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develop third graders´ literacy
The process Third graders presented low scores in literacy development (writing and reading): 43/100
M.E.N standards and syllabus of the school. Why literacy practices?
The existence of a problem. Instruments *Diagnosis test *Interviews with
tutor teachers. *Informal interview The homeroom teacher and the learners coincided one of the causes of low scores was insufficient parent involvement in supporting them with English. Parents struggle with their children´s
learning due to their lack of time also their English understanding as a foreign language. * survey in
questionnaire form 2. Parental good feelings: school treatment (65%), good relations between parent communities within schools (78%) comfortable with all school staff and community (79%) and beliefs about school is a good space which offer them opportunities to contribute (86% ) also school listen to inquiries or difficulties and how improve school process (56 %). 1. Little parental participation. Only mandatory meetings and school events.
81 % over 100% 3. They consider they have a role to play in supporting the education of their children:
Also, 100% of parents do believe their intervention improve children academic performance (confidence and motivation):
Parent e:”Porque si hay dialogo en casa se refleja en la escuela con seguridad”
Parent f: “Porque se ban sentir mas seguros mas comfiados y aprenden más”
Parent g:” Porque se está más pendiente y uno como padres motiva mucho al niño”
Parent h: Porque como padres. Somos parte de la solución”. Results Inquiry Plan What does a study on parental involvement
literacy practices? what do we know? Parent involvement The M.E.N. (Ministerio de Educación Nacional), 2007. ¿Cómo participar en los procesos educativos de la escuela? Education quality is connected with strengthening family as formers and active participants in the children´s formation process. * Parents are formers and educators (familiar life /inside the community whose participation is not punctual information given by teachers:
“co-responsibility” in the children´s formation and building on values with administrators, teachers, other parents and all educative community in benefit of children * the family is the natural environment of development in children, the United Nations´ Convention on the Rights of the Child – (1989)” * Family is an organization where integrants HAVE TO actively participate in the children´s formation, with social responsability: own and community welfare. OUR REAL CONTEXT *Poverty
"Many families, find it difficult to `join' an organization that is dominated by middle-class norms" (Cooper & Jackson, 1989, p. 266). Institutions are experiencing difficulties when they try to contact the child's caretaker (Ascher, 1988).
Poorer parents often recall many negative experiences in their school-related activities (Edwards & Young, 1992). Young mothers may not have had extensive stimulating experiences in school if they were recent dropouts (Lewis, 1992). Low-income students and students of color seem to represent the numbers who receive a poor education (Bank, 1993).
Since English is not the native language of some subgroups, communication is difficult between parents and school personnel (Tran, 1982). A compounded problem: the dominant language in the home conflicts with assignments in English. Frustration also exists because the school work is not accompanied by directions or explanatory material (Finders & Lewis, 1994). Limited-English-Proficient (LEP) special needs for parents and children is a group or team of school personnel that helps bilingual families understand school practices and opportunities for their youngsters. HOLISTIC CLASSROOM
STRATEGIES TO PROMOTE
EARLY LITERACY CREATING A LITERACY-RICH
CLASSROOM Peregoy & Boyle (2001) Norland L . D. & Pruett-Said T. (2006).
A kaleidoscope of models and strategies for teaching English to speakers of other languages.
Family literacy as a kind of academic and Professional Approach applied to all people in terms of English skill level and grade level.
Family literacy prepare emergent scholar readers, support children literacy and give information and activities that parents could use with their children.
* Having parents read or tell traditional stories to their children
* Having children read stories to their parents in English or their native language
* Having families create videos or Web pages about themselves and their communities. Strategies to develop connections between the classroom, students, and parents include any number of approaches and activities as:
1. Complete a needs analysis: The perceived school system needs and the strengths, beliefs, needs of the community. Be aware of the community concernse expressed in sts’ writing or discussions.
2. Develop activities and programs that meet the needs of all concerned parts (parents, students, teachers, and other school and community members).
3. Assess activities and programs to meet the needs of all concerned and fostering an environment that helps students achieve in school. 1. Using daily routines to highlight the forms and functions of print.
*Morning message to model the organizational/mnemonic function of writing as well as the form.
*Wall dictionary to remember favorite words and theme studies in the classroom.
2. Book, books, books
*Alphabet books to establish the relationship between letters and sounds in the English language.
* Reading aloud to students to model reading process, give the function of print and provide general knowledge.
