ars coaches pd - december 2010

Coach Mee)ng

ARS Dec 7, 2010

Agenda

*Updates/Feedback *Play Planning: choose-‐say-‐draw-‐go *e-‐folio *Phonological Awareness instruc)on *e-‐book confusions

Updates

•  Buildings •  Tier 2 ?? •  Instruc)on: shared book; alphabet •  Feedback [assessment; visits; coaching]

Play Planning focus on 4 year olds

•  Baseline – Management system who, when, where –  Color coded play areas with signage –  Topic-‐related drama)c play area

•  Overview of play planning •  Wri)ng Development start phase + phase 1 •  Procedures play planning chart •  Monitoring protocol + e-‐folio

SUPPORTING CHILDREN IN MAKING PLAY PLANS

Teach the Process of Play Planning

Procedure Notes/Timeline

Explore each center, in

small groups

4 - 8 days

Teach children to choose a

center ~ model the pattern

sentence ~ “I am going to...”

Practice with child.

4 - 8 days

Make oral plans with

individual children

4 - 8 days or (until children

are familiar with areas)

Children Make Written Play Plans


Child chooses marker to

match center and makes

mark on blank sheet of

paper

Ask child what the mark

means. Write one reminder

word at bottom of page and

child’s name at top. 4 - 8

days

Child begins to write own

name

~ Child finds/matches

name card

~ Child traces name

(begin with one letter)

~ Child copies or writes

name

Place name cards in center

of table. Begin with all

capital letters.

Child develops more skill in

representing drawn plans

~ may trace object from

area

~ may draw self

~ may draw objects

Typically observed more with

4s and 5s, not 3s.

Encourage child to add more

detail to drawings

Using Scaffolded Writing in Play Planning


Teacher models scaffolded

writing strategy

~ Begin with line and one

word (name of center)

~ Write lines for pattern

sentence and complete

~ Reread sentence with

child

~ Teacher asks child to

think and make line for

each word.

~ may guide child’s

hand

~ Encourage child to make

own lines.

~ Teacher asks child to

write something on the

line that will help him

remember the message

~ Together, point to lines

and ask child to read

message.

~ Teacher completes lines

not completed by child.

Say the model sentence, “I

am going to...,” then pick

spot at bottom of page, draw

a line and say “Now I am

going to write the name of

the center on this line.”

This continues for 1 - 2

months. Use private speech

to repeat sentence as you

write.

Continue to focus on roles,

props, pretend play,

language throughout

process

When child begins to “read”

empty lines without

changing the message

or

When child rereads

teacher’s message, using

writing as clue

or

Child accurately draws lines

for himself.

When child answers

accurately the question

“What will this line say?”

It is common for play plans

to include both child and

teacher writing.

Children Make Buddy Plans


Encourage children to make

plans with a buddy

~ Children may continue to

write individual plans

~ may write on each

others’ plans

2 - 3 months after children

begin to use scaffolded

writing

Process increases amount

of language used in planning

~ Teachers encourage

children to “Tell Sam

what you are going to

do” or “Tell Lynn what

you are going to be.”

Encourage collaboration and

negotiation at the planning

stage.

PURPOSE OF PLAY PLANNING

QUESTIONS/DEVELOPMENT

ISSUES TO KEEP IN MIND

• What is the purpose of play planning?

• What is the child demonstrating he can do independently in

play planning?

• How successful is child in language, interactive, self-

regulation, representation in other classroom experiences?

• To help children identify a pretend scenario and a role with its accompanying actions

before beginning to play;

• To represent the plan on paper in a symbolic way;

• To practice self-regulation;

• To work out potential conflicts and social problems ahead of time; and

• To provide a means of communicating with parents.

Teacher writes child’s name

on play plan throughout the

scribble stage.

