DOCUMENT RESUME
ED 405 512 CE 073 777
TITLE Family Literacy at the Scranton Area Family Center. Final Report. INSTITUTION Lackawanna Junior Coll., Scranton, PA. SPONS AGENCY Pennsylvania State Dept. of Education, Harrisburg. Bureau of Adult Basic and Literacy Education. PUB DATE Jun 96 CONTRACT 98-6009 NOTE 71p. PUB TYPE Reports Descriptive (141)
EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Adult Basic Education; Basic Skills; College School Cooperation; Demonstration Programs; Early Childhood Education; Educational Cooperation; *Family Literacy; *Family Programs; Individualized Instruction; *Intergenerational Programs; *Literacy Education; *Low Income Groups; Numeracy; Program Effectiveness; School Community Programs; *Student Centered Curriculum; Two Year Colleges IDENTIFIERS 353 Project
ABSTRACT In September 1995, the Scranton Area Family Center in Scranton, Pennsylvania, initiated a twice-weekly literacy class designed to build low-income parents' educational skills and personal confidence while simultaneously encouraging family literacy activities. Eight parents of children in the Scranton School District attended the class and received an average of 36.4 hours of r. instruction in reading, writing, mathematics, and family literacy activities. All students were pretested with the Tests of Adult Basic Education. Those students who attended class regularly learned to read a selection of children's books and to engage their children in activities designed to accompany the books. The class was assessed periodically and revised accordingly. Despite the course's poor attendance rate, which was attributed to the severe winter and transportation problems typically encountered by low-income individuals, the class was deemed a success. The parents made progress toward achieving their goal of improving their basic skills, and the children loved spending time at the family center. (Also included are the following: information on student demographics; the reading, writing, math, and family curricula; list of nine children's books; and recruitment flyer. An appendix contains 22 family literacy activities.) (MN)
*********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** FAMILY LITERACY AT THE SCRANTON AREA FAMILY CENTER
FINAL REPORT
JOYCE P. KERRICK PROJECT DIRECTOR
ANITA L. COLA PROJECT COORDINATOR
LACKAWANNA JUNIOR COLLEGE ADULT LITERACY PROGRAMS 901 PROSPECT AVENUE SCRANTON, PA. 18505 (717) 961-7834
/.S. "PERMISSION TO REPRODUCE THIS DEPARTMENT OF EDUCATION lice of Educational Research and Improvement MATERIAL HAS BEEN GRANTED BY E UCATIONAL RESOURCESINFORMATION CENTER (ERIC) This document has been reproducedas received from the person or organization N originating it. N. Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this C- 1, document do not necessarily represent INFORMATION CENTER (ERIC)." 0 official OERI position or policy.
BEST COPY AVAILABLE 2 FAMILY LITERACY AT THE SCRANTON AREA FAMILY CENTER
FINAL REPORT
JOYCE P. KERRICK PROJECT DIRECTOR
ANITA L. COLA PROJECT COORDINATOR
LACKAWANNA JUNIOR COLLEGE ADULT LITERACY PROGRAMS 901 PROSPECT AVENUE SCRANTON, PA. 18505 (717) 961-7834
3 FAMILY LITERACY AT THE SCRANTON AREA FAMILY CENTER
FINAL REPORT
JOYCE P. KERRICK PROJECT DIRECTOR
ANITA L. COLA PROJECT COORDINATOR
LACKAWANNA JUNIOR COLLEGE ADULT LITERACY PROGRAMS 901 PROSPECT AVENUE SCRANTON, PA. 18505 (717) 961-7834
DURATION OF THE PROJECT: JULY 1, 1995 TO JUNE 30, 1996
FUNDING: $15,701
CONTRACT NUMBER: 98-6009
"The activity which is the subject of this report was supported in part by the U.S. Department of Education. However, the opinions expressed herein do not necessarily reflect the position or policy of the U.S. Department of Education or the Pennsylvania Department of Education, and no official endorsement by these agencies should be inferred."
