ARS Language & Literacy Curriculum

ARS:  play  ~  alphabet  ~  transi3ons  

ARS PD Session 8

October 25, 2010

Agenda  

Morning  

8:30-­‐9:00    Gree3ng  

9:00-­‐10:00  Tech  3me  CBDM  

10:00-­‐10:15  Break  

10:15-­‐10:15  Intro  to  play  

10:15-­‐11:00  Let’s  play  1  

11:00-­‐12:00  More  about  play  

12:00    Lunch  

A,ernoon  

1:00-­‐1:30  Shared  Book/    Read  Aloud      Highlights  

1:30-­‐2:30  Top  Notch      Alphabet  

2:30-­‐2:45    Break  2:45-­‐3:00  Let’s  Play  2  3:00-­‐3:45    Transi3on  

   Brainstorm  3:45-­‐4:30    Share  &    

   Evalua3on  

ARS  Goals  

• Best  prac3ce  • Essen3al  early  literacy  skills  • Knowledgeable  educators  • 21  century  learning  environments  

• Engaged  parents  and  communi3es  

ARS  Knowledge  Check  aka  quiz  

 Ms  Romero  teaches  Pre-­‐K.  A  reading  coach  in  the  program  reviewed  her  instruc3onal  program  and  noted  that  she  had  not  planned  shared  book  experiences.  Ms  Romero  can’t  wait  to  plan  her  first  shared  book  experience.  What  is  the  first  thing  she  will  need  to  do?  

a.  Get  plenty  of  wri3ng  paper  with  clearly  marked  lines.  b.  Write  each  of  the  new  vocabulary  words  on  index  cards.  

c.  Find  some  big  books  d.  Rearrange  the  furniture  in  the  room.      

TechTime  

Objec=ves  •  CBDM  review  

–  Log-­‐ins  –  Adding  students  –  Giving  a  test  

•  Water  Pipes  e-­‐books  

–  How  is  it  going?  

•  Flips  –  Ac3vity  

The  Other  Essen=al:  Play  

Play  develops:  

•   Thinking  •   Language    •   Imagina3on  

F  Y  I  

Essen=al  Play  in  Childhood  

• ac3on  • subs3tu3on  

Object  play  

• sequence  • roles  • language  

Social  play  

• rules  • prowess  • logic  

Games  

Schemas    

The Development of Play In Preschool

Simple  

Sequenced  with  roles  

Mature  play  

Characteris=cs  of  Mature  Play  

•   crea3ng  imaginary  situa3ons  

•   using  objects  in  a  symbolic  way  

•   using  language  to  enact  play  

•   taking  on  explicit  roles  

•   following  implicit  rules  

•   persis3ng  at  play  

Drama=c  play  is  king!  

Drama3c  Play:  

• Pretend  objects  [a  chair]  This  is  a  space  ship,  okay?  

• Pretend  stories  We’re  following  the  treasure  map  to  the  scary  mountains.  

• Pretend  roles  I’m  the  cash  register  guy.  

• Extended  3me  More  than  10  minutes  

NOTES  What  drama=c  play  can  do:  

•  Develop  talking  and  listening  skills  •  Support  storytelling  •  Increase  reading  and  wri3ng  

behaviors  

•  Build  background  knowledge  •  Mo3vate  reading  and  wri3ng  

It  is  fun!  

Pretending  to  read  

Benefits  of  pretend  reading:  

•   Use  book  language  •   Use  book  handling  skills  

•   Use  story  sense  •   Read  some  words  

•   Enjoy  the  power  of  reading  

FYI  

Promo=ng  play  

S:  Would  you  come  with  us?  Let’s  go  to  Sea  World  

E:  Sea  World!  Let’s  watch  Shamu.  I’m  the  mom.  

S:  Oh!  I  see  Shamu  

E:  There’s  a  liele  fish.  There’s  a  big  mom.  

S:  There’s  a  daddy.  

E:  Look!  He  fell  on  the  ice.  Look  at  ‘em.  Mommy  and  Daddy  are  fell.  Oh-­‐h-­‐h-­‐h  

S:  Oh-­‐h-­‐h-­‐h.  Baby  Shamu  slipped.  Let’s  go  see  ‘em.  Oh-­‐h-­‐h.  You’re  all  right.  

E:  Look.  All  beeer  now.  

 S  &  E  are  almost  4  years  old  

The  Baby  Shamu  Play  Story  You  can:      

   Provide  3me  and  space  

   Provide  props  

   Encourage  pretending  

   Par3cipate  

The  adult’s  role  in  play  

onlooker  

co-­‐player  play  leader  

Play  

In  play  the  child  is  always  behaving  beyond  his  age,  above  his  usual  everyday  behavior;  in  play  he  is,  as  it  were,  a  head  above  himself.  

-­‐ Lev  Vygotsky  (1978,  p.74)  

FYI  –   Language  –   Imagina=on  –   Storytelling  –   Capability  –   Enjoyment  

Let’s  Play…Reader’s  Theater  

 Read  a  script  in  such  a  way  that  the  audience  senses  characteriza3on,  semng  and  ac3on  

•  Count  off  by  three’s  •  Group1:  The  Three  LiNle  Pigs  •  Group2:  The  Very  Hungry  Caterpillar  •  Group3:  Which  Shoes  to  Choose  

hep://www.teachingheart.net/readerstheater.htm    

Shared  Book/Read  Aloud  Highlights  

Procedure  –  coach  facilitated  

• Organize  into  small  groups  by  cohort  

• View  clips:  Read  Aloud;  Shared  Book  segments  

• Iden3fy  key  features  per  the  protocols  • Link  the  teaching  ac3on  to  early  literacy  skills  children  need  to  learn  oral  language;  vocabulary;  phonological  awareness;  alphabet  leNer  knowledge;  print  

knowledge;  wriSng  

Alphabet  LeUer  Knowledge  -­‐  Background  

•  Say  the  name  of  the  leeer  •  Make  the  sound  of  the  leeer  

•  Listen  for  the  sound  of  the  leeer  •  Match  the  sound  to  the  leeer  

•  Form  the  leeer  

Alphabet  LeUer  Knowledge  -­‐  Background  

Say  

Make  

Listen  

Match  

Processes  that  help  children  develop  alphabet  leeer  knowledge.  These  are  dynamic  processes  because  they  are  overlapping.  

Top  Notch  Alphabet  Ac=vi=es  

• Organize  by  cohort  • Demo  an  alphabet  ac3vity  • Discuss  the  merits  of  the  ac3vity  

• Record  the  name,  steps  &  skills  the  ac3vity  develops  

• Say  • Make  • Listen  • Match  

Transi=ons  are  teaching  opportuni=es:  T2  

• Organize  into  cohorts  

• Iden3fy  key  transi3on  3mes  

• Brainstorm  ways  to  teach  during  transi3ons  

• Focus  on  phonological  awareness  T2  in  November  

Share  and  Feedback  

• Share  thoughts  on    

• T2  for  November  

• Provide  online  feedback  

Looking  ahead…  • Con3nue  H2O  Pipes  

• Implement  Read  Aloud  Time  at  end  of  Open  Classroom  Time  10-­‐15  minutes    

• eBook  reading  ac3vity  • eBookNook  baseline  • Start  3er  2  coaches  • Monthly  tutorials  

Closing  

• Online  evalua3on  

ARS  Goals  

• Best  prac3ce  • Essen3al  early  literacy  skills  • Knowledgeable  educators  • 21  century  learning  environments  

• Engaged  parents  and  communi3es