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Greetings! As you are reading this, you have fresh literacy and math data. What an exciting time of the year! In this newsletter, please make note of all the opportunities to connect your literacy and math data to the Area of Study. As you know, when students are able to make connections to their learning achievement will soar. Believe it or not, spring is right around the corner. Make sure to reach out to your OEL Partnerships Coordinator to plan for Pre-Kindergarten and Kindergarten transition events. Happy Reading!

Lori Pre-K Summer School Teacher and TA Recruitment

We are recruiting Pre-K teachers and Teaching Assistants for Pre-K Summer School. S-Term dates are June 18 through July 12. If you are interested in teaching during S-Term 1, please apply using the posting information below. The positions will be posted on PeopleSoft at the end of January.

Posting Title: Pre-K - Summer School – OEL Job Opening ID: 1004877

Positing Title: Teaching Asst 1 – Summer School – OEL Job Opening ID: 1004878

If you have any questions, contact Mai Kou Xiong (OEL Program Manager) at maikou2.xiong@spps.org. Pre-K BIG NEWS!!!! All Areas of Study for Discovering Our World curriculum are now available in Schoology. Print/Copy Center has access to the files if you want to have them printed there. We recommend printing two-sided. Printers at various sites behave differently. Please let your coach know if you have issues printing. Please let Bonnie know if you find any errors: bonita.reyes@spps.org.

January 2018

In this issue:

News from OEL Assistant Director, Dr. Lori Erickson

Area of Study (AOS) Connections

Read, Write and Math in Centers

PBiS Tips

3 Reasons to Avoid Asking Why

Family Engagement

Goal Setting

Literacy Boosts

Upcoming PD

Department and District PD Opportunities Reading Corps Training Dates

To Ensure Lasting Achievement

for All Early Learners

OEL NEWSLETTER

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Area of Study Connections

Creating and Constructing in Our World

Science Center: (Required Center for Pre-K)

Pre-K: ST3.16 Makes a prediction when prompted. LLC9.11 Understands there are different purposes for writing, such as stories, lists, signs, etc.

Kindergarten: 0.1.1.2.1 Use observations to develop an accurate description of a natural phenomenon and compare one’s observations and descriptions with those of others.

Talk: At meeting time, discuss the objects that will be used in the sink/float center. Predict what will sink/float with a few of the objects. Use words that describe attributes like bigger/smaller, heavier/lighter, thicker/thinner. Read: What Floats in a Moat? by Lynne Berry

YouTube Recording This book could be your second read aloud of the day before you introduce the authentic learning experience.

Write: Pre-K: WSS II. Language and Literacy, D. Writing 1, 2, 3 – Kindergarten: On Demand Writing Differentiate the task based on the data you gather from the above data sources of the writing skills of your students. Choose the form that is most appropriate for each student.

Students can label objects that sink or float. Using the form (or one you create) students can predict and/or record what sinks/floats by placing an X in the correct column, or writing the sight words yes and no. Ask students why they make the predictions they are making, encouraging them to use words that describe attributes like bigger/smaller, heavier/lighter, thicker/thinner.

Source: https://www.teacherspayteachers.com/Product/Sink-or-Float-Worksheet-1186781

Consider how this can be differentiated for students. Many will be able to use invented spelling to record the name of the object they are testing; others may need picture cards (think vocabulary card) of the objects to record the name; yet others may draw a picture of the item.

Source: Sink or Float prediction/recording page

Extend: As students have mastered the sink/float authentic learning experience above (1-2 weeks), extend this by providing materials to create a boat-like object. These boat-like objects can be used to test how many of something it will hold while floating. Math: Predict how many objects student’s “boats” will hold while floating. Materials for Boats: tinfoil, clay, playdough, Legos, sponges, paper, etc. Materials for floating in boats: beads, cotton balls, small Legos, rocks, etc.

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Creating and Constructing in Our World continued

Create a recording sheet where students can draw a picture of their boat and write how many items it held while floating (see example below). Could students label what materials they used to create their boats?

