Something else that works nicely when there are children of different 
ages, is a family project where different aspects of the project can 
be accomplished by adults and children of different skill 
levels.  EG.  A family cookbook - the youngest children can be 
involved in reading/drawing recipes using symbols rather than 
words.  Parents can write family stories about memorable holiday 
feasts or about the food traditions in their family or culture, they 
can research/write articles about nutrition, etc. -actually anything 
that is of particular interest to them.  Of course, all can be 
involved in the actual cooking and feasting!.. There are so many 
project-based literacy activities to draw from.  Having a suggested 
list from which parents (and older children can draw) works well too. 
A project can emanate from a question the family group would like to 
answer (inquiry-based project).  Project based learning lends itself 
to individualization in both skill and interest.   Depending on the 
scope of the project, it can be the basis of PACT activities both at 
home and at the center for many weeks.  The important thing about it, 
is that it incorporates and emphasizes the uses of literacy in  everyday life.
Jessica Fitzpatrick, Family Literacy Consultant, New York

At 11:50 AM 9/14/2006, you wrote:


>Following up on Seungyeon's suggestion about field trips - a great video

>from Heide Wrigley et al on a field trip, and related classroom work for

>elderly refugee students in the Chicago area

>

>http://www.clese.org/videos.htm  (look for, Excuse me, where are the

>peppers?)

>

>Janet Isserlis

>

>

> > From: Seung Yeon Lee <selee at lagcc.cuny.edu>

> > Reply-To: The Family Literacy Discussion List <familyliteracy at nifl.gov>

> > Date: Wed, 13 Sep 2006 17:01:32 -0400

> > To: <familyliteracy at nifl.gov>

> > Subject: [FamilyLiteracy 390]   Re: Scenario -  Parent Child Activities

> >

> > Hi,

> >

> > Going on a field trip is one idea. We always do a pre-, while-, and

> > post activity out of the field trip. Before we plan on a field trip, I

> > give parents a homework assignment bringing three locations they would

> > like to visit with their children and then we go on the Internet and do

> > research and vote on the locations. We talk about how to get there and

> > practice asking directions or buying tickets in English as a

> > pre-activity. Once they get there, they are given a worksheet to do with

> > their children like Scavenger Hunt if they visit a museum. There is

> > always a feedback session on the field trip. Questions for feedback

> > include how did you travel? what's your favorite part? and why? where

> > else would you like to visit? etc. This whole learning process helps

> > parents to become a field trip expert, knowing more about their

> > community and the city where they live.

> >

> > One time, we went to American Museum  of Natural History, and all

> > parents and children were given a sheet asking them to do a short report

> > on their favorite creature with a drawing of it. About the report, if

> > they are older children, they can do more thorough report. If they are

> > young (ages 4-6), they can draw their favorite creature and the name.

> > When they returned to class, they shared each other's.

> >

> >

> > Seungyeon (Jackie) Lee

> > ESOL Instructor, Family Literacy Program

> >

> > LaGuardia Community College

> > Center for Immigrant Education & Training

> > 29-10 Thomson Avenue, Room C-250

> > Long Island City, NY 11101

> > (718) 482-5025

>

>

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