Bilingual Books Archives | The Latino Family Literacy Project

How Does Parent Involvement Affect Student Achievement?

Katherine Del Monte — Mon, 26 Sep 2016 14:00:48 +0000

Parental involvement is one of the core components that have been shown to provide a healthy and positive effect on the academic achievement levels of children in grades K-12. The results have been almost unanimous among a variety of studies demonstrating improved grades and exam scores, high attendance and graduation rates, and advanced behavioral skills among students whose parents play a proactive role in their child’s study habits. It’s a simple fact that the more a parent is involved in the academic progress of a student, the better that student will perform in school.

Unfortunately, not every child is equipped with this helpful support system to ensure their success. This is why it’s critical that schools enact some form of involvement program to get parents engaged in their child’s education and promote active participation in any capacity. Encouragement can come in many forms and leading experts in the field of education have defined the most common and effective methods of involvement can take place both outside of the classroom and within the confines of campus.

Parenting at home has proven to show some of the most significant impacts on a child’s achievement as reading to the child and assisting with homework have both shown to be impactful and productive. Parents who maintain routine communication with teachers and administrators have also proven influential in the performance of their children along with parents who volunteer in and around the school. However, school meetings and parent-teacher conferences are still the most popular and best attended method for parental involvement. A 2007 study found that 78% of parents surveyed participated in a parent-teacher conference and 74% showed up to a class or school function. The same survey determined that parental involvement was greater with children in grades K-8 than it was with students in high school.

The Latino Family Literacy Project provides training for award-winning parent involvement programs. The focus is for both students and parents to engage in family reading to increase bilingual literacy skills. The program uses multicultural bilingual books written in both English and Spanish from award-winning publisher Lectura Books. Here is a testimonial video a school that has implemented this program and talk about the success they’ve had.

If you’re interested in the latest information regarding parent involvement visit our Facebook page. We look forward to hearing from you!

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Useful Support Resources for ELL Students in New York

Katherine Del Monte — Mon, 13 Jun 2016 16:00:57 +0000

In the state of New York, ELL enrollment was 237,499 students in the state public school system in 2012-2013, making up over 14% of the classroom population. 61% of all ELL students in the state speak Spanish, with Chinese, Arabic, Bengali, and Haitian representing the next four most common spoken languages at 19% combined.

The following is a list of useful resources and programs for ELL students living in New York.

State of New York Informational Resources:

New York State Education Department: http://www.nysed.gov/
New York City Department of Education: http://schools.nyc.gov/default.htm
ELL Support Page: http://www.p12.nysed.gov/biling/
ELL Assessment and Testing: http://www.p12.nysed.gov/biling/bilinged/assessment.html
ELL Regional Bilingual Education Resource Network Directory: http://www.p12.nysed.gov/biling/bilinged/betac.html
Title III Information: http://www.p12.nysed.gov/biling/NEWTIII.html

Educational Programs and Learning Resources:

EngageNY New York State Bilingual Common Core Initiative – This site explains all of the standards set forth by the NY State Education Department for ELL learning assessments as they relate to Common Core: https://www.engageny.org/resource/new-york-state-bilingual-common-core-initiative
ELL Family Resources: Handbooks available in nine different languages for ELLs and their parents to better navigate the New York Public School system and start planning for college: http://schools.nyc.gov/Academics/ELL/FamilyResources/hs+college+handbook.htm
NYSTESOL – The coalition of New York education professionals and policymakers devoted to the effective development of school curriculum for ELLs of grades K-12 in public and private schools: http://www.nystesol.org/
The Latino Family Literacy Project Webinar Training: https://www.latinoliteracy.com/webinars/
Family Phonics Workbooks: An English vocabulary program for parents and children learning English that uses a simple method to teach parents strong English vocabulary and proper pronunciation through the use of phonics: https://www.lecturabooks.com/family-phonics-workbooks/
The House of Literacy Book Sets – Available in Pre-School and Elementary levels, these collections contain a set of six books each, designed to help parents of ELLs read to their children in Spanish while providing an outlet through which to practice and improve English vocabulary as well. These sets encourage parental involvement in the English Language education of their children: https://www.lecturabooks.com/product/house-of-literacy-preschool-collection/ or https://www.lecturabooks.com/product/house-literacy-elementary-collection/

If your school could benefit from an ELL program, Lectura Books offers award-winning bilingual books that can be used as a great teaching tool for English Learners. If you’re interested in viewing a preview of some of the books offered by Lectura Books, visit their Youtube page.

