook in both English andSpanish. It may be helpful to remind parents that just as their child has homework to practice skills and reinforcelearning, so too parents can continue their own learning experiences outside the classroom. Also let parents know thatat the start of the next lesson, they will have an opportunity to share their experiences with the Take–Home Activityduring the next lesson’s Review as a way to continue the learning process.

xii Parenting for Academic Success


Teacher Reflection—Provides an opportunity for teachers to reflect on specific teaching points and parents’ progressas a planning tool for the next lesson.

The following charts the organizational framework by lesson stage.

Parenting for Academic Success xiii


LESSON OVERVIEW Lesson Goal and Skills Objectives, Key Vocabulary, Materials

REVIEW/WARM–UPReview: Questions to guide the report–back by parents on their Take–Home Activity

Warm–Up: Questions to help parents focus on the lesson topic and relate their ownexperience to the topic

PRESENTATIONAND PRACTICE

Points to Remember: A list of benefits related to the lesson topic designed to helpparents focus on and internalize content

Activity 1: Key Vocabulary: An introduction to the vocabulary used in the lesson

Instructional Activities: Activities to achieve the lesson objectives

ASSESSMENT Activity: Focused specifically on one or more parenting and/or language skillsobjective

EVALUATION Think About Today’s Lesson: Exercises to encourage parents to reflect about theirlearning

APPLICATION Take–HomeActivity: In–class activities to prepare parents with steps to apply thethings they learned and practiced in class at home with their child

UNIT 4: Helping Children Succeed in School

Parents will learn that their encouragement and support are essential to their child’s success in school. They willlearn the importance of helping their child study at home and how their children’s school assesses performance.

Research studies have shown that parents’ involvement in their children’s education is essential to children’ssuccess. Parents who are new to the United States or who are learning English may not be fully aware of theimportant role they play in supporting their child’s school experience. Pianta (1999) found that significant anddependable relationships with parents are essential for children’s school readiness and school success andcontribute to social–emotional and academic skill development. In their study, Mikulecky, Brannon and Lloyd(1995) found that continued literacy growth for children is associated with parents who:

�Conduct open–ended dialogue with their children;

�Encourage their children in literacy activities;

�Provide an appropriate literacy learning environment for their children.

In Unit 4, parents identify ways they can support and encourage their children through homework assignmentsand through assessing school progress reports. In the first lesson, parents identify ways to help their children withhomework by providing appropriate study time, space and materials. By discussing their child’s homework habits,parents discover that showing interest in their child’s school experience is also a valuable strategy for promotingacademic success. In the second lesson, parents learn how to use an assessment tool (progress report or reportcard) to evaluate their child’s success in school. Parents also develop their own reading skills by examining andinterpreting other school documents—a narrative about homework, a Daily Routine chart, and a School ProgressReport. Parents also complete a Homework Record. Throughout the unit, parents work on improving their speakingand communication skills so that they are better able to assess their child’s school performance throughconversations with their child and his or her teacher.

Unit 4 contains a particular set of concept words associated with parent involvement in a child’s school andeducation. Draw parents’ attention to the following words as you move through the unit. Support parents’understanding of these unit concepts.

homework—work given by a teacher to be done outside of class

daily routine—repeated actions or events that take place every day

school progress report—a written report given to parents that describes how their children are doingin school. Also know as a report card.

sample—an example

78 Parenting for Academic Success

Sample Unit Overview from Teacher Resource Manual for Unit 4

Goal

Overview

Concept Vocabulary

Teacher Note: It’s important for parents to know as much as possible about their child’s work habits beforethey participate in a Parent–Teacher Meeting. Therefore, it is recommended to teach this unitprior to Unit 5: Parent–Teacher Meetings.

LESSON 1: Homework and Daily Routines

Before the class begins, copy the lesson goal and lesson objectives on a large chart, the board or an overheadtransparency according to the activities you plan to do during this class session.

Make every effort to ensure that parents feel welcome and comfortable in the classroom.

