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ENHANCING LEADERSHIP AND EARLY LEARNING SERVICES (ELELS)

The overarching goal of the ELELS series is to enhance early care and learning directors’ knowledge and skill of effective leadership strategies associated with promoting school readiness for young children. The ELELS series consists of three connected modules, Leadership, Center Environment, and Instructional Alignment; a support module, Family Engagement (integrated into ELELS but can be delivered as a stand-alone module); and one stand-alone module, Business Practices. The bolded module and session title indicates the specific content for this session as well as where this session fits in the flow of the ELELS series.

MODULE SESSION

Orientation and Leadership Dynamics Leading and Managing On a Mission…with a Vision

LEADERSHIP

Conflict Resolution High-Quality Preschools CENTER

ENVIRONMENT Classroom Climate Instructional Climate Instructional Tools Instructional Interactions Instructional Improvement Assessment of Young Children Instruction Informed by Assessment

INSTRUCTIONAL ALIGNMENT

Instructional Diversity

F

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Objective: Offer families meaningful opportunities to connect with their children at school and at home. Big Ideas:

o Home-center relationships are developed based on the recognition of and respect for the critical role families play in children’s healthy development and success as learners.

o 5 star centers have an open exchange between families and teachers that provide support to children’s development in positive ways.

o Families need experiences that will foster skill development, self-confidence, and independence while building an environment in which their children can develop to their full potential.

Essential Questions:

o What strategies are effective for communicating with families of children in early care and learning centers?

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BUSINESS PRACTICES

Business Development and Financial Literacy Services

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o What role do directors play in impacting the involvement of families in their center?

o How can directors of early care and learning centers effect the learning environment in the home of their students?

o What does a meaningful family involvement workshop look like? Directors will know:

o Strategies for encouraging increased family involvement including developing a lending library or a community board, planning and hosting parent conferences, and writing a newsletter.

o How to plan and implement meaningful family involvement workshops in their centers.

Directors will be able to:

o Increase family participation in their children’s learning by integrating family involvement into classroom and center activities (e.g., family contracts, conferences, participation in family workshops.)

o Plan and implement “Family Get Together” workshops monthly at their centers.

MATERIALS NOTES: COMMUNITY BOARD: Create a sample Community Board using a piece of poster board or corkboard. Attach community-based flyers with information about resources available to families in your community. LENDING LIBRARY: Create samples of Lending Library organization and check-out systems Samples might include:

o Examples of check-out and tracking systems (i.e., box with library pockets on the outside, three-ring binder with sign-out sheet, file folder with library pockets)

o Examples of how books would go home (i.e., baggie with Lending Library description such as: To Abbie’s family: Abbie has selected the enclosed book to read with you. Please enjoy the story together and return it to school tomorrow so Abbie can choose another great book; envelope with same description and picture of Abbie with a book in her hand.)

TALKING TIC-TAC-TOE:

o Game pieces – use the Talking Tic-Tac-Toe Game Pieces handout; cut out pictures of books and families and place five of each in a baggie; each pair of directors will need a baggie with five book pictures and five family pictures

o Game board – print and laminate the Talking Tic-Tac-Toe Game Board so that each pair of directors has a game board

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Session Outline with Materials List (Note: Three hour session)

(BOLD ITEMS ARE PROVIDED WITH THE TRAINING MODULE)

Length/ Format

Activity Title Materials Needed for Activity

25 minutes/ whole group

Gather and Focus:

Whose Mommy Is This?

Computer and projector Whose Mommy Is This? Book (ISBN 0-8431-4579-X; Publisher – Price Stern Sloan)

Family Engagement PowerPoint (Slides 1-7) Per Director: Laminated Animal Props (created using the Animal Props handout provided with Module)

Animal Props handout

5 minutes/ whole group

Session Agenda:

What Are We Going to Do?

