Reading Aloud. Family Workshop Literacy Outline #1

Transcription

1 Reading Aloud Family Workshop Literacy Outline #1

2 Standards, Outline, and Materials Program Goal: 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. Session Objectives: Participants will become familiar with the activity card format. Participants will become familiar with the format of the Literacy Learning component. Literacy Standards: Answers detailed who, what, where, when, why questions using complete sentences. Outline for Literacy Learning: 5 minutes Starter Activity: What Is Your Name? 10 minutes Family Literacy Lesson: Make Reading Fun! 10 minutes Activity One: Activity Card Routine 10 minutes Activity Two: Bailey Asks Questions 10 minutes Practice with Child: Bailey Asks Questions Materials: Book: If You Take a Mouse to School Book: Bailey Goes Camping CD: Learning Basic Skills through Music by Hap Palmer CD player Pointer What Is Your Name? word sheet (per participant) Pencil Set of activity cards Bunny prop Family Arts and Literacy Bag (per participant)

3 Title of Starter Activity: What Is Your Name? Length of Time for Activity: 5 minutes Format of Activity: Participants should be seated at tables. Note for Presenter: Be sensitive to participants who may not want to sing their name in the song. Materials: Learning Basic Skills through Music CD, CD player; Per participant What Is Your Name? word sheet Hold up the Learning Basic Skills Through Music CD and say, o We are going to begin our literacy time by listening to a song called What Is Your Name? o The song will give us a chance to take turns introducing ourselves to the group. 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. After listening and responding to the song and participants are seated, ask, o What do you think children can learn from a song like What Is Your Name? (Listen for responses encourage discussion.) Reaffirm responses made by participants. Say, o Thank you for participating in the introductory activity. Now we are going to dive into some literacy activities.

4 Title of Family Arts and Literacy Lesson: Make Reading Fun! Length of Time for Activity: 10 minutes Format of Activity: This activity is an interactive read aloud of If You Take a Mouse to School. Participants should be able to see the story. Note for Presenter: Do not expect all participants to want to participate. Materials: If You Take a Mouse to School, pencil Say, I am going to read a story to you but first we are going to talk about reading. Ask participants questions about their current reading practices such as: o Do you read books with your children? o When do you read books? o How often do you read books? o When you read what do you point out to your children? Listen for responses, elaborate and build on remarks as appropriate. Say, o It is important to talk with your children about the front, back, title page, author, and illustrator of a story. o It is also important to talk about story pictures. For 4- and 5-year old readers, the story is in the pictures. We need to realize that and encourage young readers to use the pictures to support their reading. Hold up the pencil and say, o This pencil can be used to point to the words as you read. This provides a model for children that the print tells the story. o We want to support our young readers in using the

5 pictures to tell the story but we also want to start teaching them that the story is in the print supported by the pictures. Before reading, ask questions such as: o What do you see on the cover of the book? o What do you think this story will be about? o Can you predict what will happen if you took a mouse to school? Say, As I read the story, I am going to invite you to take turns predicting what will happen next to the main character, the mouse. After the interactive read aloud, say, o One thing I want to point out in this book is the illustrations. The illustrations take up most of each story page and not the text. o Based on our discussion from earlier, do you think this is a good thing or a bad thing? (Good because young children rely on the picture for the story.) o Don t hesitate to stop and talk about the illustrations. Allowing your child to talk about the illustrations will help him/her remember and comprehend the story. o Another thing I want to emphasize is allowing your children to read/interact with the book as it is read AND YOU INTERACTING WITH THE STORY AS WELL. If you ask your child to predict what is going to happen next, you can go ahead and share your prediction as well. o As the reader, you are the model of how to appreciate books! o Many of the activities in this session s Family Literacy Bag emphasize the use of story illustrations. Let s take the time to go over the activity cards now.

