Story Transcript
T h e Lite r acy Conn ection a t H ome P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System
Tran si t i o n t o Kin dergarten The transition from home or preschool/child care to the formal school environment in kindergarten is a big step for young children and their families. Children and their families may approach this change with a mixture of excitement and worry. It is important for parents to consider the feelings and attitudes projected to children. Family members should use positive statements when talking about kindergarten with their children. Children should be able to voice their anxiety and concerns. When families have had opportunities to visit the new school in the spring as well as over the summer, it gives entering kindergarteners a feeling of familiarity with their new setting. Teachers and administrators in the early childhood program should encourage parents to attend any events planned for them at the elementary school, such as orientation, spring and summer picnics, library hours, and visits to the playground. Families should also be encouraged to point out to their children what will be the same, as well as what changes they will encounter in their new school environment. They will need to think about changes in meals, transportation, and before- and after-school care for their rising kindergartener. Children will feel more secure if these things are planned well in advance of the first day of school. A school year routine should begin a few weeks before the actual beginning of school. Adults in the family can help their child generate a list of questions about kindergarten. The questions can usually be answered by school personnel or other parents. Careful consideration of this big change can make a difference in the way a child approaches kindergarten – hopefully calmly and with confidence. Summer schedules often create opportunities for some families to extend a child’s television time. This session will explore more healthy uses of a child’s time based on the following research from the American Academy of Pediatrics Position on Television: Tra nsitio n to K in d e rg a rte n • P rese nte r Info rm atio n • 1
“The first two years of life are especially important in the growth and development of your child's brain. During this time, children need good, positive interaction with other children and adults to develop good language and social skills. Learning to talk and play with others is far more important than watching television. Until more research is done about the effects of TV on very young children, the American Academy of Pediatrics (AAP) does not recommend television for children younger than two years of age. For older children, the AAP recommends no more than one to two hours per day of quality screen time. Visit www.aap.org/family/tv1.htm for more information.
Adaptations for Families with Children that are English Language Learners (ELL) Many parents and children from around the world have had different school experiences. They will use these experiences as the only information they possess when they enter a new school system. •
Take the time to find out what the families and children used to do in their native country and how much they already know about your school system. Share with them any necessary information about the new school system.
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Explain the expectations and necessary information for teacher-child interaction, parent involvement, and teacher-parent communication.
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Explain in detail the Federal and State Educational Systems. This could be the first time families will hear about it!
Tips for Supporting Families with Children with Special Needs As children enter a new kindergarten classroom, there will be many routines and faces. Often there will be opportunities to visit the classroom at the beginning of the school year on a staggered schedule. Some supports families can add to help there child make a good transition to the new kindergarten class are:
Tra nsitio n to K in d e rg a rte n • P rese nte r Info rm atio n • 2
•
Request to visit the classroom before the class starts to take pictures of the teacher, teacher assistant, principal, cafeteria staff, bus drivers and aides. If possible also take pictures of the classroom centers, bathroom, hallway, and bus. Use a small photo album to assemble the labeled pictures to familiarize your child with the new people and environment. When school starts, the album can be a way to facilitate discussions about what happened during the day.
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When school starts, if possible, add pictures of the other children in the classroom to the photo album to help your child learn the names and faces of his classmates and as a communication tool to talk about who he or she played with during the day or perhaps like to invite for a play date outside of school.
Tra nsitio n to K in d e rg a rte n • P rese nte r Info rm atio n • 3
T h e Lite r acy Conn ection a t H ome P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System
Tran si t i o n t o Kin dergarten A G ENDA We lcom e L e a r n in g Ob je ct ives Re a d Alo u d Icebr e a ker: Preparing for Kindergarten Tra nsit io n Activitie s Tun e in to Your Ch il d 2 5 Th in gs to Do Inste a d of Watch in g TV Make a n d Take: Wrist Ribbon Cl o sin g
We lcom e 3 mi n ut es • Welcome participants. • Introduce presenters and other personnel. • Introduce the facility and cover “housekeeping,” such as location of bathrooms, telephones, and vending machines. • Establish or review existing ground rules with the participants’ input.
Learning Objectives
2 mi n ut es
:
• Families will learn concrete strategies and ideas to ease the child’s transition to kindergarten. • Families will learn about the benefit of limiting the time children watch television. • Families will learn about activities to do instead of watching TV. Re a d Alo u d
5 mi n ut es
Feature a book from the list suggested for this session, emphasizing the bookmark, “Reading and Word Sounds.” Demonstrate a model read-aloud.
