pre-kindergarten curriculum institute day 1

DAY 1

NAMES

Pre-Kindergarten Curriculum Institute

Norms for the Day

• Put all technology on vibrate or silence• Actively participate• Take care of your needs• Have fun!

Welcome Video

https://vimeo.com/28045970

CategoryMy current understanding

of the purpose of this component

My understanding at the end of the day of this

component

Effective Room Set Up    

Pre-Kindergarten Guidelines

Balance of Teaching Strategies

Planning Guides    

Lesson Plan Cycle    

Frog Street Press Curriculum

Formative Assessments    

PK Assessment and Small Group Instruction

Personal Goal Setting and Feedback

In the pre-assessment column, rate your current level of understanding regarding the purpose and use of HAPG components using 1 – 4 scale:

1.1. No knowledge of this or its use No knowledge of this or its use

2.2. Heard of it but don’t know much about itHeard of it but don’t know much about it

3.3. Familiar with this and use it from time to timeFamiliar with this and use it from time to time

4.4. Very familiar with this component and use it Very familiar with this component and use it frequently for planning and instructionfrequently for planning and instruction

Goals for Today

• Build a positive classroom community

•Understand how children learn

•Create an effective room setup and

design

•Establish rules and routines

•Develop a daily schedule

Goals for Today

•Develop a daily schedule

•Provide cognitively challenging

instruction

•Learn and review the lesson plan

process

•Create a lesson plan

Good teaching, like good learning, is not something to be achieved, but something ever in process;

good teaching is not a particular built ship, but the continuous

shipbuilding process.

-J.W. LindforsChildren’s Language and Learning (1987)

Getting to Know You!

Let’s Play…

Fast Friends!

Rules

3 minutes per personWhen the bell rings you have 10 seconds to move to the

next person before the bell ringsMove to the leftPlease be polite and respectfulDo not use up all the time talking about yourself, share the

3 minutesEveryone will talk about the same topic at the same time,

then switch partners and be given a new topic for the next round

Have fun!

Round 1

What is your full name?

Are you named after anyone?

Does your name have a meaning?

Round 2

What is your favorite food?

What do you eat when you’re happy?

What would you never eat?

Round 3

What book are you reading right now?

What books do you want to read next?

What is the most interesting thing you have learned from a book?

Round 4

What was your first job?

Where do you work now?

What have you learned from your coworkers?

Round 5

Who influences you?

What famous person would you like to know?

HOW OUR CHILDREN LEARN

Living and Learning in the Pre-K Classroom

Living and Learning in the Pre-K Classroom

Our challenge as Pre-K teachers is to create a classroom that remains play-based yet also

prepares students for the literacy-rich world in which they live.

Language learning is so important! Language and play are the child’s major tools for learning

everything about the world.

The knowledge that forms the foundation for reading and writing is built throughout early childhood

through play, language, and literacy experiences.

Early Literacy Beginnings

As they interact with others, they are learning the structure or “grammar” of language that will be a

great resource for learning how to read and write.

Early Literacy Beginnings

As they enter into dramatic play with others, they are learning about dialogue and characters.

Early Literacy Beginnings

Developmentally Appropriate

Pre-K students need to be able to:

• Explore•Have rich literacy experiences • Have opportunities for growth

• Learn through play

5, 4, 3, 2, 1Brain

Break!

Play

•Play has a critical role in supporting the child’s social, emotional, and intellectual development.• It is the basic activity of early childhood and is essential for development and learning. •Language and Literacy, as well as science, social studies, mathematics, and the arts, support and enrich the young child’s play.• When young children play, they are self motivated and actively engaged.

Play is the fuel for their growth, so the

prekindergarten program is rooted in play to “lead development forward.

Vygotsky, 1978, 1986

Building a Community of Learners

Children learn and develop best when they are part of a

community of learners- a community in which all

participants consider and contribute to one another’s well being and learning.

