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02/18/2020

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Final Revised Version of Family Literacy Strategies for Early Learners

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Parent Engagement Page

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The Preschool Initiative created easy to use Learning Kits for in-home use with preschool migratory children. Each kit contains three books, four activity cards and all the materials to carry out the activities. The children are guided through making predictions, retelling events in the stories, sorting shapes and making patterns. Parents are encouraged to join the fun and continue the activities. - Intended to use for home-based/outreach sessions. Carried out with minimal training. Can be replicated easily.

Kids, parents and staff enjoyed the Learning Kit activities and books. Parents reported that the lessons and activities helped them understand how to better prepare their young learners for school; would like to do more of these activities if available; and that they are confident that they can do the activities on their own. Several parents noted that they really appreciated the guidance from the MEP staff and the opportunities to share books with their children. Staff members also provided feedback and made recommendations for enhancing the Learning Kits that included:

Use bilingual/bicultural books that represent the specific populations being served

Tailor kits to include books that are aligned to students' specific interests

Personalize the activities in the kits based on individual student needs

Tools to strengthen parent engagement

The PI has developed two parent engagement modules designed to support the partnership between the preschool service provider and the parents of the preschool migrant children they serve. We invite you to use these materials to supplement family engagement activities and preschool instruction.
Click on the module images to download each full copy. Read through the materials before facilitating the activities and plan approximately 30 minutes for each parent activity. The modules are designed so that each segment may be used independently.

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Parent Engagement - Preschool Initiative

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The Preschool Initiative created easy to use Learning Kits for in-home use with preschool migratory children. Each kit contains three books, four activity cards and all the materials to carry out the activities. The children are guided through making predictions, retelling events in the stories, sorting shapes and making patterns.

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WIDA Early Years

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Monolingual and DLL (WIDA Early Years)

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Guiding Principles of Early Language Development

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Guiding Principles of Early Language Development

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WiDA Early Years

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Gathering Language Information from Families

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Gathering Language Information from Families

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ECLKC

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WIDA Early Years

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Language and Literacy

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Caregiver Questionnaire

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Developing Language and Literacy at Home

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Developing Language and Literacy at Home

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English

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Developing Language and Literacy at Home

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Developing Language and Literacy at Home

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Spanish

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Developing Language and Literacy at Home 

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Developing Language and Literacy at Home 

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Facilitator Quick Use Guide

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Spanish

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English

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 The Very Hungry Caterpillar Activities 

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 The Very Hungry Caterpillar Activities 

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The Very Hungry Caterpillar vocabulary cards

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The Very Hungry Caterpillar vocabulary cards

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The Very Hungry Caterpillar Days of the Week

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The Very Hungry Caterpillar Days of the Week

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English

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Spanish

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English

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Spanish

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Reading Tips for Parents of Preschoolers 

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Reading Tips for Parents of Preschoolers 

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English

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Reading Tips for Parents of Preschoolers

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Reading Tips for Parents of Preschoolers

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Spanish

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PBS Parents (Spanish)

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English

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Family Literacy Strategies Feedback Form-English

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Spanish

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Family Literacy Strategies Feedback Form-Spanish

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Family Literacy Strategies Workshop Facilitator

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Icebreaker Activities for Parent Meetings

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Icebreaker Activities for Parent Meetings

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Icebreaker Activities - Parent Meeting 1

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PA Keys

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Head Start ECLKC

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This toolkit provides resources that can be used to support young children who are learning their home languages and English. It is divided into three sections: administrators and managers; teachers, caregivers, and family services staff; and families. Select from the links below to start exploring the available materials.

The Policy Statement on Supporting the Development of Children Who Are Dual Language Learners in Early Childhood Programs provides recommendations to early childhood programs that promote the development and learning of young children who are dual language learners (DLLs). It also provides support to tribal communities in their language revitalization efforts within tribal early childhood programs. The statement is also available in Spanish (español).

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This toolkit provides resources that can be used to support young children who are learning their home languages and English. It is divided into three sections: administrators and managers; teachers, caregivers, and family services staff; and families. Select from the links below to start exploring the available materials.

