Language and Behavior - The Literacy Connection

T h e Lite r acy Co nn ection a t H om e
P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System
Language and Be hav i or
One of the most important things for families with young children to know is how much
they can contribute to the development of a child’s vocabulary and understanding of the
spoken language. Talking extensively with preschool children increases the number and
variety of words they are exposed to at home (Roskos, Tabors, and Lenhart, 2004). A rich
language environment at home will also help children at school. The more words children
hear and the larger their vocabulary grows, the more likely they will understand directions
given at school, words in books read to them, and discussions about interesting topics
drawn from the school curriculum. Knowing what many words mean also helps children
build comprehension skills once they begin to read. Knowing the meaning of those words
(comprehension) is just as important as being able to accurately recognize them from the
page (decoding) (Roskos, Tabors, and Lenhart, 2004).
The emotional quality of words and how the words are used in conversations with young
children are also important. When parents use positive words with children that explain
expected behaviors; they encourage the development of self-confidence, trust and
understanding that contribute to a desire in the child to cooperate with parents. For
example, in a situation where there has been aggression between siblings at home, telling a
child, “It is important that you keep your hands to yourself so that your sister can be safe. If
you are angry and frustrated, use your words to tell her how you feel.” The statement, “if
you are angry and frustrated, use your words to tell her how you feel,” gives the child
expectations about behavior, an alternative to hitting, and teaches more words than saying,
“Don’t hit your sister.”
Demonstrating this type of positive, supportive language can teach feeling words such as
“frustrated” to help children identify their own emotions and those of their family and
friends. Expressing feelings and noticing how other people feel are important skills in
functioning as a member of a group or a classroom community.
L a n g u a g e a n d B e h avio r • P rese nte r Info rm atio n • 1
A Tip for Supporting Families with Children that are English Language
Learners (ELL)
•
For children with limited language use and understanding, negative language (don’t,
no, stop) is even more confusing than it is for children with typical language
development. More repetition of positive statements and use of picture/visual
prompts may enhance communication and encourage accurate social information
processing (Azar, 2002).
A Tip for Supporting Families with Children with Special Needs
•
For children with limited language use and understanding, negative language (don’t,
no, stop) is even more confusing than it is for children with typical language
development. More repetition of positive statements and use of picture/visual
prompts may enhance communication and encourage accurate social information
processing (Azar, 2002).
P res e nte r Info rm atio n • L a n g u a g e a n d B e h avio r • 2
T h e Lite r acy Co nn ection a t H om e
P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System
Language and Be hav i or
A G ENDA
We lc om e
L e a r n in g Ob je ct ives
Icebr e a k er: Don’t Sit Down
Why Us e Posit iv e Comm u n icat io n ?
Ch a n g e “ Do n ’t ” Statem e nts to “ Do ” Statem e nts
Soc ia l Sk ills for Sch o o l Succe ss
Re a d Alo u d
Mak e a n d Tak e: Emotion Wheel
Cl o s in g
We lc om e
3 mi n ut es
•
Welcome participants.
•
Introduce presenters and other personnel.
•
Introduce the facility and cover “housekeeping,” such as location of bathrooms,
telephones, and vending machines.
•
Establish or review existing ground rules with the participants’ input.
L e a r n in g Ob je ct iv es
2 mi n ut es
Families will
•
Learn the importance of positive language.
•
Learn and practice how to change “don’t” to “do”.
•
Learn about important social skills for success in school.
Icebr e a k er
5 mi n ut es
Ask everyone in the group to stand up. Tell them you are about to give them some
important instructions. Then say, “Don’t sit down.” Observe the confusion. Some will
sit, some will remain standing. Have participants discuss at their tables how it felt to be
given confusing instructions.
L a n g u a g e a n d B e h avio r • Wo rksh o p A g e n d a • 3
Why Us e Posit iv e Comm u n icat io n
1 0 mi n ut es
We can create a rich oral language environment and at the same time teach
children the behavior we want to see. For example, when children do not
know ho w to s wim, we teach them.
Have participants answer the questions, If a child doesn’t know ho w to tie his
shoes, what would we do? (Prompt participants to respond “We would teach him.”)
If a child doesn’t know ho w to ride a bike, then we…? “We teach her.”
