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WORKSKSK HOP SERIESWORKSHOP SERIES

Training ModulesTraining Modules

Session One of Five:Session One of Five:

Getting Started withGetting Started with

Rituals and RoutinesRituals and Routines

Families Learning Together Training Session 1: VSRI Learning Plan Florida Institute of Education at the University of North Florida ©2010

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FAMILIES LEARNING TOGETHER WORKSHOP SERIES DESCRIPTION

Program Goal: The overarching goal of the Families Learning Together workshop series is to foster school success and promote resiliency of young children by encouraging home/school partnerships and active participation of families in the education of their preschool and kindergarten children. Description: An eight-week series of family workshops developed for use with 15-20 families of children entering kindergarten. Workshop Components

o Family Conversations allow family members to share their perspectives about parenting, gain new knowledge, and explore strategies designed to help their children learn and succeed in school. The content and focus of each conversation is drawn from research findings and scholarly sources.

o Dinner and Discussion engages adult participants in a meal and a facilitated

discussion about the workshop topic.

o Literacy Learning engages participants in hands-on learning activities. Participants develop knowledge and skills to use with their children in learning activities and practice strategies to support the development of their children’s emergent literacy skills. After the lesson, children join their families to practice an activity.

o Children’s Club is open to children 18 months to 12 years old. Led by a certified

teacher(s) and assistants, Children’s Club is an educational childcare program. Children receive a well-balanced meal.

Outline for Two-Hour Workshop

Starter Activity o 15 minutes Greeting/Starter Activity

Family Conversations o 20 minutes Conversation Time o 5 minutes Transition to Meal

Dinner and Discussion o 25 minutes Meal and Discussion o 5 minutes Transition to Literacy

Literacy Lesson o 5 minutes Literacy Starter Activity o 10 minutes Family Literacy Lesson o 20 minutes Literacy Activities

Family Literacy Bags o 10 minutes Practice activity with child o 5 minutes Closing

Training Session One covers family

conversation topics for Families

Learning Together workshop 4.


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Session Outline with Materials List (BOLD ITEMS ARE PROVIDED WITH THE TRAINING MODULE)

Length/ Format

Activity Title Materials Needed for Activity

20 minutes/ individual, partner,

whole group

Starter: What Is Your

Name?

Getting Started with Rituals and Routines PowerPoint (Slide 2)

Computer and projector Learning Basic Skills through Music CD by Hap

Palmer (ASIN: B00004TVSM) CD player

Per Participant Acrostic Poem activity sheet What Is Your Name? words handout Pencil, crayons, and markers

60 minutes/ individual,

small group, whole group

Background Content:

Family Involvement with Routines

Getting Started with Rituals and Routines PowerPoint (Slides 3 -5)

Computer and projector Chart paper and chart markers

Per Participant Positive Effect of Family Involvement article The Routines of Family Life article Stop and Jot activity sheet Pen or pencil

45 minutes/ individual,

small group, whole group

Practice: Modeling Workshop Activities

Getting Started with Rituals and Routines PowerPoint (Slide 6-7)

Computer and projector

Per Participant Rituals and Traditions handout Pen or pencil Dinner Discussion handout

15 minutes/ individual, partner,

whole group

Reflection: What’s on Your Mind?

Getting Started with Rituals and Routines PowerPoint (Slide 8)

Computer and projector

Per Participant What’s on Your Mind? activity sheet Pen or pencil Families Learning Together session four

family conversation script NOTE: Each training session should be scheduled for two and a half hours. There is two hours and 20 minutes worth of content provided to allow for a ten-minute break taken at a time convenient to your group.


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PROCEDURES

Starter: What Is Your Name? Time: 20 minutes Format: individual, partner, whole group Note for Facilitator: Prepare and display an example of an acrostic poem. Be sensitive to participants who may not want to sing their name in the song. Materials: computer, projector, Getting Started with Rituals and Routines PowerPoint (slide 2), Learning Basic Skills through Music CD, CD player; Per Participant: Acrostic Poem activity sheet, pencil, crayons, and markers, What Is Your Name? words handout

(8 minutes - individual)

SHOW SLIDE TWO.

Welcome each participant as he/she arrives.

