FAMILY , SCHOOL , and COMMUNITY Engagement Solutions and Services
Teamwork Makes the Education Dream Work
The positive impact of effective family and community engagement has been proven by decades of research, recent case studies, and every educator’s firsthand experience. Undeniable Outcomes
Students with involved families and communities: *
Are less likely to drop out
Get better grades
Have more positive attitudes about schoolwork and homework
Score higher on standardized tests
Have better attendance records
1
*Henderson, A. T., & Mapp, K. L. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement.
Family Engagement Is an Instructional Strategy Establishing effective practices for high-impact family, school, and community engagement is a key instructional strategy for the most successful districts and Scholastic Education has proudly partnered with many of them.
Our shared approach to this work centers on four research-backed practices:
Develop
Empower
Administrators help teachers develop strong connections with families with an emphasis on building trust and linking every engagement effort to student learning.
Families are empowered with the resources, knowledge, and confidence to advocate for and support their child’s learning.
Engage
Partner
Schools provide welcoming learning environments and relevant, responsive instruction and take-home resources to engage all students and their families.
Communities serve as strong partners, expanding a district’s capacity to offer effective, diverse, and innovative literacy instruction and support.
2
Our Partners
We partner with some of the most respected researchers, organizations, and practitioners in family, school, and community engagement. These innovative thought leaders and passionate educators apply their research findings and experience to our programs, services, and professional books—equipping our district partners with proven strategies to drive real outcomes.
Karen Mapp, Ph.D. Author, Researcher, Educator, Family, School, and Community Engagement Expert
Anne T. Henderson Founder of and Senior Consultant for the National Association for Family, School and Community Engagement (NAFSCE)
Jacqueline L. Sanderlin, Ed.D. Educator, Author, Speaker, Expert in Developing Meaningful Community Connections
Christian Adair, M.Ed. Education and Community Engagement Practitioner and Consultant
Linda C. Mayes, M.D Professor of Child Psychiatry, Pediatrics, and Psychology; Chair of the Yale Child Study Center
Don Vu, Ed.D. Educator, Administrator, and Author
With a focus on the intersection of literacy and health across a range of education imperatives—including family, school, and community engagement—the goal of the collaborative is to improve academic and mental health outcomes for children and their families.
What we need is a shared responsibility paradigm designed to build capacity among parents and practitioners, so both sides will gain from the relationship.
— Dr. Karen L. Mapp, Senior Lecturer on Education, Harvard Graduate School of Education
3
The Right Tools for the Work
Our solutions help districts build powerful and effective family, school, and community engagement habits. We integrate effective practices with the research-backed strategies needed to develop your team’s capacity to empower families, welcome and engage with them as trusted partners in their child’s learning, and build meaningful community partnerships.
Consultative Planning and Coaching Implementation Our consultative specialists collaborate with your leadership to establish systemic practices that embed family engagement as a core component of your instructional strategy. Our coaching teams then partner with staff to develop progress-monitoring tools specific to your goals, tracking participation and providing guidance to help optimize impact along the way.
We will work with you to put a comprehensive, tailored professional learning plan together that is specific to your school and district’s needs.
Dr. Karen L. Mapp Family and Community Engagement Workshop Series The Dr. Karen L. Mapp Workshop series focuses on training a team with voices from leadership, instruction, home, and the community. The team will explore family engagement core beliefs, review current practices, and implement a plan for aligning family engagement strategies to academic outcomes.
Session 1: Reframing Family Engagement
Session 2: Redesigning Family Engagement Events
Session 3: Engaging Families in Learning throughout the Year
3 full days | In-Person
4
Family Engagement Assessment The Family Engagement Assessment (FEA) is a process that measures a school’s capacity for developing effective home- school partnerships and recommends solutions for enriching and prioritizing family engagement practices. By exploring key data and existing activities and positions in collaboration with our specialists, school leaders can design a plan to strengthen and coordinate family and community engagement initiatives.
Increasing Student Attendance through Effective Home-School Partnership Practices
Creating a culture of attendance begins by engaging students and families positively, establishing trust, and creating a sense of belonging. Address chronic absenteeism using data to better understand attendance barriers that families face and implement a tiered system of family support.
6-Hour Session | Virtual or In-Person
Multi-Day Visit | Virtual or In-Person
Effective Practices to Welcome All Families Families say that feeling welcome and being treated with respect by school staff is the key to feeling connected to the school. In this session we’ll explore how to welcome families into your school and have dialogue that empowers them to become active participants in their children’s education.