Po sitive communication is not about being warm and fuzzy, but rather, it is
about being direct and telling children what they need to do clearly. Refer
back to icebreaker and how confusing it was to be told what not to do.
Ha n d o ut 1 • Pos itive Comm u n ic at io n
The word s that we choose can make a big difference in how our children
behave. Think of a big mud puddle. Visualize that it is raining very hard
and that there are puddles everywhere. Yo ur mom says, “No w, don’t
stomp in the mud.” What do you imagine? Children stomping in the mud.
No w, if I say, “It is raining very hard, and I need you to stay on the
sidewalk all the way to the car. Your shoes need to stay dry.” What do
you imagine this time? Have participants describe how the second statement is
different from the first.
Ch a n g in g Do n ’t statem e nts to Do statem e nts
1 5 mi n ut es
Presenter Tip
Prior to the session, take Handout 2, Changing Your “Don’t” Statements to “Do”
Statements, and cut the sheet into strips so that one negative statement is showing on
each strip. Put five negative statement slips in an envelope. Prepare an envelope for
each small group you predict you will have. (It is okay for the small groups to have
the same statements that another group has.)
Let’ talk about increasing positive communication by changing “ don’t” to
“ do” .
Have small groups work together to change “don’t” statements to “do” statements
Give each group of participants an envelope of slips and have them pull several from the
envelope. Model changing some of the negative statements into positive ones for the
participants; then encourage participants to change one or two of the statements.
Allow three minutes.
L a n g u a g e a n d B e h avio r • Wo rksh o p A g e n d a • 4
Have participants from each group share one or two of the changes. Make the key point
that “ Do ” statements expose children both to positive language and guidance
about appropriate expectations.
Ha n d o ut 2 • Ch a n g e Y o ur “ Do n ’t ” Statem e nts to “ Do ” Statem e nts
Refer participants to this handout and encourage them to use it at home as a reminder and
resource.
These statements should create a picture in the child’s mind of what he should do, rather
than what she should not do. Remember to use this practice in your daily life by:
•
posting the “Do”s from the “Don’t” to “Do” list on your refrigerator to get ideas
when you need them
•
practicing using “Do” statements with other family members
•
practicing “Do” statements when you are not busy or rushed.
Ha n d o ut 3 • Soc ia l Skills for Sch o o l Success
There are many langu age-based skills that help children succeed in
school. Having the ability to talk comfort ably to adults and get their
needs met in the classroom is essential. If you have spent time talking to
your child and using positive langu age in your interactions, most likely
your child will feel comfortabl e asking for help from his or her teacher.
Students also need to be able to solve problems with their peers by using
their words rather than physical aggression or fights. Using positive
communication at home an d helping your child by talking through
problems and solutions teaches the skills to solve problems at school.
Being able to name one’s own feelings or emotions and recogni ze how
other people are feeling is essential to participating in groups at school.
Review handout with participants by asking questions such as “What are
some things you can do to help your child be able to work with other adults
and children? What are some things you can do to help your child be able
to make friends with others? How can you help your child learn to be a
productive member of the classroom community? How can you teach your
child to solve problems without using aggression?”
Re a d Alo u d
5 mi n ut es
Feature a book from the list suggested for this session, emphasizing the bookmark
“Reading and Talking”. Demonstrate a model read-aloud.
L a n g u a g e a n d B e h avio r • Wo rksh o p A g e n d a • 5
Mak e a n d Tak e: Emotio n Whe e l
1 5 mi n ut es
Distribute and review the Make and Take handout.
We are going to make an emotion wheel for your children to use at home
so they can begin to recogni ze and name d ifferent feelings they have at
home.
Have participants practice using the completed Emotion Wheel with each other.
Cl o s in g
5 mi n ut es
Review the main points of the workshop:
•
Using positive communication at home can build your children’s self-esteem,
•
help them become productive members of their classroom community, and
build essential literacy skills!
Encourage participants to come to the next workshop – give time, date and place.
Distribute and collect evaluations.
