TK Let’s GO Webinar Series “From Standards to Practice, Creating a Working Plan”

TK Let’s GO Webinar Series

“From Standards to Practice, Creating a Working Plan”

May 15th, 2012 3-4 p.m.Presenters: Osnat Zur and Elizabeth Magruder

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Agenda • Welcome

• Policy Update- Scott Moore, Senior Policy Advisor, Preschool California

• Transitional Kindergarten Presentation: “From Standards to Practice, Creating a Working Plan” - Osnat Zur, Senior Program Associate, WestEd and Elizabeth Magruder, Teacher and Early Education Consultant

• Q&A- Please email all questions to Araceli Sandoval-Gonzalez: [email protected]

• Close- Ernesto Saldaña, State Field Director, Preschool California

• Next Call and Webinar: May 22nd, 2012 @ 3pm

mailto:[email protected]

For questions, please email: [email protected]

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Scott MoorePolicy Update


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An Alignment of the California Preschool Learning Foundations with Key Early Education Resources

A Comprehensive Look at Alignment with California’s Infant

Toddler Learning and Development Foundations, Kindergarten Content Standards, Kindergarten Common Core Standards, and Head Start Child Development and Early Learning Framework


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Overview of the Content in the Alignment Document An alignment of the Preschool Foundations with the Infant/Toddler

Foundations and with the Kindergarten Content Standards in each of the following domains:

• Social-Emotional Development• Language and Literacy• English Language Development• Mathematics• Visual and Performing Arts• Physical Development• Health• History-Social Science• Science


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Overview of the Content in the Alignment Document (Cont.)An alignment of the Preschool Foundations in the domains

of Language and Literacy and Mathematics with the Corresponding Common Core State Standards for Kindergarten (Embedded within Section B)

An alignment of the Preschool Foundations with the Head Start Child Development and Early Learning Framework

Alignment of the California Preschool Learning Foundations with the Common Core State Standards


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The Preschool Learning Foundations

Goal: To strengthen preschool education and children’s school readiness

• Developed by researchers, early childhood educators, and other stakeholders.

• Age Range: Describe key knowledge and skills that children acquire with appropriate support– At around 48 months of age– At around 60 months of age

• Cover nine developmental domains


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The Common Core State Standards

Goal: Clear and consistent goals for learning, to prepare America’s children for success in college and work

• Led by the National Governors Association (NGA), and the Council of Chief State School Offices (CCSSO), and developed in collaboration with a variety of stakeholders

• Age Range: Standards for every grade level (K-12th grade)• Domains:– English-Language Arts & Literacy in History/Social

Studies, Science, and Technical Subjects.– Mathematics


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The Alignment • Draws the connection between the preschool

learning foundations in the domains:– Language and Literacy–Mathematicsand the corresponding common core state standards.

• Illustrates the developmental progression of key foundations in these domains, as they relate to specific common core state standards


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Alignment with Common Core Standards:Language and Literacy

Preschool FoundationsDomain:

Language & Literacy

Common Core Standards-KGDomain: English-Language Arts &

Literacy in History/Social Studies, Science, and Technical Subjects.

The Common Core State Standards present a broad picture of literacy across different academic subjects.


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Language and Literacy Alignment at Strand Level:

• The preschool learning foundations and the common core state standards are organized according to the same basic categories (strands): listening and speaking, reading and writing.

• The common core state standards also include a strand identified as language standards. It includes standards for grammar and vocabulary, covered under listening and speaking in the preschool foundations.


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Language and LiteracyAlignment at Strand Level:

Preschool Foundations• Listening and Speaking

• Reading

• Writing

Common Core Standards-KG

• Speaking and Listening• Language Standards

• Reading Standards for Literature

• Reading Standards for Informational Texts

• Reading Standards: Foundational Skills

• Writing Standards


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Preschool Foundations: Reading

Preschool FoundationsSubstrands

1.0 Concepts about Print

2.0 Phonological Awareness

3.0 Alphabetics and word/print recognition

4.0 Comprehension and analysis of age-appropriate text

5.0 Literacy interest and response

Common Core Standards- KGAnchor Standards

• Print Concepts• Craft and Structure

• Phonological Awareness

• Print Concepts• Phonics and Word Recognition

• Key Ideas and Details• Integration of knowledge and

ideas

-------------------------


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Alignment:Concepts about Print:

Preschool FoundationsAt around 60 months

Concepts about Print1.1 Display appropriate book-

handling behaviors and knowledge of print conventions.

1.2 Understand that print is something that is read and has specific meaning

Common Core Standards-K

Print Concepts1. Demonstrate understanding of

the organization and basic features of print.– Follow words from left to right,

top to bottom, and page by page.– Recognize that spoken words are

represented in written language by specific sequences of letters.

