WORKSHOP SERIES Training Module Session Four … Learning Plan.pdfWORKSHOP SERIES Training Module Session Four ... The overarching goal of the Families Learning Together workshop series

WORKSHOP SERIESWORKSHOP SERIES

TrainingTraining Module Module

Session FourSession Four of Five of Five::

Reading and TalkingReading and Talking

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

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FAMILIES LEARNING TOGETHER WORKSHOP SERIES DESCRIPTION

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

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

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

discussion about the workshop topic.

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

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

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

Outline for Two-Hour Workshop Starter Activity

o 15 minutes Greeting/Starter Activity Family Conversations

o 20 minutes Conversation Time o 5 minutes Transition to Meal

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

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

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

Session Outline with Materials List

Training Session Four covers literacy topics for Families Learning Together workshops 1, 2, 5,

and 6.


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(BOLD ITEMS ARE PROVIDED WITH THE TRAINING MODULE)

Length/ Format

Activity Title

Materials Needed for Activity

15 minutes/ individual,

partner, small group, whole

group

Starter: Trio Time

Reading and Talking PowerPoint (Slide 2) Computer and projector Brainstorming Bonanza chart (created using provided

chart header) Chart markers Per Participant: Handshake handout What Word Makes Sense? activity sheet Pen or pencil


small group, whole group

Background Content: Reading and

Talking

Reading and Talking PowerPoint (Slides 3–10) Computer and projector CDs: Shake Rattle ‘n’ Read CD, Tony Chestnut and Fun Time

Action Song CD by the Learning Station, Learning Basic Skills Through Music CD

CD player Per Participant: Articles: Read Aloud, Phonological Awareness, and

Oral Language Completed What Word Makes Sense? activity sheet


whole group

Practice: Let’s Get Ready!

Reading and Talking PowerPoint (Slide 11) Computer and projector Practice Activity scripts (eight activities) Materials needed to conduct practice activities (see list

below)

15 minutes/ small group

Reflection: Roll the Dice

Reading and Talking PowerPoint (Slide 12) Computer and projector In the Basket Reflection Props (cut out before use) Basket Per Participant: Families Learning Together literacy scripts for

sessions 1, 2, 5, and 6 NOTE: Each training session should be scheduled for two and a half hours. There is two hours and 20 minutes worth of content provided to allow for a ten-minute break taken at a time convenient to your group.

Materials Needed to Conduct Eight Practice Activities

Practice Activity Printed/Created (document provided)

Purchased Books (purchased)

Activity Card Routine Activity cards Bailey Asks Questions Bunny prop

Bailey Goes Camping

Panda bear pointer (cut out and attach to craft stick) Picture cards (bald eagle & water buffalo)

Take a Look

“Take a Look” bag (attach label to bag)

Chalk Chalkboard Dreaming Child

Eraser

Panda Bear, Panda Bear, What Do You

See?

Standards poster Velcro Choco’s Journey sample book Choco’s Journey book with no pictures

Choco’s Journey (assembly required)

Pictures and Words for Choco’s Journey book

Mother May I? Standards poster Alphabet cards

A Mother for Choco

Kipper’s Basket Pictures of Kippers, baskets, and toys (cut out, code with letters, divide into sets)

Leap Frog Frog bean bag Kipper

PROCEDURES


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Starter: Trio Time Time: 15 minutes Format: individual, partner, small group, whole group Note for Facilitator: Create and display Brainstorming Bonanza charts (using the provided chart header) prior to beginning the activity. As participants arrive direct them to the individual, partner, or small group portion of the activity based on what is happening at the time. Materials: computer, projector, Reading and Talking PowerPoint (Slide 2), Brainstorming Bonanza chart, chart markers; Per Participant: Handshake handout, What Word Makes Sense? activity sheet, pen or pencil (3 minutes – whole group)

SHOW SLIDE TWO and say, “For our Starter Activity

today, you will have three activities to complete.”

