Reading Response Journals:

• Perhaps a parent and child can read a book together and keep separate Reader Response Journals after each reading session, then discuss what they thought before reading together again.  Some journals are written to characters in the book, and this helps readers relate to the story that is read.

ASL Parameters:

• Have children look at cards with various objects pictured and have them determine which pictures have signs that are first similar in three of the ASL parameters, then two, then one.  Have children think of as many signs as they can in each category.In a group, children could compete with one another if they want to see who has the most.Be sensitive to the group, though; not all groups will do well with that.

  • NOTE: The five parameters of ASL are handshape, location, movement, palm orientation, and facial expression/non-manual markers.

Visual Writing Prompts:

• Encourage children to write about things that are important to them.  Perhaps provide pictorial prompts of favorite things as ideas in keeping with this and the visual modality of sign language.

Resource:

• Peter’s Picture is a children’s show for Deaf children.Each episode introduces a letter, some vocabulary, and Deaf culture knowledge.  The letters and vocabulary are introduced in ASL and English.  The videos are designed for ages three to six.Videos, further resources, and research can be found at the website here.  Watching the video with your children will likely increase their literacy engagement with the videos, and it will give you the opportunity to interact with your children regarding what they have learned:

  • Activity #1,

    • “Each child is given a vocabulary card with a picture and print. Children stand or raise their card when they see their word either in print or a picture or fmgerspelled (demonstrated by the teacher).

  • Activity # 2,

    • Vocabulary: The teacher mixes up five pictures and five printed words of targeted vocabulary and puts them on a table. The children match the printed words to the correct picture.

  • Activity #3,

    • Vocabulary: Pictures and print of the targeted words are placed so the children can see all five of them. The teacher then either signs or fingerspells one of the words, and the children choose the picture or the printed word that matches the signed or fingerspelled word.

  • Activity #4,

    • Word Game (group or individual option): The teacher gives each child one targeted word and then shows five sentences individually. The children are asked to match their word to the same word in each sentence.

  • Activity #5,

    • Story Narrative and Concepts of Print: While retelling the story using an exact copy of the book made in the video, the teacher asks the children to indicate where the title is on the book and where the word “_____” is. Next the teacher asks them to find the letter “B,” where to start reading (left to right), and how we turn the pages.

  • Activity #6,

    • Sequencing: The teacher sets out the numbers one through five vertically. The children then arrange the pictures in the correct sequence in which the events occurred in the video (Golos).”

Have a Literacy-Rich Home

• Glue a picture to the center of a piece of paper and have your child list every word or phrase the picture makes them think of, then display the words and have the child write a story about the picture.Seeing their words displayed will help them with their story.Consider leaving the words posted for later reference.

• You will need a picture, a piece of paper, glue, markers, and something to write the words/phrases on.Additional paper children could write their story on is also recommended.

Family Message Center

• Designate one area of the home for this purpose.It does not need to be large, but it should be visible and accessible.Set guidelines as a family for how it should be used.Be sure the person writing the message designates the recipient(S) and makes it clear who they are

• You will need blank space to post messages, paper, and writing utensils.A bulletin board with post-its and markers, a whiteboard with markers, and a chalkboard with chalk are all options.Perhaps incorporate all three and let the individual sending the message choose?!

Change of Story

• Read a predictable story to the child, then invite the child to make a change or changes to the story.The main character, setting, plot, format/genre, and perspective of the book are all things that could be changed.Allow the child to lead the process so it does not get too complicated for his or her understanding.

• You will need a predictable book and writing utensils.After reading the book with the child, allow him or her to make changes, then share those changes with you.

Comic Strip Creator

• Have the child help you collect comics, then block the words out yourself and copy the comic.The child can then write in their own story to go with the comic and share it with you.You can also add blank blocks at the end so the child can change the ending.

• You will need comic strips, copies of comic strips without words, writing utensils, and drawing utensils.

Family Newsletter

• Have children and other family members work in a group to develop a newsletter about important, touching, and funny moments together.Perhaps each family member could be “in charge” of some parts with other family members acting as helpers.Family members should probably work equally on some portions as well.

• A computer with access to a word processing program and online pictures would be helpful.You may also want to consider adding pictures of the family that correspond to the stories you have written.

