ParentHomeSchool by salazarcannon

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									Module: SEI 106- Parent/Home/School Scaffolding La Cima Middle School Library
Andrea Escalante- aescalan@amphi.com Module Description: In Module 106, participants will address the socio-cultural influences on ELLs. They will understand the impact of bilingualism and home language usage. Participants will also examine a variety of parent and community resources for aiding ELLs and their families. The module will provide suggested strategies to develop home/school partnerships.

Materials required for module:
Portfolio Course Syllabus Pre-class reading and reflection from the Language Acquisition Department website: “The Comer Schools Development Program” Arizona’s Professional Teacher Standards: The teacher collaborates with colleagues, parents, the community and other agencies to design, implement, and support learning programs that develop students’ abilities to meet Arizona’s academic standards. (Correlated to Standard 5) Content Objectives: Participants will be able to:  identify the socio-cultural influences on ELLs.  identity issues and the role of culture in learning.  discuss the impact of bilingualism and home language use.  investigate parental and community resources.  develop strategies to cultivate and improve home-school partnerships. Language Objectives: Participants will be able to:  practice effective communication skills with families  create a written parent communication sample  orally summarize presented information and content materials Items Needed for the Portfolio:

1. ____ 3 hour Certificate of Completion 2. ____ Syllabus 3. ____ Reading Reflection 4. ____ Parent Communication sample (before/after) 5a.____ Parent Questionnaire Summary/KWL (Teachers only) or 5b.____ Parent Volunteer Form (Non-Teaching Professionals only) 6. ____ Class Hand-outs

Assignments: Pre-class: “The Comer Schools Development Program” (p. 75-92) by Yale Child Study

Reading Reflection (all participants) How will you apply the suggestions from the reading to improve your home/school partnerships during this school year? Note: Choose three significant barriers and exemplify how you will communicate with parents to overcome them. Teachers use p.85. Non-teaching professionals use p.83 (from the online reading assignment). Parent Communication Sample (all participants) We as teachers are always being asked to monitor and adjust for our ELL students. What are we doing to modify our communications for ELL parents? -Choose or create a parent letter that you are currently using or will use in the near future. -Modify this sample to be more “ELL friendly”
(Possible improvements could include: positive purposeful outreach, 2-way communication (Q & A), correct translation, less content, enlarged font, more visuals, etc.)

Parent Questionnaire/KWL (teachers only) -Complete the K and W portions of the KWL chart to help you decide what you want to know about the families that you work with. -Send home a parent questionnaire to at least 5 families. You may use one of the samples provided or create one of your own in order to get information that is more relevant to your needs and/or situation. -After the questionnaires are returned, complete the L portion of the KWL chart and answer the question at the bottom of the KWL sheet. You may write about each family or combine the information into a generalized summary. Parent Volunteer Form (Non-Teaching professionals only) -Generate a list of activities/opportunities that parents have to be involved at your school site. (Before, during or after school) Then, create a volunteer form that could be used to increase the quantity and quality of home/school interactions. (See samples for ideas) -In a brief summary, describe how you will encourage more parent involvement at your site. What strategies will you use to identify and utilize parents’ strengths and talents? How will you organize use this information once you receive it? Please feel free to contact me if you have any questions. Aescalan@amphi.com
Expectations for Participants: 1. To come to each module prepared, having completed the readings and required assignments on time. 2. To keep “side bar” conversations to a minimum. 3. To come to each module on time and to stay the entire time. 4. To respect the diversity of experiences and perspectives brought to the modules in order to foster a positive risk-taking environment. 5. To turn all electronic devices and cell phones to silent mode. 6. To have all outside work/reading materials put away during the modules. 7. To participate in class discussion, activities and learning events in these modules.


								
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