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Mayor’s Office
The New York City Department of Education
The New York City Housing Authority
NEW YORK CITY
Early Literacy Learning
Investing in children from birth to age three is the only way to ensure
that every child has the opportunity to reach his or her potential.
— The United Nations Children’s Fund
Michael R. Bloomberg
Mayor, City of New York
Dennis M. Walcott
Deputy Mayor for Policy
The New York City
Department of Education
The New York City
Housing Authority
Joel I. Klein
Chancellor
Tino Hernandez
Chairman
Carmen Fariña
Deputy Chancellor for
Teaching and Learning
Earl Andrews, Jr.
Vice-Chairman
JoAnna Aniello
Member
Laura Kotch
Executive Director
Curriculum and Professional Development
Vilma Huertas
Secretary
Eleanor Greig Ukoli
Director
Office of Early Childhood Education
Douglas Apple
General Manager
Copyright 2005
By the Department of Education of the City of New York
Application for permission to reprint any section of this material should be
made to the Chancellor, 52 Chambers Street, New York, NY 10007. Reprint of
any section of these materials shall carry the line: “Reprinted from New York
City Early Literacy Learning by permission of the New York City Department
of Education.”
ii
Acknowledgements
Roger Scotland, Office of the Mayor
The New York City Early Literacy Learning,
(NYCELL) was created based on the educational
vision and insight of Mayor Michael R. Bloomberg,
Chancellor Klein, and Tino Hernandez, Chairman
of the New York City Housing Authority. Dennis
Walcott, Deputy Mayor for Policy provided general
oversight of the Project design. Carmen Fariña,
Deputy Chancellor for Teaching and Learning
conceptualized the instructional framework based on
the Children First initiative and the New York City
Primary Literacy Standards.
Zachary Smith, Deputy Chief of Staff,
Office of the Mayor
Hugh Spence, Deputy General Manager for
Community Operations, New York City Housing
Authority
Kim Suttell, Director of Program Development,
Literacy, Inc.
Deborah Taylor, Director of Citywide Education
Youth Services, Office of the Mayor
We extend our sincere appreciation to the Planning
Committee members whose guidance shaped
New York City Early Literacy Learning.
Margaret Tice, Coordinator, Children’s Services,
New York Public Library
Kay Cassell, Associate Director for Collections and
Services, New York Public Library
Dr. Eleanor Greig Ukoli, Director of the Office of
Early Childhood Education, Department of
Education
Stacey Cumberbatch, Chief of Staff, New York City
Housing Authority
Richard Fish, Special Advisor to the Deputy
Commissioner for Community Development,
Department of Youth and Community
Development
The NYCELL curriculum was produced under
the auspices of Laura Kotch, the Executive Director
of Curriculum and Professional Development.
Dr. Eleanor Greig Ukoli, Director of Early Childhood
Education in the Division of Teaching and Learning
provided the overall supervision and the organization
of the instructional content.
Bert Flugman, Director, Center for Advanced Study
in Education, City University of New York Graduate
Center
We extend our sincere appreciation to the
outstanding contributors who shared their talents and
expertise to create the NYCELL curriculum.
Alan Gartner, Chief of Staff, Office of the Mayor
Kathleen A. Burgess, Education Administrator,
Kathleen Degyansky, Queens Public Library
Laura Kotch, Executive Director of Curriculum and
Professional Development, Department of
Education
Paulette Coleman, Educational Consultant,
Even Start
Ernesto Lozano, Director, Citywide Programs,
New York City Housing Authority
Laurel O. Fraser, Deputy Director,
Maureen O’Connor, Director of Programs and
Services, Queens Public Library
Jama Gibbs Jackson, Deputy Director of
Development, Office of Strategic Partnerships
Rachel Payne, Coordinator of Pre-School Services,
Brooklyn Public Library
Andrée Lessey, Education Administrator,
Gitte Peng, Educational Policy Advisor,
Office of the Mayor
Lynda Nicolas, Citywide NYCELL Coordinator,
Michelle Pinnock, Assistant Deputy General
Manager, Community Operations, New York City
Housing Authority
Eleanor H. Riley, Early Childhood Educational
Consultant
Michelle Springer, Research Assistant,
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The generous donations of the vendors who have continuously supported the
early childhood community of New York City helped to make New York City
Early Literacy Learning a reality. The vendors provided all of the furniture
and the educational resources.
Bill Baron
Regional Manager
Lakeshore
Mariana Fitzpatrick
Corporate Sales Manager
Border Books
Becky Fox
Northeastern Sales Manager
Kaplan Early Learning Company
Carol Long
Director of Educational Programs
Barclays School Supplies
Jean Potts
Account Manager
Community Playthings
Karen Proctor
Vice President
Community and Government Affairs
Scholastic
Sonny Thal
Educational Consultant
Childcraft Educational Corporation
Speical acknowledgements are extended to Nancy Pike, Early Childhood
Coordinator, Region 1, for the photographs. This publication was produced
by the Office of Instruction Publications, Christopher Sgarro, Director;
design and layout by Tobey Hartman.
iv
New York City
INTRODUCTION
1
Philosophy
The NYCELL philosophy promotes early literacy skills in young children by developing the
interaction between parent and child. All children benefit from early exposure to a stimulating
learning environment that includes meaningful, literacy-rich experiences. Based on high quality,
developmentally appropriate practice that acknowledges and celebrates diversity, the program
nurtures social, emotional, physical, creative expression/aesthetic, and cognitive development
including oral language and early literacy skills.
Background Information
While many factors influence a child’s development and academic success, researchers and
practitioners agree that early exposure to books and story-time builds critical language skills. With
literacy learning shown to begin in infancy, parents are central to the early development of reading
and writing skills of their children. Parents who know how to help their children develop these skills
are able to support their children in the early years and beyond. Unfortunately, not all parents know
the importance of reading to their young children or have the skills to engage them in activities that
support literacy learning. Many parents need to know how to choose age-appropriate books and/or
provide the resources to access them. Low-income and at-risk families are particularly challenged.
As the New York City Department of Education (DOE) invests in improving the education for all
of its 1.1 million students, we are also concerned about the readiness of our students to enter and
thrive in our schools. Through a partnership of the Mayor’s Office, the DOE, and the New York City
Housing Authority (NYCHA), a collaborative program has begun to ensure that more of New York
City’s most at-risk children enter kindergarten with the language, cognitive, and early reading skills
they need for success. Exposing children to these activities at an early age helps to prepare them to
thrive in school and in life.
The Need
Many children living in New York City are at risk of academic difficulties that may affect their entire
education. Research findings are consistent in demonstrating that the more a child knows about
language and literacy before they begin school, the better equipped they are for reading (Burns,
Griffin, and Snow, 1999). Research conducted by Dr. Connie Juel at the University of Virginia found
that first graders who were not on grade level by the end of the year had only a one in eight chance
of ever achieving grade level reading proficiency without extraordinary efforts. Children born into
poverty are particularly at risk, with reading test scores well below average. In fact, only 16% of
children in low-income families score in the upper range, while 50% of children from the most
affluent families score in that same upper range (Gershoof, E., 2003)
While all parents want what is best for their children, parents also need the knowledge and skills
to ensure their children enter school prepared to succeed. Engaging families in the reading process
requires an environment that encourages reading and other interactive experiences. Unfortunately,
many of our New York City families have neither the supports nor the resources to create this
environment. Those at particular risk are living in public housing. Just over 33% of the population
are minors under age 18, and just over 40% of the families are working.
2
The Program
Children learn best by doing and through direct interactions with their environment. They strive for
independence by wanting to do things for themselves. Using current research that validates literacy
skills and the beneficial effects of play on cognitive development, NYCELL will:
• Promote the development of non-cognitive factors that are essential for learning, such as emotional
self-regulation.
• Strengthen the child’s physical development, including muscle development, and coordination
(Zigler and Bishop-Josef, 2004).
• Contribute to the development of social skills, such as empathy, self-confidence, motivation, turn
taking, and following rules.
• Enhance language, problem solving, representational skills, memory, and creativity.
New York City Early Literacy Learning (NYCELL) was created in January 2005 to address the early
literacy needs of its future students in those critical years. NYCELL provides parents and their children,
ages one to three-years-and-nine-months, with reading readiness experiences. The program focuses
on developing speaking and listening skills that support pre-reading and pre-writing development.
The program aims to: (1) provide early exposure to a stimulating learning environment that
includes meaningful, literacy-rich experiences; and (2) develop and expand interactions between
parent and child. The ultimate goal of NYCELL is to give young children the skills they need to
become active and engaged learners by the time they enter school. Within this context the
program will:
• Provide high quality adult/child interactions.
• Support parent efforts to enhance early language and literacy development using strategies that are
founded on scientifically based reading research. These developmentally, age-appropriate activities
include:
1. Rhymes, finger plays and songs (phonological awareness)
2. Read-alouds (print awareness)
3. Meaningful conversations (oral language)
4. Letter and name puzzles (knowledge about the alphabet)
•
•
•
•
Create language and literacy rich environments.
Help parents enhance their parenting style.
Empower parents in their parenting decisions.
Connect families to available community resources such as libraries, Adult Basic Education,
English Language Learners programs, and other social service agencies
The environment is designed so that the children are exposed to experiences that strengthen and
nurture their physical, social-emotional, creative expression/aesthetic, and cognitive development.