For the Multiple Intelligences

A free online Multiple Intelligence test for elementary-age children can be found here.  For middle school-age or older, the appropriate test can be found here.

Verbal/Linguistic Intelligence

• Visualization while Reading

  • Read a story with the child.Have the child tell you what helped them see the story in their mind as you read.Be looking for certain word choices the child liked, the character most liked, and what the ending felt like to the child.Have the child sketch the things you want them to be aware of (see above) while you read.Also encourage the child to come up with ideas regarding how he or she might be able to retell the story visually.This could later be presented to other family members if desired.

• Reading Response Journals previously noted

Visual/Spatial Intelligence

• My Analogies

  • Be sure the child understands what an analogy is, then have him or her make one.Encourage the child to draw the analogy and write or state why it is true.The child could also make an analogy collage and pantomime analogies for family members as additional activity options.

• Graphic Organizers

  • Introduce your child to various kinds of graphic organizers.Have the child research a topic of his or her choice and use a graphic organizer to display thoughts as work progresses.

Bodily/Kinesthetic Intelligence

• Nutrition Labels

  • Have your child research current recommended nutrition guidelines for someone in his or her own age group.Then have your child compare the nutrition facts on various food items in the house to the suggested nutrition guidelines found.Ask your child to discuss with you or other family members how this might impact his or her food choices.

• Fat Content Observation

  • Gather various snacks, condiments, and other foods that could easily be displayed on a table.  While the child is watching, place a piece of paper on the table.  Each food should be placed on the paper in small proportions and a distance apart (think of a dozen cookies).  Leave the food there overnight.The next day, observe the fats and oils that have come out of the foods.Have your child write about and discuss what he or she sees.My class did this when I was in third grade, and I’ve never looked at a Dorito the same way again!

• On Cloud Nine

  • Have your child observe the clouds for 15 to 20 minutes on a nice day.Tell the child to note reactions throughout the process.When the exercise is finished, ask the child to note their experiences and feelings in a brief written or signed statement.

Intrapersonal Intelligence

• Family Literacy Investigation

  • Have your child (and preferably other members of the family as well) read a short book.  Ask the child and other family members to record questions about what they read, explaining that the family will come together to discuss the questions later.

• Connotative and Denotative Meanings

  • Provide a dictionary and short stories to your child.Have the child read one story at a time.  After each story, have the child write several interesting words he or she read, then list connotative and denotative meanings of each word.This can be discussed as a family, as well.

• Family Debate Night

  • Gather your family together to decide on a topic up for debate.Have each family member research the pros and cons of their argument.Give them time to practice the presentation of their case, then instruct the family to begin the debate.Allow time for rethinking answers and rebuttal of other presentations.Lists and notes may be used for the debate if it is agreed upon by all family members.Reinforce what makes a persuasive speaker and what makes a good debate.This is good practice for public speaking in general as well.

Naturalist Intelligence

• Nature Poems

  • Provide a picture (or several) of various nature scenes and instruct your child to write in various poem styles based on the picture.  Encourage your child to consider what he or she sees in the picture and how it makes him or her feel.  If your family is using the Family Message Center or another similar suggested idea, a poem or two could be posted there when completed.

• Leaf Collection Literacy

  • Have your child collect various species of leaves.The child can then compare and contrast two or more specimens.Graphic organizers or another note-taking system may be used.  The different tree species could also be researched for further study.The leaves can be preserved in a variety of ways to be found in books and online if your child is interested in keeping them.

Musical/Rhythmic Intelligence (this may not be high for many Deaf children, but I’m sure they’re out there!)

• Poetry and Music

  • Have the child read various poems and discuss what genres of music would best fit the poems with you and other family members.

• Kodaly Method

  • This uses hand signals for each scale as music is played, so this could be beneficial to Deaf children who enjoy music.  Information about how the Kodaly Method works can be found here.

Logical/Mathematical Intelligence

• Money Matters

  • Print and cut out pictures of foreign currency.Have the child compare and contrast the money with United States money via a Venn Diagram or another chart.  Encourage the child to teach a younger sibling or a friend at school about what was learned.

• Humans and Highways

  • Print out a model of the human circulatory system and a map of roads throughout a state or country.  Have the child find similarities between the two.Have the child look for similarities between major cities and major organs, then have the child look for similarities between major arteries/small capillaries and the structure of roads leading from a city to a farm area.