Family Health and Literacy

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1 Family Halth and Litracy A Guid to Easy-to-Rad Halth Education Matrials and Wb Sits for Familis Juli McKinny & Sabrina Kurtz-Rossi Dvlopd by World Education in collaboration with th National Institut for Litracy with a grant from

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3 Tabl of Contnts What This Guid Is About Acknowldgmnts How to Gt Startd Why is Halth Litracy Important? You Don t Hav to b a Halth Exprt Introducing Halth in th Classroom Adding an Action-Basd Componnt How to Engag Studnts Using th Intrnt Collaborating with Halth Organizations Prparing a Spakr Local and National Halth Organizations to Contact For Halth Educators: How to Find Local Family Litracy Programs Tachr Support Rsourcs Easy-to-Rad Halth Information Taching Halth by Topic Nutrition Childhood Halth and Disass Safty

4 Halthy Lifstyl Mdicin Us Womn s Halth Halth Car Accss Strss Miscllanous Curricula, Lssons, and Activitis Parnts and Childrn Togthr Halth Education Activitis Halth-Rlatd Childrn s Books Onlin Halth Gams Non-Print Halth Information Rsourcs for Family Halth Rsarch This symbol stands for asy. It marks matrials that can b usd with bginning radrs and English spakrs. Ths matrials may us picturs, vido, audio, or discussion activitis, and only vry simpl txt.

5 What This Guid is About This guid is dsignd to hlp intgrat halth and litracy ducation in family litracy programs. W hav includd rsourcs that w hop will b hlpful to both family litracy tachrs, and halth ducators and practitionrs who work with parnts with limitd litracy skills. For tachrs, thr is a chaptr on how to gt startd taching halth, which provids som contxt for how to includ halth topics in your curriculum. This includs idas on how to introduc halth, how to ngag larnrs, how to nhanc litracy and languag acquisition using halth, and how to collaborat with local halth organizations. Thr ar also listings of asy-to-rad halth information, lsson plans and taching activitis, onlin activitis to us in class, and activitis and gams for parnts and childrn to do togthr. Halth ducators and practitionrs can also bnfit from th asy-to-rad halth information, onlin activitis, and idas for collaborating, which includ tips on communicating clarly with adults with limitd litracy skills. Th halth topics and typs of matrials listd hr wr chosn to mt th halth information nds of parnts in family litracy programs as idntifid by a national survy of family litracy tachrs. All rsourcs had to mt slction critria dvlopd with guidanc from our advisory group of family litracy and halth xprts to nsur accuracy and appropriatnss. Almost all of th rsourcs listd ar availabl for fr onlin. Family Halth and Litracy (2006) is also availabl onlin at <www.worldd.org/us/halth/docs/family>. 1

6 Acknowldgmnts W would lik to thank MtLif Foundation for thir continud support of halth litracy rsourcs for litracy practitionrs and halth ducators working with adults with limitd litracy skills. W also want to acknowldg and thank Lally Stowll for hr contribution to th How to Gt Startd chaptr, Laurn Alxandrson for hlping us to scrn rsourcs, and Dborah Dan for diting and rviw. W ar spcially gratful to our advisory group of family halth and litracy xprts for thir support and guidanc. Dianna Baycich Coordinator, LINCS Family Litracy Collction Ohio Litracy Rsourc Cntr Sarah Baman-Jons, MAT Litracy Program Dirctor LIFT-Missouri Prri Klass, M.D. Mdical Dirctor and Prsidnt Rach Out and Rad National Cntr Kathy Rodriguz Coordinator, Family Litracy Consortium Massachustts Dpartmnt of Education Lally Stowll Family Litracy Tachr Cambridg Evn Start Barbara Van Horn, M.Ed. Co-Dirctor, Goodling Institut for Rsarch in Family Litracy Th Pnnsylvania Stat Univrsity Emily Wolf Tchnical Assistant/Trainr Pnnsylvania Statwid Family LitracyTraining Projct Family Halth and Litracy is th third in a sris of halth litracy rsourcs dvlopd by World Education in collaboration with th National Institut for Litracy with a grant from MtLif Foundation. 2

