Small Group Skills Transcript. Welcome to the Core Knowledge Foundation, Core Knowledge Language Arts Program Webinar Series.

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Small Group Skills Transcript. Welcome to the Core Knowledge Foundation, Core Knowledge Language Arts Program Webinar Series."

Transcription

1 Small Group Skills Transcript Slide 2: Welcome to the Core Knowledge Foundation, Core Knowledge Language Arts Program Webinar Series. Slide 3: By participating in this presentation, you will be able to explain how Small Group Skills in CKLA teaches children emergent literacy skills and describe how Small Group Skills supports children s unique needs through differentiated instruction. Slide 4: In Preschool CKLA, children learn a broad range of foundational emergent literacy skills throughout the year that are predictors of reading and academic success. Small Group Skills is an opportunity for teachers to spend focused instructional time on these specific emergent literacy skills and provide targeted support to those who need it. The program offers two small group activities each day for children to learn emergent literacy skills. Each Small Group Skills activity begins with an active warm-up and is followed by a more in-depth activity that focuses on a particular skill or group of skills. The two small group activities take about 10 minutes each, and children rotate to both skills activities giving them the opportunity to engage and practice the emergent literacy skill being introduced that day. Slide 5: Let s look at some of the emergent literacy skills that are introduced and supported through small group instruction. Slide 6: These include environmental noises, a skill that provides a foundation for awareness of sounds in words; phonological awareness, like clapping the number of syllables in words; phonemic awareness, or the ability to identify individual sounds within words; handwriting strokes that make up strokes and eventually letters themselves; print knowledge, like identifying the title of a book; narrative storytelling, or the ability to tell a story that has a beginning, middle, and end; and rhyme through the teaching of classic nursery rhymes. Now, let s watch a clip that shows how skills are taught as well as how learning is facilitated in small group time. Slide 7: This clip captures instruction from the All About Me domain. This domain teaches children about their body parts and their five senses. This Small Group Skills lesson asks children to draw a self-portrait with a focus on their facial features. The teacher works with children as they learn the names of their body parts. As you watch the clip, pay close attention to the way she introduces the emergent literacy skills of handwriting and print knowledge through this activity.

2 Slide 8: Let s reflect on the ways the teacher, from the clip, intentionally supported children s learning. Slide 9: The teacher was clearly intentional about creating effective learning opportunities for her small group. She provided materials like hand mirrors, pencils, and paper so that the children could make and record observations. This introduced opportunities for handwriting and motor skills practice. These materials were clearly appropriate for the children s developmental level, since they were able to successfully use them to complete their drawings. This teacher also facilitated name recognition exercises (a print knowledge skill), by placing name cards for each child on the table, and giving them opportunities to identify their own names. When children are engaged and teachers are intentional, small groups present rich opportunities for learning. Let s now consider how the learning during small group can provide a springboard for learning and application at other points across the classroom day. Slide 10: Introducing skills in small groups provides an opportunity for children to explore and build the confidence they need to perform these skills independently. Let s look at some examples. Slide 11: During Starting the Day routines, children often practice the print skills introduced in small groups. For example, at the beginning of the year children are asked to identify the printed form of their names when paired with a photograph. As children become more familiar with printed letters in small group, their photograph is removed. Then, later in the year, as students gain experience in small group with handwriting, they start to write their names on their own. Learning skills like name recognition and handwriting in small groups gives children the confidence they need to perform these skills during daily routines, and makes these types of activities run more smoothly and efficiently. Slide 12: Another skill that children learn in small groups is how to respond to and tell stories. Practice with narrative storytelling provides the foundation for sequencing and retelling stories they hear during the Listening & Learning portion of the day. For example, after learning the words first, next, and finally in small groups, children can work together in whole group to collectively sequence the main events of the story The Lion and the Mouse using those same words.

3 Slide 13: Small groups afford children time for practicing the fine motor skills that are the foundation of fluent handwriting. Children work with crayons, pencils, and art materials developing these skills. Extension activities which are often craft projects based on the content from a read-aloud provide students opportunities to refine these fine motor skills. For example, when children are studying the parts of the body in Listening & Learning, they are practicing fine motor skills like cutting, coloring, and pasting as they represent content and ideas they have learned from read-alouds. Slide 14: In Learning Centers, students have opportunities to independently and creatively practice the skills they have been learning in small groups. Learning Centers are an important extension of small group learning because they allow children to generalize new skills by applying them to different contexts. For example, the children in this doctor s office Learning Center are using their knowledge of letters and handwriting learned in small groups as part of their dramatic play. Slide 15: Small group is an ideal time to introduce new skills that are practiced and reinforced throughout the day. In CKLA small groups there are fewer children, there is more time to explain, it is easier to introduce and manage new materials, and there are increased opportunities for students to respond. The small group setting allows children to explore and build the confidence they need to perform skills independently. This setting is also an opportunity for a teacher to provide differentiated instruction. Slide 16: Differentiated instruction involves altering the implementation and design of lessons and activities so that the needs of all of the children in the classroom are met. Through differentiation instruction children use different pathways to explore and learn, while taking away the same essential ideas and understanding on the topic. Slide 17: So how does a CKLA small group enable teachers to differentiate instruction to support the diverse needs of the children in their class? First, let s think back to the self-portrait clip we just watched. That activity might only take 10 minutes but it can be challenging for some children and easy for others. In the Part 1 of the webinar, we talked about how the skill of name writing builds across the year and how this particular daily routine can be broken into different steps. In the same way, small group activities, like self-portrait, can also be broken into steps, even if the activity is only 10 minutes long. So let s consider three steps that can be used to scaffold this activity and ensure each child s unique needs are being met.

