Q-Factor General Quiz-7th April 2024, Quiz Club NITW
ARS Teacher PD - December 2010
1. ARS Language & Literacy Curriculum
ARS PD Session 10
December 13, 2010
2. Agenda
Morning
A,ernoon
8:30-‐8:50
Coffee
Talk
12:00-‐1:00
Lunch
8:50-‐9:15
Goals/Quiz
1:00-‐2:15
PhonoAwareness
9:15-‐10:15
Tech
;me
2:15-‐2:30
Break
10:15-‐10:30
Break
10:30-‐10:45
Play
Planning
at
this
2:30-‐3:45
Play
Area
+++
point
3:45-‐4:30
Sing,
share
&
10:45-‐11:00
Discussion
evalua;on
11:00-‐11:30
Play
planning
ra+onale;
up
next
11:30-‐12:00
Prac;ce
3. ARS
Goals
• Best
prac;ce
• Essen;al
early
literacy
skills
• Knowledgeable
educators
• 21
century
learning
environments
• Engaged
parents
and
communi;es
4. ARS
Community
of
Learners
• AWend
• Listen
• Par;cipate
• Learn
• Share
• Collaborate
• Care
5. ARS
Knowledge
Check
aka
quiz
PHONOLOGICAL
AWARENESS
is
necessary
to
grasp
the
alphabe;c
principle
that
underlies
our
system
of
wriWen
language.
Developing
readers
must
be
sensi;ve
to
the
structure
of
words
in
order
to
benefit
from
later
reading
instruc;on
PLAY
develops
talking
and
listening
skills,
promotes
reading
and
wri;ng,
builds
schemata,
develops
thinking,
language
&
imagina;on.
6. TechTime
Objec=ves
• Educa;onal
Electronic
Games
Review
– Review
November
data
– Rank
Order
Top
3
• Web-‐based
Resources
for
Buildings
– Hands-‐On
with
new
sites
– Teaching
Strategies
– Reflec;on
7. TechTime
Educa=onal
Electronic
Games
Review
• Review
the
data
spreadsheet
(10
minutes)
– If
you
need
to
review
the
Rubric
Criteria
-‐
hWp://bit.ly/arsGames
– Do
you
agree
or
disagree
with
your
colleagues
ra;ngs?
– Has
your
view
of
the
games
you
ranked
changed
at
all?
Why
or
why
not?
• Rank
order
the
3
games
you
think
are
best
(5
minutes)
– Use
the
Rank
Order
Recording
Sheet
– Provide
a
ra;onale
for
your
ranking
• Large
Group
Discussion
of
data
&
rank
order
(10
minutes)
8. TechTime
Buildings:Websites
for
Building
Background
• Review
the
websites
listed
on
the
Ning
hWp://bit.ly/arsBuildings
and
think
about
how
the
could
be
used
to
help
build
children’s
background
knowledge
about
buildings
(15
minutes)
• Reflect
on
each
website
(10
minutes)
– 3
Pluses
and
a
Wish
• List
3
posi;ve
aspects
of
the
website
• List
1
thing
you
wish
you
could
improve
about
the
website
• Large
Group
Discussion
of
instruc;onal
uses
of
the
Buildings
websites,
i.e.,
how
would
you
use
them
in
the
classroom?(10
minutes)
9. 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…
10. Each
group
share…
• a
plus
and
why
a
plus
• a
minus
and
what
to
do
about
it
1
idea
11. Why
play
planning…today…
Three
big
reasons!
• Inhibitory
control
resis+ng
distrac+ons
• Working
memory
mentally
holding
and
using
informa+on
• Cogni;ve
flexibility
adjus+ng
to
change
Essen+als
for
success
in
school
and
life…
13. 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.
• Amer
play
;me,
she
puts
the
individual
plans
in
child-‐folders.
14. Step
1:
T
+
TA
ini;ate
play
;me
choose-‐say-‐go
Any
type
of
token
can
be
used
to
organize/manage
play
ac;vity
15. Step
2:
T
models
draw
por;on
of
play
plan
Note
the
line
for
the
word
16. Step
3:
T
hands
out
play
plan
paper
+
clipboard
+
marker
•
half
sheet
of
manila
paper
Put
drawing
here.
•
line
for
name
•
line
for
boWom
of
drawing
space
•
line
for
name
of
the
center
17. 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…
18. Step
5:
T
puts
daily
play
plans
in
individual
child
folders
or
pornolios
19. A
liWle
bit
of
prac;ce…
•
pairs
•
clipboards
+
markers
•
model
play
planning
•
play
plan
of
your
choice!
21. Phonological
Awareness
-‐-‐
aMending
to
sounds
in
words
Key
Ac=vi=es
Rou=ne
In
Topic
Study;
in
HT…
The
T…
• Songs
• Chants
• Rhymes
• Recites
• Finger
plays
• Recites
and
invites
• Word
play
• Recites
some
and
C
echo
• Poems/stories
1
rhyme,
poem,
finger
play
• Recites
and
invites
or
story
each
week;
sing
• Invites
child-‐led
everyday
22. 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.
23. 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
leWer.
• Use
songs
or
rhymes
that
are
familiar
to
children.
Listen!
B
is
the
leMer
that
sounds
like
buh
in
words
like
ball,
bat
and
bee.
Who
has
a
word
that
starts
with
buh
to
share
with
us?
24. Singing-‐Reading
Connec=on
FYI
When the first
sounds sound alike
Sing songs with… As in Betsy bought
rhyming words a bike,
Or Steve's still
silly words standing at the
alliterative words station,
We call that
long, stretched-out words alliteration.
Muffin Mix
Sing songs… Alliterative Song for
Teaching Letter Sounds
slow Nancy Schimmel and
Fran Avni. Retrieved
12.19.09 http://
fast www.songsforteaching.com/
avni/muffinmix.htm
a lot
25. A
closer
look
at
PA
teaching…
In
small
groups…
• View
Day
2
of
Five
LiMle
Zinnias
taught
by
Danica
Clemons
• Mark
what
you
observe
on
the
protocol
&
discuss.
Look
for
evidence
of
inten+onality
with
flexibility.
• Exchange
views
with
another
group.
• Then
View
Day
3
of
Five
LiMle
Zinnias
taught
by
Danica
Clemons
• Mark
what
you
observe
&
discuss.
Look
for
evidence
of
inten+onality
with
flexibility.
• Bring
1-‐2
comments
to
the
floor.
26. Back
to
play…one
more
;me
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
27. The
P
Hilton
Case
Ms Hilton has a class of 18 3&4 year olds in a standard
classroom. During play time 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.
Sometimes she cuts play time short just to get things
back in order. Yesterday, a 3 year old completed the 2
activities 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…
28. Help
Ms
Hilton…Make
1
recommenda;on
in
each
area
Category
Recommenda=on
Management
Space
Art
Ac;vity
Pocket
*variety
*challenge
29. For
table
talk
in
January…
Category
What
I
plan
to
do
What
I
did
Management
Space
Ac;vity
Pockets
1-‐2
areas
• Variety
•
Challenge
