Diana Slidesh

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Diana Slidesh

  1. 2. <ul><li>Portfolios are collections of students' work over time. A portfolio often shows the process of learning and reflection of students’ work. </li></ul><ul><ul><li>OBJECTIVE: </li></ul></ul><ul><li>Register the children’s process on the development of literacy skills from kinder 5 to 3er EP </li></ul><ul><ul><li>LITERACY: </li></ul></ul><ul><li>Literacy is the ability of reading and writing and within this process we develop the four macro skills (capacidades): listening-speaking-reading-writing. </li></ul><ul><li>Early literacy is everything children know about reading and writing before they can actually read and write. </li></ul><ul><li>We believe that children who are exposed to interactive literacy-rich environments, full of fun opportunities to learn language will develop early literacy skills. Within this framework children progress at their own pace and rhythm, according to their individual capabilities, during the crucial years of development </li></ul><ul><li>Children succeed best in school when teachers, parents, and children work together. Therefore, we consider very important all the information that our school can give to parents to support their children’s learning. </li></ul>
  2. 3. OBJETIVO DE PORTFOLIO: REGISTRAR EL PROCESO DE LAS DISTINTAS HABILIDADES DE LA LECTO-ESCRITURA DURACION: 4 Años SALAS DE 5 – 1ero. – 2ndo – 3ero AÑO EP HABILIDADES (salas de 5, primer año de registro) LAS 4 DESTREZAS BÁSICAS DE LA LENGUA: - COMPRENSIÓN AUDITIVA - PRODUCCIÓN ORAL - LECTO-COMPRENSIÓN - PRODUCCIÓN ESCRITA COMPETENCIAS A DESARROLLAR EN EL PORTFOLIO - PENSAMIENTO CRITICO - MANEJO DE ELEMENTOS LITERARIOS BASICOS - AUTONOMIA - INICIACION EN LA REFLEXION (SELF-ASSESSMENT) - IDENTIFICACION DE SONIDOS: INICIALES Y FINALES - RELACION ENTRE ESCRITURA E IMAGEN - EXPRESION DE IDEAS (orales dictadas a la docentes) - COMPRENSION DE CONSIGNAS
  3. 4. CHECKLIST Phonological Awareness and Print Knowledge Beginning/ending Holding book right side up <ul><li>Book handling: </li></ul>Words are read top to bottom Left to right order Cover and back of book <ul><li>Demonstrates book awareness: </li></ul>Attempts to write letters in own name Points to and/or recognizes letters in own name Recognizes own name in print Not Yet Yes
  4. 5. Retells a simple story with pictures Identifies basic literary elements Characters Setting Plot First Next Last Demonstrates critical thinking skills Demonstrates the ability to correctly put in order or sequence up to four story pictures Shows interest in books Makes simple predictions and comments about a story Use symbols or drawings to express ideas Matches three letters with the sounds they make Identifies ending sounds Identifies initial sounds Identifies two words that rhyme/sound the same when given rhyming picture words
  5. 6. ORAL LANGUAGE TO COMMUNICATE IDEAS SELF ASSESSMENT STRATEGIES SEQUENCES (first then last) CRITICAL THINKING PRINT AWARENESS PHONEME AWARENESS BOOK HANDLING <ul><li>SKILLS TO BE REINFORCED </li></ul>NO YES TOTAL AVERAGE
  6. 7. CRITERO DE AUTO-EVALUACION (self-assessment) STICKERS DE CARITAS (acorde a la actividad planificada) EASY NOT SO HARD HARD I DON’T LIKE I LIKE
  7. 8. CHECKLIST AL FINALIZAR EL AÑO (con caritas) MIS HABILIDADES (específicas del portfolio) ACTIVIDADES DEL PORTFOLIO ENTRE TRES / CUATRO ACTIVIDADES EN UNA UNIDAD DE TRABAJO CUENTOS - GOLDILOCKS AND THE THREE BEARS - THE LITTLE RED HEN - THE VERY HUNGRY CATERPILLAR - THE GINGERBREAD MAN - THE LION AND THE MOUSE - THE FUNNY FARM - WE’RE GOING ON A BEAR HUNT - THE THREE LITTLE PIGS
  8. 13. NAME_________________ NOVEMBER MY FAVOURITE STORY WAS NAME_________________ NOVEMBER WHAT I LIKE MOST IN KINDERGARTEN

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