References

http://www.migrationpolicy.org/research/states-and-districts-highest-number-and-share-english-language-learners
http://www.migrationpolicy.org/research/top-languages-spoken-english-language-learners-nationally-and-state

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Resources for ELL and LCAP in California

Katherine Del Monte — Tue, 03 May 2016 18:56:30 +0000

With an approximate ELL enrollment of 1,521,772 students in the state public school system in 2012-2013, California currently holds the largest percentage of ELL student enrollment in grades K-12 in the country at almost 25%. The state also accounts for one-third of the districts with the highest concentration of ELL students in the United States, the largest of these being the Los Angeles Unified School District (LAUSD) at 152,592 students.

83% of ELL students in California speak Spanish, with Chinese, Vietnamese, Tagalog, and Arabic making up the majority of the most common languages spoken after that.

The following is a list of useful resources and programs for ELL students living in California.

State of California Informational Resources:

California Department of Education: http://www.cde.ca.gov/
ELL Support Page: http://www.cde.ca.gov/sp/el/
English Language Development Standards: http://www.cde.ca.gov/sp/el/er/eldstandards.asp
English Language Learner Document Templates and Forms: http://www.cde.ca.gov/ta/cr/elforms.asp
Title III Information: http://www.cde.ca.gov/sp/el/t3/index.asp
California Assessment of Student Performance and Progress (CAASPP) Testing & Accountability: http://www.cde.ca.gov/ta/tg/ca/

Educational Programs and Learning Resources:

CATESOL – The largest organization representing ELL teachers and instructors in California and Nevada for grades K-12: http://www.catesol.org/home.aspx
California Association of Bilingual Information – The leading advocacy group for quality bilingual education policies in the Calfornia: http://www.bilingualeducation.org/
Californians Together – A statewide alliance of parents, teachers, administrators, and civil rights advocacy organizations promoting high quality bilingual education policies for ELLs in California: https://www.californianstogether.org/
The Latino Family Literacy Project – A program that teaches parents how to read with their children, establish a reading routine, and promote learning of the English vocabulary together as a family: https://www.lecturabooks.com/parent-programs/
The Latino Family Literacy Project Webinar Program Training: https://www.latinoliteracy.com/webinars/
Family Phonics Workbooks: An English vocabulary program for parents and children learning English that uses a simple method to teach parents strong English vocabulary and proper pronunciation through the use of phonics: https://www.lecturabooks.com/family-phonics-workbooks/

References

http://www.migrationpolicy.org/research/states-and-districts-highest-number-and-share-english-language-learners

http://www.migrationpolicy.org/research/top-languages-spoken-english-language-learners-nationally-and-state

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Reading Aloud to English Learners

Katherine Del Monte — Mon, 02 May 2016 19:16:06 +0000

Reading is a vital function of teaching ELLs, but reading aloud can be an enriching strategy for keeping students engaged in the components of becoming fluent in the language for many classrooms. By reading to students, instructors can stress the importance of vocabulary, reading comprehension, and foster positive progress towards fluency in the language, while making the learning experience fun and exciting. But it requires more than just simply sitting down in front of the class and reading from the chosen book of that day’s curriculum. Teachers must keep certain aspects in mind when deciding which books to present. Skill level is the most important, not just where the students are at that particular time, but with respect to the phrasing within the text as well. Choosing books that present an opportunity to teach new words to students is one of the most beneficial facets of reading aloud because it allows the instructor to introduce these challenging new additions to the students’ vocabulary and facilitate understanding of the language in a group setting. In this method, the children become engaged in deciphering these words together so that they may help each other relate and identify with that word or phrase.