4 Slide 18: The first step in differentiating instruction is to identify the activity s end goal. In the self-portrait activity the end goal is for children to be able to effectively demonstrate their knowledge of their body parts by drawing a self-portrait. The lesson specifically asks children to focus on their facial features. Slide 19: After identifying the end goal, the next step is to identify the different stages of the activity. What different components of this task do children need to be able to master in order to reach the end goal? They can be very concrete actions that need to be taken to prepare for an activity or they can be implied steps that assume another skill has been mastered. In this case, the components of the self-portrait activity include: children must understand the instructions of the activity including how the pre-cut body part materials provided by the teacher can be used to create a self-portrait; children must, be able to draw a self-portrait with an understanding of where the body part should be placed on their picture; children must be able to name the various body parts as they add them to their portrait; children must be able to recognize their name from a group of names and glue it to their self-portrait; and the end goal, children must be able to be able to effectively demonstrate their knowledge of their body parts by drawing self-portraits. Slide 20: Step three is to determine which support strategies will be provided to children in order for them to be successful at each stage of the activity and ultimately reach the end goal. There are many ways to provide support for a child. Sometimes we provide support by using different materials or manipulating the materials we are using. The teacher can use concrete manipulative materials with children who are just learning a skill. Once the child understands the skill with concrete manipulative materials, the teacher can shift to more abstract methods. Sometimes, we provide support by altering the desired response type, and sometimes we provide feedback that supports the child. Quality feedback is an interactive practice between the teacher and child. It is often comprised of conversational loops in which the teacher assists the child in obtaining a deeper understanding. Scaffolding feedback promotes quality feedback. Let s look at how these three support strategies can be applied. Slide 21: So, we identified the first component of the self-portrait activity is to ensure children in the small group understand the instructions. This is essential for successful participation; the child must understand what is being asked of him or her and how the materials provided can be used to complete the task. The teacher might scaffold children s understanding of the instructions by providing continuous verbal feedback and direction while the children are engaged in the activity. It may also be helpful for some children to see a sample of a completed self-portrait to make the connection of what s being asked of him or her. Visual supports such as photos, drawings, objects, gestures, and print and environmental cues, helps children know what to do, learn new skills, and feel included.

5 Slide 22: The second component of the activity requires children to draw a self-portrait; with an understanding of where the various body parts should be placed on their picture. To support children with drawing their self-portraits, teachers may need to change the materials. Let s think back to the materials that were used in the clip to support children with completing their self-portraits. You may remember that the teacher provided each child with a hand mirror. By adding hand mirrors to this activity, children who needed support with identifying where to place a specific body part on their portrait can stop and look in the mirror. Teachers should always ensure that there are a range of materials available during small group that support different learning levels. Slide 23: The third component of the self-portrait activity involves children naming the various body parts they are adding to their portraits. A good way to support children with naming their body parts is through continuous feedback and direction. During the clip of the self-portrait activity, this teacher was deliberate about using the vocabulary that students were learning as they completed their drawings. She made comments like, I see those eyelashes. She also encouraged students to use the vocabulary themselves when she gently and repeatedly asked, What else do you think you re going to put on there? Slide 24: After children name their body parts, the activity is almost complete. Children now need to recognize their name from a group of names and glue it to their self-portrait. To support children with this step, a teacher might need to alter the desired response type. Instead of having children recognize their name, some children may need to recognize the first letter of their name. Also, it may be necessary for children to have their picture attached (or on the back) of the name card as added support. By altering the response, the child s ability to recognize their name does not change; only the scaffolding changes. And of course as children master a particular step during one small group activity, teachers can adjust each step to provide less and less support and introduce new challenges. Slide 25: By laying in supports at each stage of an activity, teachers are able to meet children s individual needs and ensure that each child is provided with the best learning experience possible. Slide 26: CKLA Preschool Small Group Skills teaches children emergent literacy skills and supports children s unique needs through differentiated instruction.

6 Slide 27: We want you to succeed in the implementation of the Core Knowledge Language Arts program with your students. If you have further questions about Core Knowledge, The CKLA program, or supporting your class through small group instruction, please contact us at Slide 28: Thank you for joining me today. I hope that this webinar has been helpful to you. We wish you the best of luck with implementing Small Group Skills in your class.

