The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
High School English--Parent's Guide to Student Successparents4VWschools
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
High School English--Parent's Guide to Student Successparents4VWschools
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
High School Math--Parent's Guide to Student Successparents4VWschools
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
High School Math--Parent's Guide to Student Successparents4VWschools
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
Final Project Part B Mock Interview Description You will videChereCheek752
Final Project Part B Mock Interview
Description: You will video tape a mock job interview. You will imagine that you are applying for a job and going in to interview where you will want to show off the information that you know about early childhood and young children.
1. Welcome to the early childhood job interview. Please start out by telling me about your experiences working with young children.
2. Tell me about how you utilize developmentally appropriate practices (D.A.P) with young children.
3. What are some ways that you educate the ‘whole child’?
4. Tell me about how you use observation and assessment in planning for children. Give an example of how you have done this in your lesson planning.
5. Please describe how you would include diversity and all children in your setting.
6. Please tell me about the importance of family, community, and relation-based care and an example of how you have done this in your work.
7. How do you think the whole environment is a factor in a child's education?
8. Describe how guidance and interactions are used in early childhood.
9. Please describe how you utilize licensing, policies, standards, or procedures in your setting.
10. Tell me some ways that you use professionalism as an early childhood professional.
11. What are some ways that you can advocate for children and families?
12. Finally, do you have anything else that you want to share that would help us make a decision to hire you?
TITLE HERE
by xxxxxx
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46 THE INTENTIONAL TEACHER
ExCHANgE JANUARY/FEBRUARY 2009
The heated debate over child-initiated versus adult-
directed instruction may be cooling down, replaced by
a search for balance. In the landmark report Eager to
Learn, the National Research Council (2000)
emphasized the need for both approaches, and said
teachers must play an active and intentional role in
each type of learning:
“Children need opportunities to initiate activities and
follow their interests, but teachers are not passive
during these [child]-initiated and directed activities.
Similarly, children should be actively engaged and
responsive during teacher-initiated and -directed
activities. Good teachers help support the child’s
learning in both types of activities” (pp. 8-9).
While most of us claim to act with ‘intention’ in our
dealings with young children, it is worth pausing to
reflect on what this term means. In The Intentional
Teacher, the author of this article says, “intentional
teaching means teachers act with specific outcomes
or goals in mind for children’s development and
learning. Teachers must know when to use a given
strategy to accommodate the different ways that
individual children learn and the specific content they
are learning” (Epstein, 2007, p. 1).
How do we know which strategy to use? As a general
rule, in child-guided learning, teachers provide
materials but children make connections on their own
or through interactions w ...
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1st grade--Parent's Guide to Student Success
1. PARENTS’ GUIDE TO
Student Success
This guide provides an overview of what your child will
learn by the end of 1st grade in mathematics and English
1ST GRADE
language arts/literacy. It focuses on the key skills your child
will learn in these subjects, which will build a strong foundation for success in the other subjects
he or she studies throughout the school year. This guide is based on the new Common Core State
Standards, which have been adopted by more than 40 states. These K–12 standards are informed
by the highest state standards from across the country. If your child is meeting the expectations
outlined in these standards, he or she will be well prepared for 2nd grade.
WHY ARE ACADEMIC STANDARDS IMPORTANT? HOW CAN I HELP MY CHILD?
Academic standards are important because they You should use this guide to help build a relationship
help ensure that all students, no matter where with your child’s teacher. You can do this by talking to
they live, are prepared for success in college and his or her teacher regularly about how your child is
the workforce. They help set clear and consistent doing — beyond parent-teacher conferences.
expectations for students, parents, and teachers;
build your child’s knowledge and skills; and help set At home, you can play an important role in setting high
high goals for all students. expectations and supporting your child in meeting them.
If your child needs a little extra help or wants to learn
Of course, high standards are not the only thing more about a subject, work with his or her teacher to
needed for our children’s success. But standards identify opportunities for tutoring, to get involved in
provide an important first step — a clear roadmap for clubs after school, or to find other resources.
learning for teachers, parents, and students. Having
clearly defined goals helps families and teachers
work together to ensure that students succeed. THIS GUIDE INCLUDES
Standards help parents and teachers know when ■ An overview of some of the key things your child
students need extra assistance or when they need will learn in English/literacy and math in 1st grade
to be challenged even more. They also will help your
■ Ideas for activities to help your child learn at
child develop critical thinking skills that will prepare
home
him or her for college and career.
