ars coaches pd - december 2010
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TRANSCRIPT
Coach Mee)ng
ARS Dec 7, 2010
Agenda
*Updates/Feedback *Play Planning: choose-‐say-‐draw-‐go *e-‐folio *Phonological Awareness instruc)on *e-‐book confusions
Updates
• Buildings • Tier 2 ?? • Instruc)on: shared book; alphabet • Feedback [assessment; visits; coaching]
Play Planning focus on 4 year olds
• Baseline – Management system who, when, where – Color coded play areas with signage – Topic-‐related drama)c play area
• Overview of play planning • Wri)ng Development start phase + phase 1 • Procedures play planning chart • Monitoring protocol + e-‐folio
SUPPORTING CHILDREN IN MAKING PLAY PLANS
Teach the Process of Play Planning
Procedure Notes/Timeline
Explore each center, in
small groups
4 - 8 days
Teach children to choose a
center ~ model the pattern
sentence ~ “I am going to...”
Practice with child.
4 - 8 days
Make oral plans with
individual children
4 - 8 days or (until children
are familiar with areas)
Children Make Written Play Plans
Procedure Notes/Timeline
Child chooses marker to
match center and makes
mark on blank sheet of
paper
Ask child what the mark
means. Write one reminder
word at bottom of page and
child’s name at top. 4 - 8
days
Child begins to write own
name
~ Child finds/matches
name card
~ Child traces name
(begin with one letter)
~ Child copies or writes
name
Place name cards in center
of table. Begin with all
capital letters.
Child develops more skill in
representing drawn plans
~ may trace object from
area
~ may draw self
~ may draw objects
Typically observed more with
4s and 5s, not 3s.
Encourage child to add more
detail to drawings
Using Scaffolded Writing in Play Planning
Procedure Notes/Timeline
Teacher models scaffolded
writing strategy
~ Begin with line and one
word (name of center)
~ Write lines for pattern
sentence and complete
~ Reread sentence with
child
~ Teacher asks child to
think and make line for
each word.
~ may guide child’s
hand
~ Encourage child to make
own lines.
~ Teacher asks child to
write something on the
line that will help him
remember the message
~ Together, point to lines
and ask child to read
message.
~ Teacher completes lines
not completed by child.
Say the model sentence, “I
am going to...,” then pick
spot at bottom of page, draw
a line and say “Now I am
going to write the name of
the center on this line.”
This continues for 1 - 2
months. Use private speech
to repeat sentence as you
write.
Continue to focus on roles,
props, pretend play,
language throughout
process
When child begins to “read”
empty lines without
changing the message
or
When child rereads
teacher’s message, using
writing as clue
or
Child accurately draws lines
for himself.
When child answers
accurately the question
“What will this line say?”
It is common for play plans
to include both child and
teacher writing.
Children Make Buddy Plans
Procedure Notes/Timeline
Encourage children to make
plans with a buddy
~ Children may continue to
write individual plans
~ may write on each
others’ plans
2 - 3 months after children
begin to use scaffolded
writing
Process increases amount
of language used in planning
~ Teachers encourage
children to “Tell Sam
what you are going to
do” or “Tell Lynn what
you are going to be.”
Encourage collaboration and
negotiation at the planning
stage.
PURPOSE OF PLAY PLANNING
QUESTIONS/DEVELOPMENT
ISSUES TO KEEP IN MIND
• What is the purpose of play planning?
• What is the child demonstrating he can do independently in
play planning?
• How successful is child in language, interactive, self-
regulation, representation in other classroom experiences?
• To help children identify a pretend scenario and a role with its accompanying actions
before beginning to play;
• To represent the plan on paper in a symbolic way;
• To practice self-regulation;
• To work out potential conflicts and social problems ahead of time; and
• To provide a means of communicating with parents.
Teacher writes child’s name
on play plan throughout the
scribble stage.
Play Planning Chart we will follow the procedures in this chart
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.
• A]er play )me, she puts the individual plans in child-‐folders.
Step 1: T + TA ini)ate play )me choose-‐say-‐go
Step 2: T models draw por)on of play plan
Note the line for the word
Step 3: T hands out play plan paper + clipboard + marker
• half sheet of manila paper • line for name • line for bo`om of drawing space • line for name of the center Put drawing here.
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…
Step 5: T puts daily play plans in individual child folders or porbolios
Gedng started with the e-‐folio
• Hard copy folder for each child • Desktop folder for a small child sample (4 yr
olds) (3 children??)
• Establish format – Collect play plans each week – Collect any photos of play ac)vity or construc)ons – Collect any FLIPS of play ac)vity – Scan sample of docs into e-‐folio
Phonological Awareness Developmental Sequence
Phonological Awareness -‐-‐ a`ending to sounds in words
Key Ac'vi'es In Topic Study; in HT… • Songs • Chants • Rhymes • Finger plays • Word play • Story 1 rhyme, poem, finger play or story each week; sing everyday
Protocol
The T…
• Recites • Recites and invites • Recites some and C echo
• Recites and invites • Invites child-‐led
Teaching Rhyme Detec)on
• Explain that rhymes are words that have endings that sound the same
• Demonstrate examples of words that rhyme
• Make a list of 20 pairs of common words; about half should be rhyming pairs OR 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.
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 le`er.
• Use songs or rhymes that are familiar to children. Listen! B is the leTer that sounds like buh in words like ball, bat and bee. Who has a word that starts with buh to share with us?
Singing-‐Reading Connec'on F Y I
Sing songs with… rhyming words silly words alliterative words long, stretched-out words
Sing songs… slow fast a lot
When the first sounds sound alike As in Betsy bought a bike, Or Steve's s=ll standing at the sta=on, We call that allitera=on.
Muffin Mix Allitera)ve Song for Teaching Le`er Sounds Nancy Schimmel and Fran Avni. Retrieved 12.19.09 h`p://www.songsforteaching.com/avni/muffinmix.htm
Prep for Dec 13 mee)ng
• Agenda • Assessment Feedback Table Discussion
• Tech Time Content + Upcoming
• Play planning: next phase + prac)ce • Phonological awareness