Family Literacy Packs: Engaging Teachers, Families, and Young Children in Quality Activities to Promote Partnerships for Learning Author(s): Barbara G. Hammack, Martha M. Foote, Stephen Garretson and Josh Thompson Source: YC Young Children, Vol. 67, No. 3 (May 2012), pp. 104-110 Published by: National Association for the Education of Young Children (NAEYC) Stable URL: http://www.jstor.org/stable/42731186 Accessed: 12-07-2018 02:28 UTC

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This content downloaded from 76.185.51.106 on Thu, 12 Jul 2018 02:28:39 UTC All use subject to http://about.jstor.org/terms family Literacy Packs jatj Engaging Teachers, Families, and Wp Young Children in Quality Activities ^ to Promote Partnerships for Learning

JLJL young child in any classroom is Barbara G. Hammack, Martha M. Foote, first and foremost a child of his or Stephen Garretson, and Josh Thompson her own home. Young children ben- efit when their teachers and families engage, connect, and are involved with each other in ways that help Using family literacy packs can cre- that families and teachers can record them learn, grow, and feel secure ate such a link. Originally designed theirfor observations, which facilitates (Lawrence-Lightfoot 2003). "Students K-grade 2, the packs have been suc- ongoing communication, encourages learn more and succeed at higher cessfully adapted for young children parental involvement, and promotes levels when home, school, and com- of all ages. Early childhood teachers teacher-family partnerships. munity work together to support send children home with these packs, students' learning and development" which include literacy materials and (Epstein & Sanders 2006, 87). This activities that children and families National PTA standards for shows how important it is to break work on together. As families work family engagement through whatever barriers and road- with their children, the literacy mate- blocks exist between teachers and rials and activities highlight young Through decades of observing how families (Uludag 2008). It is important children's knowledge and learning. schools, families, and communities for teachers to engage families in ways This helps families understand their interact, researchers and organiza- that develop a positive link between children's literacy skills development. tions have proposed models and stan- home and school. The packs also include a logbook so dards for family engagement. These provide frameworks for ways teachers can partner with families to promote Barbara G. Hammack, PhD, coordinates early childhood education in the Department of Curriculum and Instruction at Texas A&M University-Commerce. Barbara developed children's the learning. The six types of concept of literacy packs with preservice and in-service teachers to encourage parental teachers engagement designed by to communicate with children and their parents. [email protected] Epstein and others (Epstein 1995, Martha M. Foote, EdD, is professor and head of the Department of Curriculum and Instruction at Texas A&M University-Commerce. Martha has worked in partnerships with .parents as both an administrator and a teacher. She now educates preservice and in- service teachers. [email protected] It is important for Stephen Garretson, MEd, ABD, is a sixth grade math teacher in central Texas. He is completing his PhD in child development at Texas Woman's University and has taught teachers to engage early childhood courses at Texas A&M University-Commerce, the University of Texas- Arlington, and Texas Woman's University. [email protected] families in ways Josh Thompson, PhD, is associate professor of early childhood education at Texas A&M University-Commerce. A leader in the NAEYC Men in Education Network Interest that develop a posi- Forum, Josh was honored by Texas AEYC as 2011 Advocate of the Year. tive link between [email protected] home and school. nae|c®i, 2,7

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This content downloaded from 76.185.51.106 on Thu, 12 Jul 2018 02:28:39 UTC All use subject to http://about.jstor.org/terms Standards for Family- School Collaboration

The PTA's National Standards for Family-School Partnerships promote collaboration by encouraging the for- mation of a committee comprised of all stakeholders - schools, families, and community members. The com- mittee then designs programs, tap- ping into various available resources, with the ultimate goal of helping chil- dren be successful. The standards set up a reciprocal process, opening doors of communication among all stakeholders:

1. Welcoming all families Into the school community - Families are active participants in the life of the school, and feel welcomed, valued,

