This document outlines the agenda and goals for an ARS Language & Literacy Curriculum professional development session on December 20, 2010. The morning session focuses on play planning and phonological awareness, while the afternoon has teachers implementing strategies at their sites. Key goals include best practices, early literacy skills, knowledgeable educators, and engaged learning communities.

1. ARS Language & Literacy Curriculum
ARS PD Session 10
December 20, 2010

2. Agenda
Morning
A,ernoon
8:00-­‐8:15
Goals/Quiz
At
your
sites
8:15-­‐9:15
Play
Planning
at
this
point
9:15-­‐10:15
Choose
Say
Draw
10:15-­‐10:30
Break
10:30-­‐11:15
PhonoAwareness
11:15-­‐11:45
Paris
Hilton
Case
11:45-­‐12:00
EvaluaHon

3. ARS
Goals
• Best
pracHce
• EssenHal
early
literacy
skills
• Knowledgeable
educators
• 21
century
learning
environments
• Engaged
parents
and
communiHes

4. ARS
Community
of
Learners
• ASend
• Listen
• ParHcipate
• Learn
• Share
• Collaborate
• Care

5. ARS
Knowledge
Check
aka
quiz
•

6. 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…

7. Each
group
share…
• a
plus
and
why
a
plus
• a
minus
and
what
to
do
about
it
1
idea

8. Why
play
planning…today…
Three
big
reasons!
• Inhibitory
control
resis7ng
distrac7ons
• Working
memory
mentally
holding
and
using
informa7on
• CogniHve
flexibility
adjus7ng
to
change
Essen7als
for
success
in
school
and
life…

9. A
look
ahead
to
play
planning
in
2011

10. Provided
that…(1)
a
play
management
system
is
in
place
and
(2)
play
is
sustained
by
some
most
of
the
7me
period
(75%)
Then…introduce
choose-­‐say-­‐draw-­‐go
4
year
olds
Procedure:
• T
+
TA
iniHate
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
7me
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
Hme.
She
puts
them
on
her
clip
board.
• Aeer
play
Hme,
she
puts
the
individual
plans
in
child-­‐folders.

11. Step
1:
T
+
TA
iniHate
play
Hme
choose-­‐say-­‐go
Any
type
of
token
can
be
used
to
organize/manage
play
acHvity

12. Step
2:
T
models
draw
porHon
of
play
plan
Note
the
line
for
the
word

13. Step
3:
T
hands
out
play
plan
paper
+
clipboard
+
marker
•
half
sheet
of
manila
paper
Put
drawing
here.
•
line
for
name
•
line
for
boSom
of
drawing
space
•
line
for
name
of
the
center

14. Step
4:
T
collects
and
stores
play
plans
on
her
clipboard
during
play
Hme
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…

15. Step
5:
T
puts
daily
play
plans
in
individual
child
folders
or
porholios

16. A
liSle
bit
of
pracHce…
•
pairs
•
clipboards
+
markers
•
model
play
planning
•
play
plan
of
your
choice!

17. Phonological
Awareness
Developmental
Sequence

18. Phonological
Awareness
-­‐-­‐
aLending
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

19. 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.

20. Teaching
AlliteraHon
• 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
leSer.
• Use
songs
or
rhymes
that
are
familiar
to
children.
Listen!
B
is
the
leLer
that
sounds
like
buh
in
words
like
ball,
bat
and
bee.
Who
has
a
word
that
starts
with
buh
to
share
with
us?

21. Singing-­‐Reading
Connec<on
FYI
When the first
sounds sound alike
Sing songs with… As in Betsy bought
 rhyming words a bike,
Or Steve's 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

22. A
closer
look
at
PA
teaching…
In
small
groups…
• View
Day
2
of
Five
LiLle
Zinnias
taught
by
Danica
Clemons
• Mark
what
you
observe
on
the
protocol
&
discuss.
Look
for
evidence
of
inten7onality
with
flexibility.
• Exchange
views
with
another
group.
• Then
View
Day
3
of
Five
LiLle
Zinnias
taught
by
Danica
Clemons
• Mark
what
you
observe
&
discuss.
Look
for
evidence
of
inten7onality
with
flexibility.
• Bring
1-­‐2
comments
to
the
floor.

23. Back
to
play…one
more
Hme
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

24. The
P
Hilton
Case
Ms
Hilton
has
a
class
of
18
3&4
year
olds
in
a
standard
classroom.
During
play
Hme
the
children
choose
among
the
typical
play
areas…but
the
children
have
difficulty
staying
engaged
in
any
one
play
area,
so
there’s
lots
of
wandering
about,
silly
stuff
and
outbursts
now
and
then.
SomeHmes
she
cuts
play
Hme
short
just
to
get
things
back
in
order.
Yesterday,
a
3
year
old
completed
the
2
acHviHes
in
the
Art
area,
wandered
around
a
bit,
and
then
asked
Ms
Hilton
what
she
could
do
next.
Two
4’s
in
blocks
got
mad
because
another
child
raced
through
the
block
area
and
knocked
over
their
carefully
constructed
town.
The
puppet
play
area
was
mobbed
and
crowded!
Ms
Hilton
needs
help
(she
knows
it),
but
she
does
not
know
where
to
begin…

25. Help
Ms
Hilton…Make
1
recommendaHon
in
each
area
Category
Recommenda<on
Management
Space
Art
AcHvity
Pocket
*variety
*challenge

26. For
table
talk
in
January…
Category
What
I
plan
to
do
What
I
did
Management
Space
AcHvity
Pockets
1-­‐2
areas
• Variety
•
Challenge

27. Closing…singing…sharing
• Online
evaluaHon