4 TABLE OF CONTENTS
CONTENTS PAGE
ABSTRACT
INTRODUCTION 1
THE PROBLEM 3
OBJECTIVES 3
CONCLUSIONS 6
STUDENT DEMOGRAPHICS 7
READING CURRICULUM 9
WRITING CURRICULUM 10
MATH CURRICULUM 1 1
FAMILY CURRICULUM 12
LIST OF CHILDREN'S BOOKS 13
RECRUITMENT FLYER 14
ACTIVITIES Appendix ABSTRACT PAGE
Title: Family Literacy at the Scranton Area Family Center
Project No.:98-6009 Funding: $15301
Project Director:Joyce P.Kerrick Phone No.717-265-3449
Contact Person:Anita Cola Phone No.:717-961-7834
Agency Address:901 Prospect Avenue,Scranton,Pa.18505
Purpose: This report provides details of the services offered through the "Family Literacy Program at the Scranton Area Family Center." This program offered much needed services to low-income families in the Scranton School District. These services were developed and presented based on the educational needs of the families that entered the program. The instruction was learner centered based on a small group format with individualization.
Procedures: Classes were scheduled in the afternoon and were held twice a week for 2 hour sessions. Instruction was individualized as needed by the adults. Standard Adult Basic Education materials as well as Family Literacy curricula were utilized.
Summary of Findings: Students that entered this program were very low level readers. These students seemed to be reluctant learners. The students that had reading scores at a higher level stayed in the class and took their GED test. They also followed up on Family Literacy activities.
Comments: The class at the Family Center was a different type of class than we experience at the college. Since most of the learners served were low level, the retention was low. Also, due to an extreme winter season, taking public transportation with young children was very difficult.
Products: Adult Basic Education Curriculum Family Literacy Curriculum
Descriptors:
6 11. INTRODUCTION
It has been shown through repeated studies that the greatest single indicator of a
child's educational success is the educational achievement of the mother. Parents are the child's first teachers, but many well-educated parents may not know how to foster the child's developing language and numeracy skills. If parents are low in educational skills they will provide a limited model for the child to see and pattern his or her own reading habits after. Family Literacy programs work with the parents to build educational skills and personal confidence in their ability to be a role model for reading and educational development in their children.
The Scranton Area Family Center was created by the Scranton School District and other local agencies to offer a wide range of needed services to families in the Scranton School
District.
The Family Center has provided services to more than fifty families. More than
one-third of the children in the Scranton School District live in low income family situations.
Fifteen percent of the elementary age children in the district are in Chapter I programs for
remediation in reading or math.
Classes began in September 1995 and continued until May 23, 1996. Classes were scheduled on Tuesday and Thursday afternoons from 2:30 P.M. until 4:30 P.M..
The classes addressed the educational needs of the adult learner and encouraged family literacy activities as an integral part of the curriculum. III.. PERSONNEL
The project was administered through the Adult Literacy Program at Lackawanna
Junior College. The Project Director was Joyce P. Kerrick, Director of Adult Literacy
Programs at Lackawanna Junior College.
The Instructor was Anita L. Cola, Adult Basic Education Instructor at
Lackawanna Junior College.
Administrative assistance was provided by the staff of the Adult Literacy Program and administrative oversight was provided by the Grant Administrator of LackawannaJunior
College.
IV. DISSEMINATION
This report provides the details of the Family Literacy class at the Scranton Area
Family Center and copies of this report will be made available through the AdvancE Resource
Center at the Pennsylvania Department of Education, the Western Pennsylvania Adult Literacy
Resource Center, the Bureau of Adult Basic and Literacy Education Programs and the Adult
Education Department at Lackawanna Junior College, 901 Prospect Avenue, Scranton, Pa.
18505.
2 V THE PROBLEM
Thirty-seven percent of the children in the Scranton School District live in low income family situations. Fifteen percent of elementary age children in the Scranton School
District are in Chapter 1 programs for remediation in reading or math.
The Family Literacy class worked with the parents of these children to build educational skills and personal confidence in their ability to be role models for reading and educational development in their children.
OBJECTIVE 1
" To provide Family Literacy and Adult Basic Education classes to 30 parents and caretakers of the families of the Scranton Area Family Center."
The Family Literacy class served eight parents of children in the Scranton School
District with an average of 36.4 hours of instructional time per student. There were many factors that contributed to this low number including the "newness" of the Scranton Area Family Center and the very extreme winter of 1995-1996. Another factor that influenced recruitment was the availability of the classroom at the Family Center. The classroom was only available during the hours from 2:30 to 4:30 P.M. This conflicted with the public school dismissal time.
3 OBJECTIVE 2
" To utilize pre and post testing using the Tests of Adult Basic Education to measure the increase in educational skills of the adult students."
