home reading plan
HOME READING PLAN PROGRAM OBJECTIVES MET
III.
Promote education in the home
CAPSTONE ACTIVITY
Create a home reading plan and keep track of books read at home. • • • •
•
• •
• • • •
Level 3: Create a home reading plan and journal a description of the plan. Level 2: Create a home reading plan. Level 1: Fill in a template of a home reading plan. All: Keep a reading log of books read at home with their children. PURPOSE
To teach parents the importance and benefits of reading in the home, specifically: o The academic advantages of children who read early on o Reading as an interaction of information (asking questions and discussing when reading aloud) o The importance of modeling by reading on their own To increase parent confidence when reading to or with their children To help parents have a fun plan to enhance their children’s learning at home DIRECT USE
Fostering an enjoyable home environment for reading Encouraging their children to read, especially by example Utilizing the resources from the local library Making life-long learning a family priority
NECESSARY GRAMMAR AND VOCABULARY
Question/answer structure Question words Present and future tenses Literacy Network
1118 S. Park St
Can/Could Will/Would Should
Madison WI
53715
(608) 244-3911
www.litnetwork.org
Relevant Vocabulary read write
book story
library dictionary
read aloud active reading
Vocabulary: Books title author illustration
picture sentence dialogue
chapter fiction nonfiction
appendix hardcover paperback
library card check out due date
renew story hour computer
internet CDs DVDs
Vocabulary: Library librarian newspaper ebook Verbs • • • •
To be To have To say To ask
Literacy Network
• • • •
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• • • •
To learn To read To write To hold
Madison WI
53715
To involve To encourage To improve To pay attention
(608) 244-3911
www.litnetwork.org
Home Reading Plan: Unit Activities Activities
I. Vocabulary: Books (Vocabulary/Speaking) The teacher should show a children’s book as an example to the class and point out the parts listed below, eliciting the vocabulary from students if they already know it. After all of the vocabulary has been taught (spoken and written), the instructor can pass around a book with sticky notes on each of the parts learned and ask students to write the correct word on the sticky note. That is, they can label the parts of the book. Vocabulary: Cover Title Author Back cover Illustration/Picture Page Page number Sentence Dialogue II. Vocabulary: Library (Appendix A) (Speaking/ Writing) The instructor should use the handout to elicit and teach library-related vocabulary. It may be distributed to students in pairs or groups. The handout and the vocabulary learned can also be used as a starting point for discussions about the library. In the same or new groups, students may discuss the question: What can you do at the library? If a computer is available in the classroom, students may be encouraged to look at the local library’s website to report on the services that are available. An optional follow-up is to have a presentation of resources from representatives of a local library branch, focusing on information such as how to get a library card and which resources might be useful to ESL parents. It may be necessary to clarify some important details, such as the forms of ID needed to get a library card. If a representative is not available or time and/or location are not conducive to an in-class presentation, the instructor may gather materials (e.g. library card applications, branch information, current event calendars) to distribute in class. These materials may serve various multiple purposes: applications can be filled out in pairs as a gap-task activity; branch maps may be used in a “find the closest…” or in a directions-based activity; and event calendars may be used in a scheduling activity.