Tra nsitio n to K in d e rg a rte n • Wo rksho p A g e n d a • 4
Pre p ar in g for Kin d e r g arte n
5 mi n ut es
Participants share with a partner some of the ways they have prepared their child or plan to prepare for kindergarten and report back to the whole group.
Tra nsit io n Activitie s
1 0 mi n ut es
Distribute handouts to participants. Ha n d o ut 1 • Tra nsit io n to Kin d er g a rte n Review transition tips and activities from handout. Particularly point out items that were not mentioned during the icebreaker activity.
Tun e in to Your Ch il d
1 0 -m i n ut es
Presenter Tips: • Prior to the session, make posters of the “quiz show” questions below, or write them on chart paper or a whiteboard. • Give door prizes to people who are willing to guess or who give the correct answer. Summer break is fast approaching and your children will have a lot more free time. In order for them to keep learning and using all the amazing skills they have learned this year, it is important for them to continue to be involved in activities that support their learning. This may mean limiting television watching. Now we are going to play a “quiz show” called “Tune in to Your Child!” (Answers are in bold.) 1. The US Department of Education found that children who watch more than ____ of television per day earn lower grades in school. (a) 2 hours (b) 1 hour (c) 30 minutes 2. On average, children watch about____ violent acts per year on TV. (a) 1,000 (b) 8,000 (c) 12,000 3. The average child in the US watches approximately ____ of TV daily. (a) 3-5 hours (b) 6-8 hours (c) 9 or more hours TV Turnoff Week is the last week in April. Let’s talk about some activities your children can do instead of watching television.
Tra nsitio n to K in d e rg a rte n • Wo rksho p A g e n d a • 5
2 5 Th in gs to Do Inste a d of Watch in g TV
1 0 mi n ut es
Ha n d o ut 2 • 2 5 Th in g s to Do Inste a d o f Watch in g TV Distribute handouts to participants. Presenter Tip: Presenters may want to demonstrate or describe animal and wheelbarrow walks. Let’s talk about some other activities that can be done rather than watching TV. Physical activity is more than just play. Physical activity provides many opportunities for children to develop skills and abilities that are necessary for success in school. • Wheelbarrow walking- strengthens the shoulder, arm and wrist • Animal moving like a crab, duck, slithering snake - strengthens balance, stability, and coordination • Walk to your local park and play on the monkey bars and climbing equipment - builds endur anc e and coordina tion which is i mportant for w r iting
• Play games like ‘Simon Says’ and ‘Mother May I?’ - enhanc es knowledge of positional words and r e c eptive language
• Sing actions songs like “Hokey Pokey”, “Wheels on the Bus”, “Itsy Bitsy Spider” and do the motions together. - improves oral language, gross and fine motor development
Make a n d Take – Wrist Rib b o n
1 0 mi n ut es
While singing songs and listening to music, props such as homemade instruments or wrist ribbons (like the ones we will make tonight) can keep children involved longer and encourage development of rhythm recognition and motor skills. Presenter Tip: Play or sing some children’s songs for the parents to allow them to try out the wrist ribbons with music.
Tra nsitio n to K in d e rg a rte n • Wo rksho p A g e n d a • 6
Cl o sin g
5 mi n ut es
Review main points of the workshop: • You are your child’s first and best teacher! • The time you have spent with your children in the early years and the continued activities you share with them will enable them to build skills to become more confident kindergarten students.
Encourage parents to come to the next session. Give the date, time and place. Distribute and collect evaluations.
Tra nsitio n to K in d e rg a rte n • Wo rksho p A g e n d a • 7
T h e Lite r acy Co nn ection a t H om e P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System
Tran si t i o n t o Kin dergarten S u gge s ted B o o k s Clifford’s First School Day by Norman Bridwell * David Goes To School by David Shannon * First Day by Joan Rankin Franklin Goes to School by Paulette Bourgeois * Friends at School by Rochelle Burnett If You Take a Mouse to School by Laura Numeroff * Kindergarten Kids by Ellen Senisi Look Out Kindergarten, Here I Come! by Nancy Carlson * Ricardo’s Day by George Ancona * School Bus by Donald Crews * The Seals On The Bus by Lenny Hort Tiptoe Into Kindergarten by Jacqueline Rogers Tom Goes to Kindergarten by Margaret Wild Welcome to Kindergarten by Anne Rockwell When You Go to Kindergarten by James Howe
*Available in Spanish
Tra nsitio n to K in d e rg a rte n • S u g g ested B o oks • 8
T h e Lite r acy Conn ection a t H ome P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System
Wris t R i b b o n Mater ia ls •
One elastic hair tie per participant
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Five ribbons, two foot in length each, per participant
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Three jingle bells per participant
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One quilting needle per participant
Dir e ctio n s •
Choose five ribbons.