■ Topics of discussion for talking to your child’s
teacher about his or her academic progress
2. English Language Arts & Literacy
In 1st grade, your child will become a more independent reader and writer. Your child will
continue to learn and practice rules for recognizing the sounds that make up words and
will be able to sound out more complex words. Such foundational skills are necessary and
important components of developing proficient readers with the capacity to comprehend
a wide range of materials. Students will learn to think about what they read and talk about
the main ideas of simple stories. As they write and speak, 1st graders will learn to use
language appropriately; this includes using complete sentences and spelling words with
increasing accuracy.
A Sample of What Your Child Will Be Working on in 1st Grade
■ sing phonics (matching letters and sounds) and
U ■ escribing people, places, things, and events with
D
word analysis skills to figure out unfamiliar words relevant details, expressing ideas and feelings
when reading and writing clearly and with complete sentences
■ escribing characters, settings, and major events
D ■ roducing and expanding complete simple and
P
in a story, using key details compound statements, questions, commands, and
exclamations
■ etting facts and information from different writings
G
■ dentifying the correct meaning for a word
I
■ riting about a topic, supplying some facts, and
W
with multiple meanings, based on the sentence
providing some sense of opening and closing
or paragraph in which the word is used (e.g.,
■ articipating in shared research and writing projects
P deciding whether the word bat means a flying
(e.g., exploring a number of “how-to” books and mammal or a club used in baseball)
using them to write a sequence of instructions)
■ earning to think about finer distinctions in the
L
■ aking part in conversations about topics and texts
T meanings of near-synonyms (e.g., marching,
being studied by responding to the comments of others prancing, strutting, strolling, walking)
and asking questions to clear up any confusion
Keeping the conversation focused.
When you talk to the teacher, do not worry about covering everything. Instead,
Talking to keep the conversation focused on the most important topics. In 1st grade, these
Your Child’s include:
Teacher
■ Reading grade-level text with understanding and fluency
■ Learning from, enjoying, and getting facts from books he or she reads and
listens to
Ask to see a sample of your child’s work. Ask the teacher questions such as: Is
this piece of work satisfactory? How could it be better? Is my child on track? How
can I help my child improve or excel in this area? If my child needs extra support
or wants to learn more about a subject, are there resources to help his or her
learning outside the classroom?
3. Mathematics
In 1st grade, your child will build on last year’s work and gain important new skills.
One of the most important outcomes for the year is to improve speed and accuracy
adding with a sum of 20 or less and subtracting from a number 20 or less (e.g., 17 – 8).
Another important goal in 1st grade is adding with a sum of 100 or less; this will rely on
understanding what the digits mean in a number such as 63 (namely, 63 is six tens and
three ones). Working with multi-digit addition this year will set the stage for 2nd grade,
when your child will be working with three-digit numbers and adding and subtracting
with larger numbers.
A Sample of What Your Child Will Be Working on in 1st Grade
■ olving addition and subtraction word problems
S ■ nderstanding what the digits mean in two-digit
U
in situations of adding to, taking from, putting numbers (place value)
together, taking apart, and comparing (e.g., a
■ sing understanding of place value to add
U
taking from situation would be: “Five apples were
and subtract (e.g., 38 + 5, 29 + 20, 64 + 27,
on the table. I ate some apples. Then there were
80 – 50)
three apples. How many apples did I eat?”)
■ easuring lengths of objects by using a shorter
M
■ dding with a sum of 20 or less, and subtracting
A
object as a unit of length
from a number 20 or less, for example by using
strategies based around the number 10 (e.g., to ■ aking composite shapes by joining shapes
M
solve 13 – 4, one can start with 13, subtract 3 to together, and dividing circles and rectangles into
reach 10, and then subtract 1 more to reach 9) halves or fourths
■ uickly and accurately adding with a sum of 10 or
Q
less, and quickly and accurately subtracting from
a number 10 or less (e.g., 2 + 5, 7 – 5)
Keeping the conversation focused.
When you talk to the teacher, do not worry about covering everything. Instead, keep
the conversation focused on the most important topics. In 1st grade, these include:
Talking to
Your Child’s
■ Adding with a sum of 20 or less and subtracting from a number 20 or less Teacher
(this will not be written work; ask the teacher for his or her observations
of your child’s progress in this area)
■ Using understanding of place value to add and subtract
■ Solving addition and subtraction word problems
Ask to see a sample of your child’s work. Ask the teacher questions such as: Is this piece
of work satisfactory? How could it be better? Is my child on track? How can I help my child
improve or excel in this area? If my child needs extra support or wants to learn more about a
subject, are there resources to help his or her learning outside the classroom?
PTA.org