All students were pre tested using the Tests of Adult Basic Education. Some students were not post tested using the TABE, but took the GED test with the results not received. The other students were not post tested because of poor attendance.
OBJECTIVE 3
" To measure the pre and post class attitudes of the adults related to providing educational activities to their children in the home by using a series of small group discussions and the development of a survey based on the conversations of the groups."
The students that attended class regularly learned to read a selection of children's
books and to engage their children in activities to go along with the books. A survey was not developed due to the small number of students.
OBJECTIVE 4
"To work cooperatively with the Chapter 1 teachers of any children whose parents
are participating in the children's achievement or interest in school activities during the time of the project."
Two meetings were held with the school district's director of federal programs. She was very supportive of our Family Literacy class. She was given flyers and was asked to distribute these to all Chapter 1 teachers in the district. She also promised to put an article about our program in one of the district's monthly newsletters. There was no contactwith
Chapter 1 teachers since all but two of the children that participated were pre- school aged children.
OBJECTIVE 5
"To evaluate the project on an on-going basis in order to make changes that will positively affect the efficacy of both the Family Literacy instruction and the educational attainment of the children."
Periodically during the course of the class, Lackawanna Junior College and the
Family Center staff met, assessed and evaluated the efficacy of the program. Changes were made, such as the number of child care providers in relation to the number of children, dismissal time and recruitment methods. Recruitment was conducted through the Adult Literacy Program
at Lackawanna Junior College, the Public Assistance Office, the Scranton School District,EOTC
and Maternity Services of Northeastern Pennsylvania.
OBJECTIVE 6
"To publish all written documents and curricula developed as a result of this project
for distribution through the Adult Literacy Resource Centers and the Scranton School
District administration and faculty."
See enclosed curricula. OBJECTIVE 7
"To complete a final report including all testing data and conclusions based on the project for distribution through the Adult Literacy Resource Centers."
See testing and student data .
VII. CONCLUSIONS
In conclusion, the staff of Lackawanna Junior College and the Family Center
would like to continue a Family Literacy class in the future because even though the numbers were low, the class was a success. The parents made progress toward achievingtheir goals and the children loved spending time at the Family Center.
The reasons for the low number of students can be attributed to two major factors.
The Scranton Area Family Center opened for services in September 1995. The official and public grand opening was held in April 1996. The adult learners that we served were apprehensive about
any classroom situation, especially one that is not well known in the community. As time
progresses and the Family Center becomes better known throughout the community, the number will increase.
The second factor that hindered attendance and accessibility was the extremely
hard winter that Northeastern Pennsylvania experienced. Traveling on public transportation or by foot to the Family Center was very difficult from November through March. Considering that the students were traveling with pre-school aged and elementary school aged children, transportation to class was a problem. The concept of providing child care while parents were in class was extremely positive. The parents and children were happy knowing they were close to each other. The fact that bus passes were provided to parents that needed them was also very positive.
STUDENT DEMOGRAPHICS
1. Sherri was a twenty-six year old female student with three sons. Two of the boysaccompanied their mother to class. Sherri attended class for 55 hours of instructional time.
She was pre-tested using the TABE(M). She had a total reading score of 10.9, a total math score of 7.5, and a total language score of 7.9.In June she took the GED test and received a score of 222.
2. Ana was a thirty year old female student originally from the Philippines who attended class for 34 hours of instructional time. She has three school aged daughters who could not attend class with their mother. She was pre-tested using the TABE(M) and had a total reading score of 7.9, a total math score of 5.9, and a total language score of 4.4. She took the GED test in June and received a score of 195.
3. Lisa was a twenty-one year old female student with two pre-school aged daughters who came to class with their mother. She attended class for 34 hours of instructional time. She was pre-tested using TABE(M) and had a total reading score of 7.2 a total math score of 10.9, and a total language score of 9.2. She took her GED test in June and the results have not been
received. One of Lisa's daughters contracted spinal meningitis during the winter and all of the staff at the Family Center that had contact with this child had to take medication.It was a very upsetting experience for everyone involved but it brought our group closer together than we had been.
4. Sonia was a twenty-seven year old female student originally from Puerto Rico with three sons. One pre-school aged son attended class with her. She attended class for 48 hoursof instructional time. She was pre-tested using TABE(M) and had a reading score of 3.8, a total math score of 3.8 and a total language score of 3.3. She was post-tested with a GED practice test and obtained a score of 199.