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III. Fill Out a Library Card Application (Speaking/Reading/Writing) After discussing or learning about some of what the library offers, students can fill out library card applications. These can actually be used to apply for library cards or can simply act as language practice. To make this a four-skills-focused task, it can be done as an information gap activity. That is, students can be paired and should fill out the form for each other by asking questions (i.e. “What’s your last name?” “How do you spell that?”). Lower level students can be asked to just fill in the “Patron Information” section, while higher students can be asked to complete that and additionally read and reword the “Acceptance of Responsibility” section. The forms are available online or can be picked up at a local library branch. *This activity is also found in the Early Childhood Literacy Unit. IV. Read: Why Should You Read with your Child? (Appendices B and C) (Reading/Writing) There are two different readings, for lower and higher level students. For both, the bolded words are vocabulary; the teacher should either elicit the meaning from the students (encouraging reading context clues) or give a simple definition. For groups of students that seem ready, the vocabulary words literate, illiterate, and literacy can be taught, as they will be useful words to know throughout this unit. V. Discuss: How Can We Encourage Kids to Read? (Appendix D) (Speaking/Writing) After reading Appendix B or C and learning the importance of at-home literacy and education, the class can discuss and brainstorm ways to promote reading at home. Students can be grouped and given the half-sheet handout (Appendix D) or simply a piece of paper. In their groups, they should try to answer the question The instructor should encourage creative thinking in response to this question to help elicit answer such as: parents can model reading habits to kids, put baskets of books in places where kids get bored (e.g. car, bedroom, bathroom), families can establish “family reading hour,” or play word games like Scrabble. The instructor may also choose to address “What NOT to do to encourage kids to read” so that students have the opportunity to suggest or learn that nagging, lecturing, or criticizing book choices, for example, may not be very useful. VI. Read: Reading with Children (Appendices E and F) (Reading/Writing) Teach or review “can” and “should” with students before utilizing this reading in class. (Those modals may need a whole class section and simpler build-up dedicated to them, depending on the level of the students. “Should” may have been introduced with Activity IV.) Appendix E is for lower level students, while Appendix F is for higher students. The worksheet can be read as a class or in groups. The reading should be explained and discussed before students proceed to the writing section of rewording tips. That second section is recommended to be done in groups. Literacy Network
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After having gone over this list once, one way to check students’ understanding is to ask one or some students to read the tips while others act out or say something that matches the tip (i.e. they hold up books, point out words, or read in voices). An alternative follow-up is for students to read short books or stories together and try to utilize all of these tips, almost as a checklist. Follow-up information and/or further readings on the same topic can be found through Colorín Colorado. VII. Jumbled Sentences (Appendices G and H) (Speaking/Reading/Vocabulary/Grammar) Worksheet G contains jumbled sentences for lower-level students, while worksheet H contains similar sentences for higher-level students. After completing a number of the previous activities, or when the students are comfortable with the concepts, phrases, and language of this unit, give them the sentences in these worksheets. These sentences should be cut up before they are given to students so that they can put them in order. There are suggestions as to how the sentence or phrase should be divided, but that can be changed depending on the students. At the instructor’s discretion, some groups of students may be given anywhere from one to all four sentences in a single envelope. The students should work together to put the sentences in order, while the instructor observes and only tells them if the sentences are correct or incorrect (but gives them time to correct the sentences themselves before offering the answers). Use this activity to either teach or review proper sentence structure (e.g. capitalization, punctuation) and encourage students, especially at low levels, to use that knowledge as clues to ordering the words. VIII. Reading Log (Appendix I) (Reading) This reading log template may be used during this unit and the “Early Childhood Literacy Strategies” unit, or throughout the semester. The instructor may choose how to use this in class, depending on the group and their children. Some ideas for how to utilize this chart in class include: Students may set a goal together of a specific number of books to read with their children over a set period of time. A reward (a free book, a certificate, or food) may be given for meeting the goal. Time may also be set aside weekly for students to present, in groups or to the class, a brief summary of what they’ve read with their children. It can be used to supplement or enhance reading programs from the students’ children’s classrooms. IX. Reading at Home Report (Appendix J) (Reading/Writing) This worksheet can be used for lower level students, and perhaps mid-level students, to help them report on books read at home. Higher students might be encouraged to use this handout as a prompt and additionally journal or write a paragraph about their experiences. The activity of reporting on a book read at home can be used for a specific assigned book or week or regularly throughout the semester. Alternatively, it can be used as a follow-up to this unit and the unit’s capstone activity.
Literacy Network
1118 S. Park St
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Appendix List: Worksheets A. “Vocabulary: Library” B. “Why Should You Read with Your Child?” (lower level) C. “Why Should You Read with Your Child?” (higher level) D. “Talk: How Can We Encourage Kids to Read?” E. “Reading with Children” (lower level) F. “Reading with Children” (higher level) G. “Jumbled Sentences” (lower level) H. “Jumbled Sentences” (higher level) I. “Parent and Child Reading Log” J. “Reading at Home Report”
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A Vocabulary: Library What is it? Fill in the words to describe each definition or picture. 1. _________________________________ A person who administers or assists in a library
2.