*35 c and connected to each other, to £ school staff, and to what students cá c jU are learning and doing in class. S © 2. Communicating effectively - Families and school staff engage in 2011; Epstein et al. 2008) suggest ways the updated standards were renamed regular, two-way, meaningful com- of connecting families with schools the National Standards for Family- munication about student learning. and classrooms. Many schools have School Partnerships" (National PTA 3. Supporting student success - found Epstein's model useful in pro- 2008, 5). Families and school staff con- moting parent-friendly practices. Teachers have an important respon- tinuously collaborate to support The National PTA (National Par- sibility to educate children within students' learning and healthy ent Teacher Association) used the context of the family. To accom- development both at home and at Epstein's model for crafting its first plish this task, teachers must engage school, and have regular opportuni- round of standards for school and families in a variety of activities. It is ties to strengthen their knowledge family engagement (1997). Through important for teachers to meet fami- and skills to do so effectively. heightened awareness of the vari- lies where they are and not expect 4. Speaking up for every child - ety and scope of parental engage- them to adapt to the school environ- Families are empowered to be ment approaches, the National PTA ment. Teachers need to view families advocates for their own and other developed these standards, which as capable and respect their cultural children, to ensure that students are encouraged schools to create cultures values (Graue & Brown 2003). treated fairly and have access to that prioritize working closely with Teachers can use family literacy learning opportunities that will sup- families. However, in 2002, Henderson packs to help meet the National PTA's port their success. and Mapp increased awareness about standards, helping engage families in 5. Sharing power - Families and the value of learning that occurs in appropriate ways. These packs can school staff are equal partners in the home. Building on Epstein and improve communication between decisions that affect children and additional insight from Henderson and schools and families, assist with families and together inform, influ- Mapp, the National PTA revised its children's learning at home, and help ence, and create policies, practices, standards in 2008: "When developed families understand how to use vari- and programs. in 1997, the standards were called the ous activities with their children. In 6. Collaborating with community - National Standards for Parent/Family our busy world, providing families Families and school staff collabo- Involvement Programs. With a shift with the types of activities included rate with community members to in focus from what schools should do in the literacy packs can be critical to connect students, families, and staff to involve parents to what parents, children's success and strengthen the to expanded learning opportunities, schools, and communities can do relationships between schools and community services, and civic par- together to support student success, families (Dever & Burts 2002). ticipation. (National PTA 2009, 6)

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This content downloaded from 76.185.51.106 on Thu, 12 Jul 2018 02:28:39 UTC All use subject to http://about.jstor.org/terms A strategy for family engagement and more

Teachers develop family literacy packs by creating a set of materials that help highlight and promote young children's literacy development. Typi- cally, teachers in the primary grades design the packs, which include resources that support children's emergent literacy skills at home and educate families about various ways to engage children. Families read a children's book together with the W 0 child and work on the activities that -C 1