L a n g u a g e a n d B e h avio r • Wo rksh o p A g e n d a • 6
T h e Lite r acy Co nn ection a t H om e
P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System
Language and Be hav i or
S u gge s ted B o o k s
The Way I Feel by Janan Cain
Into My Mother’s Arms by Sharon Jennings
Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst
When Sophie Gets Angry, Very, Very Angry! byMolly Bang
I Like Myself! by Karen Beaumont
I Knew You Could by Craig Dorfman
No Matter What by Debi Gliori
Guess How Much I Love You* by Sam Bratney
Mama, Do You Love Me? by Barbara Joose
Night Shift Daddy by Eileen Spinelli
Spanish Books:
Sentimientos by Susan Canizares
*Available in Spanish
L a n g u a g e a n d B e h avio r • S u g g ested B o oks • 7
T h e Lite r acy Co nn ection a t H om e
Project Enlighten m ent • Wake C o un ty Public School System
Emo t i o n Wheel
Mater ia ls
• One paper plate per participant
• One sheet of emotion pictures per participant
• One spinner per participant
• One Sharpie or regular Crayola marker per
four participants
• One pair of scissors per participant
• One glue stick per participant
Dir e ctio n s
• Write the words “I am feeling” in the middle area of the plate. Regular crayola markers
can be used on the paper plates; however, allow the marker to dry or it will smudge.
Usually with a little blowing and waving, it will dry to the touch within a couple of
minutes.
• Once the marker is dry, pre-poke the hole in the center of the plate by using the pointy
end of a scissor.
• Once the hole is poked through, attach the spinner by placing the arrow part through the
top of the plate and then attach the bottom piece to the arrow on the bottom of the plate.
• Cut out eight to ten emotion pictures emotion pictures and place around the rim of the
plate. Consider eight pictures as ten pictures may be overwhelming to your child and may
also take up to much space around the rim of the plate. The emotion pictures can be
placed in any order. Glue the pictures to the rim of the plate once they are arranged
without overlapping each other.
Activ ity
• Present the emotion wheel to your child
• Explain that this game is about giving words to the way s/he feels.
• Tell the child that it is important for you to know about his or her feeling so you can help
him or her deal with the feelings s/he doesn’t like.
• Explain that the child can let you know about his or her feelings by moving the arrow
and stopping just on the emotion he or she is feeling at that point.
• Before the child starts playing with the emotion wheel, look and talk about each picture
and the emotion it represents.
• Remind the child that it is okay to feel mad, angry, upset, happy, tired, or disappointed
and that you will help him or her learn how to deal with those emotions.
L a n g u a g e a n d B e h avio r • Make a n d Take Instructio ns • Emotio n Wh e e l
T h e Lite r acy Co nn ection a t H om e
Project Enlighten m ent • Wake C o un ty Public School System
La Rueda de la s Em ocio ne s
Mater ia le s
• Un plato de papel por participante
• Una hoja con los dibujos de las emociones por
participante.
• Una flecha que pueda dar vuelta por
participante
• Un marcador de punta fina por cada cuatro
participantes
• Una tijera por participante
• Una barra de goma de pegar por participante
Instrucc io n e s
• Escriba con marcador o crayola las palabras “Yo me siento… en el centro del plato.
Usualmente cuando utiliza un marcador déle tiempo suficiente para que se seque.
• Cuando la tinta se haya secado, abra un pequeño hueco en el centro del plato usando la
punta de una de las tijeras.
• Una vez que abra el hueco, ponga la flecha que da vueltas en el hueco. Sujétela por la
parte de atrás.
• Luego, escoja los dibujos de las emociones y péguelas alrededor del plato. Tenga cuidado
de no llenar el plato, porque se vera muy recargado. Usted las puede poner en cualquier
orden.
Activ id a d
• Muéstrele la rueda de las emociones a su niño.
• Explíquele que este es un juego para darle palabras a las emociones.
• Dígale a su niño que es importante para usted saber como el o ella se siente de manera
que usted lo podrá ayudar a como manejar esos sentimientos que talvez a su niño le
incomode.
• Explíquele que su niño le enseñará como se siente al apuntar con la flecha a ese
sentimiento.
• Antes de que su niño empiece a jugar, hable acerca de cada emoción en los dibujos.
• Recuérdele a su niño que esta bien sentirse enojado, molesto, triste, feliz, cansado, o
desilusionado pero que usted lo enseñará a como manejar esos sentimientos.
L a n g u a g e a n d B e h avio r • S p a n ish Make a n d Take Instructio ns • Emotio n Wh e e l
T h e Lite r acy Co nn ection a t H om e
P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System
✂ Cut here ↑
.