– Understand that words are separated by spaces in print.


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Alignment: Comprehension and Analysis of Age Appropriate Text


Comprehension and Analysis of Age Appropriate Text:

4.1 Demonstrate knowledge of details in a familiar story, including characters, events, and ordering of events through answering questions (particularly summarizing, predicting, and inferring), retelling, reenacting, or creating artwork.

Common Core Standards-KReading Standards for Literature:Key Ideas and DetailsAsk and answer questions about key details

in a text. Retell familiar stories, including key details;

Identify the main topic and retell key details of a text

Identify characters, settings, and major events in a story.

Integration of Knowledge and IdeasDescribe the relationship between

illustrations and the story in which they appear

Compare and contrast the adventures and experiences of characters in familiar stories.


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WritingPreschool FoundationsSubstrand

1.0 Writing Strategies

-------------------------

-------------------------

Common Core Standards- KAnchor Standards

• Text Types and Purposes

• Production and Distribution of Writing

• Research to Build and Present Knowledge


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Alignment: Writing


Writing Strategies1.1 Adjust grasp and body position for

increased control in drawing and writing.

1.2 Writes letter or letter-like shapes to represent words or ideas.

1.3 Writes first name nearly correctly.

Common Core Standards-K

Text Types and Purposes1. Use a combination of drawing, dictating, and

writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).

2. Use a combination of drawing, dictating, and

writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

3. Use a combination of drawing, dictating, and

writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.


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Language and Literacy

Alignment Analysis:• Substantial correspondence in content between the preschool

foundations and the common core state standards in all areas

• Certain common core standards focus on skills that emerge in kindergarten, and therefore have no corresponding content in the preschool foundations: Reading– Fluency (Read text with purpose and understanding)– Range of Reading and Level of Text ComplexityWriting– Production and Distribution of Writing– Research to Build and Present Knowledge


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Creating a working plan…

Elizabeth S. Magruder, M.Ed.


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First Steps:Where Do We Begin?

Preschool Learning

Foundations

Kindergarten Content

Standards

Common Core

Standards for Kindergarten

Examining the continuum & the commonalities


Developmentally Appropriate Practice

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• Chapter 4 p. 111

The Preschool Years Ages 3-4

• Chapter 6 p. 187 The Kindergarten Year Ages 5-6

• Chapter 7 p. 217 The Kindergarten Year Examples to Consider

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What are Our Goals?Developing the Whole Child

Social Emotional

Cognitive

Physical


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A Window to the Child Questions to guide us as we plan…

• Who is this child?• What knowledge and skills does s/he bring?• Where does he/she enjoy interacting? • When does s/he feel successful/anxious?• Why? Are there opportunities or barriers? • How will I best support his/her development?


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Theory into Practice…Planning our Work and Working our Plan

• Create a template that works for you• Include long range and short term goals• Integrate key concepts throughout content

areas and domains• Develop a plan that reflects and supports the

learners in your room • Reflect on your plan-what worked/what didn’t?

Why?• Modify - what changes should I consider?


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The Instructional Plan Setting purpose, goals, & outcomes

• What is the purpose of this unit/lesson?• What would I like my students to come away with?• How will my students engage in the learning?• How will I group my students?• Have I planned focused opportunities for

exploration, small group instruction, center-based learning, project-based learning?

• Have I considered ways to personalize learning for all of my students?


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Big Idea: Relationships

Unit of Study: My World

Theme: Off to School

Anchor Text: The Kissing Hand by Audrey Penn

Project Based Activity: Create a class book using connections from the story and personal experience.

Domain Goal/Foundation/Standard Exploring

Building Applying

English Language Development

Social-Emotional Development

Language & Literacy

Mathematics

Social Studies

Science

Art

Physical Development

KEY VOCABULARYraccoon tickled thoughtfulnuzzled teased warmthkissing gently secretscampered strange


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Beginning with the Anchor Text…

• Rich literature that anchors the big idea, unit of study, and theme• Read and revisited for multiple purposes, across

content areas, and domains• Thoughtfully selected for rich content and

academic vocabulary• The foundation for integrated and intentional

planning


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Building Applying

Language & Literacy

Writing Strategies:1.2 Writes letter or letter-like shapes to represent words or ideas. (PLF)1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .) (CCSS)Emergent Writing: *DRDP-SRChild shows increasing ability to write using scribbles, symbols, letters, and words to represent meaning

Activity: Activity: Activity:

Big Idea: RelationshipsUnit of Study: My WorldTheme: Off to School

Anchor Text: The Kissing Hand by Audrey PennProject Based Activity: Create a class book using connections from the story and personal experience.

