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Learn, Explore and Play Curriculum

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Learn, Explore and Play Curriculum New to Alberta: Learn Explore and Play – LEAP Literacy for Life www.litforlife.com New to Alberta – Learn, Explore And Play 1 | P a g e December 2013 New to Alberta: Learn Explore and Play – LEAP Literacy for Life www.litforlife.com Acknowledgments: Literacy for Life Foundation acknowledges the support of “The Calgary Foundation – Community Grant” And the contributions of the following individuals in the development of this curriculum manual. Carol MacMillan, Sandra McGrogan, Denise Grant, Kristen Baars, Sue Stegmeier, Sandra Oleksiw Literacy for Life Foundation www.litforlife.com Elizabeth Vigueras High River Community Member Lisa Degenstein Foothills Community Immigrant Society http://www.ccis- calgary.ab.ca/index.php?option=com_content&view=article&id=121&Itemid=125 Ecole Joe Clark School, High River Good Sheppard School, Okotoks Contact Information: Literacy for Life Foundation Phone (403) 652-5090 Fax (403) 601-2389 Email: [email protected] # 3 1204 10th St. SE High River, Alberta T1V 2B9 2 | P a g e December 2013 New to Alberta: Learn Explore and Play – LEAP Literacy for Life www.litforlife.com Table of Contents Preface Acknowledgements and contact information..................................................................3 Background.....................................................................................................................4 Structure of Program........................................................................................................5 Goals of Project...............................................................................................................6 New to Alberta – Learn, Explore and Play! (LEAP) Facilitators Introduction..................................................................................................7 Factors that Impact Adult Learners.................................................................................7 Best Practise for Adult Learning Instruction...................................................................8 Structure of Program........................................................................................................8-9 Lesson 1 – Activities.......................................................................................................10 Lesson 1 – Handouts.......................................................................................................13 Lesson 1 – Facilitator Support Information....................................................................30 Lesson 2 – Activities.......................................................................................................34 Lesson 2 – Handouts.......................................................................................................37 Lesson 2 – Facilitator Support Information....................................................................45 Lesson 3 – Activities.......................................................................................................47 Lesson 3 – Handouts.......................................................................................................49 Lesson 3 – Facilitator Support Information....................................................................71 Lesson 4 – Activities.......................................................................................................75 Lesson 4 – Handouts.......................................................................................................77 Lesson 4 – Facilitator Support Information....................................................................84 Lesson 5 – Activities.......................................................................................................96 Lesson 5 – Handouts.......................................................................................................99 Lesson 5 – Facilitator Support Information...................................................................114 Lesson 6 – Activities......................................................................................................121 Lesson 6 – Handouts......................................................................................................123 Lesson 6 – Facilitator Support Information...................................................................133 Lesson 7 – Activities......................................................................................................135 Lesson 7 – Handouts......................................................................................................138 Lesson 7 – Facilitator Support Information...................................................................159 Lesson 8 – Activities......................................................................................................161 Lesson 8 – Handouts......................................................................................................163 Lesson 8 – Facilitator Support Information...................................................................168 Appendix....................................................................................................................169 -180 Making Juggling Balls Web sites and resources Logic Model Program Evaluation Forms 3 | P a g e December 2013 New to Alberta: Learn Explore and Play – LEAP Literacy for Life www.litforlife.com Background Literacy for Life Foundation applied to Calgary Foundation for funding to develop and pilot a program: 1. To increase “Newcomers” understanding of tools and systems used within the culture of the Canadian rural community to support their children’s learning and literacy. (Parenting, school issues, day to day expectations, work with a focus on the nine essential skills needed for success in family, community and work) 2. To provide parents from Newcomer families with skills that will support their ability to look after their families and foster full participation in the Canadian culture 3. To increase the participants English speaking and listening skills within familiar contexts. (Outcome in Phase 2 of project) 4. To build capacity of literacy practitioners providing them with tools and strategies to facilitate the work of supporting adults and families in building essential skills. A pilot was undertaken in two phases. In the first phase a curriculum was developed for families whose first language was English. The program was offered in a school in Okotoks and the community was chosen due to a large number of families from the United Kingdom. Language was not a barrier for these families. The second phase involved offering it in a community which had a higher number of families that were English Language Learners. (High River, Alberta) Criteria for Participants for Phase One Families with children from Grade 1 to 6 that attended school in the MD of Foothills. New comer to the province of Alberta with a focus on the population from the United Kingdom. English was their first language or lack of English was not a barrier to participating Criteria for Participants for Phase Two Families with children from Grade 1- 6 that attended school in the MD of Foothills English was the second language of the parent – Minimum of Bench Mark 4 in the Early Stages 4 | P a g e December 2013 New to Alberta: Learn Explore and Play – LEAP Literacy for Life www.litforlife.com Structure of the Classes: 2 hour lessons, once a week for 8 weeks. 1 ½ of direct instruction and ½ hour of social time and time to connect with facilitators One parent and a minimum of one child from each family. Families could bring more than one child however child care was not provided. Expectation that children fit within the age criteria of program. Lesson was broken up into 3 components. Parents on their own learning a concept, children on their own learning same concept and then the parents and children together integrating the concept. Two qualified facilitators – one for the child group and one for the adult group Key Elements of Program Delivery: Flexible facilitators who had an understanding that participants enter at various skill levels and sessions needed to be adapted accordingly. Recognition that parents are the first and most important teacher of their child. The main focus was on teaching the parent. Learning happens within a positive environment with an emphasis on play Timelines: The first Draft was completed September 2012. First Pilot class was held October/November 2012 Second Pilot class was held March to April 2013 Manual was revised and evaluated based on Pilot. The published manual is based on this revision and evaluation. The intent however is to continue to refine and update as required. Manual is available on the website under Agency Resources. www.litforlife.com Additional Information based on pilot: Each lesson can stand alone Ensure the class is held in a location that is comfortable to the participants – time is a major commitment if the full class is offered. Need to ensure participants are available during that time frame. (shift work, school etc) Components of the program can be offered to non immigrant families. 5 | P a g e December 2013 New to Alberta: Learn Explore and Play – LEAP Literacy for Life www.litforlife.com Program Goals: (see logic model in Appendix) Outcome Statements Short Term Long Term - Impact Mid Term - Impact Parents new to Alberta with Parents new to Alberta with school aged Parents new to Alberta will support school aged children (ECS to children (ECS to Grade 6) will
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