Give each participant an Acrostic Poem activity

sheet and say,

o “While we wait to begin, please write an

acrostic poem about yourself.”

o “An acrostic poem is a poem that uses the

letters in your name as the first letter of each

line.”

o “There is an example on the slide for you to

see. It is for someone named John. He describes himself as joyful, an

outstanding father, honest, and never on time.”

o “We are going to use these poems to introduce ourselves to one another

later.”

o “On your table there are pencils, crayons, and markers for you to use.”

o “Be sure the poem describes you – and you use the letters in your name.”

As participants are completing the poem, walk around the room and encourage

participants to complete the poem.


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(4 minutes – whole group)

Tell the participants to keep their poems out because they will be used shortly.

Hold up the Learning Basic Skills Through Music CD and say,

o “We are going to begin our time together by listening to a song called ‘What

Is Your Name?’”

o “The song will give us a chance to take turns introducing ourselves by

name.”

Give each participant a handout of words to the song. Say,

o “Please listen to the words – and when I point to you say your name.”

o “The song will say, ‘What is your name? My name is ________.”

o “I will point to one person at a time to insert his/her name into the song.”

Play the song What Is Your Name? (song #9) and point to one participant at a

time to insert his/her name.

(8 minutes – partner, whole group)

After listening and responding to the song and participants are seated, ask,

o “This song gave us a chance to tell everyone our name. Now we are going

to learn a little more about each other.”

o “I need you to get with a partner, introduce yourself to your partner using

your acrostic poem, and then you will introduce your partner to the group.”

o “First get with a partner and introduce yourself to each other.”

Allow participants to introduce themselves to a partner.

Then invite one group at a time to introduce each other to the whole group.

After all introductions have been made say,

o “These two activities you have just enjoyed – the acrostic poem and the

What is Your Name? song – are activities that are a part of the Families

Learning Together workshop series that you are here to learn how to

facilitate.”

o “As we go through the next five training sessions, you will engage in and

practice facilitating most of the workshop activities.”


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Background Content: Family Involvement with Routines Time: 60 minutes Format: individual, small group, whole group Note for Facilitator: This one-hour portion of the session is very facilitator-led. Be as energetic and interactive as possible. Materials: computer, projector, Getting Started with Rituals and Routines PowerPoint (Slides 3-5), chart paper, chart markers; Per Participant: Positive Effect of Family Involvement article, The Routines of Family Life article, Stop and Jot activity sheet, pen or pencil


SHOW SLIDE THREE.

Say,

o “Before we go over any more of the specific workshop activities, let’s talk

for a few minutes about the importance of family involvement.”

o ”We are going to complete what is called a K-W-L chart on the topic of

family involvement.”

On chart paper draw a chart similar to the one

shown here.

Tell participants that the K in the K-W-L chart

stands for KNOW – what do we already know

about the importance of family involvement?

Invite the participants to call out ideas

concerning the importance of family involvement as you write them in the K

column of the chart.

After a few minutes, tell the participants that the W in the K-W-L chart stands

for WANT TO LEARN – what do we want to learn about the importance of

family involvement?

Invite the participants to call out ideas concerning what they want to learn

about family involvement as you write them in the W column of the chart.

K W L


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Give each participant a copy of the Positive Effect of Family Involvement

article.

Tell the participants to take the next 7 minutes to read the article and highlight

important points of facts that they might not have thought of when completing

the K and W portions of the chart.

Let the participants know that after they read the article, you will engage in a

discussion and complete the L portion of the chart which stands for what has

been LEARNED.

Allow participants to read the article.


After the designated time for reading, come back together as a whole group.

Ask,

o “What did you learn from reading the article?” (Allow participants to

respond.)

o “I am going to add your learned ideas to the L column of the chart.”


SHOW SLIDE FOUR.

Say,

o “You are here to learn how to facilitate a series of eight workshops.”

o “Each workshop is written for a two-hour period.”

o “Here on the slide you see a sample agenda that would be given to families

attending a workshop.”

o “Let’s look over the layout of the agenda.”

Read over the schedule of the agenda.

Say,

o “The first 15 minutes of the session is devoted to a starter activity.”