7 How to Gt Startd

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9 How to Gt Startd How would I dal with cultural diffrncs? How would I dal with uncomfortabl or mbarrassing issus? I barly hav tim to covr th rquird comptncis and skills. I don t hav tim to tackl halth. I m not a halth xprt. How do I gt startd? How can I gt local halth agncis to hlp m? Many tachrs fl anxious about intrgrating halth into thir litracy classs for a varity of rasons. But, as tachrs, you naturally us diffrnt kinds of contnt to tach basic skills and hlp adult larnrs gain th confidnc thy nd to advocat for thmslvs and thir familis. Adults ar mor succssful at larning if th contnt is maningful and rlvant to thir livs (Knowls M, 1984) 1. Halth is rlvant to vryon but vn mor so for familis with young childrn, bcaus thy ar constantly facd with schduling doctor s visits, managing illnsss, and trying to tak stps to kp thir family halthy. Larnrs can dramatically improv thir ability to manag ths tasks by improving thir communication skills, basic halth knowldg, and stratgis for finding and valuating halth information. Th saf and supportiv classroom is an idal plac to addrss ths skills and build confidnc. Tak on th challng of intgrating halth into your classs, and th rsults can b rwarding for tachrs and larnrs alik! Why is Halth Litracy Important? Th most important rason to intgrat halth into litracy taching is that halth is a vitally important topic for larnrs to know about. This is spcially important for 1 Knowls, M. (1984). Th art and scinc of hlping adults larn. In: Knowls, M. and Associats (Eds.), Andragogy in action: applying modrn principls of adult larning. San Francisco, CA: Jossy-Bass Publishrs. 5

10 Family Halth and Litracy thos who must manag thir childrn s halth in addition to thir own. Adult larnrs mak halth-rlatd dcisions vry day, dcisions that draw on thir xprinc and knowldg of how to kp thir familis halthy, how to dtct and dal with illnsss, and how to accss halth car srvics. Addrssing halth concrns in th classroom also nhancs litracy skills and languag acquisition. Bcaus halth-rlatd issus ar connctd to thir vryday concrns, larnrs dmonstrat high intrst in xploring halth topics. This high intrst, in turn, incrass larnr motivation to work on rading, writing, critical thinking, and spaking skills. Ths skills will improv thir ability to larn nw information, communicat with halth profssionals, mak dcisions, and shar thir knowldg and xprincs with family, frinds, and community (Kurtz-Rossi S, Coyn C, Titzl J, 2004) 2. Whn halth topics ar includd in th curriculum, halth issus ar xplord and languag comptncis ar dvlopd at th sam tim. Intgrating halth issus into th curriculum is also important bcaus litracy studnts ar among thos in th gratst nd of bttr halth knowldg and halth car. Rsarch shows that adults with limitd ducation and litracy skills hav mor halth problms, gratr difficulty undrstanding halth information, and lss knowldg about availabl halth car srvics than adults with highr litracy and ducation lvls (AHRQ, 2004) 3. Low-incom familis ar also at risk. Thy ar lss likly to hav halth insuranc, to visit a doctor rgularly, or to rport halth problms than familis with highr incoms (DHHS, 2000) 4. Th problm of poor halth litracy is mor srious than most popl raliz. Th litracy skills rquird for navigating th U.S. halth car systm ar immns, and incrasingly mor dmands ar bing placd on patints to participat in dcision-making and managmnt of thir own car. This maks it vn mor 2 Kurtz-Rossi S, Coyn C, and Titzl J. (2004). Using rsarch to inform halth and litracy program dvlopmnt: Rsults from th HEAL:BCC valuation study. Litracy Harvst. 11, Agncy for Halth Car Quality (2004). Litracy and Halth Outcoms. Evidnc Rport/Tchnology Assssmnt No. 87. (AHRQ Pub. No. 04-E0007-1). Washington, DC: US Govrnmnt Printing Offic. 4 U.S. Dpartmnt of Halth and Human Srvics (2000). Halthy Popl 2010: Undrstanding and Improving Halth. Washington, DC: US Govrnmnt Printing Offic. 6