_________________________________________________________
3. _________________________________ The category of books about true events or real things 4. _________________________________ The category of books and novels that are not true
5.
_______________________________________________________________
6.
_________________________________________________________
7.
_________________________________________________________
8. _________________________________ An electronic book (to read on the computer or an iPad) 9. _________________________________ An ID that allows you to check out books
10.
_____________________________________________
Literacy Network
1118 S. Park St
Madison WI
53715
(608) 244-3911
www.litnetwork.org
Why should you read with your child? Children do better at school if parents are involved. Children who read at home do better in school. They have more success! When children read at home, they learn. Children who learn when they are young are ready for school later. Reading helps children learn more words. Reading at home is good. Reading in any language (English or your native language) is good! Learning is not only for school! Children Reading teaches children to pay
should learn at home!
attention. It also helps to improve memory.
Write three good things about reading. 1. ______________________________________________________________________________ 2.______________________________________________________________________________ 3.______________________________________________________________________________
Literacy Network
1118 S. Park St
Madison WI
53715
(608) 244-3911
www.litnetwork.org
Why should you read with your child? Reading teaches children to pay
If parents are very involved in education, then children do better in school. Children
attention and concentrate on a task. It
who read at home or whose parents read to
also helps to improve children’s memory.
them at home are more successful in school. More success in school means more success in a job later!
Learning is not only for school! It can and should happen at home!
When children read at home, they learn. Children who learn when they are young are ready for school later. Reading helps children build their vocabulary. That means they know more words. This is true in English and in other languages. Reading at home in any language, in English or in your native language, is good for children!
Write three benefits of reading for children: 1. ______________________________________________________________________________ 2.______________________________________________________________________________ 3.______________________________________________________________________________
Literacy Network
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Talk: How Can We Encourage Kids to Read? With your group, write down five ideas for how to promote reading. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Choose one idea to share with the class.
----------------------------------------------------------------------------------------------------------------------
Talk: How Can We Encourage Kids to Read? With your group, write down five ideas for how to promote reading. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Choose one idea to share with the class.
Literacy Network
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www.litnetwork.org
Reading with Children Many people have misconceptions (wrong beliefs) about how they should read with children.
Some tips for reading with children: It is not necessary to read every word. “Read” the pictures! It is not necessary to read the whole book. You should talk about the book before you read it. Children should hold the book. You should show children the words. You can be fun and creative. You and your child should ask questions. You should read at home regularly.
Now, reword (write in different words) three of the tips:
__________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________
Literacy Network
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Reading with Children Many people have misconceptions (wrong beliefs) about how they should read with children or what happens when they read together.
Here are some research-based tips for reading with children: It is not necessary to read every word. Children can “read” the pictures! It is not necessary to read the whole book. It’s okay not to finish. You should preview the book. Talk about it before you read it. You should let children hold the book or turn the pages. You should show children the words as you read them. You can be fun and creative. Use voices, change the story, or include yourself. You should ask questions and let children ask questions about the story. Reading at home should be a habit. It may be hard to start, but it can eventually be a normal part of your routine.
Now, reword (write in different words) five of the tips: __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________
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G Jumbled Sentences
Parents and children should read together
Children
at home.
should read to learn more words.
Parents and children
should read
in any language.
Reading
Literacy Network
should be
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fun!
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H Jumbled Sentences
Parents
should be
their child’s
involved in education.
Parents and children at home
should read together.
Reading
at
home
should be
Children
a habit.
should read
to improve
their vocabulary.
Literacy Network
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(608) 244-3911
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I Parent and Child Reading Log
Date
Number Minutes of Read Pages
Book Title
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Who Read?
