READING IS EVERYWHERE...The Coalition believes, and research states, that this is an important time...

A resource to strengthen parents’ knowledge and skills to improve their child’s social and emotional wellbeing

Facilitator’s Guide

READING IS EVERYWHEREFor Parents with Children Ages 6-12

Parents Matter Project

An agency of the Government of OntarioUn organisme du gouvernement de l’Ontario

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Middle Childhood Matters Coalition Toronto (MCMCT)

The Middle Childhood Matters Coalition Toronto (MCMCT) is a group of 20 social service, child welfare, education, recreation, health organizations and parent leaders promoting and influencing a system that prioritizes children ages 6-12 (middle childhood), and their families. MCMCT envisions a city where children ages 6-12 and their families have equitable opportunities and resources to thrive.

The Coalition believes, and research states, that this is an important time in a child’s life. To support children’s healthy development during this stage, MCMCT promotes high quality, affordable, accessible and culturally appropriate out-of-school time programs (before and after school time, summertime and holidays). The Coalition was one of the driving forces behind the development of the City of Toronto’s first Middle Childhood Strategy, which prioritizes programming for this age group.

Our member organizations work with thousands of parents and children across Toronto. MCMCT recognizes the vital need to educate and support parents, caregivers and adult allies living, working and caring for these children across Toronto.

CONNECT WITH US

@MCMCToronto

www.middlechildhoodmatters.ca

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4 Acknowledgements

5 Introduction

6 Flow of The Learning Session

7 Facilitation Tips

8 Overview of Reading is Everywhere

9 Learning Session

20 Appendices

37 Resources

TABLE OF CONTENTS

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ACKNOWLEDGMENTSThe Middle Childhood Matters Coalition Toronto (MCMCT) is grateful to the Ontario Trillium Foundation (OTF), an agency of the Government of Ontario, for funding its three-year Grow Grant that funded Parents Matter Project. With OTF’s support, MCMCT was able to enhance parenting skills of 1,200 newcomer, low income, and racialized parents with children ages 6-12 across Toronto. Thank you for making the development and production of 16 parenting learning sessions and facilitator’s guides possible.

Thank you to all the Middle Childhood Matters Coalition Toronto parent leaders and coalition members, who gave their time and insights into making this guide possible. As well, to all the Toronto service providers who promote the unique developmental needs of children ages 6-12, we are grateful to you all.

We also thank the Child Welfare Institute for creating the evaluation tools and data analysis for all the parent learning sessions.

Our deep appreciation to Shaden Jebahi, Project Coordinator, for her leadership and commitment to the Parents Matter Project.

Content Contributor: Fatma Faraj, MA, B.ED, BA, Teacher Librarian

Compiled by: Diana Grimaldos

Designed by: www.visaodesign.com

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The Parents Matter Project endeavors to support and educate newcomer, low-income and racialized parents in Toronto with children ages 6-12 (middle childhood) on how to best improve developmental and social outcomes for their children. This includes the creation and implementation of topic-specific parent learning sessions. Parenting and family relationships provide the foundation from which children ages 6-12 can develop the skills to overcome challenges and thrive to adulthood. These parent learning sessions aim to build upon the assets, capabilities and strengths of parents to help increase their knowledge on a number of topic areas relevant to their child’s social and emotional development.

This facilitator’s guide provides practical learning sessions to increase familial relationships, including resources that can be utilized and accessed beyond the life of the session. This is grounded in the knowledge that families crave more meaningful time together and the need to have access to materials, tools and skill building knowledge on an ongoing basis that is accessible at all times. By attending a learning session, a parent will leave with more knowledge, awareness and confidence in their ability to parent throughout this developmental stage. The interactive activities and supplementary resources will help parents to solidify their learnings.