5. Lourdes was a twenty-four year old female student with five children . Two pre-school
aged children accompanied her to class. She completed 14 hours of instructionaltime. She was pre-tested using a TABE(M) and had a total reading level of 2.4, a total math level of 2.8 and a total language level of 2.8. She was not post-tested.
6. Sabrina was an eighteen year old female student with one baby and another on the way.
She attended class for 22 hours of instructional time. She was pre-tested using the TABE and had a total reading score of 7.3, a total math score of 6.7 and a total language score of 4.8. She was not post-tested.
7.Rebecca was a twenty-two year old female student with two daughters. Her three year old daughter accompanied her to class. She completed 40 hours of instruction. Hertotal reading score was 6.4, math 2.7, and language 4.3. No post test was given.
8. Iris was a twenty year old female student with two children. Neither of the children came to class with her. She completed 16 hours of instructional time. She was pre-tested using
TABE(E) and her reading score was 2.4, math 3.1 and language 1.0. No post testing was done.
8 14 READING CURRICULUM
1. Basic Vocabulary (meaning)
2. Word Attack Skills A. Prefixes, Suffixes B. Compound C. Contractions D. Abbreviations
3. Literal Comprehension A. Main Idea B. Details C. Order of Events D. Cause and Effect E. Following Directions
4. Inferential Comprehension A. Implied Fact, Detail B. Implied Main Idea C. Implied Cause and Effect D. Drawing Conclusions E. Context Clues
5. Critical and Analytic A. Identifying Opinions B. Rhetoric C. Authors Purpose
CHALLENGER SERIES - New Readers Press
COMPREHENSION SKILLS Steck-Vaughn
VIEWPOINTS AND EXPRESSIONS, STORIES AND POEMS Contemporary Books
PRE GED AND GED EXERCISE BOOKS - Contemporary Books
15 WRITING CURRICULUM
1. Subjects
2. Verbs
3. Subject and Verb Agreement
4. Pronouns
5. Adjectives and Adverbs
6. Sentence Fragments
7. Run-On Sentences
8. Punctuation A. Period B. Question Mark C. Exclamation Point D. Parentheses E. Quotation Marks F. Commas G.*Apostrophes
9. Capitalization
1 O. Homonyms
11.Spelling (on-going)
12. Free writing and essay writing
ENGLISH BRUSH-UP- Townsend Press
PRE-GED AND WRITING SKILLS EXERCISE BOOKS- Contemporary Books
GRAMMAR WRITE AWAY - BOOKS land 2- Contemporary Books
10 16 MATH CURRICULUM
ABE STUDENTS GED STUDENTS
I. Review and master all basic I. Review basic skills with whole operations with whole numbers. numbers and decimals.
2.Learn all basic skills with decimals 2. Review fractions and operations including word problems, money, and using fractions and ratios. metric system.
3. Understand the concept of 3. Focus on word problems and problem fractions and ratios. solving strategies.
4. Basic geometry,measurement, size, 4. Basic algebraic concepts including shape, area, volume and practical variables, simple equations, subtraction, applications. writing equations from word problems and squaring numbers.
5. Basic geometric concepts including metric systems, shapes, size, volume, and practical applications.
NUMBER POWER SERIES - Contemporary Books
GED MATH PROBLEM SOLVER - Contemporary Books
GED EXERCISE BOOKS - Steck-Vaughn
WORKING WITH NUMBERS - Steck - Vaughn FAMILY CURRICULUM
1. PRE - READING ACTIVITIES Shapes Sizes Colors
2. READING ACTIVITIES Upper Case Letters Lower Case Letters Sounds of Letters
3. MATH ACTIVITIES Counting Operations
4. FAMILY READING Introductions Strategies Follow-up activities
MATERIALS
LEARN TOGETHER ACTIVITIES FOR PARENTS AND CHILDREN; A 353 Special Project of the Pennsylvania Department of Education; available through AdvancE 1-800-992-2283
FAMILY READING, AN INTERGENERATIONAL APPROACH TO LITERACY, Ellen Goldsmith and Ruth D. Handel, New Readers Press, Syracuse, New York, 1990
MACMILLAN SEASONAL ACTIVITY PACKS, Macmillan Educational Company, A Division of Macmillan, Inc., 1988 CHILDREN'S BOOKS
1. Tell Me A Story, Mama, Angela Johnson, Orchard Books, New York, 1989. A young girl and her mother remember together all the girl's favorite stories about her mother's childhood.
