ARS Language & Literacy Curriculum

ARS PD Session 10

December 13, 2010

Agenda  

Morning  

8:30-­‐8:50      Coffee  Talk  

8:50-­‐9:15    Goals/Quiz  

9:15-­‐10:15    Tech  ;me  

10:15-­‐10:30  Break  

10:30-­‐10:45  Play  Planning  at  this      point  

10:45-­‐11:00  Discussion  

11:00-­‐11:30  Play  planning      ra+onale;  up  next  

11:30-­‐12:00  Prac;ce  

A,ernoon  

12:00-­‐1:00    Lunch  

1:00-­‐2:15    PhonoAwareness  

2:15-­‐2:30      Break  

2:30-­‐3:45    Play  Area  +++  

3:45-­‐4:30      Sing,  share  &      evalua;on  

ARS  Goals  

• Best  prac;ce  • Essen;al  early  literacy  skills  • Knowledgeable  educators  • 21  century  learning  environments  

• Engaged  parents  and  communi;es  

ARS  Community  of  Learners  

•  AWend  •  Listen  •  Par;cipate  •  Learn  •  Share  •  Collaborate  •  Care  

ARS  Knowledge  Check  aka  quiz  

PHONOLOGICAL  AWARENESS  is  necessary  to  grasp  the  alphabe;c  principle  that  underlies  our  system  of  wriWen  language.  Developing  readers  must  be  sensi;ve  to  the  structure  of  words  in  order  to  benefit  from  later  reading  instruc;on    

PLAY  develops  talking  and  listening  skills,  promotes  reading  and  wri;ng,  builds  schemata,  develops  thinking,  language  &  imagina;on.    

TechTime  

Objec=ves  •  Educa;onal  Electronic  

Games  Review  

–  Review  November  data  

–  Rank  Order  Top  3  

•  Web-­‐based  Resources  for  Buildings  

–  Hands-­‐On  with  new  sites  –  Teaching  Strategies  –  Reflec;on  

TechTime  

Educa=onal  Electronic  Games  Review  • Review  the  data  spreadsheet  (10  minutes)  

–  If  you  need  to  review  the  Rubric  Criteria  -­‐  hWp://bit.ly/arsGames    

–  Do  you  agree  or  disagree  with  your  colleagues  ra;ngs?  –  Has  your  view  of  the  games  you  ranked  changed  at  all?  Why  or  

why  not?  

• Rank  order  the  3  games  you  think  are  best  (5  minutes)  

–  Use  the  Rank  Order  Recording  Sheet  –  Provide  a  ra;onale  for  your  ranking  

• Large  Group  Discussion  of  data  &  rank  order  (10  minutes)  

TechTime  

Buildings:Websites  for  Building  Background  

• Review  the  websites  listed  on  the  Ning  hWp://bit.ly/arsBuildings    and  think  about  how  the  could  be  used  to  help  build  children’s  background  knowledge  about  buildings  (15  minutes)  

• Reflect  on  each  website  (10  minutes)  

–  3  Pluses  and  a  Wish  

•  List  3  posi;ve  aspects  of  the  website  

•  List  1  thing  you  wish  you  could  improve  about  the  website  

• Large  Group  Discussion  of  instruc;onal  uses  of  the  Buildings  websites,  i.e.,  how  would  you  use  them  in  the  classroom?(10  minutes)  

Play  Planning:  Where  We  Are  

In  small  groups…  

•  Poll  where  classrooms  are  so  far  –  Color-­‐coded  play  areas    –  Well-­‐defined  play  areas  

–  Well-­‐provisioned  play  areas  

–  Management  system  choose-­‐say-­‐go  –  Sustained  play  indicate  #  of  minutes  

•  List  pluses  and  minuses  so  far…    

Each  group  share…  

•  a  plus  and  why  a  plus  

•  a  minus  and  what  to  do  about  it  1  idea  

Why  play  planning…today…  

Three  big  reasons!  

•  Inhibitory  control  resis+ng  distrac+ons  •  Working  memory  mentally  holding  and  using  

informa+on  

•  Cogni;ve  flexibility  adjus+ng  to  change  

Essen+als  for  success  in  school  and  life…  

A  look  ahead  to  play  planning  in  2011  

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.    

•  Amer  play  ;me,  she  puts  the  individual  plans  in  child-­‐folders.    

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

Any  type  of  token  can  be  used  to  organize/manage  play  ac;vity  

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  boWom  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  pornolios  

A  liWle  bit  of  prac;ce…  

•   pairs  •   clipboards  +  markers  •   model  play  planning  •   play  plan  of  your  choice!  

Phonological  Awareness  Developmental  Sequence  

Phonological  Awareness  -­‐-­‐  aMending  to  sounds  in  words  

Key  Ac=vi=es  

In  Topic  Study;  in  HT…  •  Songs  •  Chants  •  Rhymes  •  Finger  plays  •  Word  play  •  Poems/stories  1  rhyme,  poem,  finger  play  or  story  each  week;  sing  everyday  

Rou=ne  

The  T…  

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

•  Recites  and  invites  •  Invites  child-­‐led  

Teaching  Rhyme    

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

•  Demonstrate  examples  of  words  that  rhyme  

•  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  leWer.  

•  Use  songs  or  rhymes  that  are  familiar  to  children.    Listen!  B  is  the  leMer  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 still standing at the station, We call that alliteration.

Muffin Mix Alliterative Song for Teaching Letter Sounds Nancy Schimmel and Fran Avni. Retrieved 12.19.09 http://www.songsforteaching.com/avni/muffinmix.htm

A  closer  look  at  PA  teaching…  

In  small  groups…  

•  View  Day  2  of  Five  LiMle  Zinnias  taught  by  Danica  Clemons  

•  Mark  what  you  observe  on  the  protocol  &  discuss.  Look  for  evidence  of  inten+onality  with  flexibility.    

•  Exchange  views  with  another  group.  •  Then  View  Day  3  of  Five  LiMle  Zinnias  taught  by  Danica  Clemons  

•  Mark  what  you  observe  &  discuss.  Look  for  evidence  of  inten+onality  with  flexibility.  

•  Bring  1-­‐2  comments  to  the  floor.  

Back  to  play…one  more  ;me  

Creating play areas as activity pockets… *spaces with boundaries & entries *spaces with size, shape & height *spaces with a variety of things to do *spaces with complex things to do

The  P  Hilton  Case  

Ms Hilton has a class of 18 3&4 year olds in a standard classroom. During play time the children choose among the typical play areas…but the children have difficulty staying engaged in any one play area, so there’s lots of wandering about, silly stuff and outbursts now and then. Sometimes she cuts play time short just to get things back in order. Yesterday, a 3 year old completed the 2 activities in the Art area, wandered around a bit, and then asked Ms Hilton what she could do next. Two 4’s in blocks got mad because another child raced through the block area and knocked over their carefully constructed town. The puppet play area was mobbed and crowded! Ms Hilton needs help (she knows it), but she does not know where to begin…

Help  Ms  Hilton…Make  1  recommenda;on  in  each  area  

Category   Recommenda=on  

Management  

Space  

Art  Ac;vity  Pocket  *variety  *challenge  

For  table  talk  in  January…  

Category   What  I  plan  to  do     What  I  did  

Management  

Space  

Ac;vity  Pockets  1-­‐2  areas  • Variety  •   Challenge  

Closing…singing…sharing  

• Online  evalua;on