1 Parents + Schools = Successful Children Reading at Home This project was designed and developed by the National Center for Family Literacy (NCFL) with generous support from the Dollar General Literacy Foundation. The Parents + Schools = Successful Children series is a project funded by Dollar General to develop bilingual materials to promote the importance of parent involvement and literacy support at home. In addition to these foto-novelas for parents, the project features a practitioners guide for teachers and tutors and audio-enhanced versions of the foto-novelas available free online ( to provide additional language and learning support for parents who speak Spanish. For information about NCFL or to find a family literacy program near you, visit or call FAMLIT National Center for Family Literacy
2 Morning at the Morales home, before school... Roberto, you look OK, and you don t have a fever. Why don t you eat some crackers? They ll make you feel better. I don t want you to miss school unless you absolutely have to. Remember, your teacher told me that the state testing is going to start in a few weeks. Roberto, is something wrong? I know. OK, give me the crackers. He s afraid of his teacher. Scaredy-cat! My stomach hurts. Can I stay home today? OK, Mom, thanks. I am not! Mom, tell him to stop. Here, put these with the rest of your lunch. Now, let s finish getting ready. Daddy is going to walk you to school today. Have a good day. Jaime, stop teasing your brother. Roberto, what is going on? Do you have a test today? No, Mom, I just don t feel well. Hmm, that s the fourth stomachache Roberto has had in two weeks. Something is going on. I d better call his teacher, Mrs. Porter, to find out what is happening at school. I am so glad she speaks Spanish, so I can discuss my concerns about my son. 1 2
3 Hello, Mrs. Morales. The children are in their music class right now so I have about 20 minutes before they come back. How can I help you today? The Next Day... Good morning, Mrs. Morales. thank you so much for coming in. Hello, Mrs. Porter. This is Celia Morales. Do you have time to speak with me? Good morning, Mrs. Porter. It s good to see you again. Is everything OK with Roberto in class? In general, Roberto is doing fine. He is having some problems, however, in two areas. I wanted to find out if there is anything happening in class that might be upsetting Roberto. He has been having stomachaches, but I don t think he s really sick. What are they? You know, Mrs. Morales, I m glad you called. I have also noticed that Roberto is not his usual self. Why don t you come in tomorrow before school starts so we can talk about it? That would be fine. Thank you, Mrs. Porter. I ll see you tomorrow morning. Well, I have noticed that he is struggling a bit with his reading in English. He is also not participating in some of our class activities. I think these issues may be related. Oh my, Roberto has never said anything about this. Can you tell me specifically what the problem with his reading is and how I can help him at home? 3 4
4 Although I never require Roberto to read out loud in class, I think he is afraid to participate. He may worry that his friends will laugh at him if he pronounces English words incorrectly. Well, I have a number of suggestions and activities. Let me make a list for you. I had no idea. Roberto is usually so confident. Roberto was always good at reading in our country. But Mrs. Porter, you know I don t speak English well. Is there anything I can do to help? The second problem may be that he really doesn t understand what we are reading in English. Mrs. Porter s suggestions: 1- Make books, magazines and other reading materials in Spanish available for the whole family 2- Play rhyming word games in the home language using multi-syllable words to make it more challenging for older learners 3- Compare sounds across languages 4- Make a family reading time, during which family members read silently or to each other in Spanish for 15 to 30 minutes a day 5- Increase Spanish academic vocabulary by encouraging children to select a word for the day from the dictionary or their textbooks Absolutely! You can help Roberto learn new words in Spanish and English. Being able to read and speak in Spanish will actually help your son read better in English, so it s important you help him practice his Spanish at home. I like the activity about comparing the sounds in Spanish and English. I ll try that with my sons this afternoon. Maybe I can learn some new words, too. Really? How can I do that?? Great! Let me know how it goes. 5 6