Reading aloud also provides children with the ability to learn throughout the story. A child reading on his or her own may continue through the text without absorbing or comprehending what is on the page, which only serves to defeat the purpose. When the teacher reads aloud to the class, comments and explanations can be offered for difficult words or ideas right there on the spot. Through this method, the instructor may also encourage questions and group discussion about what has just been read aloud for a deeper understanding of the material.

Books are, in essence, a visual medium so employing additional visual aids either from the pages of the book itself or from outside resources can also foster a stronger, more effective learning experience. Using various media to dissect words, phrases, and concepts from the book, as it is being read aloud, makes for a more enjoyable way of gaining the knowledge that these students are seeking.

Lectura Books has exceptional bilingual children’s books that will encourage reading aloud. The bold illustrations feature many multicultural experiences that will engage the readers. The Latino Family Literacy Project is an award-winning curriculum for Parent Involvement and is published by Lectura Books. Teachers will learn a whole new framework for understanding how to work with Latino immigrant parents and will be provided with curriculum that is easy-to-follow and engaging to parents. Come join us for breakfast at a workshop, or join us right from your desktop on a live webinar workshop!

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Growing Family Trend: Grandparents Raising Children

Katherine Del Monte — Sun, 24 Apr 2016 18:41:19 +0000

Children who are being raised not by their own biological parents, but by grandparents who have taken them in for a wide array of heartbreaking and troubling reasons, come from households as disparate and unique as the neighborhoods and ethnic groups in which they live. It’s a trend that some experts believe will only continue to rise in light of the recent increases of incarceration, drug addiction, and an economy that has shown an uneven recovery throughout the country. The most recent numbers gathered just last year show that 2.7 million seniors are raising their grandchildren as if they were their own, with 20% of these families living below the poverty line. These figures represent a 7% increase since 2009, and the trend isn’t only about tragic circumstance.

Recent surveys and reports hold that many grandparents step in to take over raising the children of their own grown children when the mother and father are unable to fill the role. While many of them step in to help in a co-parenting role, even when the parents are still in the picture, the majority of these arrangements fall within the former category of absentee caregivers. When child welfare agencies are forced to intervene into a domestic situation where a child or children are at risk, the first place they look for a substitute is within the family. Grandparents are usually the most suitable option to fit the bill, and it often provides a more positive, successful outcome for that child than a foster care arrangement.

For Latinos and other Hispanic immigrants, the concerns over incarceration, addiction, and economy are also exacerbated by another component that threatens the well-being of the family infrastructure – deportation. Immigration status has lead to a rise in the number of grandparents over the age of 55 who are left caring for their grandchildren due to their biological parents being sent out of the country. But these situations present the added potential obstacle of raising grandchildren without any tangible legal rights. Many grandparents are also undocumented, and they don’t attempt any sort of legal recourse toward custody because they are afraid it will put them in the cross-hairs of the federal government. So these relationships can be tenuous at best, putting at-risk children in more peril of being separated from their families in times of domestic crisis.

Family is the most important thing in our lives, especially to children who are too young to comprehend anything other than being with the people they love and with whom they’ve forged a bond. A stable home is the foundation for success in school. For children living with grandparents, they are already facing an uphill climb, not because their grandparents don’t love them, but because so many of these households have endured hardship to place the grandparents in these roles.

The Latino Family Literacy Project is not only a great program for parents but also for grandparents who are custodial parents.

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Early Literacy Development with Infants and Hispanic Parents

Katherine Del Monte — Thu, 14 Apr 2016 15:00:34 +0000

Literacy development starts very early and continues throughout an individual’s life. Even as an infant, a child can begin to communicate and to undertake what are called pre-literacy activities. Hispanic parents can play an important role in developing early literacy, and even early bilingual literacy with their infants.

Some of the basic ways to develop infant literacy growth are to listen to, play with, talk to, and read to infants. A 2007 Harvard Family Research Study showed that “the extent of English and/or Spanish use in the home did not relate to child development; rather, the amount of talking and book reading by parents mattered—regardless of the language spoken.” This is good news for Hispanic parents; infants begin to develop an understanding of sounds, verbal communication, and language as a tool regardless of the language you are using. Reading bilingual books to young children is an ideal way to help them hear both of the languages that will be important to them in their lives and can help Spanish speaking parents build language skills as well. Cardboard or cloth books with big pictures are great for infants. The US Department of Education recommends that you “read to your baby for short periods several times a day.” Even at a few months of age, babies can begin to develop an awareness of and an appreciation for books and reading time.

