The Early Years - Helping Our Children Succeed

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The Early Years
Helping Our Children Succeed:
Tips and Resources to Improving Language and Reading Skills
MARILYN I. JAMES
CAC PUBLISHING
Washington, DC
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The Early Years © 2013 - Helping Our Children Succeed: Tips and Resources to
Improving Language and Reading Skills by Marilyn I. James.
Printed in the United States of America.
All Rights Reserved. Unauthorized reproduction, in any manner, is strictly prohibited.
ISBN 978-0-9890128-0-5
Copyright © 2013 by Children & Charity International (CAC)
Published by CAC Publishing
Washington, DC 20009
www.childrenandcharity.org
Cover design by Maurice James
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Dedication
To parents, guardians, caregivers and educators, for your steadfast courage
and dedication to help shape and ensure children receive a superb education.
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Table of Contents
PREFACE
ACKNOWLEDGEMENT
INTRODUCTION 13
CHAPTER ONE: Defining Language 15
Research
Developmental stages
CHAPTER TWO: Making Language Useful 21
Statistics
Ways to help build a strong literacy foundation
Games that help in learning Language
Other Recommended Games to Play with your Child
CHAPTER THREE: Developing Good Reading Skills 35
Sight Words
Puzzles
CHAPTER FOUR: Quick Tips and Activities 43
Recommended Tips and Activities
Labels
Subscribe to a Magazine
Make Reading an Outdoor Adventure
Home Library
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Rhyme Away
Model Dictionary
Hands-on Writing
Sharing books
CHAPTER FIVE: Time for School 51
Evaluating and choosing the right school
Where to begin
Neighborhood schools
Charter schools
Magnet schools
School transfers
Alternative schools
Private schools
Homeschooling
CHAPTER SIX: The Ideal Fit 57
Sorting Out Your Child's Unique Needs
Finding the Right Match
Focus on the Fit Factors
Prioritizing Your Child's Needs
APPENDIX I: RESOURCES FOR PARENTS 61
Guidelines for a Fair Opportunity in School
High Tech Intervention
Library Tips
Resources for Parents
Children Literacy Links
APPENDIX II: BONUS RESOURCES 81
Continuing Education Parents and Adult Caregivers
END NOTES 85
ABOUT THE AUTHOR
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Preface
This Handbook is the first in a series of projects developed by the Family Café
of Children & Charity International (CAC) to assist parents and caregivers of our
pre-college programs. Research was gleaned from a variety of educational research
and sources including U.S. Department of Education, Institute of Education
Sciences, National Institute for Literacy, Kidsource and Gifted Hands.
Children & Charity International (CAC) is a 501(c)(3) organization dedicated
to partnering with educational, faith-based and community entities to enhance their
capacity to assist parents and caregivers in making decisions and assisting children
to succeed in their educational goals. CAC offers a variety of enrichment programs,
training, workshops, seminars and activities to support parents. With the conviction
that parents are the first teachers, CAC Family Café ensures that parental
involvement is highlighted in every aspect of children’s early learning experiences
and is committed to ensuring that parents are provided with the necessary tools to
help them better assist children to succeed.
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Acknowledgement
The author would like to thank Dr. Stanley Onye, University of the District of
Columbia, and CAC Family Café Projects Committee for their invaluable advice on
this project. I would also like to thank the parents, caregivers and students that
participate in Café activities and Maurice James for the cover design. I could not
have done this book without your support.
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Introduction
Most parents and caregivers want their children to succeed. Whether the wish
is that children get better grades in school, perform well on standardize tests, go to
college, get a job or just be able to read a book, parents are in a constant struggle to
help children in ways that are sometimes overwhelming. Things are moving at such
a fast pace that it is often difficult to balance between busy schedules and the needs
of children. What better way to keep up with the rat race than to provide children
with a wealth of knowledge that can benefit them as they progress through the school
years. Researchers say that there are over 60 million primary school aged children
around the world that do not have access to education and most likely will never
learn to read or write. As parents being the first and most important teachers of our
children we cannot expect schools to perform effectively unless we make sure that
from the very first day they enter school our children are healthy, confident and ready
to learn.
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The striking lyrics of a song I heard as a child had profound impact on my life
and resonate today:
“Education, education this is the foundation. Our rise in population needs
sound education. To be recognized anywhere you go. You better have your
certification to show. To enjoy any kind of happiness, knowledge is the key to
success. Children go to school and learn well, otherwise later on in life you will
catch real hell, without an education in your head, your whole will be pure misery
you’re better off dead; for there is simply no room in this whole wide world for an
uneducated little boy or girl, don’t allow idle companions to lead you astray, to earn
tomorrow you got to learn today.” (Slinger Francisco, aka “the Mighty Sparrow”
1950s).
A worthy action to ensure parents contribute to the ultimate educational
success of their children is to provide a stellar foundation of language and reading
readiness. This handbook provides some general tips to help alleviate some of the
anxieties. The contents draws from personal and educational research in which
experts in the field of education conclude that early intervention in students language
and reading comprehension skills filters into all aspects of school work and
contributes to better overall performance in related subjects.
----Marilyn James
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Chapter One:
Defining Language
RESEARCH_______________________________________________________
Studies by major theorists like Paiget, Vygotsky, Bruner and Donaldson have
reflected on cognitive development and its impact on learning.
Swiss biologist
and naturalist Paiget (1896-1980) used his own children in studies to meticulously
record that they were competent learners with abilities to understand complexities.
Paiget concluded that assimilation and accommodation were fundamental in
cognitive development, and explained that new information is absorbed into preexisting
concepts and changed to fit the new information as the child thinking
changes (86).
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According to these theorists, language begins from the moment our children
are born with four interrelated macro skills reading, writing, speaking and listening.
When a child is weak in one area it is harder to be strong in the others.
Researchers feel that as much as we take great pains to teach children how to
speak we should also focus on listening skills. Listening is a key element of
language and should also be taught to children. As an intake skill, listening requires
more than just hearing. It involves thinking about and computing what you are
hearing. Educators call this process active listening as it involves actually using the
brain. The skills involved in active listening are the same as some used in
reading. Speaking and writing are output skills.
Developmental Stages
Chart 1 below from Helping Your Child Get Ready for School shows the
developmental stages of children from birth to kindergarten.
At
age...
2 Years
Most can...
• Use a speaking vocabulary of 50
or more words
• Say a word for almost
everything in their daily life
• Use two-word sentences (nounverb
combination)
May also...
• Use pronouns (but
I, me, and you are
often confused)
• Point to some body
parts when asked
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• Be understood at least half the
time by those most familiar with
them
• Follow two-part commands
("Get your shoe and bring it
here")
3 Years
• Use an active vocabulary of 300
or more words
• Count to 3
• Use some plurals
• Use some past tense
• Name major body parts
• Use three-word sentences
• Give name and age when asked
• Respond to "wh" questions
(who, what, when, where, why)
• Be understood by nonfamily
members
• Talk constantly, narrate own
play activity
• Mispronounce as
