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…
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 -‐-‐ 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