If you are a Hispanic parent who wants to foster infant literacy, you can also talk with your baby frequently in either Spanish or English or both, if possible. Watch for patterns in your baby’s sounds and movements; how does she or he communicate their various needs to you? By learning about and responding to these signals, you are teaching them that communication is real, possible, and powerful. Listen to the babbling and cooing noises that come naturally from your infant and repeat them back to them. This lays the groundwork for conversation. The non-profit Zero to Three describes a baby’s early experience with communication as follows, “When you understand my signals, I feel loved and special.” For a baby, learning to make sounds and realizing that sounds are useful are very important, and Hispanic parents can support this understanding in Spanish and/or English. Even a simple game of “peek-a-boo” requires a call and response type of communication and enforces early literacy development in infants. Hispanic parents can celebrate, support, and enjoy their infant’s early efforts at communication.

Lectura Books has exceptional bilingual children’s books for Infant & Toddler and Preschool that will encourage Spanish and English speaking parents to read to their young children. The bold illustrations will foster important dialogue and back-and-forth verbal exchange.

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California’s New Funding Law: The Latest Information for LCAP and Family Engagement

Katherine Del Monte — Wed, 06 Apr 2016 20:56:20 +0000

Governor Jerry Brown’s Local Control Funding Formula Initiative (LCFF) is California’s recent funding law that puts the most comprehensive emphasis yet on the importance of family and other stakeholders in the educational progress of school children in grades K-12. Through the Local Control and Accountability Plan (LCAP), a vital component of the initiative, school districts are tasked with meeting eight specific priorities set forth by the initiative for each school year, with an eye on bringing parents, teachers, and school personnel together in one concerted effort to help every student succeed.

Each district’s LCAP sets a clear and determined vision for student achievement by establishing goals and a course of action for meeting the standards set within those goals on an annual basis. These outcomes are formulated as per the strict guidelines laid out in eight priority areas developed by the California Board of Education.

Every LCAP reflects the importance of stakeholder engagement by making it the first concern of each school district’s action protocol. By placing such importance on the role of parents in the academic development of the child, the LCFF and LCAP is laying the groundwork with family stakeholders to foster a meaningful and sophisticated learning community that encourages students to excel by working to understand and respond to their educational needs. The LCAP encompasses an extensive engagement process that puts the students first and welcomes input from parents to assist in the development of annual plans for maximum efficacy and positive, goal-oriented outcomes. Parents who are fully invested in their children’s futures play an essential part in the implementation of academic standards and driving positive educational outcomes for students with respect to English proficiency, test scores, and preparation for college by becoming more present and active in the learning community.

Districts can seek to encourage effective school-family communications by adopting a parent center at a majority of schools within the district, engaging in parent surveys, and offering workshops for staff to help parents become more involved in supporting their students’ achievements.

Lectura Books publishes quality bilingual books that are perfect for building diverse libraries at parent centers and school classrooms. Teachers benefit greatly from attending a workshop to better understand the Latino immigrant population and our curriculum with concrete lesson plans for a proven, successful Parent Involvement Program.

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Top Languages Spoken at Home with English Learners

Katherine Del Monte — Fri, 11 Mar 2016 20:04:21 +0000

We hear a lot about English Learners, but who are they and which are the top languages spoken at home? The Spanish language is the second most spoken language in the United States after English. There are more Spanish speakers in the U.S. than there are speakers of Chinese, French, German, Italian, Hawaiian, and the Native American languages combined.

The next most spoken non-English languages are Chinese (with 2.8 million speakers), Hindi, Urdu or other Indic languages (2.2 million), French or French Creole (2.1 million), and Tagalog (1.7 million). Since the number of Spanish-speakers has grown quite rapidly in recent decades, many schools and districts are wondering how to best support English Learners.

