Parent Participation in
Reading-Writing Workshop
AUTHOR: Chris Kraft
SUBJECT: Language Arts
GRADES: Third (Could be adapted to other grade levels)
ABSTRACT:
Parent assistants in the classroom help facilitate the language arts curriculum. In third grade the reading- writing processes merge to become totally integrated. Reading-Writing Workshop is a daily time during which children are actively involved in reading and writing projects. Parent assistants can help provide the children with the individual support they need during this valuable time each day.
Parents come into the classroom one day a week, every week, for two hours. The assistants work directly with the students for about one and one-half hours during the Reading-Writing Workshop. Each parent is assigned three or four students with whom to check in and provide additional support each week. During the second hour the parents assist in the record keeping, publishing responsibilities, and a variety of other supportive procedures.
OVERALL VALUE:
The major value is that the parent assistants support the children in their reading and writing by giving them encouragement. This occurs when they show a real interest in the students' work. This is an opportunity for students to share how they think and feel about their reading and writing. This is a very special time for students to grow in their understanding of their work and continue to develop a positive self image. The positive attitudes about themselves as learners that the parents assistants help nurture will provide a strong foundation for their development as successful learners.
THE ROLE OF PARENT ASSISTANTS:
The parent assistants provide encouragement, as they support the students' reading and writing. They provide a special time for students to share with someone who is ready to listen to them. The assistants serve as the child's advocate. They demonstrate that someone else really cares about them. The kids really look forward to the day their assistant comes.
The parents assist in the following ways: meeting with students about their writing, assisting with individualized spelling, assisting with handwriting needs, helping the children keep their writing folders up to date, publishing and binding books, making spelling wall charts, assisting with classroom photo album, providing support during the Reading-Writing Workshop, and assisting in record keeping.
PROCEDURES FOR USING PARENT ASSISTANTS:
1. The teacher sends a letter to all parents during the summer explaining the project and requesting volunteers. Enclosed with the letter are a list of qualifications (see below) and a list of responsibilities .
2. A two-hour Parent Assistant Workshop is conducted in August before school starts. The agenda includes the following topics: introductions, appreciation for volunteers, discussion of confidentiality, discussion of the classroom environment, discussion of the Reading-Writing Workshop, discussion of the Writing Process, demonstration of meeting with the child, explanation of procedures, and discussion of schedules.
3. Each parent is assigned three or four children with whom to check in personally each week.
4. The teacher schedules the parents, accommodating parent needs. The teacher makes use of parents' special strengths in planning class activities.
4. Parent assistants come in for two hours each week for at least one semester. The teacher leaves instructions on an audio tape, so the parents listen to that when they come. Parents then assist for one and one-half hour with the class, checking in with their assigned students as well. The parents help the other hour (either before or after their hour in the Reading-Writing Workshop) providing other assistance as needed. For example, some parents laminate, some type children's stories for publication, and others help students assemble their books.
5. Before they leave for the day the parents write in their journal a brief statement of what they did that day and any comments they have about concerns or observations that may need the teacher's attention. They leave these journals at the desk provided for the assistants.
6. The teacher reviews the assistants' journals and follows up as needed.
QUALIFICATIONS FOR PARENT ASSISTANTS:
1. Parents who value and understand process writing. 2. Parents who value and understand invented spelling. 3. Parents who recognize the importance of keeping the writing ownership with the child. 4. Parents who are sensitive and professional about the information they learn about and from the children. 5. Parents who are able to attend a training session. 6. Parents who are able to come in the classroom one day each week for two hours for at least one semester.
Chris Kraft ckraft@.ilstu.edu
Metcalf Laboratory School 7000 Illinois State University Normal, IL 61790-7000 Ph
(309) 438-2414 fax (309) 438-2580
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