reading comprehension. Literacy pack created around Bubba the Cowboy Prince: A Fractured Texas Tale, In studies using similar techniques, by Helen Ketteman and James Warhola. researchers report that children were eager to take the materials home and Typically, literacy packs are sent • A description of at least five learning parents were reminded about the home midway through or near the experiences that extend the learning importance of reading at home (Dever end of a classroom unit. It takes about beyond the immediate objectives and & Burts 2002). Rodríguez and col- one month to rotate a literacy pack into open-ended discovery activities. leagues (2008) propose that teachers through the typical number of families • A written evaluation of the family have a role in promoting family stories in a classroom, so teachers will need literacy pack to help families apply as a means for cultivating children's to create nine or 10 packs, each related criteria to analyze its usefulness. literacy skills. Family stories include to a single book, during the year. • A suitable backpack or container the retelling, over and over again, of Teachers organize each family lit- with handles to transport the contents funny or special incidents that hap- eracy pack to address specific learn- home and back to school. (The back- pened to family members, as well as ing goals, such as an understanding stories of fiction, such as favorite bed- pack should be lightweight so children of word families, rhyming, or other can carry it easily.) time stories, passed down from one components of literacy development. Since the use of the packs contin- generation to the next. Literacy packs A family literacy pack usually includes ues throughout the school year, and promote family stories by encourag- the following items: ing discussions between families and because the strategy may be unfamil- children centered around literature • A letter of instruction explaining iar to children and families, teachers and stories. how to use the pack, which serves as can present the packs during the open a checklist for the pack's contents. house program for a new school year. • A children's book relating to the Teachers can introduce the packs designated learning objectives. and review with the families how they can use them to support children's Families read a chil- • A teacher-constructed board game that relates to the book and the learn- learning. Emphasize how families and dren's book together ing objectives. children can do the activities together. It is important for children to under- with the child and • A logbook that family members use stand how to play the board game - to record what they did with their work on the activi- which they learn in the classroom as child. The logbook stays in the pack an extension of classroom activities - so other families can read and add ties that teachers and be able to explain the instructions their comments. The logbook is not include in the pack. to families. an evaluation tool for children's prog- The purpose of a journal, or family ress but a way families can share their log, is for families to write about their experiences with the activities. experiences using the literacy pack.

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This content downloaded from 76.185.51.106 on Thu, 12 Jul 2018 02:28:39 UTC All use subject to http://about.jstor.org/terms The family log provides feedback to ers may list learning goals children are the teacher and other families on the working on now (or will be soon) and value of the literacy pack. The family cover several content areas - some of The journal - a small- log is also a good communication tool which might be revisited every year to medium-size spiral for the teacher and each child's family. to accomplish a spiraling curriculum notebook - travels The journal - a small- to medium-size effect. When children revisit a topic spiral notebook - travels with the pack or text repeatedly over the years, the with the pack for the for the next family to read and add later experiences build on the earlier their individual comments. learning, cheating context for deeper, next family to read richer, robust consideration of a and add their individ- concept. ual comments. How to create a family Using high-interest children's litera- ture can help young children make literacy pack meaningful connections across various Teachers may subject findareas. For example, the Tops and following guidelines helpful Bottoms , by Janet when Stevens, provides creatinga Select an age- fam- ily literacy packs. wealth of opportunities for enhancing appropriate book learning in many areas of the early childhood curriculum. Teachers can School and community librarians, Identify the specific age- as well as your fellow teachers, are appropriate build learningchildren's knowledge of social objectives studies, language and literacy, math, excellent sources for finding age- for the literacy pack and science using this story in which appropriate children's literature. The The learning a poor objectives hare outsmarts a rich, but may lazy, Family Involvement include Network of Educa- specific literacy bear through knowledge a bargain to keep either tors (2012), (such part of the as Harvard Family concepts about the tops print) or the bottoms ofor the veg- skills Research Project, (hear- features a Story- book Corner with children's books ing rhyming etables sounds), grown in their shared as garden well as con- tent (subject (Cutlerarea) et al. 2003). knowledge. about families Teach- engaging in schools and in learning together (www.hfrp. org/family-involvement/projects/ family-involvement-storybook-project -complet ed-pro j ect/s torybook-corner) . Find texts you like - yoilr interest in a book is contagious. Look for books published in other languages to support dual language learners. Packs might include transla- tions of classics, like Oso pardo , oso pardo, ¿qué ves ahí? ( Brown Bear ; Brown Bear, What Do You See?), by Bill Martin Jr, for families learning Spanish, or original Spanish texts like Con cariño, Amalia (Love, Amalia), by Alma Flor Ada.

Create the board game

To find ideas for creating games to

0 use with the main idea for a literacy J3 1 pack, teachers can review curriculum, 0) visit libraries, attend workshops, ask

0 >> other teachers, and build on the stu- 1 dents' imaginations. Cutler and col- 3 O CJ leagues (2003) provide details on con- Literacy pack based on Maybe You Should Fly a Jet! Maybe You Should Be a Vet!, structing math games that incorporate by Theodore LeSieg. high-quality children's literature.

