ARS Teacher PD - December 2010 v2


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ARS Teacher PD - December 2010 v2

  1. 1. ARS Language & Literacy Curriculum ARS PD Session 10 December 20, 2010
  2. 2. Agenda   Morning   A,ernoon   8:00-­‐8:15      Goals/Quiz   At  your  sites   8:15-­‐9:15    Play  Planning  at  this      point   9:15-­‐10:15    Choose  Say  Draw   10:15-­‐10:30  Break   10:30-­‐11:15  PhonoAwareness   11:15-­‐11:45  Paris  Hilton  Case   11:45-­‐12:00  EvaluaHon  
  3. 3. ARS  Goals   •  Best  pracHce   •  EssenHal  early  literacy  skills   •  Knowledgeable  educators   •  21  century  learning  environments   •  Engaged  parents  and  communiHes  
  4. 4. ARS  Community  of  Learners  •  ASend  •  Listen  •  ParHcipate  •  Learn  •  Share  •  Collaborate  •  Care  
  5. 5. ARS  Knowledge  Check  aka  quiz   •   
  6. 6. 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…    
  7. 7. Each  group  share…   •  a  plus  and  why   a  plus   •  a  minus  and   what  to  do   about  it  1  idea  
  8. 8. Why  play  planning…today…   Three  big  reasons!   •  Inhibitory  control  resis7ng  distrac7ons   •  Working  memory  mentally  holding  and  using   informa7on   •  CogniHve  flexibility  adjus7ng  to  change   Essen7als  for  success  in  school  and  life…  
  9. 9. A  look  ahead  to  play  planning  in  2011  
  10. 10. Provided  that…(1)  a  play  management  system  is  in  place  and  (2)  play  is  sustained  by  some  most  of  the  7me  period  (75%)  Then…introduce  choose-­‐say-­‐draw-­‐go  4  year  olds  Procedure:  •  T  +  TA  iniHate  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  7me  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  Hme.  She  puts  them  on  her  clip   board.    •  Aeer  play  Hme,  she  puts  the  individual  plans  in  child-­‐folders.    
  11. 11. Step  1:  T  +  TA  iniHate  play  Hme     choose-­‐say-­‐go   Any  type  of  token   can  be  used  to   organize/manage   play  acHvity  
  12. 12. Step  2:  T  models  draw  porHon  of  play  plan   Note  the  line   for  the  word  
  13. 13. Step  3:  T  hands  out  play  plan  paper  +  clipboard  +  marker     •   half  sheet  of  manila  paper   Put  drawing  here.   •   line  for  name   •   line  for  boSom  of  drawing   space   •   line  for  name  of  the  center  
  14. 14. Step  4:  T  collects  and  stores  play  plans  on  her  clipboard  during  play  Hme   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…  
  15. 15. Step  5:  T  puts  daily  play  plans  in  individual  child  folders  or  porholios  
  16. 16. A  liSle  bit  of  pracHce…   •   pairs   •   clipboards  +  markers   •   model  play  planning   •   play  plan  of  your  choice!  
  17. 17. Phonological  Awareness  Developmental  Sequence  
  18. 18. Phonological  Awareness  -­‐-­‐  aLending  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  
  19. 19. 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.  
  20. 20. Teaching   AlliteraHon  •  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  leSer.  •  Use  songs  or  rhymes  that  are  familiar  to  children.    Listen!  B  is  the  leLer  that  sounds  like  buh  in  words  like  ball,  bat  and  bee.  Who  has  a   word  that  starts  with  buh  to  share  with  us?  
  21. 21. 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 avni/muffinmix.htm   a lot
  22. 22. A  closer  look  at  PA  teaching…  In  small  groups…  •  View  Day  2  of  Five  LiLle  Zinnias  taught  by  Danica  Clemons  •  Mark  what  you  observe  on  the  protocol  &  discuss.  Look   for  evidence  of  inten7onality  with  flexibility.    •  Exchange  views  with  another  group.  •  Then  View  Day  3  of  Five  LiLle  Zinnias  taught  by  Danica  Clemons  •  Mark  what  you  observe  &  discuss.  Look  for  evidence  of   inten7onality  with  flexibility.  •  Bring  1-­‐2  comments  to  the  floor.  
  23. 23. Back  to  play…one  more  Hme  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
  24. 24. The  P  Hilton  Case  Ms  Hilton  has  a  class  of  18  3&4  year  olds  in  a  standard  classroom.  During  play  Hme  the  children  choose  among  the  typical  play  areas…but  the  children  have  difficulty  staying  engaged  in  any  one  play  area,  so  there’s  lots  of  wandering  about,  silly  stuff  and  outbursts  now  and  then.  SomeHmes  she  cuts  play  Hme  short  just  to  get  things  back  in  order.  Yesterday,  a  3  year  old  completed  the  2  acHviHes  in  the  Art  area,  wandered  around  a  bit,  and  then  asked  Ms  Hilton  what  she  could  do  next.  Two  4’s  in  blocks  got  mad  because  another  child  raced  through  the  block  area  and  knocked  over  their  carefully  constructed  town.  The  puppet  play  area  was  mobbed  and  crowded!  Ms  Hilton  needs  help  (she  knows  it),  but  she  does  not  know  where  to  begin…  
  25. 25. Help  Ms  Hilton…Make  1  recommendaHon  in  each  area  Category   Recommenda<on  Management  Space  Art  AcHvity  Pocket  *variety  *challenge  
  26. 26. For  table  talk  in  January…  Category   What  I  plan  to  do     What  I  did  Management  Space  AcHvity  Pockets  1-­‐2  areas  • Variety  •   Challenge  
  27. 27. Closing…singing…sharing   •  Online  evaluaHon