In addition, English Language Learners are provided with opportunities to acquire a second
language while their primary language is strengthened. In order to accomplish this, the Family
Literacy Associates will:
• Create an environment that respects and celebrates the first language of the family.
• Maximize the children’s ability to communicate naturally.
• Provide appropriate language acquisition strategies and opportunities for parents and children.
• Provide opportunities for children to sing or respond to predictable or rhyming books.
3
• Promote strategies designed to extend conversations such as telling stories and asking open-ended
questions.
• Provide frequent opportunities for families to engage in literacy activities, such as re-enacting
stories.
Participants will receive two hours of programming twice per week, over a 12-week cycle. A series of
curriculum-based activities are employed, including: songs, read-alouds, interactive discussion/activities,
and read-alongs. Activities are carefully selected to be developmentally appropriate. Attention is
also paid to acknowledging and celebrating diversity. The program also teaches and encourages a
range of activities for parents and children to engage in at home, and encourages parents to share
their engagement. These activities include reading time, help with chores, finger plays, conversation,
singing, identifying print/street signs, name recognition, and many others. Families receive books,
toys, and other learning materials that promote communication and early literacy skills. Alongside
these learning experiences and sharing of resources, NYCELL provides a bridge to prekindergarten
and arranges parent/child visits to schools for children reaching the eligibility age.
The program currently operates in all five boroughs in selected New York City Housing Authority
Community Centers. The program is open to residents of the housing complex and surrounding
neighborhoods. Outreach to families is conducted throughout the housing complex and surrounding
neighborhoods using print flyers and word-of-mouth. The program has attracted parents and
children who speak multiple languages.
4
New York City Early Literacy Learning
Activities
TIME
20
minutes
30
minutes
TIME FOR:
Welcome
• Finger plays, nursery rhymes, the welcome song, story time.
Interactive Discussion: Parents and
Family Literacy Associate
Small Group Session: Child and
Family Literacy Associate to provide
Message of the Day through talking points.
Family Literacy Associate to provide learning
experiences through:
To achieve objective, delivery must be:
• Book sharing.
• Informal.
• Table toys.
• Visual.
• Blocks, puzzles.
• Designed to highlight the “Teachable
Moment.”
• Play dough.
• Dramatic play.
• Art.
• Healthy snacks.
Activities are aligned with the Message of
the Day.
Parent and Child Interactive Literacy Activity
Activities are based on the conversations that the parents had with the Family Literacy
Associate and the activities that were provided for the children. Some of these include:
30
minutes
• Gross Motor Activities: balance beams, big balls, climbing stairs.
• Small Motor Activities: collage, puppet making, drawing
• Congnition: book sharing, playing with manipulatives.
• Social-Emotional: Interacting with others.
25
minutes
Clean-up and Closing Activity
• Parents, children, and staff participate in the closing activities.
• Finger plays, nursery rhymes, a story, lending library, and the farewell song.
At-Home Activity
15
minutes
Family Literacy Associates to lead discussion on the “teachable moment” of the day. Parents
discuss the day’s session.
• Based on the Message of the Day, the Family Literacy Associate will talk about the activity
parents and their children are to engage in at home.
• Parents and children are provided with an instructional toy, activity, or book to take home.
5
New York City
CURRICULUM
6
You Are Your Child’s First Teacher!
How Does My Child Grow and Learn?
The most important aspect of parent talk is the amount of parent talk. Parents who just talk as they go
about their daily activities expose their children to 1,000 to 2,000 words every hour. —Hart and Risley
Week 1 Session 1
TIME
TIME FOR:
Welcome
The Family Literacy Associate welcomes each parent and child to the session, and greet them
as they enter. The Family Literacy Associates:
20
minutes
• Invite parents to introduce themselves and their children. As each child is introduced, the
Family Literacy Associates sing a printed song to welcome that child to the program.
Parents and children are invited to join in.
• Invite each parent to share something special about his or her child.
• Introduce the group attendance chart.
• Read a story and use a displayed nursery rhyme, finger play, and/or song to engage the
children and parents in reciting.
• Introduce the parents and children to the children’s play area.
Interactive Discussion: Parents and Family
Literacy Associate
Expected Outcomes
For Week 1 Session 1
The Family Literacy Associate:
• Encourages the children to select
their own activities.
Parents will better understand:
• How language develops.
• How they can support the literacy growth and
development of their children.
The Family Literacy Associate will:
30
minutes
• Engage the parents in an activity through which
they discover the conditions that promote learning. (Cambourne, Conditions of Learning)
• Engage the parents in an activity around the
typical development of language from birth to
four years old.
• Engage the parents in an appropriate discussion
on how children learn language.
• Share a list of strategies that parents can use to
support the literacy growth and development of
their children.
• Introduce information on the photo journal and
disposable cameras; discuss the pictures that parents will be asked to take of their children in the
weeks to come.
7
• Talks with the children as they
explore and become familiar with
the materials and activities.
• Takes pictures of the children as
they engage in activities throughout the program when appropriate. These pictures will be used by
the Family Literacy Associate to
develop the group photo journal.
This album will be shared with the
families during the final session of
program.
Interactive Literacy Activity
30
minutes
Parents interact with their children in the children’s area. The Family Literacy Associates
support the parents as they notice that their children are capable of doing many things.
Parents are reminded of the conditions that support learning.
As the Interactive Literacy Activity ends, the Family Literacy Associates:
• Encourage parents to ask clarifying questions.
• Provide parents with a list of activities that they can use to encourage their children to
develop language skills.
• Parents, children, and staff sing the clean-up song.
25
minutes
• The children participate in the clean-up process.
• One Family Literacy Associate reads a story.
• Parents, children, and staff sing the goodbye song.
• Parents and children have the opportunity to borrow books from the Lending Library.
At-Home Activity
15
minutes
The Family Literacy Associates provide the parents with a copy of the week’s nursery rhyme
and finger play to recite with their children at home.
Suggested books:
Dyer, Jane. (1986). Random House Books for Young Readers. Moo, Moo Peek-a-Boo!
Fox, Mem. (1993). Gulliver Books. Time for Bed.
Murphy, Mary. (1997). Egmont Books. I Like It When.
8
You Are Your Child’s First Teacher!
To grasp a real understanding of the world around him, a child must observe, handle,
play with, and experiment with the many things in his environment. —J. Piaget
Week 1 Session 2
TIME
TIME FOR:
Welcome
20
minutes
Parents and children engage in the attendance chart activity as they enter. The Family
Literacy Associates welcome each parent and child. The session begins with a welcome song
to greet each child. One Family Literacy Associate reads a story, and engages the children and
the parents in the nursery rhyme, finger play, and/or song. The other Family Literacy
Associate assists in these activities.
Interactive Discussion: Parent and
Parents share their experiences with the
at-home activity from the previous session.
Expected Outcomes
For Week 1, Session 2
Parents will better understand that:
• Rapid brain development occurs during
children’s very early years.
• By engaging in sensory experiences with
their children they can support brain
development.
30
minutes
• Display a picture of the brain and
engage the parents in an open-ended
discussion on the brain.
• Invite the parents to engage in a true/false
activity about the brain.
• Show a pictorial representation of the
brain at one month and at six years.
• Engage the parents in a discussion about
the rapid brain development that occurs
early in life.
• Give parents an opportunity to participate
in a variety of sensory experiences that
will help them understand learning
through the senses.
Continued on next page.
9
• Encourages the children to select their
own activities.
• Encourages the children as they use their
senses to explore, and become familiar
with the materials and activities.
• Talks with the children about how things
in the play area look, feel, smell, sound,
and taste, e.g. snack.
Interactive Discussion: Parent and Family
Literacy Associate continued
• Help the parents understand that brain
development and learning occur as children use their five senses.
• Discuss a number of ways parents can support brain growth.
(Brain Fact, Diamond, M. and Hopson, J. (1998); Parents Are
Teachers Too, Claudia Jones (1988).
30
minutes
support the parents as they notice that the children are learning by using their senses.
Parents support their children’s play and learning by providing positive reinforcement.
• Provide parents with a list of activities that they can use to support their children as they
develop language skills through the use of their five senses.
• Parents, children, and staff sing the clean up song.
25
minutes
• Parents, children, and staff sing a goodbye song.
Continuity Take-Home Materials
15
minutes
The Family Literacy Associates provide the parents with a tactile toy, and a tactile book, such
as Pat the Bunny by Dorothy Kunhardt. The Family Literacy Associates will demonstrate the
use of the continuity take-home materials and support parents in identifying the connection
to the session’s activities. Parents will be encouraged to share these materials with their
children on an ongoing basis.
Suggested books:
Bang, Molly. (1983). Greenwillow Books.
Ten, Nine, Eight.
Kunhardt, Dorothy. (2001). Golden Books.
Pat the Bunny.
Williams, Vera B. (1997). Greenwillow Books.
“More, More, More” Said the Baby.
Now you see me. Now you don’t.
10
Understanding Your Child’s Growth and Development
For the child… it is not half so important to know as to feel. If facts are the seeds that later produce knowledge and
wisdom, then the emotions and impressions of the senses are the fertile soil in which the seeds must grow.. —Rachel Carson
Week 2 Session 1
TIME
TIME FOR:
Welcome
20
minutes
The Family Literacy Associates welcome each parent and child and encourages them to
participate in the attendance chart activity as they enter. The session begins with a welcome
song to greet each child. One Family Literacy Associate reads a story, and engages the
children and the parents in the previously learned nursery rhyme, finger play, and/or song.