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Loop a separate ribbon through each jingle bell. It may be necessary to use a quilting needle to pull the ribbon through the jingle bell.
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Attach a ribbon to the hair tie by folding the ribbon in half and creating a loop with one end of the ribbon. Place the folded ribbon around the hair tie and pull the ends of the ribbon through the loop end. Continue until all five ribbons are attached.
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Pull the ribbon tightly against the hair tie. You may want to tie an additional knot in order to secure the ribbon tightly to the hair tie.
Activity •
Present this wrist ribbon to your child.
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Have fun exploring body movements that move the ribbons in different ways.
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Sing songs and dance while using the ribbons.
Tra nsitio n to K in d e rg a rte n • Make a n d Take Instructio ns • Wrist Rib b o n
T h e Lite r acy Conn ection a t H ome P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System
C i n ta s para la m u ñeca de la man o Mater ia le s •
Una tira elástica para el cabello por participante
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Cinco cintas por participante
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Tres campanitas por participante
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Aguja para bordar por participante
Dir e ccio n e s •
Escoja cinco cintas
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Pase las tres cintas a través de la campanitas y amárrelas en la tira elástica, incluya las que no tienen campanitas también. . Si necesita ayuda, utilice la aguja para bordar.
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Amarre las cintas y las cintas con las campanitas a la banda elástica.
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Haga nudos adicionales para que las cintas no se salgan.
Activid a d •
Enseñe la cinta a su niño
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Deje que se divierta explorando las cintas al ponérsela en la muñeca de la mano.
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Canten canciones, y bailen mientras usan las cintas.
Tra nsitio n to K in d e rg a rte n • S p a n ish Make a n d Take Instructio ns • Wrist Rib b o n
T h e Lite r acy Conn ection a t H ome P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System
Transition to Kinderga rten To help CHILDREN transition . . . •
Vis it the s choo l. Attend an orientation and the spring carnival at the school in the spring, play on the school playground or visit the school library over the summer.
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Pra ct i ce “ cafe teria sty le ” ea ting at a local restaurant and practice opening food packages. Also, allow your child to serve himself from bowls at home.
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Shorte n your chi ld’ s n ap ti me a few weeks before school starts.
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Adju s t y our chi ld’ s s leep sche dule several weeks before school begins - remember that a child needs about ten hours of sleep each night.
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Hel p y our chi ld ch oos e a schoo l bag and label it with his or her name. Also choose a place in your home to put things each night to take to school each day.
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Tal k a bou t wha t wil l be f am il iar at kindergarten as well as what will be new.
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Add a fa mi ly ph oto to your child’s book bag.
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Be po si ti ve - your child takes cues from you.
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Write a let ter to the principal during the summer describing your child as a person (likes, dislikes) and as a learner. Describe the kind of teacher you hope he or she will have (no names, please).
To help PARENTS transition . . . •
Recogni ze th at yo u are in tran si tio n to o. Expect to feel scared and sad in addition to feeling excited about your child starting kindergarten.
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Thin k t hrough an d pl an for food, transportation, and schedule changes. (When does school begin and end? What about before- and after-school care? Where is the bus stop? How much does lunch cost?)
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Vis it the s choo l an d mee t t he tea cher. Don’t be afraid to ask if things seem confusing! Ask for a conference (by note to the teacher) as needed.
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Tal k to so meon e ab out yo ur feel ing s. School counselors often set up special times at the beginning of the year for parents with entering kindergarteners. You can check with your school system for the availability of this service.
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Get in vol ve d ! Volunteer in your child’s class, join the PTA, and volunteer in the school.
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Reme mber t ha t your a tt itu de wi ll de term i ne y our chil d’ s a tti tu de . Your positive support of school increases your child’s confidence and success.
Tra nsitio n to K in d e rg a rte n • Ha n d o ut 1 • Tra nsitio n to K in d e rg a rte n
T h e Lite r acy Conn ection a t H ome P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System
La Transición al Kinder Para ayudar a LOS NIÑOS hacer la transición al Kinder . . •
Vis ite la e s cuel a . (Participe en la orientación en la primavera o el carnaval, lleve a su niño a jugar en el patio de recreo de la escuela, o de ser posible, visite la biblioteca de la escuela en el verano.)