Foundations of Family Engagement Build your staff’s ability to implement effective family engagement efforts while advocating for the impact of family engagement on student learning. Identify the five process conditions that must be addressed in every family engagement activity.
6-Hour Session | Virtual or In-Person
6-Hour Session | Virtual or In-Person
Professional Books
Our authors provide practical strategies and actionable best practices for cultivating strong family, school, and community connections.
Everyone Wins! The Evidence for Family-School Partnerships & Implications for Practice by Dr. Karen L. Mapp, Anne T. Henderson, Dr. Stephany Cuevas, Martha C. Franco, and Suzanna Ewert Discover this compelling case for investing in evidence-based family engagement practices and learning how to put them into action! Powerful Partnerships: A Teacher’s Guide to Engaging Families for Student Success by Dr. Karen L. Mapp, Ilene Carver, and Jessica Lander Learn about the mindset and core beliefs required to bond with families and how to plan family engagement opportunities and events all year long.
The Why Not? Challenge: Say “Yes!” to Success with School-Community Partnerships by Dr. Jaqueline L. Sanderlin Get practical, hands-on ideas to mobilize communities toward engagement in schools.
Life, Literacy, and the Pursuit of Happiness by Dr. Don Vu Address school reading culture with a focus on the needs of immigrant and refugee students and families.
5
Be Welcoming and Responsive to All School becomes a meaningful place that children and their families want to be when it is welcoming, relevant, and relatable to every child’s cultural heritage, individuality, and differences. Instruction should be challenging and culturally responsive and literature must be engaging and representative of all.
Grades K–5 | Instructional Collections
Rising Voices Libraries Culturally responsive classroom libraries of fiction and nonfiction texts and instructional resources celebrating the stories of the historically underrepresented.
• Elevating Latino Stories • Celebrating Girls of Color
• Empowering Girls in STEAM • Celebrating Black and Latino Boys
Grades K–8 | Teaching Collection
Ready-To-Go Libraries These teacher-recommended collections provide relevant and engaging texts to meet the needs and interests of all students. They serve as the ultimate foundation for every classroom library, aiding in the development of vocabulary, comprehension, and fluency.
Grades K–5 | Literacy Instruction
Our Stories Decodables A new series of culturally diverse decodables written in partnership with HBCU students and alumni.
Book 2
Book 2: Dad’s Cab By Joseph De Guzman Dad is taking Zack and Liv for a ride in his cab. They are excited about going to see the sunset. But an unexpected problem arises. Will they make it in time? Genre: Realistic Fiction This text presents a story about a family car ride that doesn’t turn out as expected. Whole- and Small-Group Instruction Options The following steps offer instruction for guiding students through this text in whole or small groups, in conjunction with direct instruction in the targeted skills. Get Ready to Read Phonemic Awareness Let students know that as they read this book, they will use what they’ve learned about identifying all the sounds in words. Play “Take Apart” Play a game in which students segment sounds and then blend and say words. Explain that you will say a word and then ask students to identify each sound in the word. Say: Listen: hop. What’s the beginning sound? (/h/) What’s the middle sound? (/o/) What’s the ending sound? (/p/) Pause for students’ responses between each request. After each turn, write or have students write the words. Use these words: tap, fit, get, dock, fun . Check Readiness of Target Skills You may use the Readiness Check to identify students’ readiness for the targeted elements in this text. Remind students to pay attention to each letter in a word and its corresponding sound. CVC and VC Words With a, e, i, o, u cap dad nod rip set sun up pop Possessives With - s Dad’s kid’s Use observations to determine needs for additional support and inform grouping. Introduce/Review High-Frequency Words Use these steps to teach or review the words. • Display the word. Say it aloud and have students repeat. • Use the word in a sentence. Discuss the word and its meaning or usage with students. • Identify known and unknown parts of the word. (See specifics below.) • Have students spell and/or write the word.