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o “We did a starter activity today when we wrote our Acrostic Poem and

introduced ourselves to one another.”

o “The purpose of the starter activity is to get participants familiar with each

other and with the topic for the workshop.”

o “The next portion of time is referred to as Family Conversations.”

o “We are going to walk through the Family Conversations portion of

workshop four in a minute but to give you a general idea, the family

conversations is just that – conversations about a specific topic.”

o “As the facilitator, you will have guiding prompts and questions to lead the

conversation.”

o “Enjoying a meal together is the perfect follow up to the family

conversations portion of the day.”

o “Before going to a meal though each workshop includes a transition song,

poem, or chant to physically transition from conversations to dinner.”

o “Dinner includes a discussion topic as well which we will go through in a

moment.”

o “Following dinner is the portion of the schedule that focuses on a literacy

topic.”

o “We are going to go over the literacy portions of the eight workshops during

our training sessions four and five.”

o “As an overview, the literacy portion of the schedule has its own starter

activity, a facilitator-led discussion on a literacy topic, practice with each

other on two literacy activities, and then practice with a child on a literacy

activity.”

o “Family participants receive family literacy bags with books, materials, and

activities to enjoy at home.”

o “The practice portion of the workshop gives them an opportunity to learn what

they should do with the books, materials, and activities once they get home.”

o “Do you have any questions about the layout of the workshops?” (Answer any

question that is posed.)


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(10 minutes – whole group and individual)

SHOW SLIDE FIVE.

Say,

o “As I told you earlier, we are going to go over the activities for workshop

four which focuses on rituals and routines.”

o “Before we go over the specific workshop activities, we are going to talk a

little bit about the importance of rituals and routines.”

Give each participant a copy of The Routines of Family Life article, a Stop and

Jot activity sheet, and a pen or pencil. Then say,

o “Please take a few minutes and read the article called The Routines of

Family Life.”

o “As you read, stop and jot down three ideas that jump out at you as good

ideas, ideas you want to start using, or ideas that you hadn’t thought of

yet.”

o “We will share our ideas with each other after a few minutes of reading.”

o Allow participants to read the article individually and complete the Stop and

Jot activity sheet.

(10 minutes – small group)

After participants have read the article and jotted down a few ideas on their

activity sheets, call them back together as a group.

Ask the participants to get into small groups of 3-4 people for discussion.

Tell the groups to share the ideas they jotted down with one another.

Challenge them to identify similarities and differences between their identified

ideas.

After groups have had a chance to share with one another, call them back

together as a whole group and tell them it is time to take what they have just

read about and discussed concerning rituals and routines and apply it to an

actual workshops that will be conducted with families.


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Practice: Modeling Workshop Activities Time: 45 minutes Format: individual, small group, whole group Note for Facilitator: Normally, this portion of the training session will be spent with participants facilitating the activities. Since this is the first training session, you will model the workshop four activities. Tell the participants that they will practice facilitating starting in Training Session Two. Materials: computer, projector, Getting Started with Rituals and Routines PowerPoint (Slide 6); Per Participant: Rituals and Traditions handout, pen or pencil, Dinner Discussion handout


SHOW SLIDE SIX.

Say to each participant,

o “We are now going to practice the activities for

workshop four.”

o “Workshop four will focus on Rituals, Routines, and

Traditions.”

o “The starter activity for workshop four is a Rituals and Traditions activity

sheet.”

o “We are going to do it now together.”

Give each participant a Rituals and Traditions handout and say,

o “Please begin by reading through this handout.”

o “Then answer the question on the bottom of the handout.”

o “We will share our responses with the group in a few minutes.”

As participants are reading and responding to the question on the handout,

move from group to group and encourage those who have not written anything

down to begin engaging in the activity.


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Say,

o “When you facilitate workshop four you will engage participating families in

the following discussion.”

o “We will engage in the actual discussion now – but keep in the back of your

mind that this is a discussion you will facilitate during a workshop.”

Begin a discussion on rituals, traditions, and routines by asking,

o “What rituals characterize your families?” (Listen for responses. Encourage

participants to share.)

Say,

o “We can see how rituals and traditions help us organize

our activities and give meaning to many aspects of our

lives. Many families have daily practices or routines that

are similar to the more formal rituals and traditions.

When families have routines that everyone follows their

lives seem to flow and operate smoothly.”

o “Now let’s think about the routines that structure your family’s life.

Remember, routines are the ways you do things in your family; the patterns

that everyone follows.”

o “For example, one of the routines that I follow on weekdays

is…” (Tell the group about a daily routine you follow. An

example would be a morning exercise routine that includes

getting up, minimal grooming, exercising with friend, showering, eating

breakfast, and getting ready for work.)