Computer and projector Family Engagement PowerPoint (Slide 8)

15 minutes/ whole group

Reflection: Increasing

Family Involvement:

What You Already Do

Computer and projector Family Engagement PowerPoint (Slide 9) Tree Chart (tree drawn on chart paper) Tape

Per Director: Apple or snowflake prop (created by cutting out the pictures on the Apple and Snowflake Props handout)

25 minutes/ whole group

Activity #1: Communication

Computer and projector Family Engagement PowerPoint (Slides 10-17) Community Board example if available (see note on page 3)

10 minutes/ whole group

Activity #2: Books at Home

Computer and projector Family Engagement PowerPoint (Slides 18-22) Lending Library examples (see note on page 3)

20 minutes BREAK

80 minutes/ whole group

Activity #3: Hosting Family

Workshops

Computer (with internet access) and projector Family Engagement PowerPoint (Slides 23-37) CD player Learning the Basic Skills CD Alphabet cards Pointer

Per Director: Pen or pencil Index card Animal Tail Talking Tic-Tac-Toe Game Board and Game Pieces (per pair)

Talking Tic-Tac-Toe Directions handout Talking Tic-Tac-Toe Questions handout Which Animal Are You? activity sheet Like Me/Like My Child activity sheet Temperament, Expectations, and Attribution Matching Game handout

Marching Around the Alphabet handout Crazy Alphabet handout

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PROCEDURES

Gather and Focus: Whose Mommy Is This? Time: 25 minutes Format: whole group Note for Facilitator: Read the book Whose Mommy Is This? prior to engaging in this activity to familiarize yourself with the pattern. Have the PowerPoint open to slide one as directors arrive. Create the laminated Animal props using the Animal Props handout prior to the session. Materials: computer, projector, Family Engagement PowerPoint (Slides 1-7), Whose Mommy Is This? book; Per Director: Laminated Animal prop (giraffe, elephant, anteater, flamingo, rhinoceros, or monkey), an extra Animal Props handout for the directors to take back to their centers (10 minutes)

1. SHOW SLIDE ONE.

2. SHOW SLIDE TWO.

a. Display the book Whose Mommy Is This? and tell the directors that to get them

started thinking about the topic of Family Engagement you are going to read a

book together called Whose Mommy Is This?

b. Give each director a laminated Animal prop and ask them to identify the animals

(giraffe, elephant, anteater, flamingo, rhinoceros, or monkey).

c. Tell the directors about the story pattern of a question being asked and an animal

answering, “My mommy does!”

d. Inform the directors that as you read the story aloud you will ask them to respond

by saying, “My mommy does!” when the animal described in the story matches the

animal pattern they have.

e. Read Whose Mommy Is This? aloud with the directors.

(5 minutes)

3. SHOW and READ SLIDE THREE.

a. “The past fifteen years of research have shown a shift in terminology from parent

involvement to family involvement due to the different family make-ups in today’s

society.”

4. SHOW SLIDE FOUR.

a. Tell the directors that they will now be participating in the “Whose Family Is This?”

activity.

b. Point out that the name of the activity uses the word family instead of parent to

match the trend in terminology.

(10 minutes)

5. SHOW SLIDE FIVE.

a. Ask the first question, “Whose family has a fun vacation planned soon?” and allow

directors to respond.

b. Click then say, “Whose family had someone graduate this year?” and allow

directors to respond.

6. SHOW SLIDE SIX.

a. Ask, “Whose family has moved recently or will move soon?” and allow directors to

respond.

b. Click then say, “Whose family had a new baby born recently?” and allow directors

to respond.

7. SHOW SLIDE SEVEN.

a. Ask, “Whose family has had someone get married recently (or will soon)?” and

allow directors to respond.

b. Click then say, “Whose family has had something else exciting happen to them?”

and allow directors to respond.

c. Talk with directors about how important our families are to us.

d. Point out that the same importance of families is shared with our students and

they NEED their families involved in their educational experiences.

e. Mention that it is our job as educators to make sure there are possibilities and

encouragement for this involvement to take place.

f. Give each director an Animal Props handout to take back to their centers.