many as half the
words used (w for r,
d for th, t for many
sounds)
• Use some pronouns
correctly (I, me, you)
4 Years
• Use a vocabulary of 1,000 words
• Use sentences of up to eight
words
• Still lisp or
mispronounce
consonants like f, v,
s, z, b, p, m, w, and h
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• Name common objects in books
• Name three or more colors
• Repeat four digits (if told
slowly)
• Understand over and under
• Follow three-step commands
• Follow complex
commands with
multiple parts
• Use many
adjectives and
adverbs
• Read common
"sight words" (and,
the, a)
Play Age: 3 to 5 Years
Initiative vs. Guilt
Pulitzer Prize Winning Scientist, Erik H. Erikson states that during the Play
Stage children experience a desire to copy adults around them and take initiative in
creating play situations. House play with roles like, ‘you are the daddy” and “I am
the mummy” or “let’s share some tea” are often heard. Children make up stories
using pots, pans, toy phones, mini cars and figures. They play out adults roles in a
pint size universe and experiment with what they believe it means to be an adult.
They also begin to use the exploratory word of—"WHY?"
While Erikson was influenced by Freud, he downplays biological sexuality
in favor of the psychosocial features of conflict between child and parents. He also
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said that at this stage the parent and child usually become involved in the classic
"Oedipal struggle" and resolve this struggle through "social role identification." If
we're frustrated over natural desires and goals, we may easily experience guilt.
School Age: 6 to 12 Years
Industry vs. Inferiority
During the School Age, often called the Latency, children are capable of
learning, creating and accomplishing numerous new skills and knowledge, thus
developing a sense of industry. This is also a very social stage of development and
if they experience unresolved feelings of inadequacy and inferiority among their
peers, they can have serious problems in terms of competence and self-esteem.
As the world expands a bit, the most significant relationship is with the
school and neighborhood. Parents are no longer the complete authorities they once
were, although they are still important (12-200).
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Café children demonstrate various changes during development.
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Chapter Two:
Making Language Useful
STATISTICS_______________________________________________________
The National Institute of Child Health and Human Development provides the
following statistics of what can happen if parents do not start a reading program for
children at an early age:
• 74% of the children that are diagnosed with reading problems in the 3rd grade
continue with problems into the 9th grade. This shows the importance of
building a love for reading at an early age when children are most
impressionable.
• Children who fall behind at an early age (even in Kindergarten and 1st grade)
fall further and further behind over time. Without remedial help, reading
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problems do not diminish over time, but persist through the school years and
into adulthood.
• Among those children, 10-15 percent drop out of high school and only 2
percent complete a four-year college degree.
• Surveys of adolescents and young adults with criminal records show that
about half have reading difficulties.
• Of youth with a history of substance abuse, half have reading problems
On the positive side, the American Literacy Council states that children who learn
to love books will be children who grow up to be good readers. They learn more,
think better and have more self confidence.
The infamous, Ben Carson, MD knows the value of acquiring an early and solid
foundation in language and reading comprehension. In his book, Gifted Hands he
proudly pays tribute to his mother for her unrelenting efforts to help her children to
succeed. The irony is that she had only acquired a 3 rd grade education herself.
However because his mother was fully aware of the value of a good education she
insisted that her sons aimed high and always do better than their best. Some of Mrs.
Carson’s iron clad rules were: all homework assignments were always done, that
Ben and his brother limit the time spent in front of the television and that they
acquaint themselves with the library and read as many books as possible.
Ben
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Carson (now Dr. Ben Carson) acquired an appetite for reading from an early age and
excelled in all subjects especially in the sciences. Mrs. Carson’s effort to help her
children also helped her and she eventually with practice became an avid reader.
One can never start early enough building language and reading comprehension
skills.
Ways to help build a strong literacy foundation:
The very best time for children to learn to love books is while they are
young. You can help them by making story times a regular part of their day and by
encouraging them in their early attempts to speak, read, and write. Suggestion:
Make certain you have a bookshelf, filled with books at home. You may read your
favorite books to small children. What they hear isn't as important at the
moment. What they see and feel is. Make reading a happy and peaceful time for
them when they are little and they will always feel that way. CAC Café children
spend time and appreciate Read Aloud sessions.
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Café Reading Group 1
Café Reading Group 2
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Speaking, reading, and writing are all linked, and they can all be learned and
practiced throughout the course of each day in age-appropriate ways.
Children who look at books and hear stories read aloud learn that words and
ideas can be written down and that marks on paper have meaning.
Show children that there are things to read everywhere. Make a game of
finding things with words on them like cereal boxes and soup cans. This helps
children to see how important it is to be able to read and write.
Keep a supply of books and other reading materials where children can reach
them. Add new books as children's skills and interests change.
Keep writing materials such as washable non-toxic crayons and markers,
paints and brushes, and different kinds of paper where children can reach them - and
use them.
Show children how you read and write every day to have fun and to get things
done. Suggestion: If you have a variety of interests, make sure your children see
you with books linked to them. For example, if you like motor racing, then have the
children see you read motor racing books. If your hobby is carpentry, have your
children see you reading carpentry books as you work. When you cook dinner, read
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from a recipe book or have your older children read aloud the recipe to you. If you
enjoy reading the newspaper, have your child on your lap as you read and ask the
child to find different letters while you read.
Create one or more special places for children to read and write that are well
lit and comfortable.
Limit or eliminate TV viewing. Help children make other choices for their
free time activities (e.g., reading, writing, playing, talking).
Encourage children to experience and discover new things. The more
opportunities children have to see and do, the more competent they will become and
the more they will understand the world around them.
Café students explore the planets through space science.
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Jennifer Thompson an award-winning reading specialist from Virginia
recommends that you make something personal, for example, A Personalized
Bookmark. This activity helps your child learn the letters of the alphabet. Many
parents think that drilling their child through isolated memorization is the best way
to teach the alphabet. The key however, is to make sure your child learns letters in a
meaningful way.
What you'll Need:
• Construction paper
• Scissors
• Small photo of your child
• Markers
• Small piece of yarn or ribbon
• Hole punch
• Glue stick
What to Do:
Help your child cut a piece of construction paper about 9 by 2 ½ inches. Punch
a hole in the middle at the top. Thread a small piece of ribbon or yarn through the
hole and make a knot. Glue your child's picture on the bookmark and help her to
write her name on the bookmark.
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After you make a bookmark with your child's name on it, use it when you read
together, and have the child point out words from the story that start with the same
letter or sound as his name. Continue to point out letters from your child's name
