Questions
1)  What are the goals and objectives for pre-K literacy learning so that I can reinforce them at home?
2)  What can I, as a parent, do to support my child's literacy/language arts development?
3)  What do I do if my family's native language is not English?
4)  How will I know what you've been doing in class so that I can review at home?
 
Answers
1)  Q What are the goals and objectives for pre-K literacy learning so that I can reinforce them at home?
A
In the pre-kindergarten program here in Guilford County Schools, we use The Creative Curriculum. (See the Creative Curriculum link in the "Useful Links" section for more detailed information.) In The Creative Curriculum, language development is broken down into two areas: (1) listening and speaking; (2) reading and writing. Within each area, there is a sequence of developmental steps that children go through as they begin to master the objectives for each area. The key is to look for progress in each of these areas.

Here are the objectives for each area:

1. Listening and Speaking

-Hears and discriminates the sounds of language.

-Expresses self using words and expanded sentences.

-Understands and follows oral directions.

-Answers questions.

-Asks questions.

-Actively participates in conversations.


2. Reading and Writing

-Enjoys and values reading.

-Demonstrates understanding of print concepts.

-Demonstrates knowledge of the alphabet.

-Uses emerging reading skills to make meaning from print.

-Comprehends and interprets meaning from books and other texts.

-Understands the purpose of writing.

-Writes letters and words.
2)  Q What can I, as a parent, do to support my child's literacy/language arts development?
A

Parents are the most influential teachers in the lives of their children. It is vital for parents to be actively involved in their children's early literacy development. There are many ways parents can foster literacy development early on. Here are some guidelines based upon the recommendations from the National Reading Panel (2000). These guidelines are ways parents can create a home environment that supports literacy development in young children:

· Encourage your child to use literacy in meaningful and purposeful ways. Some examples include helping parents make shopping lists, drawing and writing thank-you notes, looking at road maps while planning a family vacation, etc.

· The family should visit the public library and bookstores frequently. The children should be encouraged to check out materials, such as books, toys, tapes, and CD ROMs.

· Read together daily. Read to your child, with your child, and have your child read to you.

· Read a variety of material ( Magazines, newspapers, short stories, signs, labels, even the cook book).

· Create a print-rich environment. Keep reading and writing materials handy.

· Play language games, such as rhyming, tongue twisters and poems. Sing songs together.

· Practice identifying letters in the alphabet and point them out wherever you see them. For example, identify the golden arches of McDonald's as the letter M.

· Encourage your child to write and draw. Make the connection between oral language and text.

· Set the example for your child and be a reader and writer yourself. Improve speech by extending and modeling.

· Give them praise for their hard work and accomplishments. They deserve it!
3)  Q What do I do if my family's native language is not English?
A
Rest assured that your family's native language is valued. While we do want your child to make progress in communicating in English this year, we realize that this can sometimes be a long process. Children who are learning another language typically move through some distinct phases as they learn the new language. Here are the typical stages, according to V.P. Collier (1995):

1. Home language use: children rely exclusively on their native or home language to communicate at school.

2. Non-verbal period: children limit or sometimes stop using their home language when they realize they are not being understood; they will sometimes use gestures to make themselves understood.

3. Early speech: children begin using individual words to name objects or may use short phrases to express something in English, although they may not always use the phrases correctly.

4. Conversation: children begin to use simple sentences in English like the ones they hear other children around them using; may form choppy sentences in English with individual words or mixed with words of their native language.

5. Use of "academic" language of school: children begin to use English words associated with specific content areas while also continuing to develop social knowledge.


If you understand the homework assignments that are on the monthly homework calendar, feel free to do the assignments in your native language if that suits you and your child the best. For those parents who speak Spanish, our school does have a Spanish translator who helps us with translating the homework calendar into that language.

Research has shown that students who understand a concept or skill in their native language will more quickly pick it up in a second language they are trying to learn (Sparks, et al., 2008).
4)  Q How will I know what you've been doing in class so that I can review at home?
A
Each Friday, you will receive a newsletter that will tell you about the things we have covered during the course of that week. (You will also find the most recent newsletter, as well as copies of past newsletters, in the section entitled "Newsletters and Forms.")

Since you will be dropping your child off each morning and/or picking him/her up, please feel free to speak to one of us if you have any questions or concerns.

We will also have mandatory conferences at least three times during the course of the year. (If you wish to have conferences in addition to these to address particular concerns, we can do that as well.) During each conference, we will go over the results from the assessments we are required to administer and we will share overall observations regarding the progress we see your child making. Together, we will determine the next steps of what we can do to help your child continue to progress. If we need the assistance of the school's translator, we can have her join us.