School-Home Links Trainer of Trainers Effectively Engaging Parents in Their Children’s Education Developed by the Colorado Statewide Parent Coalition in.

Slides:



Advertisements
Similar presentations
Common Core Standards (What this means in computer class)
Advertisements

H OW TO A CHIEVE S UCCESS IN I MMERSION Helping Your Child Learn in a Foreign Language Instruction Setting H OW TO A CHIEVE S UCCESS IN I MMERSION Helping.
Shiloh Point Elementary School. A Day in the life of a Kindergartener,,,
Informational Parent Meeting Cedar Hill School October 22, 2013.
A Guide To Reading Tips for Parents U. S. Department of Education
Your Child As A Reader.
A phonics workshop for Parents St John’s CE Primary School Tuesday 20 th November 2012 EYFS and KS1 team.
Lower Primary ( Prep – Year 3).  3 year journey across the lower years (each child will develop at different rates)  The most important goal is to build.
Helping Families Understand What Is Happening In the Classroom The more a program or event at school is designed to improve student achievement, the more.
Listening Comprehension Instruction
LITERACY IN PRIMARY/JUNIOR DIANE NEWMAN PROFESSIONAL DEVELOPMENT OECTA.
Chapter 5 Journal Writing Prepared by M.F. Cullen-Reavill.
Karen L. Mapp, Ed.D. Deputy Superintendent, Boston Public Schools
The Web of Writing USING REFLECTIVE WRITING AS A LITERACY STRATEGY.
Everything you need to know in order to set up your Reader’s Notebook
Start Let’s a r i o t s ur hing eading.
Intermediate DRA Training
Learning to Read Reading to Learn Presented by: Gail Hannas Parents and Reading
Interactive Read Alouds Modeling Comprehension Strategies.
Supporting Reading At Home: Creating Lifetime Readers Please take a look at the handouts at your desk. If you have any questions that we do not address,
“ “You are your child’s first and most important teacher! Studies show that it’s vitally important for children to have a good start in reading. What.
How can I help my child with reading at Home? 1. Motivating Kids to Read Studies show that the more children read, the better readers and writers they.
© 2004 The McGraw-Hill Companies. All rights reserved. Chapter 13 Planning the Literature Program.
HOW TO HELP MAKE YOUR child a shining STAR IN MRS. BILLETZ’S E.S.L. CLASS.
November 4th: All of the second grade classrooms will go on a field trip to Da An Park from 9:00AM - 1:00PM. November 27th & 28th: Thanksgiving Break Thank.
School Year Lynwood Elementary Room 206.
Department of English Language Arts
Characters People or animals in a story. Setting Tells where and when the story takes place.
Theory Application By Cori Sweeney EDRD Fall 2011.
Literacy Work Stations Metzler Elementary Third Grade Mrs. Westgard.
Parent Notification for New and Continuing ESL Program Students School
Typical Speech and Language Development Compiled by Leslie Spillman Speech Language Pathologist.
The New English Curriculum September The new programme of study for English is knowledge-based; this means its focus is on knowing facts. It is.
CORY GILLETTE LITERACY COORDINATOR JANUARY 2014 Reading and Writing Curriculum in Darien Public Schools.
Reading During Summer Vacation Arcola Elementary School Grades: Headstart-5 th.
SECOND TRIMESTER ASSESSMENTS AND HOW YOU CAN HELP AT HOME Ideas to use at home to build literacy and math skills.
Michigan State Assessments: What Do Families Need to Know?
Denver Public Schools Colorado Parent Information & Resource Center Colorado Statewide Parent Coalition Parents Make the Difference! An Introduction to.
Fulton Elementary School Wep class pic goes here.
Chapter 10 The Language Domain. Red Flags for a preschool ager Does not turn when spoken to, recognize words for common items or use sounds other than.
Welcome to the Stanford Achievement Test Parent Meeting.
Pacing Guides Kindergarten Quarter 1 Students read texts, write about those texts, speak and listen about the texts and use language correctly when writing.
Constructed Response Developing this writing practice as part of ongoing classroom assessment The value of constructed response is that it is teaching.
By: Mrs. Abdallah. The way we taught students in the past simply does not prepare them for the higher demands of college and careers today and in the.
A Discovery for Parents By: April Miller Good children's literature appeals not only to the child in the adult, but to the adult in the child. ~ Anonymous.
GRADE 6 MUSIC CLASS PARENT’S DAY WELCOME PARENTS!.
Starts with your child Parental involvement makes difference Speaker : Mr. NG Man-ching (Student Guidance Officer)
Good afternoon and welcome to the Treasure House reading information session.  Please take a handout and take a seat.  Miss Drumm  26 th February 2016.
Stanford Achievement Test
Second Grade Parent Night. Reading and Writing Mini-Workshop S.A.F.A.R.I. Guides: Mrs. Bowen Mrs. Moorhead.
Laurel Petrovits- 2 nd Grade Teacher Kristina Cicio- Kindergarten Teacher.
Developing Thinking Readers. Our children as readers: ● What Do We Want for Our Children? To read for pleasure To be able to choose what they would like.
Reading with KS2 children (The new English curriculum)
Copyright 2012 Pearson Education. Vukelich, Helping Young Children Learn Language and Literacy: Birth Through Kindergarten 3/e Chapter 1 Foundations of.
1 Title I Annual Parent Meeting September 16, 2013.
Reading in Year 2. Programme Welcome What do your children need? Reading at home- strategies for before, during and after reading Reading in class Year.
Year 2 SATs Workshop for Parents Year 2 SATs Introduction: what are the SATs?  Statutory standardised assessment tests.  Statutory for Year 2.
Title I Parent Information
Welcome to Second Grade
Grades 2-3 English Language Arts at Yinghua Academy
Welcome to the Stanford Achievement Test Parent Meeting
Welcome to the Stanford Achievement Test Parent Meeting
Reading with KS2 children
This Week's Learning Targets
Advocacy Ann Ortenzi Team 6B
Writing Curriculum Showcase Thursday, April 13, :00am
Family Engagement You are supporting your children on their way to success! 2012 Presentation.
Grade 2.
FifTH GRADE PARENT ORIENTATION SEPTEMBER 12, 2018
Title I Parent Information
Presentation transcript:

School-Home Links Trainer of Trainers Effectively Engaging Parents in Their Children’s Education Developed by the Colorado Statewide Parent Coalition in Collaboration with the Colorado Department of Education

Colorado School-Home Links Objectives:  To understand the correlation between effective parent engagement and increased student achievement  To understand and effectively use the School-Home Links to support standards- based instruction  To give participants the skills to facilitate training to parents on the School-Home Links and how to use the activities as a way to effectively support at home what their children are learning in school

Ice-Breaker By the time the school year is over, I want my son or daughter to be able to…

According to the U.S. Department of Education: Family Involvement in Children’s Education, 1998 Thirty years of research confirms that when parents are involved in their children’s education, children:  earn higher grades and receive higher scores on tests  attend school more regularly  complete more homework

When Parents Are Involved, Children:  demonstrate more positive attitudes and behaviors  graduate from high school at higher rates  and are more likely to enroll in higher education than students with less involved families.

Effective Parent Engagement Occurs When Parents Support the Education of Their Children Both at Home and at School How can parents support at home what their sons and daughters are learning in school?

Why is it so important that your sons and daughters read every day?

Before your child starts school! The difference reading aloud to a child for 30 minutes A DAY can make: By age 5  900 hours of “brain food” (experiential input into brain so it can process it and store it) Reading aloud for 30 minutes WEEKLY: By age 5  130 hours of “brain food” Reading aloud for LESS than 30 minutes WEEKLY: By age 5  60 hours of “brain food”

Home Reading and Reading Achievement Home Reading -- Minutes Per Day Words Read Per Year Reading Percentile 65.04,358,00098% 21.11,823,00090% 14.21,146,00080% ,00070% ,00060% ,00050% ,00040% ,00030%.721,00020%.18,00010% 0.002% Relationship Between Reading Volume And Reading Success Cunningham and Stanovich (adapted from Anderson, Wilson and Fielding) 1988

“Parents and families are the first and most important teachers. If families teach a love of learning, it can make all the difference in the world to our children.” (Richard Riley)

Colorado Model Content Standards House Bill Standards = Specific skills that children need to know at each grade level

CSAP The Colorado Student Assessment Program CSAP = The assessment Colorado uses to determine whether or not a student has learned the specific skills for his or her grade level.

Reading and Writing Standards How can parents support at home what their children are learning in the classroom? One answer: School-Home Links

School-Home Links Provide 100 reading activities per grade for children in kindergarten through third grade. Encourage greater family involvement in helping children improve reading skills and achievement.