Read the Text Preview Build background knowledge and engagement by previewing the book. • Display the cover and share the title, author, and illustrator. • Invite students to share what they notice or wonder about the book based on the cover artwork and title. Provide a sentence frame as needed . Example: Based on the (illustration/title), I predict that ____. First Reading • Read the title and have students repeat it. • Read aloud the text or have students whisper-read it on their own. • Have students share their reactions to the text. Second Reading • Ask a volunteer to read the title. • Have students whisper-read on their own. • Invite students to take turns reading to a partner. Listen to students read and give help as needed. After Reading
Language Support Summarize Invite students to reread pages 8–11 and then try to summarize them in less than 10 words. (Zack and Liv help their dad fix the cab.) Allow students to use their home language and then transfer their ideas to English. Multiple-Meaning Words Explain that some words in this book have more than one meaning. Point out that readers need to pay attention to how words are used to clarify their meaning. For example, on page 6, it says: “Dad’s cab gets in a big jam.” Often, jam indicates something we might put on toast or a sandwich. But in this case, that meaning doesn’t make sense. This sentence helps show that this jam is a traffic jam, where cars are crowded together. Continue by pointing out other multiple-meaning words, noting how context helps readers know which meaning is intended: • jack (p. 10): a tool, not a name • lug nut (p. 11): part of a tire, not a kind of nut • cap (p. 11): part of a tire, not a kind of hat
by Joseph De Guzman
illustrated by Dione Kong
Phonics Focus and Other Targets • Consonants and Short Vowels a, e, i, o, u : at, back, bad, bag, big, bop, but, cab, can, cap, Dad, did, dips, dock, dot, fit, fits, fix, fun, get, gets, got, had, has, hip, hit, hits, hop, hums, in, is, it, jack, jam, job, kids, Liv, locks, lots, nap, nod, not, nut, on, pics, pin, pop, red, rip, sad, set, sets, sun, tap, tick, tock, up, vans, yet, Zack, zag, zig • Possessives With -s : Dad’s High-Frequency Words of, the, and (review) Story Words flat, spare, tire Challenge Word cars
Book 2
by YVETTE MANNS
illustrated by ANA LATESE
Build Comprehension Use the following questions to monitor comprehension and reinforce knowledge and vocabulary.
• What did you predict about this book when we got started? How was your prediction the same or different from events we read about in the story? Make/Confirm Predictions • Where does this story take place? Setting • The cab gets a flat tire. How do Dad and the kids work together to solve the problem? Problem and Solution • What happens at the end of the story? Summarize Write From Dictation Have students write this sentence. Students may illustrate the sentence as well. You may want to model the writing. The kids sit in the cab.
Build Background Read the “Spotlight on Cabs” feature on the inside front cover. Invite students to share what they know about cabs . Explain that in this book, a dad is trying to drive his cab to a dock . Discuss what a dock is. Invite students to share what happens when a car gets a flat tire . Explain what a spare tire is. Let students know they will learn more words related to tires in the story.
Joseph De Guzman was born in Queens, New York, to parents who immigrated from the Philippines. From an early age, he was fascinated by the stories his family shared with him about their Filipino heritage. Today, De Guzman is an editor at Scholastic, where he develops curriculum products within the company’s Education Solutions division. He is especially proud to tell stories that celebrate underrepresented cultures. He lives in New Jersey with his wife and daughter.
Use it in a sentence.
Identify known and unknown parts.
of The color of the flower was red. the Please sit at the table.
Extend and Connect Make Connections Use the following questions to monitor comprehension and reinforce knowledge and vocabulary. • What connections did you make to the events in the story? What events surprised you? • The family in the story seems to enjoy going to see the sun set. What is a place or event your family enjoys together? • Liv and Zack use tools to help fix something. Can you think of a thing you recently helped fix? What tools did you use? What steps did you follow? Respond and Write Invite students to draw and write about how the tire gets flat. As needed, help students write or dictate phrases or short sentences that describe the situation and establish a location. Narrative Then invite them to complete the phonics activity at the bottom of the page. Build CVC Words
• Find the 2 sounds in of : /u/ /v/. • Point out that children will find this word in many texts they read, so it’s super helpful for them to know and recognize it quickly. • Find the 2 sounds in the : /th/ /uh/. • Point out that children will find this word in everything they read, so it’s super helpful for them to know and recognize it quickly. • Find the 3 sounds in and : /a/ /n/ /d/. • Identify the sound-spellings children have learned: /a/ a , /n/ n , /d/ d. • Model blending the word for children.
and I have a
sandwich and an apple for lunch.
Introduce Story Words The following words are important for reading this story. You may guide students to understand their meanings and build familiarity with their spellings before reading.
by Joseph De Guzman
illustrated by Dione Kong
flat spare tire
14
Our Stories Decodables Teacher’s Guide
Book 2
15
Grades PreK–5 | Instructional Collection
Byron V. Garrett Life and Literacy Skills Library An empowering life skills collection and take-home books to foster family engagement in their child’s personal and academic success.
