Engaging Hard to Reach Parents - Reading Recovery Council of ...

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According to P. D. Pearson (1996), Children are who they are. They know what they know. They bring what they bring. Our job is not to wish that students knew more or knew differently. Our job is to turn each student’s knowledge and diversity of knowledge we encounter into a curricular strength rather than an instructional inconvenience. We can do that only if we hold high expectations for all students, convey great respect for the knowledge and culture they bring to the classroom, and offer lots of support in helping them achieve those expectations (p. 272).
• If the way we teach is guided by the needs of developing children, then it will not only reshape our classroom practice, it will reshape our classroom environment.
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Engaging Hard to Reach Parents Patr
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A Path to Follow: Learning to Liste
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Objectives • The purpose of this
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• Not all parents are angels. All
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• Rule #4: Develop high expectati
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Helping with Homework
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Participating in the Decisions and
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Band Boosters
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Ice Cream Socials
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Participating in Bake Sales and Fai
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Advisors and/or Co-decision Makers
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Accompanying a Class on an Outing
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• Rule #8: Be willing to work to
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Three New Directions for Working wi
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National Reports
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Becoming a Nation of Readers: The R
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Some Historical Trends • America
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No Child Left Behind: Now What Do W
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President Bill Clinton—State of t
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• Epstein (1992, p. 1141) has sum
Page 41 and 42: “Killer Phrases” Used Often Wit
Page 43 and 44: Reasons for the Limited Participati
Page 45 and 46: • Parents differ in their percept
Page 47 and 48: • Gathering information of this n
Page 49 and 50: Schools are communicating with a va
Page 51 and 52: . • Perseverance in Maintaining I
Page 53 and 54: Migrant Family Involvement Strategi
Page 55 and 56: - Parent-teacher conferences can gi
Page 57 and 58: My Journey Into School, Family, and
Page 59 and 60: Talking Your Way to Literacy: A Pro
Page 61 and 62: Suggestions Most Frequently Made fo
Page 63 and 64: Some Developmental Foundations of l
Page 65 and 66: A Path to Follow: Learning to Liste
Page 67 and 68: Important Message to Teachers from
Page 69 and 70: Report of the National Reading Pane
Page 71 and 72: Parent Stories
Page 74 and 75: Family Literacy: Young Children Lea
Page 76 and 77: Ways With Words: Language, Life, an
Page 78 and 79: “East is East, West is West’? ?
Page 80 and 81: One Dimensional Questions • How m
Page 82 and 83: What are Parent Stories? Parent “
Page 84 and 85: What are Parent Stories? Brandt (19
Page 86 and 87: What Happened During the Parent Int
Page 88 and 89: What Can Parent Stories Provide for
Page 90 and 91: What Can Parent Stories Provide for
Page 94 and 95: • The classroom acts as a kind of
Page 96 and 97: Cultural Variables • Sociolinguis
Page 98 and 99: • Living • Communicating • Th
Page 100 and 101: A Path to Follow: Learning to Liste
Page 102 and 103: • In trying to understand familie
Page 104 and 105: • According to Taylor & Dorsey (1
Page 106 and 107: May the force be with you
Page 108: What is a Demographic Profile? A sh
Page 112 and 113: How can we use a Demographic Profil
Page 114 and 115: Why Develop a Scope and Sequence of
Page 116 and 117: Developing a Scope and Sequence of
Page 118 and 119: Closing Comments • Schools must b
Page 120: For More Information... • Contact
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