Sharing Family Traditions

1. Read and Rise阅读和崛起اقرأوارتقLire et se souleverLi ak Leve nonLeia e se levantaTìm hiểu và tăng lênLea y se levantan

2. Sharing Family Traditions میرےخاندانکیثقافتاورروایاتکااشتراکہے ، میرےبچوںکواہمخواندگیمہارتسیکھلےگا. Chia sẻ các gia đình của tôi nền văn hóa và truyền thống, các con tôi sẽ học các kỹ năng đọc viết quan trọng.

3. Talk your child every day! 向您的孩子每天 Pale ak pitit ou chak jou Converse com seu filho todos os dias Hable con su hijo todos los días Nói chuyện với con của bạn mỗi ngày تحدثإلىطفلككليوم آپکےبچےسےباتکریںہردن

4. Culture, Traditions and Daily Life

5. Culture, Traditions and Daily Life

6. Daily verbal interactions Really make a meaningful difference in language development • The average three-year-old has heard 20 million words • Three year olds from very talkative, socially interactive families have heard 35 million words • Three year olds of uncommunicative families have heard less than 10 million words From Meaningful Differences in the Everyday Experience of Young American Children by Betty Hart, Ph.D., & Todd R. Risley, Ph.D.

7. The average 3 year old A média de três anos de idade, ouviu 20.000 mil palavrasCrianças de três anos de muito falante, de famílias socialmente interativo ouviu 35 milhões de palavrasTrês anos de idade de famílias uncommunicative ter ouvido menos de 10 milhões de palavras La media de tres años de edad ha oído 20 millones de palabrasTres años de muy hablador, familias socialmente interactivo ha oído 35 millones de palabrasTres años de familias poco comunicativo han escuchado menos de 10 millones de palabras

8. The average 3 year old Ba trung bình tuổi đã nghe 20.000.000 lờiBa tuổi từ rất nói nhiều, gia đình tương tác xã hội đã nghe từ 35.000.000Ba tuổi của các gia đình kín đáo đã nghe nói ít hơn 10 triệu từ اسکااوسطتینسالہلاکھ 20 الفاظسناہےبہتباتونی، سماجیطورپرباتچیتکےخاندانکیطرفسےتینسالکیعمرمیں 35 ملینالفاظسناہےخاندانکیتینسالکیعمرہےکہباتچیتکوبہتسےکم 10 ملینالفاظسنانہیںہے

9. The average 3 year old وقداستمعتمتوسطثلاثسنواتمنالعمر 20 مليونكلمةسمعتثلاثةمنالذينتتراوحأعمارهمبينعامثرثارةجداالأسراجتماعيا، التفاعلية 35000000 الكلماتسنةمنالعمرثلاثمنالعائلاتالتيلاالعكسلقدسمعتالكثيرأقلمن 10 مليونكلمة

10. The average 3 year old 平均三十岁的话已经听到20000000三，从非常健谈，社会互动的家庭年3500万的孩子听到的话三沉默寡言岁的孩子听到的家庭不到10万字 Mwayèn twa zan an te tande 20 milyon moTimoun ki gen twa ane de, trè bavar sosyalman fanmi entè te tande 35 milyon dola moTwa ane timoun ki gen fanmi yo ranfèrme te tande mwens pase 10 milyon mo

11. Vocabulary size Greatly influenced by familial styles of talking and interacting with babies • The average child has about a 700 word vocabulary by the age of three • Children of very sociable families have a vocabulary of about 1,100 words • Children of uncommunicative, non-reactive families have only about a 500 word vocabulary

12. 15,000 hours of learning time • From birth to age three, children have roughly 15,000 hours of learning opportunity • Whether these hours are filled with language, or left empty, makes an extraordinary difference to children’s development

13. From birth to age three, children have roughly 15,000 hours of learning opportunity 出生到三岁，孩子们学习的机会15000小时 nesans rive laj twa zan, timoun yo gen 15,000 èdtan pou yo aprann opòtinite nascimento até três anos de idade, as crianças têm 15 mil horas de oportunidade de aprendizagem el nacimiento hasta los tres años de edad, los niños tienen 15.000 horas de oportunidad de aprendizaje تینسالکیعمرکوجنم، بچوںکےموقعسیکھنےکے 15،000گھنٹےہے لادةوحتىسنالثالثة، والأطفال و15000ساعةمنالتعلمفرصة

14. Non-verbal component to language • Beyond vocabulary, children are learning how to be social beings by listening to talk • From listening, being talked to, and observing, children learn about: • Emotions • The social context that goes with words • Interactions in the family and the larger world

