Kris Damon Transitional Kindergarten Coach Long Beach Unified School District Whitcomb Hayslip
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Effective Use of Large and Small Group Instruction in the TK Classroom Part 1, Large Group September 17, 2013 Kris Damon Transitional Kindergarten Coach Long Beach Unified School District Whitcomb Hayslip Early Childhood Education Consultant Elizabeth Quintero Professor and Coordinator of Early Childhood Studies CSU Channel Islands
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Effective Use of Large and Small Group Instruction in the TK Classroom Part 1, Large Group September 17, 2013. Kris Damon Transitional Kindergarten Coach Long Beach Unified School District Whitcomb Hayslip Early Childhood Education Consultant Elizabeth Quintero - PowerPoint PPT Presentation
Transcript of Kris Damon Transitional Kindergarten Coach Long Beach Unified School District Whitcomb Hayslip
PowerPoint PresentationEffective Use of Large and Small Group Instruction in the TK Classroom Part 1, Large Group September 17, 2013
Kris Damon
Whitcomb Hayslip
CSU Channel Islands
Transitional Kindergarten Presentation:
Effective Use of Large and Small Group Instruction in the TK Classroom : Part 1, Large Group
Q&A – Please email all questions to [email protected]
Next Call: October 15th, 3:30-4:30pm
Close
2
Effective Use of Large and Small Group Instruction in the TK Classroom
Whitcomb Hayslip
4
Use of Play to Make Sense of the World
Drive towards Mastery
5
How do children spend time?
National Level Study of 5000 Preschool through 5th Grade Classrooms
National Center for Early Development and Learning (NCELD)
NICHD Study of Early Child Care
6
Sales Ratio of listening, sitting, watching: Doing 20 80
Here They Come!
How can we use both large and small group instruction to more appropriately address the needs of TK children?
7
7
Effective Use of Large and Small Group Instruction in the TK Classroom
Elizabeth P. Quintero Early Childhood Studies, CSU Channel Islands
Getting Started
How in the world?
Please email all questions to : [email protected]
Large Group, small group…the children, the families, the environment and YOU/US!
Passion?...it is relative, but learning must be meaningful for children collectively and individually, as they reflect families and communities.
And, children are sociocultural experts at knowing when adults “fake it”! So, how to include our passions and interests too…for us, and more importantly for them?
10
Thoughts
Points to Ponder Today
11
Patricia Kuhl, Ph.D
“We’re saying that social interaction is a kind of gate to an interest in learning, the kind that humans are completely masters of”
Simons Foundation for Autism Research
12
CONTEXT matters
ROUTINE practices count
Cognitive, social, physical, and biological dimensions of both individuals and contexts interact in important ways
13
Pretend, Imaginative Play
It is more likely that pretend play engages many areas of the brain because it involves emotion, cognition, language, and sensorimotor actions, and thus it may promote the development of dense synaptic connections. (Bergin and Coscia, 2001, p.59)
14
Preschool Learning Foundations
K Common Core Standards
English Language Arts and Literacy in History and Social Studies, Science and Technical Studies… Concepts about Print, writing strategies
Mathematics… number sense, classification and patterning, measurement, geometry, mathematical reasoning
CDE,CDD and Peter Mangione, West Ed
16
Alignment of Pre-K and K Integrated Curriculum?
What is it…?
Pinar (2004) advises:
17
Please email all questions to : [email protected]
Program for the Integration of Curricula UPenn Graduate School of Ed
EPIC Integrated Curriculum focuses on development of 4 comprehensive sets of skill areas – mathematics, language, literacy, and approaches to learning—across five levels of skills development
Routine, developmentally appropriate classroom experiences that are child-centered
18
Anchor Texts
Planning for Large Group
CSU Channel Islands ECS 470 Preschool/Primary Integrated Curriculum Lesson Planning Template
Big Idea:
Themes:
Planning for Large Group
Goal/Foundation/Standard:
Procedure:
1.
2.
3.
4.
Texts:
22
Large Group Example Using “Vincent’s Bedroom in Arles” Vincent van Gogh
23
Case Study: What happened…
Student teacher sat in a rocking chair on the rug with the print rolled up in a cardboard case as the children gathered
Some of the children were able to notice the word “museum” on the case and predicted that it was a painting
She took out the painting and showed the class “The Bedroom in Arles” (or Vincent’s Bedroom in Arles or the Bedroom at Arles)
24
A Letter Van Gogh Wrote to His Brother
Student teacher held up a translated copy of the letter and read to the children:
My eyes are still tired. But I had a new idea in my head and here is the sketch of it. Another size 20 canvas. This time it’s just simply my bedroom, only here colour is to do everything, and given its simplification, a grander style to things, is to be suggestive here of rest or of sleep in general. In a word, looking at the picture out to rest the brain, or rather the imagination.