ReviewFrom the previous unit and Take–HomeActivity, review the experiences that parents had with their child. Haveparents work in partners or small groups to talk about their literacy experiences at home or in the community.Encourage parents to use the review and reflect questions in their Parent Workbook Take–Home Activity to share anddiscuss their experiences. It may be helpful to group students together by mixed proficiency levels, so that they canhelp one another by translating as needed. Encourage a range of thinking skills from lower (description) to higher(analysis and evaluation).

Review key language practiced from prior lesson(s) and/or Points to Remember related to parenting skills practicedin the Take–Home Activity.

Warm–UpIntroduce the lesson by describing briefly the topics you will cover and the activities you plan. For example, you maywant to explain that you will be talking about how parents can support their children when they have homeworkassignments from school.

Begin by engaging parents in a discussion about their own experiences with homework. Guide the discussion byasking the questions in the Parent Workbook.

Suggested AgendaLesson ObjectivesToday we will:

�Talk about the importance of your child’s homework.

�Learn how to support your child in his or her homework efforts.

�Learn that the daily homework routine is important.

�Review activities to do with your child that support your child’s school work.

IntroductionIntroduce this lesson by reviewing the Unit Overview with the class. Review the agenda and objectives with theclass. Check for understanding (comprehension). Explain new words and discuss new concepts as you answer parentquestions. Translate or ask parents to translate as needed.


Sample Lesson Page from Teacher Resource Manual for Unit 4, Lesson 1

GREETING

REVIEW /WARM–UP

ACTIVITY 4:Your Daily RoutinesPRESENTATIONIntroduce the idea of a daily routine. Give an example of a daily routine by discussing a part of your routine(morning, afternoon or evening). Act out your daily routine and encourage parents to guess what you are doing. Titleand write the steps to your routine on a chart, board or overhead transparency. Read each activity line and act it outone more time.

Ask parents what activities they do every day at a specific time, such as get up and eat breakfast or get ready for bed.Chart their responses.

PRACTICE:Demonstrate for parents how you would answer the questions found in the Daily Routine Chart in the ParentWorkbook by using on of the following methods:

�Have a volunteer ask you the questions; you answer.

�Have two volunteers model; one asks the questions and one answers.

Allow time for parents to work alone, answering the Daily Routine Chart questions for themselves. Encourageparents to complete the chart according to their own family’s routine. Then have parents work with a partner, takingturns asking and answering the questions in the Daily Routine Chart. This will help you assess the language skillobjective: Discuss and complete a chart about daily routines and times for homework.

Circulate to provide assistance as needed.

ACTIVITY 5: Daily Routines Support HomeworkAsk parents to read the examples of daily routine activities in the Parent Workbook. As a group, have parents sharewith the class one thing they learned about homework and daily routines from the homework passage they read andfrom the Your Daily Routine Chart they filled in.

Remind parents that in the “Homework” reading, one suggestion to do better in school was to find a regular time todo homework.

ACTIVITY 6: Think About Today’s LessonREFLECTIONAsk parents to think about today’s lesson and finish the sentences in the Parent Workbook. Circulate to provideassistance as needed.

Encourage parents to think about the important ideas that were highlighted throughout the lesson. Connect theseimportant ideas with the Unit Concept Vocabulary listed in the Parent Workbook. Encourage parents to translatewords into their home language if that is helpful and talk about an example of their child’s homework, theirhomework or part of their daily routine. Suggest that parents also may want to write down some of their classmates’examples that help them remember the definitions and add other new words they would like to learn.

REVIEWTake time to review with parents the things they did in this lesson to prepare parents for the Application section ofthe lesson found in the Take–Home Activity. Discuss the lesson review points and encourage parents to fill in the

Sample Activity Page from Teacher Resource Manual for Unit 4, Lesson 1

UNIT 4: Helping Children Succeed in School 83

ASSESSMENT

EVALUATION


GoalParents will provide their child with appropriate space and supplies for doing homework and encourage a regularhomework routine.