In addition to Reading is Everywhere, 15 evidence-based learning sessions have been developed in collaboration with experts in the fields such as:

INTRODUCTION

• Sleep and Bedtime Routines

• Body Image and Self-esteem

• Healthy Eating and Nutrition

• Physical Activity

• We All Have Mental Health

• Growing Healthy Minds

• Children’s Mental Health Challenges and Seeking Support

• Counting on Math

• Keeping Children Safe Online

• More than Just Video Games

• Raising Responsible Digital Children

• Cognitive Development in Middle Childhood and Adolescence

• Emotional Development in Middle Childhood and Adolescence

• Social Development in Middle Childhood and Adolescence

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FLOW OF THE LEARNING SESSION

LEARNING SESSION STRUCTURE DESCRIPTION

Learning ObjectivesWhat parent participants can expect to learn by attending each learning session.

Warm-up/ Check-in

An activity to introduce and ground parent participants. The purpose is to begin getting to know each other by creating an inclusive and welcoming environment where all voices are heard and valued.

Group Agreements

An opportunity to collectively co-create the conditions of how learning will unfold. Creating a group agreement demonstrates that the space is shared by all.

Reflection MomentGuiding questions are used to prompt reflection on current knowledge of the topic presented.

Content DevelopmentHow the information will be delivered and resourced (learning discussions) -how learning happens- what do we need to know.

Action Moment

Each learning session will motivate concrete actions for parent participants to go from “reflection to action-now what?” with tips, tools and hands-on experience.

Evaluation and Check-outReinforce new learnings, takeaways and evaluate the learning.

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FACILITATION TIPS

Useful Tips to Successfully Facilitate a Group Discussion

1. Adults learn better when:

• They are personally motivated and engaged.

• They have the opportunity to reflect on what they are learning.

• They can exchange knowledge and experiences with others.

• They can have better understanding of what they learn and the implementation of that learning at home.

2. Adapting for inclusion:

• Know the diversity within the group: who are the participants? What experiences do they bring?

• Integrate cultural experiences: consider how both the facilitator and parent participants can bring their cultural experiences into the session.

• Be sensitive to emotional responses: depending on parent participants lived experiences, sometimes exercises can trigger participants’ emotions.

• Prepare your session in advance; read content carefully and resources needed.

• Be clear and concise in your interactions.

• Listen to what is said.

• Remember to integrate important points that have not been raised by parent participants.

• Validate questions outside of the lesson plan raised by parent participants and direct them to their service provider.

• Be ready to accommodate changes and respond to your audience. Flexibility will be required from time to time and you may need to adapt the agenda in some situations.

• When appropriate, share your own lived experience as a parent or caregiver. However, be conscious not to dominate the conversation.

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Overview

Reading is one of the greatest gifts a family can share together. Research says that reading is one of the key signs for success. It also doesn’t have to come through a book. Reading is all around us in different text forms. We need to give opportunities to our children to share their love of reading, explain their understanding and communicate it all in a way that brings meaning to it all.

We start life reading to our children. Then we want them to read on their own. However, it is important to continue on the journey with your children as they explore new books and gain new understanding. At this time in their lives, your children can read the words, and sometimes with expression, yet the teacher may say they don’t always understand what they are reading. To help your child, it is best to continue to read together for at least 20 minutes a day.

Learning Objectives

READING IS EVERYWHERE

MARKERS POST-IT NOTES

PENSFLIP CHART Materials and Supplies

ATTENDANCEFORM EVALUATIONS FLIP CHART

PAPER

LEARNING TOOLSVISUAL AIDS

INTERNET ACCESSSPEAKERS

a. Recognize why reading is important for positive child development, information and enjoyment.

b. How to find reading materials.

c. Developing regular reading habits.d. Finding books your child likes.

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1. Welcome and Introduction (5 minutes)

3. Reflection Moment (10 minutes)

5. Action Moment (10 minutes)

2. Check-in (10 minutes)

4. Content Development (20 minutes)

6. Evaluation and Check-out (5 minutes)

Length of the learning session (1 hour)Agenda

LEARNING SESSION OUTLINE


Facilitator(s) will welcome parent participants and organization(s) supporting the learning session. Housekeeping items should be introduced: washroom facilities, fire exit and additional information needed for the learning session.