(A Complicated Conversation ensued about language translations meaning portrayed)
25
Next steps...with the group
She put the print of the painting on an easel and asked the children to look at it for a few minutes. She asked them to think about how they would draw or write a response to the painting.
The student teacher shared her own response, a short poem she had written entitled “My Bed”
26
Large Group to Small Group and Back Again!
Then she gave out pencils and blank pieces of paper to go wherever they wanted to go in the classroom with their writing tool and asked them to create a response to the painting. Most of the children drew pictures of their own bedrooms and wrote about the things that are in them or what they do there. Some of the comments they wrote and shared back in LARGE GROUP were:
“Beds R saoft and rwom”
“My lame is cide. I slip with hr avr nit. (My laime is cuddly. I sleep with her every night)”
“I love my bed I sleep with my doll Sarah. My mom signg songs. I love my bed.”
27
Kris Damon
Long Beach Unified School District
Effective Use of Large and Small Group Instruction in the TK Classroom
Attendance
Each child has a card with their first name on one side. The other side has their “special word” and their “special number.”
After most of the students have arrived and are seated on the rug, Teacher shows each card for students to read the name, and then the high-frequency word and number.
That student stands for all to say “Good Morning, ____” and he or she responds with a smile, wave or “good morning.”
The student then places their card in the pocket chart.
29
Morning Message
Please email all questions to : [email protected]
Each day Teacher writes a message to their students, using words and letters students can identify.
Teacher asks seated students to identify a letter or high frequency word they can read and circle. If the letter or word is circled by someone else, they need to identify another choice.
Several students come up to the message to read and circle the letter or word they found while sitting on the rug. The amount of students coming to the message depends on allotted time.
Working with the message can easily go too long, so be careful.
Morning Message Vocabulary acquisition expressing thoughts, feelings, and ideas clearly
31
Teacher includes a question or discussion topic in the message.
Using cooperative grouping strategies, students get up from the rug and gather in pairs or small groups to answer or discuss.
The Opening Providing real-life opportunities for children to use mathematical concepts
32
Please email all questions to : [email protected]
Use a body movement pattern along with the pattern on the date cards. Touch head, then shoulders, while saying red, yellow.
When reading or reciting Yesterday, Today, Tomorrow stand up. Take one step back and move thumbs back over shoulders when saying the word “yesterday”. Take one step forward and point to ground when saying the word “today.” Take one step forward and point ahead when saying the word “tomorrow.”
The Opening
Add some movement when counting on the number line. For example:
To highlight tens; stand to count 1-9, and crouch at 10. Continue crouching for 10-19, then stand at 20. Continue standing while counting 20-29, and so on.
Tally Mark Dance: Make tally marks top to bottom with the slanted cross hatch as you count aloud.
Learn to count in American Sign Language.
33
Adopted ELA Curriculum Foundational skills in phonics and phonological awareness
Some tasks ask students to listen to beginning sounds and respond with a thumbs up or down or by holding up a letter card.
Modify to respond with movement. For example: When discriminating between two beginning sounds, have two children hold the sound cards in two separate areas of the rug. First, Teacher says the word. Then, students repeat the word listening to and identifying the beginning sound. Students then walk to the card that matches the beginning sound. Half way through your list of words, switch the children holding cards so they have a chance to move too.
34
Interactive Writing Foundational print concepts
Set a timer to avoid spending too much time in this activity. It is easy to go too long.
Establish a method of returning to your text to finish the writing the next day if needed.
After discussing what will be written for the day, students get up from the rug to rehearse the sentence.
For that day’s sentence, jump as you say each word, swish hips to each word, raise hands in air, stomp right, stomp left, etc. Then as a group, count the words and sit back down to begin to write.
35
Please email all questions to : [email protected]
Group Reading Activities reading: key ideas and details, craft and structure, integration of knowledge and ideas
A variety of genres lend themselves to Readers Theater. Many are available on Teachers Pay Teachers.
Bring your Thinking Maps or graphic organizers to life.
Have children hold the boxes and arrows printed on paper to make a flow map.
The tallest child can be the main idea of a tree map. Shorter children can be the supporting ideas. Others can kneel or sit for the specific details.
36
Songs and Chants
From jumping like frogs and practicing 0-5, to funny rhyming songs that encourage movement, to “kick boxing” your ABCs – songs and chants can make learning foundational skills fun and lively!
