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ARS Teacher PD - December 2009
 

ARS Teacher PD - December 2009

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

    • ARS Intro to ERF Curriculum ARS PD Session 1 December 5, 2009
    • ARS Goals
      • Best practice
      • Essential early literacy skills
      • Knowledgeable educators
      • 21 st century learning environments
      • Engaged parents and communities
    • 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
    • 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
    • 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]
    • ARS - a few more specifics
      • Teach high priority skills:
      • Oral language comprehension
      • Vocabulary
      • Phonological awareness
      • Alphabet knowledge
      • Developmental writing
      • Print knowledge
    • 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
    • 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.
    • 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
    • Phonological Awareness
      • What is it?
      • Awareness of the sound structure of speech
      • Why is it important?
      • Provides information for sound-symbol matching
    • Developmental sequence word play rhyming alliteration segmenting
    • 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
    • The alphabetic principle - making sound-symbol matches
      • phonological awareness
      • alphabetic principle
      • alphabet knowledge
    • 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
    • Spelling trajectory…
    • Spelling, cont’d.
    •  
    • Developmental Sequence marks draw & mark name-writing word writing
    • 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
    • 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
    • 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)
    • Mature Play Read Alouds Core HT-P technology ARS Language & Literacy Curriculum
    • 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
    • Read Alouds
      • Goal: 350 books per classroom
      • Read: 3-5 unit-related books per day
    • ERF overlaps with CC CC HT Literacy Read Alouds Centers ( play areas) 30-45 min: Instruction 60-75 min: Play/sm grp
    • Targets & Upcoming…
      • January
      • … start PreK Trophies Unit 3
      • … study the learning environment DEW; ELLCO
      • … view ARS web site
      • … prepare for PD session Jan 25
    • ARS Goals
      • Best practice
      • Essential early literacy skills
      • Knowledgeable educators
      • 21 st century learning environments
      • Engaged parents and communities