Ask,

o “What are some of the routines or daily practices that you have in your

families?” (Listen for responses. Encourage participants to share. If

participants seem hesitant or say they don’t have routines give cues such

as: “What happens when you are getting ready to leave the house in the


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morning?” or “Think about dinner time at your house, what typically

happens at that time?”)

o “Do you see a relationship between your daily routines and the

sense of control you have in your life?” (Listen for responses.

Encourage participants to share. Use the prompts below to

stimulate discussion.)

o “Do you have routines for your child to follow? For bedtime? For morning

activities?”

o “How does your child respond to the routines?”

o “Do you see any relationship between the routines you’ve established and

the things that are important to you or other members of your family?”

o “If so, what are examples of the relationships?” (use the following examples

to stimulate discussion):

o “Following a morning schedule so everyone gets where they need to be

on time.”

o “Getting the kids to bed early so I can have time to relax and get ready

for the next day.”

o “Checking in with my mom to make sure she is okay and her needs are

met.”

As participants respond, affirm and extend their comments with phrases such

as:

o “We make time and give priority to the things we truly value or think are

important.”

o “What you choose to invest your time, money, and

energy in will show your children what you think

matters most in life.”

o “Your children will do the kinds of things they see you

do.”


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o “Family routines are like rituals and traditions, they give your children a

sense of order, meaning and belonging.”

Say,

o “Researchers have found that routines are one of the best

accommodation strategies adults can use to get children to behave and

respond in a variety of situations, regardless of their temperament. Why

might this be so?”

o “Routines give structure to our daily life.”

o “Routines are great for children because they help them know what’s

expected of them, how they should behave in certain situations.”

o “Routines can help your child learn to control their emotions and

regulate their behaviors.”

Ask,

o “What are some examples of rituals and routines children are expected to

follow at school? (Listen for responses.)


as:

o “At school children are expected to…

o Put things away,

o Do what is asked, follow instructions and requests,

o Answer questions,

o Share thoughts and information,

o Work on learning activities,

o Take turns, work cooperatively with others,

o Say ‘please’ and ‘thank you,

o Be respectful of others,

o Move easily from one activity to another.”


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Ask,

o “Are any of the school routines similar to what is expected of your child at

home?” (Listen for responses, elaborate and build on remarks as

appropriate.)

o “One of the most challenging times for children at school is when they need

to move from one activity to another. Many teachers help children adjust to

these changes by the way they manage transitions.”

Ask,

o “Why might children perform better when the learning environment at home

is similar to the learning environment of the school?” (Listen for responses.)


as (do NOT read all of the phrases on the list – only those pertaining to

comments of participants):

o “Children perform better when the learning environment at home is similar

to the learning environment of the school because…

o things seem familiar to them;

o they know what to expect;

o they have practiced the behavior.”

Say,

o “During our mealtime discussion we are going to talk about using routines

to help children learn to control their emotions and behavior.”

(5 minutes)

Say,

o “The format of each workshop is set up so that there is a time for a family

conversations activity, which we have just completed.”

o “You will then transition to a meal with a transition song, poem, or chant.”

o “I am going to lead you in the transition activity now.”

o “We are going to sing a transition song called ‘Wash Our Hands.’”


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o “The song is to the tune of ‘Mary Had a Little Lamb.’”

o “Instead of singing, ‘Mary had a little lamb, little lamb, little lamb’ we are

going to sing ‘It is time to wash our hands, wash our hands, wash our

hands.’”

Sing the song together a few times.

Invite participants to sing along with you.

Wash Our HandsWash Our HandsSung to the tune of: Mary Had a Little Lamb

It is time to wash our hands,

Wash our hands, wash our hands.

It is time to wash our hands

So we can go to dinner!


Say,

o “Sometimes family members say that they feel silly singing the transition

songs but it is important to point out the need for transition type activities

in their children’s lives.”

o “It helps kids when you give them a heads-up about what is going to

happen in their near future.”

o “Following the transition activity, the workshop is set up so that families

enjoy a meal together.”

o “The first 10 minutes of meal time is spent with everyone getting food and

finding a seat.”

o “The final 15 minutes or so of the meal time is spent in dinner discussion.”

o “We are going to spend the next 10 minutes engaging in the dinner

discussion from workshop four in small groups together.”

o “In a minute, I will ask you to get into groups of 3-4 and give you a

discussion sheet.”