The Creative Curriculum for Infants, Toddlers & Twos

The Creative Curriculum for Infants, Toddlers & Twos Curriculum Alignment of The Creative Curriculum for Infants, Toddlers & Twos with Alignment of The Creative Curriculum for Infants, Toddlers & Twos With North Dakota Birth to 3 Early Learning Guidelines

More information

WITH THE EARLY CHILDHOOD INDICATORS OF PROGRESS: MINNESOTA S EARLY LEARNING STANDARDS AND THE HEAD START CHILD OUTCOMES FRAMEWORK

WITH THE EARLY CHILDHOOD INDICATORS OF PROGRESS: MINNESOTA S EARLY LEARNING STANDARDS AND THE HEAD START CHILD OUTCOMES FRAMEWORK ALIGNMENT OF MINNESOTA K-12 KINDERGARTEN ACADEMIC STANDARDS WITH THE EARLY CHILDHOOD INDICATORS OF PROGRESS: MINNESOTA S EARLY LEARNING STANDARDS AND THE HEAD START CHILD OUTCOMES FRAMEWORK March 2005

More information

Teaching Phonological Awareness in Preschool

Teaching Phonological Awareness in Preschool Presentation Full Details and Transcript Teaching Phonological Awareness in Preschool June 2007 Topic: Preschool Language and Literacy Practice: Teach Phonological Awareness Highlights Ms. Johnson learns

More information

Strategies for Fostering Emergent Literacy Skills

Strategies for Fostering Emergent Literacy Skills Emergent Literacy through Storytime and Play Strategies for Fostering Emergent Literacy Skills 3955 East Fort Lowell Road, Suite 114, Tucson, AZ 85712 Phone: (520) 721-2334 Fax: (520) 881-0669 www.makewayforbooks.org

More information

Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities

Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities PRESCHOOL Language Arts Literacy Expectation 1 Children listen and respond to environmental sounds, directions, and conversations. NJCCC K-12 Standard 3.4 Listening Strand A: Active Listening Strand B:

More information

The Creative Curriculum for Preschool: Objectives for Development & Learning

The Creative Curriculum for Preschool: Objectives for Development & Learning Curriculum Alignment of The Creative Curriculum for Preschool: Objectives for Development & Learning with Alignment of The Creative Curriculum for Preschool: Objectives for Development & Learning With

More information

Frog Street Pre-K Correlation to Florida Early Learning and Development Standards: 3 Year Olds

Frog Street Pre-K Correlation to Florida Early Learning and Development Standards: 3 Year Olds Frog Street Pre-K Correlation to Florida Early Learning and Development Standards: 3 Year Olds EXH1352 www.frogstreet.com Appendix E: (SR-CURR6 Submission Written Correlation) Office of Early Learning

More information

ST PATRICK S PRIMARY SCHOOL FREMANTLE

ST PATRICK S PRIMARY SCHOOL FREMANTLE ST PATRICK S PRIMARY SCHOOL FREMANTLE WHAT IS LITERACY? LITERACY STRATEGY Literacy is the ability to read, write, speak and listen to language in a way that allows people to communicate with each other

More information

Self-Guided Learning Module. Early Literacy Learning Domains

Self-Guided Learning Module. Early Literacy Learning Domains Self-Guided Learning Module Early Literacy Learning Domains What is this CELL self-guided training? This self-guided training focuses on early literacy domains The purpose of this training is to share

More information

Phonics and Reading in Early Years and Key Stage 1 at Lingfield School

Phonics and Reading in Early Years and Key Stage 1 at Lingfield School Phonics and Reading in Early Years and Key Stage 1 at Lingfield School At Lingfield Primary School we believe that the ability to read is essential for a child s access to the curriculum and that a child

More information

School Readiness Goals for Preschool Children in Head Start Programs: Examples from the National Center on Quality Teaching and Learning

School Readiness Goals for Preschool Children in Head Start Programs: Examples from the National Center on Quality Teaching and Learning School Readiness Goals for Preschool Children in Head Start Programs: Examples from the National Center on Quality Teaching and Learning The Improving Head Start for School Readiness Act of 2007 makes

More information

Infant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation

Infant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation COR Advantage HighScope s newest research-based assessment tool is highly compatible with many national and state early learning standards, including those of the state of Arizona. This document shows

More information

Zip Zoom English With professional development from Scholastic Red

Zip Zoom English With professional development from Scholastic Red Zip Zoom English With professional development from Scholastic Red Aligns to Zip Zoom English is a research-based multimedia program designed for English-language learners (ELLs) in kindergarten through

More information

Whitefield Schools and Centre

Whitefield Schools and Centre Whitefield Schools and Centre APPROACHES TO READING Position statement Key elements in teaching reading Learning to read is a complex activity. It may be the most complex subject to teach. It is widely

More information

Infant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation

Infant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation COR Advantage 1.5 HighScope s newest research-based assessment tool is highly compatible with many national and state early learning standards, including those of the state of North Dakota. This document

More information

Reading + Repetition = Language Development for Preschoolers

Reading + Repetition = Language Development for Preschoolers Reading + Repetition = Language Development for Preschoolers This session will introduce you to a unique style of learning that uses literature to reinforce rhyme, rhythm and repetition as a powerful tool

More information

Kindergarten LA. K Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 14

Kindergarten LA. K Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 14 Kindergarten LA. K. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 14 Kindergarten: Reading Process Concepts of Print Standard: The student demonstrates

More information

Presenter Notes. Materials Needed: Icon Key: Slide 1: Introductions: Introduce Topic: The National Center on Quality Teaching and Learning

Presenter Notes. Materials Needed: Icon Key: Slide 1: Introductions: Introduce Topic: The National Center on Quality Teaching and Learning Draft Tools for Trainers The National Center on Quality Teaching and Learning Presenter Notes Engaging Children in Conversations This guide walks you through presenting the Engaging Children in Conversations

More information

Mersey Drive Community Primary Reading and Phonics Guidance for Parents.

