Play Planning focus on 4 year olds • Baseline – Management system who, when, where – Color coded play areas with signage – Topic-‐related drama)c play area • Overview of play planning • Wri)ng Development start phase + phase 1 • Procedures play planning chart • Monitoring protocol + e-‐folio
Play Planning Chart we will follow the procedures in this chart SUPPORTING CHILDREN IN MAKING PLAY PLANS Teach the Process of Play Planning Procedure Notes/Timeline Children Make Written Play PlansExplore each center, in 4 - 8 days Procedure Notes/Timeline Using Scaffolded Writing in Play Planningsmall groups Child chooses marker to Ask child what the mark Procedure Notes/Timeline match center and makes means. Write one reminder Children Make Buddy PlansTeach children to choose a 4 - 8 days Teacher models scaffolded Say the model sentence, “Icenter ~ model the pattern mark on blank sheet of word at bottom of page and Procedure Notes/Timeline paper child’s name at top. 4 - 8 writing strategy am going to...,” then picksentence ~ “I am going to...” ~ Begin with line and one spot at bottom of page, draw Encourage children to make 2 - 3 months after children days plans with a buddy begin to use scaffoldedPractice with child. word (name of center) a line and say “Now I am Child develops more skill in ~ Children may continue to writing representing drawn plans going to write the name of the center on this line.” write individual plans ~ may trace object from Teacher writes child’s name ~ may write on each Process increases amountMake oral plans with 4 - 8 days or (until children area on play plan throughout the others’ plans of language used in planningindividual children are familiar with areas) ~ may draw self ~ Write lines for pattern This continues for 1 - 2 scribble stage. ~ Teachers encourage ~ may draw objects sentence and complete months. Use private speech children to “Tell Sam Typically observed more with to repeat sentence as you what you are going to 4s and 5s, not 3s. write. do” or “Tell Lynn what you are going to be.” Encourage child to add more Place name cards in center ~ Reread sentence with Continue to focus on roles, detail to drawings of table. Begin with all child props, pretend play, Encourage collaboration and capital letters. language throughout negotiation at the planning Child begins to write own process stage. name ~ Child finds/matches When child begins to “read” name card empty lines without ~ Child traces name changing the message (begin with one letter) ~ Teacher asks child to or ~ Child copies or writes think and make line for When child rereads name each word. teacher’s message, using ~ may guide child’s writing as clue hand or PURPOSE OF PLAY PLANNING Child accurately draws lines ~ Encourage child to make for himself.• To help children identify a pretend scenario and a role with its accompanying actions own lines. before beginning to play; ~ Teacher asks child to When child answers QUESTIONS/DEVELOPMENT• To represent the plan on paper in a symbolic way; write something on the accurately the question ISSUES TO KEEP IN MIND line that will help him “What will this line say?”• To practice self-regulation; remember the message • What is the purpose of play planning?• To work out potential conflicts and social problems ahead of time; and ~ Together, point to lines • What is the child demonstrating he can do independently in and ask child to read It is common for play plans play planning?• To provide a means of communicating with parents. message. to include both child and teacher writing. • How successful is child in language, interactive, self- ~ Teacher completes lines regulation, representation in other classroom experiences? not completed by child.
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. • A]er play )me, she puts the individual plans in child-‐folders.
Step 1: T + TA ini)ate play )me choose-‐say-‐go
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 • line for name • line for bo`om of drawing space Put drawing here. • 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 porbolios
Gedng started with the e-‐folio • Hard copy folder for each child • Desktop folder for a small child sample (4 yr olds) (3 children??) • Establish format – Collect play plans each week – Collect any photos of play ac)vity or construc)ons – Collect any FLIPS of play ac)vity – Scan sample of docs into e-‐folio
Phonological Awareness -‐-‐ a`ending to sounds in words Key Acvies Protocol In Topic Study; in HT… The T… • Songs • Chants • Recites • Rhymes • Finger plays • Recites and invites • Word play • Recites some and C echo • Story • Recites and invites 1 rhyme, poem, ﬁnger play • Invites child-‐led or story each week; sing everyday
Teaching Rhyme Detec)on • Explain that rhymes are words that have endings that sound the same • Demonstrate examples of words that rhyme • Make a list of 20 pairs of common words; about half should be rhyming pairs OR 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 le`er. • Use songs or rhymes that are familiar to children. Listen! B is the leTer 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 Connecon FYI When the ﬁrst sounds Sing songs with… sound alike As in Betsy bought a rhyming words bike, silly words Or Steves s=ll standing at the alliterative words sta=on, long, stretched-out words We call that allitera=on. Muﬃn Mix Sing songs… Allitera)ve Song for Teaching Le`er Sounds slow Nancy Schimmel and Fran Avni. Retrieved 12.19.09 h`p:// fast www.songsforteaching.com/ avni/muﬃnmix.htm a lot
Prep for Dec 13 mee)ng • Agenda • Assessment Feedback Table Discussion • Tech Time Content + Upcoming • Play planning: next phase + prac)ce • Phonological awareness