ObjectivesParents will:

�Help establish a regular home study place for their child.

�Ensure that their child has adequate supplies to complete homework.

�Help their child plan regular study or homework times.

�Talk with their child about study and homework experiences.

DIRECTIONSIntroductionTake a few minutes to discuss the lesson application (Take–Home Activity), highlighting the important role parentsplay in supporting children when they do homework.

Review the objectives for the Take–Home Activity.

�Walk through the directions with parents. Introduce the Take–Home Activity by reading and explaining thedirections. Answer questions. Check for understanding and make additional suggestions or modifications asneeded.

�Encourage parents to work in pairs to Think–Pair–Share the questions under the direction Prepare:

• Think about the questions. (Think)

• Discuss your answers with a partner. (Pair)

• Share your ideas with the class or in a small group. (Share)

Review with parents the steps found under the direction Try this at home. Explain that these are activities parentscan do at home with their child to practice and apply the ideas they learned in class.

Discuss the Review and Reflect parts of the Take–Home Activity. Let parents know they should be prepared todiscuss answers to these questions when they return to class.

�Demonstrate how to answer the questions.

�Answer any questions and make additional suggestions or modifications as needed.

�Remind parents to bring the Homework Support Record they will fill out at home to the next class.


Sample Take-Home Activity from Teacher Resource Manualfor Unit 4, Lesson 1

APPLICATION: TAKE–HOMEACTIVITY

After parents have left, think about the following questions and record your thoughts to help you plan for your nextsession with parents.

Teacher Notes

�What went well during this lesson?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

�What do parents need to learn more about?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

�What will you do next time to address parents’ language and learning needs based on what youobserved during this lesson?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Sample Teacher Reflection from Teacher Resource Manualfor Unit 4, Lesson 1


TEACHER REFLECTION

TEACHINGAND READING STRATEGIES

After reading strategies (post–reading strategies) are strategies readers use after reading to extend learning. Thesestrategies include reflecting on the reading, checking predictions, discussing the ideas in the reading and extendingknowledge from the reading. These strategies help readers check for understanding (comprehension) and connect thetext to their own experiences.

Before reading strategies (pre–reading strategies) are strategies used before reading to engage the reader. Thesestrategies include reviewing the book cover (title, author’s name, illustrator’s name), looking at pictures and headingsor chapter titles, and making predictions about the book. Before reading strategies also are used to activate thereader’s prior knowledge.

Choral reading is a teaching strategy that helps readers become active participants in the reading and helps developfluency. Readers read aloud simultaneously as a group.

During reading strategies are strategies readers use when reading to monitor their comprehension. These strategiesinclude checking predictions made earlier, revising thinking about those predictions and forming new predictions,defining new words and pausing to summarize.

Echo reading is an instructional method that helps develop fluency. This activity is intended for level 1–4 readersand uses any well–written text about 200 words long and near the student’s frustration level of reading. The teacherreads a line of text and the student immediately reads the same line, matching intonation and phrasing (Walker,2000).

Extending is a teaching and reading technique that helps broaden the reading experience by connecting what islearned from reading to the reader’s experiences.

Fishbowl formation refers to the layout or set–up of a room. It consists of concentric circles of students. It is usefulto make efforts to ensure that over several sessions, everyone has their turn in the “inner circle.”

Graphic organizers are instructional tools used to illustrate or organize a student’s prior knowledge about a topic orsection of text and represent the main concept in a content area. They illustrate concepts and interrelationshipsamong concepts in a text, using diagrams or other pictorial devices. Graphic organizers are known by differentnames, such as maps, webs, graphs, charts, frames or clusters (Armbruster, Lehr & Osborn, 2001, p. 50). Teachingstudents to organize ideas in a systematic, visual graph helps students remember what they read and may transfer tobetter comprehension and achievement in many content areas such as social studies and science (NICHD, 2000, p.4–45).