-Carol Copple and Sue Bredekamp

Pre-kindergarteners will learn to:

• Listen and talk to others• Gradually expand their ability to talk to a group• Play alongside and eventually with others• Participate in whole-group and small-group activities• Appreciate the accomplishments of others

Pre-kindergarteners will learn to:

•Take turns• Helps others work or play• Follow simple routines• Read, sing, and chant in unison with a group• Feel proud as their work is displayed and appreciated by others

Please be back in 10 minutes. We will begin promptly.

Break

Time!

A SUPPORTIVE LEARNING ENVIRONMENT ENGAGES CHILDREN IN LANGUAGE

Environment Matters

Research Says…

The amount, arrangement, and organization of physical space influences human behavior.

(Greenman, 1988;Phyfe-Perkins, 1980)

Our goal is to design a classroom design that supports productive routines.

•Develop children’s thinking and reasoning skills

•Strengthen and expand what they know and can do

•Help them make connections to their everyday life

•Use language often and meaningfully

•Hold high expectations for children (thereby showing how much we value their capacity to learn)

Classroom Arrangement

What challenges have you faced in setting up your classroom?

Arrangement

•Take the time to plan •Allocate space to meet educational goals•Arrange the room to include a minimum of seven to nine well defined work stations•Arrange the room so the traffic flow allows children to move about without disturbing others

Work Stations

Library/ListeningConstruction (Blocks)Writing ABCCreativityDramatic PlayMath/Science

Something to Think About

By thinking about how space is used in our classrooms, we have to think about intentional and

instructional priorities.

Materials

Labels

Good Storage

Maximizes the use of resourcesBuilds up more resourcesTeaches children how things go togetherExtends and elaborates their play Teaches children to take responsibility for the

upkeep of the classroomCreates a sense of order and harmony Eliminating clutter and unnecessary items helps

students focus and remember routines.

Note the photographs taped on the shelf, so students know where to place objects. This also helps to create independence and in turn makes students responsible.

Storage

Here is an example of a construction workstation. Notice the stickers on the shelves so students know where blocks should go when it is time to clean up. Adding books and writing materials to work stations will encourage literacy.

Storage

Sample Arrangements

Sample Arrangements

Trading PlacesBrain

Break!

Sample classroom arrangement made on Lakeshore website classroom designerwww.lakeshorelearning.com

Make a Sample Classroom

Sample Classroom

Establishing Classroom Environments

http://www.childrenslearninginstitute.org/Library/Publications/TX-Pre-K-Guidelines/Intro-TX-PreK-Guidelines-2008/02case03a.htm

Time to Design!

Each table will work collaboratively to design a classroom.

You classroom must have the following:•Tables, chairs, shelves, rugs, work stations,

whole group and small group area•You may add boards, doors, windows, etc

(20 minutes to design)

You must be able to do the following when time to share:•Explain your classroom design•Challenges you had designing

•Aha moments you may have had while designing•What would you change on your floor plan knowing what you

know now?

EFFECTIVE TEACHING AND LEARNING RESTS ON THE SHOULDERS OF THE TEACHER WHO MAKES INFORMED DECISIONS ABOUT THE INSTRUCTIONAL APPROACHES

AND PRACTICES THAT ARE THE MOST APPROPRIATE FOR A PARTICULAR STUDENT.

MORROW, ET AL 2003

Best Practices

What’s New in Pre-K?

• Frog Street Press Curriculum Resource• Frog Street Assessments• Planning Guides• Texas Pre-Kindergarten Guidelines

Why is curriculum so critical?

Curriculum is…

Like a Marathon!

Pre-Kindergarten Guidelines

Here you see a snapshot of the guidelines as they are located on the TEA website. They show explanations of the skills, where they are at the beginning, expected end of the year outcomes, examples of student behaviors, and examples of instructional strategies.

Texas Pre-Kindergarten Guidelines

They can be found at:

http://www.tea.state.tx.us/index.aspx

Pre-K Guidelines

Planning Guides

Resource Page

Mingle, Mingle, Group!Brain

Break!

Frog Street Press

Best Practices

• Daily Schedule• Rules and Routines• Morning Message• Flexible Grouping• Cognitively Challenging Instruction

Planning Guides

Where are they?

www.houstonisd.org

The daily schedule is a visual plan of the day with words and pictures that helps children understand and learn the routines of their classroom.

