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Curriculum for Building on Families’ Interests and Needs

Curriculum for Building on Families’ Interests and Needs. Barbara Krol-Sinclair Integrating Family Engagement in Advising and the Classroom March 7, 2014. Background on the ILP. Begun in 1989 as one element of Boston University/Chelsea Public Schools Partnership Three major goals:

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Curriculum for Building on Families’ Interests and Needs

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  1. Curriculum for Building on Families’ Interests and Needs Barbara Krol-Sinclair Integrating Family Engagement in Advising and the Classroom March 7, 2014

  2. Background on the ILP • Begun in 1989 as one element of Boston University/Chelsea Public Schools Partnership • Three major goals: • To improve the English literacy of parents • To support the literacy development and academic success of their children • To conduct research on the effectiveness of an intergenerational approach to literacy • Since then, the ILP has expanded to include 4 ESOL family literacy classes (morning & evening); 3 ESOL classes (evening); 1 Spanish ABE & 2 Spanish HiSET classes (afternoon and evening)

  3. Looking at Our Learners

  4. What’s Authentic? • Authentic Materials:
Unscripted materials or those which have not been specially written for classroom use, though they may have been edited.  Examples include newspaper articles, materials sent home from school and application forms. Source (this and 2 subsequent pages): Adapted from http://www.finchpark.com/courses/glossary.htm

  5. Authentic Task • A task which involves learners in using language and literacy in a way that replicates its use in the 'real world' outside the classroom. Filling in blanks, changing verbs from the simple past to the simple present and completing workbook questions after reading passages are, therefore, not authentic tasks. • Examples of authentic tasks would be answering a letter addressed to the learner, arguing a particular point of view, and comparing MBTA schedules in order to find the best way to get to a specific location.

  6. Why Authentic? • Purcell-Gates, Degner, Jacobson, & Soler (2002) found that in programs in which the materials and activities were more authentic, learners were more likely to read and write outside of class and to engage in more complex tasks and activities. • Condelli, Wrigley, & Yoon (2002) determined that “Students in classes where teachers made connections to the ‘outside’ or real world, had more growth.”

  7. However… • “The term authentic often carries the incorrect connotation that explicit teaching is not necessary for learning to read and that exposure to ‘real-world’ language and text is enough. For language learners, and even for adults developing literacy in a first language, the spoken and especially more formal written input in authentic communications can be overwhelming”. • Extensive scaffolding and support is needed to make the ‘real life’ tasks and materials comprehensible.

  8. Types of Authentic Activities and Materials (Source: Huang, Tindall, & Nisbet, 2011)

  9. Supporting Children’s Literacy and School Success • Incorporate readings on home literacy practices, understanding of school culture, and supporting children’s learning at school into routine curriculum (50%) • Routinely focus on activities that parents and children can engage in at home • Model storybook reading on a daily basis • Daily Literacy Log

  10. Adaptations for Learners with Limited Literacy • Focus on short segment of reading passage • Link to phonemic awareness concepts being addressed • Use of Language Experience Approach in writing • Rejoining whole group at end

  11. Adapting to Include Family Interests • Incorporate materials that are of interest to parents. (They’re also relevant to the rest of the community.) • Connect “adult interest” readings to family concerns. • Provide opportunities for learners to engage in small group discussions of the issues that are most important to them. (This can help drive future planning, too.) • When selecting focal vocabulary, be mindful of choosing words that can facilitate parent-child discussions.

  12. References • Condelli, L., Wrigley, H. S., & Yoon, K. (2002). What works for Adult ESL Literacy Students. Study summary. Washington, D. C.: American Institutes for Research. • Huang, J., Tindall, E., & Nisbet, D. (2011). Authentic activities and materials for adult ESL learners. Journal of Adult Education, 40, 1-10. • Kruidenier, J. R., MacArthur, C. A., & Wrigley, H. S. (2010). Adult literacy instruction: A review of the research. Washington, D. C.: National Institutes for Literacy. • Purcell-Gates, V., Degener, S. C., Jacobsen, E., & Soler, M. (2002). Impact of authentic adult literacy instruction on adult literacy practices. Reading Research Quarterly, 37, 70-92. • Welch-Ross, M. K., & Lesgold, A. M. (2012). Improving adult literacy instruction: Options for practice and research. Washington, D.C.: The National Academies Press.

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