Play Planning Chart we will follow the procedures in this chart

Provided that…(1) a play management system is in place and (2) play is sustained by some most of the =me period (75%)

Then…introduce choose-‐say-‐draw-‐go 4 year olds

Procedure: •  T + TA ini)ate choose-‐say-‐go; then T works with ‘ready’ 4 year olds while

TA monitors movement to play centers •  T models what to do on large chart paper that illustrates the play plan

paper. She says: This =me before you go to play, you will draw a picture of what you plan to play, like this…I am pretending that I am going to blocks to make a house. First…I put my name up here…like this. Next…I draw me and my friend in the blocks here… like this. Then I say what I am going to play, like this. Now I’d like you try to do that today…and I will help you.

•  T hands out the play plan paper + a small clip board + a marker to each child. She encourages the children to make their names and to make a ‘quick sketch’ of what they plan to play.

•  T collects the play plan papers for reference during play )me. She puts them on her clip board.

•  A]er play )me, she puts the individual plans in child-‐folders.

Step 1: T + TA ini)ate play )me choose-‐say-‐go

Step 2: T models draw por)on of play plan

Note the line for the word

Step 3: T hands out play plan paper + clipboard + marker

•  half sheet of manila paper •  line for name •  line for bo`om of drawing space •  line for name of the center Put drawing here.

Step 4: T collects and stores play plans on her clipboard during play )me

T uses the plans to help remind children of what they planned to do … and/or note when children change plans, and what their new plan is…

Step 5: T puts daily play plans in individual child folders or porbolios

Gedng started with the e-‐folio

•  Hard copy folder for each child •  Desktop folder for a small child sample (4 yr

olds) (3 children??)

•  Establish format – Collect play plans each week – Collect any photos of play ac)vity or construc)ons – Collect any FLIPS of play ac)vity – Scan sample of docs into e-‐folio

Phonological Awareness Developmental Sequence

Phonological Awareness -‐-‐ a`ending to sounds in words

Key Ac'vi'es In Topic Study; in HT… •  Songs •  Chants •  Rhymes •  Finger plays •  Word play •  Story 1 rhyme, poem, finger play or story each week; sing everyday

Protocol

The T…

•  Recites •  Recites and invites •  Recites some and C echo

•  Recites and invites •  Invites child-‐led

Teaching Rhyme Detec)on

•  Explain that rhymes are words that have endings that sound the same

•  Demonstrate examples of words that rhyme

•  Make a list of 20 pairs of common words; about half should be rhyming pairs OR use words from poems; songs; rhymes, etc. Rhymes are words that sound the same at the end. Bat rhymes with cat; man rhymes with can. Does ball rhyme with tall? Yes! Ball rhymes with tall. Not all words rhyme. Does book rhyme with cup? No! Book does not rhyme with cup. Book ends with –ook and cup ends with –up. Let’s check: does all rhyme with tall? Yes! Does cow rhyme with bird? No! Now I am going to say some words and I want you to tell me if they rhyme.

Teaching Allitera)on

•  Explain that you will listen for the first sound you hear in a word.

•  Demonstrate listening for the first sound; use the first sound of a child’s name; point to your mouth; cup your ear; stretch the sound of the first le`er.

•  Use songs or rhymes that are familiar to children. Listen! B is the leTer that sounds like buh in words like ball, bat and bee. Who has a word that starts with buh to share with us?

Singing-‐Reading Connec'on F Y I

Sing songs with…   rhyming words   silly words   alliterative words   long, stretched-out words

Sing songs…   slow   fast   a lot

When the first sounds sound alike As in Betsy bought a bike, Or Steve's s=ll standing at the sta=on, We call that allitera=on.

Muffin Mix Allitera)ve Song for Teaching Le`er Sounds Nancy Schimmel and Fran Avni. Retrieved 12.19.09 h`p://www.songsforteaching.com/avni/muffinmix.htm

Prep for Dec 13 mee)ng

•  Agenda •  Assessment Feedback Table Discussion

•  Tech Time Content + Upcoming

•  Play planning: next phase + prac)ce •  Phonological awareness

ars coaches pd - december 2010

Documents