A new nursery rhyme, finger play, and/or song will be introduced. The other Family Literacy
Associate assists in these activities.
continuity take-home materials from the
previous session:
Expected Outcomes
• Supports the children as they explore
materials that support their development
in the four learning domains.
• Their children grow physically, socially,
emotionally, and cognitively
(intellectually).
30
minutes
• They can support their children’s
development in each of the four learning
domains.
• Display four pictures of children, each
depicting one of the four domains of
development.
• Engage the parents in a discussion
around each picture.
• Assist the parents in labeling each picture
with the word “physical,” “social,”
“emotional,” or “cognitive.”
• Lead a discussion on how parents can
support their children’s development in
each of the four domains. For example:
to promote physical development the
parents can provide opportunities to run,
jump, hop, and climb.
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own activities.
Parents interact with their children in the children’s area.. The Family Literacy Associates
support the parents in noticing how materials and activities reinforce their children’s
development in the four learning domains.
30
minutes
As the Interactive Literacy Activity ends, the Family Literacy Associates.
• Encourage parents to ask clarifying questions
• Provide parents with a calendar produced by The Parents Institute, a division of NIS, Inc.,
with suggested daily activities for supporting children’s development in each of the four
domains.
25
minutes
At-Home Activity
The Family Literacy Associates provide the parents with a copy of the week’s nursery rhyme
and finger play to recite/sing with their children.
15
minutes
The Family Literacy Associates distribute the disposable cameras to the parents.
Parents are asked to take one to two photos of their children engaged in an activity that
supports development in one or more of the domains.
Parents are asked to notice how the activities their children engage in support
Suggested books:
Faulkner, Keith. (2002). Cartwheel. The Five Senses.
Martin, Bill Jr., Archambault, John. (2000). Aladdin. Chicka, Chicka, Boom, Boom.
Oxenbury, Helen. (1999). Little Simon. All Fall Down.
12
Understanding Your Child’s Growth and Development
Stages in the Developmental Process
Talking is not just speaking. Talking involves communication-speaking with and to someone,
getting feedback, and composing language in response to that feedback. —Ruth Corey Selman, Ph.D.
Week 2 Session 2
TIME
TIME FOR:
Welcome
20
minutes
The Family Literacy Associates welcome each parent and child and encourage them to engage
in the attendance chart activity as they enter. The session begins with a welcome song to
greet each child. One Family Literacy Associate reads a story, and engages the children and
the parents in the previously learned nursery rhymes, finger plays, and/or songs. The other
Family Literacy Associate assists in these activities.
Literacy Associate
Expected Outcomes
• Supports children’s language
development by engaging in
conversations and putting language
around their selected activities.
• Typical language development.
• How to support their children’s language
development.
30
minutes
• Display three cards each printed with children’s
language:
“Kitty eat”
“I want to go home”
“dada”
• Lead a discussion and assist parents with
matching a picture depicting a developmental
stage with the language on each of the cards.
• Distribute and discuss a language development
chart for children 7-12 months, 12-24 months,
and 24-36 months.
• Share and discuss a prepared list of guidelines
for fostering children’s language at each stage
of development.
13
30
minutes
support the parents as they implement one or more of the tips for supporting language
development discussed during the interactive discussion.
• Provide parents with a list of guidelines for supporting their children’s language
development.
25
minutes
15
minutes
The Family Literacy Associates provide a hand puppet and book set for parents to use at
home with their children. The Family Literacy Associates demonstrate the use of the
continuity take-home materials and support parents in identifying the connection to the
session’s activities. Parents are encouraged to share these materials with their children on
an ongoing basis.
Suggested Books:
Brown, Margaret Wise. (1977).
HarperTrophy. Goodnight Moon.
Lee, Spike, and Lee, Tonya Lewis. (2002).
Simon & Schuster Children’s Publishing.
Please Baby Please.
Tildes, Phyllis Limbacher. (2001).
Charlesbridge Publishing. Baby Faces.
Play is a fun way to bond with your child.
14
Building Relationships for Learning
Learning Through Play
…but for infants and young children, play is a way of trying out
and finding out about the world around them. —Janice J. Beaty
Week 3 Session 1
TIME
TIME FOR:
Welcome
20
minutes
The Family Literacy Associates welcome each parent and child and encourage them to engage
greet each child. One Family Literacy Associate reads a story, and engages the children and
the parents in the previously learned nursery rhymes, finger plays, and/or songs. A new
nursery rhyme, finger play, and/or song is introduced. The other Family Literacy Associate
assists in these activities.
previous session.
Expected Outcomes
• Supports the overall duration and quality
of play by offering props, activities, or toys
that expand the level of play.
• Children learn by playing.
• Children grow physically, emotionally,
and intellectually through play.
30
minutes
their favorite play activities when they
were children.
• Connect the parents’ childhood play
choices to developing: large and small
muscles, social relationships, listening
and speaking skills, and creativity.
• Share with parents the research indicating
that children learn through play.
• Provide parents with an opportunity to
engage in a variety of play activities, e.g.
play dough, puzzles, stacking cups, bean
bags, sorting toys, dramatic play props.
15
own activities.
Family Literacy Associate continued
the learning value of each activity.
• Invite the parents to identify the play
activities their children enjoy and the
learning value of that play.
• Display several pictures of toys such as
Bingo, a rattle, stacking toys, a tricycle,
and support parents as they arrange them
in a logical sequence that parallels
children’s developmental levels.
• Facilitate a discussion on the appropriateness
of children’s toys at different stages of
development.
30
minutes
support the parents in recognizing the growth and learning that occurs through this play.
Parents are encouraged to offer additional props, activities, or toys to expand the level of
play.
• Provide parents with a handout with pictures of a variety of toys which support physical,
social-emotional, and intellectual development.
Parents, children, and staff sing the clean-up song.
25
minutes
The children participate in the clean-up process.
One Family Literacy Associate reads a story.
Parents, children, and staff sing the goodbye song.
Parents and children have the opportunity to borrow books from the Lending Library.
At-Home Activity
25
minutes
The Family Literacy Associates provide the parents with a copy of the week’s nursery
rhyme and finger play to recite/sing with their children.
Parents are asked to observe their children at play and notice what they are learning.
Parents are asked to take one to two photos of their children at play.
16
Suggested books:
Bowie, C.W. (2000). Charlesbridge Publishing. Busy Toes.
Martin, Bill Jr. (1997). Henry Holt and Co. Polar Bear, Polar Bear, What Do You Hear?
Wood, Audrey. (1992). Harcourt Children’s Books. Silly Sally.
Every experience is
an opportunity to support
language development
in children.
17
Building Relationships for Learning
Learning Through Play
Only by supporting mature, high quality play can we really help children fully develop
their language and literacy skills. —Elena Bordrova, Ph.D., Deborah J. Leong, Ph.D.
Week 3 Session 2
TIME
TIME FOR:
Welcome
20
minutes
The Family Literacy Associates welcome each parent and child and encourage them to
engage in the attendance chart activity as they enter. The session begins with a welcome
children and the parents in the previously learned nursery rhymes, finger plays, and/or
songs. The other Family Literacy Associate assists in these activities.
Expected Outcomes
• How language develops through play.
• How they can develop and extend their
children’s language and vocabulary
through play.
30
minutes
• Display an enlarged picture of a parent
and child engaged in play and ask the parents
to imagine what they might be saying.
• Point out that play is a natural opportunity
for language exchange.
• Show the video “Talking and Play,”
developed by the Washington Research
Institute.
• Stop the video at the end of each section
to engage parents in a discussion about
supporting children’s language
development through play.
• Summarize the three strategies suggested
in the video as indicated below;
Comment and wait.
Ask questions and wait
Respond by adding a little more.
18
own activities.
• Facilitates language development by
extending the children’s language and by
putting language around what they are
doing.
30
minutes
encourage the parents to support their children’s language development by engaging their
children in conversation during play.
• Provide parents with a handout that outlines strategies to support language development
during play.
25
minutes
15
minutes
The Family Literacy Associates provide one puzzle and one interactive book for the parents
to use at home with their children. The Family Literacy Associates demonstrate the use of
the continuity take-home materials and support parents in identifying the connection to the
session’s activities. Parents are encouraged to share these materials with their children on an
ongoing basis.
Suggested books:
Cowley, Joy. (1999). Philomel. Mrs. Wishy-Washy.
Root, Phyllis. (2001). Candlewick. One Duck Stuck.
Seuss, Dr. (1963). Random House Books for Young Readers. Hop on Pop.
19
Guiding Children’s Learning
Building on What Children Know
…as children go about their daily lives, they develop and test a never ending series of little hypotheses,
or ideas, about the ways in which the world works. As new experiences challenge their existing hypotheses,
children refine them to accommodate the new information. —Ferreiro, Tebeerosky, & J. Piaget
Week 4 Session 1
TIME
TIME FOR:
Welcome
20
minutes
The Family Literacy Associates welcome each parent and the child and encourage them to
songs. A new nursery rhyme, finger play, and/or song will be introduced. The other Family
Literacy Associate assists in these activities.
previous session.
Expected Outcomes
• Encourages the children to use blocks to
build structures.
• Provides opportunities for the children to
integrate three-dimensional animals in
their structures.
• How to identify and build on what
children already know.
30
minutes
• How to play a game with their children
to support language and concept
development.
• Support parents in discovering that many
toys, games, and books have an animal
theme.