Journals are used by students to record their thoughts on a specified topic or a topic of their choice. Writing injournals allows students to reflect on a conversation, a reading, a unit of study, or an activity or series of activities,in order to think about what they’ve learned in a meaningful way. Writing down thoughts allows students to questionthings that are not clear, plan for further exploration, and/or make connections to their work, their dailylives or other readings.

Learning logs help students record information they are learning by formulating questions and recording reflections.By putting thoughts down on paper, students gain perspective on the reading material. Logs can be used for takingnotes, drawing pictures, clarifying questions, or writing about the subject in the text. They promote students’ thinkingabout what they are reading.

Numbered Heads Together is a group report–out technique. To do Numbered Heads Together, form the class intosmall groups. Have group members count off by numbers in their group (for example, 1 through 5). After groupsfinish their assignment, the teacher calls out a number. Each group member must be prepared to share on behalf ofhis group because he will not know in advance which number will be called. The person from each group whosenumber is called shares the group’s selected information with the class.

Parenting for Academic Success 339

Sample page of Teaching & Reading Strategies fromTeacher Resource Manual Appendix

Parenting for Academic SuccessA Curriculum for Families Learning English

Unit 4:Helping Children Succeed in School

PARENT WORKBOOK

Lesson 1: Homework and Daily RoutinesLesson 2: Progress Reports

National Center for Family Literacy

A Message for Parents

This program is designed for parents who want to build their English language skills. The programalso will help you learn ways to help your child improve his or her skills to succeed in school.

You will do activities to learn and practice reading, writing, speaking and listening in English.These activities also share information about how children learn to speak and read English. Eachlesson has an activity you can do with your child at home.

When you support your child’s learning at home, your child learns how language works.

Doing family learning activities together:

�Helps you be your child’s first teacher.

�Helps you learn how your child learns.

�Makes learning fun.

�Supports your child’s learning outside the classroom.

You can help your child learn every day. This program will help you help your child to learn.

Un Mensaje par a Padres

Este programa está creado para padres que quieren mejorar sus destrezas en inglés. A la misma vezel programa les va a ayudar apoyar el aprendizaje de sus niños y a prepararlos para tener éxitoescolar cuando entran a las escuelas.

Dentro encontrarán actividades para que mejoren sus destrezas de lectura, escritura, y conversaciónen inglés. Las actividades van a compartir información acerca de cómo aprenden los niños a hablary leer en inglés. Cada lección tiene actividades para hacer en casa con sus niños.

Cuando usted apoya el aprendizaje de su niño en casa, él o ella aprende como se usa el lenguaje.

Cuando hacen actividades escolares juntos:

�Le ayuda ser el primer maestro de su niño.

�Le ayuda aprender como aprende su niño.

�Aprendiendo conceptos es más divertido.

�Apoya el aprendizaje de su niño fuera del salón de clase.

Le puede ayudar a su niño diariamente. Este programa le ayuda apoyar el aprendizaje de su niño.

A Message for Parents is included in every Parent Workbook

Sample Overview from Parent Workbook for Unit 4, Lesson 1


Points to Remember

Help your child with homework. It will help your child:

�Know you are interested in his or her school experience.

�Understand that homework is important.

�Complete assigned homework.

�Succeed in school.

Can you add some more important points to this list?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________


Lesson GoalDevelop skills that encourage and support your child’s success in school.

Lesson ObjectivesToday we will:

�Talk about the importance of your child’s homework.

�Learn how to support your child in his or her homework efforts.

�Learn that a daily homework routine is important.

�Review activities to do with your child that support his or her homework.

LessonWarm–Up1. Discuss these questions.

�Did you have homework?

�What kind of homework did you have?

�Did someone help you with your homework? How did they help?

�Does your child have homework?

�What kind of homework does your child have?

�How do you help your child with homework?

ACTIVITY 4: Your Daily Routines

1. Think about your daily routine. Then, answer the questions in this Daily Routine Chart. Listen whileyour teacher gives an example.