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Head Start Parent, Family and Community Engagement Framework (PFCE) 

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Head Start Parent, Family and Community Engagement Framework (PFCE) 

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The Head Start Parent, Family, and Community Engagement (PFCE) Framework is a road map for progress. It can be used in program-wide strategic planning, program design and management, continuous learning and improvement activities, as well as with governing bodies and parent groups. The Framework is also useful as a professional development tool. It can help all staff members understand their role in systemic, integrated, and comprehensive PFCE, and to coordinate their efforts with others.

Consider using the PFCE Framework to enhance and coordinate program services. Use it to inform community partners about Head Start and Early Head Start parent and family engagement goals and the importance of those goals to children's school readiness and success in school and life. The Head Start PFCE Framework is intended to inspire a renewed spirit of collaboration as programs identify and take next steps to engage families and communities to achieve better outcomes for children and families.

Use the interactive PFCE Framework to find research, resources, and regulations related to program foundations, program impact areas, family engagement outcomes, and child outcomes. Select any area of the Framework below to get started.

Download the PFCE Framework and PFCE Overview for Parents.

Defining Family and Community Engagement

Family engagement is an interactive process through which program staff and families, family members, and their children build positive and goal-oriented relationships. It is a shared responsibility of families and professionals that requires mutual respect for the roles and strengths each has to offer. Family engagement means doing with-not doing to or for-families. At the program level, family engagement involves parents' engagement with their children and with staff as they work together toward the goals that families choose for themselves and their children. It also involves families and staff working toward goals to improve the program. Head Start and Early Head Start staff work together with families, other professionals, and community partners in ways that promote equity, inclusiveness, and cultural and linguistic responsiveness.

Children are at the heart of meaningful family engagement. They are the inspiration for positive, goal-oriented, parent-provider relationships.

Parents enter relationships with staff on their children's behalf, and they deepen these relationships with their children in mind. They know their children better than anyone-their temperaments, personalities, strengths, vulnerabilities, talents, and special needs. They know their own cultures and what they want to transmit to their children. When parents share their knowledge, they improve provider practices and program quality.

Head Start and Early Head Start staff create authentic partnerships with parents when they convey their eagerness to welcome parents' expertise and their readiness to share the care. Parents can believe in the partnership when they feel the passion providers share with them-for the quality of the child's everyday experiences, for supporting the parent-child relationship, and for laying the foundations early for a thriving future.

Head Start and Early Head Start staff and community agencies build partnerships that honor and are responsive to the languages and cultures of the families they serve.

Community engagement refers to the mutually respectful, strengths-based interactions of Head Start and Early Head Start staff and families with community members and agencies at all levels. These partnerships support parents' roles as valued community members and their progress toward their goals for themselves and their children.

Community partners provide tangible child development supports and resources that families and staff want and need. They can work with families and Head Start and Early Head Start staff toward such goals. These include parents' educational advancement, economic mobility, and other aspects of family well-being.

Head Start and Early Head Start staff actively seek out and respond to community voices, strengths, and needs. They collaborate with families, community members, and other local agencies to identify common goals, align resources, and share data for continuous improvement and effective partnerships.

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Parent, Family, and Community Engagement (PFCE) Framework | ECLKC

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The Office of Head Start (OHS) Parent, Family, and Community Engagement (PFCE) Framework is a road map for progress. It is a research-based approach to program change. It is designed to help Head Start programs achieve outcomes that lead to positive and enduring change for children and families.

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The Planned Language Approach (PLA) is a comprehensive, systemic, research-based way for Head Start and Early Head Start programs to ensure optimal language and literacy services for children who speak English and for those who are dual language learners (DLLs).

The PLA materials include handouts, guides, organizational tools, and videos. They are designed to build and refine language and literacy services for all children and to be used to promote staff development. Resources demonstrate how to help DLLs develop their home language as they also move toward becoming proficient in English. These multimedia materials are designed to support program leaders, families, as well as education, family and community engagement, human resources, interpretation, and translation staff.

The key components of PLA include:
What Is a Planned Language Approach?

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The PLA is a comprehensive, research-based way for early education programs to ensure optimal language and literacy services for children who speak English and for those who are dual language learners..