• Help parents to recognize that the animal
theme in books and toys builds on what
children already know about animals.
• Demonstrate the “Animals All Around
Game.” (See the following activity.)
20
own activities.
support parents as they engage their children in the following activitiy:
Animals All Around Game
(Excerpt from Games to Play with Toddlers by Jackie Silbey)
• Sit on the floor next to your child, with a box in front of the both of you.
• Put a play animal next to the box. While you are doing this, tell your child that you are
putting the play animal next to the box.
30
minutes
• Ask your child to give you the play animal that is next to the box.
• Continue putting animals in different places: in front of the box, behind the box, on top
of the box, and under the box.
• Give the play animal to the child and ask him to put it in different places around the box.
• When the child can do this easily add more boxes so that the game becomes more
challenging.
• Provide parents with animal crackers to share with their children and to use to stimulate
language.
• Parents, children, and staff, sing the clean-up song.
15
minutes
At-Home Activity
25
minutes
• The Family Literacy Associates provide the parents with a copy of the week’s nursery
rhyme and finger play to recite/sing with their children.
• Parents are asked to take one to two photos of their children with a favorite animal toy or
animal book.
Suggested books:
Black, Sonia and Galeron, Henri. (2003). Cartwheel. Look and Learn: On the Farm.
Brown, Margaret Wise.(1994). HarperFestival. Big Red Barn.
Martin, Bill Jr. (1996). Henry Holt and Co. Brown Bear, Brown Bear, What Do You See?
21
Guiding Children’s Learning
Building on What Children Know
Children learn from and through identification with people who care for them
and are emotionally important to them. —Cale, Bruner, and Vygotsky
Week 4 Session 2
TIME
TIME FOR:
Welcome
20
minutes
Expected Outcomes
• Positive self-concept leads to independence
and learning.
• They have a major influence on the
development of their child’s positive
self-concept.
30
minutes
• Share a variety of books with pictures of
children’s faces and other parts of the body.
• Remind parents that children know parts of
the body because they probably taught their
children to point to their eyes, nose, and
mouth when they were just babies.
• Display and recite the finger play,
“Head and Shoulders, Knees and Toes.”
• Lead a discussion on how to build on what
children already know about themselves, and
teach less familiar parts of the body, for
example, elbows, chin, and wrist.
• Invite parents to think back to when they
were children and recall a person or
experience that made them feel good
about themselves.
22
own activities.
• Provides children with an opportunity
to look into mirrors and identify parts
of the body.
• Share with parents the research that
shows that a child who has a positive
self-concept learns more easily than a
child with low self-esteem.
• Talk about how to build children’s
self-esteem and self-confidence so that
they can become independent and learn
new things.
support parents as they trace their children’s hands or make handprints. The Family
Literacy Associates lead the parents and children in doing the “Hokey Pokey,” pointing out
familiar and unfamiliar parts of the body.
30
minutes
• Provide parents with a copy of “Head and Shoulders, Knees and Toes” and a copy of
the “Hokey Pokey” to practice at home with their children. In preparation for the next
session, parents are asked to identify labels from products that are familiar to their
children. They should be asked to cut these labels out and bring them to the next session.
25
minutes
Continuity At-Home Activity
15
minutes
The Family Literacy Associates provide one plastic mirror and one book Good Job Little Bear
by Martin Waddell. The Family Literacy Associates demonstrate the use of the continuity
take-home materials and support parents in identifying their connection to the session’s
activities. Parents are encouraged to share these materials with their children on an ongoing
basis.
Suggested books:
Carle, Eric. (1999) HarperFestival. From Head to Toe.
Martin, Bill, Jr., and Archambault, J. (1998) Henry Holt and Co. Here Are My Hands.
Pinkney, A.D., and Pinkney, J. (1997). Red Wagon Books. Pretty Brown Face.
23
Reading the World
Print All Around Us
Children’s initial encounters with written language occur within their social and cultural world,
mostly in the form of environmental print. —Yetta Goodman
Week 5 Session 1
TIME
TIME FOR:
Welcome
20
minutes
songs. A new nursery rhyme, finger play, and/or song is introduced. The other Family
previous session.
Expected Outcomes
• When developmentally appropriate,
encourages the children to recognize the
environmental print that is displayed
around the room, for example, “EXIT.”
Parents will be better able to:
• Identify the pre-reading skills their
children already have.
• Support their children’s pre-reading skills
by using environmental print.
30
minutes
• Display the following cards:
the
• Ask parents to identify the word/symbol
that children learn first.
• Define environmental print as words or
symbols that appear often in homes,
communities, and the media.
• Explain that environmental print is often
the first words and symbols that children
identify and read.
24
own activities.
• Take the opportunity to have parents
share the labels they have brought in and
talk about the significance of them to
their children.
• Invite parents to make a simple environmental
print book for their children, using the labels
they have gathered.
support the parents as they share their environmental print books with the children.
30
minutes
• Provide parents with a brochure that identifies places to take children on family trips
where they may see environmental print.
25
minutes
At-Home Activity
• The Family Literacy Associates provide parents with a copy of the week’s nursery rhyme
and finger play to recite/sing with their children.
15
minutes
• Parents are asked to take one to two photos of their children next to neighborhood
environmental print.
• Parents are asked to look around the house with their child and identify additional print
to add to the environmental print book.
Suggested books:
Crews, Donald. (1992). HarperTrophy. Freight Train.
Crews, Donald. (1993). HarperTrophy. School Bus.
Marzollo, Jean. (1998). Cartwheel. I Spy Wheels.
25
Reading the World
Print All Around Us
Learning to read and write is an ongoing process. Contrary to popular belief, it does not suddenly
begin in kindergarten or first grade. From the earliest years, everything that adults do
to support children’s language and literacy counts. —Hart and Risley
Week 5 Session 2
TIME
TIME FOR:
Welcome of Parent and Child
20
minutes
Teacher
Expected Outcomes
Parents will:
• Identify neighborhood places to visit with
their children during the neighborhood
walk.
30
minutes
• Become more aware of places in the
neighborhood as resources to build their
children’s knowledge, support their
language development and identify
environmental print.
The Family Literacy Associates will:
• Discuss what they plan to see and
the opportunities for language and
vocabulary development they will take
advantage of as they take a neighborhood
walk with their children.
• Remind parents to point out familiar
print that they see on their walk.
26
• Prepares the children for the trip by
sharing a story about a neighborhood
location.
• Assists the children in dressing for the
outdoors if appropriate.
30
minutes
The parents and children, together with the Family Literacy Associates take a neighborhood
walk. All adults will engage in conversation with the children and point out environmental
print.
• Provide parents with a list of additional places where they may find environmental print
that may be familiar to their children.
25
minutes
15
minutes
The Family Literacy Associates provide parents with the book: I Read Signs by Tana Hoban.
The Family Literacy Associates demonstrate the use of the continuity take-home materials
and support parents in identifying the connection to the session’s activities. Parents are
encouraged to share these materials with their children on an ongoing basis.
Suggested books:
Adams, Pam and Freeman, Tina. (2001). Child’s Play International Ltd. The Wheels on the Bus.
Hoban, Tana. (1983). Scholastic, Inc. I Read Signs.
Hutchins, Pat. (1971). Aladdin. Rosie’s Walk.
27
Everyday Learning Experiences
Indoor and Outdoor Activities
Most adults find the routines of daily living to be tedious. We get dressed, set the table, clean the living room,
and go to the supermarket because these are the jobs that must be done. We give little thought to these
familiar chores except perhaps to wish someone else would do them for us. Yet for young children,
these everyday tasks are fascinating opportunities to explore and to learn about themselves
and the people and the things in their world. —Amy Laura Dombro
Week 6 Session 1
TIME
TIME FOR:
Welcome
20
minutes
songs. A new nursery rhyme, finger play, and/or song will be introduced. The other Family
previous session.
Expected Outcomes
• Introduces the newly added sand and
water table and equipment such as
funnels, sieves, etc.
• Children are learning all day long.
30
minutes
• Everyday activities are opportunities to
help their children learn concepts and
languages.
• A child’s age and developmental level
should determine the kind of experiences
they provide.
• Share a vignette with the parents that
depicts a mother’s typical day.
• Assist the parents with identifying the
many daily opportunities which they have
for supporting their children’s learning.
• Use a doll and a plastic tub to demonstrate bath time conversation.
28
own activities.
Interactive Discussion: Parent and Family Literacy
Associate continued
• Guide parents in the development of a chart such as the
one below, which indicates what parents can do when
bathing and dressing their children, preparing food,
shopping, etc. A sample chart may begin as follows:
Preparing Food
You:
Your Child:
Provide opportunity for
your child to play with
plastic bowls, wooden
spoons, whisks, etc.
Will increase his/her
vocabulary by
learning the names
of these objects.
While reading a
Will learn the
recipe, allow your
importance of
child to assist by
reading.
getting the ingredients,
measurinig, pouring,
stirring, etc.
30
minutes
support the parents as they draw upon the ideas presented during the Interactive Discussion
for Parent and Family Literacy Associate, and as they take advantage of the many opportunities
to support their children’s learning with greater intentionality.
• Provide parents with a list of common household objects their children can explore to
support vocabulary and language development.
25
minutes
• Parents and children sing the goodbye song.
At-Home Activity
• The Family Literacy Associates provide the parents with a copy of the week’s nursery
rhyme and finger play to recite at home with their children.
