cnmi motheread/fatheread april 2016 newsletter
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DESCRIPTIONCNMI Motheread/Fatheread is administered by the Northern Marianas Humanities Council. Enjoy our April 2016 newsletter.
Motheread Institute 1-4
Community Partnerships 5-6
Lilia King &
CNMI Motheread/Fatheread Family Literacy Program is administered by the Northern Marianas Humanities Council, in partnership with the
CNMI Public School System and the Joeten-Kiyu Public Library
Volume 9 Issue 8
Inside this issue:
Congratulations to the 2016 Nationally Certified CNMI Motheread/Fatheread parent trainers! This amazing cadre of volun-
teers successfully completed the 3-day Motheread Institute held at the Pacific Islands Club in March. Participants includ-
ed: (SAIPAN) Maria Athens Amaro, Gloria S. Kaipat, Isabel Davis, Rita Demapan, Vernon Lee Inos Manglona, Jennifer
McQuay, Velma Mafnas, Augustina Jaimatoon, Lianna P. Quitugua, Francisca Kaipat, Sr. Stella Mangona, Marja Lee
Taitano, Leoralynn Terlaje, Arlene Sandra Satur, Angela Wheat; (ROTA) Bergitt Maratita, Maria Ana Apatang, Ana Maria
Mendiola; (TINIAN) Marvieluz Syed, and Rose Lazaro.
Motheread national trainers Gwen Hinton and Gloria Gonzales trained these twenty volunteers on the Motheread philoso-
phy and teaching approaches, lesson planning and lesson presentation.
According to National Trainer Gloria Gonzales: Motheread/Fatheread is a literacy program which utilizes multi-cultural/
lingual quality children's books as tools to begin endless discussions on our personal lives, our hopes, dreams and de-
sires for our own children, our role in our families and communities. Each session provides a safe space in which we can
openly share without judgment; we are all teachers and students for one another. A great deal of personal healing takes
place when we come together and simply talk, laugh, share oral stories, dance, make arts & crafts, sing etc., through
reading, writing, listening and speaking!
Day 3: The 20 participants learned
marketing strategies and ap-
proaches for the program. They
learned about the registration pro-
cess, attendance and data sheets,
and were given their evaluations.
Training Topics covered the
1. Teaching approaches and
learning styles: individual as-
signments, small group work,
lecture, and discussion
2. Parents Role in Childrens
Literacy Development: emergent
literacy activities, reading aloud,
building vocabularies and con-
3. Use of story: thematic analy-
4. Adult classes: use of parent
education and literacy develop-
ment curriculum, instructional
techniques, lesson planning,
preparation, and presentations
5. Evaluation: authentic assess-
ment, student goals, measuring
student outcomes, using stand-
6. Program implementation:
start-up, recruitment and reten-
tion, program development, and
integration of curriculum into
existing program structures and
Participants were evaluated and
asked to describe the most help-
ful part (s) of this training?
Motheread Institute participants
It is the hands on experience we
received. The trainers empower
the participants 100% participation
through nonjudgmental acknowl-
edgments and acceptance. We are
free to add to the curriculum guide
pertaining to what participants see
through fulfilling the holistic literacy
approach-- a proven research
based program. The value of this
program is unquestionable.
The trainers demonstrated the different strategies of reading and how to keep parents-- along with their children-- engaged. The train-ers demonstrated that it should
always be fun! Great job! I wish I
would have known or have been
introduced to this program sooner.
I love the different techniques and
This program teaches me how to
become more open and does not
single anybody out.
Participants further shared:
I enjoyed going into groups and
sharing knowledge. I enjoyed read-
ing books together and the art of
I love the story extenders because
it gives parents ideas to bring
home to work with their children.
They provided real examples and
practice with constructive comment
on how to improve.
The activities because there are so many different strategies to
read a book to parents and chil-
What makes this curriculum
different from other adult curric-
Leveled materials given were
broken out, but made so that they
could be integrated if you wished.
(The curriculum) is interactive and
reflects back to life lessons.
What I really appreciated about
this training is the opportunity to
get hands on experience and as-
sistance from the two trainers
Gwen Hinton and Gloria Gonzales.
They were able to fill in gaps with
what I am doing. I love the curricu-
lum. I love how it is easy to ma-
neuver. I love how we dont have
to invent the wheel, but instead
rely on evidence based curriculum.
Awesome teachers guide!
To be a Parent Trainer providing
Mother/Fatheread facilitation re-
quires dedication, motivation, great
listening skills, ability to laugh,
dance, sing, inspire, grow and
learn together with families one is
serving. The transformation takes
place when we enjoy being of
service to others, when we sin-
cerely believe that each parent
wishes the best for their children,
when we are willing to accept indi-
viduals where they are at and not
where we wish them to be. One
needs to honor, respect and value
each participant for the gift/s they
have and help them develop and
strengthen new ones. As a Parent
Trainer one needs to be able to be
transparent and also willing to
share one's humanness... we are
not the experts, our life is not per-
fect, we make mistakes, we hurt,
we have hopes & wishes just like
Koblerville Youth Learning Center
Coordinator and Youth Affairs
Office Representative Vernon Lee
Inos-Manglona had this to share:
Motheread/Fatheread is an awe-
some program that promotes liter-
acy skills to not just the parents but
to everyone who participates in it.
It also teaches parents the im-
portance of reading to their chil-
dren, and how reading certain
books can teach you life skills, and
help you cope with family and
The 3 day training was filled with lots of hands on activities, story-telling, and team bonding. Brief summary of the events:
Day 1:The National Trainers had the participants experience a Motheread/Fatheread class ses-sion. They had fun dancing and learning various techniques and strategies to promote literacy. They were paired and given home-work to plan out their lessons for the next day.
Day 2: the 20 participants broke up into 2 groups and facilitated their own class sessions. They planned their lessons and demon-strated to their mini-groups. They were given constructive criticism, feedback, inspirational and motiva-tional instruction.
Chalan Kanoa Head Start Center
Which supplemental materials
were most helpful?
The lesson component and story
extenders will be very helpful in
planning lessons because of the
great ideas included.
I enjoyed the holistic literacy
instruction. The learner centered
I believe the planning guide. It
allowed me to feel more confident
with the material because of the
Joeten-Kiyu Public Library Book-mobile Outreach Services Leo-ralynn Terlaje shared her experi-ence, I have been consistently reminding the CNMI Moth-eread/Fatheread to sign me up as a parent trainer for more than a year. Now, that I have completed it, I am truly grateful and thankful for my boss (Erlinda Naputi) for supporting my community involve-ment and for approving my leave to attend this training. The last Motheread Institute was held 6
years ago. I know that I will be able
to use what I have learned in my
training to help further promote
literacy in my workplace, my fami-
ly, and my community. Thank you
so much! I love everything about
this program and training. It was
definitely worth it every time I at-
tended. I enjoyed the explanations,
the presentations, the motivational
facilitators, and so much more!
According to Hinton, One of things
that we find out about the parents
that we work with is that they have
never been read to before; there-
fore, they dont read to their chil-
dren. So we worked on reading
skills how to bring stories to life,
and how a book can connect to
your own personal life. It is amaz-
ing to see the transformation that
happens after the class is over.
The parents will usually say, I
never knew that we can use chil-
drens books to talk about adult
issues and adult concerns.
Gonzales added, We are not just
reading books; we are also em-
phasizing the importance of oral