37
Final Thoughts
These ideas for incorporating movement come from TK Classrooms in Long Beach Unified.
They are intended to inspire your self-reflection and to stimulate your own ideas for infusing movement into academics.
Well established behavior expectations and classroom procedures are essential for success when incorporating movement.
Consequences for poor behavior that is related to participation is usually very effective. One time of missing out on the movement fun is usually enough to encourage consistently good behavior.
38
Questions and Answers
Kris Damon
Whitcomb Hayslip
CSU Channel Islands
Transitional Kindergarten Presentation:
Effective Use of Large and Small Group Instruction in the TK Classroom : Part 1, Large Group
Q&A – Please email all questions to [email protected]
Next Call: October 15th, 3:30-4:30pm
Close
2
Effective Use of Large and Small Group Instruction in the TK Classroom
Whitcomb Hayslip
4
Use of Play to Make Sense of the World
Drive towards Mastery
5
How do children spend time?
National Level Study of 5000 Preschool through 5th Grade Classrooms
National Center for Early Development and Learning (NCELD)
NICHD Study of Early Child Care
6
Sales Ratio of listening, sitting, watching: Doing 20 80
Here They Come!
How can we use both large and small group instruction to more appropriately address the needs of TK children?
7
7
Effective Use of Large and Small Group Instruction in the TK Classroom
Elizabeth P. Quintero Early Childhood Studies, CSU Channel Islands
Getting Started
How in the world?
Please email all questions to : [email protected]
Large Group, small group…the children, the families, the environment and YOU/US!
Passion?...it is relative, but learning must be meaningful for children collectively and individually, as they reflect families and communities.
And, children are sociocultural experts at knowing when adults “fake it”! So, how to include our passions and interests too…for us, and more importantly for them?
10
Thoughts
Points to Ponder Today
11
Patricia Kuhl, Ph.D
“We’re saying that social interaction is a kind of gate to an interest in learning, the kind that humans are completely masters of”
Simons Foundation for Autism Research
12
CONTEXT matters
ROUTINE practices count
Cognitive, social, physical, and biological dimensions of both individuals and contexts interact in important ways
13
Pretend, Imaginative Play
It is more likely that pretend play engages many areas of the brain because it involves emotion, cognition, language, and sensorimotor actions, and thus it may promote the development of dense synaptic connections. (Bergin and Coscia, 2001, p.59)
14
Preschool Learning Foundations
K Common Core Standards
English Language Arts and Literacy in History and Social Studies, Science and Technical Studies… Concepts about Print, writing strategies
Mathematics… number sense, classification and patterning, measurement, geometry, mathematical reasoning
CDE,CDD and Peter Mangione, West Ed
16
Alignment of Pre-K and K Integrated Curriculum?
What is it…?
Pinar (2004) advises:
17
Please email all questions to : [email protected]
Program for the Integration of Curricula UPenn Graduate School of Ed
EPIC Integrated Curriculum focuses on development of 4 comprehensive sets of skill areas – mathematics, language, literacy, and approaches to learning—across five levels of skills development
Routine, developmentally appropriate classroom experiences that are child-centered
18
Anchor Texts
Planning for Large Group
CSU Channel Islands ECS 470 Preschool/Primary Integrated Curriculum Lesson Planning Template
Big Idea:
Themes:
Planning for Large Group
Goal/Foundation/Standard:
Procedure:
1.
2.
3.
4.
Texts:
22
Large Group Example Using “Vincent’s Bedroom in Arles” Vincent van Gogh
23
Case Study: What happened…
Student teacher sat in a rocking chair on the rug with the print rolled up in a cardboard case as the children gathered
Some of the children were able to notice the word “museum” on the case and predicted that it was a painting
She took out the painting and showed the class “The Bedroom in Arles” (or Vincent’s Bedroom in Arles or the Bedroom at Arles)
24
A Letter Van Gogh Wrote to His Brother
Student teacher held up a translated copy of the letter and read to the children:
My eyes are still tired. But I had a new idea in my head and here is the sketch of it. Another size 20 canvas. This time it’s just simply my bedroom, only here colour is to do everything, and given its simplification, a grander style to things, is to be suggestive here of rest or of sleep in general. In a word, looking at the picture out to rest the brain, or rather the imagination.
(A Complicated Conversation ensued about language translations meaning portrayed)
25
Next steps...with the group
She put the print of the painting on an easel and asked the children to look at it for a few minutes. She asked them to think about how they would draw or write a response to the painting.
