Coordinator's Corner
Put reading and writing first in your home-to-school Connection
Perhaps you remember the children’s story, The Little Red Hen. And, perhaps as a teacher or parent you often feel like you are doing all the work of planting, cutting, weeding, harvesting and baking. Because we appreciate this favorite children’s tale, we are reminded of the importance in building the “home-to-school connection.” One person cannot do all that needs to be done. The Little Red Hen reminds us of the importance in sharing active roles of planning and communicating for a child’s academic and school success.
Review the suggestions below and try one new approach in putting reading and writing first in the home-to-school connection. The goal: Set your classroom up for successful communication.
Make writing meaningful
During language arts centers, give students meaningful writing assignments in support of classroom communication. Students share the responsibility of processing and communicating learning objectives.
Parents are more likely to read newsletters and outlines written by their child. Teacher and students share in the task of developing classroom communication through student-generated letters, lists, and calendars.
• Students begin the school week by writing a letter to their family outlining the weekly class schedule and upcoming events.
• Students write an “end of the week letter” to parents that outline units of study. Facts and information are highlighted and kept for later review with upcoming unit tests.
• Students develop monthly calendars that highlight volunteer opportunities for family participation.
• Twice a month, students and parents share in purposeful letter writing. The student composes a handwritten letter to their family. Families write back on the reverse side of the letter, answering questions and responding to the interests of their child. Students have opportunities to read their letters to their classmates during oral reading.
• Students practice word processing skills and type lists for family reference such as: names of classmates, names of specialty teachers, and school personnel.
• Excellent writing software programs like Kidspiration and Print Shop are available to help students create professional quality posters, invitations, cards, outlines, reports, and newsletters.
• Students develop checklists outlining student responsibilities around homework assignments, class participation, student preparation, and appropriate classroom conduct.
Reading and writing skills develop simultaneously and students need purposeful writing activities to support this development. The result: Improved writing skills that enhance classroom communication.
Building reading fluency in the classroom and at home
To develop prosodic reading and fluency, children need many opportunities to practice oral reading skills in the classroom and at home. Prosodic reading reflects an understanding of meaningful pausing and phrasing during reading. Using prosody in reading includes spoken language features such as pitch variations emphasis, intonation, and reading rate.
Consider the opportunity to invite families to participate in a family reading project and support fluency in and out of the classroom.
The classroom lending library
Encourage families to set aside one evening a week dedicated for family reading time. Families borrow one book at a time from the classroom lending library. At home, each family member will share in reading aloud. All will agree, it is the best family entertainment available.
How do I get this reading project started?
Ask parents who are book club members if their club will sponsor this program by providing your lending library with several selections. Check with local bookstores and thrift shops or your school’s business partner for book donations. Your school library or PTA may be another resource. Acquire a variety of books including nonfiction, poetry, children’s classics, and transitional novels. Store the books in a location easily accessible to families, for visitation before and after school. A shelf or small table will work fine.
How to manage this project?
Keep it friendly and simple. I suggest you use the honor system. Invite families to visit the lending library before or after school with their child. Families read and return one book at a time. Provide a bookmark tucked inside each book with a friendly reminder. “Read, Enjoy, and Return to Mrs. Craft’s Lending Library.”
Teachers, be sure to read several of the books and provide notes of recommendations to families. Hang a poster near the bookshelf for recording “great picks” and “family favorites.” Teachers, be ready with a book list. You may get offers from excited parents and partners interested in contributing to your project.
For a book list to support your classroom family library, talk to your literacy specialist, librarian or call our TTAC office at 540-231-5167.
I hope you found one suggestion to make yours and easily incorporate into your home-to-school communication project. Happy reading, and remember to put reading and writing first in your home-to-school connection.
Resources:
Richard Allington and Patricia Cunningham. 1999. Classrooms That Work, They Can All Read and Write U.S. Department of Education / University of Michigan. A Focus on Fluency