11 How to Gt Startd important to hav th skills to communicat clarly with halth car providrs, ask clarifying qustions, and act on rcommndations and car instructions. It is spcially important for familis with young childrn to hav th ncssary skills to sk primary car and inform thmslvs about basic halth car and halthy living. Many adults with low litracy tnd to avoid sking halth car until thy find thmslvs in th mrgncy room (Bakr, t al, 2002) 5. This is obviously not a good way to manag anyon s halth, but it is compltly untnabl for young childrn and babis who nd immunizations and frqunt wll-child visits. As you prsnt your studnts with nw idas and practics to considr rlating to thir parnting, you can also prsnt nw idas and practics that rlat to sking rgular primary car and maintaining good halth. You Don t Hav to b a Halth Exprt You may b concrnd that your own knowldg of halth is not adquat to tach halth in your classs. Thr ar thr asy ways to mak this sm lss worrisom. Form a ralistic plan for intgrating halth into your xisting curriculum. Examin your rol as a litracy tachr. Find an actual halth xprt to b th xprt! As you dcid how to intgrat halth into your class, rmmbr that you do not hav to s this as a halth ducation projct. You do not hav to b th halth ducator, imparting knowldg to your studnts. You may approach it as a projct in gathring information, hlping larnrs find answrs to thir own qustions by sarching for information and valuating that information critically. You may approach it as a communication projct, working to larn vocabulary, honing listning skills, and gaining confidnc and fluncy in dialogus with halth car providrs. Or you may s it as an in-dpth group xploration of a qustion that grabs th intrst of th class, for xampl, How dos halthy food hlp prvnt childrn from gtting sick all 5 Bakr DW, Gazmarian J, Williams M, t al. (2002). Functional halth litracy and th risk of hospital admission among Mdicar Managd Car nrolls. Am J Public Halth. 92,

12 Family Halth and Litracy th tim? In this kind of projct, you and your larnrs would xplor th qustion togthr. During this procss, you work in a varity of litracy skills as you rad short articls, brainstorm qustions, practic dialogus, do writings, and mor. Onc you hav dcidd how to intgrat halth, r-confirm your rol as a tachr, what it is and what it is not. Th main thing to rmmbr is that your goal is to tach adult larnrs th skills thy nd to succssfully navigat th dmands of vryday lif, including accssing halth car. Rmmbr that your rol as a tachr is to promot: Languag and vocabulary skills to communicat ffctivly with halth car providrs. Studnts confidnc in thir communication skills so that thy can advocat ffctivly for thir family s halth car nds. Mthods of finding ndd information, and critical thinking skills to valuat th information thy find. It is also important to rmmbr what is not your rol. Hr ar som xampls of rols that you may nd to stp back from: YOU DON T HAVE TO BE A COUNSELOR. It will b tmpting for popl to turn to you for mor hlp with halth issus than you ar prpard to giv. In ths cass, you can guid thm to ways of finding information thmslvs without taking on th task of finding th answr yourslf. You can also provid a forum for discussing qustions, problms, and possibl solutions by tapping into th knowldg and xprinc of othr larnrs. YOU DON T HAVE TO BE A JUDGE. How do you rspond to th larnr who smoks, fds th kids junk food vry day, or dos not bliv in prvntiv car? How do you covr halthy lifstyl habits without sming judgmntal? Again th answr is to continually clarify your rol. Your rol is not to dm a bhavior or blif as bad or good. It is to hlp studnts to gain th tools thy nd to find thir own answrs, to larn basic facts, and to mak informd dcisions. 8