5 What kind of game, Mommy? Is there a prize? Yeah, Mom, what s the prize? Mrs. Porter, thank you for your time. May I come see you again in a few days to learn more ways to help Roberto with his reading at home? I think I have a better idea, Mrs. Morales. When it s convenient for you, I would like you to come to my class during one of our reading lessons. That way, you can see what we do and it will give you some ideas of what you can do at home when you read with your children. That would be wonderful, thank you. I will come to your class next week. Aw, Mom, you always say that. Is the game fun at least? Oh, you boys! Must there always be a prize? I will tell you the prize a better future! Later that afternoon... I ll see you then. Yes, it is. Have you noticed how some words sound alike in English and Spanish, but some words sound very different? I m going to give you a sound and you tell me some words that start with it. Whoever has more words is the winner. Maybe you can even teach me some more words in English. Boys, would you like to play a game? Oh, we can do that! Right, Jaime? 7 8
6 I guess so. What s the sound, Mommy? not fair! Roberto knows more words. The sound is b. I know, banana! It s the same in English and Spanish. Oh, don t be such a... baby! You always call me that. Hey, baby begins with the b sound, right Mommy? And in Spanish, too. And boat, which is bote. Jaime, what we re doing in this game will help you with your reading, too. Yes, that s right, bebe. Now both of you know many words that begin with b. I have learned a lot about words today and some English ones, too. Really? But it doesn t always work that way-- boy is nino and batido is milkshake. It sounds like the prize is for you, Mommy. Yes it is, my son, yes it is. Yeah, but you can recognize the b sound in English and in Spanish, so bank is banco and beard is barba. 9 10
7 The Following Week... Yes, very good, Jack. We have practiced this strategy with our reading books, but now it s time for you to see how SQ4R can be used with any book you read. Please take out your social studies book and turn to Chapter 6. Hello, Mrs. Morales, how are you? Welcome to our class. Please sit with Roberto. This is the book we are using today. I don t understand. Are we going to use the social studies book for the reading lesson? Roberto, you understood perfectly. Yes, we are going to use SQ4R to read this chapter. So class, what is the first thing we do? Good morning, Mrs. Porter. Thank you, I m happy to be here. Class, we have been working on the SQ4R reading strategy for the past few weeks. Today I want to show you a different way it can be used. First, who remembers what SQ4R stands for? Anna, you raised your hand first. We survey. so, we look at the headings and pictures or maps. We skim to get a general idea of what the chapter is about. SQ4R Survey, Question, Read, Recite, Review and I can t remember the fourth R, Mrs. Porter. That s OK. Survey, Question, Read, Recite, Review and what else, class? We also can look for a summary and read the questions at the end of the chapter, like we did in our reading book. Reflect, the fourth R is Reflect, right? Excellent, you remember how to survey very well. Take a few minutes to survey Chapter 6 and then go to the next step, Question. Use the headings and subheadings to make questions to guide your reading. Be sure to write these in your notebook. I ll come around and check on your work
8 Roberto, do you know what we are supposed to do? Yes, Mom. We ve done this before. Let s look through the whole chapter. OK, here are the headings. We have to read what s under the picture. You see? Now we have to make the questions, right? Yes, we take the headings and turn them into questions. We need to look up this word in the dictionary. I m not sure what it means and I can t figure it out looking at the rest of the sentence. And the maps, too, right? Look at this one! I didn t know the settlers went so far west at that time. Son, do we have to answer the questions at the end of the chapter? Not yet. We ll do that later. Right now we just have to look at them, so that we get an idea of what the chapter is about. OK class, does everyone have questions? Great! We ll take 30 minutes for you to read the first half of the chapter. This is the first R of SQ4R, Read. Remember to look for the answers to the questions you wrote. If you see a word you don t understand, reread the sentence to see if you can figure it out using the context. If not, make a note of it so you can add it to your vocabulary notebook. How are we doing here? Do you have any questions, Mrs. Morales? No, Mrs. Porter, Roberto is showing me what we have to do. After reading the chapter... All right, then Class, please close your books. We re on Recite now, the second R in SQ4R. In your notebooks, write the answers to the questions you created before. Be sure to use your own words. If you don t remember something, go back and reread that section. We will do Review and Reflect in pairs once everybody finishes answering their questions