6
Bilingual in English and Haitian Creole
Grades K–3 | Instructional Collection
Our Community: Haitian Heritage A curated collection of books and take-home book packs that celebrate the beauty of the Haitian community.
Grade 3 Booklist Your library contains two copies of each of the following titles. Use the annotations and the Talk About It questions below as you explore these books with students.
Prepare w pou Foutbòl! / Get Ready for Soccer! Authors: Alvaro Galan and Malcolm Alexis* Illustrator: José Fragoso This nonfiction book explores the ins and outs of soccer, the most popular sport in Haiti, the United States, and around the world! Chock- full of fun facts on every page, this book gives readers information about origins, positions, uniforms, and materials, and features playful, energetic illustrations. By the end of this book, readers will know everything about soccer, and the only thing left to do is to figure out whether they’d like to try it for themselves!
TALK ABOUT IT: Why was King Christophe so shocked when the Queen spoke Creole? Why was it important to the king that Haiti’s national language be Haitian Creole? (Plot, Analyze Character) ACTIVITY: Imagine you are helping Queen Marie and King Christophe celebrate the King’s new declaration. Write and design an invitation to a special party celebrating this news. TALK ABOUT IT: Why do you think the narrator writes in the descriptive way that they do? How does that change how you hear and perceive the story? (Key Ideas and Details, Author’s Purpose) ACTIVITY: The children in the book make the long trek to school each day. Using the descriptive writing of the author as a model, write a paragraph about your own trek to school and the sights and sounds you encounter on your way. TALK ABOUT IT: What about soccer makes it different than other sports? What information would you share with someone who wants to try playing soccer? (Key Ideas and Details, Make Connections) ACTIVITY: Imagine you are in charge of planning a soccer tournament. What kinds of events and special details would you incorporate in the tournament? What facts would you want to make sure players and spectators knew about? Write and draw a poster for your tournament.
Auntie Luce’s Talking Paintings Author: Francie Latour* Illustrator: Ken Daley
TALK ABOUT IT: By sitting for her portrait, Ti Chou learns more about herself. How did this experience help her connect to Haiti and her own family history? (Character, Setting) ACTIVITY: Create a self-portrait of your own using art supplies. Reflect on special things from your own history and incorporate those elements into your self-portrait.
GRL: L Lexile: 830L
In this vibrant picture book, a young Haitian American girl, affectionately referred to as Ti Chou, reminisces about traveling to Haiti to visit her aunt. Auntie Luce is a painter, and Ti Chou reflects on the time she sat for a portrait. During this experience, Ti Chou and Auntie Luce discuss Haiti’s complicated history as well as the things that make Haiti home. Through the power of art, she discovers a new appreciation for her culture and identity.
GRL: P Lexile: AD730L
Running the Road to ABC Author: Denize Lauture* Illustrator: Reynold Ruffins
Ayiti mwen / My Haiti Authors: Christina Levelt* and Claudimy Thomas* Illustrators: Audeva Joseph* and Bruno Iradukunda
TALK ABOUT IT: How does Junior use his imagination to get through a difficult and scary time? How did imagining the things he would be doing if not stuck help him get through it? (Plot, Make Inferences) ACTIVITY: Work with a partner to act out an interview between a reporter and Junior. Draw on Junior’s experiences in the book to write questions and answers for your interview. TALK ABOUT IT: How does Maniya save her father from the tiger? Why do you think Maniya was skilled enough to take down the tiger? (Plot, Key Ideas and Details) ACTIVITY: What happens next? Think about Maniya as a character and write a continuation to her story. Create an illustration to go along with your story. TALK ABOUT IT: Why do you think the narrator has such pride in coming from Haiti? What does she say about Haiti makes her proud to be from there? (Make Inferences, Analyze Character) ACTIVITY: The narrator shares many interesting details about Haiti. Working with a partner, create a brochure on some of the special and important details you learned about.
A group of six children make their way to school. But their school is up a steep hill, so they must get up before the crack of dawn and run through the towns and fields and crossroads to get to class on time. And when the school day is done, and they finally make it home, they rest knowing they will do it all again tomorrow.
GRL: N Lexile: AD710L
A young Haitian girl talks about the history, culture and accomplishments of Haiti and its people.