L a n g u a g e a n d B e h avio r • Make a n d Take Instructio ns• P ictu res fo r Emotio n Wh e e l
T h e Lite r acy Co nn ection a t H om e
P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System
Positive
Communication
Positive communication is very important in
developing strong and happy families. It means
using caring words, listening with all your
attention, and using a calm tone of voice.
Children respond well to positive communication.
Your expressions, eye contact, and body
language affect how well you get your message
across. When you get down to the same level as
your child, look him or her in the eye and smile.
S/he will be more likely to hear what you have to
say. All these things help a child to listen well. Look
in a mirror and notice your expressions. Your
expression softens when you think positive and loving thoughts. It is this
expression that a child responds to best.
Some example s of positive co mmunication:
• Tell your child what to do rather than what not to do. Instead of
“Don’t drop that toy,” say, “Hold tight to that toy.” This helps your child
know what to do.
• Be clear about directions. Say, “Sophia, I need you to pick up your toys
now,” rather than, “Sophia, would you like to pick your toys up, please?”
• Use loving, encouraging and positive words. An example is, “Sophia,
thank you for putting up all your toys! That’s terrific!” Add a hug to these
comments for a winning combination!
• Take time to praise your children. Give them the message that they
can achieve their goals. Let them know they are loved regardless of
achievements or behavior.
L a n g u a g e a n d B e h avio r • Ha n d o ut 1 • P ositive Co mmun icatio n
T h e Lite r acy Co nn ection a t H om e
P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System
La Comunicación Positiva?
Tener una comunicación positiva es muy importante
para crear lazos fuertes y felices en las familias por
que muestra el respeto entre cada miembro dé la
familia. La comunicación positiva significa usar
palabras cariñosas, escuchar con toda su atención
mientras usa un tono calmado de voz. Los niños
responden mejor a la disciplina positiva la cual
ayuda a que los niños crezcan con un alto nivel de
autoestima.
Sus expresiones tales como su mirada, y su lenguaje
corporal afectan el mensaje que usted está
tratando de decir. Usted tiene mejor oportunidad
de que su niño lo escuche cuando se baja al nivel
de su niño, lo mira a la cara y le sonríe. Colóquese
enfrente de un espejo y mire como sus expresiones cambian cuando usted
piensa positivamente y cariñosamente. Esa expresión que usted ve en el
espejo, es la expresión a la cual su niño responderá mejor.
Ejemplo s de co municación po sitiv a
• Dígale a su niño lo que tiene que hacer en vez de lo que no
tiene que hacer. Dígale “Pon el juguete en la caja” en vez de “No tires
el juguete.”
• Sea claro y directo con su mensaje “Ana, recoge tus juguetes
ahora, por favor” en vez de decirle “¿Ana, quieres recoger tus juguetes,
por favor? ”
• Usted puede decir “te quiero mucho,” “Eso estuvo maravilloso, Tú
eres una niña increíble.” Dele un abrazo y usted tendrá la combinación
perfecta.
• Tome tiempo para elogi ar a su niño. Déle el mensaje que su niño
puede lograr lo que él quiere. Lo más importante, déjele saber que usted
lo quiere por lo que es y no por las cosas que el hace o como se
comporta.
L a n g u a g e a n d B e h avio r • S p a n ish Ha n d o ut 1 • P ositive Commu n icatio n
T h e Lite r acy Co nn ection a t H om e
P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System
Chan ge “Don ’t” Stat ements to “Do” Stat ement s
“DON’T”s
“DO”s
• G ene ra l B ehav ior s •
Don’t run.
Walk in the house.
Don’t be so wild.
It’s time to sit down and use a calm voice.
Don’t write on the wall. (or table, or floor, etc.)
Write on paper only.
Don’t leave clothes on the floor.
Use a laundry basket.
Don’t jump on your bed.
Beds are for sleeping or sitting ONLY.
Don’t splash water out of the tub.
Keep the water in the tub.
Don’t throw the ball in the house.
We roll balls inside. You can throw it outside.
Don’t pull the dogs tail.
Be gentle with the dog. Pat him like this…
Don’t touch.
Look with your eyes.
Don’t pick your nose.
Use a tissue.
• P ee rs •
Don’t take a toy from your friend.
Ask “May I have a turn when you are through?”