Give each participant a What Word Makes Sense?

activity sheet, a Handshake handout, and a pen or

pencil and say,

o “First you will read through the What Word Makes

Sense? activity sheet and fill in the blanks with

the word you think fits the best. We will talk

more about this later.”

o “When you

complete the What Word Makes Sense?

activity sheet, find a partner and greet each

other with the five handshakes described on

the Handshake handout. Do each handshake

one at a time – not all five together!”

o “After you and your partner have greeted

one another with the five handshakes, merge

together with one other set of partners and

work as a team at a Brainstorming Bonanza

chart. ”

o “On the Brainstorming Bonanza chart list as


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many words as you can think of that sound the same but may be spelled

differently or mean something different. You will notice that there are a few

examples already included on the chart.”

o “Do you have any questions?”

(Answer any question that is

posed.)

o “Go ahead and get started on your

What Word Make Sense? activity

sheet and then continue with the

partner handshake activity and the

small group brainstorming activity.”

(11 minutes – individual, partner, small group)

Allow each participant to complete the What Word Makes Sense? activity sheet.

Walk around and facilitate discussion among participants.

As needed, provide assistance to participants as they move into partner and small

group activities.

As partners are engaging in the handshake activity, model the handshake if

necessary.

As small groups are engaging in the brainstorming activity, provide further

explanation or examples as needed.

(1 minute – whole group)

Ask the participants to return to their seats.

Say,

o “You have just engaged in three activities that focused on different literacy

skills.”

o “We are now going to discuss each skill as well as engage in activities to deepen

our understanding of each skill.”


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Background Content: Reading and Talking Time: 60 minutes Format: individual, small group, whole group Note for Facilitator: There are a lot of steps that need to take place during this hour of the workshop. Stay on task so you can get everything accomplished. Materials: computer, projector, Reading and Talking PowerPoint (Slide 3-10), Shake Rattle ‘n’ Read CD, Tony Chestnut and Fun Time Action Song CD by the Learning Station, Learning Basic Skills Through Music CD, CD player; Per Participant: completed What Word Makes Sense? activity sheet, Read Aloud article, Phonological Awareness article, Oral Language article

(5 minutes – whole group)

SHOW SLIDE THREE.

Hold up the Shake Rattle ‘n’ Read CD and say,

o “Take our your What Word Makes Sense? activity sheet that

you just completed.”

o “What skill did you use in order to fill in the blanks on the

activity sheet?” (Allow participants to respond.)

o “Yes – you used your knowledge of rhyming words to fill in the blanks.”

o “We are now going to listen to this song on a CD. The CD is called Shake Rattle ‘n’

Read and it is by Jack Hartmann.”

o “Sing along with the CD using your activity sheet to help you know the words.”

Play the song What Word Make Sense? (song #10).

After the song say,

o “You used your knowledge of rhyme to fill in the blanks on

this activity sheet.”

o “This is an activity that you will facilitate during the literacy

portion of workshop six with families.”

o “Rhyming is one component of a literacy area called

Phonological Awareness.”

o “I am going to give you a two-page article to read on the topic

of Phonological Awareness and then you are going to get with a partner and

discuss the article.”

(7 minutes – individual)


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SHOW SLIDE FOUR.

Give each participant a copy of the Phonological Awareness article.

Ask the participants to read the article.

(8 minutes - partner)

Tell each participant to get with a partner of their choice.

Once participants are in pairs, CLICK ON SLIDE FOUR and instruct the participants to

read and discuss the questions on the slide.

Walk around and facilitate discussion among participants as needed.


Say,

o “We are covering the content for three literacy topics during this training session.”

o “We have just read about, discussed, and experienced phonological awareness.”

o “Now we are going to move into Oral Language, Listening, and Vocabulary

Development.”

SHOW SLIDE FIVE and ask,

o “How do you think the activities we enjoyed during our starter activity could serve

as an advance organizer for the topic of language, listening, and vocabulary?”

(Allow participants to respond.)

Say,

o “The handshake activity has an emphasis on vocabulary because you need to

understand the name of the handshake in order to do it correctly. For example, if

you did not know that a kangaroo was an animal that was known for hopping,

then the kangaroo handshake would not make much sense to you.”

o “The Brainstorming Bonanza activity also emphasizes vocabulary because is asked

you to think of words that have the same meaning but sound different.”

o “We are going to do another activity right now that emphasizes vocabulary and a

play on words.”

o “I need everybody to stand up for this song.”