Daily Schedule

Here, highlighted in blue, you will be able to see suggested times for the parts of your day.

Daily

Schedule

Building a positive classroom community requires establishing a relationship with each child.

Greeting

Circle

Ways of Building Community

Conscious Discipline - A comprehensive self-regulation program that integrates social-

emotional learning and discipline.

http://consciousdiscipline.com/

Conscious Discipline

Safe Place

Consider having a Safe Place set up in your classroom where students have a place to go when they are not dealing well with a situation. This is not a “time out” spot.

Here is an example of a Safe Place in classroom.

Safe

Place

Here is an example of a morning message. You can see how the students have been involved with the message such as filling in missing words and letters.

Morning

Message

Rules/AgreementsRules/Agreements RoutinesRoutines

Discuss why rules/agreements are important

Create and post the rules chart at children’s eye level

Include opportunities for children to practice rules

Consider making a class book of rules using student pictures to refer to

Refer to the rules chart throughout the day

Be consistent Implement a center

management system that allows children to know where they are supposed to be

Implement a system of classroom helpers

Label all materials Chants/Songs for transitions

Rules and Routines

Effective teachers tend to establish routines for themselves and for their students so that children know the expectations for behavior and work... children are able to spend more time engaged in learning activities.” - LaParo, Pianta & Stuhlman, 2004

Management Chart

HelperChart

RulesChart

StudentExpectations

Student Expectationsand Checking for Understanding

Labeling

TransitionsVideo

Please be back in 10 minutes. We will begin promptly.

Break

Time!

Video

https://vimeo.com/707539

Planning Guide

Word Walls

Remember to…

Make them memorableMake them useful

Make them practicalMake them hands-on

Make them space efficient

WORK STATIONS ADD NOVELTY, CHOICE, INDIVIDUALITY, AND ACCOUNTABILITY ON

THE PART OF THE STUDENT. THE BEST LEARNING OCCURS WHEN STUDENTS TAKE AN ACTIVE ROLE, RATHER THAN A PASSIVE ROLE

IN THE LEARNING PROCESS.

Work Stations

Work Stations

Pre-K Guidelines

Why Centers/Work Stations?

• Promote independence• Helps students become more responsible• Allow students to learn through self-discovery• Provides teachers with time to pull students one on one or in small groups to target specific academic skills, modify and enrich curriculum, and better meet the needs of individual students• Students are actively engaged in meaningful learning•Leveled and differentiated work is available to students

Introducing Work Stations

•Introduce the workstation •Provide a practice session

•Teach children how to take care of the materials

•Practice transitions•Allow children to just play in the

beginning

Gradual Release Model

1. Teacher models, demonstrates and thinks out loud. Child watches.

2. Teacher does task. Child helps.

3. Child does task. Teacher helps (scaffold).

4. Child completes task independently. Teacher watches.

I Can

Charts

Miss Mary MackBrain

Break!Miss Mary Mack, Mack, Mack

All dressed in black, black, blackWith silver buttons, buttons, buttons

All down her back, back, back.

She asked her mother, mother, mother

For 50 cents, cents, centsTo see the elephants, elephants,

elephantsJump over the fence, fence, fence.

They jumped so high, high, highThey reached the sky, sky, sky

And they didn't come back, back, back

'Til the 4th of July, ly, ly!

Writing Work Station

Materials Needed:Materials Needed:Different types of Different types of

paper (blank, paper (blank, notepads, notepads, construction paper, construction paper, cut into different cut into different sizes)sizes)

Pencils, crayons, Pencils, crayons, markersmarkers

Stapler, tapeStapler, tape Help BoardHelp BoardNames chartNames chart

Students will:Students will:Write in a variety

forms (lists, cards, letters, stories, etc.)