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J Reading at Home Report Tell about your experience. 1. Did you read a book with your child (or children) this week? Yes
No If no, why not? _____________________________________ __________________________________________________
2. What was the title of the book? ________________________________________________________________________
3. When did you read a book? (Day or date) ________________________________________________________________________
4. How long did it take? (How many minutes?) _________ minutes
5. What did your child say about the book? “______________________________________________________________________”
6. Will you read this book with your child again? Yes
Literacy Network
No
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Home Reading Plan: Capstone Activities Capstone
Create a home reading plan and keep track of books read at home. • • • •
Level 3: Create a home reading plan and journal a description of the plan. Level 2: Create a home reading plan. Level 1: Fill in a template of a home reading plan. All: Keep a reading log of books read at home with their children.
Home Reading Plan “Home Reading Plans” are written descriptions of students’ strategies to read more at home. Students may be asked to present or read their Home Reading Plans in small groups, or those who are willing and able may be asked to briefly present them to the class. Students should complete Appendix C1 and then write out their plans. Lower students can use Appendix C2 to help them write their plans, and mid-level students can use Appendix C3 (along with the worksheet of Appendix C1). Higher students might be encouraged to use only Appendix C1 as a guide and instructed to write a paragraph, a journal entry, or a short essay for their Home Reading Plan. Follow up with this regularly throughout the rest of the class sessions, asking students about their home reading habits and encouraging use of the ideas developed during this unit and capstone project. Who/What/Where/When/How: Home Reading Plan (Appendix C1) This worksheet helps students map and prepare their ideas to create their Home Reading Plans. It can be used as a brainstorming starting point. This can be completed in a variety of ways, depending on the class. One way which could incorporate all four skills is to use it as an interviewing activity: one student will ask another the questions and write down his/her responses. This worksheet is intended for all levels but can be adjusted for different students or groups. Lower level students might be encouraged to answer with just a few words, while higher students might be encouraged to write complete sentences. Encourage students to think about these questions creatively; they may want to think of answers their children would give (e.g. when talking about where to read, answers may range from a specific comfortable chair to any waiting room). My Home Reading Plan: Level 1 (Appendix C2) This worksheet is for lower or mid-level students to use after they have answered the questions in Appendix C1. Different level students can be asked for different levels of engagement with this worksheet; very low students might not be asked to fill in all of the blanks or paragraphs. Instructions are not included on the worksheet so that instructors can decide how much each student should complete.
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My Home Reading Plan: Level 2 (Appendix C3) This worksheet is for middle-level students to use after they have answered the questions in Appendix C1. Suggestions for sentences are at the top of the page, and students might be encouraged to organize paragraphs based on the structure of Appendix C1.
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C1 Who/What/Where/When/How: Home Reading Plan Who?____________________________________________________________________________________________________________ Who reads in your house? Who should read? What?___________________________________________________________________________________________________________ What books can you read? Where?__________________________________________________________________________________________________________ Where can you put books? Where can your children read? When?__________________________________________________________________________________________________________ When can you read? When can your children read? How?__________________________________________________________________________________________________________ How can you make reading interesting? How can you make reading a habit for your family?
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C2 ___________________________________________My Home Reading Plan________________________________________
At home, the people who usually read are: ________________________________________________
_______________________________________. We should read more. The people who can read more
are: ___________________________________________________________________________________________________.
We will read different types of books, like books about __________________________________
________________________________________________________________________________________________________. I can put books everywhere in the house. For example, I can put books _______________
________________________________________________________________________________________________________.
We can read in many different places, such as ____________________________________________________
__________________________________________________________________________________________________________________. We can read at different times. I can read _________________________________________________________.
My children can read _________________________________________________________________________________________.
Reading at home can be interesting! One thing I can do to make it more fun is: ________________
__________________________________________________________________________________________________________________. It can also be a habit. My family and I will try to make reading a habit! __________________________________
__________________________________________________________________________________________________________________.
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C3 ___________________________________________My Home Reading Plan________________________________________ I can…
My children can… We can… I will…
My children will…
We will…
__________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________
Literacy Network
1118 S. Park St
Madison WI
53715
(608) 244-3911
www.litnetwork.org
III.