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o “You will then engage in the discussion together.”

o “Go ahead and get into groups of 3-4.”

(10 minutes – small group)

Give each small group a Dinner Discussion handout.

Walk around and facilitate discussions among small

groups.

Reflection: What’s on Your Mind? Time: 15 minutes Format: individual, partner, whole group Note for Facilitator: Materials: computer, projector, Getting Started with Rituals and Routines PowerPoint (slide 8); Per Participant: What’s on Your Mind? activity sheet, pencil, Families Learning Together session four family conversation script

(7 minutes – individual)

SHOW SLIDE EIGHT. Give each participant a What’s on

Your Mind? activity sheet and a pencil and Say,

o “As you have experienced today’s training session, I

am sure that a lot of thoughts have been running

through your mind!”

o “Here is your chance to process and share what you

have been thinking.”

o “On this activity sheet, list 3-5 ideas, challenges, or concerns that you have

thought of during our time together today.”

o “In a moment, you will discuss with a partner what is on each other’s mind.”

Allow participants to complete the What’s on Your Mind? activity sheet.

(7 minutes - partner)

Ask the participants to get with a partner.

Once participants are seated with a partner give them directions to talk with

one another about the items they listed that have been on their minds today.


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Walk around and participate in partner discussions.

(1 minute – whole group)

Thank the participants for their reflections. Give each participant a set of

Families Learning Together family conversation script for session 4. Say,

“Today’s training session has covered the family conversation topics for

workshop four. Hopefully after today’s session you feel prepared to implement

the family conversation portion of this workshop.”

The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Education as part of the Virtual School Readiness Incubator Project. The content of these modules does not necessarily reflect the views or policies or imply endorsement by the U.S. Department of Education and/or the University of North Florida. These prototype materials are still in development and refinement and should be used with this caution in mind.

Directions: Write a poem about yourself that uses the letters in your name as the first letter of each line. When you are finished the poem will describe you and your name will be spelled down the left side of the page.

Families Learning Together Training Session 1: Acrostic Poem Activity Sheet

Florida Institute of Education at the University of North Florida ©2010

Florida Institute of Educationat the University of North Florida ©2010

The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Education as part of the Virtual School Readiness Incubator Project. The content of these modules does not necessarily reflect the views or policies or imply endorsement by the U.S. Department of Education and/or the University of North Florida. These prototype materials are still in developmentand refinement and should be used with this caution in mind.

Families Learning Together Training Session One: Dinner Discussion handout

THINK ABOUT: temperament and self

control and how daily routines help us

control our emotions and behaviors. We all

have to control our emotions. Can you think of some times you’ve

needed to control your emotions?

DISCUSS:

How do you respond in these situations?

Do you ever lose control or act inappropriately?

What happens when we lose control of our emotions or act inappropriately?

THINK ABOUT: We have to learn that we can’t always do what we want, sometimes

we have to adapt our behavior to respond in ways that are appropriate for the

situation, to follow rules or do what someone asks.

DISCUSS: Can you share about a time that you have had to adapt your behavior to

the situation?

THINK ABOUT: As the adults in our children’s lives we have to help them learn to do

what researchers call ‘self regulate’, that is, to regulate or control their emotions

and behaviors.

DISCUSS:

What are your thoughts about the need to ‘self-regulate’?

Can you see how rules and routines can help people self-regulate?

CONCLUSION: Routines and Rules help us by preparing us for what comes next so

we aren’t taken by surprised, reassuring us so we know if we follow along things will

fall into place, and helping us control feelings or anger or

disappointment when we know how things work.

The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Education as part of theVirtual School Readiness Incubator Project. The content of these modules does not necessarily reflect the views or policies or implyendorsement by the U.S. Department of Education and/or the University of North Florida. These prototype materials are still in developmentand refinement and should be used with this caution in mind.


