Opening Doors, Opening Opportunities: Family Literacy in an Urban Community / Edition 1

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Overview

This book provides direction to teachers who wish to work collaboratively with linguistically and culturally-different parents to increase children's opportunities to learn both at home and at school.Opening Doors, Opening Opportunities describes the development and implementation of the Intergenerational Literacy Project, a family literacy project for immigrant parents and their children. It provides detailed descriptions of parents, children, and teachers who participated, the strategies that guided instruction, and the assessment process used to evaluate outcomes. Samples of student work combined with in-depth case studies are included to provide instructional strategies and snapshots of everyday lives of parents and their children.educators working with children from families of linguistically and culturally diverse communities.
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Editorial Reviews

Booknews
Paratore (education, Boston U.) describes how the Intergenerational Literacy Project (ILP) developed from its inception in 1989 as a joint project between Boston University and the Chelsea Public Schools. Chapters address the current debate in family literacy education in the US, the Project itself, project evaluation, parent-teacher partnerships, and a summary of what was learned in the ILP and how it connects to other issues. Annotation c. Book News, Inc., Portland, OR (booknews.com)
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Product Details

  • ISBN-13: 9780205274925
  • Publisher: Allyn & Bacon, Inc.
  • Publication date: 2/8/2001
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 256
  • Product dimensions: 6.90 (w) x 9.10 (h) x 0.50 (d)

Table of Contents

Introduction.

1.
Understanding Culturally and Linguistically-Diverse Families and Family Literacies.

Literacy in the 21st Century.
What Does It Mean to Be Literate?
Learning about Families and Family Literacies.
Family Literacy Programs as a Bridge between Home and School.

2.
The Intergenerational Literacy Project.

Introduction.
The Community.
Guiding Educational Principles.
Sociocultural Learning. Biliterate and Bicultural Approach. Cooperative Learning. Strategic Reading. Shared Storybook Reading. Authentic Assessment.
The Principles in Action.
Developing Community Relationships. Recruiting Families. Securing a Site. Providing Instruction. Monitoring Learning.
Summary.
Figures.

3.
Is It Working? Reviewing the Evidence.

Introduction.
Theoretical Assumptions.
Assessment Measures We Use.
What Have We Learned?
Who Does the Intergenerational Literacy Project Serve? What Are the Programmatic and Learning Outcomes?
Summary of the Evidence.
Figures.

4.
Bringing Parents and Teachers Together to Help Children Learn.

Introduction.
Parent's Perceptions of Roles and Responsibilities.
The Importance of Teachers' Actions.
Acting on the Evidence — Home/School Partnerships and the Intergenerational Literacy Project.
Parents as Classroom Storybook Readers Project.
Family Literacy Portfolio Project.
What Parents Did. What Teachers Did. What We Learned.
Summary.
Figure.

5.
Learning and Thinking about Families, Schools, and Communities.

Introduction.
Learning about Adult and Family Literacies.
Learning about Family Literacy Programs.
Learning about Children and School Literacies.
Learning about Home-School Partnerships.
Looking Back and Looking Forward.

References.

Appendix A. Learner Interview.

Appendix B. Exit Interview.

Appendix C. Writing Evaluation Rubric.

Appendix D. Teacher Seminar Readings.

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