HUNTSVILLE CITY SCHOOLSHUNTSVILLE CITY SCHOOLSSCHOOL READINESSSCHOOL READINESS

2014 – 2015 2014 – 2015

“follow the yellow brick road to school readiness”

WHAT IS SCHOOL READINESS?WHAT IS SCHOOL READINESS?

The concept of school readiness typically refers to the child’s attainment of a certain set of

emotional, behavioral, and cognitive skills needed to learn, work, and function successfully in school.

(Rafoth, Buchenauer, Crissman, & Halko, 2014)

School Readiness CharacteristicsSchool Readiness Characteristics

Ability to follow structured daily routines.Ability to dress independently.Ability to work independently with supervision.Ability to listen and pay attention to what

someone else is saying.Ability to get along with and cooperate with

other children.Ability to play with other children.Ability to follow simple rules.

(Rafoth, Buchenauer, Crissman, & Halko, 2014)

School Readiness Characteristics School Readiness Characteristics cont’dcont’d

Ability to work with puzzles, scissors, coloring, paints, etc.

Ability to write their own name or to acquire the skill with instruction.

Ability to count or acquire the skill with instruction. Ability to recite the alphabet (or quickly learn with

instruction). Ability to identify both shapes and colors. Ability to identify sound units in words and to

recognize rhyme.

(Rafoth, Buchenauer, Crissman, & Halko, 2014)

Parent/Family InvolvementParent/Family Involvement

There are several factors that influence school readiness

Low family economic risk: poor school readiness often revolves around poverty

Stable Family Structure: Often, children from homes with two parents have stronger readiness skills than those from single parent homes

Enriched home environment: Children from more structured homes, such as where parents converse with them, discipline them appropriately and often, read to them, and teach them self-discipline usually have stronger readiness skills.

(Rafoth, Buchenauer, Crissman, & Halko, 2014)

How can Parents help?How can Parents help? Read books to and with children Spend time with children Create routines Encourage and answer questions from children Engage informal reading and counting activities Familiarize children with the world around them Promote play that helps to develop skills Engage children in playgroups Encourage responsibility

(Rafoth, Buchenauer, Crissman, & Halko, 2014)

Parents facilitating Phonological AwarenessParents facilitating Phonological Awareness

Parents can assist with phonological awareness by:

Reading nursery rhymes, singing songs, and clapping Play games with rhyming words Demonstrate blending sounds Play initial sound games (first letters of words) Clap out word sounds (Ex. C-A-T)

(Rafoth, Buchenauer, Crissman, & Halko, 2014)

Parents facilitating ComprehensionParents facilitating Comprehension

Parents can assist in building comprehension by:

Reading short, high interest stories over and over

Predicting stories from the titles Asking simple questions while reading Allowing children to retell stories Allow children to tell their own stories

(Rafoth, Buchenauer, Crissman, & Halko, 2014)

Parents facilitating Print AwarenessParents facilitating Print Awareness

Parents can assist with print awareness by:

Teach difference in pictures and print Help children recognize environmental print (landmarks:

stop signs; Walmart; McDonald’s Teach students to understand words are read left to

right Teach students to understand text is read from top to

bottom Teach about white space between words Teach students the difference between letters and words

(Rafoth, Buchenauer, Crissman, & Halko, 2014)

ReferencesReferencesRafoth, M.A., Buchenauer, E.L., Crissman, K.K. & Halko, J.K. (2014).School

readiness-preparing children for kindergarten and beyond:

information for parents. National Association of School Psychologists.

Retrieved from: http://www.nasponline.org/resources/handouts/.