Young Children* May 2012 107

This content downloaded from 76.185.51.106 on Thu, 12 Jul 2018 02:28:39 UTC All use subject to http://about.jstor.org/terms showing growth in student learning as well as improving behavior is well documented (Neuman 1996; Epstein 2011; Flouri & Buchanan 2004). Educa- tors often view parental involvement as the family being directly involved just at school. Families do not always know how to extend learning at home and many times are caught between helping their child understand home- work and stepping on the toes of the teacher who they believe wants home- work done in a particular way. Family literacy packs are an interactive form of homework that involves a two-

(/) way communication with the family. O £ The packs provide families with the 3 «0 1) knowledge they need to promote their £ O children's learning in more authentic >» V) V ways than formal parental training at 3 O the school. O Because the family reads the Going to Market, the board game built around To Market, To Market, by Anne Miranda. instructions to the activities and then responds in the journal about how it went with their child, teachers have Board games similar to Candyland Write a "Dear Family" letter an opportunity to truly understand or Monopoly are good universal Explain in a letter the topic and the family's reactions, feedback, and examples. It is important for teachers objectives of the literacy pack and reflections. Teachers can glean much to design games that fit easily into give written instructions for using it, insight from these written responses the pack. Use sturdy materials for and learn about the family's views the board. The board should include along with a list of the contents. The letter should also include directions and understanding about their child's appropriate graphics, such as a vege- for playing the board game, a list of learning. The often repeated conversa- table garden background or context if at least five additional related activi- tion between parent and child about using Tops and Bottoms , and be color- ties that the child and family can do "what happened in school" can also ful and laminated. The pieces used in together, instructions for using the move to more specific conversations the game must be designed to support family log, and a due date for when about the familiar areas of learning the theme of the game. For instance, the literacy pack should be returned. developed through the family literacy in making a game for The Napping Print the "Dear Family" letter on col- pack activities. House , by Audrey Wood, the pieces ored paper with attractive, attention- At the beginning of this article, we would likely include the snoring getting graphics. Laminate the letter, state that young children's involve- granny, the dreaming child, the dozing as it will travel to each child's home. dog, the snoozing cat, the slumbering Place the letter on top or just inside mouse, and the wakeful flea. Include the front cover of the book, so the all pieces needed to play the game family members can't miss it. and ensure that the game and all the pieces are easily transportable. While Family literacy packs playing Going to Market, children are an interactive learn about healthy food choices The benefits of family form of homework as well as consequences for making literacy packs poor choices. Children try to be the that involves a two- first to the market's checkout stand. Educating teachers in the develop- They must overcome obstacles of ment and use of family literacy packs way communication poor eating habits and are rewarded has the potential to create ongoing with the family. by healthy eating habits. Two to six links between home and school. The people can play this game. impact of parental involvement in

