In order to maximize the impact of parent-child literacy activities, language basic to education should be explicitly defined. At the minimum, instructional planning, curriculum development, classroom management, peer review, and assessment must be clear.

Instructional Planning
Instruction, properly conceived, is an effort to assist in shaping growth. The events and experiences of a family’s life also shape growth. By imaginatively incorporating a family’s experiences into instructional planning, it is possible to optimize learning. After all, instruction is about designing learning experiences or instructional activities that build on prior experiences, meeting families’ goals and needs, and achieving the learning standards.

Even though inmates and their families are in programs for limited times, skilled instructional planning, imbued with a little creativity, can broaden the learning experience.

• Adult educators should not be shy about tapping into their own resourcefulness in planning instructional activities and learning experiences. The breadth of available resources for planning is unending:

• In order to select and achieve learning standards, it is necessary to become familiar with this document and the Adult Education Resource Guide and Learning Standards (see Appendix B for “Resources”).

“While I was walking to the lobby with the families after Parent and Child Time and asking questions about their impressions of this family time together, Mercedes, a 3-year-old, mentioned that, of all the toys, she liked the books best. I asked, “What kind of books do you like to read?” She answered “Bear Books!” I promised I would have bear books for her next visit. Her mom Dianne, who works at a women’s facility, was impressed and very happy to participate. She said it meant the world to her 3-year-old.”
Family literacy specialist