Mersey Drive Community Primary Reading and Phonics Guidance for Parents. The Staff and Governors of the school recognise each pupil s entitlement to a rich and comprehensive programme of reading which will endeavour to ensure that each pupil develops an enjoyment of reading

More information

OCPS Curriculum, Instruction, Assessment Alignment

OCPS Curriculum, Instruction, Assessment Alignment OCPS Curriculum, Instruction, Assessment Alignment Subject Area: Grade: Strand 1: Standard 1: Reading and Language Arts Kindergarten Reading Process The student demonstrates knowledge of the concept of

More information

Middlesex County Schools Curriculum Pacing Guide

Middlesex County Schools Curriculum Pacing Guide Middlesex County Schools Curriculum Pacing Guide Grade/Course Kindergarten School Year 2011 2012 1 st Quarter Time Frame Unit/SOLs All About Me/ The Farm 9 K.1 The student will demonstrate growth in the

More information

English Language Arts and Reading Generalist EC 6 Standards. Final

English Language Arts and Reading Generalist EC 6 Standards. Final English Language Arts and Reading Generalist EC 6 Standards Final Texas State Board for Educator Certification Page i ENGLISH LANGUAGE ARTS AND READING GENERALIST EC 6 STANDARDS Standard I. Standard II.

More information

Pedagogy Overview: Phonological Awareness

Pedagogy Overview: Phonological Awareness Pedagogy Overview: Phonological Awareness What is Phonological Awareness? Phonological awareness is the ability to analyze and manipulate the sound structure of language. In Lexia Reading Core5, phonological

More information

Year 4 Narrative Unit 2 Stories set in imaginary worlds

Year 4 Narrative Unit 2 Stories set in imaginary worlds Published on www.standards.dfes.gov.uk/nationalstrategies 27-Oct-2010 Year 4 Narrative Unit 2 Stories set in imaginary worlds Stories set in imaginary worlds (4 weeks) This is the second of four narrative

More information

TEXAS RISING STAR WEBINAR SERIES: CURRICULUM AND EARLY LEARNING GUIDELINES RECORDED OCTOBER 29, 2015 NOTES

TEXAS RISING STAR WEBINAR SERIES: CURRICULUM AND EARLY LEARNING GUIDELINES RECORDED OCTOBER 29, 2015 NOTES TEXAS RISING STAR WEBINAR SERIES: CURRICULUM AND EARLY LEARNING GUIDELINES RECORDED OCTOBER 29, 2015 NOTES The topics that will be addressed during these webinars include: 1. The General Overview: Curriculum

More information

Teacher Resource Activity Books: Circulation Collection

Teacher Resource Activity Books: Circulation Collection Teacher Resource Activity Books: Circulation Collection Besides the teacher resource activity books located at the Reserve Desk (Circulation Desk), we have a number of activity books that are located within

More information

Introduction. Emerging understandings of reading and writing

Introduction. Emerging understandings of reading and writing Language Learning and Communication Introduction In the early years, children get involved in the fascinating experience of learning how the print and electronic communication systems work to communicate,

More information

Policy Document. Language Arts

Policy Document. Language Arts Policy Document Language Arts 2016 / 2017 Language Arts Policy Language is our key to communicating and understanding the world around us. We use language to make sense of our thoughts, feelings and ideas,

More information

Blank Level of Questions

Blank Level of Questions Blank Level of Questions Marion Blank studied the language used by teachers in the classroom. She found that there were four different levels of questions used. Basic questions ask for simple concrete

More information

Second Grade Core Knowledge Addendum

Second Grade Core Knowledge Addendum Sight Words Second Grade Core Knowledge Addendum Dolch Sight Words are naturally embedded in the Core Knowledge Program. They are taught throughout the program in a sequence of instruction, unlike previous

More information

Unit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks

Unit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks Unit 2 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to identify and pronounce the initial, medial vowel, and final sounds.

More information

The Building Blocks of Reading and Writing

The Building Blocks of Reading and Writing The Building Blocks of Reading and Writing The road to becoming a reader begins the day a child is born and continues through the end of third grade. At that point, a child must read with ease and understanding

More information

Classroom Arrangement. Objectives (Milestones of Child Development)

Classroom Arrangement. Objectives (Milestones of Child Development) Early Childhood Instructional Expectations *Portions adapted from the Classroom Assessment Scoring System (CLASS) and the Early Childhood Environment Rating Scale (ECERS) This document is a compilation

More information

EDUCATION SERVICES MONITORING. Completed By: Date: Site:

EDUCATION SERVICES MONITORING. Completed By: Date: Site: Completed By: Date: Site: GENERAL CLASSROOM ENVIRONMENT AND MATERIALS Y N COMMENTS / CONCERNS Indoor and outdoor spaces are safe, clean, attractive and spacious There is adequate lighting in the classroom

More information

The Creative Curriculum for Preschool

The Creative Curriculum for Preschool Curriculum Alignment of The Creative Curriculum for Preschool WITH Head Start Domains Physical Development & Health Physical Health Status The maintenance of healthy and age appropriate physical well being

More information

First Grade Core Knowledge Addendum

First Grade Core Knowledge Addendum Sight Words First Grade Core Knowledge Addendum Dolch Sight Words are naturally embedded in the Core Knowledge Program. They are taught throughout the program in a sequence of instruction, unlike previous

More information

parent ROADMAP English Language Arts

parent ROADMAP English Language Arts TM parent ROADMAP English Language Arts supporting your child IN KINDERGARTEN K America s schools are working to provide higher quality instruction than ever before. The way we taught students in the past

More information

CHILD S NAME INSERT CHILD S PHOTO HERE

CHILD S NAME INSERT CHILD S PHOTO HERE RECORD OF F DEVELOPMENT T A AND N PROGRESS AT KINDERGARTEN RT LEVEL CHILD S NAME INSERT CHILD S PHOTO HERE GUIDELINES for Kindergarten Assistants: Every Kindergarten Assistant (KGA) must know if each child

More information

APPENDIX B CHECKLISTS

APPENDIX B CHECKLISTS APPENDIX B CHECKLISTS Kindergarten First Grade Second Grade Third Grade 69 70 Teacher Visit 1 By: Date / / Time - WG SG Visit 2 By: Date / / Time - WG SG Visit 3 By: Date / / Time - WG SG VISITS 1 2 3

More information

Please note all guidelines are written in blue. Lesson Plan components are in black.

Please note all guidelines are written in blue. Lesson Plan components are in black. Emilie Kudela Revised August 29, 2009 Guidelines for the Childhood/Early Childhood Department Lesson Plan These guidelines are written to help SUNY Cortland teaching candidates especially Early Childhood

More information

DYSLEXIA FRIENDLY POLICY STATEMENT

DYSLEXIA FRIENDLY POLICY STATEMENT DYSLEXIA FRIENDLY POLICY STATEMENT At Yerbury, we are proud to be a Dyslexia Friendly school. Being a Dyslexia Friendly school not only helps us to meet the needs of dyslexic pupils, but also the needs

More information

Start here to learn more about literacy development. This information is also available on pages 6-11 of the Action Plan for Literacy.

Start here to learn more about literacy development. This information is also available on pages 6-11 of the Action Plan for Literacy. Continuum of Literacy Development excerpt taken from Alabama s Action Plan for Literacy: Birth Through Grade 12 Start here to learn more about literacy development. This information is also available on

More information

Assessment for Learning: A Teacher s Story

Assessment for Learning: A Teacher s Story Early Literacy and Assessment for Learning (K 3) Series Assessment for Learning: A Teacher s Story Pacific Resources for Education and Learning Building Capacity Through Education Written by the staff

More information

The Creative Curriculum for Preschool. Letter Knowledge

The Creative Curriculum for Preschool. Letter Knowledge The Creative Curriculum for Preschool Letter Knowledge 1 Letter Knowledge In The Creative Curriculum for Preschool classroom, children have daily opportunities to learn to recognize, name, and write the

More information

EARLY CHILDHOOD EDUCATION CENTER

EARLY CHILDHOOD EDUCATION CENTER The Isadore Joshowitz EARLY CHILDHOOD EDUCATION CENTER HILLEL ACADEMY OF PITTSBURGH The Isadore Joshowitz Early Childhood Center at Hillel Academy of Pittsburgh is a warm, nurturing, and inclusive environment

More information

California. www.heinemann.com Phone: 800.225.5800

California. www.heinemann.com Phone: 800.225.5800 California Preschool Learning Foundations, Vol. 1 (Foundations in Language and Literacy) and The Continuum of Literacy Learning, Grades PreK 8: A Guide to Teaching by Gay Su Pinnell and Irene C. Fountas

More information

Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten

Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten Assessment Alignment of Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten with Alignment of the Teaching Strategies GOLD Objectives for Development & Learning:

More information

Foundation Phase Language, Literacy and Communication Skills Area of Learning Strand: Oracy

Foundation Phase Language, Literacy and Communication Skills Area of Learning Strand: Oracy Foundation Phase Language, Literacy Communication Skills Area of Learning Str: Oracy Foundation Phase pedagogy Children should be given opportunities to develop their skills, knowledge understing through:

More information

Ohio Early Learning and Development Standards Domain: Language and Literacy Development

Ohio Early Learning and Development Standards Domain: Language and Literacy Development Ohio Early Learning and Development Standards Domain: Language and Literacy Development Strand: Listening and Speaking Topic: Receptive Language and Comprehension Infants Young Toddlers (Birth - 8 months)

More information

TODDLERS Learning Objectives

TODDLERS Learning Objectives TODDLERS Learning Objectives Alignment with MN Early Learning Guidelines Birth to Three PLAYBOOK Toddlers Learning Objectives Social and Emotional Development Form and Maintain Relationships Toddlers develop

More information

Marking and feedback for learning policy

Marking and feedback for learning policy Marking and feedback for learning policy Mission statement We are proud to be a happy, diverse and inclusive school where everybody matters. School Aims Helping to challenge inspire and motivate each other.