1 08 Young Children' May 2012

This content downloaded from 76.185.51.106 on Thu, 12 Jul 2018 02:28:39 UTC All use subject to http://about.jstor.org/terms ment with their families and teachers integrative nature of early childhood from different cultural and social back- is one of the most important factors curriculum. "Integrating mathematics grounds - and provide specific activi- in creating a learning environment. and literacy creates an interweaving ties, such as family literacy packs, that Family literacy packs provide one of curriculum rather than a compart- can be used to support connections type of involvement, as called for in mentalizing of academic subjects" between school and home, new teach- the National PTA standards (National (Cutler et al. 2003, 22). ers are better prepared to engage Parent Teacher Association 2009). The families in meaningful interactions. development and use of family liter- Many times, teachers have to leave acy packs promote family interaction Why is this activity important personal beliefs and biases at the and can showcase young children's door to understand and include the to teacher educators? knowledge and learning to the family changing family in today's society and to teachers. The packs also help Studies show that (Hedgesmany & Gibbs early 2005). careThe university build a partnership between parents and education teachers did not learn has a unique responsibility to educate and schools that allows for continued how to work with families from vari- preservice teachers on the impor- family learning and facilitates ongo- ous social and cultural backgrounds in tance of tolerance as well as the task ing communication between parents their teacher education programs (Ada of educating students about cultures and teachers about young children's & Campoy 2003). While steps are being different from their own. Teaching academic progress. Finally, the fam- taken to close this knowledge gap, stu- preservice teachers to design family ily literacy packs hone relationships dents still report that learning about literacy packs bolsters this effort for that promote and encourage parental the importance of family involvement the university. Our students leave us involvement beyond the traditional is a low priority in their teacher edu- and enter diverse classrooms with a homework routine (Kohn 2006). For cation (Epstein 2011). When teacher concrete reminder that families often example, using activities with mul- education courses include informa- welcome a teacher's efforts to cooper- tiple objectives across the curriculum tion and discussions about young ate and collaborate with them in the demonstrates for families the truly children's families - especially those education of the child at home.