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Language and Literacy Pyramid - Tiered Model of Support

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Language and Literacy Pyramid - Tiered Model of Support

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EITA

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Early Intervention Technical Assistance Online Learning Portal

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Early Language & Literacy - Early Intervention Technical Assistance Online Learning Portal

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The Early Language and Literacy Pyramid is a multi-tiered system of support (MTSS) that reflects the importance of a solid foundation. Each interactive tier includes practices and strategies that support your work. The targeted and intensive tiers provide you information needed to support some of our young learners.

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PA Promise for Children - Little Actions. Big Impact!

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Pennsylvania's Promise for Children, known as PA Promise, is a campaign to help families make good choices about their child's early learning and choose quality early learning programs that are right for their family. The Pennsylvania Office of Early Learning and Development (OCDEL) is the primary partner in PA Promise.

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Explore parent resources to help you raise kind, curious and resilient children. Find parenting tips, hands-on activities, games, and apps featuring your child's favorite PBS KIDS characters.

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Language and Literacy Development in Early Childhood

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PBS KIDS parent resources to help your kid learn and grow their language and literacy skills.

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Early Language Literacy: Universal Tier for Families and Home Visitors

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Early Language Literacy: Universal Tier for Families and Home Visitors

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Early Language and Literacy: Universal Tier for Families and Home Visitors

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Pennsylvania's Migrant Education Program (PA-MEP) is a federally funded program that supplements educational support services for migratory children. The PA-MEP assists school districts and charter schools in coordinating the continuity of educational services for children who have had their schooling interrupted, and provides formula grants to state educational agencies to establish or improve education programs for migrant children.

Pre-k/Kindergarten Preparation Inventory

Staff and Instruction Manual

Pre-K/Kindergarten Preparation Inventory for Staff (PDF)
Pre-K/Kindergarten Preparation Inventory Instruction Manual (PDF)

Caretakers

The PA-MEP Pre-K/Kindergarten Preparation Inventory for Caretakers is available in the following languages:

The PA-MEP Pre-K/Kindergarten Preparation Inventory is available in the following languages:

Program Evaluation

The Pennsylvania Department of Education, through Chester County Regional Education Services, contracted with the Allegheny Intermediate Unit (AIU) to conduct a comprehensive external evaluation of the PA-MEP for the 2010-11 program year. Pennsylvania is required to evaluate its Migrant Education Program under Title 34 of the Code of Federal Regulations (34 CFR 200.84). Learn more about the PA-MEP evaluation, responsibilities, the purpose, and more.

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Pennsylvania's Migrant Education Program (PA-MEP) is a federally funded program that supplements educational support services for migratory children. The PA-MEP assists school districts and charter schools in coordinating the continuity of educational services for children who have had their schooling interrupted, and provides formula grants to state educational agencies to establish or improve education programs for migrant children.

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US ED

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ED-HHS Policy on Family Engagement

ED-HHS Policy Statement on Family Engagement
On May 5, 2016, the U.S. Departments of Education ( ED) and Health and Human Services ( HHS) have issued a policy statement on the implementation of effective family engagement practices from the early years to the early grades.

ED-HHS Policy Statement on Family Engagement: From the Early Years to the Early Grades ( PDF, 443KB)
Executive Summary ( PDF, 215KB)

Background

ED and HHS have established the Early Learning Interagency Policy Board (IPB) to develop policy recommendations and improve program coordination and quality across federally funded early learning and development programs serving children from birth through age eight. Previously, ED and HHS have released policy statements on Expulsion and Suspension Polices in Early Childhood Settings and Inclusion of Children with Disabilities in Early Childhood Programs based on public comments received.

It is the Departments' position that strong family engagement is central in promoting children's healthy development and wellness, including:

social-emotional and behavioral development;

preparing children for school;

seamlessly transitioning them to kindergarten; and

supporting academic achievement in elementary school and beyond.

When families and the institutions where children learn partner in meaningful ways, children have more positive attitudes toward school, stay in school longer, have better attendance, and experience more school success. To further this position, the Departments released a policy statement on the implementation of effective family engagement practices in early childhood and learning programs.