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Pra ct iqu e com ien do “estilo de cafetería” llevando al niño a comer en restaurantes y que practiquen abriendo la leche y el jugo. También permite a los niños servir su propio plato en la casa.
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Si su hi jo s igue t om an do un a siesta e n la ca sa, empiece a hacer el tiempo de la siesta más corta unas cuantas semanas antes de empezar la escuela.
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Ajus te el h orario de d orm ir para lo s niñ os vari a s se ma na s antes de empezar la escuela. Recuerde que los niños necesitan dormir alrededor de diez horas cada noche.
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Ayu de a su ni ño e s coger un a mo chi la y escriba su nombre en la mochila. También escoja un lugar en su hogar para guardar las cosas que su niño va a llevar a la escuela.
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Pong a un a fo to de la f am il ia en la mochila de su hijo.
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Há bl ale a cer ca de lo que va a ser conocido en kinder tanto como las cosas nuevas.
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Sea p os it iva - su hijo aprende de usted.
Para ayudar a LOS PADRES hacer la transición al Kinder . . . •
Reconoz ca que u s ted e st á en tr ansi ci ón ta mb ién . Espere sentirse asustada y triste tanto como emocionada en cuanto a su hijo empezando la escuela.
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Pien se en e l dí a ent ero, tal como la comida, el transporte y cambios en el horario. (¿Cuándo empiece la escuela? ¿Qué necesito saber acerca del cuidado de antes y después de la escuela? ¿Dónde está la parada del bus? ¿Cuánto cuesta el almuerzo?)
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Vis ite la e s cuel a y cono zca l a m aestra . Pida una conferencia de ser necesario.
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Ha ble con algu ien acerca de su s e mo cio nes. Los consejeros de la escuela usualmente dedican tiempo al comienzo del año para los padres. Chequee con su escuela acerca de este servicio.
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In vol ú crese en la e s cuel a . Sirva como voluntaria en la clase o en la Asociación de Padres y Maestros (PTA por sus siglas en inglés).
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Recu erde q ue su a cti tu d de term in ará l a acti tu d de su hi jo . Su apoyo de la escuela aumenta la confianza y el éxito de su hijo.
Tra nsitio n to K in d e rg a rte n • S p a n ish Ha n d o ut 1 • Tra ns itio n to K in d e rg a rte n
T h e Lite r acy Co nn ection a t H om e P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System
25 Things to Do Instead of Watching TV
Tra nsitio n to K in d e rg a rte n • Ha n d o ut 2 • Th in gs to Do Instea d of Watchin g TV
T h e Lite r acy Co nn ection a t H om e P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System
25 Cosa s Que Pueden Hacer en Vez de Mirar la Televisión
Tra nsitio n to K in d e rg a rte n • S p a n ish Ha n d o ut 2 • Th in gs to Do Instea d of Watchin g TV
Read aloud to your child everyday.
Read aloud to your child everyday.
Read aloud to your child everyday.
It’s the best thing a family can do to support success in reading!
It’s the best thing a family can do to support success in reading!
It’s the best thing a family can do to support success in reading!
Tips for a Great Read-Aloud Time
Tips for a Great Read-Aloud Time
Tips for a Great Read-Aloud Time
Snuggle up! Put your arm around your child. ❖
Snuggle up! Put your arm around your child. ❖
Snuggle up! Put your arm around your child. ❖
Let your child select a book. ❖
Let your child select a book. ❖
Let your child select a book. ❖
Make sure your child can see the book. ❖
Make sure your child can see the book. ❖
Make sure your child can see the book. ❖
Read slowly and with expression. ❖
Read slowly and with expression. ❖
Read slowly and with expression. ❖
Talk about the pictures. ❖
Talk about the pictures. ❖
Talk about the pictures. ❖
When finished, ask your child “What did you like best about this book?” ❖
When finished, ask your child “What did you like best about this book?” ❖
When finished, ask your child “What did you like best about this book?” ❖
Have fun! ❖
Have fun! ❖
Have fun! ❖
The next day, ask your child to tell you about the book you read last night.
The next day, ask your child to tell you about the book you read last night.
The next day, ask your child to tell you about the book you read last night.
Reading and word sounds
Reading and word sounds
Reading and word sounds
The first step in hearing word and letter sounds is developing listening skills. Speak slowly and clearly when you read to help your child hear the differing sounds. When you read books that rhyme, you have the chance to help them learn about sounds.