2. Shapes, Shapes, Shapes, Tana Hoban, Greenwillow Books, New York, 1986. Photographs of familiar objects with rounded and angular shapes.
3. A Chair For My Mother, Vera B. Williams, Mulberry Paperback Books, New York, 1988. A child, her mother, and her grandmother save dimes to buy a new armchair after all of their furniture is lost in a fire.
4. In The Attic, Hiawyn Oram and Satoshi Kitamura, Henry Holt and Company, New York, 1984. A child finds many interesting things to do and see in the attic.
5. The Little Red Hen, pictures by Lucinda McQueen, Scholastic Inc., New York, 1985. A classic folktale about the hard-working hen and her lazy friends.
6. Fire Maria Ruiz and J.M. Parramon, Barron's Educational Services Inc., New York, 1985. One in a series of four books to introduce children to the four basic elements that make up our planet : earth, fire, air, and water.
7. How My Parents Learned To Eat, Ina R. Friedman, Houghton Mifflin, Boston,1984. An American sailor courts a Japanese girl and each tries to learn the other's way of eating.
8. Surprises, selected by Lee Bennett Hopkins, Harper Trophy,1984. A collection of short poems.
9. The Story Of Jumping Mouse, John Steptoe, Mulberry Paperback Books,
New York, 1972. A native American legend.
13 LACKAWANNA JUNIOR COLLEGE FAMILY CLASSES
Do you want your children to be better readers as well as increase your own skills?
Lackawanna Junior College's Adult Education Program will be conducting Family Literacy classes at the new Family Center starting in September 1995.
Each .day in class, we will study basic reading, writing, and math skills. We will also learn activities for you to do at home with your children to help them with their reading, writing, and math skills.
The classes will be held on Tuesday and Thursday afternoons from 2:30 until 4:30. The first class will begin in September and end in December and the other class will begin in January and end in April.
Child care will be provided for pre-school aged children and tokens will be made available for those who need transportation on the COLTS system.
For more information or to register for class, please call Lackawanna Junior College's Adult Education Office at 961-7834.
REMEMBER-YOU ARE YOUR CHILD'S FIRST TEACHER!
14
20 FAMILY LITERACY
ACTIVITIES
The following activities were presented to the parents and children throughout the year to foster the relationship between the parents and children and what was being introduced in class.
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She off,mitten.snow. wasSheand A little mouse wasagreed.pleaded.a big able wolf Little to Thecame wedge byanimals loping "I'mlittle, himself along.very everyonethought intocold thehe movedout lookedmitten. here. aside PleasesoIt wassaduntil nowthatlet the me theyverywolf come inside," he perfectmitten.hopped size "Anyoneinside for a thelittle in"Yes,A warm there?"bitfield later me," woolenmouse. hea frog squeakedcroaked. mitten. came hopping theThe mouse. mitten by. He was"Hurry stopped the in in before front of you the snorted.andsettled,complainedcrowded, my atail wildbut toois the boarcovered loudly. animals trotted Onlywith were up ice.a tominute also theIsn't mitten.nice afterthere and.warm, they room"I'm were freezing for so allme?" no nicely cold one he youasfreeze." roomcozy asSofor could theme frogin be. "AllOnlyyour hopped right,warmmoments right hopmitten?" in. laterin, In as anoshe longbird time cheeped. flewas they you down were don't to both flutterinvestigate. around "Have too allmanydon't try." times haveWith its anythat. original room." all"I'll"Oh. the size. be no!"animalsThe so careful,"criedmitten held the was their repliedmouse. already breath the"I'm boar.stretchingas terribly the "I'm boar sorry. sureto I'll but fit we in really if we Wir,. .r High!iv l t , stoppedmuch," said in front the mouse ofSoon the after, andmitten. the a bunny frog."May Incame I sheplease boundingwent. join you?" along heover the snow and wasintosqueezed allthe inside.space inside for"Now the the mitten. we'rethumb. allTo "There:- comfortable make rooM, the boar again." the said frog The when hopped other he N1a,ni!!,1 St moral l A...c:ivity P . 