whenever you see them in other contexts. This helps your child associate letters and
language and spelling. Once the child has learned a few letters begin using magnetic
letters to show names of family members or simple words like cat or dog. Keep these
on the refrigerator. Continue to add more letters as your child progresses.
Educators often speak of the term genre when speaking of language. Genre
means all the different ways language is used. For example, there is specific
language used for talking on the phone, in conversations with your friends, or when
giving a presentation at work. You do not use the same tone of voice or words when
discussing differences with your boss compared to your partner. Take the time to
teach your children how to speak in different situations. Teach them how to ask for
assistance, example at the grocery store, how to answer the phone and how to speak
to an adult in authority. Teach them that you use language differently for various
purposes. The best learning your child will have is from watching you. So it is
good advice for parents to lead by example.
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The fun and learning during the early years from nursery rhymes, songs and
early childhood games are some of the things people remember. Researchers say
this is a healthy way for children to learn to use language:
Games that help in learning Language
Old MacDonald - help develop active listening skills.
Charades - help children develop their non-verbal communication which is
just as vital as verbal.
Eye Spy - develops letter knowledge.
Carmen San Diego - gets them thinking, using language and learning
geography.
Jeopardy - provides general knowledge and have them practicing specific
language, e.g. asking questions.
The Barrier Game – produces lots of language and is interactive. It requires
two people. You take two pictures, one with more detail than the other. You
give a picture to each player and put a barrier between them so they cannot
see each other's picture. Then the person with more detail must try to tell the
other player how and where to draw the extra detail.
Other Recommended Games to Play with your Child
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Memory - You need: cardboard, marker, Dolch Word Lists and at least two
players.
Memory involves placing all the cards face down, then taking turns to turn
two over. If the first player finds two that match, they can keep those two cards and
have another go. If they do not match, the cards are turned back over and it
is someone else's turn. You can make the cards up using almost anything. For
example, use both small and capital letters and then have them match. Or use words
from the Dolch Word Lists. Only use a few at first, then when the children know
them well, add a couple more. Continue to slowly build up the number of words. Or
you can use it to match pictures with words, example, the colors or numbers.
Snap - You need: the cards you made for Memory and at least two players.
Deal the cards out equally between all the players. Each person takes a turn
to put a card on a central pile face up so it can be seen. When a card is laid directly
on top of a matching card, the first person to put their hand on top of the pile and
yell "snap" gets to add the whole pile to the cards in their hand. The aim of the game
is to have all the cards. Build it up the same way you do for Memory.
Make up sentences - You need: the cards you made for Memory, paper, pen
or pencil and require only one person.
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Once you have enough words, you can have the children use them to start
making sentences. Have them write the sentence down and draw a picture of it so
you can see they know what it means. This is a good rainy day activity.
Bingo - You need: cardboard, marker, counter or button, Dolch Word Lists
and requires at least two players.
Make up the bingo cards as per the example, starting with this many words
and then building up.
The A fall
together when cut
jump green you
From your list, call out a word. If the child has it they put a counter on it. If not,
they don't. When they have three in a row, they call out bingo. You can use this to
teach children all sorts of things like colors, days of the week, months, names etc.
Hangman - You need: paper, pen or pencil, Dolch Word Lists and requires at
least two people to play.
Choose a word the child already knows. Make enough lines across a page for
each letter in the word to have a line. Write the alphabet across the top of the
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page. The child starts guessing what the word is letter by letter. Any letter they call
out correct, write it on its correct place on the line. Any letter wrong, cross it out on
the alphabet and begin to draw a hangman. If the child gets the word before the
hangman is completed, they win the game but if the hangman is drawn first... Make
sure the child can tell you the word at the end.
What's next? - You need: paper, pen or pencil, Dolch Word Lists and at least
two people to play.
This is like Hangman, except the letters must be guessed in order. Set the
game up the same, but add two columns: Could be and Couldn't be. Give the child
the first letter and tell them to guess the next. If their guess is a sensible one, e.g.
the first letter is t and they guess the next as o, but it is not right, put the guess in the
Could be column and then go on without penalty. If the guess is not sensible, e.g.
tz, then put the guess in the Couldn't be column and penalize by starting to draw the
hangman. Of course, if the guess is right, write it on the line. The game is won
the same way. The advantage of this game over Hangman is that it teaches the
children about letter combinations. If you keep a chart of the Couldn't be
combinations, they will learn that no way can they spell a word with tz, not in
English anyway. Of course, this will change depending upon the language you want
the children to learn.
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Tongue Twister - You need: paper and pen or pencil and requires two people
initially. Make a list of words starting with one letter. Then have the children make
up sentences using the letter. The sentences have to follow the correct structure (e.g.
noun, verb, capital at beginning, full stop at end) but can be as silly as they want. For
example, from a list for P, you could make: Peter Piper pecked plenty pickled
pepper. Have them make up as many as they can then display them. Turn them into
a book. Make a poster out of them. Have the children read them to others.
Sequencing Sentences - You need: paper, pencil or pen, scissors, glue and
requires at least one person.
From a story the children know well or even from their tongue twisters, write
out a sentence then cut the sentence up so the words are separated. Give to your
child, have them reorder it, glue it on a page then draw a picture to show they know
what the sentence says. If you have them prepared, you can give it to them on a
rainy day. You can do the same with words, cutting each letter out, or with the
illustrations from a book which they have to put in order.
Café students participate in activities to boost Language Skills.
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Chapter Three:
Developing Good Reading Habits
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SIGHT WORDS___________________________________________________
Edward W. Dolch developed a list of 220 sight words that are found in 50%
to 75% or more of all children's books including text books. Dolch also developed a
list of 95 commonly used nouns which should be recognized on sight. The Dolch
words need to be recognized on sight, i.e. instantly, for reading to progress smoothly.
Many of these words cannot be sounded out by decoding rules. Many of them can't
be represented by pictures, for example: if, do, am, for, as, so, be. They are service
words which give meaning and direction, e.g. here, there, now, then, on, at, in, over,
today.
Before children finish first grade, they should be able to read all of the Dolch
sight words and the commonly used nouns. The lists represent frequency of use in
books on different grade levels.
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36
the
to
and
he
a
I
you
it
of
in
was
said
his
that
she
for
on
they
but
had
at
him
with
up
all
look
is
her
there
some
out
as
be
have
go
we
am
then
little
down
do
can
could
when
did
what
so
see
not
were
get
them
like
one
this
my
would
me
will
yes
big
went
are
come
if
now
long
no
came
ask
very
an
over
your
its
ride
into
just
blue
red
from
good
any
about
around
want
don't
how
know
right
put
too
got
take
where
every
pretty
jump
green
four
Dolch Sight Words