Materials needed: Pens

Appendix 1 - Tool 1.1 Agenda

Tool 1.2 Attendance and Photo Release Form

Tool 1.4 Evaluation (Pre)


Getting to know each other: Introductions of parent participants (5 minutes)

Materials needed: Pens, computer, projector, internet access, assortment of books and parent session slide deck entitled “Reading is Everywhere” found here: https://tinyurl.com/y28ns3zv

Appendix 2 - Tool 2.1 Reading Survey

Facilitator Tip

If the presentation takes place in a library, ask the librarian to collect a few books for readers from ages 6-12 to put on display around the room.

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KEEP INMIND

If not brought up during group agreements, facilitator should explore the importance of confidentiality and sharing in a safe space.

Reading Survey and Getting to Know Each Other (Interactive Activity)

Provide parent participants with Learning Tool 2.1 and ask them to form pairs. Have each pair complete the survey with their partner. Once each partner has completed the survey, have everyone stand in a circle. Each person will introduce their partner sharing one thing they learning about the other person from the survey.

Parent Tip: Librarians and teachers ask questions about reading all the time. This allows them to learn about the reader and make book recommendations. As a parent, try asking your child questions about reading. This will give you an opportunity to learn what your child likes and what you like (it might not be the same!).

2.a Group Agreements (5 minutes)

Materials needed: post-it notes, markers, flip chart paper, pens.

Facilitator asks parent participants any of the following.

? Guiding Questions

• What do we need from each other and ourselves to create a safe learning space?

• How are we going to learn together in this space?

Parent participants are asked to write their answers on a post-it note and place it on the flip chart. Facilitator will read them out loud for parents’ consensus.

The list should be posted visibly for the length of the learning session.

Facilitator Tip

Sometimes it is helpful to model this process first. Ask one of the participants to partner with you and ask if they feel comfortable interviewing you in front of everyone. This way, you can provide an example of how to answer the survey with a partner.

Building a group agreement with parent participants is an important step to take when working with groups. It invites members to co-create a safe space for sharing where

all voices are heard and valued.

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Materials needed: Computer, projector, Appendix 3 - Learning Tool 3.1, 3.2

Activity A: Good ReadersFacilitator introduces Learning Tool 3.1 Good Readers poster on the screen. This poster provides a good example of the language teachers use to help students in the classroom. Invite parent participants to answer the following questions:

1. What information can you see on the poster?2. What questions do you still have when looking at the poster?3. Where would you find the answers to those questions?4. What is the message?

Discussion Points

• Teachers often use words that are difficult to understand when they describe children’s reading habits.

• Teachers also ask children to read what they see around them. The practice of reading posters and other informational texts is an excellent way to ensure they are aware of their surroundings and the messages that they receive from different texts and images everyday.

Facilitator TipChoose one (1) of the following activities to start the discussion and debrief as a group. Each activity takes 10 minutes, guiding questions and discussion points are designed for both activities.Reading for Information: How do teachers help readers?

Activity B: The Rights of a Reader Facilitator introduces Learning Tool 3.2 The Rights of a Reader Poster on the screen based on the book “The Rights of a Reader” written by Daniel Pennac. He created the book to help parents and educators understand that reading is personal. It is a journey that changes, as the books we read engage us in different ways. This poster is a great way to recognize the changes in our children as they start their reading journey. Invite parent participants to answer the following questions:

1. What information can you see on the poster?2. What questions do you still have when looking at the poster?3. Where would you find the answers to those questions?4. What is the message?