Promote education in the home
CAPSTONE ACTIVITY
Create a home reading plan and keep track of books read at home. • • • •
•
• •
• • • •
Level 3: Create a home reading plan and journal a description of the plan. Level 2: Create a home reading plan. Level 1: Fill in a template of a home reading plan. All: Keep a reading log of books read at home with their children. PURPOSE
To teach parents the importance and benefits of reading in the home, specifically: o The academic advantages of children who read early on o Reading as an interaction of information (asking questions and discussing when reading aloud) o The importance of modeling by reading on their own To increase parent confidence when reading to or with their children To help parents have a fun plan to enhance their children’s learning at home DIRECT USE
Fostering an enjoyable home environment for reading Encouraging their children to read, especially by example Utilizing the resources from the local library Making life-long learning a family priority
NECESSARY GRAMMAR AND VOCABULARY
Question/answer structure Question words Present and future tenses Literacy Network
1118 S. Park St
Can/Could Will/Would Should
Madison WI
53715
(608) 244-3911
www.litnetwork.org
Relevant Vocabulary read write
book story
library dictionary
read aloud active reading
Vocabulary: Books title author illustration
picture sentence dialogue
chapter fiction nonfiction
appendix hardcover paperback
library card check out due date
renew story hour computer
internet CDs DVDs
Vocabulary: Library librarian newspaper ebook Verbs • • • •
To be To have To say To ask
Literacy Network
• • • •
1118 S. Park St
• • • •
To learn To read To write To hold
Madison WI
53715
To involve To encourage To improve To pay attention
(608) 244-3911
www.litnetwork.org
Home Reading Plan: Unit Activities Activities
I. Vocabulary: Books (Vocabulary/Speaking) The teacher should show a children’s book as an example to the class and point out the parts listed below, eliciting the vocabulary from students if they already know it. After all of the vocabulary has been taught (spoken and written), the instructor can pass around a book with sticky notes on each of the parts learned and ask students to write the correct word on the sticky note. That is, they can label the parts of the book. Vocabulary: Cover Title Author Back cover Illustration/Picture Page Page number Sentence Dialogue II. Vocabulary: Library (Appendix A) (Speaking/ Writing) The instructor should use the handout to elicit and teach library-related vocabulary. It may be distributed to students in pairs or groups. The handout and the vocabulary learned can also be used as a starting point for discussions about the library. In the same or new groups, students may discuss the question: What can you do at the library? If a computer is available in the classroom, students may be encouraged to look at the local library’s website to report on the services that are available. An optional follow-up is to have a presentation of resources from representatives of a local library branch, focusing on information such as how to get a library card and which resources might be useful to ESL parents. It may be necessary to clarify some important details, such as the forms of ID needed to get a library card. If a representative is not available or time and/or location are not conducive to an in-class presentation, the instructor may gather materials (e.g. library card applications, branch information, current event calendars) to distribute in class. These materials may serve various multiple purposes: applications can be filled out in pairs as a gap-task activity; branch maps may be used in a “find the closest…” or in a directions-based activity; and event calendars may be used in a scheduling activity.