GRL: N Lexile: 760L
The Queen Speaks Creole Author: Eveline Pierre* Illustrator: Mudassir M Abid
Eight Days: A Story of Haiti Author: Edwidge Danticat* Illustrator: Alix Delinois* After an earthquake, Junior and his friend, Oscar, were stuck under his collapsed house. Instead of feeling afraid, Junior chose to imagine what life would be like if he hadn’t gotten stuck, and the earthquake was nothing but a dream. And for eight days, he waited until his imagined days could come true again. De Prensès Entelijan / Two Clever Princesses Authors: Saonha Lyrvole Jean-Baptiste* and Martyna Dessources* Illustrator: Audeva Joseph* Princesses Tia and Maniya have to think fast to help someone in need. Not matter the struggles, these princesses use their wit and quick thinking to save the day.
In a story full of references to important details about Haitian Creole culture and history, the Queen becomes restless while waiting for King Christophe to make his appearance and take her to the ball. When none of the servants can keep the Queen occupied while she waits, one decides to bring the Queen the family heirloom crown and the important note that came with it.
GRL: N Lexile: AD930L
GRL: M Lexile: 500L
Estrès ak Egzamen Òtograf / Spelling Test Stress Authors: Jamie Hector* and Alaine Roberson* Illustrator: Rachel Moss
TALK ABOUT IT: Chloé gets a bad grade on her test. How does that make her feel? What does she do to help herself on the next test? (Analyze Character, Key Ideas and Details) ACTIVITY: Write and draw a page of comic panels where Chloé teaches her calming techniques to a nervous classmate before a test.
Chloé doesn’t do as well as she hoped she would on her test, but only because she was really nervous! She knew the answers, but the fear of test-taking really got to her. Now, with the help of her dad, Chloé must find ways to calm down before her next test.
GRL: O Lexile: AD590L
GRL: J Lexile: AD510L
For more ideas about how to use these books with your class, turn the page.
*denotes an author or illustrator of Haitian descent
Our Community_Teacher Resource_Grade 3.indd 2
1/18/24 4:16 PM
Grades PreK–12 | Teaching Collection
Culturally Responsive Collections Collections that offer authentic representation of diverse cultures and abilities, helping to make learning relevant and cultivate a sense of belonging for every student.
• Disability and Neurodiversity • Immigrant and Refugee Experiences
• Latine and Hispanic Edition • Multicultural Edition
Grades K–8 | Supplemental Literacy
Scholastic Literacy Pro Extend access to high-quality, diverse texts from anywhere and record, track, and measure both online and offline reading.
Grades PreK–12 | Classroom Magazines
Scholastic Magazines+ Highly relatable and engaging content in each grade-specific magazine gets kids buzzing with learning excitement while they build knowledge and literacy skills.
7
Empower Your Families Empowering families with the knowledge, strategies, and confidence to advocate for their child’s education has been found to correlate with increased attendance and academic achievement.
Grades PreK–3 Families | Literacy Events
Read and Rise Family literacy session for building literacy at home while celebrating family, culture, and traditions.
Grades K–5 | Take-Home Packs
My Books Every Day A books-to-home program to cultivate family engagement and strengthen school-home communication.
Available in English and Spanish
Grades PreK–8 | Take-Home Packs
Grab and Go Take-Home Book Packs Book packs in a variety of themes to build home libraries.
Bilingual in English and Spanish
Grade PreK | Take-Home Packs
Grades K–1 | Take-Home Packs
School Readiness Kits Kindergarten-readiness books and activities to build foundational reading and well-being skills.
School Success Kits Stay-on-track books, activities, and strategies to support academic and social-emotional growth year-round.
8
Partner with Your Community Community partners bring alternate perspectives and fresh approaches to learning, building a school’s capacity to engage students in new, and often more culturally responsive ways.
Grades PreK–8 | Supplemental Literacy
Scholastic R.E.A.L. An interactive read-aloud and literacy-focused mentoring program that helps to validate young people and recognize their full potential. Fostering a sense of identity and belonging for all, Scholastic R.E.A.L ignites a love of reading and builds home libraries for every student.
Grades PreK–5 Families | Literacy Events
Scholastic Literacy Events Developed with Dr. Karen Mapp, these 90-minute activity event kits are designed to help educators empower families to extend learning at home with innovative reading and writing activities.
There is no doubt that when family engagement is developed in true partnership, it has the ability to positively impact students’ academic, social, and emotional growth.
—Kelli Cedo, Virginia Beach Public Schools
Contact your Scholastic Education Solutions partner or visit scholastic.com/engage to sample, order, or learn more.
Item# 000000 5650-02 5/24
Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12Made with FlippingBook - Online catalogs