SHOW SLIDE SIX and say,

o “The song I am going to play is called Tony Chestnut. The song invites us to do a

little bit of moving.”


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o “You will stand in one place – but move your body around.”

o “You have to listen very closely and pay good attention so you know what to

move.”

o “Let me give you just a small example – the song says

‘Tony Chestnut knows I love you.”

o “We need to point as if the song says (point to your body

parts to let participants know what this means), ‘Toe knee

chest nut (head) nose eye love you.”

o “There are many other examples of a play on words like this.”

o “Let’s get started!”

Play the song as participants move and point to different body parts.

When the song has ended invite participants to sit back down and ask,

o “What did you have to do in order to complete this activity successfully?”

o “The purpose of this activity is to stimulate our thinking about listening – and the

meaning of words. Listening and vocabulary development are components of

literacy that are a major part of a child’s kindergarten experience.”

o “You will do this activity during the literacy portion of workshop two with families.”


SHOW SLIDE SEVEN.

Give each participant a copy of the Oral Language article.



CLICK ONCE ON SLIDE SEVEN and say,

o “We are now going to do an activity called Vote with Your Feet.”

o “I want you to imagine that the three topics you just read a few paragraphs about

are posted in three different corners of the room.”

Point to one corner of the room and say,

o “Pretend that this corner represents Oral Language.”

Point to a second corner of the room and say,

o “Pretend that this corner represents Listening.”

Point to a third corner of the room and say,


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o “Pretend that this corner represents Vocabulary.”

CLICK ONCE ON SLIDE SEVEN and say,

o “Please walk to the corner of the room that was the MOST interesting to you in the

brief article. It was your 1st place topic.”

o “Once you get to your corner – talk with your peers about why it was your

favorite.”

After participants have discussed their favorite part of the article briefly, direct their

attention back to the slide show.

CLICK ON SLIDE SEVEN again and say,

o “Now move to the corner of the room that represents the content you thought was

the least interesting – it was your 3rd place topic.”

o “Once you get to your 3rd place corner – talk with your peers about why it was

your least favorite.”

After participants have discussed their least favorite part of the article briefly, direct

their attention back to the slide show once more.

CLICK ON SLIDE SEVEN once more and say,

o “Now move to your final area – your 2nd place topic. Talk to each other about what

you thought about this topic.”

After participants have discussed their 2nd place article topic, call them back to their

original seats and say,

o “These three topics – oral language, listening, and vocabulary development are a

big part of helping children learn.”


SHOW SLIDE EIGHT.

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

o “We are going to listen to one more song. This is a song you

will do with family members during workshop five.’”

o “The song will give us directions for what to do with our hands and sometimes our

feet. Please stand up and get into a circle.”

o “Listen to the words and follow the directions. As you are listening to this song,

think about the vocabulary that is being practiced.”


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Play the song “Put Your Hands up in the Air” (song #2) and follow the directions in

the song along with the participants.

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

o “What can children learn from a song like ‘Put Your Hands up in the Air’?” (Listen

for responses – encourage discussion.)

Reaffirm responses made by participants. Be sure the following points are made:

o “The oral language skill of following directions is experienced using this song.”

o “Vocabulary is another important concept that can be taught using a song like

this one.”


SHOW SLIDE NINE. Say,

o “So far we have touched on the topics of phonological awareness and oral

language.”

o “Those are two very important content areas for children to learn.”

o “However, according to research done by the Family Literacy Foundation,” CLICK

TO SHOW RESEARCH FINDING ON SLIDE NINE, “The most important activity for

helping a child succeed in school is to read aloud with him.”

o “We are going to read about and discuss reading aloud now.”

CLICK TO SHOW ARTICLE PICTURE ON SLIDE NINE.

Give each participant a copy of the Read Aloud article.



Tell each participant to get with a partner of their choice different from their previous

two partners.

Once participants are in pairs, SHOW SLIDE TEN and instruct the participants to take

turns asking each other the four different types of questions – cloze, 5W, open-

ended, and connection.