Literacy Network
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III. Fill Out a Library Card Application (Speaking/Reading/Writing) After discussing or learning about some of what the library offers, students can fill out library card applications. These can actually be used to apply for library cards or can simply act as language practice. To make this a four-skills-focused task, it can be done as an information gap activity. That is, students can be paired and should fill out the form for each other by asking questions (i.e. “What’s your last name?” “How do you spell that?”). Lower level students can be asked to just fill in the “Patron Information” section, while higher students can be asked to complete that and additionally read and reword the “Acceptance of Responsibility” section. The forms are available online or can be picked up at a local library branch. *This activity is also found in the Early Childhood Literacy Unit. IV. Read: Why Should You Read with your Child? (Appendices B and C) (Reading/Writing) There are two different readings, for lower and higher level students. For both, the bolded words are vocabulary; the teacher should either elicit the meaning from the students (encouraging reading context clues) or give a simple definition. For groups of students that seem ready, the vocabulary words literate, illiterate, and literacy can be taught, as they will be useful words to know throughout this unit. V. Discuss: How Can We Encourage Kids to Read? (Appendix D) (Speaking/Writing) After reading Appendix B or C and learning the importance of at-home literacy and education, the class can discuss and brainstorm ways to promote reading at home. Students can be grouped and given the half-sheet handout (Appendix D) or simply a piece of paper. In their groups, they should try to answer the question The instructor should encourage creative thinking in response to this question to help elicit answer such as: parents can model reading habits to kids, put baskets of books in places where kids get bored (e.g. car, bedroom, bathroom), families can establish “family reading hour,” or play word games like Scrabble. The instructor may also choose to address “What NOT to do to encourage kids to read” so that students have the opportunity to suggest or learn that nagging, lecturing, or criticizing book choices, for example, may not be very useful. VI. Read: Reading with Children (Appendices E and F) (Reading/Writing) Teach or review “can” and “should” with students before utilizing this reading in class. (Those modals may need a whole class section and simpler build-up dedicated to them, depending on the level of the students. “Should” may have been introduced with Activity IV.) Appendix E is for lower level students, while Appendix F is for higher students. The worksheet can be read as a class or in groups. The reading should be explained and discussed before students proceed to the writing section of rewording tips. That second section is recommended to be done in groups. Literacy Network
1118 S. Park St
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www.litnetwork.org
After having gone over this list once, one way to check students’ understanding is to ask one or some students to read the tips while others act out or say something that matches the tip (i.e. they hold up books, point out words, or read in voices). An alternative follow-up is for students to read short books or stories together and try to utilize all of these tips, almost as a checklist. Follow-up information and/or further readings on the same topic can be found through Colorín Colorado. VII. Jumbled Sentences (Appendices G and H) (Speaking/Reading/Vocabulary/Grammar) Worksheet G contains jumbled sentences for lower-level students, while worksheet H contains similar sentences for higher-level students. After completing a number of the previous activities, or when the students are comfortable with the concepts, phrases, and language of this unit, give them the sentences in these worksheets. These sentences should be cut up before they are given to students so that they can put them in order. There are suggestions as to how the sentence or phrase should be divided, but that can be changed depending on the students. At the instructor’s discretion, some groups of students may be given anywhere from one to all four sentences in a single envelope. The students should work together to put the sentences in order, while the instructor observes and only tells them if the sentences are correct or incorrect (but gives them time to correct the sentences themselves before offering the answers). Use this activity to either teach or review proper sentence structure (e.g. capitalization, punctuation) and encourage students, especially at low levels, to use that knowledge as clues to ordering the words. VIII. Reading Log (Appendix I) (Reading) This reading log template may be used during this unit and the “Early Childhood Literacy Strategies” unit, or throughout the semester. The instructor may choose how to use this in class, depending on the group and their children. Some ideas for how to utilize this chart in class include: Students may set a goal together of a specific number of books to read with their children over a set period of time. A reward (a free book, a certificate, or food) may be given for meeting the goal. Time may also be set aside weekly for students to present, in groups or to the class, a brief summary of what they’ve read with their children. It can be used to supplement or enhance reading programs from the students’ children’s classrooms. IX. Reading at Home Report (Appendix J) (Reading/Writing) This worksheet can be used for lower level students, and perhaps mid-level students, to help them report on books read at home. Higher students might be encouraged to use this handout as a prompt and additionally journal or write a paragraph about their experiences. The activity of reporting on a book read at home can be used for a specific assigned book or week or regularly throughout the semester. Alternatively, it can be used as a follow-up to this unit and the unit’s capstone activity.
Literacy Network
1118 S. Park St
Madison WI
53715
(608) 244-3911
www.litnetwork.org
Appendix List: Worksheets A. “Vocabulary: Library” B. “Why Should You Read with Your Child?” (lower level) C. “Why Should You Read with Your Child?” (higher level) D. “Talk: How Can We Encourage Kids to Read?” E. “Reading with Children” (lower level) F. “Reading with Children” (higher level) G. “Jumbled Sentences” (lower level) H. “Jumbled Sentences” (higher level) I. “Parent and Child Reading Log” J. “Reading at Home Report”
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A Vocabulary: Library What is it? Fill in the words to describe each definition or picture. 1. _________________________________ A person who administers or assists in a library
2.