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away
old
by
their
here
saw
call
after
well
think
ran
let
help
make
going
sleep
brown
yellow
five
six
walk
two
or
before
eat
again
play
who
been
may
stop
off
never
seven
eight
cold
today
fly
myself
round
tell
much
keep
give
work
first
try
new
must
start
black
white
ten
does
bring
goes
write
always
drink
once
soon
made
run
gave
open
has
find
only
us
three
our
better
hold
buy
funny
warm
ate
full
those
done
Dolch Sight Words

use
fast
say
light
pick
hurt
pull
cut
kind
both
sit
which
fall
carry
small
under
read
why
own
found
wash
show
hot
because
far
live
draw
clean
grow
best
upon
these
sing
together
please
thank
wish
many
shall
laugh
Dolch Sight Words
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PUZZLES
Puzzles are a great way to get children to familiarize themselves with language
and words. Puzzle books, newspaper puzzles and Scrabble provide great practice.
Create your own puzzles from the Dolch’s Sight Word lists.
GRADE 1
Words are from left to right, or top to bottom,
or diagonally from upper left to lower right.
E v h o k w h c o u
P u h i s k a n h l
H a c e o l c e o n
P t u f r o m w h n
O c n e v e p u t a
K n o w f r u m u t
C o n l u l w d u t
W a c t d k n h o d
E v e r y o y a e l
K u c o u l d f r n
an
could
every
from
her
his
know
old
once
put
when
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GRADE 2
Words are from left to right, or top to bottom,
or diagonally from upper left to lower right.
T u l d e T h e s e
I h f t h O i s i y
V e o f f R i y v t
G i t s d e b o e h
F o s y e n y u r a
F w o u l d v o y r
M b o s p e b u w d
A a d y b o t h f f
D a n s e r n e r y
E f f y w u o d l s
both
buy
its
made
many
off
or
these
those
upon
very
would
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GRADE 3+
Words are from left to right, or top to bottom,
or diagonally from upper left to lower right.
w A r m g e s l y n o i
l S e v e t t e r l i x
t S h o w h a r v k o w
s L l x w n r y t e n l
r N l e o n t c o a n l
m S h a o w t k d w r k
p I c k o c k r a i s k
c X a w n s m i y x h c
s M a l l a r t k p a i
t N e v y r h w o n l y
c N l y t o d a h w l y
r C k y t o g e t h e r
only
own
pick
seven
shall
show
six
small
start
ten
today
together
try
warm
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GRADE 4+
This puzzle consists of school related items
O C W B W C B P R M Q M E L L
R S R E A D I N G C Y H H S T
M P E N V E L O P E S H T E F
O B P I M S K S E D T M A D X
J F O L D E R S N U U U M A W
O S R A T U S O C T D G H R S
F N T A R E T W I I E B C G T
K E C T C D U S L T N P N N A
C P A E Y H I B L T T E U I P
H A R A S R E K R A M T P L L
J P D C V U V I M L I Z E L E
T E S H J Y E K L A H C L E R
L R I E N G L I S H P H O P V
P D B R F R K H S P T W H S Y
H D E U R C U E C N E I C S C
ATTITUDE
ENVELOPES
PENS
SPELLING
READING
BOARD
FOLDERS
PE
STAPLER
RECESS
CHALK
GRADES
PENCIL
SCIENCE
STUDENT
DESKS
MATH
PAPER
PENS
TEACHER
ENGLISH
MARKERS
HOLE PUNCH
SOCIAL STUDIES
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Chapter Four:
Quick Tips and Activities
RECOMMENDED TIPS AND ACTIVITIES____________________________
What Not to Say to Emerging Readers
Amy Mascott of PBS Parents gives the following advice:
Reading can be very difficult, and anyone who tells you otherwise is not
telling the truth. Reading has so many components—decoding the words, reading
fluently (aloud or silently), understanding the text—no wonder it takes a few years
for kids to get it all together.
Through the whole, sometimes long and painful process, it's easy for parents
to become impatient with emerging readers. We want our children to feel
comfortable and successful when they read, and to love reading. So when kids
struggle to sound out every word on a page, insist on reading books that aren't the
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"right fit" or read a whole page fluently but are unable to recall what they've just
read, it's frustrating.
Don't get discouraged! We've listed common mistakes that some parents make,
along with better ways to support your early reader. Here's hoping it leads to
relaxing read-alouds and stronger readers:
• Do not say, "Stop. Reread this line correctly." If the mistake didn't interfere
with the meaning of the text (for example, if it was "a" for "the" or "fine" for
"fun"), let it go.
• Do not interrupt your child reading. Ever. You want your child to be
comfortable reading. If necessary, make the correction when you read it the
next time.
• Do not say, "C'mon, speed up. You have to read a little faster!" Or "Slow
down, you're zipping through this!" Instead, model appropriate pacing and
fluency. Fluency or reading with appropriate speed, pacing and intonation is
something that is best taught through parent or teacher modeling and tons of
practice. Fluent reading sounds like conversation or natural speaking, and it's
something that has to be learned.
44

• To help your child gain fluency, grab a level-appropriate book to read over
and over again. Begin by having your child read the entire book from cover
to cover. On the second day, have your child read the entire book again.
Then echo read—read a paragraph or a page, then have your child repeat
what you've just read. You may also want your child to track what you're
reading with her finger. On the third day, read the book the first time, and
then read together in unison—this helps your child to learn pacing. On the
fourth day, read the book first and then have your child read it by herself.
Day five is all about showing off your child's skills! Have her read the book
again by herself to practice. Then it's time to videotape or Skype faraway
friends and relatives.
• Do not laugh. Think about something serious and ugly and breathe deeply
until you regain composure. If you can laugh together, that's okay—most
likely if your kid reads aloud "butt," she'll break out into hysterics and you
will too. But if she's working hard and trying her best while making a
mistake that tickles your funny bone, then just move on.
• Do not say, "You know this." Help break it down for her by asking her if she
recognizes parts of the word. Most likely she will recognize the "b" or "at"
part of "bat" or the "th" or "ick" part of "thick." If she can pick up either part,
help her put the parts together: "You got it! That does say 'ick.' Now let's put
45