2. Take turns asking and then answering these questions with a partner.

Daily Routine Chart

Sample Activity from Parent Workbook for Unit 4, Lesson 1


1. What is something you do every day as partof your daily routine?

2. When do you do it?

3. What time is your family together everyday?

4. What do you do during that time?

5. When does your child play or choose a freetime activity?

6. What does your child do during free time?

7. When does your child do homework?

8. When do you have time together with yourchild?

9. What do you do during that time?


GoalProvide your child with appropriate space and supplies to do homework and encourage regularhomework times.

Objectives

�Help establish a regular home study place for your child.

�Ensure your child has adequate supplies to complete homework.

�Help your child plan regular study or homework times.

�Talk with your child about study and homework experiences.

Directions1. Prepare. Think about the following questions.

�Why is homework important?

�What makes a good study place?

�What supplies does your child need to do his or her homework?

�What is a good time for your child to study or do his or her homework?

�How much time does your child need to do his or her homework?

2. Try this at home.

�Talk with your child about homework.

• Does your child understand the assignment?

• Is it easy? Is it hard?

• Does your child have questions?

• Does your child have homework supplies?

�Discuss the homework system used in your child’s class.

• Is there a homework notebook or folder?

• Is there a homework sheet parents need to sign?

• What are the homework expectations for your child?

• When, how often and how long is your child expected to study and do homework?


Take–Home Activity

Sample Take–Home Activity from Parent Workbook for Unit 4, Lesson 1

3. Review.

�Think about what you did with your child.

• What decisions did you make with your child about homework?

• Did you talk about a place to study? Does your child need homework supplies?

�Complete the Homework Support Record.

• Write the date and time you worked with your child.

• Write a brief description of the homework assignment.

�Bring this information to share with your classmates.



Homework Support Record

Date Time What did you do with your child?

Example:9/15/04 6:30–7:00 p.m. We read a story. I asked questions. My child answered

questions about the story.

4. Reflect.

�What did you and your child have fun doing?

We had fun ____________________________________________________________

_____________________________________________________________________.

�What do you think your child learned?

My child learned ________________________________________________________

_____________________________________________________________________.

�What does your child think about homework?

_____________________________________________________________________

_____________________________________________________________________.

�What went well?

_____________________________________________________________________

_____________________________________________________________ went well.

�What could go better next time?

_____________________________________________________________________

_________________________________________________ could go better next time.




LECCIÓN 1: Tarea y rutinas diarias

MetaDarle a su niño un espacio y materiales para que pueda hacer su tarea y motivarlo a que complete sutarea a una hora habitual.

Objetivos

�Ayudar a establecer para el niño un lugar donde puede estudiar de manera habitual.

�Asegurar de que su niño tenga suficientes materiales escolares para completar su tarea.

�Ayudarle al niño a planificar un horario sistemático para estudiar o para hacer tarea.

�Conversar con su niño sobre experiencias relacionadas con el estudio y la tarea.

Instrucciones1. Prepárese. Piense en las siguientes preguntas.

�¿Por qué es importante la tarea?

�¿Cómo se hace un espacio efectivo para estudiar?

�¿Qué materiales se necesitan para hacer la tarea?

�¿Cuándo es buena hora para hacer la tarea?

�¿Cuánto tiempo se necesita para hacer la tarea?

2. Para hacer en casa.

�Hable con su niño acerca de la tarea.

• ¿Entiende su niño la tarea?

• ¿Es fácil? Es difícil?

• ¿Tiene preguntas su niño?

• ¿Tiene los materiales que se nesecitan para hacer la tarea?

�Discuta el sistema de tarea que se usa en la clase del niño.

• ¿Tiene un cuaderno o carpeta?

• ¿Hay una hoja que tiene que firmar?

• ¿Hay expectativas para su niño acerca de la tarea?

• ¿Cuándo, a qué hora y por cuánto tiempo debería hacer tareas su niño?