_________________________________________________________
3. _________________________________ The category of books about true events or real things 4. _________________________________ The category of books and novels that are not true
5.
_______________________________________________________________
6.
_________________________________________________________
7.
_________________________________________________________
8. _________________________________ An electronic book (to read on the computer or an iPad) 9. _________________________________ An ID that allows you to check out books
10.
_____________________________________________
Literacy Network
1118 S. Park St
Madison WI
53715
(608) 244-3911
www.litnetwork.org
Why should you read with your child? Children do better at school if parents are involved. Children who read at home do better in school. They have more success! When children read at home, they learn. Children who learn when they are young are ready for school later. Reading helps children learn more words. Reading at home is good. Reading in any language (English or your native language) is good! Learning is not only for school! Children Reading teaches children to pay
should learn at home!
attention. It also helps to improve memory.
Write three good things about reading. 1. ______________________________________________________________________________ 2.______________________________________________________________________________ 3.______________________________________________________________________________
Literacy Network
1118 S. Park St
Madison WI
53715
(608) 244-3911
www.litnetwork.org
Why should you read with your child? Reading teaches children to pay
If parents are very involved in education, then children do better in school. Children
attention and concentrate on a task. It
who read at home or whose parents read to
also helps to improve children’s memory.
them at home are more successful in school. More success in school means more success in a job later!
Learning is not only for school! It can and should happen at home!
When children read at home, they learn. Children who learn when they are young are ready for school later. Reading helps children build their vocabulary. That means they know more words. This is true in English and in other languages. Reading at home in any language, in English or in your native language, is good for children!
Write three benefits of reading for children: 1. ______________________________________________________________________________ 2.______________________________________________________________________________ 3.______________________________________________________________________________
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Talk: How Can We Encourage Kids to Read? With your group, write down five ideas for how to promote reading. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Choose one idea to share with the class.
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Talk: How Can We Encourage Kids to Read? With your group, write down five ideas for how to promote reading. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Choose one idea to share with the class.
Literacy Network
1118 S. Park St
Madison WI
53715
(608) 244-3911
www.litnetwork.org
Reading with Children Many people have misconceptions (wrong beliefs) about how they should read with children.
Some tips for reading with children: It is not necessary to read every word. “Read” the pictures! It is not necessary to read the whole book. You should talk about the book before you read it. Children should hold the book. You should show children the words. You can be fun and creative. You and your child should ask questions. You should read at home regularly.
Now, reword (write in different words) three of the tips:
__________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________
Literacy Network
1118 S. Park St
Madison WI
53715
(608) 244-3911
www.litnetwork.org
Reading with Children Many people have misconceptions (wrong beliefs) about how they should read with children or what happens when they read together.
Here are some research-based tips for reading with children: It is not necessary to read every word. Children can “read” the pictures! It is not necessary to read the whole book. It’s okay not to finish. You should preview the book. Talk about it before you read it. You should let children hold the book or turn the pages. You should show children the words as you read them. You can be fun and creative. Use voices, change the story, or include yourself. You should ask questions and let children ask questions about the story. Reading at home should be a habit. It may be hard to start, but it can eventually be a normal part of your routine.
Now, reword (write in different words) five of the tips: __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________
Literacy Network
1118 S. Park St
Madison WI
53715
(608) 244-3911
www.litnetwork.org
G Jumbled Sentences
Parents and children should read together
Children
at home.
should read to learn more words.
Parents and children
should read
in any language.
Reading
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should be
1118 S. Park St
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fun!
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H Jumbled Sentences
Parents
should be
their child’s
involved in education.
Parents and children at home
should read together.
Reading
at
home
should be
Children
a habit.
should read
to improve
their vocabulary.
Literacy Network
1118 S. Park St
Madison WI
53715
(608) 244-3911
www.litnetwork.org
I Parent and Child Reading Log
Date
Number Minutes of Read Pages
Book Title
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Who Read?
