Hi Betsy,
 
Good question. PACT Time isn't necessarily all about reading. It is
about the interaction between the parent and the child. For parents like
those described below, you probably do not want to go full-speed ahead
with activities like dialogic reading, or planned activities that
parents and children do together (making something, doing a shared
activity). You probably want them to simply begin with play.
 
You want to establish a habit of the parent and child interacting
together in the child's environment. It takes time. Parents learn to
observe their children and see how they like to play. Parents can learn
to understand that, when their child is playing, it's okay to sit next
to them and hand them a block, or make a suggestion about what they
might do next. "I wonder what would happen if..." They can learn to take
turns with their children, in play and in conversation. Above all,
parents can learn that the simple act of talking with their children is
important as they learn language--any language.  Home language is
valued. Storytelling is valued. In any language. Parents who may not be
"literate" in their own language, still speak their own language.
Encourage them to talk with their children, about their play, about
things in the classroom, about what they want to do today, about what
they did today in PACT Time. 
 
Parents learn all these things from watching other parents, and
especially, watching staff. If staff are good facilitators of PACT Time
experiences, they can be wonderful role models for all parents. In
particular, if that staff member happens to be their own (adult)
teacher. They might think, "If my teacher can do that, I can try it
too." 
 
It is a beginning. Start with play. Build from there. Avoid
over-planning or thinking that parents and children always have to "do"
something. When they play together, they are doing something and it's
important work! Parents can listen and observe during circle time
activities. They'll soak up more than you think. Planning beyond that
may not be a possibility until, from your own observations, parents and
children are ready to venture into something more. 
 
Hope this might help a bit. 
 
Kim
 
Kim Jacobs
Project Manager
National Center for Family Literacy
325 W. Main Street, Suite 300
Louisville, KY  40202
502-584-1133 x118
kjacobs at famlit.org
www.famlit.org <http://www.famlit.org/> 
 
 

________________________________

From: familyliteracy-bounces at nifl.gov
[mailto:familyliteracy-bounces at nifl.gov] On Behalf Of Literacy Works -
Betsy Rubin
Sent: Wednesday, September 13, 2006 12:32 AM
To: The Family Literacy Discussion List
Subject: [FamilyLiteracy 384] Re: Scenario - Parent Child Activities


Cyndy and All,
 
Here is a concern for many programs that work with refugees:
 
What does PACT look like when parents are not literate in their own
language AND do not come from an industrialized society?  
 
I am talking about families coming from a culture without many of the
things we take for granted--eg turning a doorknob to open a door, using
a stove, etc.  (See for example,
http://www.theirc.org/media/www/refugee_camp_courses_orient_somali_bantu
_to_us_life.html about Somali Bantu refugees.)  Even wordless books may
require a familiarity with objects, activities, institutions, and habits
that will seem alien to newly arrived refugees from very different
"worlds."
 
I would appreciate hearing about a general approach to PACT or specific
activities that have been successful.
 
Thanks!

Betsy
Literacy Works
www.litworks.org
 
 
----- Original Message ----- 

	From: Colletti, Cyndy <mailto:CColletti at ILSOS.NET>  
	To: The Family Literacy Discussion List
<mailto:familyliteracy at nifl.gov>  
	Sent: Monday, September 11, 2006 1:15 PM
	Subject: [FamilyLiteracy 364] Scenario - Parent Child Activities

	Last week I attended a meeting where an experienced family
literacy practitioner asked for assistance in designing and implementing
PACT for her group.  She is having difficulty engaging the parents who
are at a very low level reading.  She questions what would be
appropriate activities for children who are very young and whose ages
span a wide developmental range.  This is her scenario, does anyone have
suggestions for her?
	 
	This is a newly formed project in an urban area. The family
literacy parents are in an ABE class.  Their average reading level is
between second and fourth grade levels. Not surprisingly, they are quiet
and shy during both class and PACT.  The children range in age between 2
months to 4 years old with several being about 18 months old.
	 
	Cyndy Colletti
	 

	
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