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4.a Building Stamina: Create a Reading Calendar

Materials needed: computer, projector, Learning Tool 3.3, 3.4

It’s important to build your child’s stamina for reading. Reading stamina is a child’s ability to focus and read independently for long periods of time. Start by encouraging your child to sit for 15-30 minutes each day with a book. Keep a calendar or log of their reading to help them see their progress. Not only will this build your child’s ability to stay with something for an extended period of time, teachers will appreciate the information.

Turn and Talk: invite participants to turn to an elbow partner and share the following:

What’s your favorite book and why?

How long did it take you to finish?

When was the last time you read a book?

When was the last time you visit the library?

What are your children currently reading?

Facilitator introduces Learning Tool 3.3 for families to further discuss tips for keeping a calendar with their children.

Learning tool 3.3 Example of reading ideas on a Reading Calendar

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Read a book about cats

Started a novel: Chapter 1

Chapter 2 Chapter 3 Chapter 4 Chapter 5

Chapter 6 Read a comic book

Went for a walk and read signs

Read a picture book together

Facilitator Tip

Before introducing the learning tools, ask parent participants the following questions to enrich discussion and learn more about your audience.

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Discussion Points

1. Document your reading journey with your children.

2. For a month, write down:

a. How many books you have read together

b. What types of books you have read

c. How you feel about the books

d. Hopes and dreams for your next book

e. How long it takes to read each book

f. How many times you reread a book

Facilitator hands out Learning Tool 3.4 for parents to take home and practice with their children.

Discussion Points

• Creating a reading calendar with your children is like a diary of what you and your child have read. It helps you to clearly see how often your child is reading, which may be useful to share with your child’s teacher.

• After a couple of months of completing the calendar, your child may want to move on to a journal. A journal page can be set up as simply or as in-depth as your child would like it to be. Use journal entries to share and discuss books read as a family.

Parent Tips: More than a Reading Calendar

During the summer, many libraries across the province run summer reading programs and promote reading materials for your child. Ask your local public library librarians for more information.

If you decide to create a journal with your child, it may include the following information:1. Date2. Title of book read3. How many chapters or pages read4. How long it took5. Reflection 6. 2-3 sentences on your child’s hopes

and dreams for the next chapter or next book your child will read.

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Fun Without Reading: Active Engagement

What happens when you don’t have something to read?If you are not reading, why not tell them a story?

FFacilitator invites parent participants to pair up and play the following game.

Two Truths and a Story

1. Think of two things that are based on a true event that has happened to you and make one up.

2. Share all three things with your partner.

3. Your partner is going to try and guess the event that you made up.

4. Let your partner have a turn.

Why is it important to tell our stories?

• Builds memory• Important for child’s cognitive development (help with learning and memory)• Important for child’s social development (help with friendships and getting along with

people)• Better mental health• Makes connections• Boosts self-esteem

Facilitator Tip

Encourage parent participants to try this game at home with their children. Parents can make this as much fun as they want with their child. Not only will it teach your child a little about you, it will let them hear stories. One of the greatest skills is a person’s ability to tell stories.

KEEP INMIND

There are many ways to engage with your child when it comes to reading. It doesn’t have to come in book form. Most important is that your child sees you reading and they are making connections as they read.

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Top Ideas from Today’s Session:

• Reading is enjoyable

• Reading can be work

• Building stamina is important for learning to stick to a task

• Talking about your stories is just as important as reading stories

• Reading is a tradition your family can maintain

Resources from Learning Session and Presentation:

Materials needed: computer, projector and internet access

The Canadian Children’s Book Centre (http://bookcentre.ca) has many lists and categories of Canadian Children’s books. They have also done an excellent job of creating an easy to follow list on how to choose a book with your child, depending on their age: How to Choose a Book (CCBC) (https://goo.gl/8KWdax) and of course, Best Books for Kids and Teens (http://bestbooks.bookcentre.ca) Please note that this list includes titles for older readers. Double check the title with the librarian. The site has also starred the BEST BOOKS with a red star.