Title III is a federal funding specifically for English Learners to help them learn English and provide academic support. The U.S. Department of Education comments, “Ensuring that SEAs and school districts are equipped with the tools and resources to meet their responsibilities to LEP students, who are now more commonly referred to as English Learner (EL) students or English Language Learner students, is as important today as it was then. EL students are now enrolled in nearly three out of every four public schools, and all students, have equal access to a high-quality education and the opportunity to achieve their full academic potential. We applaud those working to ensure equal educational opportunities for EL students, as well as the many schools and communities creating programs that recognize the heritage languages of EL students as valuable assets to preserve.”

By 2020, the U.S. Census Bureau estimates the number of Spanish-speakers is expected to rise to as many as 43 million. An analysis of the 2011 American Community Survey by the Pew Research Center shows that 37.6 million people ages 5 and older speak Spanish at home.

It would be important to provide Staff Development opportunities for teachers to understand how to reach out to the hispanic parent population, in order to support their children with reading and academics. The Latino Family Literacy Project provides workshops throughout the United States, as well as online webinars for program training. Currently facilitators in 17 states have been trained to use our programs.

A resource for EL kids and parents, Lectura Books, publishes bilingual books in Spanish and English, so that Spanish speaking parents can read with their children and learn English together with their children. Take a look inside one of our bilingual books, Teo Goes to the Circus, and see for yourself why parents and kids love our books.

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Award-Winning Bilingual Books & Parent Programs with English Learners

Katherine Del Monte — Mon, 13 Jul 2015 19:04:37 +0000

Below are award-winning bilingual books published by Lectura Books for The Latino Family Literacy Project. Parents who are Spanish-speakers and English-speakers enjoy these bilingual books with their children because these stories are culturally relevant and meaningful. And that means that they have so much more to talk about when they read them with their children. These books are in our Parent & Family Engagement Programs and our focus is to help parents learn to read and discuss stories for comprehension, vocabulary development in Spanish and/or English and ESL. We’ve got research to share that our programs really work!

2019 Purple Dragonfly Book Award

Tom Max in the Wild West | Tom Max en el viejo oeste
Cultural Diversity AND Best Children’s Book 6+ – Honorable Mention

2019 Pinnacle Award

Tom Max in the Wild West | Tom Max en el viejo oeste
Best Bilingual Children’s Book

2019 Independent Publishers Book Awards

Tom Max in the Wild West – Bronze Medal
Best Multicultural Non-Fiction Book – Children’s

2017 Moonbeam Bronze Award

My Super Cool Friends
Reading and Literacy Skills

2017 New Mexico / Arizona Book Awards

Where Love Begins
Finalist – Children’s Picture Book Bilingual, Finalist – Biography for New Mexico Subject

2017 Purple Dragonfly Book Award

The Art of Memory / El arte de recorder
Cultural Diversity – Honorable Mention

2017 International Latino Book Awards

The Art of Memory / El arte de recorder
Best Latino Influenced Children’s Picture Book

2017 Skipping Stones Honor Book

The Art of Memory

2017 Purple Dragonfly Book Award

Where Love Begins / Donde comienza el amor
Poetry – 2nd Place

2017 International Latino Book Awards

Where Love Begins / Donde comienza el amor
Honorable Mention – Best Educational Children’s Picture Book

2017 Purple Dragonfly Book Award

My Super Cool Friends
Picture Books 5 & Younger – Honorable Mention

USA Book Awards – Finalist

The Art of Memory

2017 Pinnacle Award

My Super Cool Friends / Mis amigos super fabulosos
Best Children’s Book

2017 Honor Book for Paterson Prize for Book Young People – The Poetry Center

Where Love Begins
Poetry Honor Book – Children’s Bilingual

2017 Pinnacle Award

The Art of Memory / El arte de recordar
Best Children’s Art Book

2016 NABE Pinnacle Book Achievement Award

Baby Talk Bilingual Board Books
Best Book – Children’s Bilingual

2015 International Latino Book Awards – Honorable Mention

Boy Zorro and The Bully
Best Nonfiction Children’s Picture Book – English

2014 – Indie Fab Book Awards – Finalist – Indie Fab Book Awards

Boy Zorro and The Bully
2014 Best Children’s Book
Children’s Picture Book / Early Reader, Elementary