The policy statement:

Reviews the research base, legal requirements, and best practices that support effective family engagement in children's learning, development, and wellness;

Identifies core principles of effective family engagement practices from HHS' and ED's family engagement frameworks to drive successful policy and program development, implementation, and evaluation;

Provides recommendations to states, state educational agencies (SEAs), lead agencies for early intervention services and child care, local educational agencies (LEAs), schools, and community-based early childhood systems and programs to implement effective family engagement; and

Highlights resources to build programmatic and family capacity to be effective partners.

A committee of experts-convened by the National Academies of Sciences, Engineering, and Medicine-was assembled to conduct a consensus study to examine the state of the science with respect to parenting knowledge, attitudes, and practices that support positive parent-child interactions and healthy development of children ages 0-8; strategies for supporting parents and helping them engage in parenting practices associated with healthy child development; barriers and facilitators to strengthening parenting capacity and parents' participation in effective programs and services; and gaps in research on parenting. Parenting Matters: Supporting Parents of Children Ages 0-8 is intended to serve as a roadmap for the future of parenting and family support policies, practices, and research in the United States. The report is sponsored by the U.S. Departments of Education, and Health and Human Services, and also a consortia of philanthropy organizations.

Raising the next generation is a shared responsibility. When families, communities and schools work together, students are more successful and the entire community benefits. Check out ED's framework for building greater support and capacity in schools, homes and communities, so ALL students have the chance to succeed.

High-quality early learning and development programs can make a tremendous difference in the lives of working families and their children. The " Supporting Working Families with Access to High-Quality Early Care and Education " report (PDF | 2.4MB) highlights actions that the Obama Administration has undertaken to support states and communities to help working families access high-quality early care and education, as well as some results of these investments to date.

Resources for Families

Talk, Read & Sing
ED and HHS, in partnership with Too Small to Fail, have created the " Talk, Read, and Sing Together Every Day " tip sheets. Made specifically for families, caregivers and early educators, these resources can help enrich a child's early language experiences by providing research-based tips for talking, reading, and singing with young children every day beginning from birth

Birth to 5: Watch Me Thrive!
This coordinated federal effort aims to encourage healthy child development, universal developmental and behavioral screening for children, and support for the families and providers who care for them. Their resources help families celebrate developmental milestones, identify possible delays and concerns early, and enhance children's development.

Centers for Disease Control and Prevention (CDC): Learn the Signs. Act Early.
This CDC resource for parents help them track how their child plays, learns, speaks, acts and moves, from birth through age five. It also helps parents act early by learning what to do if they have concerns about their children's development.

Ready to Learn KIDS Lab
Ready To Learn (RTL) promotes early learning through age-appropriate, educational and engaging television and digital media content for young children. Through long-standing partnerships with producers, advisors, education and content experts, and practitioners, RTL has created a wealth of age-appropriate content that research and ratings have proved to be superlative. The KIDS Lab includes games and activities that build math and reading skills for kids ages 3-8.

Center for Parent Information and Resources (CPIR)
CPIR is a key resource for families of children with disabilities or who suspect that their child might have a disability. It connects parents to their state's parent training and information centers so that parents can find local information about disabilities, early intervention (for babies and toddlers), school services (for school-aged children), therapy, policies, and transportation.

Center on the Social and Emotional Foundations for Early Learning (CSEFEL)-Family Tools
CSEFL focuses on promoting social emotional development and school readiness. Free Parent Training Modules teach families about promoting children's social and emotional development.

Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI)-Families Community
TACSEI uses evidence-based practices for improving the social-emotional outcomes of young children.. TACSEI offers many tip sheets, videos, and links to help young children develop, reduce challenging behavior in young children, and to help support families.

Find a Head Start Program
The Head Start Program is funded by the U.S. Department of Health and Human Services ( HHS) to provide comprehensive early childhood education, health, nutrition and parent involvement services to young children and their families. Use this program locator to find a Head Start program near you.