13 How to Gt Startd YOU DON T HAVE TO BE A HEALTH EXPERT. On way to stp back from this rol is to work with ral halth xprts. Mak sur to hav at last on halth xprt on board whn you dcid to intgrat halth into your class. It can b a spakr who coms to your class, or a halth car providr who givs you a tour of th local clinic. Thy can b rsponsibl for th factual, tchnical information, and thy can also b sourcs of rfrrals for thos larnrs who nd mor hlp, advic, or counsling. If thr is no xprt availabl to answr a qustion or clarify somthing, thn you can do an activity that involvs sarching for information on th Wb. Introducing Halth in th Classroom A litracy classroom is an idal plac to giv larnrs th opportunity to xplor halth issus in a saf and rspctful nvironmnt. Larnrs should fl comfortabl communicating at thir own pac and xprssing thir thoughts and concrns about halth. On way to introduc halth and giv ach prson a chanc to voic thir idas is th What is Good Halth? word mapping activity on th nxt pag. This can also b a way to dcid what topics to focus on, and what approach to halth will work bst for this group. Th activity can thn b xpandd to promot furthr discussion of cultural diffrncs, prsonal concrns, and studnts own knowldg and practics. Th concpts of staying halthy, daling with illnss, and intracting with halth car providrs can highlight som significant cultural diffrncs. It is hlpful to shar and discuss individual blifs at th bginning and in th contxt of good halth so that you can rinforc th supportiv nvironmnt of th classroom. As this activity unfolds, you will s that th xploration of ach individual s attituds, xprincs, and contribution to th group discussion is a dynamic and vital part of th larning procss. Diffrnt tachrs and diffrnt groups of larnrs will all ngag in this componnt in thir own way. This procss of ngaging ach larnr and drawing out thir attituds, blifs, xprincs, and knowldg srvs many purposs rlatd to your goals as a litracy tachr. 9

14 What Is Good Halth? OBJECTIVES To xplor th ways larnrs think about halth To st a ton of sharing and trust among larnrs for mor in-dpth discussion of halth topics To practic catgorizing idas STEPS 1. Giv ach studnt four indx cards. On th board, writ th sntnc Good halth is. Invit studnts to think of thmslvs and thir familis and childrn whn answring th following qustions: What is good halth? What do you do to stay halthy? How do you mak sur that your childrn ar halthy? How do you mak sur that you ar halthy? Thn ask ach studnt to complt ach sntnc on a diffrnt card. 2. Ask studnts to shar thir answrs. Writ thir rsponss in a clustr diagram on a larg pic of nwsprint. You will b clustring similar rsponss to crat catgoris that studnts can rviw and idntify at th nd of th lsson, or hav studnts put rsponss on post-its and group thm into catgoris. 10

15 3. Extnd th discussion by asking clarifying qustions. For xampl, if somon says good halth is taking a walk vry day, ask: In what ways dos taking a walk hlp with your halth? Or if somon says good halth is ating good foods, ask: What kinds of foods? 4. Rviw th diagram. Ask studnts what is similar about th idas in ach group. Exampls of catgoris ar: halthy lifstyl (xrcis, slping, saf sx); nutrition (good food, fruits, vgtabls, vitamins); profssional srvics (visit my doctor or dntist); spiritual (go to church, pray); community (a clan nvironmnt). FOLLOW UP Studnts can copy th diagram into a good halth journal to us for futur writing assignmnts. Plas go to th following link for an xpandd vrsion of this activity, along with mor follow up idas and tips for English languag larnrs: <www.worldd.org/us/halth/hal/halbcchtml/indx.htm> Nutrition Eat grn vgtabls No fatty foods Eat grn vgtabls GOOD HEALTH Community Saf nighborhood Clan nighborhood Frinds and family Lifstyl Not smoking Saf sx 11

