ARS Teacher PD - October 2010
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The document outlines the agenda and goals for an ARS PD session focused on play, alphabet, and transitions. The morning session will cover tech training, an introduction to play, and play activities. The afternoon will include shared book reading, alphabet instruction, transition brainstorming, and evaluation. The goals are to promote best practices, essential early literacy skills, and engaged communities. Play is discussed as developing thinking, language, and imagination in children.
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ARS Teacher PD - October 2010
- 1. ARS Language & Literacy Curriculum ARS: play ~ alphabet ~ transi3ons ARS PD Session 8 October 25, 2010
- 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. ARS Goals • Best prac3ce • Essen3al early literacy skills • Knowledgeable educators • 21 century learning environments • Engaged parents and communi3es
- 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. TechTime Objec=ves • CBDM review – Log-‐ins – Adding students – Giving a test • Water Pipes e-‐books – How is it going? • Flips – Ac3vity
- 6. The Other Essen=al: Play Play develops: • Thinking • Language • Imagina3on F Y I
- 7. Essen=al Play in Childhood • ac3on • subs3tu3on Object play • sequence • roles • language Social play • rules • prowess • logic Games Schemas
- 8. The Development of Play In Preschool Simple Sequenced with roles Mature play
- 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. 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. 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. 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. The adult’s role in play onlooker co-‐player play leader
- 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. 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. 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. 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. 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. 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. 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. 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
- 23. ARS Goals • Best prac3ce • Essen3al early literacy skills • Knowledgeable educators • 21 century learning environments • Engaged parents and communi3es