kindergarten kick-off presentation handouts - wikispaces · pdf filekindergarten kick-off...

Kindergarten Kick-off

For all training questions, email: [email protected]: www.letterland.com/products/school-usa

NC Sales Representative:

Cat RutledgeRutledge Educational Resources231 Grey Road, DavidsonNC 28036, [email protected]

US Distributors:

Enfi eld DistributorsP.O. Box 699Enfi eldNH [email protected]

Letterland Step-by-stepfor Kindergarten


Handout 1

Child-friendly phonics

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● Introduction ● Phonemic awareness fast track ● Learning letter shapes & sounds

Day 1 lesson: letter sound

Day 2 lesson: letter shape

Review lesson ● Word building

Multisensory blending and segmenting

activities

Assessment for Section 2: A-Z word

building ● Hands on: Live reading & spelling ● A quick look ahead ● Final score

Kindergarten Kick-off session agenda


Handout 2


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Goals / notes

oals for my students

otes


Handout 3


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Multisensory word buildingReading

Live readingThe teacher lines up children with Picture Code Cards to form a word. The rest of the children roller coaster read the word.

K Teacher’s Guide 1: 237

Pocket chart readingThe teacher builds words with Picture Code Cards on the pocket chart for children to roller coaster read.


Chalkboard readingThe teacher writes words on the board and underlines them as children blend.


Reading with word buildersThe teacher tells children the sounds or letters. They build the word, touch the letters and say the sounds, and slide their fi ngers underneath as they blend.


Spelling

Live spellingThe teacher says the word. Children stretch it, segment it, and decide which Letterlanders are needed to spell it.


Pocket chart spellingThe teacher says the word. Children stretch it, segment it, and place the Picture Code Cards to spell the word.


Chalkboard spellingThe teacher says the word. Children stretch it, segment it, and the teacher writes it.


Spelling with word buildersThe teacher says the word. Children strech it, segment it, and build in with their letters.


Spelling boxesThe teacher says the word. Children strech it, segment it, and write it in the boxes. Then they read all three words.



Handout 4


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Live reading checklistTeacher

Distribute the Picture Code Cards

Teacher

Say each sound in the word. (Options: say character names or letter names)

Teacher

Place your hand above each ‘letter’

Teacher

Sweep your hand over the ‘word’. (Option: blend the fi rst two letters, then all three)

Teacher

Use the word in a brief sentence

Say who needs to sit down and who else is needed in the next word

Children (optional)

Introduce your character and sound

Children with letters

Line up to form the word

Audience children

Say the sound of each letter

Audience children

Blend the sounds using your arm roller coaster.

Say the word again

I am Annie Apple and I say

/ă/.

Group practice:Picture Code Cards needed: a, d, i, o, p, s, t, shWords to build: dip, ship, shop, stop, top, tip, pot, pots, dish, dotRoles: Each person should take each of the three roles for at least one word Teacher: Line up children, guide children in roller coastering the word Students in the word: Hold picture cards, do not roller coaster Audience students: Roller coaster read the word Coach: Support teacher and students in following the steps on the checklist


Handout 5


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Live spelling checklistTeacher

Distribute the Picture Code Cards

Say the word

Say a sentence with the word

Say the word again

Children

Repeat the word

Start with your palms together (imagine a strong rubber band

Stretch the word as your stretch your rubber band

Jiggle out each sound

Children name the Letterlanders (or letters) needed

Children with Picture Code Cards line up to form the word

Teacher & Audience children

Roller coaster the word to check the spelling

Teacher

Say the next word, a sentence and say the word again

This teacher uses one or two children as ‘stretching leaders.’ They stretch and segment the word first giving her a chance to check their skills.

The whole class then ‘follows the leader’.

They stretch and segment the word and

help choose the Letterlanders needed

to spell the word.

The children with Picture Code Cards line up to make the word.

