ARS Language & Literacy Curriculum ARS PD Session 12 February 18, 2011
ARS Goals – 2 are missing, what are they? • Best prac6ce • ******** • Knowledgeable educators • 21 century learning environments • ********
Pause…reﬂect…describe one you are working on lately • AEend • Listen • Par6cipate • Learn • Share • Collaborate • Care
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
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.
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"
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?
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
Phase 0 – the beginning • Writes without leEers; makes marks • Cannot write name • Can hold a pencil or marker • Shows book handling awareness
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
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
Step 2: T models draw por6on of play plan Note the line for the word
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.
Word segmenta6on Child can aEempt to write the name of the area OR what she/he plans to do.
Here the child writes some of the words; the teacher writes the rest.
Note that the child aEempts to make the lines and to write words on the lines.
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
Other WriJng OpportuniJes • making books • wri6ng play • with parent support
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
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
Remaining Items Coursework Curriculum wheels • UG course – Mary • Background Knowledge • G course – Lisa • Drama6c Play addi6ons • Module -‐ Shelley • “Wheels” Weekly Inves6ga6on Ac6vi6es