Session Agenda: What Are We Going to Do? Time: 5 minutes Format: whole group Note for Presenter: none Materials: computer, projector, Family Engagement PowerPoint (Slide 8) 1. SHOW SLIDE EIGHT.

a. Tell directors there are five strategies you will briefly discuss today.

b. Click then say, “Written communication.”

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c. Click then say, “Communication board.”

d. Click then say, “Conferencing.”

e. Click then say, “Lending library.”

f. Click then say, “Workshops.”

Reflection: Increasing Family Involvement: What You Already Do Time: 15 minutes Format: whole group Note for Presenter: Create the Tree Chart by drawing the outline of a tree on chart paper. Make the apple or snowflake props by cutting out the pictures on the Apple and Snowflake Props handout. Use the seasonally-appropriate prop. Materials: computer, projector, Family Engagement PowerPoint (Slide 9), Tree Chart, tape; Per Director: apple or snowflake prop

1. Display the Tree Chart and SHOW SLIDE NINE.

a. Tell directors that before you share ideas with them about what they could do to

increase family engagement, you want them to share strategies they are already

using!

b. Give each director an apple (or snowflake) prop and ask them to write down one

thing they already do that is a strategy for increasing family involvement.

c. Allow the directors to tape their item to the tree as they share the strategy with

the group.

Activity #1: Communication Time: 25 minutes Format: whole group Note for Presenter: As you discuss each communication strategy, encourage discussion among the directors. Materials: computer, projector, Family Engagement PowerPoint (Slides 10-17), Community Board example if available (see note on page 3)

(7 minutes)

1. SHOW SLIDE TEN.

a. Say, “Whose family has children who are more likely to fall behind in their

academics?”

b. Provide time for directors to think about the answer and allow them to verbally

respond if appropriate. 7

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c. Click then say the answer, “Families who do not know what is happening at

school.”

d. Ask, “What do children say when their parents ask them what they did at school

today?” Allow directors to respond.

e. Point out that very often, children respond to the question by answering,

“Nothing.” Many family members do not know how to probe and get more

information out of their child about what is happening at school.

2. SHOW SLIDE ELEVEN.

a. Read, “How can we communicate with families to encourage the alignment of

rituals and routines at home and rituals and routines at school?” Allow directors to

respond.

b. Say, “We are going to discuss three communication strategies today.”

c. Click then say, “Family Handbook.”

d. Click then say, “Parent Contracts.”

e. Click then say, “Newsletters.”

(8 minutes)

3. SHOW SLIDE TWELVE.

a. Read, “Family Handbook.”

b. Click then say, “Do you have a family handbook? What does it include?” Allow

directors to respond.

c. Click then say, “Parent Contract. Do you have a parent contract? What does it look

like and include?” Allow directors to respond.

4. SHOW SLIDE THIRTEEN.

a. Read, “Newsletters.”

b. Ask the directors about their current practice of distributing newsletters.

c. Click then say, “Newsletters should be distributed at least once a month if not

more.”

d. Click then say, “Including calendar events is helpful to families.”

e. Click then say, “Letting families know about topics their children are learning about

in school is also good information.”

f. Click then say, “Finally, including a few brief suggestions for activities to be done

at home is helpful to families.”

(10 minutes)

5. SHOW SLIDE FOURTEEN.

a. Read, “How can we provide families with information regarding social services

available in the community?” Allow directors to respond.

b. Click then say, “A community board is a great strategy for sharing information

about the community with families.”

c. Point out that with a community board, families can seek out information and

resources that they need.

d. Click then say, “Information about child services that are available through

community agencies can be shared on a community board.”

e. Display and discuss a community board example if it is available.

6. SHOW SLIDE FIFTEEN.

a. Read, “Whose family has higher achieving children than other families?” Allow

directors to respond.

b. Click then say, “Families who maintain frequent contact with the school (over

those parents who have less frequent contact).”

c. Point out the emphasis in the research point on frequent contact.

d. Emphasize that contact could be verbal or face-to-face communication, but it does

need to happen frequently.

e. Remind the directors that it is the job of educators to make frequent contact, as

family members may not be comfortable initiating contact.