11 (:rk, p:oty. A I ,i,.:-,, I,I1 N, BEST COPY AVAILABLE 49 Ball r :1111111 , EMI NMI 1111 11111A WITHIHigntsListening Skills dayanimals of the gave year, him the funny mouse, smiles. the frog, Well, the at bird,least theon thisbunny, coldest the =I OM IMO MI a a A Story Continued A A. A =II NMI MI bearhaveandNowfox, very the justnoa bear room!"wolf, big.crawled, was "NO! and waiting "Nonsense!"the NO!pushed, boar NO!" to wereentereased, cried growled allthe and allwarm mitten. the squeezed the animalsand bear.He dry. was his"I'mat But, once.very way only oh cold"Weinto no!one more. The big burst,onNowthat that mitten. butthe bitter animalsthe It bear coldseemedWell, were wasday. along todefinitely rightthere the came other warm a animals wascricket. and just thatcertainlyShe enough itwas would quitevery room. surely cozyold and ached from animalscameonewarmthe tiny windyapartplace out leg andonto cold.forinto methe thetheShe toBymitten snow. mitten sawrest." this the split timeButthan mitten intono Timmyrippp! sooner andpieces, Snappp!sighed,had had tossing started the "At The cricket last!allto stitches coolof A theputcozy off from his earlier certainlyshredsspotfindnoticedexercise thewhere of thatother and looksred hehe his one. wool.hadhad like hand loadedHeonly the"Hrnnon," retraced began onewool his mitten sled. of tohis he myfeel stepsandBut thought mitten." icy decidedall until cold.he to hecouldBut himself, to Hearrived gohe findsuddenly backcouldn't atwere"this andthe noticedimagineuncoveredfinishedsaid to the howhimself, making sun hand this disappearing in could"bymy his new thispocket be, mittens."time behindand and myhe hurried the looked grandmotherAnd woods. withhome. further "Oh that \well,"untilhe vill put have hehe his thebrighthiswood mantelpiece cozy fire off onhouse.the the sled were Whencoldest He and aand walkedpair he day his reached of ofgrandmother newinside, the redhisyear. smiling. mittens.front Waiting had door, At the last forhe wood heliftedhim was foron some in a of the fire- HiZniight!, Sea.-on:'. Ac.i,.; Pacts I I:, 5.Q BEST COPY AVAILABLE 51 Ink Phonetics/Small Motor Skills.i n t gh 1.11 mit micaTIN ww.1:61-itet I= am ica thempicturesHelp red. Timmy inof theobjects puzzlefind thatthe below. mittenbegin Find withhe dropped all the of letter the in spaces theM for snow. that.mitten. Look have Color at. the rrifyis Name
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©I9SSMai:mil:anHoliday Jlacmiilrn Cheer Seasonal Educational Activity PacksCompany. A Division ul Niiiernillan, Inc. 56 INN a 5 CuntHolida) Cheer INN =I NM EN NS NMI MN NM n-,:11. 1 \ , MY WINTER uoUNTING BOuti Worksheet Continued INN NM Name INN NM NM NM INN 9:6 ...;- -,-- 44_4 ...... 1=1 4 --..-.1.--4.".. ..,....."" 1> ..4 ...... ---- . Q151' ii.0441;41.4.D.ii C7.00' tic:70- 17 0 - 0 el V6 - 0ova .. .0 II , Goa .--. .. .:0::,...."ma I.N e, tACI 4A r.9 -Q. g.. ? 1><% 4 b . ct °I .... & - . 62 ts 'las.. th" 4 041:44 oll A 0 ,A AilJ Ay 14a fat, 0 0 0 4r V it; A_ 4,J,AN/ 4 NvVA:44/dd Al> v0794 ., ts e al.0et V el _ - _ . to -- - , -,A4t /iv 0 ----- r :4 - .. 44-..,... ""iy.o, - > : : :"";%. Ai% 4'....v. 7. 11...iir-i- - i3 Mac-war.Hthy Corer Sea:-..na: Macrninar. Edc4:iena: C..rnpy. A P4ckr. D:vi5 - 59 0 Following DirectionsiReadingin"ith eachLook box at each and ofcircle the winterthe picture pictures of the below. correct Read thing. the sentence in 9 worksheet 9 ITLLIMIRMNI5.1 Name NM NM NM NM MN INN 58 "" " 0 411I Al lelk (..,._)-, MAILU.S. rI AP For --+- J- :I Circle the polar bear on the ice. Circle the bird below the bush. \ ___--- op4120 114r44 lellir4 / Circle the mailbox that .. , /1 tr_II 0 is far. \ . V 0 ...... 0 or 0 av IP' Or /4 Itle . sl, . 0 (<22- 0 Ilk....4 0. . 0 . . 0.0 0 a. . . ZN. Winler Circleli'mw the cracker inu. the soup. Circle the photo above the table. BEST COPY AVAILABLE Circle the deer, that is near. 61. MI VisualWinter Skills!Counting Highlights UN MI INN MIN MI MN .118 MIL 25 ThenherOn herfind count way them. thehome, Look valentines. Alex at the accidentally pictureYou should below. dropped be Circleable her to each findvalentines. valentine.10. Color Help the THE VALENTINE TRAIL Worksheet Name - - pi t c_ure. 6-\.7 0 c/D c) El ( %, ea.. Isob CZ) --'"Wwiro.lveAd 0.1 u.s. 01988Macrniflar.Winter Macmillan Highlights Seasonal Educational Activity Company. Pack,: A Division of Macmillan. Inc. 62 63 MAIL MI MI SIM IIIII f1111 INK 111111 111.
