kris damon transitional kindergarten coach long beach unified school district whitcomb hayslip early...
TRANSCRIPT
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- Kris Damon Transitional Kindergarten Coach Long Beach Unified School District Whitcomb Hayslip Early Childhood Education Consultant Elizabeth Quintero Professor and Coordinator of Early Childhood Studies CSU Channel Islands
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- Welcome Transitional Kindergarten Presentation: Effective Use of Large and Small Group Instruction in the TK Classroom : Part 1, Large Group Q&A Please email all questions to [email protected] [email protected] Next Call: October 15th, 3:30-4:30pm Close 2
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- Whitcomb Hayslip Early Childhood Education Consultant
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- Are We Ready? 4 Please email all questions to : [email protected]
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- Active: Bodies in Motion Concrete Thinkers : Real/Relevant Need for Repetition, Predictability and Routine Use of Play to Make Sense of the World Drive towards Mastery 5 Please email all questions to : [email protected]
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- National Level Study of 5000 Preschool through 5 th Grade Classrooms National Center for Early Development and Learning (NCELD) NICHD Study of Early Child Care 6 Please email all questions to : [email protected]
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- How can we use both large and small group instruction to more appropriately address the needs of TK children? 7
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- Elizabeth P. Quintero Early Childhood Studies, CSU Channel Islands
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- Goals for Intentions 1. DAP 2. P-K Learning Foundations 3. K Content Core Standards for Group Time How in the world? 9 Please email all questions to : [email protected]
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- Large Group, small groupthe children, the families, the environment and YOU/US! Passion?...it is relative, but learning must be meaningful for children collectively and individually, as they reflect families and communities. And, children are sociocultural experts at knowing when adults fake it! So, how to include our passions and interests toofor us, and more importantly for them? 10 Thoughts Please email all questions to : [email protected]
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- Why and How Alignment and Large Group Integrated Curriculum Large group examples from ECS Channel Islands A planning guide from Channel Islands ECS 11 Please email all questions to : [email protected]
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- Were saying that social interaction is a kind of gate to an interest in learning, the kind that humans are completely masters of Simons Foundation for Autism Research 12 Please email all questions to : [email protected]
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- CONTEXT matters Context shapes people and people shape contexts ROUTINE practices count Cognitive, social, physical, and biological dimensions of both individuals and contexts interact in important ways 13 Please email all questions to : [email protected]
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- It is more likely that pretend play engages many areas of the brain because it involves emotion, cognition, language, and sensorimotor actions, and thus it may promote the development of dense synaptic connections. (Bergin and Coscia, 2001, p.59) 14 Please email all questions to : [email protected]
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- Social-Emotional Development Language and Literacy English Language Development Mathematics Visual and Performing Arts Health History Social Science 15 Please email all questions to : [email protected]
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- English Language Arts and Literacy in History and Social Studies, Science and Technical Studies Concepts about Print, writing strategies Mathematics number sense, classification and patterning, measurement, geometry, mathematical reasoning CDE,CDD and Peter Mangione, West Ed 16 Please email all questions to : [email protected]
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- What is it? Pinar (2004) advises: The complicated conversation that is curriculum requires interdisciplinary and intellectual judgment, critical thinking, ethics, and self reflexivity 17 Please email all questions to : [email protected]
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- EPIC Integrated Curriculum focuses on development of 4 comprehensive sets of skill areas mathematics, language, literacy, and approaches to learningacross five levels of skills development Routine, developmentally appropriate classroom experiences that are child-centered 18 Please email all questions to : [email protected]
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- Anchor Texts Music Storytelling 19 Please email all questions to : [email protected]
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- Big Ideas Units of Study Anchor Texts Storytelling, singing, music 20 Please email all questions to : [email protected]
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- Big Idea: Integrated Areas of Study (Minimum of 4) Themes: Anchor Text: Project Based Activity/ies Key Vocabulary Planned Spontaneous 21 Please email all questions to : [email protected]
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- Domain: Early Childhood Domain and Content Area for K-3 Goal/Foundation/Standard: Exploring the Big Idea in Group Time! Procedure: 1. 2. 3. 4. Texts: Childrens Literature; Environmental Print; Multilingual; Non-fiction Texts; Documents Activity Details! 22 Please email all questions to : [email protected]
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- 23 Please email all questions to : [email protected]
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- Student teacher sat in a rocking chair on the rug with the print rolled up in a cardboard case as the children gathered Some of the children were able to notice the word museum on the case and predicted that it was a painting She took out the painting and showed the class The Bedroom in Arles (or Vincents Bedroom in Arles or the Bedroom at Arles) 24 Please email all questions to : [email protected]
