ARS Teacher PD - October 2010

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ARS Teacher PD

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ARS Teacher PD - October 2010

  1. 1. ARS Language & Literacy Curriculum ARS:  play  ~  alphabet  ~   transi3ons   ARS PD Session 8 October 25, 2010
  2. 2. Agenda   Morning   8:30-­‐9:00    Gree3ng   9:00-­‐10:00  Tech  3me  CBDM   10:00-­‐10:15  Break   10:15-­‐10:15  Intro  to  play   10:15-­‐11:00  Let’s  play  1   11:00-­‐12:00  More  about  play   12:00    Lunch   A,ernoon   1:00-­‐1:30  Shared  Book/    Read  Aloud      Highlights   1:30-­‐2:30  Top  Notch      Alphabet   2:30-­‐2:45    Break   2:45-­‐3:00  Let’s  Play  2   3:00-­‐3:45    Transi3on      Brainstorm   3:45-­‐4:30    Share  &        Evalua3on  
  3. 3. ARS  Goals   • Best  prac3ce   • Essen3al  early  literacy  skills   • Knowledgeable  educators   • 21  century  learning  environments   • Engaged  parents  and  communi3es  
  4. 4. ARS  Knowledge  Check  aka  quiz    Ms  Romero  teaches  Pre-­‐K.  A  reading  coach  in  the  program   reviewed  her  instruc3onal  program  and  noted  that  she  had   not  planned  shared  book  experiences.  Ms  Romero  can’t  wait   to  plan  her  first  shared  book  experience.  What  is  the  first   thing  she  will  need  to  do?   a.  Get  plenty  of  wri3ng  paper  with  clearly  marked  lines.   b.  Write  each  of  the  new  vocabulary  words  on  index  cards.   c.  Find  some  big  books   d.  Rearrange  the  furniture  in  the  room.      
  5. 5. TechTime   Objec=ves   •  CBDM  review   –  Log-­‐ins   –  Adding  students   –  Giving  a  test   •  Water  Pipes  e-­‐books   –  How  is  it  going?   •  Flips   –  Ac3vity  
  6. 6. The  Other  Essen=al:  Play   Play  develops:   •   Thinking   •   Language     •   Imagina3on   F  Y  I  
  7. 7. Essen=al  Play  in  Childhood   • ac3on   • subs3tu3on   Object   play   • sequence   • roles   • language   Social   play   • rules   • prowess   • logic   Games   Schemas    
  8. 8. The Development of Play In Preschool Simple   Sequenced   with  roles   Mature   play  
  9. 9. Characteris=cs  of  Mature  Play   •   crea3ng  imaginary   situa3ons   •   using  objects  in  a  symbolic   way   •   using  language  to  enact   play   •   taking  on  explicit  roles   •   following  implicit  rules   •   persis3ng  at  play  
  10. 10. Drama=c  play  is  king!   Drama3c  Play:   • Pretend  objects   [a  chair]  This  is  a  space  ship,   okay?   • Pretend  stories   We’re  following  the  treasure  map   to  the  scary  mountains.   • Pretend  roles   I’m  the  cash  register  guy.   • Extended  3me   More  than  10  minutes   NOTES  What  drama=c  play  can  do:   •  Develop  talking  and  listening  skills   •  Support  storytelling   •  Increase  reading  and  wri3ng   behaviors   •  Build  background  knowledge   •  Mo3vate  reading  and  wri3ng   It  is  fun!  
  11. 11. Pretending  to  read   Benefits  of  pretend   reading:   •   Use  book  language   •   Use  book  handling  skills   •   Use  story  sense   •   Read  some  words   •   Enjoy  the  power  of   reading   FYI  
