ERIC Number: ED459438
Record Type: RIE
Publication Date: 2001-Jan
Reference Count: N/A
Parent Empowerment To Build Children's Literacy Skills.
Chatel, Regina G., Ed.; Talty, Paula, Ed.
This workshop seeks to enable parents to analyze their listening, speaking, reading, and writing skills so they can serve as models for their children. It also seeks to support the ongoing, natural process of their children's emerging literacy through thoughtful reading, writing, speaking, and listening home activities. Some key concepts--language learning and usage, reading at home, and writing at home--are defined before the workshop begins, and materials, procedures, and evaluation are discussed. The workshop is organized in two broad parts: Part I consists of (1) Overview; (2) Session I and II Outcomes Transparency; (3) Session I and II Key Concepts; (4) Session I Key Concepts Transparency; (5) Session II Key Concepts Transparency; (6) How and Why Children Use Language Skills--Parent Handout; (7) How and Why Children Use Language Skills--Facilitator Directions; (8) Stages of Emerging Literacy; (9) Reading with Young Children Quiz--Facilitator Directions; (10) Reading with Young Children Quiz--Parent Handout; (11) Sharing a Children's Book--Facilitator Directions; (12) PEER--Explanation and Model, Open-Ended Questions for Reading Aloud; (13) Supporting Independent Writing; and (14) Workshop Evaluation. Part II consists of Additional Parent Resources--Reading with Young Children: It's Never Too Early; Developing Awareness of Printed Language; Practicing Reflective Reading; Developing Phonological Awareness: Play with Language; Learning the Alphabet and Letter Sounds; Playing with Letters and Words; Rereading Familiar Books; Developing Accuracy and Fluency; Reading Writing Connection: Supporting Independent Writing; Letter Formation and Holding a Pencil; Developmental Stages of Spelling; Writing in Kindergarten; and 100 Picture Books Everyone Should Know. (Contains 18 references.) (NKA)
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A