More information

Learning Center System. Preschool Resource Guide. Muriel Wong

Learning Center System. Preschool Resource Guide. Muriel Wong Learning Center System Preschool Resource Guide Muriel Wong TABLE OF CONTENTS Overview and purpose 3 Page Supporting Children s Learning 4 Daily Routine 8 The Classroom Environment 10 Learning Centers

More information

Communication, Language and Literacy Development programme

Communication, Language and Literacy Development programme Communication, Language and Literacy Development programme Planning a balanced early writing programme in YR and KS1 Criteria Actions to be taken The writing curriculum A broad and balanced writing programme

More information

Phonemic Awareness: Embedding Songs, Word Play, and Letters Throughout the Classroom

Phonemic Awareness: Embedding Songs, Word Play, and Letters Throughout the Classroom Phonemic Awareness: Embedding Songs, Word Play, and Letters Throughout the Classroom Session Goals 1. Identify developmentally appropriate phonological awareness skills for preschool age children. 2. Practice

More information

Florida Early Learning and Developmental Standards for Four Year Olds (2011)

Florida Early Learning and Developmental Standards for Four Year Olds (2011) Florida Early Learning and Developmental Standards for Four-Year-Olds (2011) I. Physical Health A. Health and Wellness 1. Shows characteristics of good health to facilitate learning 2. Shows visual abilities

More information

Reading Aloud with Children of All Ages

Reading Aloud with Children of All Ages with Children of All Ages Derry Koralek THE SINGLE MOST IMPORTANT ACTIVITY for building knowledge for their eventual success in reading is reading aloud to children, stressed Becoming a Nation of Readers,

More information

* In this guide, the word "parent" is meant to include guardians, caregivers, and other family members who can help young children learn to read.

* In this guide, the word parent is meant to include guardians, caregivers, and other family members who can help young children learn to read. A Parents Guide to Teaching Early Reading Skills You don't need to do everything suggested in this guide! Instead, read through the suggestions and choose the ones that you think will be most helpful for

More information

My Family FREE SAMPLE. This unit focuses on sequencing. These extension

My Family FREE SAMPLE. This unit focuses on sequencing. These extension Unit 5 This unit focuses on sequencing. These extension Unit Objectives activities give the children practice with sequencing beginning, middle, and end. As the learn to name family members and rooms children

More information

Reading Competencies

Reading Competencies Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies

More information

Reading and Writing in the EYFS

Reading and Writing in the EYFS Reading and Writing in the EYFS Aims of this session: Outline the expectations in Nursery and Reception for reading and writing Explain how we teach reading in the EYFS Give you some ideas on how you can

More information

NAFA (SYT) Arts Kindergarten. Our Pre-Nursery Program

NAFA (SYT) Arts Kindergarten. Our Pre-Nursery Program NAFA (SYT) Arts Kindergarten Our Pre-Nursery Program 2011 1 Pre-Nursery Program Our emphasis is on individual child. Our program utilizes a low teacher/student ratio that allows the necessary time for

More information

The Creative Curriculum System for Preschool. Phonological Awareness

The Creative Curriculum System for Preschool. Phonological Awareness The Creative Curriculum System for Preschool Phonological Awareness 1 Phonological Awareness The Creative Curriculum System for Preschool includes a wide variety of activities that promote children s phonological

More information

Parent Roadmap to Common Core Standards. English Language Arts

Parent Roadmap to Common Core Standards. English Language Arts Parent Roadmap to Common Core Standards America s schools are working to provide higher quality instruction than ever before. The way we taught students in the past simply does not prepare them for the

More information

AUDITION WEEK. Domain and goal. Activities

AUDITION WEEK. Domain and goal. Activities AUDITION Begins to participate in Auditory Cloze with well known songs Auditory Cloze: saying last word of each line or stanza up, up,. out, out,. clap, clap,. Roly Poly, Roly Poly hands in your. Last

More information

Topic: Vocabulary Development within an Oral Language Classroom

Topic: Vocabulary Development within an Oral Language Classroom Topic: Vocabulary Development within an Oral Language Classroom Oral language is the foundation of learning in the classroom. For effective learning to occur, many aspects of oral language must be considered,

More information

PreK Weekly Lesson Plan Procedure

PreK Weekly Lesson Plan Procedure PreK Weekly Lesson Plan Procedure Purpose of the PreK Weekly Lesson Plan The PreK Weekly Lesson Plan was designed to provide a format for PreK Lead Teachers and Educational Assistants (also known as Teacher

More information

Alignment of the Head Start Child Outcomes Framework With Teaching Strategies GOLDTM

Alignment of the Head Start Child Outcomes Framework With Teaching Strategies GOLDTM Alignment of the Head Start Child Outcomes Framework With Teaching Strategies GOLD TM Objectives for Development & Learning: Birth Through Kindergarten This document aligns the specific domains, domain