the first part, 'th,' together with 'ick': th-ick. Thick!" Then put that word into
the sentence and give her a high-five for getting through it.
• Do not say, "You're wrong. That says, (insert correct word)." Instead, say
nothing. As hard as that may be, remain silent. Unless it's a mistake that
interferes with the meaning of the text, let it go. If every time your child gets
stuck, she looks to you for the word, she'll never get to practice decoding
skills.
If, however, she made a mistake that alters the meaning, at the end of the
page, ask your child to reread the passage carefully. If she reads it
incorrectly again, ask her to look at the pictures to help her decode the word
or ask her if what she read makes sense. If she still misses the error, ask her
to point out the tricky section. If she doesn't know where it is, point it out.
Once you resume reading, ask her on a page she reads correctly if she was
correct. This isn't to annoy your child; it's to help her become a better selfmonitor.
As self-monitors, we're constantly checking and rechecking to
make sure that what we read made sense.
46

As parents, it's important to make our children feel comfortable reading with
us—and to want to read with us—at home. They need the practice, and they need
to know that reading with Mom and Dad is safe, natural and enjoyable.
(www.pbs.org)
Greatschools.org recommends the below activities geared to build your child's
language and reading skills at home.
Labels
At home, put labels on objects in the house, such as a table and the bed in your
child's bedroom. This will build your child's word recognition and help her associate
letters and sounds with words.
Subscribe to a Magazine
Get your child a subscription to an age-appropriate magazine such as
Nickelodeon, Ladybug or Highlights. His name on the address label is a personalized
invitation to read.
47

Make Reading an Outdoor Adventure
Take it outside! Read aloud to your child on the front porch, in the backyard,
at the park or beach. You can take turns reading. Model reading smoothly and with
expression.
Home Library
Encourage reading at home by creating a sitting area with a book case and
books at your child's reading level and interest. Organize the books into categories,
such as adventure books and books about animals.
Rhyme Away
Rhymes can be a creative way to boost your child's reading skills. Rhyming
helps him become familiar with the sounds, patterns and structures of written and
spoken language. Make story time fun by reading rhyming books and nursery
rhymes with your child, and have him point out the rhyming words.
Model Dictionary
When reading a book aloud to your child, model the good habit of looking up
unfamiliar words in a dictionary. Encourage your child to do the same when she is
reading on her own.
48

Hands-On Writing
Have your child form words using letters made of different materials such as
clay, Play-Doh, cookie dough, shaving cream, etc.
Sharing Books
Read books about sharing. Discuss the story line with your child, and
encourage her to make everyday connections to the characters.
Café students actively participate in reading session
49

Reading and
Following Instructions
Gives a Joyful End Result.
Café students participate in activities to aid their language and reading skills.
50

Chapter Five:
Time for School
EVALUATING AND CHOOSING THE RIGHT SCHOOL___________________________
Whether you are choosing a school for the first time for your child or your
child is making the transition to a new school, you probably have many questions.
What are your options? How much choice do you really have? What's the best
option for your child and your family? Where should you begin?
School choice options available to parents have increased dramatically in
recent years. There's a growing national sentiment that promoting competition in
public education may spur schools to improve and that parents who invest energy in
choosing a school will continue to be involved in their child's education.
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Where to begin
Think about your child's needs and your family's needs. Consider the
personality of your child. A quiet child might fare better in a smaller school or a
school with small class size. If you have a budding musician or scientist, you'll want
to look for a school that has programs in these areas. Is it important to you that your
school be close to home or your place of work? Or will you need a school with before
and after-school care?
Neighborhood schools
Generally, your first option is your neighborhood school. Each public school
district sets up its own rules and boundaries for each school in the district, so it is
best to check with your local district to find out which school your child will be
assigned to, and what the rules are for attending charter schools, magnet schools, or
other schools within or outside your local district.
Charter schools
One of the most significant changes in public education in recent years has
been the growth of the charter school movement. Charter schools are public schools
that are liberated from some of the traditional school regulations required by the
state. These schools are bound by charter agreements granted by local school boards.
52

If they don't meet the requirements of their charter, they can be shut down. Charter
school enrollment is voluntary and is not governed by neighborhood boundaries,
which means your child can choose to attend any charter school within your district,
or outside your district, so long as there is space available. Schools that are in high
demand usually have a lottery to determine who will be eligible to attend.
Magnet schools
Magnet schools are another option offered by many school districts. Magnet
schools generally have a particular focus, such as art or technology, or follow a
different structural organization, such as mixing different grade levels within one
classroom, or operating on a year-round schedule. Magnet schools are not governed
by neighborhood boundaries; they draw students from throughout the school district
and must accept students on a nondiscriminatory basis.
Transfer school
School districts generally set their own policies for intra-district transfers
(from one school in the district to another) and inter-district transfers (to a school
outside the district). Preferences are often given to children whose child care
provider is near a particular school, or whose parents work in the city where the
school is located. Most school districts have an appeals process if your request is
53

denied. Space limitations often make transfers difficult, and each district's process
has its own regulations, so be sure to check with your local district for specific
requirements.
Alternative schools
These are generally schools whose educational philosophies are different from
traditional programs. Typically, alternative schools have small classes, a social and
emotional development curriculum and a self-paced academic curriculum. This title
is used officially as well as informally to describe a wide range of schools, so it's
important to ask specific schools why they are classified as "alternative."
Private schools
Private schools are schools that do not receive funding from the state. They
set up their own criteria for admission. Families of the students pay tuition or, in
some cases, students receive scholarships to attend. The teachers, principal, board of
directors (and sometimes the parents and students) decide upon curriculum, teaching
methodology and enrollment requirements. Private schools are not required to hire
credentialed teachers.
Homeschooling
54

Another option is for parents to teach their children at home instead of sending
them to a public or private school. Each state has different laws governing
homeschooling. Many communities have organizations that assist homeschooling
families with curriculum and opportunities to meet other homeschoolers.
Café students on field trip
55