This content downloaded from 76.185.51.106 on Thu, 12 Jul 2018 02:28:39 UTC All use subject to http://about.jstor.org/terms Feedback from Teachers, Families, and Children Graue, E., & C. Brown. 2003. "Preservice Teachers who have used family literacy packs in their schools report an increase in Teachers' Notions of Families and School- ing." Teaching and Teacher Education 19 (7): parental involvement with their students. One first-year teacher stated, "At first get- 719-35. ting the packs together was time consuming, and I wondered if it was really worth it. Hedges, H., & C.G. Gibbs. 2005. "Preparation However, after seeing how excited the children were to take the packs home, I knew I for Teacher-Parent Partnerships: A Practical Experience with a Family." Journal of Early had found a winner." Childhood Teacher Education 26: 115-26. Teachers are not the only ones who see the benefits of completing family literacy Henderson, A., & K. Mapp. 2002. A New Wave of Evidence: The Impact of School, Family, packs. Through the journaling process, parents report the benefits of using the packs. and Community Connections. Austin, TX: One parent said, "It was a break from the usual homework sent home. The directions Southwest Education Development Labora- explained what was to be done, and we could all play as a family. For once we were tory. www.sedl.org/connections. Kohn, A. 2006. The Homework Myth: Why Our excited about homework." Kids Get Too Much of a Bad Thing. Cambridge, Children provide some of the most compelling reasons for using family literacy MA: Da Capo Lifelong Books. Lawrence-Lightfoot, S. 2003. The Essential Con- packs. The teacher of one 6-year-old shared how the child rarely brought anything versation: What Parents and Teachers Can back from home once it was sent. Although hesitant about sending the pack home Learn from Each Other. New York: Random with him, the teacher saw the child's excitement grow as he waited his turn: "Each House. day National Parent Teacher Association (National he would ask me when it would be his turn. I had never seen him so excited about PTA). 1997. "National Standards for Parent/ anything we had done before. I think hearing about the activities from the other chil- Family Involvement Programs." National PTA. 2008. "National Standards for dren as they shared their experiences in class really got him excited about the pack." Family-School Partnerships." www.pta.org/ national standards.asp. National PTA. 2009. "National Standards for Family-School Partnerships: An Implemen- References Epstein, J.L., & M.G. Sanders. 2006. "Prospects tation Guide." www.pta.org/Documents/ for Change: Preparing Educators for School, National_Standards_Implementation_ Ada, A.F., & F.I. Campoy. 2003. Authors in the Family, and Community Partnerships." Pea- Guide_2009.pdf. ClassroomrA Transformative Education Pro- body Journal of Education 81 (2): 81-120. Neuman, S. 1996. "Children Engaging in Sto- cess. Boston, MA: Allyn & Bacon. Epstein, J.L., M.G. Sanders, S. Sheldon, B.S. rybook Reading: The Influence of Access to Cutler, K., D. Gilkerson, S. Parrott, & M. Bowne. Simon, K.C. Salinas, N.R. Jansorn, F.L. Van Print Resources, Opportunity, and Parental 2003. "Developing Math Games Based on Voorhis, C.S. Martin, B.G. Thomas, M.D. Interaction." Early Childhood Research Quar- Greenfeld, D.J. Hutchins, & K.J. Williams. Children's Literature." Young Children 58 (1): terly 11: 495-513. 22-27. 2008. School, Family, and Community Part- Rodriguez, R.G., A. Villarreal, B. Scott, & Dever, M., & D. Burts. 2002. "An Evaluation of nerships: Your Handbook for Action. 3rd ed. J. Rodriguez. 2008. Creating Centers of Family Literacy Bags as a Vehicle for Par- Thousand Oaks, CA: Corwin Press. Learning - Home and School. San Antonio, ents' Involvement." Early Childhood Develop- Family Involvement Network of Educators. TX: Intercultural Development Research Association. ment and Care 172 (4): 359-70. 2012. "Family Involvement Storybook Epstein, J.L. 1995. "School, Family and Com- Project." www.hfrp.org/family-involve- Uludag, A. 2008. "Elementary Preservice Teach- munity Partnerships: Caring for the Children ment/projects/family-involvement- ers' Opinions about Parental Involvement in We Share." Phi Delta Kappan 76 (9): 701-12. storybook-project-completed-project/ Elementary Children's Education." Teaching Epstein, J.L. 201 1. School, Family ; and Com- storybook-corner. and Teacher Education 24 (3): 807-17. munity Partnerships: Preparing Educators Flouri, E., & A. Buchanan. 2004. "Early Father's http://dx.doi.Org/10.1016/j.tate.2006.ll.009. and Mother's Involvement and Child's Later and Improving Schools. 2nd ed. Boulder, CO: Westview. Educational Outcomes." British Journal of Educational Psychology 74: 141-53. Suggested Children's Books for Family Literacy Packs Ada, A.F., & G.M. Zubizarreta. 2012. Con cariño, Amalia. New York: Atheneum. Angeles /Discount School Supply /back cover Music Together/ 39 Ketteman, H., & J. Warhola. 1997. Bubba Binney & Smith /Crayola /inside front cover My Classroom Connection /31 the Cowboy Prince: A Fractured Texas and p. 1 NAEYC Resources/6, 8, 9, 25, 57, 64, 71, Tale. New York: Scholastic. California Dept. of Education (PITC)/63 74-75, 78-79, 80-81, 95, 103, 109, 112 LeSieg, T. 1980. Maybe You Should Fly . Champlain College/53 NAMC North American Montessori Center/ 17 a Jet! Maybe You Should Be a Vet! The Chimes Company/ 55 Pacific Oaks College /65 New York: Random House. Exchange - The Early Childhood Leaders' Pearson /7, 91 Martin, B. 1967/1998. Oso pardo, oso Magazine /inside back cover The Source for Learning, PreschoolFirst/41 pardo, ¿qué ves ahí? Translated by T. Follett Library Resources Inc. /77 Rocky Mountain Sunscreen /23 Mlawer. New York: Henry Holt. Gryphon House /49 SMART Technologies /47 Miranda, A. 1997. To Market, To Market. Hatch /33 TeachingStrategies/29 New York: Harcourt. Heart Strings Mobile/67 Thomas Built Buses/5 HighReach Learning (Carson-Dellosa)/87 University of Wisconsin-Milwaukee/ 101 HighScope/69 Waiden University/ 3 Copyright © 2012 by the National Association for the Kansas State University/ 35 Western Governors University /21 Education of Young Children. See Permissions and Reprints online at www.naeyc.org/yc/permissions.

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