7. SHOW SLIDE SIXTEEN.

a. Mention that one method of contact is through conferencing.

b. Click then say, “Parents who understand what the teacher is doing and why are

more likely to be supportive of what happens in the classroom.”

8. SHOW SLIDE SEVENTEEN.

a. Read, “What can the center director do to support conferencing?” Allow directors

to share examples of conferencing strategies that have proven successful.

b. Click then say, “Provide families with opportunities to connect with teachers,

schedule center-wide conference opportunities, and allow for quarterly

conferences.”

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Activity #2: Books at Home Time: 10 minutes Format: whole group Note for Presenter: Encourage directors to share their own examples. Materials: computer, projector, Family Engagement PowerPoint (Slides 18-22), Lending Library examples if available (see note on page 3)

1. SHOW SLIDE EIGHTEEN.

a. Point out that there are five strategies to be discussed during this session.

b. The first three, written communication, community board, and conferencing, have

already been discussed.

c. Say that you will now move into the topic of a Lending Library.

2. SHOW SLIDE NINETEEN.

a. Read, “Whose family has access to books on a daily basis?” Allow directors to

respond.

b. Click then say, “Children in centers with GREAT directors! Families can be asked to

read to their children for 15-30 minutes each night.”

c. Discuss the importance of families reading to their children on a daily basis.

3. SHOW SLIDE TWENTY.

a. Read, “The earlier a parent began reading to their child, the higher the child’s

emergent reading level was at the end of kindergarten.”

b. Tell directors that in order to make it as easy as possible for families to read with

their children each night, they could set up Classroom Lending Libraries and

encourage children and/or family members to check out books each day.

4. SHOW SLIDE TWENTY-ONE.

a. Ask the directors to share with the group about their current lending library set-

up.

b. Talk with the directors about the Organization and Set-Up of a Lending Library.

Point out to the directors that they should encourage their teachers to create a

lending library system that they are most comfortable using. They have the

freedom to set it up on a bookshelf or in a box, using baggies for each child to

take home a different book each day. (Show examples if available).

c. Talk with the directors about a Check-Out System for a Lending Library. Discuss

different possibilities for a check-out system. Discuss the system shown in the

picture on the slide. This teacher created a chart with library pockets coded with

students’ names and a symbol representing each child. When a book is checked

out, the child places a card with the book name in his/her pocket.

d. If available, show directors another Lending Library check-out system (e.g., using

a box to hold the books – with library pockets attached to the outside of the box –

for a self-contained lending library and check-out system).

5. SHOW SLIDE TWENTY-TWO.

a. Point out the organization shown in the picture. Books are sent home in baggies

and the teacher has a return box.

b. Direct the directors’ attention to the picture on the right and mention that

sometimes extra items could be sent home with a book, such as colorful pointers

to add to the reader’s enjoyment of the book.

c. Discuss the possibilities for keeping track of the number and/or names of books

children have checked out. Suggest to directors that their teachers keep a list of

the children’s names organized by week or month, and that they tally the number

of books checked out by each child daily or weekly OR write down the name of

each book as it is checked out.

d. Again, ask the directors to encourage their teachers to create their own systems

that they believe will work in their own classrooms.

Activity #3: Hosting Family Workshops Time: 80 minutes Format: whole group Note for Presenter: Prior to engaging in the activity, walk through each activity so you have an understanding of the flow that should take place in the session. Materials: computer with internet access, projector, Family Engagement PowerPoint (Slides 23-37), Talking Tic-Tac-Toe Game Board and Game Pieces (per pair of directors), CD player, Learning the Basic Skills CD, alphabet cards, pointer; Per Director: Talking Tic-Tac-Toe Directions handout, Talking Tic-Tac-Toe Questions handout, pen or pencil, Which Animal Are You? activity sheet, animal tail, Like Me/ Like My Child activity sheet, Temperament, Expectations, and Attribution Matching Game handout, Marching Around the Alphabet handout, Crazy Alphabet handout, index card

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(5 minutes)

1. SHOW SLIDE TWENTY-THREE.

a. Read, “What family characteristic has the most impact and is the strongest

predictor of achievement?” Allow directors to respond.

b. Click then say, “A child’s home environment has more impact on achievement

than any other factor.”

c. Engage the directors in a discussion about the home environment of their students

and the strategies they can use to influence the home environment.

