Abstract

Volunteer tutors at the Head Start program in Pocatello, Idaho, work with three- to five-year olds on their literacy skills by helping them to tell stories in a journal. The journal writing project was created to track the emergent literacy skills of the preschool children. It also fosters students' confidence in their expression and acknowledges their effort and progress. The journaling program provides for quality, literacy-directed, one-on-one time between the student and volunteer each week. This paper, by Idaho TRIO AmeriCorps member Amy Christensen, won first place in the 2000 Northwest National Service Symposium, hosted by the Northwest Regional Educational Laboratory (NWREL).

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Issue

Strong literacy skills are fundamental for the success of children and families. Repeated studies have linked low literacy rates with unemployment, crime, and poverty. The journal writing program is one key way Pocatello Head Start is working to provide family literacy services and the right conditions to develop literacy skills in children.

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Action

Each volunteer is trained in the Emergent Literacy philosophy and positive tutoring practices before going into the classroom. For an hour each week, a volunteer works with between one and four children at a time. The volunteer sits with the children in the literacy center and engages them in the journal writing activity. Each student has a journal, either spiral or wallpaper-bound, which is kept in the classroom. While the students may access their journals when the volunteer is not there, participation in the literacy centers tend to be very low without an adult present. On the days the volunteer is there, a waiting list is often necessary so that every child who is interested gets a turn.

This curriculum suggests that the "development of literacy is taking place within the child" and that given the child's own natural learning ability, the "literacy skills will develop under the right conditions." As volunteers work with each child, one of their primary goals is to provide her or him "with the right conditions."

While journaling is a child-driven activity, adult participation is crucial. Repeated studies based around new brain-development research have shown that an adult facilitator is vital in order for the child to progress beyond a certain point. By being there to question the children about their stories, to suggest possible topics, or to demonstrate how a letter is written or a word spelled, the volunteers are providing an excellent opportunity for growth.

The volunteer also provides feedback to the teacher concerning the progress and challenges of each student. The information that they share with staff can be passed on to the parents, increasing the parents' knowledge about emergent literacy skills and their own child's learning process.

Head Start parents also serve as literacy volunteers. The training they receive can be applied at home with their own families. Through trainings, parents learn information about the stages of literacy, and what aspect of the writing process the child is exploring in each stage, as well as tutoring skills.

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Context

Pocatello Head Start provides 170 families with services, including a child-development preschool, health and nutrition services, family support, parent education, and mental health services. Pocatello and the surrounding communities have an average population of 60,000, 17 percent of whom live in poverty, as measured by federal guidelines. Pocatello borders a Native American reservation and has a large Hispanic population.

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Citation

Christensen, Amy. "We Have a Story to Tell: The Pocatello Head Start Journal Writing Project." Stories of Service: National Service in the Northwest. Portland, Oregon: Northwest Regional Education Laboratory, June 2000.

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Evidence

Of 119 students in the seven participating classes, 96 students have chosen to participate in the journal writing project on a regular basis, two or more times a month. Of the students who are participating, approximately 35 percent have progressed through one or more stages of writing, using the Emergent Literacy curriculum as a guide.

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Posted On

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For More Information

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Resources

Read We Have a Story to Tell: The Pocatello Head Start Journal Writing by Amy Christensen.

Read more about emergent literacy philosophy at Education World's website.

NW National Service Symposium (Fifth Annual)

Source Documents

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