Return-Path: <nifl-family@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g08MCT020999; Tue, 8 Jan 2002 17:12:29 -0500 (EST) Date: Tue, 8 Jan 2002 17:12:29 -0500 (EST) Message-Id: <AEFA02D075142A4F98CCA13DAB67C22217A025@web1.thecenterweb.org> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-family@literacy.nifl.gov Originator: nifl-family@literacy.nifl.gov Sender: nifl-family@literacy.nifl.gov Precedence: bulk From: "Laura Bercovitz" <LBercovitz@irc-desplaines.org> To: Multiple recipients of list <nifl-family@literacy.nifl.gov> Subject: [NIFL-FAMILY:572] RE: family literacy in K-6 X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook CWS, Build 9.0.2416 (9.0.2910.0) Content-Type: multipart/alternative; Status: O Content-Length: 9381 Lines: 241 This is a multi-part message in MIME format. ------=_NextPart_000_0024_01C1985D.D4CA6920 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: 7bit Thanks for your interest Meta. While family literacy is considered a complex program to develop and implement, I think having it serve school-aged children multiplies the potential difficulties. Two of these difficulties you posted questions about. 1) Informing teachers about family literacy: My advise is to start with what the teachers know and what they are interested in. Approach them from their world. For the most part teachers are interested in having their students succeed in their studies. Parents can play an important role in helping their children do well in school. (A) If you have any hard statistics on children's learning gains resulting from participating in a family literacy program use them. If you can combine these numbers with case studies, even better. Demonstrate how much impact a family-based program had on the child's learning. (B) Another idea is to demonstrate that the four service components can easily be folded into a comprehensive approach to family, school and community involvement. Joyce Epstein's Six Type Framework for Family, School and Community Involvement aligns itself very nicely to family literacy programming. The framework outlines six types of school, family and community partnerships (parenting, communication, volunteering, learning at home, decision-making and community collaborations). By introducing family literacy framed within this context, you are allowing teachers to connect family literacy with what they already know. I've used this and the results have been very good. It has opened the door for more in-depth discussions about family literacy and the adult, child and family learning opportunities. For those interested: Joyce Epstein, Johns Hopkins University: www.csos.jhu.edu/p2000 By no means do I equate family literacy with parental involvement, however when reaching out to schools, it should be recognized that it is an outcome they are very interested in. One more suggestion: Keep your message simple and the presentation short. There is always time to continue the discussion after the interest is peaked. 2) PACT and the Classroom: I'm not sure I understood the second question so I'll need some clarification. Was it: (A) How can PACT activities reflect what is happening in the child's classroom? or (B) How can PACT impact on what is being taught/learned in the child's classroom? Let me know which was the question. Hopefully others can join in and share other ideas. Laura Bercovitz Adult Learning Resource Center 1855 Mt. Prospect Road Des Plaines, IL 60018 847/803-3535 lbercovitz@irc-desplaines.org -----Original Message----- From: nifl-family@nifl.gov [mailto:nifl-family@nifl.gov]On Behalf Of MWPotts2001@aol.com Sent: Tuesday, January 08, 2002 3:11 PM To: Multiple recipients of list Subject: [NIFL-FAMILY:570] family literacy in K-6 Thank you Brenda, Laura and Shani for guest-hosting on this list. We honor and respect your expertise on the subject of family literacy in elementary grades. I am working with two programs who are incorporating family literacy into their K-3 elementary grades. We have lots of questions for you, but in the interest of others who have needs, I will post only a double-couple at this time. First of all, what are your suggestions for informing the teachers K-6 about the concepts of family literacy and how they can focus some of their attention on those concepts? And then, what are your suggestions for PACT Time in the K-6 classroom and how can family literacy program staff influence that content, or should they? Thank you, and I look forward to hearing from you. Meta Potts Glendale, Arizona ------=_NextPart_000_0024_01C1985D.D4CA6920 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 3.2//EN"> <HTML> <HEAD> <META HTTP-EQUIV=3D"Content-Type" CONTENT=3D"text/html; = charset=3DWindows-1252"> <META NAME=3D"Generator" CONTENT=3D"MS Exchange Server version = 6.0.4417.0"> <TITLE>RE: [NIFL-FAMILY:570] family literacy in K-6</TITLE> </HEAD> <BODY> <!