Cecil County’sCecil County’s Early Childhood Early Childhood

Program Program

Goal: All students will enter school with the readiness skill necessary to be successful learners.

The Whole ChildThe Whole ChildCecil County’s early childhood programs Cecil County’s early childhood programs

center around seven domains:center around seven domains:•Personal/SocialPersonal/Social•Language and LiteracyLanguage and Literacy•MathMath•ScienceScience•Social StudiesSocial Studies•Physical DevelopmentPhysical Development•Fine ArtsFine Arts

All kindergarten children are assessed in each of All kindergarten children are assessed in each of these domains in the Fall and Spring using the these domains in the Fall and Spring using the Maryland Model of School Readiness.Maryland Model of School Readiness.

www.mdk12.org/instruction/ensure/MMSR/MMSRDE1_toc.htmlwww.mdk12.org/instruction/ensure/MMSR/MMSRDE1_toc.html

What is MMSR (Maryland Model of School What is MMSR (Maryland Model of School Readiness)?Readiness)?

• A set of 30 indicators taken from an assessment A set of 30 indicators taken from an assessment tool called- tool called- Work Sampling SystemWork Sampling System

• Work Sampling SystemWork Sampling System provides rubrics for a level provides rubrics for a level of performance on 66 indicators covering seven of performance on 66 indicators covering seven domains for children three to eight years of age.domains for children three to eight years of age.

• Work Sampling SystemWork Sampling System is based on the premise is based on the premise that assessment of young children needs to be that assessment of young children needs to be done in an on-going manner through the use of done in an on-going manner through the use of antidotal records and teacher observation.antidotal records and teacher observation.

• It is also based on the premise that early It is also based on the premise that early childhood education needs to address all seven childhood education needs to address all seven domains of the developing child.domains of the developing child.www.mdk12.org/instruction/ensure/MMSR/www.mdk12.org/instruction/ensure/MMSR/

index.htmlindex.html

Language and LiteracyLanguage and Literacy

• Houghton Mifflin Kindergarten Reading SeriesHoughton Mifflin Kindergarten Reading Series

• All incoming kindergarten students are screened All incoming kindergarten students are screened using a tool from Houghton Mifflin called the using a tool from Houghton Mifflin called the ““Emerging Literacy Survey.”Emerging Literacy Survey.”

• TheThe “Emerging Literacy Survey” “Emerging Literacy Survey” assesses assesses student’s skills in the area of:student’s skills in the area of:– Phonemic AwarenessPhonemic Awareness– Familiarity of PrintFamiliarity of Print– Beginning Reading and WritingBeginning Reading and Writing

Emerging Literacy SurveyEmerging Literacy SurveyPhonemic AwarenessPhonemic Awareness• RhymingRhyming• Beginning SoundsBeginning Sounds• Blending Onsets & Blending Onsets &

RimesRimes• Segmenting Segmenting

Onsets and RimesOnsets and Rimes• Phoneme BlendingPhoneme Blending• Phoneme Phoneme

SegmentationSegmentation

Familiarity of Familiarity of PrintPrint

• Letter Letter IdentificationIdentification

• Concepts of Concepts of PrintPrint

Beginning Beginning Reading and Reading and WritingWriting

• Sight WordsSight Words

• Nonsense Nonsense WordsWords

• Dictated Dictated SentencesSentences

Emerging Literacy DataEmerging Literacy Data• Research has shown that strengths in phonemic Research has shown that strengths in phonemic

awareness skills result in strengths in reading awareness skills result in strengths in reading

• Phonemic Awareness data identifies specific Phonemic Awareness data identifies specific phonemic awareness skills that need reinforcement.phonemic awareness skills that need reinforcement.

• This year, all kindergarten teachers were trained on This year, all kindergarten teachers were trained on Lindamood-Bell Learning Process (LiPS) to support Lindamood-Bell Learning Process (LiPS) to support development of phonemic awareness skills.development of phonemic awareness skills.

• LiPS is presented in whole group and used in small LiPS is presented in whole group and used in small group to reinforce phonemic awareness skills that group to reinforce phonemic awareness skills that students are still having difficulty performing.students are still having difficulty performing.

• Children entering school with a strong understanding Children entering school with a strong understanding of sound symbol relationships often use phonemic of sound symbol relationships often use phonemic awareness tools taught in LiPS during writing awareness tools taught in LiPS during writing activities to support stretch spelling.activities to support stretch spelling.

• Beginning reading and writing data from the Beginning reading and writing data from the “Emerging “Emerging Literacy Survey”Literacy Survey” provides information on a student’s provides information on a student’s development of sight words and their understanding of how development of sight words and their understanding of how letter sounds are combined to form words.letter sounds are combined to form words.

• Information about a student’s sight word development Information about a student’s sight word development provides a baseline for determining the level of material a provides a baseline for determining the level of material a child should be reading during guided reading.child should be reading during guided reading.

• Guided reading sessions provide a student an opportunity Guided reading sessions provide a student an opportunity to develop comprehension skills and strategies using a level to develop comprehension skills and strategies using a level of text at their instructional level.of text at their instructional level.

• The “The “Emerging Literacy SurveyEmerging Literacy Survey” is repeated in the winter ” is repeated in the winter and spring. Spring data is used to provide first grade and spring. Spring data is used to provide first grade teachers with information about appropriate reading levels teachers with information about appropriate reading levels for their beginning first graders.for their beginning first graders.

• Often, as young children begin to learn to read they Often, as young children begin to learn to read they are able to read words, however, they may not are able to read words, however, they may not comprehend what they are reading.comprehend what they are reading.

• Comprehension strategies are beginning to emerge, Comprehension strategies are beginning to emerge, but are not fully developed.but are not fully developed.