The children roller-coaster blend the word to check their spelling

Group practice:Picture Code Cards needed: ă, b, d, ŏ, t, ŭ, ckWords to build: bat, bet, bed, bad, deck, back, tack, duck, bud, mud, mad, matRoles: Everyone should take a turn in each role Teacher: Say the word and guide children in stretching, spelling and checking. Audience students: Stretch, segment and check. Students with PCCs: Make the word Coach: Support teacher and students in following the steps on the checklist


Handout 6


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Kindergarten assessments

Instructions for the assessments are found in your Kindergarten Teacher’s Guide Volume 1 and 2 as shown above. Many of the reproducible forms you will use for assessments can be found on your Kindergarten Teacher’s Guide CDs.


Handout 7


Preparing your classroom

rops & costumesChildren are quickly drawn to learning about letters and sounds when you use a few props or costumes representing the Letterlanders. Get parents on the lookout for items around the house or at yard sales to add to your classroom collection. See page 231 in your Kindergarten Teacher’s Guide Volume 1 for specifi c suggestions for each Letterlander.

ocket chartsA pocket chart with ten rows of pockets is an excellent place to keep your Picture Code Cards in alphabetical order. You will have easy access to them for Pocket Chart Reading and Spelling and children can easily pick them up and return them when Live Reading or Spelling. Pocket Charts will work best if placed on a slanting easel or fi rmly attached to a wall. If on a stand, secure the edges of the pocket chart to the frame to keep it taut to avoid drooping.

ost your Reading Direction signMake a reading direction sign and post it where you plan to do Order Please, Live Reading and Live Spelling. You can download a reading direction sign at: www.letterland.com/information/downloads

aper head bandsMake headbands with heavy paper for Fast Track activities that begin with the fi rst few days of school. Sentence strips work well with one piece encircling the head and another forming a pocket for the Picture Code Card.

review your Teacher’s Guides and CDsBecoming familiar with Letterland story logic, the interactive lessons and available resources will help you provide your children with a positive learning experience right from the start.

eading irection


Handout 8


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Ensuring effective implementationThe Letterland program is based on scientifi c research, knowledge of how children learn best, and the experience of thousands of teachers. To ensure the full benefi t of the program to young learners, it is important to implement the lessons, the assessments and classroom organizational plans as they are intended. The following suggestions will help you and your school provide a successful start in literacy for all your children.

1. Follow the Teacher’s Guides They provide step-by-step guidance designed to provide learning activities for children on multiple levels. The Guides also contain assessments that help you fi nd out what children know and what they need to learn. The plans for Whole Group, Small Group and Intervention guide you in the most effi cient ways to meet the needs of all your students.

2. Observe Children Closely In addition to specifi c assessments, daily observation of children’s participation in lessons will help you fi ne tune your teaching. Allowing various children to take turns as Blending Leader, Stretching Leader or to answer questions individually will inform your teaching from minute to minute as well as day to day.

3. Download Fidelity Checks Go to www.letterland.com to download “US Kindergarten Fidelity Checks.” These forms provide checklist for the various types of lessons. They can be used to check yourself to see if you are including all the important steps in your teaching. You can share the fi delity checks with fellow teachers and support each other by observing in each other’s classrooms. Literacy coaches will also fi nd them useful to insure that effective instruction is consistently applied across the school.

4. Plan for Whole Group and Small Group Teaching Whole group instruction is an effi cient way to provide information to children and to let them develop their skills through practice. It should include lots of multisensory responses and input from the children. Small group teaching lets you observe individual children closely and provide vital corrective and supportive feedback.

5. Co-ordinate Letterland Assessments and other Measures Assessment is a very important part of ensuring that your children are learning, but if teachers are unable to use all the information from overlapping assessments, then they can be a waste of time. Your Letterland Teacher’s Guides assessments closely align with what you are teaching. You may have other assessments that are either required by your school or that you fi nd helpful. Do not feel that you must use every Letterland assessment with every child. Use only those that help you document progress and make instructional decisions .