2. SHOW AND READ SLIDE TWENTY-FOUR.

a. “We can influence a child’s home environment by providing families with

opportunities to acquire knowledge and skills to create rich learning environments

at home.”

(10 minutes)

3. SHOW SLIDE TWENTY-FIVE.

a. Tell the directors that there is a Family Engagement workshop resource available

to them through the Florida Institute of Education website.

b. Click on the word AGENDA. There is a hyperlink that will take you to the website.

c. Once on the website you will need to click on Family Engagement and Early

Learning Community on the left side. That will take you to a menu box for the

workshop series.

d. Point out that the workshop series consists of 8 workshops. Most of what a

director would need to implement a workshop is available on this website.

e. Click on a few links on the website to show directors what they can have access to

through the Florida Institute of Education.

f. Tell the directors that you are now going to go through a few examples of

activities that can be found through the Florida Institute of Education website.

g. Say that the workshop model presented by the Florida Institute of Education

suggests always starting with a Gather and Focus activity.

(10 minutes)

4. SHOW SLIDE TWENTY-SIX.

a. Tell the directors that Talking Tic-Tac-Toe is an example of a Gather and Focus

activity.

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b. Inform the directors that they are going to play Talking Tic-Tac-Toe right now.

c. Point out that Talking Tic-Tac-Toe is a way to stimulate conversation. It is played

just like regular Tic-Tac-Toe with the difference being that you take turns

answering the questions in order to make a move in the game.

d. Emphasize that the point of the game is to have a conversation with your partner

so they should be sure to be ‘talkative’ and share information and ideas.

e. Give each director a Talking Tic-Tac-Toe Questions handout and a Talking Tic-Tac-

Toe Directions handout.

f. Give each pair of directors a Talking Tic-Tac-Toe Game Board and Game Pieces.

g. Make sure the directors know that each player should answer each question.

h. Allow the directors to play Talking Tic-Tac-Toe.

i. After the game, point out that Talking Tic-Tac-Toe is a great way to start a session

by getting people talking, and the questions can be changed for the game to be

geared to any topic.

(10 minutes)

5. SHOW SLIDE TWENTY-SEVEN.

a. Point out that in the FIE workshop model the Gather and Focus activity is followed

by a Family Conversations activity.

b. Explain that the sample activity for this session is going to engage the directors in

a conversation about temperament. The discussion will begin by asking the

directors to think about some of their own behaviors.

c. Give each director a Which Animal Are You? activity sheet.

d. Explain that on the handout there are six animal pictures and a few descriptors for

each animal.

e. Read each animal descriptor and ask the directors to circle the animal with the

descriptors that describes them best.

f. After the directors have circled the animal that best describes them give each

director an animal tail and allow them to decide where to clip their tails onto their

clothing.

g. Engage the directors in a discussion about the attributes that led them to select

their particular animal. Listen for responses, elaborate, and build on remarks as

appropriate.

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h. Mention that the attributes we identify in ourselves helps to make up our

temperament.

i. Point out that temperament is influenced by biological and physiological traits as

well as the environment. Temperament determines how an individual functions,

gets along with others, solves problems, and learns.

j. Ask the directors to look at the handout again. Tell them to think about one person

they communicate with regularly and decide which animal that person would be.