Resources: Schoology – Teacher Resources – DOW AND K-DOW TEACHER RESOURCES – AOS 6. Creating and Constructing: Science - Boats and/or My Creations Book (Spanish version) Source: http://mrsmyerskindergarten.blogspot.com/2016/01/inquiring-about-what-makes-something.html Sorting Shapes Pre-K: M.12.7 Describes the attribute used for sorting or comparing.

(Math Sorting Assessment) Kindergarten: K.3.1.2 Sort objects using characteristics such as shape, size,

color and thickness. Section 4 Benchmark K.3.1.2

Visual discrimination is a critical pre-reading skill. It is important for students to not only be able to sort objects but to DESCRIBE how they sorted and why they sorted. Students can record themselves on Seesaw describing how they have sorted objects. Provide materials that give students opportunities to sort by shape, size, color and thickness. Use your student data to determine which activities to do in Small Group, then add to Centers. Everyday materials found in your classroom or in students’ homes can be used for sorting. Encourage students to bring in their own bag of items to sort.

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PBiS Tips

Why Not to Ask “Why?” Information from Fraser Staff, Cheri Brady

Have you found yourself asking a child “why” when something happens or they have acted in a certain way?

“Why did you just throw your pencil?” “Why did you just hit me?”

3 Reasons to Avoid Asking Why

1. Children often don’t know why. Their developing brains are not yet able to consistently analyze and reflect upon their behaviors. They can’t answer why because they don’t know.

2. It can reinforce the problem behavior. If they can give you a reason, it may serve to reinforce the behavior.

3. It creates defensiveness, the implication is that they have done something wrong and may be punished.

What can we do to understand and resolve the behavior, instead of asking why?

▪ Separate child from the situation or group, speak softly, directly, at eye level. This will help convey respect and concern for the child.

▪ Invite child to tell you what happened. (“I feel concerned about what I just saw. What happened?”) Sometimes, children will tell you something that offers helpful context to their feelings and thoughts.

▪ Wonder with the child: “I wonder if you were worried that your paper wasn’t right, so you ripped Anna’s paper. Is that right, or is there something else?”

▪ Offer help and give reassurance. You can tell them you feel frustrated or worried when kids get hurt because you care about all kids. Teachers help kids make good choices. “Next time you feel angry, you can do ______ instead. Today, I will help you fix your mistake with Anna. First, I can help you fix it, we can tape her paper back together. Then, I can help you with your paper. When you do this with my help, you will feel much better, and so will Anna.”

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Family Engagement / Resources

Goal Setting and Partnership with Families As we embark upon 2018, and are about half-way through the school year, it’s a great time for teachers to partner with families to set goals for students. Please feel free to copy and paste the following goal setting tips into your preferred method of parent communication: email, newsletter, etc.

Tips for Setting Goals for Your Child Chances are, from the time your child was born, you have had, big hopes, dreams and goals for their life. Once your child begins school, these goals are often broken down into smaller goals or things that you want your child to learn before the end of the school year. We are about half way through the school year and parent-teacher conferences are quickly approaching. Now is the perfect time to reflect on what your child has learned and what you want them to learn by the end of the school year. Below are three tips for how you can partner with your child’s teacher to set goals for your child to achieve between now and the end of the school year.

1. Use Data. Talk with your child’s teacher about how your child is doing on assessments. Assessments are activities your child’s teacher does with students to measure their learning. The State of Minnesota and Saint Paul Public Schools use learning standards as a road map to determine what they would like children to know or be able to do by the end of the school year. Talk with your child’s teacher about which standards your child will likely meet by the end of the school year and which standards they will need some extra help in meeting. Ask the teacher what the assessments say about what your child knows and what they still need to learn.

2. Be Specific and Realistic. Once you have reviewed data, think about two or three things that you would like your child to achieve. Setting a few goals that are specific will help to make sure that your child achieves them. Example of a specific goal: I would like my child to be able to say the name of all 26 letters in the alphabet by the end of the school year.

3. Support Your Child’s Progress. Your child needs your support to reach goals. Ask your child’s teacher for activities that you can do at home to help learning and to meet end of the year goals. Celebrate your child’s success! You may want to have a special reward when your child meets a goal. For example, when your child learns 10 of the 26 letters, go on a special outing to the library or park, or make a special snack together.