16 Family Halth and Litracy Adding an Action-Basd Componnt Th most succssful xampls w hav sn of intgrating halth into adult litracy ducation usually culminat with som kind of action-basd componnt. This can b a halth fair that th studnts organiz with th hlp of local halth agncis, a cookbook of halthy thnic rcips writtn by larnrs, or a prsntation mad to th class on what has bn larnd by using th Wb to find information on a topic of thir choic. Thr hav also bn som intriguing projcts involving intrviwing grandparnts about halth attituds and sharing this with th class, crating a mural of art inspird by familis xprincs in daling with a disas, and taming up with a buddy to go for a long-postpond scrning or doctor s visit. Th action-basd componnt srvs two important purposs. Th first purpos is to provid a concrt and maningful xprinc to rinforc a varity of litracy skills. Studnts prpar by rading, making lists and charts, and practicing dialogus and vocabulary. Thy wrap up th projct by writing about it, organizing th information, and prsnting it in spokn and writtn forms. This improvs thir ability to acquir languag and litracy skills bcaus it uss ths skills to accomplish somthing maningful in thir livs 6. Th scond purpos is to giv thm th xprinc of acting on nw halth knowldg and rinforcing what thy hav larnd. For xampl, if popl larn nw vocabulary and som basic anatomy and us this knowldg immdiatly in a qustion-andanswr sssion with a gust spakr, an actual doctor s visit, or a prsntation to th class or community, th nw information will bcom part of thir knowldg mor fully than if thy compltd a writtn assignmnt and fild it away. This is how popl can larn th skills and gain th inspiration to tak action to bttr car for thmslvs and thir familis. Furthrmor, th act of prsnting halth information to othrs or intracting with a community rsourc can ncourag studnts to shar nw halth information with family, frinds, and community. 6 Jacobson E, Dgnr S, and Purcll-Gat V. (2003). Crating Authntic Matrials and Activitis for th Adult Litracy Classroom: A Handbook for Practionrs. Boston, MA: NCSALL. 12

17 How to Gt Startd How to Engag Studnts Whn you intgrat halth and litracy you hlp studnts dvlop th skills and knowldg thy nd to mak good dcisions about thir halth and th halth of thir familis. In ordr to achiv this goal you must crat a classroom nvironmnt whr studnts ar agr to shar what thy know and think, valu othrs idas, larn and valuat nw information, and incorporat nw information into th dcisions thy mak. Th following suggstions can hlp you crat a larning nvironmnt that ngags studnts and intgrats larning about halth with dvloping valuabl skills. Involv studnts in choosing th halth topics to xplor. This will nsur that th slctd topics mt studnts nds and intrsts. Hav studnts spak or writ about thir knowldg and xprincs, group and catgoriz thir own and othrs contributions, and prioritiz topics by lvl of importanc to thm. Ask studnts what thy alrady know and think so that thy may intgrat what thy know with th nw information and suggstions thy ncountr. Prsnt information or situations that bring up both nw and familiar points. Choos matrials appropriat to studnts rading lvls, matrials that clarly xplain basic information without giving too many dtails. Facilitat discussions that ncourag studnts to think critically about ths points or idas. Provid opportunitis for studnts to talk and writ about past xprincs, qustions or concrns thy hav, information thy hav larnd, and nw practics thy hav trid. Studnts will rmmbr information bttr and think mor dply about issus if thy hav to articulat it in thir own way, in thir own voic. 13

18 Family Halth and Litracy Ask studnts to shar thir knowldg and information with othrs in th class or program. Th mor studnts practic articulating thir knowldg, th mor skillfully thy will us languag whn communicating with halth profssionals. Us a varity of larning activitis that activly ngag studnts in ways that hlp thm to larn. Exampls includ brainstorming, dramas, dialogus, skits, vidos, rading factual information, rading prsonal xprincs, rflctiv writing, pair convrsations or xrciss, writtn and oral summaris, using th Intrnt, factual quizzs, vocabulary xrciss, intrviws, and oral prsntations. Us spakrs from community halth organizations who hav xprinc prsnting concpts and information in languag studnts will undrstand. Succssful prsntations will hlp studnts dvlop vocabulary and broadn thir knowldg of rsourcs availabl in th community. Us spakrs and othr halth profssionals to hlp compil a list of community rsourcs and srvic providrs. Encourag studnts to try out suggstions or nw practics and thn rport back on th rsults. Explor with studnts ways to shar nw information and idas with family, frinds, and th community. Compil lists of nw information, facts, idas, and suggstions that studnts think ar important to rmmbr. Continu to rviw and add to ths lists throughout th class sssion. B awar of ways that all of th abov hlp build a classroom nvironmnt whr studnts gain th confidnc and skills thy nd to larn nw information, communicat what thy think, ask rlvant qustions, and mak informd halth car dcisions for thmslvs and thir familis. 14