Don’t knock over the toys.
Ask to play with the toys.
Don’t hit.
Use gentle hands; say what you want.
• S afety •
Don’t play in the street.
We can play in the yard or on the sidewalk.
Don’t run down the slide.
Slide on your bottom.
Don’t run into the street.
Hold my hand to cross the street.
• Me alt im e •
Don’t play with your food.
Use your fork or spoon to eat your lunch.
Don’t throw your food.
Food is for eating.
Don’t eat with your hands.
Use your fork to eat.
• V o ic e •
Don’t yell or scream in the house.
Use your inside voice.
Don’t talk back.
Tell me what you are feeling in a regular voice.
Don’t whine.
Use your normal voice.
Don’t scream at me while I’m on the phone.
Touch my arm to let me know you need me.
L a n g u a g e a n d B e h avio r • Ha n d o ut 2 • Ch a n g in g Do n ’t to Do Statem e nts
T h e Lite r acy Co nn ection a t H om e
P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System
Ca mbiando las fra ses negativas por fra ses positiva s
FRASES NEGAT IV AS
FRASES POS IT IV AS
• C om po rta miento s u su ale s en lo s niñ o s •
No corras.
Se camina a dentro de la casa.
No pierdas el control.
Es hora de sentarse y usar una voz calmada.
No escribas en la pared.
Escribe sólo en el papel.
No dejes tu ropa en el suelo.
Pon tu ropa sucia en la canasta
No brinques en la cama.
Las camas se usan sólo para dormir o sentarse.
No salpiques el agua fuera de la tina.
Mantén el agua a dentro de la tina.
No tires la pelota a dentro de la casa.
Rodamos la pelota a dentro de la casa o
tiramos la pelota a fuera.
No le jales la cola al perro
Acaricia al perro en el lomo
No toques
Usa tus ojos para observar
No te saques los mocos
Sóplate la nariz con un papel
• C om p añer o s •
No le quites el juguete a tu amigo.
Pregunta primero si puedes tener un turno.
No tumbes los juguetes
Si quieres jugar pregunta, “puedo jugar”
No le pegues.
Usa manos suaves y di lo que quieres.
• Se gur ida d •
No juegues en la calle.
Podemos jugar en el patio o la acera.
No corras en la resbaladera.
Siéntate para bajar la resbaladera.
No corras hacia la calle.
Agarra mi mano cuando crucemos la calle.
• Co midas •
No juegues con la comida.
Use tu cuchara o tu tenedor para comer.
No tires la comida.
La comida es para comer.
No comas con las manos.
Use tu tenedor para comer.
• T ono , V oz y P a la br a s •
No grites en la casa.
Usa tu voz calmada cuando estés dentro de la
casa.
No repliques.
Dime lo que sientes en un tono normal.
Deja de lloriquear.
No grites cuándo estoy en el teléfono.
Usa tu voz normal.
Toca mi brazo para dejarme saber que me
necesitas.
L a n g u a g e a n d B e h avio r • S p a n ish Ha n d o ut 2 • Ch a n g in g Do n ’t to Do Statem e nts
T h e Lite r acy Co nn ection a t H om e
P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System
Social Skills for
School Success
SKILL: Children need to be able to
work with new children and adults.
How an adult can help…
• Praise your child when he/she asks
for help or helps someone else.
• Model and encourage the use of
greetings when speaking to other
adults and children. “John is saying
hello to you. Now you need to
wave or say, ‘hello’ to him.”
SKILL: Children need to be able to
be productive members of the
classroom community.
How an adult can help…
• Use simple rules and routines at
home, for example a bedtime
routine chart.
• Point out the body language and
voice tones of siblings and friends.
“Look at Jaden’s face. How do you
think he is feeling?”
SKILL: Children need to be able to
make friends with other children
and adults.
How an adult can help…
• Teach your child how to introduce
him/herself to others.
• Instead of saying, “Go play,” give
your child a suggestion for playing
with a peer. For example, “Ask
Sarah ‘Will you build blocks with
me?’”
SKILL: Children need to be able to
solve problems with words rather
than aggressive behavior.
How an adult can help…
• Teach your child to keep his/her
hands and feet in his or her own
space.
• Help your child learn to solve
problems verbally. For example,
tell your child, “Ask your sister for
a turn with the ball instead of
grabbing it from her.”