School-Home Links Are available for grades kindergarten through third in English and Spanish Have been aligned with the Colorado Model Content Standards for Reading and Writing

Dear family, your child is learning to remember what happens in a book. Read the chapter(s) of your book with your family. Write the title, author, and chapter(s) below. Title:________________________________________________________________ Author: ______________________________________________________________ Chapter(s): ___________________________________________________________ How does the author begin the chapter(s)? What is happening at the beginning of the chapter(s)? ____________________________________________________________________ _ What happens next? ____________________________________________________________________ _ Then what happens? ____________________________________________________________________ __ What happens at the end of the chapter(s)? _____________________________________________________________ _ 3/Reading Process 1.3: Adjusts reading strategies for different purposes

Dear family, your child is learning to tell the difference between fiction and nonfiction. Fiction is a story that is about make-believe people and animals. Nonfiction is writing that is about true people and true events. Write an X on the correct line for each book. Fiction Nonfiction Other 1. Frogs and Toads ______ ______ ______ 2. Moon Monsters ______ ______ ______ 3. Rocks and Minerals ______ ______ ______ 4. The Kids’ Cookbook______ ______ ______ 5. My First Dictionary ______ ______ ______ 6. The Adventures of ______ ______ ______ Pirate Pete 3/Reading Process 1.3: Adjusts reading strategies for different purposes

Reading and Writing Standards Standard #1: Read and understand a variety of materials What other kinds of materials can you make available to your children at home to help them achieve this standard?

Dear family, your child is learning to remember what happens in a book. Read the chapter(s) of your book with your family. Write the title, author, and chapter(s) below. Title:________________________________________________________________ Author: ______________________________________________________________ Chapter(s): ___________________________________________________________ How does the author begin the chapter(s)? What is happening at the beginning of the chapter(s)? ____________________________________________________________________ _ What happens next? ____________________________________________________________________ _ Then what happens? ____________________________________________________________________ __ What happens at the end of the chapter(s)? _____________________________________________________________ _ 3/Reading Process 1.3: Adjusts reading strategies for different purposes

Reading and Writing Standards Standard #2: Write and speak for a variety of purposes and audiences.

Dear family, your child is learning to keep a writer’s notebook. Here are some ways to use a writer’s notebook. Look for and write down ideas for writing on the way home from school, at home, or in places you visit. Look for interesting topics as you read books. Write down your reactions to books or stories you read. Copy favorite parts from a book you are reading or the words to a favorite poem or song. Write down interesting words and expressions you hear. Write family stories. Describe things you notice during the day. Write down memories you have. Make lists of things (birds, trees, kinds of stories, etc). Express your opinions about something important to you. Write down plans you have. Write down questions you have or things you wonder about. 3/Writing and Speaking 2.1: Writes and speaks for a variety of purposes

Reading and Writing Standards Standard #3: Write and speak using formal grammar, usage, sentence structure, punctuation, capitalization and spelling.

Reading and Writing Standards Standard #4: Apply thinking skills to reading, writing and speaking, listening and viewing.

Dear family, your child is learning to draw conclusions about a book or story. Read the chapter(s) of your book with your family. Write the title, author, and chapter(s) below. Title: ___________________________________________________________ Author: _________________________________________________________ Chapter(s): ______________________________________________________ What important information did the author tell you in the chapter(s)? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ Given this information, what do you think will happen in the rest of the book? _______________________________________________________________ _______________________________________________________________ What makes you think so? _______________________________________________________________ 3/Cognitive Thinking 4.1: Makes predictions, analyzes, draws conclusions, and discriminates

Reading and Writing Standards Standard #5: Read to locate, select, evaluate and make use of a variety of sources.

Reading and Writing Standards Standard #6:Read and recognize literature as a record of human experience.

Dear family, your child is learning to make connections between books and real life. Read the chapter(s) of your book with your family. Write the title, author, and chapter(s) below. Title: ___________________________________________________________ Author: _________________________________________________________ Chapter(s): ______________________________________________________ What problems does the author present in the chapter(s) that are like real-life problems you have thought about or lived through? ________________________________________________________________ If the setting were changed to your neighborhood and the characters were your family and friends, how would the events in the chapter(s) have to change? ________________________________________________________________ 3/Reading Literature 6.2: Reads literature to investigate common issues and interests

Outreach Strategies How do we get parents to attend the School-Home Links workshops?