More information

Figure 1: Outline for the 12 Literate Days Lessons in Book 1: Grounding Children in Routines and Procedures for Meaningful Learning

Figure 1: Outline for the 12 Literate Days Lessons in Book 1: Grounding Children in Routines and Procedures for Meaningful Learning Figure 1: Outline for the 12 Literate Days Lessons in Book 1: Grounding Children in Routines and Procedures for Meaningful Learning 1 The Morning Circle Routines: Focusing on What Matters Discuss the routines

More information

Sample Parent Education Lessons

Sample Parent Education Lessons PART III: PARENT EDUCATION Sample These sample lessons are based on the concepts presented in the Learning to Read and Write Overview on page III 10. Each lesson can be adapted to the educational needs

More information

Sing, Spell, Read & Write

Sing, Spell, Read & Write Sing, Spell, Read & Write Correlated to Head Start DOMAIN: LANGUAGE DEVELOPMENT Element: Listening & Understanding Demonstrates increasing ability to attend to and understand conversations, stories, songs,

More information

WiggleWorks Aligns to Title I, Part A

WiggleWorks Aligns to Title I, Part A WiggleWorks Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic content and student achievement

More information

Our New Year 1 Curriculum

Our New Year 1 Curriculum Our New Year 1 Curriculum The New National Curriculum is concise and sets out the core knowledge that pupils should acquire. It states that pupils need to be ready for the next level of their learning

More information

Pearson Interactive Science 2012

Pearson Interactive Science 2012 A Correlation of Pearson To the Grades K-5 Introduction This document demonstrates the close alignment between Pearson,, and the, Grades K-5. Correlation page references are Student Edition, Teacher s

More information

EAL Policy Last reviewed September 2016 Next review date July 2017

EAL Policy Last reviewed September 2016 Next review date July 2017 EAL Policy Last reviewed September 2016 Next review date July 2017 POLICY ON EAL (ENGLISH as an ADDITIONAL LANGUAGE) English as an Additional Language is given high priority in St Nicholas School due to

More information

Preschool Development Assessment

Preschool Development Assessment Preschool Development Assessment Child s Name: DOB: Completed by: Date began: This document may be copied for classroom use only. Not to be sold or used on any other website. Property of www.re-teach.com.

More information

TeachSmart Learning System Research Basis

TeachSmart Learning System Research Basis TeachSmart Learning System Research Basis Making the Connection: The Power of Educational Technology in the Early Childhood Education Setting Spring 2010 Prepared by HATCH Sections: Setting the Stage:

More information

Lev Vygotsky and the Zone of Proximal Development

Lev Vygotsky and the Zone of Proximal Development Pathways of Learning for Students with Additional Needs What do we mean when we talk about a learning pathway or progression? This way of thinking about learning assumes that a particular skill area or

More information

PHONOLOGICAL AWARENESS & PHONEMIC AWARENESS

PHONOLOGICAL AWARENESS & PHONEMIC AWARENESS PHONOLOGICAL AWARENESS & PHONEMIC AWARENESS DEFINITIONS Phonology the study of speech sounds Phonological awareness the knowledge that words have separate parts (syllables, onsets and rimes, phonemes).

More information

Saugerties Central School District. Library Curriculum & Lesson Guidelines. First Grade

Saugerties Central School District. Library Curriculum & Lesson Guidelines. First Grade Saugerties Central School District Library Curriculum & Lesson Guidelines First Grade Page 1 1 st Grade Grade Level 1 Month 1 Week 1 Students will recall using the school library in the past and discuss

More information

Scholastic Early Childhood Program Aligns to Early Reading First Criteria and Required Activities

Scholastic Early Childhood Program Aligns to Early Reading First Criteria and Required Activities Scholastic Early Childhood Program Aligns to Early Reading First Criteria and Required Activities Early Reading First (ERF) is a federal grant program that is part of the President s Early Childhood Initiative,

More information

Alignment of the Missouri Pre-K Standards With HighScope s Preschool Child Observation Record (COR), 2nd edition

Alignment of the Missouri Pre-K Standards With HighScope s Preschool Child Observation Record (COR), 2nd edition Alignment of the Missouri Pre-K Standards With HighScope s Preschool Child Observation Record (COR), 2nd edition The following chart shows how items from the Missouri Pre-K Standards (January 2009) correspond

More information

LANGUAGE AND LITERACY: A Critical Connection for Early Childhood Classrooms

LANGUAGE AND LITERACY: A Critical Connection for Early Childhood Classrooms LANGUAGE AND LITERACY: A Critical Connection for Early Childhood Classrooms ESE Early Childhood Teleconference November 15, 2006 Wendy Cheyney, Ed.D. Professor Emeritus Florida International University

More information

Module 1: Orientation. facilitator guide. Competency-Based Learning Objectives

Module 1: Orientation. facilitator guide. Competency-Based Learning Objectives facilitator guide Module 1: Your early learning guide for infants, toddlers and three-year-olds Orientation Competency-Based Learning Objectives Description of Target Audience Training Methodologies/ Strategies