15
minutes
• Parents are asked to put plastic funnels, empty margarine tubs, and measuring spoons or
cups in the bathtub with their child to stimulate play and talk.
• Parents are asked to take one to two photos of their children visiting the supermarket,
post office, Laundromat, or other neighborhood places.
29
Suggested books:
Adoff, Arnold, and Desimini, Lisa. (2000). Blue Sky Press. Touch the Poem.
Garland, Sarah. (1995). Gardners Books. Doing the Washing.
Tafuri, Nancy. (2003). Scholastic Press. You Are Special, Little One.
Reading to a child every day
is a precursor to a child
learning to read independently.
30
Everyday Learning Experiences
Neighborhood Walking Trips
Young children collectively can be interested in almost every imaginable aspect of a trip outside the school. Their
attention can be drawn to people or objects, their functions, how they work, and how they relate to other objects
or people. —Lillian G. Katz and Sylvia Chard, Engaging Children’s Mind: The Project Approach
Week 6 Session 2
TIME
TIME FOR:
Welcome
20
minutes
children and parents in previously learned nursery rhymes, finger plays, and/or songs.
The other Family Literacy Associate assists in these activities.
Expected Outcomes
Parents will learn how:
• To support their children’s natural curiosity
by providing opportunities for their
children to talk about things they see
and to ask questions.
30
minutes
• To take “looking walks” around the
neighborhood to see construction,
community workers, stores, and natural
phenomena.
• Begin the discussion by inviting the
parents to join in singing “Who Are the
People in Your Neighborhood?” from the
Sesame Street television show.
• Review the lists of neighborhood places
previously generated by parents during
Week 5, Session 1, “Reading the World:
Print All Around Us.”
• Invite parents to substitute neighborhood
places for people as they engage in singing
“What Are the Places in Your
Neighborhood?”
31
own activities.
• Introduces the children to additional
dramatic play area such as supermarket,
post office, laundromat, etc.
• Engage parents in a mapping activity that
includes identifying the different kinds of
walks to take and a discussion on how these
walks support language, literacy, and concept
development.
For example:
Store
Walk
Look
Down
Walk
Vehicle
Walk
NEIGHBORHOOD
Growing
Things
Walk
Look
Up
Walk
• Share the contents of a basket filled with
natural phenomena from the neighborhood,
for example, leaves, pine cones, and pebbles.
• Ask parents to view these things through the
eyes of a child as well as through a magnifying
glass.
• Engage the parents in a discussion on the
observations, comments, and questions that
might result from observing these objects.
• Suggest to parents that children begin to
notice similarities and differences in objects
and in time notice similarities in words, letters,
and numbers.
• Provide the parents with soil, seeds, and containers to plant with their children, and to
observe and talk about over time.
32
30
minutes
support parents as they encourage the children to talk about their play in the supermarket,
post office, or laundromat. Parents may plant seedlings with their children and engage them
in conversation about the process.
• Provide parents with a copy of a list of neighborhood places.
25
minutes
25
minutes
The Family Literacy Associates provide parents with one magnifying glass and one book,
Growing Vegetable Soup by Lois Ehlert. The Family Literacy Associates demonstrate the use
of the continuity take-home materials and support parents in identifying the connection to
the session’s activities. Parents are encouraged to share these materials with their children
on an ongoing basis.
Suggested books:
Ehlert, Lois. (1990). Voyager Books.
Growing Vegetable Soup.
Intrater, Roberta Grobel. (2002).
Baby Faces: Eat.
Oxenbury, Helen. (1999). Little Simon.
Clap Hands.
Read to your child every day.
33
Developing a Love of Learning
Selecting Appropriate Books
It is never too early to start reading to young children. Infants and toddlers who have warm experiences with
books feel good about being read to. Adults can help young children learn about print and books by reading
to children daily and providing opportunities for infants and toddlers to use and handle their own books.
—National Center for Family Literacy, Children’s Literacy: Infants and Toddlers
Week 7 Session 1
TIME
TIME FOR:
Welcome
20
minutes
children and parents in the previously learned nursery rhymes, finger plays, and/or songs.
The other Family Literacy Associate assists in these activities.
continuity take-home materials.
The Family Literacy Assoicate:
Expected Outcomes
Parents will better understand how to:
30
minutes
• Promote a love of reading by selecting
appropriate books for their children based
on their interests, ages, and stages of
development.
• Expose their children to a variety of
genres to support literacy growth
• Display a chart reflecting stages of
language development and appropriate
books. The chart may begin as follows:
34
• Provides children with new books that
connect to their center play, such as
Truck and Freight Train, by Donald
Crews, in the building area.
• Supports the children in holding books,
turning the pages, and looking at and
talking about the pictures.
Interactive Discussion: Parent and Family Literacy
Associate continued
Appropriate Books
Age
Books
6-12 months
• Cloth books and board books.
• Books that fit into a child’s hands.
• Wordless books.
• Books with a single word, phrase,
or short sentence on each page.
• Books with rhymes.
• Books with handles.
• Books with simple stories.
• Books with bright pictures of familiar
objects or people.
12-18 months • Books with stiff pages.
• Books with handles.
• Books with rhymes.
• Books with songs.
• Books with repeated verses.
• Books with few words on each page.
• Books with bright pictures of familiar
objects, animals or people.
18-36 months • Books with paper pages.
• Books with words that match the picture.
• Books with rhythm and rhyme.
• Books with repeated verses.
• Books with predictable text.
• Books with easy to follow story lines.
• Books with detailed illustrations.
• Books that tell simple, short stories.
• Books with stories that have problems
to solve.
*Adapted from Children’s Literacy–Infant and Toddler Easy to Learn
Easy to Read. National Center for Family Literacy.
35
• Provide parents with a wide variety of
books and support them as they match
books with ages/stages of development.
• Engage parents in a discussion about why
children need to be exposed to a variety of
literary genres, and show examples of the
following kinds of books:
– Informational books.
– Repetitive/predictable books.
– Books that tell a story.
• Label three baskets, each with one of the
kinds of books listed above.
• Support parents in sorting some of the
books from the lending library into three
categories.
30
minutes
support the parents as they guide their children in selecting a book from the library area.
Parents may use the rocking chairs or gliders, or select a cozy spot to read a book to their
child for enjoyment.
As the Interactive Literacy Activity ends, the Family Literacy Associates provide parents with
a list of books appropriate to the age of their child.
25
minutes
• Parents are informed that they will be taking a trip to the neighborhood public library
during the next session. They are reminded to bring appropriate identification.
At-Home Activities
15
minutes
• Parents are invited to borrow one book from each of the three baskets of categorized
books to read to their child at home.
• Parents are asked to take one or two photos of their child sharing a book with
someone else.
36
Suggested books:
Bailey, Debbie. (1991). Annick Press. Shoes.
Krauss, Ruth. (1973). Scholastic Book Services. The Carrot Seed.
Strickland, Paul. (1998). Dutton Children’s Books. Dinosaur Roar.
Grandpa reading to Julian.
37
Developing a Love of Reading
A Visit to the Library
Words, stories, books, and print weave a fabric for everyday life that enfolds young children
and nurtures them as talkers, readers, and writers. —Regalado, Goldenberg, and Appel
Week 7 Session 2
TIME
TIME FOR:
Welcome
20
minutes
The Family Literacy Associates welcome parents and children and encourage them to engage
greet each child. One Family Literacy Associate reads a story and engages the children and
parents in the previously learned nursery rhymes, finger plays, and songs. The other Family
Expected Outcomes
• Assists the children with dressing for the
outdoors if appropriate.
• How the neighborhood library can be
used to promote their children’s interest
in books.
30
minutes
• How to participate in the activities
libraries provided for families.
• Inform the parents that arrangements
have been made and activities have been
planned with the local librarian.
• Encourage parents to apply for library
cards for themselves and their children if
they don’t already have them.
• Remind parents to use this walking trip as
an opportunity to engage in conversation
with their children.
38
• Helps prepare the children for the trip.
30
minutes
The parents and their children together with the Family Literacy Associates visit the
neighborhood library. They may participate in an orientation, a tour, a story hour, and
receive library cards.
• Encourage parents to take free literature about library and community events.
25
minutes
Parents, children, and staff sing the goodbye song.
15
minutes
Parents and children leave with literature supplied by the neighborhood librarian. The
Family Literacy Associates demonstrate the use of the continuity take-home materials and
support parents in identifying the connection to the session’s activities.
Suggested books:
Cousins, Lucy. (1992). Candlewick. Maisy Goes to the Playground.
Freeman, Don. (1976). Puffin. Corduroy.
Hutchins, Pat. (1971). Aladdin. Rosie’s Walk.
39
Opening the Door to the World of Reading
Using Everyday Language
Literacy is a functional component of daily living in the home. Speaking, reading,
and writing all are associated with daily activities. —William Teal
Week 8 Session 1
TIME
TIME FOR:
Welcome
20
minutes
The Family Literacy Associates welcome each parent and child, and encourage them to
song to greet each child. One Family Literacy Associate reads a story, and engages the children and parents in the previously learned nursery rhymes, finger plays, and/or songs. The
other Family Literacy Associate assists in these activities.
Literacy Associate
Small Group Session: Child
and Family Literacy Associate
Parents share their plans for participating in
neighborhood library activities based on the
materials they received during the last session.
Expected Outcome
• Supports vocabulary development by putting language around
what the children are doing.