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J Reading at Home Report Tell about your experience. 1. Did you read a book with your child (or children) this week? Yes
No If no, why not? _____________________________________ __________________________________________________
2. What was the title of the book? ________________________________________________________________________
3. When did you read a book? (Day or date) ________________________________________________________________________
4. How long did it take? (How many minutes?) _________ minutes
5. What did your child say about the book? “______________________________________________________________________”
6. Will you read this book with your child again? Yes
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No
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Home Reading Plan: Capstone Activities Capstone
Create a home reading plan and keep track of books read at home. • • • •
Level 3: Create a home reading plan and journal a description of the plan. Level 2: Create a home reading plan. Level 1: Fill in a template of a home reading plan. All: Keep a reading log of books read at home with their children.
Home Reading Plan “Home Reading Plans” are written descriptions of students’ strategies to read more at home. Students may be asked to present or read their Home Reading Plans in small groups, or those who are willing and able may be asked to briefly present them to the class. Students should complete Appendix C1 and then write out their plans. Lower students can use Appendix C2 to help them write their plans, and mid-level students can use Appendix C3 (along with the worksheet of Appendix C1). Higher students might be encouraged to use only Appendix C1 as a guide and instructed to write a paragraph, a journal entry, or a short essay for their Home Reading Plan. Follow up with this regularly throughout the rest of the class sessions, asking students about their home reading habits and encouraging use of the ideas developed during this unit and capstone project. Who/What/Where/When/How: Home Reading Plan (Appendix C1) This worksheet helps students map and prepare their ideas to create their Home Reading Plans. It can be used as a brainstorming starting point. This can be completed in a variety of ways, depending on the class. One way which could incorporate all four skills is to use it as an interviewing activity: one student will ask another the questions and write down his/her responses. This worksheet is intended for all levels but can be adjusted for different students or groups. Lower level students might be encouraged to answer with just a few words, while higher students might be encouraged to write complete sentences. Encourage students to think about these questions creatively; they may want to think of answers their children would give (e.g. when talking about where to read, answers may range from a specific comfortable chair to any waiting room). My Home Reading Plan: Level 1 (Appendix C2) This worksheet is for lower or mid-level students to use after they have answered the questions in Appendix C1. Different level students can be asked for different levels of engagement with this worksheet; very low students might not be asked to fill in all of the blanks or paragraphs. Instructions are not included on the worksheet so that instructors can decide how much each student should complete.
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My Home Reading Plan: Level 2 (Appendix C3) This worksheet is for middle-level students to use after they have answered the questions in Appendix C1. Suggestions for sentences are at the top of the page, and students might be encouraged to organize paragraphs based on the structure of Appendix C1.
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C1 Who/What/Where/When/How: Home Reading Plan Who?____________________________________________________________________________________________________________ Who reads in your house? Who should read? What?___________________________________________________________________________________________________________ What books can you read? Where?__________________________________________________________________________________________________________ Where can you put books? Where can your children read? When?__________________________________________________________________________________________________________ When can you read? When can your children read? How?__________________________________________________________________________________________________________ How can you make reading interesting? How can you make reading a habit for your family?
Literacy Network
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C2 ___________________________________________My Home Reading Plan________________________________________
At home, the people who usually read are: ________________________________________________
_______________________________________. We should read more. The people who can read more
are: ___________________________________________________________________________________________________.
We will read different types of books, like books about __________________________________
________________________________________________________________________________________________________. I can put books everywhere in the house. For example, I can put books _______________
________________________________________________________________________________________________________.
We can read in many different places, such as ____________________________________________________
__________________________________________________________________________________________________________________. We can read at different times. I can read _________________________________________________________.
My children can read _________________________________________________________________________________________.
Reading at home can be interesting! One thing I can do to make it more fun is: ________________
__________________________________________________________________________________________________________________. It can also be a habit. My family and I will try to make reading a habit! __________________________________
__________________________________________________________________________________________________________________.
Literacy Network
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C3 ___________________________________________My Home Reading Plan________________________________________ I can…
My children can… We can… I will…
My children will…
We will…
__________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________
Literacy Network
1118 S. Park St
Madison WI
53715
(608) 244-3911
www.litnetwork.org