Language & Behavior • Handout 3 • S oc ia l Skills fo r Sch o o l S uccess
T h e Lite r acy Co nn ection a t H om e
P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System
H abilidad es
Sociales para el
Exito en la
Escuela
HABILIDADES: Los niños
necesitan ser capaces de trabaj ar
con adultos y niños que nunca han
visto antes.
Como un adulto puede ayudar:
• Elogie a su niño cuando él o ella
pida ayuda a otras personas.
• Modele y anime el uso de los
saludos cuando habla con otros
adultos o niños. “Juan te están
saludando. Ahora es tu turno para
regresarle el saludo con la mano o
decirle hola”.
HABILIDADES: Los niños
necesitan ser miembros productivos
dentro de la comunidad del salón.
Como un adulto puede ayudar:
• Utilice reglas simples y rutinas en
su hogar, Por ejemplo utilice una
lista de actividades durante el día,
para que su niño sepa que hacer.
• Hable acerca del lenguaje del
cuerpo y tono de voz de otros
familiares y amigos. Por ejemplo
diga, “mira la cara de Juana.
¿Cómo crees que ella se siente?”
HABILIDADES: Los niños
necesitan hacer amigos con otros
niños y otros adultos.
Como un adulto puede ayudar:
• Enseñe a su niño a como
introducirse a otros grupos de
personas.
• En vez de decir “ ve a jugar” déle
sugerencias a sus niños de como
jugar. Por ejemplo, “Pregúntale a
Maria.” “¿Puedes construir una
escuelita con migo?”
HABILIDADES: Los niños
necesitan resolver los problemas
con palabras en vez de
comportamientos agresivos.
Como un adulto puede ayudar:
• Enseñe a su niño como utilizar sus
manos y piernas de manera que no
molesten a nadie.
• Ayude a su niño a resolver sus
problemas verbalmente. Por
ejemplo, dígale a su niño.
“Pregúntale a tu hermana cuando
puedes tener el turno con la pelota
en vez de quitarle la pelota.”
Language & Behavior • Spanish Handout 3 • S ocia l Sk ills fo r Sch o o l S uccess
Reading
and
talking
Reading
and
talking
Reading
and
talking
Language is key to vocabulary development, another major predictor of
success in school. Read aloud time
gives you a great chance to have
conversation.
Language is key to vocabulary development, another major predictor of
success in school. Read aloud time
gives you a great chance to have
conversation.
Language is key to vocabulary development, another major predictor of
success in school. Read aloud time
gives you a great chance to have
conversation.
Before you read:
Before you read:
Before you read:
If there is a picture on the cover, ask
your child to describe the picture to
you. Mention that the picture has
clues about the book.
If there is a picture on the cover, ask
your child to describe the picture to
you. Mention that the picture has
clues about the book.
If there is a picture on the cover, ask
your child to describe the picture to
you. Mention that the picture has
clues about the book.
As you read:
As you read:
As you read:
Define any words (new vocabulary)
your child might not understand the
meaning. For example “monumental”
is in what you are reading. You might
say, “Monumental means very large.”
(Use words your child already knows
to define the new word.)
Define any words (new vocabulary)
your child might not understand the
meaning. For example “monumental”
is in what you are reading. You might
say, “Monumental means very large.”
(Use words your child already knows
to define the new word.)
Define any words (new vocabulary)
your child might not understand the
meaning. For example “monumental”
is in what you are reading. You might
say, “Monumental means very large.”
(Use words your child already knows
to define the new word.)
After you read:
After you read:
After you read:
Ask your child open-ended questions
about the book like . . .
Ask your child open-ended questions
about the book like . . .
Ask your child open-ended questions
about the book like . . .
“What do you think happened
after the story ended?”
“What do you think happened
after the story ended?”
“What do you think happened
after the story ended?”
“How would you have felt if this had
happened to you?”
“How would you have felt if this had
happened to you?”
“How would you have felt if this had
happened to you?”
Ask your child to tell or “read” (telling
from memory and the picture) the
story to you.
Ask your child to tell or “read” (telling
from memory and the picture) the
story to you.
Ask your child to tell or “read” (telling
from memory and the picture) the
story to you.
Read aloud to your child
everyday.
Read aloud to your child
everyday.