2014-2015 Tejas Star Reading List

The Many Faces of Max – 2014-2015 Reading List
Children’s Picture Book / Preschool Level

2014-2015 Tejas Star Reading List

Letters Forever Bilingual Book – 2014-2015 Reading List
Children’s Picture Book / Elementary Level

2014 Moonbeam Children’s Book Award

Boy Zorro and The Bully – Gold Medal
Children’s Picture Book / Spanish Language

2014 – USA Book Awards

The Oldest House in the USA – 2014 – USA Book Award – Finalist
Children’s Picture Book, Non-Fiction Category / Elementary

2013 Moonbeam Children’s Book Award

I See the World – Gold Medal
Reading Skills/ Literacy

2013 Moonbeam Children’s Book Award

Letters Forever – Bronze Medal
Spanish Language

2012 International Latino Book Awards

The Oldest House in the USA
Best Educational Children’s Book- Bilingual

2012 Moonbeam Children’s Book Award

I See the World – Silver Medal
Reading Skills/ Literacy

22010 Moonbeam Awards

Teo Goes to the Circus – Silver Medal
Best Spanish Language Book

2010 International Latino Book Awards

Fun with ABC’s – Loteria Style
Best Educational Book

2010 Pinnacle Award

The Shark That Taught Me English/
El tiburón que me enseñó inglés – Best Children’s Book

2009 Moonbeam Awards

Colors All Around – Gold Medal
Best Preschool Book

2009 Moonbeam Awards
Fun with ABC’s – Loteria Style – Gold Medal
Best Alphabet/Counting Book

Flores Family Café – Bronze Medal
Best Spanish Language Book

2008 International Latino Book Awards

Vines of the Earth – Honorable Mention
Best Children’s Picture Book – Bilingual

2008 Moonbeam Awards

The Shark That Taught Me English/
El tiburón que me enseñó inglés – Gold Medal

Carlito’s Story / La historia de Carlito – Bronze Medal

2008 Independent Publishers Book Awards

Graciela’s Dream/El Sueno de Graciela – Bronze Medal
Best Multicultural Fiction Book – Chidlren’s

2007 International Latino Book Awards

Graciela’s Dream/El Sueno de Graciela – Second Place
Best Young Adult Fiction – Bilingual

2007 International Latino Book Awards

Teo and the Brick/Teo Y El Ladrillo – Honorable Mention
Best Educational Children’s Book – Bilingual

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Creating a Title III Program at your District

Katherine Del Monte — Sun, 28 Jun 2015 01:55:52 +0000

Creating a Title III Program at your District-

The U.S. Department of Education requires that public schools and state agencies act to overcome the language barriers that impede equal participation by students in their instructional programs.

In a letter dated January 7, 2015 titled Dear Colleague Letter: English Learner Students and Limited English Proficient Parents, The U.S. Department of Education comments:

“Ensuring that SEAs and school districts are equipped with the tools and resources to meet their responsibilities to LEP students, who are now more commonly referred to as English Learner (EL) students or English Language Learner students, is as important today as it was then. EL students are now enrolled in nearly three out of every four public students, and all students, have equal access to a high-quality education and the opportunity to achieve their full academic potential. We applaud those working to ensure equal educational opportunities for EL students, as well as the many schools and communities creating programs that recognize the heritage languages of EL students as valuable assets to preserve.”

The Latino Family Literacy Project specializes in programs for English Learners and Parent Involvement. We can train staff to provide programs for parents at your school, and we help teachers to understand the Hispanic parents using a whole new framework for participation. Our focus is to help parents learn to read with their children and develop English vocabulary together as a family.

The books in our program are published by Lectura Books and are designed to engage English Learner parents by structuring the culturally relevant stories and vocabulary review in each book to assist parents in accomplishing their goals with reading with their children and teaching vocabulary.

If you would like to schedule a teacher workshop at your district, please contact The Latino Family Literacy Project at: 1-877-LECTURA or by email.

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