(10 minutes)

6. SHOW SLIDE TWENTY-EIGHT.

a. Give each director a Like Me/ Like My Child activity sheet.

b. Say that this part of the activity would take place during the Dinner Discussion

portion of the FIE workshop.

c. Describe that the activity sheet lists nine character traits along with a brief

description of each.

d. Read through each character trait and its description.

e. Challenge the directors to decide how much each trait is like them and how much

it is like the person they communicate with regularly.

f. Point out that there are two columns – one for the directors and one for the

person they communicate with regularly.

g. Tell the directors that if the character trait is…

i. Very much like them - give it two pluses (++),

ii. Somewhat like them - give it one plus (+), or

iii. Not like them - give it one minus (-).

h. Make sure the directors mark their responses for themselves in the column

labeled, ‘Like Me’ and mark their responses for the person they communicate with

regularly in the column labeled, ‘Like My Child.’”

i. After completing the activity sheet engage directors in a discussion by asking,

i. How similar are you and the person you communicate with regularly? (Listen

for responses and encourage discussion.)

ii. Were there areas that surprised you? (Listen for responses and encourage

discussion.)

iii. Can you see how the other person’s behavior reflects her/his temperament?

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iv. When you think about the similarities and differences between your

temperament and the other person’s temperament, do you see ways that your

relationship with that person is influenced by the similarities and differences?

(Listen for responses and encourage discussion)

v. Are there ways the other person’s temperament creates problems or becomes

challenging?

vi. As you interact with this person over the next week, think about this

discussion.

(5 minutes)

7. SHOW SLIDE TWENTY-NINE.

a. Say that this portion of the activity would actually take place at a follow-up

workshop but it is important that they come full circle with this topic.

b. Pass out the Temperament, Expectations, and Attribution Matching Game

handout.

c. Point out that on the chart there are three examples for how a situation can be

handled.

d. Point out the first column on the left where the bottom box says that the child’s

temperament leads to behavior that matches the adult’s expectations. Ask

directors, “What does the adult tend to do in response?” (Listen for responses.)

e. Read and discuss the other two boxes in the first column.

f. Mention that as noted in the middle column, when the child’s temperament leads

to behavior that does not match adult’s expectations, the adult typically

undermines the child’s efforts and makes attributions that are negative.

g. Ask the directors, “What will the adult generally do in response?” (Listen for the

response noted on the chart.)

h. Read and discuss the other two boxes in the middle column. Then look at the

third and final column.

i. Point out that when the adult’s behaviors are based on an understanding of the

child’s temperament and how the child’s temperament may differ from the

adult’s, the adult supports the child’s efforts and guides the child to behave in

ways that are appropriate for the situation.

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j. Mention that when the child behaves as the adult expects, the adult praises and

encourages the child and describes the child in positive ways. As a result, the

adult/child relationship thrives.

k. Emphasize that the third column is called ACCOMODATION. Ask the directors,

“Why do you think this is how it is labeled?” (Listen for responses and encourage

discussion.)

l. Point out that during a workshop the Facilitator would close this activity by

saying, “So we see that it is important to have an understanding of your child’s

temperament and accept your child’s uniqueness and differences. When you

understand your child’s temperament and adjust your actions so that you are

constructive and supportive of your child, your relationship will be more positive

and your child will thrive.”

(5 minutes)

8. SHOW SLIDE THIRTY (As you work your way through steps a through d walk around

the room placing alphabet cards on the floor or table to be used in the song.)

a. Point out to the directors that in a typical FIE workshop, directors would

transition from dinner discussion to the literacy portion of the workshop.

b. Tell the directors that you are now going to walk through a few examples of what

would happen during the Literacy Learning portion of a workshop.

c. Give each director a Marching Around the Alphabet handout.

d. Explain that you are going to play the song “Marching Around the Alphabet” and

they should march around. When the whistle blows in the song they should pick

up an alphabet card and listen for your question.

e. Play the song. When the whistle blows, the directors should pick up an alphabet

card. Point to one director at a time with the pointer and ask questions such as:

i. What is your letter?

ii. What sound does your letter make?

iii. What is something that begins with that letter?

iv. What is something that ends with that letter?

f. Consider asking a different level question each time the whistle blows.

g. Explain that the purpose of this activity is to start thinking about literacy, one

part of which is letters of the alphabet.