3. Helping students to recognize spell words independently, increase students’ sight word vocabularies and provide explicit phonic instruction.
* Stories and themes, flashcards and games by groups or in pairs to provide practice, demonstrate the meaning of articles, prepositions, conjunctions using them in full sentences.
*Big books to develop word recognition and phonic knowledge.
*Poems, songs and predictable stories to teach sight words and phonics.
*Phonics and teaching spelling patterns, single consonant at the beginning of the words, short and long vowels, letter patterns than rules in order to read words that students otherwise be unable to recognize (tentative pronunciation). REEP Family English Program (2003).
An instructional program and ESL curriculum for adults which include a complex family literacy curriculum with a set of units of study to select in a more general ESL program:
* Personal Identification:
* Understanding the School System:
* Parents as Teachers including: STRATEGIES Dyer (2003). Succesful stretegies in family literacy.
*Home-based model: individualized instruction, improved attendance rates and more opportunity to build on the available resources at home.
*Center-based models: Safe and structured environment with fewer distractions and increased frequency and duration of instructional time. More peer support opportunities and community participation. TENTATIVE CURRICULUM Formar en lenguas extranjeras: ¡el reto! (2006). Los estándares en la práctica cotidiana. Pg. 33 The curriculum comprise the three family literacy contexts: children, family and school, therefore the units will be named: me, my family and my school that explore and develop particular activities related to literacy development. Atanasio Girardot school
Syllabus Asking and answering questions
about child's school schedule Read and respond to written notices from school and notify the school about a child's absence). Report and describe personal information
about self and child. To learn age-appropriate techniques for reading to/with children and age-appropriate techniques for monitoring child's homework.
Gonzalez-DeHass (2005). Examining the Relationship Between Parental
Involvement and Student Motivation.
Reading comprehension is involved in the book-rich classrooms and rereading books in the home–school conditions increased students’ reading motivation and promoted parental
Thanks!! Principal permission Open the
stage curtains! Parental involvement, literacy and foreign language PARENTAL INVOLVEMENT AS A STRATEGY Action Corno (2000) A task that infiltrates family and peer dynamics and the nature of teaching in school.
Important benefits for peer communication, sense of community, students development of an aptitude for future homework from the regularities of ongoing homework. Epstein (2009) Interactive activities shared with others at home or in the community, linking schoolwork to real life.
"Help" at home to mean encouraging, listening, reacting, praising, guiding, monitoring, and discussing -not "teaching" school subjects. The importance of homework and its positive relations with parental involvement It enables parents to keep in touch and support their child’s learning at school (Cooper, 2001a). *It allows sharing with parents, they get better grades and parents do know how to do it and help them:
Student 5: “Porque con la ayuda de mis padres me sentire mas seguro de contester porque ellos saben más.
Student 5: “Es chebre porque tambien comparto con mis padres”.
Student 6: “Por que me saco buenas notas y mi mamá sabe un pocito de ingles”.
Student 7: “Si mi mama me ayuda hacer todas las tareas si voy a ganar el año”.
Student 8: “Por que mi mama abese tiene la rason”. Students´ and parents perceptions about homework *It does help to better understand English subject. 19 over 20 of them said:
Student 9: “Para repasar los trabajos”.
Student 6: “Porque aprendemos mucho mas ingles y entiendo major”.
Student 6: “Porque las tareas son para aprender mejor la clase de ingles y para aprender a ablar”.
Student 6: “Por qué me enseñan otrabes todo loque e echo cada dia”. What? How? Homework that includes parents-children work through three strategies: * A written guide
strategies * A web page * English classes
at school Syllabus Samples What does the promotion of a parental involvement intervention reveal about literacy development in a group of EFL third graders? Research question: *Parents actually know their value in homework and school staffs. One of the opinions says:
Parent 1: Porque ellos aprenden a tener responsabilidad con sus tareas y obligaciones. Inhibition of mother tongue communication rather than structure The acquisition of a L2 is a product of an attempt to communicate. Hatch (1978). How may parent involvement support EFL development in a group of third graders? Parent 1: Pues… En la casa de pronto no hacen las tareas, digamos en cuanto a mi hijo..eeeh… es porque realmente yo no sé …pero es porque la verdad no entiendo…
Parent 2: La verdad… la verdad es que a nosotros no nos queda tiempo, nos toca trabajar todo el día entonces… la verdad no nos queda tiempo para… para trabajar con ellos.
Parent 2. Falta motivarlos más.