6 Title of Family Arts and Literacy Activity One: Activity Card Routine Length of Time for Activity: 10 minutes Format of Activity: Participants should be seated so they can clearly see the materials being demonstrated. Note for Presenter: This introduction to the activity cards is very important so take your time and explain thoroughly and clearly. Materials: set of activity cards Hold up a set of activity cards and say, o The read aloud activity we just completed is an example of what you will find in each session s activity cards. o This is a set of activity cards that you will receive at each workshop. There are always 5 activities per book which is 10 activities per set since there are two books in each set. o A literacy standard is included for every activity. o On the inside cover of your activity cards you will find an Activity Routine. Read the Activity Routine to the participants.

7 Say, o Let me emphasize the need for your children to play with the items before beginning the activity. o For example, we will be doing an activity with a bunny. As soon as I give you the bunny prop you are probably going to want to play with it. I will allow you to do that before I expect you to listen to directions for the activity. Hold up a set of activity cards and turn to each individual card as you say, o Looking specifically at the activities, activity one is always an As You Read card that gives you ideas for questions to ask before, during, and after reading the story. o The second activity is always a Conversation About Books for you and your children to have. The third and fourth activity will cover a variety of literacy skills such as letter recognition and writing, and the fifth will be a vocabulary activity. o Now let s practice one of the activities.

8 Title of Family Arts and Literacy Activity Two: Bailey Asks Questions Length of Time for Activity: 10 minutes Format of Activity: Participants should be seated so they can see the book and bunny prop. Note for Presenter: Have a number of participants respond to the questions; do not let one participant monopolize the conversations. Materials: Bailey Goes Camping, bunny prop Hold up the book Bailey Goes Camping and say, o This book is called Bailey Goes Camping. It is a book you will receive in this session s Family Literacy Bag. o I am going to read this book with you just as if you were my four-year old child. o I am going to ask you questions about the story just like you will want to do with your own four- and five-year-old children. Read the story Bailey Goes Camping. Before, during, and after the read aloud, ask questions from the Family Literacy Activity Cards. After the read aloud, ask, o What are some things you noticed me doing throughout the read aloud? (Allow participants to respond. Elicit and encourage responses.) o Did I do anything that made the read aloud more interesting to you? o What else should I have done to make your understanding of the story stronger? o When you do a read aloud with your child, always pay close attention to his/her reaction to the story. o Learn to ask yourself, what could I be doing differently to make this a better read aloud. o You are going to practice reading this story with your child right now.

9 Title of Practice with Child Activity: Bailey Asks Questions Length of Time for Activity: 10 minutes Format of Activity: Participants should be spread out around the room so that when preschoolaged children come in to do the activity they all have plenty of space. Note for Presenter: This time of practice is very important. Encourage participants to take this very seriously. Materials: Family Arts and Literacy Bag (per participant) take out: activity cards, Bailey Goes Camping book, bunny prop Say, o Now we are going to distribute this session s Family Literacy Bag. o In a minute, the preschool-aged children will come to join you and together you will Say, engage in the activity we just completed Bailey Asks Questions. Give a Family Literacy Bag to each participant. o Take out the activity cards, Bailey Goes Camping book, and bunny prop from your bag. o Turn to activity #1 in your activity cards. Read the story to your child. Don t forget to asks questions before, during, and after the read aloud. Feel free to make up your own questions. There is no magic to asking these specific questions just ask! o Remember to let your children play calmly with the bunny prop before beginning the activity. Invite preschool-aged children to come in with their family members to engage in this activity. As family members are engaging in activity with their children, walk around the room observing and listening to the activity implementation make comments as appropriate (for example, Remember to expect your children to use the prepositions. ) Allow family members to ask questions or make comments if needed. 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 Department of Health and Human Services, Administration on Children, Youth and Families as part of the Early Learning Opportunities Act/Bringing Education and Support to Teachers, Parents and Children (ELOA/BEST) Project, and the Florida Institute of Education at the University f North Florida. These prototype materials are still in development and refinement and should be used with this caution in mind. The content of these modules does not necessarily reflect the views or policies or imply endorsement by the U.S. Department of Education, the Department of Health and Human Services, and/or the University of North Florida.