Café students on field trip
Chapter Six:
The Ideal Fit
56

SORTING OUT YOUR CHILD’S UNIQUE NEEDS_____________________
Children vary in so many ways! Your child is like no other, yet possesses so
many qualities in common with others. Like a star that twinkles a little differently
with each view, your child may seem to be many different people combined into
one. Through the still unknown recipe of genes and upbringing, your child is a
unique concoction of capabilities, wants, needs and motives.
Indeed, children's bodies, minds, emotions and spirits combine to make
unique individuals. This mix affects the kind of environment in which each child
learns best. As a parent, you probably have some sense of this. But many of us feel
at a loss to understand and respond to our own children's capabilities, needs and
personalities, even in our daily parenting, much less for school.
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Finding the Best Fit
The burning question for you now is this: which qualities, in their unique
combination within your child, really matters for choosing a school? Which of your
child's features will help him/her learn and feel better in some schools - with certain
teachers, peers, materials, and expected ways of learning - and worse in others?
Which of your child's strengths and weaknesses can be addressed at school, and
which can be developed at home? When your child's and family's needs fit well with
what your child's school offers, we call it a "Great Fit."
Focus on the Four Factors
Fortunately, we can focus on a limited number of characteristics that affect how
well children fare in different kinds of school environments. We developed this
targeted list by scanning the research about child development and by talking with
parents of many different kinds of children about their children's needs. From all of
that information, we organized the many characteristics of children into four easyto-grasp
categories: the four Fit Factors. These Fit Factors are simply a way of
sorting out your child's (and later, your family's) many features in a way useful for
identifying your school needs. The four Fit Factors for children include:
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• What Your Child Learns: These are aspects of your child that affect what
subjects and at what level of difficulty your child should be taught at school.
These include your child's Basic Learning Capability, other capabilities, and
interests.
• How Your Child Learns: These are aspects of your child that affect how a
school should teach and interact with your child both in and outside of the
classroom. These include your child's learning styles, motivation, physical
and mental health challenges, behavior challenges, learning disabilities and
disorders, and self-understanding.
• Social Issues: This includes the need for social contact with particular friends
from the child's perspective.
• Practical Matters: This includes essential extracurricular activities that may
be compelling choice factors for some children.
Prioritizing Your Child's Needs
The four Fit Factors help you by taking the jumble of characteristics that
define your child and funneling them down into a manageable set. Not every Fit
Factor characteristic is important for matching every child to the right school. You'll
need to decide which ones are really important for your child. Most children will
have only a small number of characteristics that are top priorities for selecting a
59

school. Identify these, and you can focus on finding a truly Great Fit school for your
child's top needs. Add to this, key questions about your family's top needs and school
academic quality, and you will be ready to pick a great school that fits.
60

APPENDIX I
Guidelines for a Fair
Opportunity in
School
ACHIEVEMENT GAP____________________________________________________________
Some experts feel that diverse schools experience an “achievement gap,"
which means that some groups of students achieve at a much higher level than other
groups, especially on standardized tests. It is common to see persistent patterns of
underachievement for lower-income, African American and Hispanic students on
standardized test scores. As these tests increasingly serve as gatekeepers to a child’s
academic potential, schools are being asked to close this gap and to help all children
reach high standards.
If your school has disparities in outcomes between groups of students, or if
you are considering enrolling your child in a school with this kind of achievement
61

gap, you should look into why this gap exists and what the school is doing to
eliminate it. Schools need to create an environment where all children feel valued
and all children are learning to high standards. To find out if your school is equitable,
schedule a school visit to meet with the principal and observe some classes. Victoria
Thorp of GreatSchools.org recommends:
Meet With the Principal:
Questions to Ask about Equity
Here are some questions to ask the principal that will help you assess the school’s
commitment to helping all children reach high standards:
• Ask: How are students achieving in the school now? Are there any groups of
students that are scoring below others on standardized tests? If so, what is the
school doing to address this challenge? Listen for: Exact achievement data
for each group of students in the school; specific strategies the school is using
(curricular programs, interventions, etc.) to raise the achievement of low
performing students; and concrete, measurable school goals for improving test
scores.
• Ask: How do the teachers hold all children to high expectations and measure
progress to ensure that all students are learning? Listen for: Concrete
62

examples of assessments that teachers use to gauge student learning and ways
that teachers analyze this assessment data to make sure all students are on
track.
• Ask: How is the school working to close the achievement gap? Are teachers
using any new curriculum or instruction? Are they offering extra academic
support for students? Listen for: Specific actions the school is taking to raise
achievement for low performing students. Potential actions include:
Implementing new teaching strategies that have been proven successful in
other schools and providing additional academic support for students, during
the school day and after school. Ask how many children take advantage of
these resources and how parents are notified about this extra help.
• Ask: Do all students have equal access to the most challenging classes or are
lower-achieving students grouped in remedial programs? Listen for:
Evidence that all students have access to high-level courses and enriched
curriculum and the school discourages permanent "ability grouping" and
remedial programs. If you’re not sure, ask to see the demographics of the
students in accelerated courses vs. remedial courses.
Walk Around the School:
Look for Signs of Equity
63

Take a walk around the school, visiting classrooms and observing the
surroundings. As you walk, keep an eye out for the some of the following signs that
this school is striving to be equitable for all students:
• Teachers using a variety of instructional strategies, including cooperative
learning and directed lessons to meet the learning needs of the students. Watch
to see if students look engaged in the lessons and if the purpose of the lesson
is clear.
• Artwork and decorations, both in the hallways and in classrooms, that value
and affirm the culture, language and backgrounds of the students
• Evidence that the school makes an effort to communicate with parents through
their home language and encourages parents of all ethnic and cultural groups
to participate in the school
• Accommodations for students with physical handicaps to access all parts of
the school
In the end, remember that it may take years for a school to reverse historical
trends of underachievement and inequity. The key is to look and listen for evidence
that the school is aware of its challenges and is working actively to raise the
achievement of all students.
64

High Tech
Intervention:
HELP FOR PARENTS AND TEACHERS_______________________________________
Computers versus Books
Some students prefer to play on the computer than read a book. The good
news for teachers and parents is that there are online books and games that help
students practice reading and improve reading skills. Websites such as Magic Keys
provide full color illustrations and stories online for young children to read. The
Global Classroom is an online site that has an array of reading skill games and
activities. Parents can use the website to find the skill they want to work on while
students get to choose games using synonyms and antonyms or activities making
compound words. When students choose an activity, they are taken to another
screen to play the game and practice the skill. Some children will be motivated to
practice reading skills more when they are in a game form, and this motivation will
help to improve reading.
65