ED and HHS have developed a joint statement setting a vision and recommendations for increasing the inclusion of infants, toddlers, and preschool children with disabilities in high-quality early childhood programs. This set of resources was compiled specifically for families interested in learning more about early childhood inclusion.

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public relations; school reform; early childhood education; early intervention; early learning; parents; families; care givers

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ED-HHS Policy Statement on Family Engagement On May 5, 2016, the U.S. Departments of Education ( ED) and Health and Human Services ( HHS) have issued a policy statement on the implementation of effective family engagement practices from the early years to the early grades.

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English

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Spanish

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English

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FL_Family Literacy Strategies workshop-English for Parents

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Spanish

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FL_Family Literacy Strategies workshop-Spanish for Parents

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Spanish

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PA_Family Literacy Strategies workshop-Spanish for Parents

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English

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Spanish

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Post card for Family literacy.II-Spanish

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World's most popular online marketplace for original educational resources with more than four million resources available for use today.

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IXL brings pre-K language arts to life! Set students up for success with thousands of skills that challenge learners at just the right level.

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Ms. Krista Hopper's Page

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Writing numbers and letters at the correct starting points and with the correct strokes is very important. To help students with this, I have sayings for how to do the correct strokes for letters and numbers. In most of the number formations (not 4 and 5), they are not to lift the pencil until the number is completely formed.

0 - Curve from the top, be a hero! Close the loop and make a zero!

1 - Top to bottom, then you're done. You just wrote the number 1.

2 - Half a moon, there's more to do, slide to the right, now that's a 2,

3 - Backward c, backward c, and that is how you make a 3.

4 - Down and over, back at the top and down some more, that is how you make a four.

5 - Down straight back, big fat belly, with a hat on top! Writing 5 won't make you flop!

6 - Monkeys tail needs a fix. Close the loop for number 6.

7 - Across the sky and down from Heaven. That's the way to make a 7.

8 - Make an S and shut the gate. That's the way to make an 8.

9 - Around magic c, up, and down with a line. That's the way to make a 9.

In correctly forming letters, there aren't any letters that start their formation at the bottom. It will either start formation at the middle of the line (at the dotted line) or at the top line. Also, it is most often that the pencil is NOT lifted during the letter formation, it is all done as one stroke - doing this and reinforcing this aids with muscle memory and makes the fine motor much easier to do, to not require "thought" about which way a b or a d goes, as it is "ingrained" with the starting point and formation.

Lowercase Letter Formation:

a - around magic c, up and down with a tail

b - start up at the top, down and around

d - around magic c, up up up to the top and back down with a tail

f - curve up, down to the bottom, lift pencil, across at the middle

g - around magic c, up, and down under water with a fish hook

h - start at the top, down, up over the hill with a tail

i - down from the middle, lift, dot at top

j - down from the middle, under water with a fish hook, lift, dot at top

k - start at the top, down, lift pencil, at the middle, slant in and slant out

l - start at the top, down to the bottom with a tail

m - start at the middle, down, up over the hill, up over the hill

n - start at the middle, down up over the hill with a tail

o - start at the middle, magic c all the way around

p - start at the middle, down under water, back up and around

q - around magic c, up, and down under the water with a backwards fish hook

r - start at the middle, down to the bottom, back up to middle and out

s - curve left, curve right, curve left

t - start at the top, down, lift, across at the middle

u - start at the middle, curve down, up, and down with a tail

v - start at the middle, slant down, slant up

w - start at the middle, curve down and up to the middle, down and up to the middle

x - start at the middle, slant across to the bottom, lift to the middle, slant across to the bottom

y - start at the middle - curve down, up, and down under water with a fish hook

z - start at the middle, slide right, slant down to the bottom, slide right

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Letter and Number Formation - Powered By OnCourse Systems For Education

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Writing numbers and letters at the correct starting points and with the correct strokes is very important. To help students with this, I have sayings for how to do the correct strokes for letters and numbers. In most of the number formations (not 4 and 5), they are not to lift the pencil until the number is completely formed.

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Books in many languages

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Unite for Literacy provides free digital access to picture books, narrated in many languages. Literacy is at the core of a healthy community, so we unite with partners to enable all families to read with their young children.

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Free eBooks

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