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ARS Teacher PD - December 2010
 

ARS Teacher PD - December 2010

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    ARS Teacher PD - December 2010 ARS Teacher PD - December 2010 Presentation Transcript

    • ARS Language & Literacy Curriculum ARS PD Session 10 December 13, 2010
    • Agenda   Morning   A,ernoon   8:30-­‐8:50      Coffee  Talk   12:00-­‐1:00    Lunch   8:50-­‐9:15    Goals/Quiz   1:00-­‐2:15    PhonoAwareness   9:15-­‐10:15    Tech  ;me   2:15-­‐2:30      Break   10:15-­‐10:30  Break   10:30-­‐10:45  Play  Planning  at  this   2:30-­‐3:45    Play  Area  +++      point   3:45-­‐4:30      Sing,  share  &   10:45-­‐11:00  Discussion      evalua;on   11:00-­‐11:30  Play  planning      ra+onale;  up  next   11:30-­‐12:00  Prac;ce  
    • ARS  Goals   •  Best  prac;ce   •  Essen;al  early  literacy  skills   •  Knowledgeable  educators   •  21  century  learning  environments   •  Engaged  parents  and  communi;es  
    • ARS  Community  of  Learners  •  AWend  •  Listen  •  Par;cipate  •  Learn  •  Share  •  Collaborate  •  Care  
    • ARS  Knowledge  Check  aka  quiz   PHONOLOGICAL  AWARENESS  is  necessary  to  grasp  the   alphabe;c  principle  that  underlies  our  system  of  wriWen   language.  Developing  readers  must  be  sensi;ve  to  the   structure  of  words  in  order  to  benefit  from  later  reading   instruc;on     PLAY  develops  talking  and  listening  skills,  promotes  reading   and  wri;ng,  builds  schemata,  develops  thinking,  language   &  imagina;on.    
    • TechTime   Objec=ves   •  Educa;onal  Electronic   Games  Review   –  Review  November  data   –  Rank  Order  Top  3   •  Web-­‐based  Resources  for   Buildings   –  Hands-­‐On  with  new  sites   –  Teaching  Strategies   –  Reflec;on  
    • TechTime   Educa=onal  Electronic  Games  Review   • Review  the  data  spreadsheet  (10  minutes)   –  If  you  need  to  review  the  Rubric  Criteria  -­‐  hWp://bit.ly/arsGames     –  Do  you  agree  or  disagree  with  your  colleagues  ra;ngs?   –  Has  your  view  of  the  games  you  ranked  changed  at  all?  Why  or   why  not?   • Rank  order  the  3  games  you  think  are  best  (5  minutes)   –  Use  the  Rank  Order  Recording  Sheet   –  Provide  a  ra;onale  for  your  ranking   • Large  Group  Discussion  of  data  &  rank  order  (10  minutes)  
    • TechTime   Buildings:Websites  for  Building  Background   • Review  the  websites  listed  on  the  Ning  hWp://bit.ly/arsBuildings    and   think  about  how  the  could  be  used  to  help  build  children’s   background  knowledge  about  buildings  (15  minutes)   • Reflect  on  each  website  (10  minutes)   –  3  Pluses  and  a  Wish   •  List  3  posi;ve  aspects  of  the  website   •  List  1  thing  you  wish  you  could  improve  about  the  website   • Large  Group  Discussion  of  instruc;onal  uses  of  the  Buildings   websites,  i.e.,  how  would  you  use  them  in  the  classroom?(10   minutes)  
    • 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  resis+ng  distrac+ons   •  Working  memory  mentally  holding  and  using   informa+on   •  Cogni;ve  flexibility  adjus+ng  to  change   Essen+als  for  success  in  school  and  life…  
    • A  look  ahead  to  play  planning  in  2011  
    • Provided  that…(1)  a  play  management  system  is  in  place  and  (2)  play  is  sustained  by  some  most  of  the  +me  period  (75%)  Then…introduce  choose-­‐say-­‐draw-­‐go  4  year  olds  Procedure:  •  T  +  TA  ini;ate  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  +me  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  ;me.  She  puts  them  on  her  clip   board.    •  Amer  play  ;me,  she  puts  the  individual  plans  in  child-­‐folders.    
    • Step  1:  T  +  TA  ini;ate  play  ;me     choose-­‐say-­‐go   Any  type  of  token   can  be  used  to   organize/manage   play  ac;vity  
    • Step  2:  T  models  draw  por;on  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  boWom  of  drawing   space   •   line  for  name  of  the  center  
    • Step  4:  T  collects  and  stores  play  plans  on  her  clipboard  during  play  ;me   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  pornolios  
    • A  liWle  bit  of  prac;ce…   •   pairs   •   clipboards  +  markers   •   model  play  planning   •   play  plan  of  your  choice!  
    • Phonological  Awareness  Developmental  Sequence  
    • Phonological  Awareness  -­‐-­‐  aMending  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   Allitera;on  •  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  leWer.  •  Use  songs  or  rhymes  that  are  familiar  to  children.    Listen!  B  is  the  leMer  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  LiMle  Zinnias  taught  by  Danica  Clemons  •  Mark  what  you  observe  on  the  protocol  &  discuss.  Look   for  evidence  of  inten+onality  with  flexibility.    •  Exchange  views  with  another  group.  •  Then  View  Day  3  of  Five  LiMle  Zinnias  taught  by  Danica  Clemons  •  Mark  what  you  observe  &  discuss.  Look  for  evidence  of   inten+onality  with  flexibility.  •  Bring  1-­‐2  comments  to  the  floor.  
    • Back  to  play…one  more  ;me  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 standardclassroom. During play time the children choose amongthe typical play areas…but the children have difficultystaying engaged in any one play area, so there’s lots ofwandering about, silly stuff and outbursts now and then.Sometimes she cuts play time short just to get thingsback in order. Yesterday, a 3 year old completed the 2activities in the Art area, wandered around a bit, andthen asked Ms Hilton what she could do next. Two 4’s inblocks got mad because another child raced through theblock area and knocked over their carefully constructedtown. The puppet play area was mobbed and crowded! MsHilton needs help (she knows it), but she does not knowwhere to begin…
    • Help  Ms  Hilton…Make  1  recommenda;on  in  each  area  Category   Recommenda=on  Management  Space  Art  Ac;vity  Pocket  *variety  *challenge  
    • For  table  talk  in  January…  Category   What  I  plan  to  do     What  I  did  Management  Space  Ac;vity  Pockets  1-­‐2  areas  • Variety  •   Challenge  
    • Closing…singing…sharing   •  Online  evalua;on