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ARS Coaches PD - December 2010


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ARS Coaches PD - December 2010

  1. 1. Coach   Mee)ng  ARS  Dec  7,  2010   Agenda  *Updates/Feedback  *Play  Planning:  choose-­‐say-­‐draw-­‐go  *e-­‐folio    *Phonological  Awareness  instruc)on  *e-­‐book  confusions  
  2. 2. Updates  •  Buildings    •  Tier  2  ??  •  Instruc)on:  shared  book;  alphabet  •  Feedback  [assessment;  visits;  coaching]  
  3. 3. 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  
  4. 4. 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.
  5. 5. 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.    
  6. 6. Step  1:  T  +  TA  ini)ate  play  )me     choose-­‐say-­‐go  
  7. 7. Step  2:  T  models  draw  por)on  of  play  plan   Note  the  line   for  the  word  
  8. 8. 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  
  9. 9. 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…  
  10. 10. Step  5:  T  puts  daily  play  plans  in  individual  child  folders  or  porbolios  
  11. 11. 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  
  12. 12. Phonological  Awareness  Developmental  Sequence  
  13. 13. 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  
  14. 14. 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.  
  15. 15. 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?  
  16. 16. 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 avni/muffinmix.htm     a lot
  17. 17. Prep  for  Dec  13  mee)ng  •  Agenda  •  Assessment  Feedback  Table  Discussion  •  Tech  Time  Content  +  Upcoming  •  Play  planning:  next  phase  +  prac)ce  •  Phonological  awareness