ARS Coaches PD - December 2010

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

Updates

•  Buildings

•  Tier
2
??

•  Instruc)on:
shared
book;
alphabet

•  Feedback
[assessment;
visits;
coaching]

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 Plans
Explore each center, in 4 - 8 days Procedure Notes/Timeline Using Scaffolded Writing in Play Planning
small groups
Child chooses marker to Ask child what the mark Procedure Notes/Timeline
match center and makes means. Write one reminder
Children Make Buddy Plans
Teach children to choose a 4 - 8 days Teacher models scaffolded Say the model sentence, “I
center ~ 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 pick
sentence ~ “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 scaffolded
Practice 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 amount
Make oral plans with 4 - 8 days or (until children area on play plan throughout the others’ plans of language used in planning
individual 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
Developmental
Sequence

Phonological
Awareness
-‐-‐
a`ending
to
sounds

in
words

Key
Ac'vi'es
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
leèr.

•  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
Connec'on

FYI

When
the
first
sounds

Sing songs with… sound
alike

As
in
Betsy
bought
a

  rhyming words
bike,

  silly words Or
Steve's
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
Leèr
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

ARS Coaches PD - December 2010

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