The first step in hearing word and letter sounds is developing listening skills. Speak slowly and clearly when you read to help your child hear the differing sounds. When you read books that rhyme, you have the chance to help them learn about sounds.
The first step in hearing word and letter sounds is developing listening skills. Speak slowly and clearly when you read to help your child hear the differing sounds. When you read books that rhyme, you have the chance to help them learn about sounds.
Rhyming:
Rhyming:
Rhyming:
• After reading a book that has rhyming words, say, “I heard a lot of rhyming words when we read that book. Let’s go back and find words that rhyme. I see “Jill” and “hill.” They end in the same sound. That makes them rhyme. What else could rhyme with Jill and hill?” (mill, till, dill) “Those are silly sounds!”
• After reading a book that has rhyming words, say, “I heard a lot of rhyming words when we read that book. Let’s go back and find words that rhyme. I see “Jill” and “hill.” They end in the same sound. That makes them rhyme. What else could rhyme with Jill and hill?” (mill, till, dill) “Those are silly sounds!”
• After reading a book that has rhyming words, say, “I heard a lot of rhyming words when we read that book. Let’s go back and find words that rhyme. I see “Jill” and “hill.” They end in the same sound. That makes them rhyme. What else could rhyme with Jill and hill?” (mill, till, dill) “Those are silly sounds!”
• If you have read a rhyming word book several times to your child, try leaving a rhyming word blank for your child to fill in, like . . .
• If you have read a rhyming word book several times to your child, try leaving a rhyming word blank for your child to fill in, like . . .
• If you have read a rhyming word book several times to your child, try leaving a rhyming word blank for your child to fill in, like . . .
Little Boy Blue, come blow your horn, the sheeps in the meadow the cow’s in the _____. Your child would fill in “corn.” You would say, “Horn and corn are rhyming words. They end with the same sound. They rhyme.”
Little Boy Blue, come blow your horn, the sheeps in the meadow the cow’s in the _____. Your child would fill in “corn.” You would say, “Horn and corn are rhyming words. They end with the same sound. They rhyme.”
Little Boy Blue, come blow your horn, the sheeps in the meadow the cow’s in the _____. Your child would fill in “corn.” You would say, “Horn and corn are rhyming words. They end with the same sound. They rhyme.”
Lea en voz alta a su niño(a) todos los días.
Lea en voz alta a su niño(a) todos los días.
Lea en voz alta a su niño(a) todos los días.
¡Este es la mejor actividad que un miembro de la familia puede hacer para apoyar el éxito en la escuela!
¡Este es la mejor actividad que un miembro de la familia puede hacer para apoyar el éxito en la escuela!
¡Este es la mejor actividad que un miembro de la familia puede hacer para apoyar el éxito en la escuela!
Consejos para que su lectura en voz alta sea exitosa.
Consejos para que su lectura en voz alta sea exitosa.
Consejos para que su lectura en voz alta sea exitosa.
Acurrúquesele, ponga su brazo alrededor de su niño(a). ❖ Deje que su niño(a) seleccione el libro. ❖ Este seguro que su niño(a) puede ver cada página del libro. ❖ Lea lentamente y con expresiones. ❖ Hable acerca de los dibujos. ❖ Cuándo termine, pregúntele “ ¿Qué fue lo que más te gusto de este libro?” ❖ ¡Diviértanse! ❖ Al día siguiente pregúntele que le cuente acerca de la historia que leyeron la noche anterior.
Acurrúquesele, ponga su brazo alrededor de su niño(a). ❖ Deje que su niño(a) seleccione el libro. ❖ Este seguro que su niño(a) puede ver cada página del libro. ❖ Lea lentamente y con expresiones. ❖ Hable acerca de los dibujos. ❖ Cuándo termine, pregúntele “ ¿Qué fue lo que más te gusto de este libro?” ❖ ¡Diviértanse! ❖ Al día siguiente pregúntele que le cuente acerca de la historia que leyeron la noche anterior.
Acurrúquesele, ponga su brazo alrededor de su niño(a). ❖ Deje que su niño(a) seleccione el libro. ❖ Este seguro que su niño(a) puede ver cada página del libro. ❖ Lea lentamente y con expresiones. ❖ Hable acerca de los dibujos. ❖ Cuándo termine, pregúntele “ ¿Qué fue lo que más te gusto de este libro?” ❖ ¡Diviértanse! ❖ Al día siguiente pregúntele que le cuente acerca de la historia que leyeron la noche anterior.