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(8 minutes)

9. SHOW SLIDE THIRTY-ONE.

a. Tell the directors to pretend that there is a new alphabet and you want them to

write their name using the new alphabet. The new alphabet goes in the same

order as the alphabet they are accustomed to using.

b. Give each director a Crazy Alphabet handout, an index card, and something to

write with. Give them a few minutes to write their name (first name only) using

the new alphabet.

c. When the directors have completed the task ask the following questions:

i. How did this experience make you feel? Frustrated? Slow?

ii. Why was it frustrating (or another feeling)?

d. Point out that these letters are just symbols, lines and shapes, written in a

certain way to form a letter.

e. Emphasize that this is exactly how our “real” alphabet is and the frustration they

just felt with the “new alphabet” is how young children feel when we first

introduce them to our “real alphabet.”

f. Tell directors that the purpose of this activity is to get adults thinking from the

perspective of young children. Adults need to think about this experience when

young children are struggling to recognize or write letters.

g. Point out to the directors that this is a very eye-opening activity for family

members to experience.

(7 minutes)

10. SHOW SLIDE THIRTY-TWO.

a. To begin, only the word ( ) should be showing. (The snowman picture

will come in on a mouse click AFTER DISCUSSION.)

b. Tell the directors that now that you have “taught” them the new alphabet they

should be able to read this word. Challenge the directors to read the word.

c. Pause for a moment. Often, directors will look at their crazy alphabet sheet to

find the letters. Interestingly, the first letter in the word shown on the

PowerPoint is NOT on their handout because their handout has only lowercase

letters and this is an uppercase letter since it is the first word in the title. When

someone questions the first letter tell them it is uppercase.

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d. After a few moments click the mouse so that the snowman picture is revealed,

then ask, “Who can read this word?”

e. Ask, “What made you be able to read the word?”

f. Point out that the picture clue helped the reader and this is true for our young

readers as well. They need to be taught how to use the picture clues when

reading.

11. SHOW SLIDE THIRTY-THREE.

a. Only the word (Snowman) should be showing at first.

b. Ask the directors to read the word. Then ask them, “What would a 3- or 4-year-

old child say if we asked them to read this?”

c. Click then ask, “Now what would our 3- or 4-year-old children say if we asked

them to read this?”

d. Say, “Yes, we need to use those picture clues AND beginning letter/sound clues.

(5 minutes)

12. SHOW SLIDE THIRTY-FOUR.

a. Tell the directors that in the FIE workshop the family directors would be asked if

they can read this sentence. Ask the directors if they can read it.

b. Then say, “Okay, so you can’t read it. Can you…

i. …tell me how many words are in this sentence?

ii. …tell me how many letters are in the second word?

iii. …tell me what the first word is?

iv. …see any of the same letters on the page?”

c. Point out to the directors that these print concepts, words in a sentence, letters

in a word, spaces between words, uppercase letter I when it is by itself, etc. are

important to being able to read and important to share with families.

d. Emphasize that even young children who cannot yet read conventionally can

benefit from print concepts so we should not hesitate to ask them questions. This

is valuable information to share with families.

13. SHOW SLIDE THIRTY-FIVE.

a. Point out that this slide has a sentence that is written in our regular alphabet.

b. Mention that adults can probably read this but a 3- or 4-year-old child would not

be able to read it.

c. Emphasize that a teacher or family member could still ask a child print concept

questions!

(5 minutes)

14. SHOW SLIDE THIRTY-SIX.

a. Inform directors that one component of the FIE workshop series involved

participating families in interactive literacy practice with their children.

b. The FIE workshop series is designed so that participating families take home

Family Literacy Bags at the end of each session.

c. Before leaving the session, the adult family members get to practice

implementing one of the activities with the children.

15. SHOW SLIDE THIRTY-SEVEN.

a. Read the family testimonial to the directors.

b. Challenge the directors to choose one idea mentioned during today’s

presentation to implement in the next month.

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The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Education as part

of the Virtual School Readiness Incubator Project. The content of these modules does not necessarily reflect the views or policies

or imply endorsement by the U.S. Department of Education and/or the University of North Florida. These prototype materials are

still in development and refinement and should be used with this caution in mind.