Read aloud to your child
everyday.
It’s the best thing a family can do
to support success in reading!
It’s the best thing a family can do
to support success in reading!
It’s the best thing a family can do
to support success in reading!
Tips for a Great Read-Aloud Time
Tips for a Great Read-Aloud Time
Tips for a Great Read-Aloud Time
Snuggle up! Put your arm
around your child.
❖
Snuggle up! Put your arm
around your child.
❖
Snuggle up! Put your arm
around your child.
❖
Let your child select a book.
❖
Let your child select a book.
❖
Let your child select a book.
❖
Make sure your child can
see the book.
❖
Make sure your child can
see the book.
❖
Make sure your child can
see the book.
❖
Read slowly and with expression.
❖
Read slowly and with expression.
❖
Read slowly and with expression.
❖
Talk about the pictures.
❖
Talk about the pictures.
❖
Talk about the pictures.
❖
When finished, ask your child “What
did you like best about this book?”
❖
When finished, ask your child “What
did you like best about this book?”
❖
When finished, ask your child “What
did you like best about this book?”
❖
Have fun!
❖
Have fun!
❖
Have fun!
❖
The next day, ask your child to tell you
about the book you read last night.
The next day, ask your child to tell you
about the book you read last night.
The next day, ask your child to tell you
about the book you read last night.
Lea en voz alta a su niño(a)
todos los días.
Lea en voz alta a su niño(a)
todos los días.
Lea en voz alta a su niño(a)
todos los días.
¡Este es la mejor actividad que un
miembro de la familia puede hacer
para apoyar el éxito en la escuela!
¡Este es la mejor actividad que un
miembro de la familia puede hacer
para apoyar el éxito en la escuela!
¡Este es la mejor actividad que un
miembro de la familia puede hacer
para apoyar el éxito en la escuela!
Consejos para que su lectura
en voz alta sea exitosa.
Consejos para que su lectura
en voz alta sea exitosa.
Consejos para que su lectura
en voz alta sea exitosa.
Acurrúquesele, ponga su brazo
alrededor de su niño(a).
❖
Deje que su niño(a) seleccione el libro.
❖
Este seguro que su niño(a) puede
ver cada página del libro.
❖
Lea lentamente y con expresiones.
❖
Hable acerca de los dibujos.
❖
Cuándo termine, pregúntele
“ ¿Qué fue lo que más te
gusto de este libro?”
❖
¡Diviértanse!
❖
Al día siguiente pregúntele
que le cuente acerca de la historia
que leyeron la noche anterior.
Acurrúquesele, ponga su brazo
alrededor de su niño(a).
❖
Deje que su niño(a) seleccione el libro.
❖
Este seguro que su niño(a) puede
ver cada página del libro.
❖
Lea lentamente y con expresiones.
❖
Hable acerca de los dibujos.
❖
Cuándo termine, pregúntele
“ ¿Qué fue lo que más te
gusto de este libro?”
❖
¡Diviértanse!
❖
Al día siguiente pregúntele
que le cuente acerca de la historia
que leyeron la noche anterior.
Acurrúquesele, ponga su brazo
alrededor de su niño(a).
❖
Deje que su niño(a) seleccione el libro.
❖
Este seguro que su niño(a) puede
ver cada página del libro.
❖
Lea lentamente y con expresiones.
❖
Hable acerca de los dibujos.
❖
Cuándo termine, pregúntele
“ ¿Qué fue lo que más te
gusto de este libro?”
❖
¡Diviértanse!
❖
Al día siguiente pregúntele
que le cuente acerca de la historia
que leyeron la noche anterior.
Leyendo y
hablando
Leyendo y
hablando
Leyendo y
hablando
El lenguaje es la clave para que el
vocabulario se desarrolle, el cual es un
indicador del éxito en la escuela. Leer
en voz alta crea oportunidades para la
conversación la cual incrementara el
vocabulario de su niño(a).
El lenguaje es la clave para que el
vocabulario se desarrolle, el cual es un
indicador del éxito en la escuela. Leer
en voz alta crea oportunidades para la
conversación la cual incrementara el
vocabulario de su niño(a).
El lenguaje es la clave para que el
vocabulario se desarrolle, el cual es un
indicador del éxito en la escuela. Leer
en voz alta crea oportunidades para la
conversación la cual incrementara el
vocabulario de su niño(a).