La lectura y los sonidos de las palabras
La lectura y los sonidos de las palabras
La lectura y los sonidos de las palabras
El primer paso para escuchar los sonidos de una palabra y de una letra es el desarrollo de la habilidad de escuchar. Hable lentamente y con claridad cuando lea para que ayude a que su niño distinga los sonidos. Cuando usted lee los libros con rimas, usted le da la oportunidad a que aprenda acerca de los sonidos.
El primer paso para escuchar los sonidos de una palabra y de una letra es el desarrollo de la habilidad de escuchar. Hable lentamente y con claridad cuando lea para que ayude a que su niño distinga los sonidos. Cuando usted lee los libros con rimas, usted le da la oportunidad a que aprenda acerca de los sonidos.
El primer paso para escuchar los sonidos de una palabra y de una letra es el desarrollo de la habilidad de escuchar. Hable lentamente y con claridad cuando lea para que ayude a que su niño distinga los sonidos. Cuando usted lee los libros con rimas, usted le da la oportunidad a que aprenda acerca de los sonidos.
Rimando:
Rimando:
Rimando:
• Después de leer un libro que tiene palabras que riman, diga, “Escuche muchas palabras que riman” Vamos a buscarlas. “Yo veo “niña” y Piña” Estas terminan con el mismo sonido. ¿Eso es lo que hacen que rimen. Qué otras palabras riman con niña y piña? (viña, riña, ciña) esas son palabras y sonidos muy cómicas”
• Después de leer un libro que tiene palabras que riman, diga, “Escuche muchas palabras que riman” Vamos a buscarlas. “Yo veo “niña” y Piña” Estas terminan con el mismo sonido. ¿Eso es lo que hacen que rimen. Qué otras palabras riman con niña y piña? (viña, riña, ciña) esas son palabras y sonidos muy cómicas”
• Después de leer un libro que tiene palabras que riman, diga, “Escuche muchas palabras que riman” Vamos a buscarlas. “Yo veo “niña” y Piña” Estas terminan con el mismo sonido. ¿Eso es lo que hacen que rimen. Qué otras palabras riman con niña y piña? (viña, riña, ciña) esas son palabras y sonidos muy cómicas”
• Si usted ha leído un libro de rimas muchas veces a su niño, trate de que él consiga la palabra que rima. Por ejemplo:
• Si usted ha leído un libro de rimas muchas veces a su niño, trate de que él consiga la palabra que rima. Por ejemplo:
• Si usted ha leído un libro de rimas muchas veces a su niño, trate de que él consiga la palabra que rima. Por ejemplo:
“aserrín, aserrán Los maderos de San Juan Los de Juan comen ____
“aserrín, aserrán Los maderos de San Juan Los de Juan comen ____
“aserrín, aserrán Los maderos de San Juan Los de Juan comen ____
“Su niño encontrará la palabra “pan” Entonces usted dirá, “Sí “pan” rima con Juan y aserrán. Estas palabras terminan con el mismo sonido. Estas riman.”
“Su niño encontrará la palabra “pan” Entonces usted dirá, “Sí “pan” rima con Juan y aserrán. Estas palabras terminan con el mismo sonido. Estas riman.”
“Su niño encontrará la palabra “pan” Entonces usted dirá, “Sí “pan” rima con Juan y aserrán. Estas palabras terminan con el mismo sonido. Estas riman.”
T h e Lite r acy Co nn ection a t H om e P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System
Tran si t i o n t o Kin dergarten Evaluati o n Please circle the response that best represents your thoughts: 1. Describe your child’s attitude about entering kindergarten: excited
reluctant
not interested
2. I plan to encourage my child to watch less television. often
sometimes
never
3. I understand how to help my child best prepare for kindergarten. yes
no
more information needed
4. After this meeting I think I will try _________________________________________ ____________________________________________________________________ .
Tra nsitio n to K in d e rg a rte n • E n g lis h Eva lu atio n
T h e Lite r acy Co nn ection a t H om e P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System
Tran sic ión al Kin der Evaluación Por favor encierre la respuesta que mejor representa su opinión. 1. Describa la actitud de su niño en relación al comienzo del kinder. emocionado
reacio
sin interés
2. Planeo animar a mi niño a que vea menos televisión. usualmente
algunas veces
nunca
3. Entiendo de como ayudar a mi niño a que esté bien preparado para el kinder. sí
no
necesito más información
4. Después de la reunión de hoy, yo planeo ____________________________________ _____________________________________________________________________
Tra nsitio n to K in d e rg a rte n • S p a n ish Eva lu atio n