Audio Books
Many people feel that using audio books with children is a form of cheating.
But adults can use them with a hard copy of the book to improve reading fluency,
vocabulary, inference skills, and comprehension. Even if no copy of the book is
available, students can discuss characterization, story events, predictions, and story
elements. Many children love to be read to, even if they don't enjoy reading
themselves. These students will benefit from audio books in the classroom and at
home. A teacher can choose an audio book and set up a listening center in the
classroom. She can provide a few copies of the book for children to follow along
with the narrator. If your children are reluctant to read or reading books below
grade level, check out some grade-level audio books and start exposing them to
more difficult texts this way. Students can even listen to books or chapters from
books several times and practice reading out loud with the narrator on the CD.
Burst Intervention
Based on the statistics that 67% of US adults think public schools in the
country are in crisis, and 90% think it is possible to make changes in public schools
that will dramatically improve student performance, Time Magazine, wrote an
article in 2010 called: What makes a good school great? It featured, Burst ® :
Reading Early Literacy Intervention program (September 20, 2010).
66

What is Burst:Reading?
Burst: Reading is an early literacy intervention for students in grades K-3.
The program stays up all night to help you differentiate instruction and teach
exactly what students need, precisely when they need it.
What Does Burst:Reading Do?
Burst:Reading helps teachers continuously synchronize reading intervention
with students’ changing needs. The technology analyzes thousands of data points to
group students with similar needs and aligns instruction to those needs every 10 days
for a complete solution to early literacy intervention.
Burst:Reading provides clear analysis and recommendations for high-quality
reading instruction designed to develop skills with increasing difficulty until
students master them. This makes it easier for teachers to differentiate instruction
that builds a foundation for students to read with comprehension. Teachers deliver
this differentiated instruction in 30-minute interactive lessons that keep students
engaged, inspired, and ready to learn.
67

Café students participate in interactive computerized lessons.
68

Library Tips:
Ideas for Using Your Local Library
If you don't already have a library card, apply for one so that you can check
out books and magazines. Some libraries will even let you check out toys, videos,
and tapes.
Visit the local public library with your children. Be a good role model by
checking out books you would enjoy reading. When you get home, set aside a
special time to read with your children.
Let your children pick out books to take home, read, and return during the next
visit. Start when they're young! Take toddlers and preschoolers to the library so that
they can choose books to read and borrow. Keep this up when they're school-aged.
69

Help your children get their own library cards. Young children can learn to
write their names and feel proud that they have their own cards to borrow books
from the library.
Find out the days and times of special activities or story hours for
children. Mark the dates on your calendar so you will remember to attend.
Look for books that are age-appropriate. Even babies and toddlers enjoy
picture books, especially sturdy board books or books made out of cloth. If you need
help choosing age-appropriate books, ask a librarian to help you find just the right
books!
Find a book on tape and a tape player that can be checked out. Plan a special
time to enjoy listening to the tape together. If you have your own tape recorder, you
can record yourself reading the library books so your children can enjoy them later.
Try to find books about a variety of holidays and traditions that are written
for children. Find out if there are any special displays or activities planned for
children each month that you could attend with your children.
70

Find a quiet corner, where you and your children can look at books your
children choose.
Stories about your children's own history or culture are worth seeking
out. You can ask your local librarian to help you pick out books that have pictures
and stories about people with the same ethnic background as your children. You
can also share books about different ethnic backgrounds.
Find out about your library's special books and services. Read-Aloud days can
be fun for everyone.
71

Café Participants
Enjoy
A few
Good
Books
Resources for
Parents:
72

(1) The Parents' Guide to Learning & Study Skills
This Parents' Guide developed by hm Group and co-sponsored by the National
Association of Elementary School Principals (NAESP) contains suggestions to
reinforce study/learning skills at home. It is a resource for schools to involve parents
in a partnership to teach their children responsibility and independence in learning -
- Available in English and Spanish.
Contact Scarecrow Press, Phone # 1-800-462-6420
E-mail: custservr1@rowman.com
(2) Elementary Students Standardize Tests Manual
This Manual was developed by the Department of Research, Assessment and
Quality Reviews, for the Chicago Public Schools it contains test taking insights and
73

strategies that can prove beneficial for students in any school system. The Manual
is in pdf format and can be downloaded and used for educational purposes only.
Access this info at:
http://intranet.cps.k12.il.us/Assessments/Preparation/preparation.html
(3)Websites, Publications and Recommended Reading
(a) Websites and Publications:
http://www.ed.gov/pubs/parents/
http://www.child-reading-tips.com/
http://www.familyeducation.com/home/
http://www.geocities.com/Athens/Acropolis/7085/ (really good info)
http://www.familyedge.com/cgi-bin/kidsedge/scripts/familyedge/index.jsp
http://www.escore.com/index2.html
Edward W. Dolch books:
http://www.gate.net/~labooks/xDolchtext.html#Edward W. Dolch
Betsy B. Lee:
http://www.gate.net/~labooks/xDolchtext.html#Betsy Lee
Carol Marinovich:
http://www.gate.net/~labooks/xDolchtext.html#Carol
http://www.literatureforliterature.ecsd.net/
(b) Recommended Reading
74

Free and low-cost ways to expand your children's literacy
activities. The following are the recommendations of the American
Literary Council. These organizations publish book lists, brochures,
guides, and periodicals to help you learn more about promoting
children's literacy and selecting quality children's books.
U.S. Department of Education
600 Independence Avenue, S.W.
Washington, D.C 20202-0100
1-800-USA-LEARN
(Ask for free READ*WRITE*NOW kit
and Learning To Read)
American Library Association/Association
for Library Service to Children
50 East Huron Street
Chicago, Illinois 60611
1-800-545-2433
Children's Book Council
568 Broadway
Suite 404
New York, New York 10012
1-800-999-2160
The Horn Book, Inc.
11 Beacon Street
Suite 1000
Boston, Massachusetts 02108
1-800-325-1170
International Reading Association
Post Office Box 8139
Newark, Delaware 19714-8139
1-800-336-READ
75

Reading Is Fundamental
Smithsonian Institution
600 Maryland Avenue, SW Suite 600
Washington, D.C. 20024
1-202-287-3220
mail.
Companies that sell children's books by
Call or write all of them to get their free
catalogs.
Barnes & Noble Booksellers
1 Pond Road
Lockleigh, New Jersey 07647
1-800-843-2665
Bilingual Books for Kids /
Multi-Cultural Connections
Post Office Box 653
Ardsley, NY 10502-0653
1-800-385-1020
Chinaberry Books
2780 Via Orange Way, Suite B
Spring Valley, California 91978
1-800-776-2242
Daedalus Books
Post Office Box 9132
Hyattsville, Maryland 20781
1-800-395-2665
76