Actividad para realizar en el hogar



3. Repase.

�Piense en lo que hizo con su niño.

• ¿Qué decisiones tomó con su niño respecto a la tarea?

• ¿Hablaron de un lugar para estudiar? ¿Necesita materiales?

�Complete el Registro del Apoyo para la Tarea.

• Escriba la fecha y la hora que trabajó con su niño.

• Escriba brevemente una descripción de la tarea.

�Traiga esta información para compartir con la clase.


Registro del Apoyo para la Tarea

Fecha Hora ¿Qué actividad realizó con su niño?

Ejemplo:9/15/04 6:30–7:00 p.m. Leímos una historia. Le hice preguntas. Mi niño

respondió a las preguntas sobre la historia.


4. Reflexione.

�¿Con qué actividad se divirtieron más usted y su niño?

Nos divertimos _________________________________________________________

_____________________________________________________________________.

�¿Qué cree que aprendió su niño?

Mi niño aprendió _______________________________________________________

_____________________________________________________________________.

�¿Qué aprendío sobre lo que opina su niño respecto a la tarea?

_____________________________________________________________________

_____________________________________________________________________.

�¿Qué cosas resultaron bien?

_____________________________________________________________________

_________________________________________________________ resultaron bien.

�¿Qué podría resultar mejor la próxima vez?

_____________________________________________________________________

_______________________________________ podría resultar mejor la próxima vez.



PARENT SURVEY

This survey is to evaluate the unit on Helping Children Succeed in School. There are no wronganswers and you will not be asked to talk about your answers.

1. What information did you learn from the Helping Children Succeed in School unit?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. What else would you like to know about the Helping Children Succeed in School unit?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3. How will the information help you help your child?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

4. Check (�) one of the following statements about this unit.

__________ I understood everything.

__________ I understood most of it.

__________ I understood some of it.

__________ I understood a little of it.

__________ I did not understand any of it.

When you have finished this survey, please give it to your teacher.

Sample Parent Survey from Parent Workbook for Unit 4

Sample Parent Survey from Parent Workbook for Unit 4


ENCUESTA A LOS PADRES

Esta encuesta es para evaluar la unidad de Cómo ayudar a los niños a tener éxito en la escuela. Noexisten respuestas incorrectas y no se le pedirá que comente lo que respondió.

1. ¿Qué cosas aprendió en la unidad de Cómo ayudar a los niños a tener éxito en la escuela?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. ¿Qué otras cosas le gustarían saber acerca de la unidad de Cómo ayudar a los niños a tener éxitoen la escuela?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3. ¿De qué manera le ayudará a usted esta información para poder ayudar a su niño ?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

4. Marque (�) sólo una de las siguientes afirmaciones sobre esta unidad.

__________ Entendí todo.

__________ Entendí la mayoría de las cosas.

__________ Entendí algunas cosas.

__________ Entendí un poco.

__________ No entendí en absoluto.

Cuando haya finalizado esta encuesta, entréguesela a su maestro.

Teacher’s Resource Manual 978-1-932748-28-8 $145.95(Manual & 12 Parent Workbooks)

Parent Workbooks1. Plan for Success 978-1-932748-29-6 $4.152. Home Language and Culture 978-1-932748-30-X $4.153. Family Stories 978-1-932748-31-8 $4.154. Helping Children Succeed in School 978-1-932748-32-6 $4.155. Parent–Teacher Meetings 978-1-932748-33-4 $4.156. Talking With Your Child 978-1-932748-34-2 $4.157. Literacy in Everyday Family Activities 978-1-932748-35-0 $4.158. Playing With Language 978-1-932748-36-9 $4.159. Fun With Letters and Sounds 978-1-932748-37-7 $4.1510. Reading for Meaning 978-1-932748-38-5 $4.1511. Reading Aloud to Your Child 978-1-932748-39-3 $4.1512. Celebrate Family Learning 978-1-932748-40-7 $4.15

Parent Workbook Set (12) 978-1-932748-41-5 $41.95

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