  12. 12. Promo=ng  play   S:  Would  you  come  with  us?  Let’s  go  to  Sea  World   E:  Sea  World!  Let’s  watch  Shamu.  I’m  the  mom.   S:  Oh!  I  see  Shamu   E:  There’s  a  liele  fish.  There’s  a  big  mom.   S:  There’s  a  daddy.   E:  Look!  He  fell  on  the  ice.  Look  at  ‘em.  Mommy  and   Daddy  are  fell.  Oh-­‐h-­‐h-­‐h   S:  Oh-­‐h-­‐h-­‐h.  Baby  Shamu  slipped.  Let’s  go  see  ‘em.   Oh-­‐h-­‐h.  You’re  all  right.   E:  Look.  All  beeer  now.    S  &  E  are  almost  4  years  old   The  Baby  Shamu  Play  Story   You  can:          Provide  3me  and   space      Provide  props      Encourage  pretending      Par3cipate  
  13. 13. The  adult’s  role  in  play   onlooker   co-­‐player   play   leader  
  14. 14. Play   In  play  the  child  is   always  behaving   beyond  his  age,  above   his  usual  everyday   behavior;  in  play  he  is,   as  it  were,  a  head   above  himself.   -­‐ Lev  Vygotsky  (1978,  p.74)   FYI   –   Language   –   Imagina=on   –   Storytelling   –   Capability   –   Enjoyment  
  15. 15. Let’s  Play…Reader’s  Theater    Read  a  script  in  such  a  way  that  the  audience   senses  characteriza3on,  semng  and  ac3on   •  Count  off  by  three’s   •  Group1:  The  Three  LiNle  Pigs   •  Group2:  The  Very  Hungry  Caterpillar   •  Group3:  Which  Shoes  to  Choose   hep://www.teachingheart.net/readerstheater.htm    
  16. 16. Shared  Book/Read  Aloud  Highlights   Procedure  –  coach  facilitated   • Organize  into  small  groups  by  cohort   • View  clips:  Read  Aloud;  Shared  Book  segments   • Iden3fy  key  features  per  the  protocols   • Link  the  teaching  ac3on  to  early  literacy  skills   children  need  to  learn  oral  language;  vocabulary;   phonological  awareness;  alphabet  leNer  knowledge;  print   knowledge;  wriSng  
  17. 17. Alphabet  LeUer  Knowledge  -­‐  Background   •  Say  the  name  of  the  leeer   •  Make  the  sound  of  the  leeer   •  Listen  for  the  sound  of  the  leeer   •  Match  the  sound  to  the  leeer   •  Form  the  leeer  
  18. 18. Alphabet  LeUer  Knowledge  -­‐  Background   Say   Make   Listen   Match   Processes  that   help  children   develop   alphabet  leeer   knowledge.   These  are   dynamic   processes   because  they  are   overlapping.  
  19. 19. Top  Notch  Alphabet  Ac=vi=es   • Organize  by  cohort   • Demo  an  alphabet   ac3vity   • Discuss  the  merits  of  the   ac3vity   • Record  the  name,  steps   &  skills  the  ac3vity   develops   • Say   • Make   • Listen   • Match  
  20. 20. Transi=ons  are  teaching  opportuni=es:  T2   • Organize  into  cohorts   • Iden3fy  key  transi3on   3mes   • Brainstorm  ways  to   teach  during  transi3ons   • Focus  on  phonological   awareness  T2  in   November  
  21. 21. Share  and  Feedback   • Share  thoughts  on     • T2  for  November   • Provide  online  feedback   Looking  ahead…   • Con3nue  H2O  Pipes   • Implement  Read  Aloud  Time   at  end  of  Open  Classroom   Time  10-­‐15  minutes     • eBook  reading  ac3vity   • eBookNook  baseline   • Start  3er  2  coaches   • Monthly  tutorials  
  22. 22. Closing   • Online  evalua3on  
  23. 23. ARS  Goals   • Best  prac3ce   • Essen3al  early  literacy  skills   • Knowledgeable  educators   • 21  century  learning  environments   • Engaged  parents  and  communi3es  

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