Families Learning Together Training Session One: Positive Effects of Family Involvement article

PPOSITIVEOSITIVE EEFFECT OFFFECT OF FFAMILYAMILY IINVOLVEMENTNVOLVEMENT The family provides the primary educational environment for children and in doing so has a tremendous impact on their children’s future learning and academic success. Patterns of family interactions and the relationships between family members influence children’s attitudes toward education and can motivate children to develop more positive attitudes toward education and to be more successful in school. The involvement of the family

members may vary from discussions of topics related to their school activities to assisting them with learning basic facts. Below are six ways that families can influence their children’s educational outcomes.

Modeling Value for Education Family members influence children by modeling appropriate

attitudes toward education. If family members’ behaviors are matched with classroom activities, they will contribute to children’s academic success. They can also model their value

for education by being involved with their children’s education.

Influencing Cognitive Skills Family members can influence children’s school success by direct instruction. They can support learning by promoting factual learning and knowledge and instructing on basic skills. This type of instruction does not promote higher levels of cognitive abilities; it only promotes rote learning. Family members can promote development of cognitive abilities and problem solving skills by giving open-ended instructions such as asking questions and making requests to plan, anticipate, and explain.

Motivating Hard Work Family members can be instrumental in developing the children’s sense of efficacy for succeeding in school. They can reinforce children’s academic work by showing interest in it and praising success. Family members assist children by encouraging them to work at their highest level. When caregivers encourage children and show interest in their education, children’s academic achievement is increased

regardless of their ability or their family’s socioeconomic level (Epstein, 2001).

Families Learning Together Training Session One: Positive Effects of Family Involvement article

Expecting Positive Behavior Family members assist children by encouraging them to listen and participate in class. An important role for the family members is to monitor their children’s behavior and academic performance as well as reinforce their children’s behaviors.

Being Active in the Community Family members serve as role models and show their interest in their children’s lives when they participate in educationally-oriented activities in the community.

Creating a Supportive Home Environment Family involvement in early childhood education predicts greater

success for children in elementary school and the pattern continues when the home environment is adapted to meet the needs of children across the age span. Family members should organize the home environment to support educational goals. When the home environment

supports education and family members demonstrate this support to the children, the children will be more successful

personally and academically.

AA CCHILDHILD’’SS EENVIRONMENTSNVIRONMENTS

Environmental factors appear to be especially important for the development of motivation for self-regulation. Motivation for self-regulation can be delayed or interfered with if the social or physical environment is “severely impoverished (Bronson, 2000, p. 46).” A barren physical environment cannot provide the stimulation for the child to explore and learn. By the same token, an environment that is over-stimulating or

disorganized may make it difficult for the child to focus on interesting aspects of the environment to explore. The environment should be predictable so the children’s attempts at exploration are rewarded. A confusing environment impedes the children’s ability to recognize elements of the environment and to predict and control aspects of it. Bronson, M. (2000). Self-regulation in the early childhood: Nature nurture.

New York: Guilford. Epstein. J.L. (2001). School, family, and community partnerships: Preparing

educators and improving schools. Boulder, CO: Westview.

The modules presented here were funded in part by the O�ce of Postsecondary Education, U.S. Department of Education as part of the Virtual School Readiness Incubator Project. The content of these modules does not necessarily re�ect the views or policies or imply endorsement by the U.S. Department of Education and/or the University of North Florida. These prototype materials are still in development and re�nement and should be usedwith this caution in mind.


Rituals

And Traditions

Many families have rituals and traditions they engage in with members of

their immediate family, their extended family or members of their racial,

ethnic, religious or social groups. These rituals and traditions can be seen in the

ways participants interact with each other and how activities are conducted.

For example, the way church services or meetings are conducted, the

celebrations and ceremonies attended, the holidays, and occasions that are

remembered—the stories told, the mementos cherished.

Family rituals and traditions often reflect beliefs and customs passed

down for generations. The foods we eat, the clothes we wear, the times we

gather are all example of behaviors that may be influenced by family traditions

What are the rituals or traditions of your family? What traditions do you

remember from your childhood, what made this practice special for you and

your family? What, if anything, does this tradition tell you about your family?

The modules presented here were funded in part by the O�ce of Postsecondary Education, U.S. Department of Education as part of the Virtual School Readiness Incubator Project. The content of these modules does not necessarily re�ect the views or policies or imply endorsement by the U.S. Department of Education and/or the University of North Florida. These prototype materials are still in development and re�nement and should be used with this caution in mind.

