Web & Social Media Analytics Previous Year Question Paper.pdf
ARS Teacher PD - October 2010
1. ARS Language & Literacy Curriculum
ARS:
play
~
alphabet
~
transi3ons
ARS PD Session 8
October 25, 2010
2. Agenda
Morning
8:30-‐9:00
Gree3ng
9:00-‐10:00
Tech
3me
CBDM
10:00-‐10:15
Break
10:15-‐10:15
Intro
to
play
10:15-‐11:00
Let’s
play
1
11:00-‐12:00
More
about
play
12:00
Lunch
A,ernoon
1:00-‐1:30
Shared
Book/
Read
Aloud
Highlights
1:30-‐2:30
Top
Notch
Alphabet
2:30-‐2:45
Break
2:45-‐3:00
Let’s
Play
2
3:00-‐3:45
Transi3on
Brainstorm
3:45-‐4:30
Share
&
Evalua3on
3. ARS
Goals
• Best
prac3ce
• Essen3al
early
literacy
skills
• Knowledgeable
educators
• 21
century
learning
environments
• Engaged
parents
and
communi3es
4. ARS
Knowledge
Check
aka
quiz
Ms
Romero
teaches
Pre-‐K.
A
reading
coach
in
the
program
reviewed
her
instruc3onal
program
and
noted
that
she
had
not
planned
shared
book
experiences.
Ms
Romero
can’t
wait
to
plan
her
first
shared
book
experience.
What
is
the
first
thing
she
will
need
to
do?
a. Get
plenty
of
wri3ng
paper
with
clearly
marked
lines.
b. Write
each
of
the
new
vocabulary
words
on
index
cards.
c. Find
some
big
books
d. Rearrange
the
furniture
in
the
room.
5. TechTime
Objec=ves
• CBDM
review
– Log-‐ins
– Adding
students
– Giving
a
test
• Water
Pipes
e-‐books
– How
is
it
going?
• Flips
– Ac3vity
6. The
Other
Essen=al:
Play
Play
develops:
•
Thinking
•
Language
•
Imagina3on
F
Y
I
7. Essen=al
Play
in
Childhood
• ac3on
• subs3tu3on
Object
play
• sequence
• roles
• language
Social
play
• rules
• prowess
• logic
Games
Schemas
8. The Development of Play In Preschool
Simple
Sequenced
with
roles
Mature
play
9. Characteris=cs
of
Mature
Play
•
crea3ng
imaginary
situa3ons
•
using
objects
in
a
symbolic
way
•
using
language
to
enact
play
•
taking
on
explicit
roles
•
following
implicit
rules
•
persis3ng
at
play
10. Drama=c
play
is
king!
Drama3c
Play:
• Pretend
objects
[a
chair]
This
is
a
space
ship,
okay?
• Pretend
stories
We’re
following
the
treasure
map
to
the
scary
mountains.
• Pretend
roles
I’m
the
cash
register
guy.
• Extended
3me
More
than
10
minutes
NOTES
What
drama=c
play
can
do:
• Develop
talking
and
listening
skills
• Support
storytelling
• Increase
reading
and
wri3ng
behaviors
• Build
background
knowledge
• Mo3vate
reading
and
wri3ng
It
is
fun!
11. Pretending
to
read
Benefits
of
pretend
reading:
•
Use
book
language
•
Use
book
handling
skills
•
Use
story
sense
•
Read
some
words
•
Enjoy
the
power
of
reading
FYI
12. Promo=ng
play
S:
Would
you
come
with
us?
Let’s
go
to
Sea
World
E:
Sea
World!
Let’s
watch
Shamu.
I’m
the
mom.
S:
Oh!
I
see
Shamu
E:
There’s
a
liele
fish.
There’s
a
big
mom.
S:
There’s
a
daddy.
E:
Look!
He
fell
on
the
ice.
Look
at
‘em.
Mommy
and
Daddy
are
fell.
Oh-‐h-‐h-‐h
S:
Oh-‐h-‐h-‐h.
Baby
Shamu
slipped.
Let’s
go
see
‘em.
Oh-‐h-‐h.
You’re
all
right.
E:
Look.
All
beeer
now.
S
&
E
are
almost
4
years
old
The
Baby
Shamu
Play
Story
You
can:
Provide
3me
and
space
Provide
props
Encourage
pretending
Par3cipate
14. Play
In
play
the
child
is
always
behaving
beyond
his
age,
above
his
usual
everyday
behavior;
in
play
he
is,
as
it
were,
a
head
above
himself.
-‐ Lev
Vygotsky
(1978,
p.74)
FYI
–
Language
–
Imagina=on
–
Storytelling
–
Capability
–
Enjoyment
15. Let’s
Play…Reader’s
Theater
Read
a
script
in
such
a
way
that
the
audience
senses
characteriza3on,
semng
and
ac3on
• Count
off
by
three’s
• Group1:
The
Three
LiNle
Pigs
• Group2:
The
Very
Hungry
Caterpillar
• Group3:
Which
Shoes
to
Choose
hep://www.teachingheart.net/readerstheater.htm
16. Shared
Book/Read
Aloud
Highlights
Procedure
–
coach
facilitated
• Organize
into
small
groups
by
cohort
• View
clips:
Read
Aloud;
Shared
Book
segments
• Iden3fy
key
features
per
the
protocols
• Link
the
teaching
ac3on
to
early
literacy
skills
children
need
to
learn
oral
language;
vocabulary;
phonological
awareness;
alphabet
leNer
knowledge;
print
knowledge;
wriSng
17. Alphabet
LeUer
Knowledge
-‐
Background
• Say
the
name
of
the
leeer
• Make
the
sound
of
the
leeer
• Listen
for
the
sound
of
the
leeer
• Match
the
sound
to
the
leeer
• Form
the
leeer
18. Alphabet
LeUer
Knowledge
-‐
Background
Say
Make
Listen
Match
Processes
that
help
children
develop
alphabet
leeer
knowledge.
These
are
dynamic
processes
because
they
are
overlapping.
19. Top
Notch
Alphabet
Ac=vi=es
• Organize
by
cohort
• Demo
an
alphabet
ac3vity
• Discuss
the
merits
of
the
ac3vity
• Record
the
name,
steps
&
skills
the
ac3vity
develops
• Say
• Make
• Listen
• Match
20. Transi=ons
are
teaching
opportuni=es:
T2
• Organize
into
cohorts
• Iden3fy
key
transi3on
3mes
• Brainstorm
ways
to
teach
during
transi3ons
• Focus
on
phonological
awareness
T2
in
November
21. Share
and
Feedback
• Share
thoughts
on
• T2
for
November
• Provide
online
feedback
Looking
ahead…
• Con3nue
H2O
Pipes
• Implement
Read
Aloud
Time
at
end
of
Open
Classroom
Time
10-‐15
minutes
• eBook
reading
ac3vity
• eBookNook
baseline
• Start
3er
2
coaches
• Monthly
tutorials
23. ARS
Goals
• Best
prac3ce
• Essen3al
early
literacy
skills
• Knowledgeable
educators
• 21
century
learning
environments
• Engaged
parents
and
communi3es