2.  Making instruction comprehensible.  Encouraging communication.  Integrating language and curriculum skills into instruction through the use of ESOL strategies  Addressing Language, Literacy and Academic Vocabulary by Providing practice activities for school and home extensions READING BACKPACKS FOCUS ON:

3. How Does Family Literacy Help?  Children ’ s Reading Comprehension improves  Parents and children reading together increases  Parent and child time together increases  More frequent library visits  More children promoted with their classes  Higher percentage of GED completions for adult classes  Higher employment rate of adults as compared to adult only programs  Reduced dependence on public assistance  Increases English proficiency for English language learners  Increased family connections to schools and communities.

5. Take-home Backpacks (PACT) Parent and Child Time

6. UNPACKING THE Backpacks Santillana Intensive English Student Readers Activities with Answer key Picture Dictionary Picture Dictionary Activity Book (Beginning and Intermediate) Three Stories: Beginning: Who’s Hatching Here? Friends Friends In the Cow’s Backyard In the Cow’s Backyard Intermediate: After the Storm The Golden Cage The Empty Piñata Advanced: Our Solar system Solar System Interactive e-book Paco: A Latino Boy Paco: A Latino Boy Celebrate Chinese New Year Celebrate Chinese New Year Audio CD of the three stories

7. Visual Vocabulary 17 themes/72 subcategories 3 dimensional pictures Nouns, verbs and adjectives are separately illustrated by Dan and Pam

8. At School: Pages 1- 5 Riddles pg. 4

9. http://mts-designs.com/solarsystem/OurSolarSystem.html

10. 10  Book-reading time  Select a quiet, unrushed time  Keep the reading short  With a longer reading, break it up. Stop part of the way and ask what your child thinks might happen next.  When you return to reading, talk about what happened up to the part where you stopped.  Engage in natural dialogue about the story Using the Student Readers at home

11. 11  Story-reading time…  Talk the story, rather than read it  If illustrations and story are appealing but the children are not likely to understand the text, modify the story based on the pictures  Read books more than once  More information is obtained each time it is read  Different aspects can be highlighted each time Using the Student Readers at home

12. 12  Book-reading time…  Listen to a recording of a story – this way, children may listen to the story again (at a listening center)  Encourage children to “ read ” to other children  ELLs might feel more comfortable asking for clarification from peers rather than teachers Using the Student Readers at home

13. How Does Family Literacy Help?  Children ’ s Reading Comprehension improves  Parents and children reading together increases  Parent and child time together increases  More frequent library visits  More children promoted with their classes  Higher percentage of GED completions for adult classes  Higher employment rate of adults as compared to adult only programs  Reduced dependence on public assistance  Increases English proficiency for English language learners  Increased family connections to schools and communities.

14. Helping Parents as Readers  Parents as Readers  There are things every parent can do to help their child get ready to read :  Look at books with your child  Recite nursery rhymes or make up rhymes  Sing songs. Most songs are really poems set to music  Tell stories—family stories, neighborhood stories, stories of your childhood.  Ask questions that your child can ’ t answer with just a “ yes ” or “ no ” — Why do you think that dog is barking? What do you see when you look out the window?  Talk about colors and shapes—Have you seen my blue key case? It is not light blue like the sky, but dark blue like a policeman wears.

15. After your child has heard the story in English: Después que su hijo/a haya escuchado el cuento en inglés:

16. Questions and Answers Preguntas y Respuestas