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- Student teacher held up a translated copy of the letter and read to the children: My eyes are still tired. But I had a new idea in my head and here is the sketch of it. Another size 20 canvas. This time its just simply my bedroom, only here colour is to do everything, and given its simplification, a grander style to things, is to be suggestive here of rest or of sleep in general. In a word, looking at the picture out to rest the brain, or rather the imagination. (A Complicated Conversation ensued about language translations meaning portrayed) 25 Please email all questions to : [email protected]
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- She put the print of the painting on an easel and asked the children to look at it for a few minutes. She asked them to think about how they would draw or write a response to the painting. The student teacher shared her own response, a short poem she had written entitled My Bed 26 Please email all questions to : [email protected]
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- Then she gave out pencils and blank pieces of paper to go wherever they wanted to go in the classroom with their writing tool and asked them to create a response to the painting. Most of the children drew pictures of their own bedrooms and wrote about the things that are in them or what they do there. Some of the comments they wrote and shared back in LARGE GROUP were: Beds R saoft and rwom My lame is cide. I slip with hr avr nit. (My laime is cuddly. I sleep with her every night) I love my bed I sleep with my doll Sarah. My mom signg songs. I love my bed. 27 Please email all questions to : [email protected]
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- Kris Damon Transitional Kindergarten Instructional Coach Long Beach Unified School District
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- Each child has a card with their first name on one side. The other side has their special word and their special number. After most of the students have arrived and are seated on the rug, Teacher shows each card for students to read the name, and then the high-frequency word and number. That student stands for all to say Good Morning, ____ and he or she responds with a smile, wave or good morning. The student then places their card in the pocket chart. 29 Please email all questions to : [email protected]
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- 30 Please email all questions to : [email protected] Each day Teacher writes a message to their students, using words and letters students can identify. Teacher asks seated students to identify a letter or high frequency word they can read and circle. If the letter or word is circled by someone else, they need to identify another choice. Several students come up to the message to read and circle the letter or word they found while sitting on the rug. The amount of students coming to the message depends on allotted time. Working with the message can easily go too long, so be careful.
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- 31 Please email all questions to : [email protected] Teacher includes a question or discussion topic in the message. Using cooperative grouping strategies, students get up from the rug and gather in pairs or small groups to answer or discuss.
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- 32 Please email all questions to : [email protected] Use a body movement pattern along with the pattern on the date cards. Touch head, then shoulders, while saying red, yellow. When reading or reciting Yesterday, Today, Tomorrow stand up. Take one step back and move thumbs back over shoulders when saying the word yesterday. Take one step forward and point to ground when saying the word today. Take one step forward and point ahead when saying the word tomorrow.
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- Add some movement when counting on the number line. For example: To highlight tens; stand to count 1-9, and crouch at 10. Continue crouching for 10-19, then stand at 20. Continue standing while counting 20-29, and so on. Tally Mark Dance: Make tally marks top to bottom with the slanted cross hatch as you count aloud. Learn to count in American Sign Language. 33 Please email all questions to : [email protected]
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- Some tasks ask students to listen to beginning sounds and respond with a thumbs up or down or by holding up a letter card. Modify to respond with movement. For example: When discriminating between two beginning sounds, have two children hold the sound cards in two separate areas of the rug. First, Teacher says the word. Then, students repeat the word listening to and identifying the beginning sound. Students then walk to the card that matches the beginning sound. Half way through your list of words, switch the children holding cards so they have a chance to move too. 34
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- Set a timer to avoid spending too much time in this activity. It is easy to go too long. Establish a method of returning to your text to finish the writing the next day if needed. After discussing what will be written for the day, students get up from the rug to rehearse the sentence. For that days sentence, jump as you say each word, swish hips to each word, raise hands in air, stomp right, stomp left, etc. Then as a group, count the words and sit back down to begin to write. 35 Please email all questions to : [email protected]
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- A variety of genres lend themselves to Readers Theater. Many are available on Teachers Pay Teachers. Bring your Thinking Maps or graphic organizers to life. Have children hold the boxes and arrows printed on paper to make a flow map. The tallest child can be the main idea of a tree map. Shorter children can be the supporting ideas. Others can kneel or sit for the specific details. 36 Please email all questions to : [email protected]
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- From jumping like frogs and practicing 0-5, to funny rhyming songs that encourage movement, to kick boxing your ABCs songs and chants can make learning foundational skills fun and lively! 37 Please email all questions to : [email protected]
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- These ideas for incorporating movement come from TK Classrooms in Long Beach Unified. They are intended to inspire your self-reflection and to stimulate your own ideas for infusing movement into academics. Well established behavior expectations and classroom procedures are essential for success when incorporating movement. Consequences for poor behavior that is related to participation is usually very effective. One time of missing out on the movement fun is usually enough to encourage consistently good behavior. 38 Please email all questions to : [email protected]
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- 39 Please email all questions to : [email protected] [email protected]