ARS Teacher PD - December 2010 v2

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Transcript of ARS Teacher PD - December 2010 v2

  • 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-dened 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 planningtoday Three big reasons! Inhibitory control resis7ng distrac7ons Working memory mentally holding and using informa7on CogniHve exibility 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%) Thenintroduce 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 thisI am pretending that I am going to blocks to make a house. FirstI put my name up here like this. NextI draw me and my friend in the blocks here like this. Then I say what I am going to play, like this. Now Id like you try to do that todayand 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
  • 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. Lets 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 rst sound you hear in a word. Demonstrate listening for the rst sound; use the rst sound of a childs name; point to your mouth; cup your ear; stretch the sound of the rst 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
  • 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 exibility. 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 exibility. Bring 1-2 comments to the oor.
  • 23. Back to playone 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 areasbut the children have diculty staying engaged in any one play area, so theres lots of wandering about, silly stu and outbursts now and then. SomeHmes she cuts play Hme short just to get things back in order. Yesterda