19 How to Gt Startd Using th Intrnt Tachrs ar incrasingly using th Intrnt as a dynamic and ngaging larning tool in th classroom. Studnts also s that using computrs, mail, and th Intrnt ar vital skills to larn. In this guid, you will find listings of Wb sits with information on a varity of halth topics. Ths sits can b usd in many ways. Thy can hlp you and your studnts build basic halth knowldg, or add to your knowldg about a spcific halth issu. Thy can hlp studnts dvlop computr skills to sarch for and valuat nw halth information. Or thy can b usd to find radings for comprhnsion and grammar rviw. You will also find a listing of Wb sits whr studnts can do onlin activitis during class with your guidanc, if you hav this capacity. As you work through your plan for intgrating halth into your class, you can build lssons around ths onlin activitis, or around fact shts or rfrnc charts found on th information sits. If you us th principls of ngaging larnrs and ncouraging discussion that wr dscribd arlir, it will b asy to find ways to us ths rsourcs to nrich your curriculum. How I Larn About Halth, on th following pag, is an xampl of a lsson intgrating halth, litracy, and th Intrnt. WEB TIP Hav you clickd your way to oblivion? Hr s a tip to gt you back. Click on th littl downward arrow nxt to th back button. OR Right-click on th back button. You ll gt a list of th last svral Wb pags you visitd. Now click on th pag you want to gt back to. 15

20 How I Larn About Halth OBJECTIVES To idntify diffrnt sourcs of halth car information on th Intrnt To valuat th rol of ach sourc in providing halth car advic STEPS 1. Post th dfinition of advic on th board or wall: Advic (n.) Opinion about what could or should b don about a situation or problm. Information communicatd. SYNONYMS: counsl, rcommndation, suggstion. 2. Hav studnts form small groups to discuss th following qustions. Whn you hav a problm, whr do you go for advic? How do you know if somon s opinion is a good on? Whr do you usually gt halth car advic? Hav you vr gottn bad advic? If so, what did you do? What changs hav you mad in your dit or lifstyl in th last fiv yars and why? Whr did you gt this advic? 16

21 3. Hav studnts go onlin to look at two diffrnt Wb sits with information on asthma. Ask thm to go to <www.otan.us/wbfarm/mailprojct/asthma.htm> and <www.familydoctor.org> and look at th asthma information thy find. 4. Ask studnts to rviw th information thy find and considr th following qustions: Who is th author or sourc of th information? How is th information on th two sits diffrnt? 5. Kping in mind that ach sit has a diffrnt purpos, ask studnts how that purpos affcts th kind of information thy found. What ar th advantags and disadvantags of th kinds of information thy found? 6. Discuss studnts findings as a class. FOLLOW UP Th abov lsson ida coms from a mor xpandd focus on halth information sourcs dvlopd by Hillary Gardnr, a tachr from th Cntr for Immigrant Education and Training in Nw York. To s th original lsson and how it fits within th contxt of th largr unit on halth go to: <www.worldd.org/us/halth/lincs/lssons/gardnr.htm> 17

22 Family Halth and Litracy Collaborating with Halth Organizations Collaborating with local halth organizations will gratly nhanc your xprinc intgrating halth and litracy ducation. Thr ar many rasons for this. WORKING WITH A LOCAL HEALTH ORGANIZATION PROVIDES OPPORTUNITIES FOR REAL-LIFE EXPERIENCES. It is always nriching to provid a tangibl, out-ofth-ordinary xprinc for studnts. Fild trips, spakrs, projcts, or anything outsid of th usual classroom routin hlps larnrs to stay intrstd and xcitd about th matrial. Ths xprincs will strngthn th nw halth information larnd, and will also b a focus of litracy and languag skills practic. WORKING WITH REAL HEALTH EXPERTS TAKES THE PRESSURE OFF YOU TO KNOW ALL THE ANSWERS. As larnrs larn nw information, rais qustions, and considr nw halth practics, it is usful to hav a connction with a local halth organization or profssional who can answr qustions and provid in-dpth halth information as ndd. This givs studnts accss to a rliabl sourc of accurat and complt information without rlying on you, th litracy tachr, to provid that knowldg. COLLABORATING WITH LOCAL ORGANIZATIONS CONNECTS FAMILIES WITH HEALTH CARE SERVICES. Ultimatly, familis nd to connct with local halth car providrs, and fl comfortabl communicating with thm in ordr to gt th halth car srvics thy nd. If larnrs connct with local halth car organizations through thir litracy class it can improv thir confidnc, skills, and knowldg of availabl srvics. WHEN LITERACY TEACHERS AND HEALTH EDUCATORS COLLABORATE, YOU SUPPORT EACH OTHER S WORK. Whn you collaborat with a halth profssional you gain accss to xprtis on halth and information about srvics and rsourcs that your larnrs nd. You also hav a chanc to bring a maningful xprinc into th curriculum, around which to crat activitis to tach and rinforc litracy and languag skills. Th halth profssional gts a chanc to connct with immigrants, nw spakrs of English, and adults with nwly mrging litracy skills, who may not b connctd to halth srvics. Many halth organizations ar mandatd to dirct 18

