ARS Teacher PD - December 2010 v2

27
ARS Language & Literacy Curriculum ARS PD Session 10 December 20, 2010

description

 

Transcript of ARS Teacher PD - December 2010 v2

Page 1: ARS Teacher PD - December 2010 v2

ARS Language & Literacy Curriculum

ARS PD Session 10

December 20, 2010

Page 2: ARS Teacher PD - December 2010 v2

Agenda  

Morning  

8:00-­‐8:15      Goals/Quiz  

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  

A,ernoon  

At  your  sites  

Page 3: ARS Teacher PD - December 2010 v2

ARS  Goals  

• Best  pracHce  • EssenHal  early  literacy  skills  • Knowledgeable  educators  • 21  century  learning  environments  

• Engaged  parents  and  communiHes  

Page 4: ARS Teacher PD - December 2010 v2

ARS  Community  of  Learners  

•  ASend  •  Listen  •  ParHcipate  •  Learn  •  Share  •  Collaborate  •  Care  

Page 5: ARS Teacher PD - December 2010 v2

ARS  Knowledge  Check  aka  quiz  

•   

Page 6: ARS Teacher PD - December 2010 v2

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…    

Page 7: ARS Teacher PD - December 2010 v2

Each  group  share…  

•  a  plus  and  why  a  plus  

•  a  minus  and  what  to  do  about  it  1  idea  

Page 8: ARS Teacher PD - December 2010 v2

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…  

Page 9: ARS Teacher PD - December 2010 v2

A  look  ahead  to  play  planning  in  2011  

Page 10: ARS Teacher PD - December 2010 v2

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.    

Page 11: ARS Teacher PD - December 2010 v2

Step  1:  T  +  TA  iniHate  play  Hme    choose-­‐say-­‐go  

Any  type  of  token  can  be  used  to  organize/manage  play  acHvity  

Page 12: ARS Teacher PD - December 2010 v2

Step  2:  T  models  draw  porHon  of  play  plan  

Note  the  line  for  the  word  

Page 13: ARS Teacher PD - December 2010 v2

Step  3:  T  hands  out  play  plan  paper  +  clipboard  +  marker    

•   half  sheet  of  manila  paper  •   line  for  name  •   line  for  boSom  of  drawing  space  •   line  for  name  of  the  center  

Put  drawing  here.  

Page 14: ARS Teacher PD - December 2010 v2

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…  

Page 15: ARS Teacher PD - December 2010 v2

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

Page 16: ARS Teacher PD - December 2010 v2

A  liSle  bit  of  pracHce…  

•   pairs  •   clipboards  +  markers  •   model  play  planning  •   play  plan  of  your  choice!  

Page 17: ARS Teacher PD - December 2010 v2

Phonological  Awareness  Developmental  Sequence  

Page 18: ARS Teacher PD - December 2010 v2

Phonological  Awareness  -­‐-­‐  aLending  to  sounds  in  words  

Key  Ac<vi<es  

In  Topic  Study;  in  HT…  •  Songs  •  Chants  •  Rhymes  •  Finger  plays  •  Word  play  •  Poems/stories  1  rhyme,  poem,  finger  play  or  story  each  week;  sing  everyday  

Rou<ne  

The  T…  

•  Recites  •  Recites  and  invites  •  Recites  some  and  C  echo  

•  Recites  and  invites  •  Invites  child-­‐led  

Page 19: ARS Teacher PD - December 2010 v2

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.  

Page 20: ARS Teacher PD - December 2010 v2

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?  

Page 21: ARS Teacher PD - December 2010 v2

Singing-­‐Reading  Connec<on  

F Y I

Sing songs with…   rhyming words   silly words   alliterative words   long, stretched-out words

Sing songs…   slow   fast   a lot

When the first sounds sound alike As in Betsy bought a bike, Or Steve's still standing at the station, We call that alliteration.

Muffin Mix Alliterative Song for Teaching Letter Sounds Nancy Schimmel and Fran Avni. Retrieved 12.19.09 http://www.songsforteaching.com/avni/muffinmix.htm

Page 22: ARS Teacher PD - December 2010 v2

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.  

Page 23: ARS Teacher PD - December 2010 v2

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

Page 24: ARS Teacher PD - December 2010 v2

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…  

Page 25: ARS Teacher PD - December 2010 v2

Help  Ms  Hilton…Make  1  recommendaHon  in  each  area  

Category   Recommenda<on  

Management  

Space  

Art  AcHvity  Pocket  *variety  *challenge  

Page 26: ARS Teacher PD - December 2010 v2

For  table  talk  in  January…  

Category   What  I  plan  to  do     What  I  did  

Management  

Space  

AcHvity  Pockets  1-­‐2  areas  • Variety  •   Challenge  

Page 27: ARS Teacher PD - December 2010 v2

Closing…singing…sharing  

• Online  evaluaHon