64 BEST COPY AVAILABLE 65 musimamalmmomMathMay Dayswoommemi assmallammimmiumAnswer the questions in each box. MAY SCENES Worksheet Name 20 ,---....--,___ q7 4; i 0 --/--- '------I 1 I 1 I I . 11 I I. I I //1 !WO I All it 0 7,L.,_ /y1/2.1/6 ilvi'Vvw11,1111, ,,Al !I \ I I 1 / 1 II i / 1/0/ iiiU i 10 /r----a VI iii(/1iic j/ !if 1( IP / ,,I, il __ \1 f A\ \ \ ii/ VII 1 i / I 1 \,, ..,-, ,., -,, - l'/: / / ,------" NA4 YI .' / A i , ):V--- )77j---- /i/ ryi \I1 ,.., `-t;...ic _' \1 \ --k- How many bugs do you see? -N\)) How many rabbits do you see? 7/ / How-V many birds do you see? \ / ) -1--C-----7-----c...-3-7- Howthere many in all? frogsbugq anddo you frogq see? are HowthereHow many manyin all? rabbits flowers and do flowersrou see? are thereHowHow manyin many all? worms worms and do youbirds see? are lacmilianla. Day Seasonal19K+ ActihyMacmillan packs Educational Co.. A Division of Macmillan. BEST COPY AVAILABLE 67 1111111111111111.11111111111111111111111=M1111111111111111111.11111111111111111111.111111.1.111Math/VisualMay Days Discrimination MAY MAGIC SHAPES Worksheet Name Find the squares.circles in Trace the magic over eachforest. square Trace with over a each blue onecrayon. with a red crayon. , ) -k)1 ---_/ ,. ) e m'..._,) Find the triangleQ. Trace over each one with a green crayon. ._. , , )--, VAC-C'C-C-. Then color the picture. (C. S (-1 LA-1 (- `-' -' Ll .).,-) --) v,., -, --,,Q . .) , ) -- , J 2 / ->j._2.-) I L. \ /./c;,.. -1A.,...-.,
OMacmillan.Mac IS Day:: !Macmillan Educational Co.. A Division of Macmillan. Inc. o. Act icity Packs 8 BEST COPY AVAILABLE 69 May Days MN NM IIIIII NMI INN NMI Mill MI63 VocabularyVisual Discrimination/ SkillsTencircle animals around are each hidden one.I= in How the forest.many ofCan the you animals find them? in the Putpicture a can HIDDEN FOREST ANIMALS Worksheet Name you name? ),-) . Q0) GG QO "' vuJ u ...,}11-----; .. , e . ) V -. ...: .. . _.. . --. --- _ , - _ , , .- scj \L jAr1 t-1 /411)7(3/ ( '-<--. f(:.....---,---._:---, ..__c"-. c.%=.___ 7 ` . ,, .,, _-7- y -( cfj) -1-1L--) .. __: , ------. ) ''''' A -, L , --- 5--C\ C.MacmillanMacM Issi5 Macmillan SrasonaI Educational Activity Packs Co_ A Division offlay, Macmillan. Inc. 70 BEST COPY AVAILABLE r 71 7/ C. d)3 '27
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Family Literacy at Scranton Area Family Center Author(s):Joyce P. Kerrick Corporate Source: Publication Date:
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