6. Develop a Grade Level Intervention Plan In every classroom there are children who need additional teaching time to catch up and keep up with learning expectations. The Response to Instruction (RTI) model is widely recommended. Your Teacher’s Guides provide an in depth program for small group intervention and for monitoring that instruction. Coordinating your groups with other teachers at your grade level can help make intervention manageable and effective.

7. Have fun! One of Letterland’s unique features is that it makes learning fun for both children and teachers. When children are fully engaged in what they are doing, learning occurs faster and stays with them. Sharing the songs, the stories, the drama and the laughs of Letterland are vital to your children becoming successful readers and writers. Enjoy!


Handout 9


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KINDERGARTEN STANDARDS LETTERLAND CURRICULUM1. PRINT CONCEPTS Demonstrate understanding of the organization and basic features of print.a. Follow words from left to right, top to

bottom and page by page.Children read in My Reading Booklet daily for the fi rst semester. The teacher models fi nger point reading and then reads with children as they point. Next, children read the new page and previous pages with partners. Later, children read reproducible ‘little books’, following similar steps.

b. Recognise that spoken words are represented in written language by specifi c sequences of letters.

Children learn to blend and segment simple works, beginning with Day 32 of instruction in a variety of activities, including Live Reading and Spelling (where children enact letter behavior).

c. Understand that words are separated by spaces in print.

Children practice fi nger point reading to match voice to print. They build sentences with word cards and write sentences leaving spaces between the words.

d. Recognize and name all upper- and lowercase letters of the alphabet.

The Letterland characters help children quickly connect letter shapes and sounds. The characters each do a Capital Letter Trick that makes it easy for children to remember both shapes. While sounds are given priority in order to facilitate blending and segmenting words, a recent comparison showed that children in Letterland classes learned letter names more quickly than similar groups of children in classes that start by teaching letter names.

2. PHONOLOGICAL AWARENESS Demonstrate understanding of spoken words, syllables & sounds (phonemes).a. Recognise and produce rhyming words. Children work with pictures to match rhyming words. In take-home

activities they listen to their parents read a poem and then choose a fi nal word that rhymes and fi ts the content.

b. Count, pronounce, blend, and segment syllables in spoken words.

The National Reading Panel Report states that effective phonological awareness programs focus on only one or two types of sound manipulation and further says, “Teaching students to segment and blend benefi ts reading more than a multiskilled approach. “Letterland follows this advice with a concentration on blending and segmenting for phonological instruction.”

c. Blend and segment onsets and rimes of single-syllable spoken words.

A sequence of 30 lessons feature blending and segmenting of onsets and rimes. Children practice these skills in Live Reading and Spelling and other activities. They also fi nger tap with one fi nger for the onset and two fi ngers together for the rime.

d. Isolate and pronounce the initial, medial vowel, and fi nal sounds (phonemes).

Children begin with initial sounds and match these to pictured words. On Day 32 of the school year they begin to isolate the sounds in simple words with VAKT methods. They practice this frequently in a variey of activities.

e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Children blend and segment words using letter cards, magnetic letters, and written letters as soon as the fi rst seven letters are learned. They substitute sounds in CVC words in the initial, medial, and fi nal position. They add letters to two sound words and to three sound words as they learn consonant blends.

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Correlation of Letterland withCommon Core State StandardsKindergarten – Reading Standards: Foundational Skills

www.letterland.comKindergarten Kick-off

Handout 10


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KINDERGARTEN STANDARDS LETTERLAND CURRICULUM3. PHONICS AND WORD RECOGNITION Know and apply grade-level phonics and word analysis skills in decoding words.a. Demonstrate basic knowledge of one-to-one

letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.

Children learn the most common sounds of all 26 letters within the fi rst four weeks of school. They review these sounds, a few common variant sounds and high frequency digraphs daily. They also use these sounds in reading and spelling words.

b. Associate the long and short sounds with common spellings (graphemes) for the fi ve major vowels.