• How to use day to day “teachable moments” to
support children’s language development.
• How to build on language benchmarks.
• Elicit responses from parents to complete a chart
such as the one below.
30
minutes
Language
Benchmarks
Child makes cooing or
babbling sounds.
How Parent
May Respond
Make eye contact,
smile, and imitate the
sound child makes.
Child is not talking but
brings parent something.
Child is starting to point to
and name things.
*Adapted from L. Danahy, CDHD University of Idaho.
• Guide parents in a discussion on language
development opportunities that exist throughout
the day, for example, getting dressed in the
morning, playing in the afternoon, and bath
time in the evening.
40
30
minutes
support parents as they identify and act upon teachable moments to support their children’s
literacy development.
• Provide parents with refrigerator magnets that say, “Parents Are Teachers, Too.”
25
minutes
At-Home Activity
• The Family Literacy Associates remind parents to continue reciting nursery rhymes and
finger plays at home with their children.
15
minutes
• Parents are asked to engage in “teachable moments,” for example, to talk to their children
about the sequence of events of the morning while getting ready for the NYCELL
program.
• Parents are asked to take one to two photos of their children getting ready for the
NYCELL program in the morning.
Suggested books:
Bailey, Debbie. (1991). Annick Press. Clothes.
Intrater, Roberta Grobel. (2002). Cartwheel. Baby Faces: Eat.
Smith, Edward Biko. (1994). Africa World Press. A Lullaby for Daddy.
41
Opening the Door to the World of Reading
Using Everyday Language
Narrative talk within family meal time conversations during the preschool years,
another measure of linguistic environment, also appears to be a strong predicator
of literacy development. —Beals & DeTemple, and Beals and Snow
Week 8 Session 2
TIME
TIME FOR:
Welcome
20
minutes
The Family Literacy Associates welcome parents and children, and encourage them to engage
greet each child. One Family Literacy Associate reads a story and engages the children and
parents in previously learned nursery rhymes, finger plays, and songs. The other Family
Literacy Associate
Parents share their experiences with the at-home
activity from the previous session.
Expected Outcome
• Encourages the children to
select their own activities.
Parents will better understand that meal time is an
opportunity to:
• Facilitates play and language
development for children
engaged in dramatic play,
by using mealtime props.
• Pass on family values, culture, and strengthen
relationships.
• Help their children acquire information about a
variety of topics.
30
minutes
Small Group Session: Child
and Family Literacy
Associate
• Support children’s language and vocabulary
development.
• Talk about nutritious foods.
• Facilitate a discussion where parents remember and
share their most memorable mealtime experience
and what made them special.
• Make connections between mealtimes as opportunities
to pass on values and to develop traditions.
• Lead a discussion about mealtime as an opportunity
for children to learn language and literacy skills.
• Help parents identify a list of appropriate topics for
discussion during mealtimes.
• Summarize and share the research on the correlation
between mealtime conversation and children’s
language development. (Beals and DeTemple, 1993)
(Beals and Snow, 1994)
42
30
minutes
Parents interact with their children in the children’s area.. The Family Literacy Associates
support parents and children as they prepare a simple snack, such as fruit salad or egg salad.
Conversations will be about food preparation as well as other topics of interest to children.
• Provide parents with a copy of the recipe to read to children at home as they prepare the
snack together.
25
minutes
15
minutes
The Family Literacy Associates provide parents with children’s cooking utensils and an
appropriate book such as, Ten Red Apples by Pat Hutchins, or The Very Hungry Caterpillar
by Eric Carle. The Family Literacy Associates demonstrate the use of the continuity
take-home materials and support parents in identifying the connection to the session’s
activities. Parents are encouraged to share these materials with their children on an
ongoing basis.
Suggested Books:
Carle, Eric. (1994). Philomel. The Very Hungry Caterpillar.
Galdone, P. (1983). Clarion Books. The Gingerbread Boy.
Hutchins, Pat. (2000). Greenwillow. Ten Red Apples.
43
Getting Your Child Ready to Read
Promoting a Lifelong Love of Learning
Studies have demonstrated that early readers come from homes where parents read to children often,
illustrating how oral language serves as a companion for reading and writing. —William Teale
Week 9 Session 1
TIME
TIME FOR:
Welcome
20
minutes
Literacy Associates welcome each parent and child. The session begins with a welcome song
to greet each child. One Family Literacy Associate reads a story and engages the children
and parents in the previously learned nursery rhymes, finger plays, and/or songs. The other
Family Literacy Associate assists in these activities.
previous session.
Expected Outcome
• Encourages the children to explore the
new books that have been added to the
children’s area.
• Language development is supported by
book sharing.
• Ways to effectively share books with their
children.
30
minutes
• Display a picture of a grandparent and
child sharing a book and engages the
parents in a discussion on the value of
this activity.
• Show the video, “Talking and Books,”
developed by The Washington Research
Institute. Stops the video at the end of
each section to engage the parents in a
discussion on supporting language
development by sharing books.
• Summarize the three strategies as
suggested in the video as indicated below:
Comment and wait.
Ask questions and wait.
Respond by adding a little more.
44
own activities.
30
minutes
encourage parents to “lap” read to their children. Parents may support their children’s
language development by engaging them in conversation around the books.
• Provide parents with copies of a handout outling the CAR strategies.
25
minutes
15
minutes
• Parents are asked to practice commenting on the pictures and/or text in the books they
read to their children.
• Parents are asked to find another person to take a photo of them sharing a book with
their children.
Suggested Books:
Brown, Margaret Wise. (1977). HarperTrophy. Goodnight Moon.
Shannon, David. (1998). Blue Sky Press. No, David.
Wells, Rosemary. (1999). Scholastic Paperbacks. Read to Your Bunny.
45
Getting Your Child Ready to Read
Promoting a Lifelong Love of Learning
The single most important activity for building the knowledge required for eventual success in reading
is reading aloud to children. —Richard C. Anderson, Elfrieda H. Hibert, & Ian A. G. Wilkinson,
“Becoming a Nation of Readers: The Report of the Commission on Reading”
Week 9 Session 2
TIME
TIME FOR:
Welcome
20
minutes
Literacy Associates welcome each parent and child and encourage the child to select a book
to share with his/her parent. Parents are encouraged to support their children’s language
development by commenting on the text and/or pictures. The session begins with a
welcome song to greet each child. The Family Literacy Associates engage the children
and parents in the previously learned nursery rhymes, finger plays, and/or songs.
Literacy Associate
Parents share their experiences with at-home
activity from the previous session.
Expected Outcome
• The value of reading aloud to their children.
• Ways to read-aloud effectively.
• Read the book Read to Your Bunny by
Rosemary Wells. This book demonstrates
the value of reading aloud.
30
minutes
• Engage the parents in a discussion about the
value of reading aloud.
• Assist the parents with developing a chart that
may include the following:
Reading Aloud
• Develops a love of books.
• Adds to background knowledge.
• Builds vocabulary.
• Teaches children that reading is left to right.
• Teaches children that words and pictures
carry a message.
• Teaches children where a word begins and ends.
46
• Supports the children in holding
books, turning pages, and looking
at and talking about the pictures.
• Engage the parents in a discussion on how
to read aloud effectively.
• Share a list of tips on how to read aloud
effectively which may begin as follows:
– Sit close to your child.
– Read with expression.
30
minutes
encourage parents to read to their children. Parents may implement some of the tips
discussed during the Interactive Literacy Activity, and continue to comment on the pictures
and/or text in the book.
• Provide parents with a copy of tips on how to read aloud effectively.
25
minutes
• One Family Literacy Associate reads a story and models the practice of supporting
language development by commenting on the text and/or pictures.
15
minutes
The Family Literacy Associates provide parents with “A Child Becomes A Reader, Birth
through Preschool” by RMC Research Corporation and a book to read aloud, which will
become a part of the child’s at-home library. The Family Literacy Associates demonstrate
the use of the continuity take-home materials and support parents in identifying the
connection to the session’s activities.
Suggested Books:
Bailey, Debbie. (1999). Annick Press. Shoes.
Carle, Eric. (1999). HarperFestival. From Head to Toe.
Wells, Rosemary. (1999). Scholastic Paperbacks. Read to Your Bunny.
47
Getting Your Child Ready to Write
How Do Children Get Ready to Write?
The affinity for marking seems to be related in important ways to children’s growing awareness of themselves as
agents, as people who can make things happen. In the case of a toddler’s markings, the child is leaving a trace
behind. This notion of trace is an important aspect of writing. —Sulzby, Teale, and Kambereli
Week 10 Session 1
TIME
TIME FOR:
Welcome
20
minutes
Literacy Associates welcome each parent and child and encourage the child to select a book
development by Commenting and waiting, Asking questions and waiting, and Responding
by adding a little more. The session begins with a welcome song to greet each child. The
Family Literacy Associates engage the children and parents in the previously learned nursery
rhymes, finger plays, and/or songs.
continuity take-home activity from the
previous session.
Expected Outcome
• Introduces children to new fine motor
development materials that have been
added to the room.
• Writing is an important skill.
• Ways to support their children’s fine
motor skills development for writing.
30
minutes
own activities.
• Support children’s language development
as they play by:
Commenting and waiting,
Asking questions and waiting, and
• Engage the parents in an activity that
demonstrates the importance of writing.
Responding by adding a little more.