Most importantly, enjoy the journey and realize that with your help, your child is learning new things each and every day!

Resource: Scholastic.com: Setting School Year Goals for Kids by Sharon Duke Estroff

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Classroom Literacy Boosts

Writing/Environmental Print The fifth element of a literacy-rich environment is print and early writing supports. This includes the availability of writing materials, opportunities for awareness and practice of print, and developmentally appropriate writing instruction. An environment rich in writing and print meets these assessments:

Pre-K: WSS II. Language and Literacy, D. Writing 1, 2, 3 Kindergarten: On Demand Writing

Teaching teams can use the following “quick checks” to ensure an exemplary writing and print environment for their students:

Is an alphabet visible at children’s eye level?

Are there vocabulary cards present?

Are there templates or tools to help students form letters?

How many varieties of paper are available for writing?

Is a distinct area set up and functioning for writing?

How many varieties of teacher dictation are on display?

How many charts, big books, or other evidence of full group literacy are there in the classroom?

How many varieties of children’s writing are on display?

Are there writing tools in Dramatic Play, Block and Science Centers?

Are there alphabet puzzles available for student use?

Are there puzzles with words available for student use?

Have students add labels to their artwork. As their skills progress, encourage them to move from labels to sentences about their work.

Making the Daily Message accessible during Active Learning allows students to independently practice many different CAP skills.

An interactive Word Wall allows students to take words down and bring them to their writing space.

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Classroom Literacy Boosts continued

ELLCO #18: Support for Children’s Writing

● Provide daily opportunities for writing across the curriculum ● Create a print-rich environment with six or more examples of teacher dictation and six or more

examples of children’s writing/drawing ● Daily Message instructs children (i.e., teacher has child find the letter A) ● Teachers provide explicit instruction about letter formation (i.e., letters have names; use of sign in

scripts; etc.) ● Teacher and children write stories generated by children ● Blank books are in the Writing Center ● Children write stories using story starters ● Sign-In occurs daily ● Children sign and label their own artwork ● Centers have theme-related writing props in five or more Centers ● Centers have sign-up ● Provide writing materials and a purpose for using them in each Center ● Centers have writing props that relate to classroom theme or activities ● Children engage in writing instruction throughout the day ● Children journal weekly

ELLCO #19: Environmental Print

● Teaching team creates a print-rich environment ● Six or more examples of environmental print are routinely used in the Daily Schedule ● Teachers model correct print and print conventions

(space between words; upper and lower case; etc.) ● Six or more samples of child print are present

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Upcoming Professional Development

PDExpress Course

Kindergarten The Literacy Department is conducting “On the Spot” PD for K-12. See the attached flyer.

January 31, 2018 OEL1712 [17-18Winter]

OEL: Pre-K Reading Corps Information and Input

4:30pm

345 Plato Boulevard, Training Room II

If you have Reading Corps, or have had it in the past, please come and give your feedback on the future of our partnership with a new assessment tool (PELI).

February 6, 2018 OEL1704 [17-18Winter]

OEL/AT: Elementary Math for Pre-K Teachers

4:30-6:30pm (additional one hour online) 345 Plato – Café

Pre-K Teachers will explore the implementation expectations, standards, assessments and pacing guides to gain a strong understanding of the skills needed beyond Pre-K and implications for Pre-K instruction.

New Date! New Location!

February 8, 2018 OEL1709 [17-18Winter]

OEL: Pre-K Co-Teaching

4:30 – 6:00pm

271 Belvidere, Room 1306

The focus of this evening will be on using data to create small groups and interventions for students. It is designed for teams that do not already have planning time embedded into their day.

Upcoming Reading Corps Tutor Trainings:

Member Meet Up: 1/26/18 8:30 - 3:30pm 345 Plato - Training Room II

Pre-K Fundamental 4: 2/5/18 9:00 - 3:30pm 2400 Park Place, Minneapolis

Member Meet Up: 2/21/18 1:00 - 3:00 pm 345 Plato - Training Room II