23 How to Gt Startd outrach fforts to ths populations, and for this rason, public halth profssionals ar oftn agr to dvlop maningful collaborations with litracy programs. MOST IMPORTANTLY, STUDENTS AND THEIR FAMILIES GAIN FROM LITERACY AND HEALTH COLLABORATIONS. Studnts gain and rinforc a varity of litracy, languag acquisition, and communication skills by using ths skills in th ral world for th vry motivating purpos of kping thir familis halthy. Thy also bcom familiar with local rsourcs and srvics, gain confidnc in finding information thy nd, and mov toward using ths rsourcs indpndntly. Collaborations can b simpl or complx, long trm or short trm, and thy can involv just on class or b intgratd into th activitis of an ntir program. Th following ar som xampls of collaborations that w hav sn work wll. Hav a spakr com to your class to talk about halth topics that intrst your studnts. Tak a tour of a local halth clinic, guidd by th clinic s outrach or ducational staff. Schdul a mobil van to do halth scrnings. Vans can do mammograms, blood prssur chcks, and glucos and cholstrol scrnings. Arrang with a narby mdical or nursing school to hav studnts com and giv mini-xams to your class. Tam up with a good outrach workr from a local halth clinic who can facilitat a varity of vnts and spakrs from diffrnt dpartmnts such as pdiatrics, OB/GYN, primary car, and fr car/insuranc advocacy. Plan a halth fair with hlp from your local hospital, community halth cntr, dpartmnt of public halth, or national organization with a local chaptr. 19

24 Family Halth and Litracy Whatvr th vnt or intraction, mak sur to prpar larnrs wll in advanc, plan tim for qustions and clarifications, and plan follow up activitis to rinforc nw idas and practic skills. Th lsson on pag 22, Kping Your Child Halthy at Hom, dvlopd by Lally Stowll, a family litracy tachr, and Dr. Lisa Dobbrtn, a local pdiatrician, is an xampl of a succssful halth and litracy collaboration you might want to try. This lsson uss a 20-minut vido of Dr. Dobbrtn talking to an Evn Start ESOL class about how to car for a sick child at hom. Th vido is dividd into 5 sctions: (1) what to do whn your child ats or drinks somthing poisonous, (2) what to do whn your child has a fvr, cold, or flu, (3) what to do whn your child is dhydratd or constipatd, (4) what to do whn your child has a minor cut or scrap, and (5) what to do whn your child has a bad sunburn. Viwing and discussing this vido hlps prpar larnrs for a liv visit from a local pdiatrician or family practic providr. With this prparation, th larnrs and halth car profssional ar bttr abl to communicat thir qustions and answrs and hav a maningful xchang. In th procss, larnrs gain confidnc discussing halth issus with profssionals. Prparing a Spakr On of th asist ways to collaborat with a halth profssional is to invit a gust spakr to your class. Spakrs can answr studnts qustions about spcific halth conditions, symptoms, prvntiv masurs, and tratmnts. Thy can provid information about srvics availabl, accss to ths srvics, and studnts rights and rsponsibilitis. But many halth profssionals and vn halth ducators ar not usd to prsnting information in ways that adult larnrs will undrstand. Hr is a list of tips for nsuring clar communication btwn your gust spakr and your class. Gt rcommndations for good spakrs from othr litracy tachrs. Try to find spakrs who hav workd with adult larnrs bfor. 20

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