Families Learning Together Training Session 1: Rituals and Traditions handout


Families Learning Together Training Session One: The Routines of Family Life article

TTHEHE RROUTINES OFOUTINES OF FFAMILYAMILY LLIFEIFE

Home life has a tremendous influence on children’s

development and academic attainment. Children

who have positive attitudes toward learning, good

habits, and appropriate skills when they go to school

will derive additional benefits from instruction.

Redding (2000) identifies the routine of family life

as one of three general areas of the home

environment which increase a children’s level of learning in school.

Family members can increase children’s academic achievement through

modeling and encouraging time management. Children who are given

independence, but are accountable for how they spend their time tend to be

high achieving students. Redding (2000) suggests that when families set a

specific time for study each day, children learn that studying is valued and a

part of family life. Children do best when there is a set routine for the

family. Routines and schedules for eating, bedtime,

studying, and reading produce a healthy rhythm for children.

Children do best when their home environment includes a

time and place to read or study, family activities which

engage the children’s minds, and a predictable daily routine.

Hobbies, recreational activities, and family interactions can have a positive

influence on a children’s school readiness. Children from low-income families

can improve their academic performance when their families schedule time

each week for activities such as hobbies and weekend family activities.

Redding, S. (2000). Parents and learning. Geneva, Switzerland: UNESCO. Retrieved from http://www.ibe.unesco.org/publications/practices.htm

The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Educationas part of the Virtual School Readiness Incubator Project. The content of these modules does not necessarily reflect theviews or policies or imply endorsement by the U.S. Department of Education and/or the University of North Florida. Theseprototype materials are still in development and refinement and should be used with this caution in mind.


DIRECTIONS: Read The Routines of Family Life article. As you read, stop and jot down three ideas that jump out at you as good ideas, ideas you want to start using, or ideas that you hadn’t thought of yet.

The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Education as partof the Virtual School Readiness Incubator Project. The content of these modules does not necessarily reflect the views or policies or imply endorsement by the U.S. Department of Education and/or the University of North Florida. These prototype materials arestill in development and refinement and should be used with this caution in mind.

Florida Institute of Education at the University of North Florida ©2010Families Learning Together Training Session 1: Stop and Jot activity sheet

Now let’s have a little fun and play a little game. The name of the game is, “What Is Your Name?” When people get together, they may talk about the weather but the first thing they say is, “What is your name? What is your name?”

CHORUS: What is your name? My name is ______. What is your name? My name is ______. What is your name? My name is ______. What is your name? My name is ______. What is your name? My name is ______. What is your name? My name is ______.

Suppose you’re at a party, everyone is there. Music and laughter are filling the air. Somebody says, “I’m so glad you came. Now, if you please, tell me, what is your name? What is your name?” REPEAT CHORUS

Suppose that you’re lost and you don’t know where you are. You meet a nice policeman who wears a shiny star. He says, “Now son, I would like to take you home but the thing I have to know is, What is your name? What is your name?” REPEAT CHORUS

Now we had a little fun and played a little game. The name of the game was, “What Is Your Name? What Is Your Name? What Is Your Name?”

What IsWhat Is Your Name?Your Name?

Families Learning Together Training Session 1: What Is Your Name Words handoutFlorida Institute of Education at the University of North Florida ©2010

The modules presented here were funded in part by the Office of Postsecondary

Education, U.S. Department of Education as part of the Virtual School Readiness Incubator Project. The content of these

modules does not necessarily reflect the views or policies or imply endorsement

by the U.S. Department of Education and/or the University of North Florida.

These prototype materials are still in development and refinement and should

be used with this caution in mind.

Families Learning Together Training Session One: What’s on Your Mind? activity sheet

DIRECTIONS: List 3-5 ideas, challenges, or concerns that have been “on your mind” as you have experienced today’s training session. For example, are you confused about the format of a workshop? Do you feel that leading a transition song will be a challenge for you? What is on your mind? Write down the thoughts that come to mind and then discuss them with at least one other person around you. In your discussion point out how you will be impacted by the idea as the facilitator of the workshop.


The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Education as part of theVirtual School Readiness Incubator Project. The content of these modules does not necessarily reflect the views or policies or implyendorsement by the U.S. Department of Education and/or the University of North Florida. These prototype materials are still in developmentand refinement and should be used with this caution in mind.

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