The short vowels are emphasized in blending and segmenting in early lessons (e.g. cap, bed, hug) but long vowels are briefl y introduced as well. Long Vowel spellings are learned later in the year including open syllables (we, go), Magic e (cake, hide), and Vowel Men Out Walking (tree, boat).

c. Read common high-frequency words by sight (e.g., the, of, to, you, she)

Twenty fi ve high-frequency words are learned by tracing the letters while spelling aloud and by frequent use in context.

d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Children sound out words that other children form with Live Reading or that the teacher forms with letters. Frequently words are changed by one letter for children to sound out again. Spelling is handled in similar activities.

4. FLUENCYRead emergent-reader texts with purpose and understanding.

Children read and reread brief emergent reader text daily in fi rst semester in My Letterland Reading Booklet. In second semester there are copy masters for 12 booklets with predictable/decodable text and two plays. Children learn the words and build sentences that culminate in reading these booklets. They also practice reading word cards with increasing fl uency in an activity called Tractors, Trains, Planes, and Helicopters.

As of April 2011 the Common Core Standards for English Language Arts have been adopted by 42 of the 50 United States. The full listing of the standards and more information can be found at www.corestandards.org/. Letterland is designed primarily for the teaching of Foundational Skills as described in the section of the standards listed above. In addition much of the literature that accompanies the Letterland program is suitable as a part of the teaching and practice of the standards for comprehension entitled, “Reading Standards Literature K-5.”

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Correlation of Letterland withCommon Core State StandardsKindergarten – Reading Standards: Foundational Skills

www.letterland.com

Building Sentences Long Vowels/Magic e High Frequency Words

My LetterlandReading Booklet


Handout 11


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www.letterland.com

OverviewOverview• Phonemic awareness• Alphabet immersion• Blending and segmenting• High-frequency sight words• Assessments• Intervention activities

Teaching ScopeTeaching ScopeFast track (6 weeks or less!)Linking a-z

Word buildinga, e, i, o, u, ch, ck, sh, th, th, ng

Onset and Rimes, Word Families withshort a, e, i, o, u

Consonant Blendsbl, cl, fl , gl, pl, sl, br, cr, dr, fr gr, pr, tr, sc, sk, sp, st, sm, sn, sw

Long vowels and Silent Magic ea-e, e-e, i-e, 0-e, u-ehe, me, she, no, go, my, fl y, etc.

Vowel Men Out Walkingai, ay, ea, ee, oa, ie, ue

r-controlled vowelsar, er, ir, or, ur

Use the full extended curriculum or complete only the sections your students need.

Kindergarten

NEW!Letterland Kindergarten PackThis pack contains all the teaching resources needed to introduce the alphabet and major spelling patterns in a Kindergarten classroom. All products come in a sturdy, bright box for easy storage. Available March 2013.

Pack includes:• Kindergarten Teacher’s Guide Volume 1

(and resource CD)• Kindergarten Teacher’s Guide Volume 2

(and resource CD)• ABC (paperback)• Beyond ABC (paperback)• Far Beyond ABC (paperback)• Living ABC Software• Handwriting Songs CD• Alphabet Songs CD• Blends & Digraphs Songs CD• A–Z Copymasters• Big Picture Code Cards – Lowercase• Big Picture Code Cards – Uppercase• Vocabulary Cards• Picture Code Cards – Straight• Class Train Frieze• Vowel Scene Posters• Action Tricks Poster

Code: TE36 Price: $600.00

gie, ue

els

The Letterland Kindergarten program features a two-volume Teacher’s Guide that provides teachers with day-by-day support and complete lessons plans. Combined with the wide range of interactive teaching resources and activity ideas this program is the perfect way to get your class on the road to reading, writing and spelling.

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kindergarten kick-off presentation handouts - wikispaces · pdf filekindergarten kick-off...

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