ARS Language & Literacy Curriculum ARS PD Session 10 December 20, 2010
Agenda Morning A,ernoon 8:00-‐8:15 Goals/Quiz At your sites 8:15-‐9:15 Play Planning at this point 9:15-‐10:15 Choose Say Draw 10:15-‐10:30 Break 10:30-‐11:15 PhonoAwareness 11:15-‐11:45 Paris Hilton Case 11:45-‐12:00 EvaluaHon
ARS Goals • Best pracHce • EssenHal early literacy skills • Knowledgeable educators • 21 century learning environments • Engaged parents and communiHes
ARS Community of Learners • ASend • Listen • ParHcipate • Learn • Share • Collaborate • Care
Play Planning: Where We Are In small groups… • Poll where classrooms are so far – Color-‐coded play areas – Well-‐deﬁned play areas – Well-‐provisioned play areas – Management system choose-‐say-‐go – Sustained play indicate # of minutes • List pluses and minuses so far…
Each group share… • a plus and why a plus • a minus and what to do about it 1 idea
Why play planning…today… Three big reasons! • Inhibitory control resis7ng distrac7ons • Working memory mentally holding and using informa7on • CogniHve ﬂexibility adjus7ng to change Essen7als for success in school and life…
Provided that…(1) a play management system is in place and (2) play is sustained by some most of the 7me period (75%) Then…introduce choose-‐say-‐draw-‐go 4 year olds Procedure: • T + TA iniHate choose-‐say-‐go; then T works with ‘ready’ 4 year olds while TA monitors movement to play centers • T models what to do on large chart paper that illustrates the play plan paper. She says: This 7me before you go to play, you will draw a picture of what you plan to play, like this…I am pretending that I am going to blocks to make a house. First…I put my name up here… like this. Next…I draw me and my friend in the blocks here… like this. Then I say what I am going to play, like this. Now I’d like you try to do that today…and I will help you. • T hands out the play plan paper + a small clip board + a marker to each child. She encourages the children to make their names and to make a ‘quick sketch’ of what they plan to play. • T collects the play plan papers for reference during play Hme. She puts them on her clip board. • Aeer play Hme, she puts the individual plans in child-‐folders.
Step 1: T + TA iniHate play Hme choose-‐say-‐go Any type of token can be used to organize/manage play acHvity
Step 2: T models draw porHon of play plan Note the line for the word
Step 3: T hands out play plan paper + clipboard + marker • half sheet of manila paper Put drawing here. • line for name • line for boSom of drawing space • line for name of the center
Step 4: T collects and stores play plans on her clipboard during play Hme T uses the plans to help remind children of what they planned to do … and/or note when children change plans, and what their new plan is…
Step 5: T puts daily play plans in individual child folders or porholios
A liSle bit of pracHce… • pairs • clipboards + markers • model play planning • play plan of your choice!
Phonological Awareness -‐-‐ aLending to sounds in words Key Ac<vi<es Rou<ne In Topic Study; in HT… The T… • Songs • Chants • Rhymes • Recites • Finger plays • Recites and invites • Word play • Recites some and C echo • Poems/stories 1 rhyme, poem, ﬁnger play • Recites and invites or story each week; sing • Invites child-‐led everyday
Teaching Rhyme • Explain that rhymes are words that have endings that sound the same • Demonstrate examples of words that rhyme • Use words from poems; songs; rhymes, etc. Rhymes are words that sound the same at the end. Bat rhymes with cat; man rhymes with can. Does ball rhyme with tall? Yes! Ball rhymes with tall. Not all words rhyme. Does book rhyme with cup? No! Book does not rhyme with cup. Book ends with –ook and cup ends with –up. Let’s check: does all rhyme with tall? Yes! Does cow rhyme with bird? No! Now I am going to say some words and I want you to tell me if they rhyme.
Teaching AlliteraHon • Explain that you will listen for the ﬁrst sound you hear in a word. • Demonstrate listening for the ﬁrst sound; use the ﬁrst sound of a child’s name; point to your mouth; cup your ear; stretch the sound of the ﬁrst leSer. • Use songs or rhymes that are familiar to children. Listen! B is the leLer that sounds like buh in words like ball, bat and bee. Who has a word that starts with buh to share with us?
Singing-‐Reading Connec<on FYI When the first sounds sound alike Sing songs with… As in Betsy bought rhyming words a bike, Or Steves still silly words standing at the alliterative words station, We call that long, stretched-out words alliteration. Muffin Mix Sing songs… Alliterative Song for Teaching Letter Sounds slow Nancy Schimmel and Fran Avni. Retrieved 12.19.09 http:// fast www.songsforteaching.com/ avni/muffinmix.htm a lot
A closer look at PA teaching… In small groups… • View Day 2 of Five LiLle Zinnias taught by Danica Clemons • Mark what you observe on the protocol & discuss. Look for evidence of inten7onality with ﬂexibility. • Exchange views with another group. • Then View Day 3 of Five LiLle Zinnias taught by Danica Clemons • Mark what you observe & discuss. Look for evidence of inten7onality with ﬂexibility. • Bring 1-‐2 comments to the ﬂoor.
Back to play…one more Hme Creating play areas as activity pockets…*spaces with boundaries & entries*spaces with size, shape & height*spaces with a variety of things to do*spaces with complex things to do
The P Hilton Case Ms Hilton has a class of 18 3&4 year olds in a standard classroom. During play Hme the children choose among the typical play areas…but the children have diﬃculty staying engaged in any one play area, so there’s lots of wandering about, silly stuﬀ and outbursts now and then. SomeHmes she cuts play Hme short just to get things back in order. Yesterday, a 3 year old completed the 2 acHviHes in the Art area, wandered around a bit, and then asked Ms Hilton what she could do next. Two 4’s in blocks got mad because another child raced through the block area and knocked over their carefully constructed town. The puppet play area was mobbed and crowded! Ms Hilton needs help (she knows it), but she does not know where to begin…
Help Ms Hilton…Make 1 recommendaHon in each area Category Recommenda<on Management Space Art AcHvity Pocket *variety *challenge
For table talk in January… Category What I plan to do What I did Management Space AcHvity Pockets 1-‐2 areas • Variety • Challenge