15. From listening, being talked to, and observing, children learn about: emotions and the social context that goes with words 聆听，说话，观察，孩子们学习：感情。社会背景下，用言语去在家庭互动与更大的世界 koute, pale, epi obsève, timoun yo aprann sou:santiman yo. Kontèks sosyal la ki ale ak moEntèraksyon nan fanmi an ak monn ki pi gwo a ouvindo, conversando e observando, as crianças aprendem sobre:sentimentos. O contexto social que se passa com as palavrasInterações na família e no mundo maior Từ lắng nghe, được nói chuyện với, và quan sát, trẻ em tìm hiểu về: cảm xúc và bối cảnh xã hội mà đi với các từ

16. From listening, being talked to, and observing, children learn about: emotions and the social context that goes with words escuchar, hablar, y observar, los niños aprenden acerca de:sentimientos. El contexto social que acompaña a las palabrasLas interacciones en la familia y el resto del mundo nghe, nói, và quan sát, trẻ em tìm hiểu về:cảm xúc. Bối cảnh xã hội mà đi với các từTương tác trong gia đình và thế giới lớn hơn الاستماعوالحديث، ومراقبة، يتعلمالأطفالعن :مشاعر. السياقالاجتماعيالذييذهبمعالكلماتالتفاعلاتفيالأسرةوالعالمالأكبر سن، میںباتکر، اورمشاہدہ، بچوںکےبارےمیںجاننے :احساسات. سماجیسیاقوسباقہےکہالفاظکےساتھجاتاہےاسکےخاندانمیںسہباگتااوروسیعتردنیا

17. The connection between speaking and reading • To make sound / symbol connections — between spoken word and printed word — you have to be familiar with the sound • Children who are having trouble producing sound will have great difficulty becoming phonologically aware

18. The connection between speaking and reading (cont.) • Broad oral vocabulary also helps children learn to read. • Early readers check word “symbols” against a mental dictionary. If that dictionary is limited, reading is harder • Vocabulary, word knowledge, and knowledge of concepts are the building blocks of reading that are provided by early talking

19. Daily verbal interactions and Family Stories Support Reading Share a story about how families use recipes to build children’s early literacy skills.

20. Communicating in languages other than English • The “slow-down period” • A natural part of the bilingual learning process • Children slow down, become listeners and observers of language, then “take off” • As with other learned skills, you will see “growth spurts” — for monolingual and bilingual children alike — in language Slide adapted from: Reading Rockets

21. Communicating in languages other than English (cont.) • Parents should speak in the language they feel comfortable using • Parents are their child’s primary language model. They should model: • good language skills • using whatever language the parent has good language skills in • Slide adapted from: Reading Rockets

22. Building Blocks of Reading

23. What Good Readers Do…

24. Making Connections

25. How Do Good Readers Make Connections? • They think about what the story reminds them of in their own lives • They think about how the story relates to their own lives • They think about other books they have read • They think about things that happen in the world

26. Visualizing

27. How Do Good Readers Visualize? • Create pictures in their head • Make the words on the page real and concrete • Create a movie of the text in their head • Build meaning as they go by visualizing • Create images from all of their senses

28. Inferring I wonder… Could it be?

29. Determining Importance

30. Synthesizing

31. How Do Good Readers Synthesize? • Take individual pieces of information and combine them with our background knowledge • Form a new picture or ideas from the pieces of information • Create an original idea • See a new perspective • Combine the strategies of making connections, visualizing, questioning, inferring, and summarizing • Ask ourselves, “How has our thinking changed from reading the text?”

32. Turn and Talk to a partner and discuss culture

33. What is academic language? • Academic language is: • the language used in the classroom and workplace • the language of text • the language assessments • the language of academic success • the language of power Note: To see an extended introduction to academic language, look at chapters 4 and 5 of the Doing What Works’ Digital Workshop about Teaching Reading to English Language Learners.

34. Why is academic language so important? • Students who master academic language are more likely to: • be successful in academic and professional settings • Students who do not learn academic language may: • struggle academically • be at a higher risk of dropping out of school

35. Recognizing social vs. academic language When comparing social and academic language, students should look for the following differences: Note: This chart may not appear on printouts of the outline format.

36. Activity Idea:Practicing oral academic language (cont.) 1. Have students practice these expressions in pairs before doing an oral presentation 2. Helping students prepare for presentations with a partner will: increase their confidence and give them more opportunities to practice using their academic language

37. At what age should academic language instruction begin? • Preschool through 3rd grade • Students need to learn age-appropriate vocabulary and language that will give them a strong foundation for academic language in the future • 4th grade through 8th grade • Instruction should transition in order to teach students more sophisticated academic language skills, including vocabulary and grammatical structures Note: Formal academic language instruction should begin in 4th grade.