9 Mrs. Porter, I have something to tell you. Yes, ma am. Should I go to Jack now? All right, Roberto, I will be right there. Wait a few minutes until we re all in pairs. You can start looking up some of the words now while I talk to your mother. What s the matter, Roberto? I couldn t finish the whole chapter. There are too many words I don t understand. OK. Well, that s OK. Did you get through the first section? Mrs. Morales, did you enjoy the reading lesson? Yes, and the second one, too. I didn t understand the rest. OK, this is what we ll do. Answer your questions for the first two sections. Then I m going to have you work with Jack for the rest of the chapter when we work in pairs later. He can tell you about the third and fourth sections. You can write some notes on that and look up the unfamiliar words in your dictionary. Once you have done that, reread the chapter to see if you understand it better. Then you can answer your questions. Do you feel comfortable with that? Oh yes, Mrs. Porter, it was wonderful. I learned so much by watching you. I am still worried about Roberto s reading. It s good that his friend can help him. Sometimes it s better when the students explain something to each other. I think that Roberto s reading will improve as he learns more vocabulary and gets more comfortable with English
10 SQ4R is such a good strategy. I can work with Roberto at home using this. That evening... Do we have to? I want to enjoy the time when we re together, not do more homework. I already have enough homework! Thank you so much, Mrs. Porter. Have a nice afternoon. Yes, you can. I also have this bilingual handout for you with some general suggestions for reading with your children at home. You can share it with your husband. Roberto, your teacher gave me some ideas of things we can do together to help you with your reading. Would you like to try some of them? Tips for reading with your child Previewing the story, children can - identify the title and author - make predictions based on the title and pictures While reading the story, parents can - identify unfamiliar vocabulary - ask comprehension questions - check to see if the original predictions are correct - ask for more predictions about the story - have children summarize what has happened so far After reading the story, children and parents can - discuss what the story was about - describe the characters - talk about how things might have been different - draw new pictures related to events in the story - relate the story to their own lives - make a new ending for the story or write a sequel I know, son, but think about it. As your reading in English gets better, it will be easier to finish your homework. Besides, reading is not work, it s fun! Think of all the places we can visit through a story or the things we can do because we read about it in a book
11 OK, can I pick the book? Really? Where are they going fishing? They re going fishing by the beach. Of course. Pick one of your favorites. Ramon and Jaime are reading a book together... So tell me, son, what is this book? It s a storybook with a lot of pictures. It doesn t have any words so I have to tell you the story. What are you two doing? Jaimito is telling me about this book. What are you doing? This is the family on vacation. They are going on a boat. They want to go fishing. Roberto picked out a book and he s going to read it to me. Wait, Mommy, I want to hear the book, too! Oh my, I think I like this book. So what is happening here on the first page? 19 20
12 OK, OK, Jaime can finish his story and then we ll all listen to Roberto s book. Jaimito was telling me about the family in this book. They re on vacation and are going fishing by the beach. All right, son, continue. Then what happens? What do you think it will be about? It s probably about how to make a picnic on ice because it s cold where the penguins live. They get the poles and they catch the fish. Then they eat the fish. I like to eat fish! That s a good prediction. Let s find out if you are right. I like to eat fish, too. Is that the end of your story? Now I can read you my book. The title is The Penguin s Picnic. Once upon a time, in a very cold place in the South Pole... Who wrote the story? Do you know where the South Pole is? Paula Santini Yes, here is a picture of it. Once upon a time, in a very cold place in the South Pole, lived a family of penguins 21 22
13 A few weeks later... How? Oh Celita, we have such wonderful boys. She said that he seems more interested, and he is not as shy when they do certain reading lessons. He still needs our support, though, so we have to keep the whole family reading and doing activities at home. And they have wonderful teachers. I spoke to Mrs. Porter today. She told me that what we have been doing at home with Roberto is starting to help him in class. Me, too! I am learning many things, thanks to our sons and their teachers. And best of all, Roberto hasn t had a stomachache in a long time! Well, I know I have enjoyed spending more time with our sons. What will you learn from your children and their teachers? 23 24
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With planning and hard work I found a fun job By Tahsin Hyder, LA Youth School, sports, chores at home, after-school activities teens have so many obligations these days. Whether you want a job to help
Bernice Lightman Interview, January 2016 J: June B: Bernice 10:35 J: Hello. X: Hi June. Thanks for waiting. J: Hi. You're welcome, no problem. X: I have Mrs. Lightman here and I'll leave you and her to
City & Guilds Qualifications International ESOL Achiever level B1 Practice Paper 3 NB Read out the text which is not in italics. Read at normal speed making it sound as much like spoken English (rather