• Display a variety of tools and engages
parents in a discussion on how they
support the development of eye-hand
coordination, dexterity, and fine muscles
of the hands, e.g. primary pencils,
crayons, paintbrushes, clay, pegs and peg
boards, beads and string, little vehicles,
and puzzles.
• Provide each parent with an index card
and a pencil, and ask each parent to write
his/her name with the hand he/she does
not usually use.
48
• Engage parents in a discussion about how
it feels to write with the less preferred
hand.
• Engage parents in a discussion on how it
might feel to be a child learning to write.
50
minutes
support the parents as they engage the children in activities that promote the development
of fine muscles of the hands. For example, using individual trays filled with colored sand and
tongue depressors that children use to “write.”
• Provide parents with a list of tools and objects that support fine muscle development of
the hand.
20
minutes
At-Home Activity
25
minutes
• Parents are asked to engage their children with fine muscle development activities at
home.
• Parents are asked to take one to two photos of their children using tools and materials that
support fine muscle development.
Suggested Books:
Faulkner, Keith. (2002). Cartwheel. The Five Senses.
Johnson, Crockett. (1981). HarperTrophy. Harold and the Purple Crayon.
Penn, Audrey. (1993). Child and Family Press. The Kissing Hand.
49
Getting Your Child Ready to Write
How Do Children Get Ready to Write?
By age two or three, children begin to develop a degree of print awareness as they experience people
around them reading, writing, and using the printed word for many purposes. —Learning to Read and Write:
Developmentally Appropriate Practices for Young Children, 2000
Week 10 Session 2
TIME
TIME FOR:
Welcome
20
minutes
Literacy Associates welcome each parent and child, and encourage the child to select a book
Expected Outcome
• Stages of writing development.
• Be writing models by labeling things in
the room or by pointing out children’s
names on work displayed in the room.
• Ways to support their children’s emergent
writing.
as they play by:
30
minutes
own activities.
• Display samples of writing, which
represent the stages of writing from
scribbling to conventional print.
• Engage the parents in the reading of a
passage written by a child using
temporary/inventive spelling.
• Engage parents in a discussion about the
background knowledge this child may
have that enabled him/her to reach that
stage of writing development. For example,
the child may know that letters make up
words, and that there are spaces between
words.
50
• Develop with the parents a list of tips for
supporting emergent writing that would
include:
– Reading aloud.
– Telling stories.
– Having conversations.
– Writing down what children say.
– Modeling writing.
– Pointing out words and letters.
30
minutes
support the parents as they engage with their children in finger painting. The parents may
notice that their children are at a particular stage of writing.
• Provide parents with a list of ways to support their children’s writing.
• Ask parents to bring their cameras in for developing on their next scheduled session.
25
minutes
• One Family Literacy Associate reads a story and models by Commenting and waiting,
Asking questions and waiting, and Responding by adding a little more.
Continuity Take-Home Activity
15
minutes
The Family Literacy Associates provide parents with primary pencils, crayons, or markers,
and the book Harold and the Purple Crayon by Crockett Johnson. The Family Literacy
Associates demonstrate the use of the continuity take-home materials and support parents
in identifying the connection to the session’s activities. Parents are encouraged to share
these materials with their children on an ongoing basis.
Suggested Books:
Johnson, Crockett. (1981). HarperTrophy. Harold and the Purple Crayon.
Seuss, Dr. (1996). Random House Books for Young Readers. ABC: An Amazing Alphabet Book.
Wells, Rosemary. (1996). Candlewick. My Very First Mother Goose.
51
What Can I Do To Prepare My Child for School Success?
Getting My Child Ready for School
Play is necessary for the preschool child in that it provides them with the social and
self-regulatory skills needed for learning complex information. —Lev Vygotsky
Week 11 Session 1
TIME
TIME FOR:
Welcome
20
minutes
Family Literacy Associates engage the children and parents in the nursery rhymes, finger
plays, and/or songs.
continuity take-home activity from the
previous session.
Expected Outcome
• Encourages children to work and play
independently and in small groups when
developmentally appropriate
• How prekindergarten experiences
support children’s development in the
four learning domains.
• Requirements for admission to
prekindergarten.
30
minutes
own activities.
as they play by:
• Services of other early childcare facilities
in the neighborhood.
• Activities that support school readiness.
• Distribute copies of the “Welcome to
Pre-K” pamphlet developed by the
New York City Department of Education,
Office of Early Childhood Education.
• Engage parents in reading and discussing
the pamphlet, which includes definitions
of physical, social-emotional, cognitive,
and creative expression/aesthetic
development.
52
• Use the pictures and captions to engage parents in
a discussion on how prekindergarten supports
• Share prekindergarten admission requirement
information with parents related to immunization,
residence, and age.
• Share a list of other early childcare facilities in the
neighborhood.
• Distribute and review literature gathered from other early
childcare facilities in the neighborhood to familiarize
parents with possible options for their children.
• Demonstrate some readiness activities, which address seriating,
memory, visual discrimination, and categorization.
support the parents as they engage with their children in readiness activities.
30
minutes
• Provide parents with a copy of “Welcome to Pre-K” and a list of neighborhood early
childcare facilities.
• Provide parents with a handout which describes several readiness activities.
25
minutes
• One Family Literacy Associate reads a story and models the CAR technique.
At-Home Activity
15
minutes
• Parents will be asked to review the materials they received this session.
• Parents are reminded to bring in their disposable cameras for the next session.
Suggested Books:
Shannon, David. (1999). Blue Sky Press. David Goes to School.
Bourgeois, Paulette. (1995). Scholastic Paperbacks. Franklin Goes to School.
53
What Can I Do To Prepare My Child for School Success?
Getting My Child Ready for School
Your child’s ability to begin reading instruction once he or she enters school will depend to a great extent on what
you have done before school starts. Readiness for reading…begins for your child in the home, and you are the
most important stimulus in your child’s progress towards preparation for reading instruction in school.
—The International Reading Association, “Your Home is Your Child’s First School” Brochure
Week 11 Session 2
TIME
TIME FOR:
Welcome
20
minutes
Expected Outcome
• Separation anxiety as a normal emotion
for children going to school.
• Ways to support their children who may
be anxious about leaving their parents to
go to school.
30
minutes
• Ways to help their children get ready for a
successful school experience.
• Engage the parents in a discussion on
what they remember about their early
school experiences.
• Read the book The Runaway Bunny by
Margaret Wise Brown, which addresses
the issue of separation.
• Engage the parents in a discussion of the
story and facilitate a discussion on practical, reasonable, and appropriate strategies
they may employ if separation becomes
an issue.
54
own activities.
• Encourages children to work and play
independently and in small groups, when
developmentally appropriate
as they play by:
• Look through the NYCELL curriculum
guide; select five to six quotations; and
display them on a chart.
• Engage the parents in a discussion on each
quotation and its relevance to building a
foundation for future school success.
• Assist the parents in completing a cloze
activity, which may look like this:
1. I read aloud to my child every
________.
2. It is important to ___________
to a child a lot.
3. I can help my child’s brain to grow
by letting him/her use his/her
five __________.
4. My child learns by __________ing.
5. When I play with my child, I can
c_____________, ask a question
and respond by _____________
a little more.
6. A great place to take my child often
is the ___________________.
30
minutes
Parents interact with their children in the children’s area. The Family Literacy Associates will
support parents as they draw upon their relationship of how these developmentally appropriate
activities are helping to prepare their children for prekindergarten or other early childcare
experiences. When reading a book the parents may comment, ask questions, and respond.
• Distribute a bibliography of books which addresses separation.
25
minutes
55
15
minutes
The Family Literacy Associates provide the parents with one book on the theme of
separation: The Runaway Bunny by Margaret Wise Brown. The Family Literacy
Associates demonstrate the use of the continuity take-home materials and support
parents in identifying the connection to the session’s activities. Parents are encouraged
to share these materials with their children on an ongoing basis.
Suggested Books:
Brown, Margaret Wise. (1977). HarperTrophy. The Runaway Bunny.
Corey, Dorothy. (1976). Albert Whitman and Co. You Go Away.
56
A Celebration of Our Learning
Continuing to Learn as We Grow
Young children develop talking, reading, and writing skills from infancy through:
• Social interaction with adults.
• Experiences with literacy materials, such as books, paper, pictures, markers, etc.
—BrainWonders, How Does Literacy Develop?
Week 12 Session 1
TIME
TIME FOR:
Welcome
20
minutes
previous session.
Expected Outcome
• Supports the children as they engage in
activities by building upon their
individual strengths and interests.
Parents will:
• Create a scrapbook which will chronicle
their children’s participation and growth
in the NYCELL program.
30
minutes
• Engage and support parents in
remembering the things they have
talked about while participating in the
NYCELL program.
• Record the parents responses in a list
form, which may begin as follows:
We Talked About:
• language
• the brain
• reading aloud
•
•
•
•
playing
talking
chores
writing
57
own activities.
• Supports the children as they interact
with each other and with materials.
• Distribute scrapbooks and the developed
photos that parents have taken over the
past several weeks as part of the at-home
activities.
• Support parents as they insert photos in
the scrapbooks.
• Support parents as they create captions
for their pictures.
• Provide parents with pre-printed labels,
prepared in advance, which parents may
add to the scrapbook.
30
minutes
Parents interact with their children in the children’s area. Parents are encouraged to share the
completed scrapbooks with their children.
• Remind parents that they have one session left to participate in the program.