Demco / Kids & Things
Post Office Box 7488
Madison, Wisconsin 53707-7488
1-800-243-0464
(Ask for Kids & Things Catalog and
Library & Reading Promotions Catalog)
Dover Publications
31 East 2nd Street
Mineola, New York 11501
1-516-294-7000
Free Spirit Publishing
400 First Avenue North, Suite 616
Minneapolis, MN 55401-1724
1-800-735-7323
Gryphon House
Post Office Box 207
Beltsville, Maryland 20704
1-800-638-0928
(Ask for Early Childhood Book Collection)
Modern Curriculum Press
Post Office Box 2649
Columbus, Ohio 43216
1-800-321-3106
77

Rising Star
11216 Eastborough Court
Richmond, Virginia 23233
1-800-258-2620
Scholastic, Inc.
2931 East McCarty Street
Jefferson City, Missouri 65101
1-800-724-6527
(Ask for 250-page supplement Catalog)
78

CHILDREN LITERACY LINKS
The School Bell – Great ideas from a retired school teacher
http://www.theschoolbell.com
The School Bell – Great ideas from a retired school teacher
http://www.theschoolbell.com
Buddy, The Bearded Collie – Fun for kids
http://www.skylinc.net/users/scarfone/buddy.htm
Kids Pub – Books, Stories, Contests and Publishing by Kids
http://www.kidpub.com
Digital Librarian - Comprehensive Site List
http://www.digital-librarian.com
Child First – Learning tools for all ages
http://www.child-1st.com
The Kids - Commercial Kids' site
http://www.thekids.com
79

80

APPENDIX II
Bonus Resources:
Continuing Education
Parents and Adult Caregivers
(1) Suggested Websites:
U.S. Department of Education
http://www.ed.gov/finaid
Free Application for Federal Student Aid (FAFSA)
http://www.fafsa.gov/
Bureau of Educational and Cultural Affairs
http://exchanges.state.gov/
College Scholarships
http://www.Collegescholarships.org
College is Possible
http://www.collegeispossible.org/
81

Fastweb
http://www.fastweb.com/
Financial Aid
http://www.finaid.org/
Free Scholarship Search & Information Service
http://www.freschinfo.com/
Gates Millennium Scholars
http://www.gmsp.org/
Hispanic Association of Colleges and Universities
http://www.hacu.net/
Hispanic Heritage Foundation
http://www.hispanicheritage.org/
Hispanic College Fund
http://www.hispanicfund.org/
Latino College Dollars
http://www.latinocollegedollars.org/directory.htm
Mexican American Legal Defense and Education Fund
http://maldef.org/leadership/scholarships/general/
(2) Suggested Books:
College Board Scholarship Handbook
By: The College Board
Scholarship Book
By: Daniel J. Cassidy
82

Scholarships, Grants & Prizes
By: Peterson’s
Hispanic Scholarship Directory
By: WPR Publishing
Cash for Grad School
By: Phillip C. McKee and Cynthia Ruiz McKee
Dan Cassidy’s Worldwide Graduate Scholarship Directory (5th Ed)
By: Daniel J. Cassidy
How to go to College Almost for Free
By: Ben Kaplan
Money –Winning Scholarship Essay and Interviews
By: Gen S. Tanabe and Kelly Y. Tanabe
Peterson’s Grants for Graduate & Post Doctoral Study (5th Edition)
By: Peterson’s
Scholarship Scouting Report
By: Ben Kaplan
83

84

End Notes
Introduction:
Words taken from song by Slinger Francisco, better known in the Calypso world as
“Mighty Sparrow.”
Chapter 1:
1. National Institute of Child Health and Human Development
2. Becoming a Nation of Readers: What Parents Can Do, Binkley, Marilyn R.,
(1988).U.S. Department of Education, Washington, DC.
3. Gifted Hands: The Ben Carson Story by Ben Carson and Cecil Murphey
(Paperback - Dec 8, 1996)
Chapter 2-6
Edward W. Dolch Word Lists by Brentwood School Project 2004-2005
Helping your child get ready for school: with activities for children from birth
through age 5, By Nancy Paulu, Wilma P. Green and Annie Lunsford (Paperback -
1992)
Childhood & Society by Erik Homburger Erikson (1902-1994), W. W. Norton &
Company; 0002- edition (September 17, 1993)
Readiness: Children and Their Schools, in ERIC Review, Volume 2, Issue 1. Katz,
Dr. Lilian G., (1992). U.S. Department of Education
Strengthening Parental Contributions to School Readiness and Early School
Learning by Powell, Douglas R., (1991). Pages 1-12
Helping your child get ready for school: with activities for children from birth
through age 5, By Nancy Paulu, Wilma P. Green and Annie Lunsford (Paperback -
1992)
85

1000 Instant Words: The Most Common Words for Teaching Reading, Writing and
Spelling by Edward Fry (Paperback 2004)
http://intranet.cps.k12.il.us
http://www.greatschools.org by Victoria Thorpe
http://www.pbs.org/parents/education/reading-language/reading-tips
http://www.kidsource.com
http://www.theschoolbell.com by Kathy Kursky
http://www.wirelessgeneration.com/curriculum-instruction/burst-reading/how-itworks
American Literacy Council
U.S. Department of Education
Institute of Education Sciences
National Association of Elementary School Principals (NAESP)
Photos of CAC program participants
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About the Author
Marilyn I. James is Executive Director of Children & Charity
International, a 501(c)(3) organization that works with educational
institutions, faith-based and community organizations in the USA and
internationally, to educate, feed, and provide health-care support to
underserved children. Marilyn holds degrees and certification in
education, community and business studies from the American
University and other institutions. Mrs. James has a teaching background
and over 30 years of experience in the private and business sectors in the
areas of leadership training, professional development,
and grants solicitation.
As Executive Director of Children & Charity International, her focus is community outreach, education of
children, youth and families in the Washington DC Area and humanitarian and charitable aid to poor and
underrepresented people in the United States and abroad. Mrs. James served as volunteer Outreach and
NASA SEMAA Family Café Coordinator at the Science and Engineering Center, University of the District
of Columbia, where she coordinated outreach activities for program participants, and provided
organizational development and program planning for community groups and churches. An advocate for
education and humanitarian enrichment, Mrs. James liaisons with government and funding agencies on
behalf of pre-college programs, community outreach and development.
~~~~~~~~~~~~~~~~~
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98

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This Handbook was developed by the Family Café of Children & Charity International (CAC). It
is designed to alleviate fear, and encourage parents and caregivers to take an active part in their
children’s academic and social development.
This book provides lots of helpful information and insights for parents.
B. Knowles, Café Parent
~~~~~
A book worth reading! It is simple to understand and gives much needed information.
S. Sinclair, Educator
CAC Publishing.
Washington, DC
www.childrenandcharity.org
100