ARS Teacher PD - December 2009
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ARS Teacher PD - December 2009 Presentation Transcript

  • 1. ARS Intro to ERF Curriculum ARS PD Session 1 December 5, 2009
  • 2. ARS Goals
    • Best practice
    • Essential early literacy skills
    • Knowledgeable educators
    • 21 st century learning environments
    • Engaged parents and communities
  • 3. What we will do today
    • Find out what we already know…
    • Look at the PD curriculum, schedule and options
    • Learn more about ARS
    • Start to examine the ARS language and literacy curriculum
  • 4. Teacher Knowledge Assessment
    • Focus on content
      • the ideas, facts, professional wisdom
    • 45 items
      • about 45 minutes
    • Aggregated scores
    • Compare before/after to evaluate the quality of the PD
      • Do we know more when all is said and done
  • 5. PD Curriculum - understand, can do, adapt
    • Scope:
    • Literacy Development
    • Essential Skills
    • 21st Century Skills
    • Science-based Practice
    • Assessment
    • Instructional Materials
    • Lifelong learning
    • Recognize & Respond
    • Instructional Protocols
    • Environment Design
    • CBDM
    • Mature Play Skills
    • ICT applications
    • Goal setting & reflection
    • Sequence:
    • Fall, Winter, Spring
    • August-June
    • Monthly full-day sessions
    • All staff
    • Tutorials 2 hrs @ month
    • Teachers; small group with coach
    • Online 1 hr per month
    • Optional: online course 3cr
    • Teachers :
    • 11 hrs/month [121 hrs]
    • Teacher Assistants :
    • 9 hrs/mo [99 hrs]
  • 6. ARS - a few more specifics
    • Teach high priority skills:
    • Oral language comprehension
    • Vocabulary
    • Phonological awareness
    • Alphabet knowledge
    • Developmental writing
    • Print knowledge
  • 7. Oral Language Comprehension
    • What is it?
    • The ability to speak & listen with understanding. Includes grammar, word meanings & listening comprehension
    • Why is it important?
    • Provides the language foundation for
    • learning to read and write
  • 8. Vocabulary
    • What is it?
    • Words an individual knows and can use .
    • Vocabulary
    • Receptive Expressive
    • listening talking
    • Why is it important?
    • A strong predictor of reading comprehension. Vocabulary size at age 3 can predict reading comprehension at grade 3.
  • 9. The 30 million word gap… 45,000,000 Words 26,000,000 Words 13,000,000 Words In four years, an average child would accumulate word experience with: Hart, B. & Risley, T. (2003). The early catastrophe: the 30 million word gap by age 3. American Educator (spring) www.aft.org/american_educator
  • 10. Phonological Awareness
    • What is it?
    • Awareness of the sound structure of speech
    • Why is it important?
    • Provides information for sound-symbol matching
  • 11. Developmental sequence word play rhyming alliteration segmenting
  • 12. Alphabet Knowledge
    • What is it?
    • Knowledge of letter names and sounds
    • Why is it important?
    • One of the strongest predictors of beginning reading
    • (learning to read).
    • say the letters, tell the sound of the letters, write the letters
  • 13. The alphabetic principle - making sound-symbol matches
    • phonological awareness
    • alphabetic principle
    • alphabet knowledge
  • 14. Developmental writing
    • What is it?
    • First attempts at spelling words and composing texts.
    • Why is it important?
    • Develops understanding of how words work to communicate meaning
  • 15. Spelling trajectory…
  • 16. Spelling, cont’d.
  • 17.  
  • 18. Developmental Sequence marks draw & mark name-writing word writing
  • 19. Print Knowledge
    • What is it?
    • Concepts about print; knowledge of reading terms, rules and procedures .
    • Why is it important?
    • Motivates the learn-to-read process; a marker of literacy experience at home and school
  • 20. Book Handling
    • Script: Take a look at my book. First, I’ll ask you some questions about it. Then, if you want, we can read the story in the book.
    • Circle 1 for a correct response; 0 for an incorrect response
    • Show me the cover of the book.
    • Show me the title of the book.
    • Show me a page in the book.
    • Show me the bottom of the page.
    • Point to the first word on the page.
    • Point to the last word on the page.
    • Show me where to start reading.
    • Show me with your finger which way to go when I read.
    • Criterion: Greater than or equal to 2. > 2
  • 21. Assessment-Essential Skills Connection
    • Oral Language
    • Vocabulary
    • Phonological Awareness
    • Alphabet Knowledge
    • Developmental Writing
    • Print Knowledge
    ALL PPVT-IV GGG GRTR **** ALL External Evaluation (child outcomes)
  • 22. Mature Play Read Alouds Core HT-P technology ARS Language & Literacy Curriculum
  • 23. HT-P PreK Trophies
    • Unit1: Here I Am
    • Unit2: Let’s Explore
    • Unit3: Day to Day January
    • Unit4: Animals
    • Unit 5:The Natural World
    • @ unit has 5 themes (1 per week)
    • Total time: 25 weeks
  • 24. Read Alouds
    • Goal: 350 books per classroom
    • Read: 3-5 unit-related books per day
  • 25. ERF overlaps with CC CC HT Literacy Read Alouds Centers ( play areas) 30-45 min: Instruction 60-75 min: Play/sm grp
  • 26. Targets & Upcoming…
    • January
    • … start PreK Trophies Unit 3
    • … study the learning environment DEW; ELLCO
    • … view ARS web site
    • … prepare for PD session Jan 25
  • 27. ARS Goals
    • Best practice
    • Essential early literacy skills
    • Knowledgeable educators
    • 21 st century learning environments
    • Engaged parents and communities