The Children’s Book Bank (http://www.childrensbookbank.com) is a one-of-a-kind place where children can browse and choose books of their own for free. *The Book Bank is located in the Regent Park area of Toronto. It also supports and is in partnership with many agencies in the Toronto area.

Public Libraries in Ontario participate in the TD Summer Reading Program. Please check your local branch for information. (Each program supplies materials and book lists with assistance and from the librarian). Public libraries also offer free events- like author visits, readings and Family Movie Nights.

School Library Journal’s List of Diverse Book Recommendations (https://goo.gl/jJxPWU)

Association for Library Services (ASLC) releases a Summer Reading Lists every summer.

Other places to check out reading events:

• Local Bookstores • Local Community Centres

Facilitator TipIf time allows walk participants through the following resources:

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Materials needed: Picture book Appendix 4 - Learning tools 4.1 and 4.2 Take Home Post Cards.

READ ALOUD (Interactive and Modelling Activity)

Facilitator provides Learning tool 4.1 and 4.2 Take Home Post Cards and invite participants to review them for 3 minutes, after everyone had a time to read them ask for two parent volunteers to:

Role play: One parent will be the adult reading the book and the other will role play the child listening. Provide volunteers with the book and ask them to act out a situation using the tips provided on the Take Home Post Card with some question samples.


Materials needed: Pens, Learning Tool 1.5 Evaluation Form (Post).

Evaluation: Facilitator hands out Learning Tool 1.5 and invite parent participants to give their feedback. Provide participants with pens and evaluation forms to be filled out. Encourage them to be honest. Their responses are anonymous and they don’t have to answer any questions they don’t feel comfortable answering.

Check-out: Thank parent participants for their participation and time. Facilitator provides parent participants with further readings to take home. See Appendix 5.

Facilitator Tip

Invite parent participants to model ways that they can ask questions. Remind participants, even though we are using a picture book for this activity, we can use a chapter book, textbook, and online information to ask similar questions.

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APPENDICES

Tool 1.1 Agenda

Tool 1.2 Attendance and Photo Release Form

Tool 1.3 Facilitator’s Check List

Tool 1.4 Evaluation (Pre)

Tool 1.5 Evaluation (Post)

APPENDIX 1

APPENDIX 2

Learning Tool 2.1 Reading Survey and Getting Know Each Other

Learning Tool 3.1 Good Readers Poster

Learning Tool 3.2 The Rights of a Reader poster

Learning Tool 3.3 Building Stamina: Create a Reading Calendar

Learning Tool 3.4 Take Home and Practice Calendar Template (Blank)

APPENDIX 4

APPENDIX 5

APPENDIX 3

Resources

Learning Tool 4.1 Take Home Post Card - Let’s Read

Learning Tool 4.2 Take Home Post Card - Reading Aloud

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Tool 1.1 Agenda







APPENDIX 1.1 - AGENDA

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Tool 1.3 Facilitator’s Check List

Materials and Supplies:

Markers

Flip Chart (if needed)

Flip Chart Paper

Post-it Notes

Pens

Internet Access/Connection

Projector

Computer

Speakers

Learning Tools

Attendance Form

Evaluation Forms (Pre & Post)

APPENDIX 1.3 - FACILITATOR’S CHECK LIST

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PARENT EVENT: ____ / ____ / 20__

Please answer the questions below.