Si la portada es un dibujo. Pregúntele a
su niño(a) que describa el dibujo.
Recuerde de mencionar que los dibujos
nos dan pistas acerca de que se trata
el cuento.
Si la portada es un dibujo. Pregúntele a
su niño(a) que describa el dibujo.
Recuerde de mencionar que los dibujos
nos dan pistas acerca de que se trata
el cuento.
Si la portada es un dibujo. Pregúntele a
su niño(a) que describa el dibujo.
Recuerde de mencionar que los dibujos
nos dan pistas acerca de que se trata
el cuento.
Antes de leer:
Cuando lee:
Defina una palabra que su niño(a) a lo
mejor no la entiende. Por ejemplo: Si la
palabra “monumental” se encuentre
en la lectura, diga: “monumental
significa muy grande” recuerde de
utilizar palabras sencillas para definir
otras.
Después que lee:
Hágale preguntes que requieren
respuestas amplias tales como:
“ ¿Que crees que paso después que
termino la historia?”
“ ¿Cómo te hubieras sentido si esto
te hubiese pasado a ti?”
Pídale a su niño(a) que le cuente o le
lea la historia nuevamente utilizando su
memoria y los dibujos como apoyo.
Antes de leer:
Cuando lee:
Defina una palabra que su niño(a) a lo
mejor no la entiende. Por ejemplo: Si la
palabra “monumental” se encuentre
en la lectura, diga: “monumental
significa muy grande” recuerde de
utilizar palabras sencillas para definir
otras.
Después que lee:
Hágale preguntes que requieren
respuestas amplias tales como:
“ ¿Que crees que paso después que
termino la historia?”
“ ¿Cómo te hubieras sentido si esto
te hubiese pasado a ti?”
Pídale a su niño(a) que le cuente o le
lea la historia nuevamente utilizando su
memoria y los dibujos como apoyo.
Antes de leer:
Cuando lee:
Defina una palabra que su niño(a) a lo
mejor no la entiende. Por ejemplo: Si la
palabra “monumental” se encuentre
en la lectura, diga: “monumental
significa muy grande” recuerde de
utilizar palabras sencillas para definir
otras.
Después que lee:
Hágale preguntes que requieren
respuestas amplias tales como:
“ ¿Que crees que paso después que
termino la historia?”
“ ¿Cómo te hubieras sentido si esto
te hubiese pasado a ti?”
Pídale a su niño(a) que le cuente o le
lea la historia nuevamente utilizando su
memoria y los dibujos como apoyo.
T h e Lite r acy Co nn ection a t H om e
P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System
Language and Be hav i or
Evaluati o n
Please circle the response that best represents your thoughts:
1. This workshop helped me to understand the importance of using positive
language with my child.
definitely
somewhat
not sure
2. I am better able to change my “don’t”s to “do”s because of this session.
definitely
somewhat
not sure
3. This session helped me learn how to support my child’s social skills.
definitely
somewhat
not sure
sometimes
often
4. I plan to use the emotion wheel.
never
5. One thing I learned at this session that I will remember and use is _________________
_______________________________________________________________________ .
6. What could make this session better is _____________________________________
_______________________________________________________________________ .
L a n g u a g e a n d B e h avio r • E n g lis h Eva lu atio n
T h e Lite r acy Co nn ection a t H om e
P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System
Lengua je y C o m p ortam ien t o
Evaluació n
Por favor encierre la respuesta que mejor representa sus opiniones:
1. Esta sesión me ayudo a entender la importancia del uso del lenguaje positivo con mi
niño.
definitivamente
más o menos
No estoy seguro
2. Yo me siento más capaz de cambiar las frases negativas a las positivas.
definitivamente
más o menos
No estoy seguro
3. Esta sesión me ayudo a entender de como ayudar la parte social de mi niño.
definitivamente
más o menos
No estoy seguro
4. Yo planeo usar la rueda de las emociones
definitivamente
más o menos
No estoy seguro
5. Algo que aprendí en esta reunión que recuerdo y que planeo usar _______________
_______________________________________________________________________ .
6. Que hubiera podido hacer esta sesión mejor _________________________________
_______________________________________________________________________ .
L a n g u a g e a n d B e h avio r • S p a n ish Eva lu atio n