-- Converted from text/plain format --> <P><FONT SIZE=3D2>Thanks for your interest Meta. While family = literacy is considered a complex program to develop and implement, I = think having it serve school-aged children multiplies the potential = difficulties. Two of these difficulties you posted questions = about.</FONT></P> <P><FONT SIZE=3D2>1) Informing teachers about family = literacy:</FONT> <BR><FONT SIZE=3D2>My advise is to start with what the teachers know and = what they are interested in. Approach them from their world. = For the most part teachers are interested in having their students = succeed in their studies. Parents can play an important role in helping = their children do well in school. </FONT></P> <P><FONT SIZE=3D2>(A) If you have any hard statistics on children's = learning gains resulting from participating in a family literacy program = use them. If you can combine these numbers with case studies, even = better. Demonstrate how much impact a family-based program had on = the child's learning. </FONT></P> <P><FONT SIZE=3D2>(B) Another idea is to demonstrate that the four = service components can easily be folded into a comprehensive approach to = family, school and community involvement. Joyce Epstein's Six Type = Framework for Family, School and Community Involvement aligns itself = very nicely to family literacy programming. The framework outlines = six types of school, family and community partnerships (parenting, = communication, volunteering, learning at home, decision-making and = community collaborations). By introducing family literacy framed within = this context, you are allowing teachers to connect family literacy with = what they already know. I've used this and the results have been = very good. It has opened the door for more in-depth discussions = about family literacy and the adult, child and family learning = opportunities. For those interested: Joyce Epstein, Johns = Hopkins University: www.csos.jhu.edu/p2000 By no means do I = equate family literacy with parental involvement, however when reaching = out to schools, it should be recognized that it is an outcome they are = very interested in.</FONT></P> <P><FONT SIZE=3D2>One more suggestion: Keep your message simple = and the presentation short. There is always time to continue the = discussion after the interest is peaked. </FONT></P> <P><FONT SIZE=3D2>2) PACT and the Classroom: </FONT> <BR><FONT SIZE=3D2>I'm not sure I understood the second question so I'll = need some clarification. Was it: (A) How can PACT activities = reflect what is happening in the child's classroom? or (B) How can = PACT impact on what is being taught/learned in the child's = classroom? Let me know which was the question.</FONT></P> <P><FONT SIZE=3D2>Hopefully others can join in and share other = ideas. </FONT> </P> <P><FONT SIZE=3D2>Laura Bercovitz</FONT> <BR><FONT SIZE=3D2>Adult Learning Resource Center</FONT> <BR><FONT SIZE=3D2>1855 Mt. Prospect Road</FONT> <BR><FONT SIZE=3D2>Des Plaines, IL 60018</FONT> <BR><FONT SIZE=3D2>847/803-3535 </FONT> <BR><FONT SIZE=3D2>lbercovitz@irc-desplaines.org</FONT> </P> <BR> <BR> <P><FONT SIZE=3D2>-----Original Message-----</FONT> <BR><FONT SIZE=3D2>From: nifl-family@nifl.gov [<A = HREF=3D"mailto:nifl-family@nifl.gov">mailto:nifl-family@nifl.gov</A>]On = Behalf Of</FONT> <BR><FONT SIZE=3D2>MWPotts2001@aol.com</FONT> <BR><FONT SIZE=3D2>Sent: Tuesday, January 08, 2002 3:11 PM</FONT> <BR><FONT SIZE=3D2>To: Multiple recipients of list</FONT> <BR><FONT SIZE=3D2>Subject: [NIFL-FAMILY:570] family literacy in = K-6</FONT> </P> <BR> <P><FONT SIZE=3D2>Thank you Brenda, Laura and Shani for guest-hosting on = this list. We honor </FONT> <BR><FONT SIZE=3D2>and respect your expertise on the subject of family = literacy in elementary </FONT> <BR><FONT SIZE=3D2>grades.</FONT> </P> <P><FONT SIZE=3D2>I am working with two programs who are incorporating = family literacy into </FONT> <BR><FONT SIZE=3D2>their K-3 elementary grades. We have lots of = questions for you, but in the </FONT> <BR><FONT SIZE=3D2>interest of others who have needs, I will post = only a double-couple at this </FONT> <BR><FONT SIZE=3D2>time. </FONT> <BR><FONT SIZE=3D2>First of all, what are your suggestions for informing = the teachers K-6 about </FONT> <BR><FONT SIZE=3D2>the concepts of family literacy and how they can = focus some of their </FONT> <BR><FONT SIZE=3D2>attention on those concepts? And then, what are = your suggestions for PACT </FONT> <BR><FONT SIZE=3D2>Time in the K-6 classroom and how can family literacy = program staff influence </FONT> <BR><FONT SIZE=3D2>that content, or should they?</FONT> </P> <P><FONT SIZE=3D2>Thank you, and I look forward to hearing from = you.</FONT> </P> <P><FONT SIZE=3D2>Meta Potts</FONT> <BR><FONT SIZE=3D2>Glendale, Arizona</FONT> </P> </BODY> </HTML> ------=_NextPart_000_0024_01C1985D.D4CA6920--
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