APPENDIX 1.4 - EVALUATION (PRE)

Do at STARTof Event

PART 1: About You

1. Your gender: Female Male Trans I describe my gender in a different way

2. Your children’s age(s): 0-5 6-12 13+

3. Parenting status: I’m a single parent I’m not a single parent

4. What country were you born in: __________________

5. What is your postal code: __________

6. Do you have any relatives living with you at home? Yes No If YES how many? __________

PART 2: About the Event

7. How did you hear about this event? Friend/Family Another Organization Internet Flyers Other (please specify):____________________

8. Please rate your knowledge on: (Circle ONE answer per question)

HIGH MEDIUM LOW DON’T KNOW

a The importance of reading with my child H M L DK

b How to build my child’s reading habits H M L DK

c How to encourage my child to tell stories H M L DK

dHow to have a conversation with my child about

what we readH M L DK

ePlease rate your level of comfort with: reading

with your childH M L DK

fIt is recommended to read together with your

child for at least 20 minutes a dayYES NO

gI can identify one (1) resource to help my child

enjoy readingYES NO

PART 3: About your Learning

9. What do you hope to learn today?

_________________________________________________________

THANK YOU!

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PARENT EVENT: ____ / ____ / 20__

Please answer the questions below.

APPENDIX 1.5 - EVALUATION (POST)

Do at ENDof Event

PART 1: About the Event

PART 2: About your Learning

PART 3: About your Satisfaction

1. Please rate your knowledge on: (Circle ONE answer per question)

THANK YOU!

HIGH MEDIUM LOW DON’T KNOW

a The importance of reading with my child H M L DK

b How to build my child’s reading habits H M L DK

c How to encourage my child to tell stories H M L DK

dHow to have a conversation with my child about

what we readH M L DK

ePlease rate your level of comfort with: reading

with your childH M L DK

fPlease rate your level of comfort with:

technology my child usesH M L DK

It is recommended to read together with your child at least 20 minutes a day.

YES NO

I can identify one (1) resource to help my child enjoy reading. YES NO

1How often will you use what you learned today with your

child(ren)? (Circle ONE answer)Never Sometimes Always

If never, please tell us why not?

2How informative was the facilitator?

(Circle ONE answer)Not

InformativeA little

InformativeVery

Informative

3How satisfied are you with this event overall?

(Circle ONE answer)Not

SatisfiedA little

SatisfiedVery

Satisfied

4If we could improve ONE THING – what would it be?

2. What did you learn today?

_________________________________________________________

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THERAPPENDIX 2

Learning Tool 2.1 Reading Survey and Getting to Know Each Other

Reading Survey

Ask your partner the following survey questions about themselves and reading. They will then ask you the same questions.

What is your name?

______________________________________________________________________

How many children do you have?

______________________________________________________________________

What was your favourite book when you were a child?

______________________________________________________________________

What is your favourite book now?

______________________________________________________________________

1. Where do you like to read?

� In your house

� On the transit

� At the library

� All of the above

2. When do you like to read?

� Morning

� Afternoon

� Evening

� All of the above

3. How do you choose books?

� Recommendations

� Whatever is on display

� Whatever is available

� Whatever my child is reading

4. What do you like read?

Favourite authors

Any book

Whatever my child is reading

All of the above

5. What language do you prefer to read in?

________________________________

6. What language does your child prefer toread in?

________________________________

READING SURVEY

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Learning Tool 3.1 Good Readers Poster

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APPENDIX 3

Learning Tool 3.2 The Rights of a Reader poster

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APPENDIX 5

Resources

1. Recommended Reading for Parents:

» Reading and Life Success (Huffington Post)

» Family Reading- The Horn Book. This site is dedicated to recommending books for families to read together at home.

» Reading and Writing With Your Child: Ontario’s Ministry of Education created an easy to access document with helpful ideas and resources to help guide your children in Reading and Writing from Kindergarten to Grade 6.

2. Today’s Parent Article: https://www.todaysparent.com/family/activities/kids-reading-books

3. TED Talk: Why we should all be reading aloud to children: https://www.youtube.com/watch?v=ZBuT2wdYtpM

4. Toronto Star Article: Storytelling boosts vocabulary, memory and self-esteem: https://www.thestar.com/life/parent/2013/06/10/storytelling_boosts_vocabulary_memory_and_selfesteem.html

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READING IS EVERYWHERE...The Coalition believes, and research states, that this is an important time...

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