Provide assistance and facilitate discussion as needed.


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Practice: Let’s Get Ready! Time: 50 minutes Format: individual, whole group Note for Facilitator: Prepare a display table with the materials needed to conduct the eight practice activities (see materials list on page 3). Materials: computer, projector, Reading and Talking PowerPoint (Slide 11), materials needed to conduct practice activities (see list on page 3), Practice Activity scripts (eight activities)


SHOW SLIDE ELEVEN.

Say,

o “As you know, you are being trained to conduct a series of eight workshops.”

o “We have covered the literacy topics for four of those workshops during today’s

training session. We will cover the other four workshops during our next training

session.”

o “During each of the eight workshops, you will engage families in two literacy

activities.”

o “We are now going to go over those activities for 4 of the workshops for a total

of 8 activities.”

o “I am going to ask 8 people to volunteer to lead an activity.”

o “If you are willing to volunteer to lead an activity, please take a Practice Activity

script.”

o “Take the next few minutes to read over the directions on your Practice Activity

script and gather the materials you will need to conduct the activity.”

o “All of the materials you will need are up here on the table.”


Allow the 8 volunteers to read over their Practice Activity scripts and gather the

materials they need to conduct the activity.

Encourage the participants who are not volunteering to assist the volunteers in

gathering materials.


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Say,

o “Now we are going to engage in eight workshop activities. Remember, these

activities would take place during four separate workshops.”

o “It is important to pay attention to these activities so you can learn how to

conduct them.”

o “We are going to go through these activities in order of workshops beginning

with workshop number one.”

o “So, if your activity is called ‘Activity Card Routine’ then you will go first.”

Allow the volunteer to lead the group in the activity called “Activity Card Routine.”

Say, “This activity will be done during the first workshop to get families familiar

with the cards that will be sent home with them.”

Continue going over activities in the following order:

o Bailey Asks Questions (from workshop one) – point out that this activity

emphasizes the importance of asking questions before, during, and after a read

aloud.

o Take a Look (from workshop two) – point out that this activity emphasizes the

higher-level vocabulary included in the story.

o Dreaming Child (from workshop two) – point out that this activity emphasizes

the skill of speaking clearly while using complete sentences.

o Choco’s Journey (from workshop five) – point out that this activity practices the

standard to read simple words when provided a graphic and a word.

o Mother May I? (from workshop five) – point out that this activity emphasizes the

standard to talk extensively using descriptive words.

o Kipper’s Basket (from workshop six) – point out that this activity emphasizes the

beginning sounds in words.

o Leap Frog (from workshop six) – point out that this activity emphasizes the skill

of segmenting syllables in words.


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Reflection: In the Basket Time: 15 minutes Format: small group Note for Facilitator: Ask prompting questions to groups if needed. Materials: computer, projector, Reading and Talking PowerPoint (Slide 12), In the Basket Reflection Props, basket; Per Participant: Families Learning Together literacy scripts for sessions 1, 2, 5, and 6. (3 minutes – whole group)

SHOW SLIDE TWELVE.

Ask the participants to get into groups of 6.

Give each small group a set of In the Basket Reflection Props in a basket.

Say,

o “We are going to close by reflecting on what we have learned.”

o “Your group has been given a basket of props. Each prop has a reflection prompt

on it.”

o “One at a time, take a reflection prop from the basket, read the prompt, and

respond to the prompt.”

o “Make sure everyone in your group has an opportunity to respond to a prompt.”

(10 minutes – small group)

Allow each small group to engage in the activity.

Walk around and facilitate discussion as needed.


Thank the participants for their reflections.

Give each participant a set of Families Learning Together literacy scripts (sessions

1, 2, 5, and 6). Say,

o “Today’s training session has covered workshops one, two, five, and six.”

o “Here you see the flow of the activities over the course of the four workshops.”

o “Hopefully after today’s session you feel prepared to implement the literacy

portion of these four workshops.”

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.

Documents

WORKSHOP SERIES Training Module Session Four … Learning Plan.pdfWORKSHOP SERIES Training Module Session Four ... The overarching goal of the Families Learning Together workshop series