ARS Teacher PD - February 2011

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ARS Teacher PD - February 2011

  1. 1. ARS Language & Literacy Curriculum ARS PD Session 12 February 18, 2011
  2. 2. ARS  Goals  –  2  are  missing,  what  are  they?   •  Best  prac6ce   •  ********   •  Knowledgeable  educators   •  21  century  learning  environments   •  ********  
  3. 3. Pause…reflect…describe  one  you  are  working  on  lately   •  AEend   •  Listen   •  Par6cipate   •  Learn   •  Share   •  Collaborate   •  Care  
  4. 4. Agenda   Morning   A:ernoon   8:30  Table  Talk   • CBDM  data-­‐based   1:00  PA  overview   planning   8:45  Report     1:15  PA  ac6vity  development   9:00    Leadership  Comments   9:30    Tech  Time   • small  group  work   10:15    Break   10:30    Wri6ng  &  Play  Planning   2:00  Break   • Wri6ng  Development   • Wri6ng  in  Play  Planning   2:15  Coursework/module   11:15      Play  Demo  +  Plan   3:00  Curriculum  planning   • Where  we  are  now   • What  we  will  do  next   4:15  Evalua6on   • Why  it  is  important     12:00    Lunch  
  5. 5. Planning…Commentary…Tech   assess-­‐plan-­‐teach   • Review  your  CBDM  results.   • Plan  3  instruc6onal  ac6vi6es  that  align   with  the  results.   • Say  why  you  chose  the  ac6vi6es.   • Explain  how  you  will  know  the   instruc6on  is  working.  
  6. 6. Tech  Time  –  Digital  Storytelling   "Digital  Storytelling  is  the  prac6ce  of  using  computer-­‐based   tools  to  tell  stories."   • University  of  Houston  -­‐  The  Educa6onal  Uses  of  Digital  Storytelling   "One  of  the  best  ways  to  enhance  student  learning,  boost   student  achievement  and  improve  student  engagement  is  to   incorporate  digital  storytelling  as  an  instruc6onal  strategy.   Students  can  demonstrate  their  knowledge  of  content,   develop  higher  order  thinking  skills,  improve  their  digital   literacy  skills  and  harness  the  power  of  visual  literacy  in   digital  storytelling  projects"   • Wesley  Fryer  -­‐  from  "Using  Voicethread  for  Digital  Conversa6ons"  
  7. 7. Tech  Time  –  Ning  Photos   • One  of  the  central  places  we  have  to  publish  and  tell  our   stories  is  on  the  Ning.   • Many  teachers  and  teaching  assistants  are  currently  pos6ng   tons  of  great  photos  on  the  Ning.   • What  should  the  focus  of  our  story(s)  be?   • What  considera6ons  should  we  make  when  pos6ng  photos   on  the  Ning?   • How  can  we  begin  to  organize  our  photos  to  tell  a  more   cohesive  story?   • What  other  tools  are  available  for  digital  storytelling?  
  8. 8. WriJng  Development   • What  it  looks  like   • How  it  connects  with  learning  to  read   • How  development  is  strengthened  in   play  planning   • Other  ways  to  nurture  wri6ng   development  
  9. 9. Phase  0  –  the  beginning   •   Writes  without  leEers;  makes   marks     •   Cannot  write  name   •   Can  hold  a  pencil  or  marker   •   Shows  book  handling  awareness  
  10. 10. Phase  1  –  leEer-­‐like  marks   •   Writes  with  leEers;  uses  leEers   •   No  leEer-­‐sound  matches   •   Names  some  leEers;  forms  leEers   •   Writes  own  name   •   Enjoys  read  alouds  
  11. 11. Phase  2  –  some  leEer-­‐sound  matching   •   Uses  some  sound-­‐leEer   matches   •   Knows  ini6al  sound-­‐ leEer  match   •   Invents  some  spellings   •   Knows  some  sight  words   •   Can  start  to  read  easy   Level  A  books  
  12. 12. Phase  0   Phase  1   Phase  2  
  13. 13. Goal:  from  phase  0  to  phase  1   choose-­‐say-­‐ choose-­‐say-­‐ choose-­‐say-­‐ go   draw-­‐go   draw-­‐write-­‐ go  
  14. 14. Encouraging  phase  1  &  phase  2  in  play  plan  
  15. 15. Step  2:  T  models  draw  por6on  of  play  plan   Note  the  line  for   the  word  
  16. 16. Choose-­‐Say-­‐Draw-­‐Write-­‐Go   Step  1:  Model  wri6ng     Say:  I  am  going  to  make  a  castle.   Draw  lines  for  each  word:   ____            ____    ____  ____  ____  ____  ____     (I)    (am)  (going)    (to)  (make)      (a)  (castle)   Write  words:   I  am  going  to  make  a  castle.     Reread  and  point  each  word.  
  17. 17. Word  segmenta6on  Child  can  aEempt  to  write  the  name  of  the  area  OR  what  she/he  plans  to  do.  
  18. 18. Here  the  child  writes  some  of  the  words;  the  teacher  writes  the  rest.  
  19. 19. The  child  aEempts  to  write  all  the  words.  
  20. 20. Note  that  the  child  aEempts  to  make  the  lines  and  to  write  words  on  the  lines.    
  21. 21. ConsideraJons   •   kinder-­‐bound  children  only   •   those  that  show  readiness  to  draw  &  write   •   all  children  choose-­‐say-­‐go   •   some  kinder-­‐bound  children  move  to  draw,  then   draw  and  write   •   teacher  always  models  first   •   teacher  may  assist  ‘how  to’  with  1-­‐2  children  at  a   6me  over  several  days   •   teacher  keeps  files  or  record  of  play  plans    
  22. 22. Other  WriJng  OpportuniJes   •   making  books   •   wri6ng  play   •   with  parent  support  
  23. 23. GePng  Started…   •   Video  example   •   Observa6ons   •   Making  plans   • What  I  am  doing  now   •   What  I  will  do  next   •   How  I  will  move  children   to  the  next  level  
  24. 24. Making  Progress  with  Phonological  Awareness  (PA)   •  Review  PA  teaching  ac6ons   •  Video  samples   •  Small  group  work   •  Name  Game   Phonological  Processing   •  Board  Game   • Awareness   •  Sound  Game   • Segmen6ng   • Subs6tu6ng   •  Share   • Dele6ng     • Blending    
  25. 25. Remaining  Items   Coursework   Curriculum  wheels     • UG  course  –  Mary   • Background  Knowledge   • G  course  –  Lisa   • Drama6c  Play  addi6ons   • Module  -­‐  Shelley   • “Wheels”  Weekly   Inves6ga6on  Ac6vi6es  
  26. 26. Wrap  Up…  
  27. 27. Closing  &  EvaluaJon   •  Highlights  from  the  session  

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