Begin to use reference materials such as help board and word wall

Tell a friend a story

Write the Room

Materials Needed:Materials Needed:Clip Boards (2)Clip Boards (2)PaperPaperFun pens, Fun pens,

crayons, pencilscrayons, pencilsBin to keep it all Bin to keep it all

inin

Students will:Students will:Write down words Write down words

they find they find displayed in the displayed in the classroomclassroom

Write particular Write particular words you ask words you ask them to find (start them to find (start with a certain with a certain letter, rhyming letter, rhyming words, etc)words, etc)

Dramatic Play

Materials Needed:Materials Needed:Dramatic Play Dramatic Play

furniturefurnitureBooks to match Books to match

theme in work theme in work stationstation

Paper, pencils, Paper, pencils, crayonscrayons

Class list of Class list of namesnames

Students will:Students will:Act out storiesAct out storiesMake lists of Make lists of

friend’s names, friend’s names, foods, etc.foods, etc.

Help create new Help create new themesthemes

Work Stations Video Clip

Read Alouds

Here you see an allotted time for a read-aloud. You are given suggested books that are located in your Frog Street resources. Three read-alouds a day should be read. These can be integrated into Math, Science, character education, etc.

What is a Read-Aloud?

The teacher offers intentional instruction by using specific questions and prompts to enhance children’s development of oral

language and comprehension.

--Frog Street Press

Planning a

Read-Aloud

1. Pick a book2. Preview the book3. Introduce the book4. Read the book

interactively5. Involve students in after-

reading activities

Math and Science

Developing Mathematical Understandings

Help children develop mathematical understandings by:

• enhancing their natural interest in math• encouraging them to use math to make sense of their world• intentionally planning math lessons that build concepts, methods, and language• using small group setting

Here you see Math stations that are ready to be used by pairs of students.

Math Station

Integrated Content Connections

Closing Circle

Gross Motor Outdoor

High Cincos!Brain

Break!

A DETAILED LESSON PLAN INCLUDES SPECIFIC GOALS, OBJECTIVES, AND METHODS OF DELIVERY USED FOR

INTENTIONAL LESSONS

Lesson Planning

Instructional Strategies

• Modeling• Use visuals• Give sentence starters, cues, prompts • Turn to Your Neighbor (TTTYN)• Think, Pair, Share• Four Corners• Scaffolding• Repeat information to check for understanding• ELL Strategies• Include movement

Turn to Your Neighbor

Students are organized into pairs. Then, at various points through out the class, the teacher asks students to turn to their neighbor (another student in the class who occasionally works with them) to discuss the material.

Video

Clip

Think, Pair, Share

Think, Pair, Share, involves three components. First, each student is prompted to complete a task or answer a question that requires them to think. Second, each student is prompted to pair up with another student to compare, contrast or confirm the product created during the thinking phase. Students are also prompted to adjust their product based on their conversation with their learning partner. Third, students are prompted toshare with the rest of the class what they have learned during the entire activity.

Four Corners

The teacher presents an issue, topic, or question to the students. The teacher posts four answers to a question and then ask students to go to the corner that best represents their answer or perspective.

Ways to Scaffold

Model the task to be completed with verbal directions. Think out loud about the task. Model the task without verbal directions. Provide verbal directions without modeling. Make a connection of something that the child knows or can do. Give clues to help the child figure it out. Isolate the task. Encourage the child to try the task again.

Resources for Planning

• Planning Guides• Frog Street Press• Assessment Data• Websites• Teacher Resource Books• Instructional Strategies

Resource Page

Lesson Plan Template

Sample Lesson Plan

Video

Clip

http://www.childrenslearninginstitute.org/Library/Publications/TX-Pre-K-Guidelines/Intro-TX-PreK-Guidelines-2008/02case02a_fullscreen.htm?width=853.632&height=656.64

Time to Plan!

Use the lesson plan template in your guide to create your own using the following resources:

• Planning Guides• Frog Street Press• Texas Pre-K Guidelines• Resource Books• Websites

CategoryMy current understanding

of the purpose of this component

My understanding at the end of the day of this

component

Effective Room Set Up    

Pre-Kindergarten Guidelines

Balance of Teaching Strategies

Planning Guides    

Lesson Plan Cycle    

Frog Street Press Curriculum

Formative Assessments    

PK Assessment    

Reflections

What is one thing you have learned today to implement in your classroom for the

upcoming year?

Remember

to…

We will see you tomorrow! After signing in, please report to your same room.