KEY VOCABULARYraccoon tickled thoughtfulnuzzled teased warmthkissing gently secret

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Building Applying

Language & Literacy

Writing Strategies:1.2 Writes letter or letter-like shapes to represent words or ideas. (PLF)1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .) (CCS)Child shows increasing ability to write using scribbles, symbols, letters, and words to represent meaning

Activity:• Text: Interactive dialogue through

the text about “Text Features”:• Words make meaning• Pictures match words• (Write the work “kiss” on the board.

(“When we see the word k-i-s-s, what does that mean? What clues do we get from the story?”)

• Activity: Create your page for the class book:

• discuss/show the various ways that children record their thinking about their activity (i.e. drawing, scribbling, letters, words)

• have pens, pencils, markers, crayons out for students to write/draw about their favorite part/personal connection.

• support students writing/drawing process by providing ideas from the text and from their experiences

• acknowledge their process

Activity: Activity:



Anchor Text: The Kissing Hand by Audrey PennProject Based Activity: Create a class book using connections from the story and frompersonal experience

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Building Applying

Language & Literacy

Writing Strategies:1.2 Writes letter or letter-like shapes to represent words or ideas. (PLF)1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .) (CCS)Emergent Writing: *DRDP-SRChild shows increasing ability to write using scribbles, symbols, letters, and words to represent meaning

Text: Interactive dialogue through the text about “Text Features”:• words make meaning• pictures match wordsWrite the word “kiss” on the board. (“When we see the word k-i-s-s, what does that mean? What clues do we get from the story?”) Activity: Create a class book:• discuss/show the various ways that

children record their thinking about their activity (i.e. drawing, scribbling, letters, words)




Text: Interactive dialogue through the text around “Text Features”:• pre-selected vocabulary • co-construct chart

around words in text• Labeling and describingActivity: Create a fro the class book:• encourage and supportstudents to label the elements of their scene (use charts, picture/word cards, word wall)• support the writingprocess by highlighting places in the room or in the book they might find a word• acknowledge their

process

Activity:




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Building Applying

Language & Literacy

Writing Strategies:1.2 Writes letter or letter-like shapes to (PLF)1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .) (CCS)Emergent Writing: *DRDP-SRChild shows increasing ability to write using scribbles, symbols, letters, and words to represent meaning

Text: Interactive dialogue through the text about “Text Features”:• words make meaning• pictures match wordsWrite the work “kiss” on the board. (“When we see the word k-i-s-s, what does that mean? What clues do we get from the story?”) Activity: Create your page for the class book:• discuss/show the various ways

that children record their thinking about their activity (i.e. drawing, scribbling, letters, words)




Text: Interactive dialogue through the text around “Text Features”:• pre-selected vocabulary • co-construct chart

around words in text• Labeling and describingActivity: Create your page for the class book:• encourage and supportstudents to label the elements of their scene (use charts, picture/word cards, word wall)• support the writingprocess by highlighting places in the room or in the book they might find a word• acknowledge theirprocess

Text: Interactive modeling through the text around “Text Features”: • sentence building• sentence structure• sense of story Activity: Create your page for the class book:• encourage students towrite and expand on words to create simple sentences about their connections• have students tell whatthey want to say and provide scaffold support as they write• teacher charts words,labels, and sentences that students create to describe their connections• acknowledge theirprocess





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Ideas for Experiential LearningAnchor TextKey Vocabulary:GesturesSignalsSongsChantsVisual CuesTransitions:MovementMusicSongsChantsPatternsCenter-based Learning:Dramatic PlayArtConstructionDiscoveryPuzzles/GamesManipulativesHome/School Connection:


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Tips to Consider in Planning• Bring out your key guiding resources (PLF,CCS,DAP)! • Organize and integrate curricula around Big Ideas, units

of study, and themes • Select anchor texts and key vocabulary to support the

Big Idea• Find opportunities to engage all learners through direct

instruction, project-based, and center-based activities• Integrate your plan to include development of physical,

social, and cognitive domains and as well as multiple standards

• Design a comprehensive instructional plan! This will help you develop a richer lesson plan

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TK Let’s GO Webinar Series

• Our next webinar will be on May 22nd @ 3pm• Presentation on TK/K combo classrooms

Presented by the Clovis Unified TK team and Barbara Blakely, Recently Retired LAUSD TK Teacher

• May 29th: Webinar on Assessments • Participant Call-in information:– 1-866-710-0179 passcode 56647

TK Let’s GO Webinar Series “From Standards to Practice, Creating a Working Plan”

Documents

Transcript of TK Let’s GO Webinar Series “From Standards to Practice, Creating a Working Plan”