More information

Big Day for PreK Aligns to 21 st Century Community Learning Centers

Big Day for PreK Aligns to 21 st Century Community Learning Centers Aligns to 21 st Century Community Learning Centers The purpose of the 21 st Century Community Learning Centers program is to support the creation of community learning centers that provide academic enrichment

More information

PRE AND POST TEST TO SEE THE DIFFERENCE BETWEEN YEARS OF ANIMATED LITERACY AND KNOWLEDGE OF LETTERS STEPHANIE, BUCK. Submitted to

PRE AND POST TEST TO SEE THE DIFFERENCE BETWEEN YEARS OF ANIMATED LITERACY AND KNOWLEDGE OF LETTERS STEPHANIE, BUCK. Submitted to Animated Literacy 1 RUNNING HEAD: Years of Animated Literacy Letters PRE AND POST TEST TO SEE THE DIFFERENCE BETWEEN YEARS OF ANIMATED LITERACY AND KNOWLEDGE OF LETTERS By STEPHANIE, BUCK Submitted to

More information

Teaching Strategies System for Preschool Research Foundation English- and Dual-Language Learners

Teaching Strategies System for Preschool Research Foundation English- and Dual-Language Learners Teaching Strategies System for Preschool Research Foundation English- and Dual-Language Learners 2011 Teaching Strategies, Inc. All Rights Reserved. Teaching Strategies System for Preschool Research Foundation

More information

Possibilities For Wording Of IEP Goals and Objectives For Alignment Charts

Possibilities For Wording Of IEP Goals and Objectives For Alignment Charts Motivation and Interest Maintain attention to a literacy-related activity for minutes. Literacy Interactions Print and Book Awareness will stay with the adult while they look at or read the book for at

More information

TeachSmart Research Basis Making the Connection: The Power of Educational Technology in the Early Childhood Education Setting

TeachSmart Research Basis Making the Connection: The Power of Educational Technology in the Early Childhood Education Setting TeachSmart Research Basis Making the Connection: The Power of Educational Technology in the Early Childhood Education Setting Lilla Dale McManis, Ph.D. Research Director, Hatch Early Learning HatchEarlyLearning.com

More information

New National Curriculum 2014 Reading Objectives Year 1

New National Curriculum 2014 Reading Objectives Year 1 New National Curriculum 2014 Reading s Year 1 To make the assessment of reading slightly easier we have split the objectives up into three groups. Guided Reading; these are objectives easily assessed through

More information

Early Literacy and Beginning to Read. Literacy, the ability to read and write, plays a major role in school and life success.

Early Literacy and Beginning to Read. Literacy, the ability to read and write, plays a major role in school and life success. Early Literacy and Beginning to Read A POSITION STATEMENT OF THE Southern Early Childhood Association P.O. Box 55930 - Little Rock, AR 72215-5930 1-800-305-7322 gbean@southernearlychildhood.org Literacy,

More information

Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27

Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27 Grade 1 LA. 1. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 27 Grade 1: Reading Process Concepts of Print Standard: The student demonstrates knowledge

More information

Oral Language. Section II

Oral Language. Section II Section II Oral Language Rationale The development of literacy begins through the use of spoken language. Oral language provides a means to observe children as they learn to construct conceptual meanings

More information

Fountas and Pinnell Benchmark Assessment System (1 and 2): The Research Base

Fountas and Pinnell Benchmark Assessment System (1 and 2): The Research Base Fountas and Pinnell Benchmark Assessment System (1 and 2): The Research Base The Fountas and Pinnell Benchmark Assessment System consists of a series of carefully designed benchmark books that measure

More information

Characteristics of Auditory Learners:

Characteristics of Auditory Learners: Characteristics of Auditory Learners: Characteristics of Learning Styles They talk about what to do, about the pros and cons of a situation. They indicate emotion through the tone, pitch, and volume of

More information

GUIDELINES FOR THE IEP TEAM DATA COLLECTION &

GUIDELINES FOR THE IEP TEAM DATA COLLECTION & GUIDELINES FOR THE IEP TEAM DATA COLLECTION & Progress Monitoring Decisions about the effectiveness of an intervention must be based on data, not guesswork. Frequent, repeated measures of progress toward

More information

Alphabetic Knowledge / Exploring with Letters

Alphabetic Knowledge / Exploring with Letters Alphabetic Knowledge / Exploring with Letters Reading Goal 67: demonstrate awareness of the alphabetic principle Reads books with repetitive sounds and/or pronounces words deliberately and slowly when

More information

Early Literacy. Early Literacy Development: A Focus on Preschool

Early Literacy. Early Literacy Development: A Focus on Preschool Early Literacy Early Literacy Development: A Focus on Preschool Introduction The importance of children s early literacy development cannot be overstated. Children s success in school and later in life

More information

Grade Level Expectations for the Sunshine State Standards

Grade Level Expectations for the Sunshine State Standards for the Sunshine State Standards FLORIDA DEPARTMENT OF EDUCATION www.myfloridaeducation.com The kindergarten student: Reading uses titles and illustrations to make oral predictions. understands how print

More information

Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D.

Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D. Bebop Books Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D. What Is Guided Reading? Guided reading involves a small group of children thinking, talking, and reading through a new text with

More information