25
minutes
At-Home Activity
15
minutes
• Parents will be asked to continue sharing the scrapbook with their children.
Suggested Books:
Dabcovich, Lydia. (1985). Puffin Books. Sleepy Bear.
Eastman, P. D. (1960). Random House Books for Young Readers. Are You My Mother?
Swan Miller, Sara. (2004). Houghton Mifflin. Three Stories You Can Read to Your Teddy Bear.
58
A Celebration of Our Learning
Continuing to Learn as We Grow
Children reared in families where parents provide rich language and literacy
supports do better in school than those who are not. —Hart and Risel
Week 12 Session 2
TIME
TIME FOR:
Welcome
20
minutes
by adding a little more, as discussed in previous sessions. The session begins with a welcome
song to greet each child. The Family Literacy Associates engage the children and parents in
the previously learned nursery rhymes, finger plays, and/or songs.
Expected Outcome
• Encourage children to explore books.
Parents will:
• Articulate something new that they have
learned over the past 12 sessions.
• Articulate something that they have
noticed about their child’s growth or new
interests as a result of their participation
in the NYCELL program.
30
minutes
own activities.
• Share the group scrapbook that was
compiled using the photographs taken
throughout the program and comment
on the “learning” that is depicted on
each page.
• Invite each parent to share the book that
he/she has compiled and to talk about
their child’s growth during the program.
• Thank each parent for participating and
present them with a certificate.
• Distribute a bound book of nursery
rhymes, finger plays, and songs to each
parent and remind them to continue to
recite and sing with their children.
59
• Support the children’s language
development as they play by:
60
minutes
Parents, children, and staff participate in a closing celebration and feast.
20
minutes
• Each parent is presented with a NYCELL tote bag.
• The Family Literacy Associate reviews the contents of the bag.
• Parents are reminded to continue the practices they have discussed during the 12 weeks.
Suggested Books:
Marzollo, Jean. (2003). Scholastic Press. You Are Special, Little One.
Murphy, Mary. (1997). Egmont Books. I Like It When.
60
References and Resources
Books that Address Separation Anxiety and Transition Into School
Bourgeois, Paulette. (1995). Scholastic Paperbacks. Franklin Goes to School.
Brown, Margaret Wise. (1977). HarperTrophy. The Runaway Bunny.
Cohen, Miriam. (1989). Aladdin Library. Will I Have a Friend?
Corey, Dorothy. (1976). Albert Whitman and Co. You Go Away.
Horse, Harry. (2002). Peachtree Publishers. Little Rabbit Lost.
Howe, James. (1994). Morrow/Avon. When You Go to Kindergarten.
Munsch, Robert. (1995). Firefly Books. Love You Forever.
Tafuri, Nancy. (1998). Scholastic Press. I Love You, Little One.
Tafuri, Nancy. (2003). Scholastic Press. You Are Special, Little One.
Udry, Janice May. (1991). Scholastic Inc. What Mary Jo Shared.
Books that Build Literacy with Love
Infants (Birth to 1)
Bang, Molly. (1983). Greenwillow Books. Ten Nine Eight.
Crews, Donald. (1991). HarperTrophy. Truck.
Greenfield, Eloise. (1991). Writers & Readers Publishing. I Make Music.
Hill, Eric. (2003). Grosset and Dunlap. Spot Counts from 1 to 10.
Hill, Eric. (2003). Grosset and Dunlap. Spot Looks at Colors.
Hill, Eric. (2003). Grosset and Dunlap. Spot’s First Words.
Holland, Brian, Smith Jr., Charles R., Dozier, Lamont and Holland Eddie. (2002). Hyperion.
Sugar Pie Honey Bunch.
Intrater, Roberta Grobel. (2000). Scholastic, Inc. Two Eyes, a Nose, and a Mouth.
Landis, Beth. (2002). DK Publishing. Baby’s World Shaped Board: Bathtime.
Miller, Margaret. (1998). Little Simon. Baby Faces.
Morris, Ann. (1998). HarperTrophy. Tools.
Oxenbury, Helen. (1999). Little Simon. All Fall Down.
Oxenbury, Helen. (1999). Little Simon. Clap Hands.
Oxenbury, Helen. (1999). Little Simon. Say Goodnight.
Smith Jr., Charles R. (2002). Hyperion. How Sweet It Is to Be Loved by You.
61
Toddlers (1 to 3)
Aliki. (1991). HarperTrophy. My Five Senses.
Carle, Eric. (1999). Harper Festival. From Head to Toe.
Carle, Eric. (1994). Philomel. The Very Hungry Caterpillar.
Cowley, Joy. (1999). Philomel. Mrs. Wishy-Washy.
Crews, Donald. (1992). HarperTrophy. Freight Train.
Ehlert, Lois. (1999). Rebound by Sagebrush. Planting a Rainbow.
Greenfield, Eloise. (1991). Writers and Readers Publishing. My Daddy and I…
Hoban, Tana. (1983). Scholastic Inc. I Read Signs.
Joosse, Barbara M. (1998). Chronicle Books. Mama, Do You Love Me?
Marcus, Pfister. (1992). Nord-Sud Verlag. The Rainbow Fish.
Martin, Bill Jr. (1997). Henry Holt and Co. Polar Bear, Polar Bear, What Do You Hear?
Metropolitan Museum of Art. (2002). Little, Brown. Museum ABC.
Parr, Todd. (2002). Megan Tingley. The Daddy Book.
Rathmann, Peggy. (1996). Putnam Juvenile. Goodnight, Gorilla.
Petrie, Catherine A. (1999). Children’s Press. Joshua James Likes Trucks.
Piper, Watty. (1990). Grosset and Dunlap. The Little Engine That Could.
Weiss, Nicki. (1990). Puffin Books. Where Does Brown Bear Go?
Recommended Web Sites
Parent Resources
Cool Culture
Cultural Events in New York City
www.cool-culture.org
Zero to Three
National Center for Infants, Toddlers,
and Families
www.zerotothree.org
New York Public Library
Manhattan, Bronx, and Staten Island
www.nypl.org
Brooklyn Public Library
www.brooklynpubliclibrary.org
Queens Borough Public Library
www.queenslibrary.org
Healthy Child Care
Health and Safety Ideas for the Young Child
www.healthychild.net
Public Broadcasting Service
Parent Resources
www.pbs.org/parents
New York City Department of Education
www.nycenet.edu
New York City Department of Education
www.nycenet.edu/earlychildhood
62
Adult Literacy
Literacy Partners Inc.
Family Literacy
www.literacypartners.org
Literacy Assistance Center
Resources for Parents, Educators,
and Caregivers
www.lacnyc.org
IMANI HOUSE, Inc.
Youth Development & Leadership,
Adult Education, ESOL
www.imanihouse.org
National Clearinghouse
for English Language Acquisition
Bilingual/ESL Resources: Literacy
for LEP Students & Their Families
www.literacycampus.org
Literacy, Inc.
Community Based Organization
Developing Literacy Networks
www.lincnyc.org
National Center for Family Literacy
www.famlit.org
Proliteracy Worldwide
www.proliteracy.org
Education Resources
Armbruster, B.B., Lehr, F., and Osborn, J. (2002). Put Reading First: The Research Building Blocks for
Teaching Children to Read: Kindergarten through Grade 3. DIANE Publishing Company.
Armbruster, B.B., Lehr, F., and Osborn, J. (2002). Teaching Our Youngest: A Guide for Preschool
Teachers and Child-Care and Family Providers. DIANE Publishing Company.
Burns, M.S., Griffin, P., and Snow, C.E. (Eds.). (1999). Starting Out Right: A Guide to Promoting
Children’s Reading Success. National Research Council.
Gopnik, A., Meltzoff, A.N., and Kuhl, P.K. (2000). The Scientist in the Crib: What Early Learning Tells
Us About the Mind. HarperCollins.
Koplow, Lesley. (1996). Unsmiling Faces. Teacher’s College Press.
Koralek, Derry. (2003). Spotlight on Young Children and Language. National Association for the
Education of Young Children.
Neuman, S.B., Copple, C., and Bredekamp, S. (1999). Learning to Read and Write: Developmentally
Appropriate Practices for Young Children. National Association for the Education of Young Children.
Neuman, S.B. and Dickerson, D.K. (Eds). (2003). Handbook of Literacy Research. Guilford
Publications, Inc.
Snow, C.E., Burns, M.S., and Griffin, P. (1998). Preventing Reading Difficulties in Young Children.
National Academy Press.
63
Parent Resources
Barron, Marlene. (1997). I Learn To Read and Write the Way I Learn To Talk: A Very First Book About
Whole Language. Richard C. Owens Publishing, Inc.
The Partnership for Reading. (2003). A Child Becomes a Reader: Birth through Preschool.
Apel, K. and Gallant, J. Beyond Baby Talk: From Sounds to Sentences, a Parent’s Complete Guide to
Language Development. Three Rivers Press.
Dyer, Laura, MCD. (2004). Look Who’s Talking! How to Enhance Your Childs Language Development,
Starting at Birth. Meadowbrook Press.
Hall, S.L. and Moats, L.C. (1998). Straight Talk About Reading: How Parents Can Make a Difference
During the Early Years. NTC Publishing Group.
Elkind, David. (2001). The Hurried Child: Growing Up Too Fast Too Soon. Basic Books.
Manolson, A., Dodington, N., and Ward, B. (1995). You Make the Difference: In Helping Your Child
Learn. The Hanen Center.
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