The student teacher shared her own response, a short poem she had written entitled “My Bed”
26
Large Group to Small Group and Back Again!
Then she gave out pencils and blank pieces of paper to go wherever they wanted to go in the classroom with their writing tool and asked them to create a response to the painting. Most of the children drew pictures of their own bedrooms and wrote about the things that are in them or what they do there. Some of the comments they wrote and shared back in LARGE GROUP were:
“Beds R saoft and rwom”
“My lame is cide. I slip with hr avr nit. (My laime is cuddly. I sleep with her every night)”
“I love my bed I sleep with my doll Sarah. My mom signg songs. I love my bed.”
27
Kris Damon
Long Beach Unified School District
Effective Use of Large and Small Group Instruction in the TK Classroom
Attendance
Each child has a card with their first name on one side. The other side has their “special word” and their “special number.”
After most of the students have arrived and are seated on the rug, Teacher shows each card for students to read the name, and then the high-frequency word and number.
That student stands for all to say “Good Morning, ____” and he or she responds with a smile, wave or “good morning.”
The student then places their card in the pocket chart.
29
Morning Message
Please email all questions to : [email protected]
Each day Teacher writes a message to their students, using words and letters students can identify.
Teacher asks seated students to identify a letter or high frequency word they can read and circle. If the letter or word is circled by someone else, they need to identify another choice.
Several students come up to the message to read and circle the letter or word they found while sitting on the rug. The amount of students coming to the message depends on allotted time.
Working with the message can easily go too long, so be careful.
Morning Message Vocabulary acquisition expressing thoughts, feelings, and ideas clearly
31
Teacher includes a question or discussion topic in the message.
Using cooperative grouping strategies, students get up from the rug and gather in pairs or small groups to answer or discuss.
The Opening Providing real-life opportunities for children to use mathematical concepts
32
Please email all questions to : [email protected]
Use a body movement pattern along with the pattern on the date cards. Touch head, then shoulders, while saying red, yellow.
When reading or reciting Yesterday, Today, Tomorrow stand up. Take one step back and move thumbs back over shoulders when saying the word “yesterday”. Take one step forward and point to ground when saying the word “today.” Take one step forward and point ahead when saying the word “tomorrow.”
The Opening
Add some movement when counting on the number line. For example:
To highlight tens; stand to count 1-9, and crouch at 10. Continue crouching for 10-19, then stand at 20. Continue standing while counting 20-29, and so on.
Tally Mark Dance: Make tally marks top to bottom with the slanted cross hatch as you count aloud.
Learn to count in American Sign Language.
33
Adopted ELA Curriculum Foundational skills in phonics and phonological awareness
Some tasks ask students to listen to beginning sounds and respond with a thumbs up or down or by holding up a letter card.
Modify to respond with movement. For example: When discriminating between two beginning sounds, have two children hold the sound cards in two separate areas of the rug. First, Teacher says the word. Then, students repeat the word listening to and identifying the beginning sound. Students then walk to the card that matches the beginning sound. Half way through your list of words, switch the children holding cards so they have a chance to move too.
34
Interactive Writing Foundational print concepts
Set a timer to avoid spending too much time in this activity. It is easy to go too long.
Establish a method of returning to your text to finish the writing the next day if needed.
After discussing what will be written for the day, students get up from the rug to rehearse the sentence.
For that day’s sentence, jump as you say each word, swish hips to each word, raise hands in air, stomp right, stomp left, etc. Then as a group, count the words and sit back down to begin to write.
35
Please email all questions to : [email protected]
Group Reading Activities reading: key ideas and details, craft and structure, integration of knowledge and ideas
A variety of genres lend themselves to Readers Theater. Many are available on Teachers Pay Teachers.
Bring your Thinking Maps or graphic organizers to life.
Have children hold the boxes and arrows printed on paper to make a flow map.
The tallest child can be the main idea of a tree map. Shorter children can be the supporting ideas. Others can kneel or sit for the specific details.
36
Songs and Chants
From jumping like frogs and practicing 0-5, to funny rhyming songs that encourage movement, to “kick boxing” your ABCs – songs and chants can make learning foundational skills fun and lively!
37
Final Thoughts
These ideas for incorporating movement come from TK Classrooms in Long Beach Unified.
They are intended to inspire your self-reflection and to stimulate your own ideas for infusing movement into academics.
Well established behavior expectations and classroom procedures are essential for success when incorporating movement.
Consequences for poor behavior that is related to participation is usually very effective. One time of missing out on the movement fun is usually enough to encourage consistently good behavior.
38
Questions and Answers