• Usually, the first type of text children read is fiction. Usually, the first type of text children read is fiction. Fiction supports their development of learning new Fiction supports their development of learning new words because it follows a predictable pattern that words because it follows a predictable pattern that is supported through the use of illustrations, rhyme, is supported through the use of illustrations, rhyme, or rhythm.or rhythm.

•Non-fiction material is much harder for them to read Non-fiction material is much harder for them to read because of content related vocabulary and because it because of content related vocabulary and because it is not always written in the same format.is not always written in the same format.

•Whole group instruction provides the opportunity for Whole group instruction provides the opportunity for students to practice comprehension strategies using students to practice comprehension strategies using both fiction and non-fiction text in an oral format.both fiction and non-fiction text in an oral format.

•Comprehension strategies introduced in whole Comprehension strategies introduced in whole group are reinforced in guided reading with text group are reinforced in guided reading with text based on a student’s instructional level.based on a student’s instructional level.

MathMath

• Curriculum is based on Cecil County indicators that are Curriculum is based on Cecil County indicators that are aligned with Maryland’s Voluntary State Curriculum.aligned with Maryland’s Voluntary State Curriculum.

• Current resource for Kindergarten Current resource for Kindergarten Everyday MathEveryday Math

• Concepts are extended and reinforced during small Concepts are extended and reinforced during small group instruction.group instruction.

• In order to enhance math content skills and math In order to enhance math content skills and math processes, “processes, “Round the Rug Math” Round the Rug Math” stories are being stories are being presented in a co-lab fashion by the challenge and presented in a co-lab fashion by the challenge and kindergarten teacher.kindergarten teacher.

• In between sessions, the kindergarten teacher has the In between sessions, the kindergarten teacher has the opportunity to extend the concepts presented during opportunity to extend the concepts presented during the lesson.the lesson.

Why Round the Rug Math?Why Round the Rug Math?

IntegrationIntegration

• Mathematical concepts need to be integrated Mathematical concepts need to be integrated into other content areas.into other content areas.

• Integration allows children to develop Integration allows children to develop understanding in real-life situations.understanding in real-life situations.

• Integrating mathematical concepts provides Integrating mathematical concepts provides opportunities for developing “connections” as opportunities for developing “connections” as

students solve problems.students solve problems.

LiteratureLiterature

• Literature is a powerful tool to help children Literature is a powerful tool to help children understand and visualize mathematical concepts.understand and visualize mathematical concepts.

• Research has found the process of oral storytelling is Research has found the process of oral storytelling is a powerful medium allowing the teacher and a powerful medium allowing the teacher and students to interact with the math concepts as the students to interact with the math concepts as the story is told.story is told.

• Using oral storytelling traditions found within many Using oral storytelling traditions found within many cultures often provide context, continuity and cultures often provide context, continuity and motivation for learning early math concepts.motivation for learning early math concepts.

Round The Rug MathRound The Rug MathAdventures in Problem Adventures in Problem

SolvingSolving• A series of six books intended to A series of six books intended to

supplement and enhance instruction.supplement and enhance instruction.

• Students actively participate in Students actively participate in mathematical activities as they solve mathematical activities as they solve problems presented to characters in the problems presented to characters in the story using hands-on activities.story using hands-on activities.

• Storytelling is enhanced through the use Storytelling is enhanced through the use of puppets, posters and manipulative of puppets, posters and manipulative materials. materials.

http://www2.bc.edu/~caseyb/oview.html

Why Spatial Concepts?Why Spatial Concepts?

• Involve the ability to think and reason through Involve the ability to think and reason through the transformation of mental picturesthe transformation of mental pictures

• Are involved in geometry, estimation, Are involved in geometry, estimation, measurement, diagrams, graphs, drawing, measurement, diagrams, graphs, drawing, breaking fractions into geometric regions, and breaking fractions into geometric regions, and conceptualizing mathematical functionsconceptualizing mathematical functions

• Spatial skills and mathematical achievement Spatial skills and mathematical achievement are closely relatedare closely related

• Research shows that girls perform more poorly Research shows that girls perform more poorly

on spatial tasks involving transformations then on spatial tasks involving transformations then boysboys

Primary Talent Primary Talent DevelopmentDevelopment•PTD is based on the premise that all students (K-2) should be

given opportunities to develop talents and abilities to their fullest extent.

•PTD is a collection of K-2 science-based curriculum modules which include instructional guidelines and strategies for open-ended, problem-solving learning experiences to challenge students.

•PTD modules are currently being piloted at Leeds, Thomson Estates, Perryville, Rising Sun, and Bay View.

PTD Modules

Kindergarten: Astounding Attributes & Questioning Quest

Grade One: Fourth Little Pig & Wiggly Worms

Grade Two: Branching Out with Trees & Environmental Explorations

Why Primary Talent Why Primary Talent Development?Development?

• PTD models best practices that provide learning PTD models best practices that provide learning experiences which allow all K-2 children to experiences which allow all K-2 children to demonstrate advanced learning capabilities or the demonstrate advanced learning capabilities or the potential for advanced learning.potential for advanced learning.

• PTD provides enrichment and differentiation to K-2 PTD provides enrichment and differentiation to K-2 students in open-ended, problem solving instruction.students in open-ended, problem solving instruction.

• PTD allows strengths of students to be identified and PTD allows strengths of students to be identified and data to be collected over time in order to build student data to be collected over time in order to build student profiles, guide instruction, and recognize students who profiles, guide instruction, and recognize students who may need gifted and talented educational services.may need gifted and talented educational services.

Contact Information:Contact Information:Sandra GrulichSandra Grulich

Instructional Coordinator for Early ChildhoodInstructional Coordinator for Early Childhood

410-996-5424410-996-5424

sgrulich@ccps.orgsgrulich@ccps.org