PRE-K CLC SESSION 3TIFFANY GIANNICCHITESSA LEVITT

http://prekfocus.wikispaces.com

Readers Pursue Their Interest in Books and Other Text

http://prekfocus.wikispaces.com

TICKET IN…For a Prize…Pre-K MATH instructional time

should focus on TWO critical areas.

What are they?

TODAY’S AGENDA AM Growing Readers Book Study Ch. 7 (Jigsaw) Pre-K Foundation for the Common Core CCSS Literacy Shift 6 Academic Vocabulary Reading and choosing readers with purpose Read Aloud in the preschool classroom

PMMath Make and Take (aligned to Common Core)

TODAY’S GOALS / STANDARDS Increase general

knowledge of CCLS in ELA and Math

Learn about format and resources for CCLS

Through collaboration with colleagues learn ways to meet some of the CCLS in your practice

Teaching Standard 2 – Knowledge of Content and Instructional Planning

Teaching Standard 6 – Professional Responsibilities and Collaboration

ELA/LITERACY & MATH SHIFTS

6

FocusCoherenceFluencyDeep UnderstandingApplicationsDual Intensity

Balancing Informational and Literary Text

Building Knowledge in the Disciplines

Staircase of ComplexityText-based AnswersWriting from SourcesAcademic Vocabulary

GROWING READERS –CH. 7Burrito Summary

All- Getting Ready 189-196

Background TheoryReading Cycle 1Reading Cycle 2

NON FICTION

Using non fiction texts to learn about something

Using nonfiction texts to develop ideas

Pg. 206-207

Read Aloud Activity#1

Read Aloud Activity#2

The Power of Planning Developing Effective Read- Alouds

by Meagan K. Shedd and Nell K. Duke

Post-it Priorities Activity

YOU TRY IT… Planning and preparing

Determine your objective Research your topic Select your text Read the book Plan your questions and think alouds Plan your talking points and explanations Plan how you might make connections to the

topic throughout the day.

MENTOR TEXTS TO BALANCE LITERARY AND INFORMATIONAL TEXTS

Miss Spider’s Tea by David Kirk

Owl Moon by Jane Yolen

Stellaluna by Janell Cannon

Tacky the Penguin by Helen Lester

Spiders by Gail Gibbons

Hawks, Owls and other birds of Prey by Denise Fourie

o Bats! By Laurence Pringle

o Penguins! By Seymour Simon

Narrative Informational

LANGUAGE Print some upper and lowercase letters (ie.

their name) PreK student –sign in each morning

Understand and use question words Capitalize the first letter in their name Knowing multiple meaning words (duck) Sort common objects into categories (food,

shapes) Shades of meanings (walk, strut, march

prance)

SPEAKING Engage in conversations Confirm understanding of a text and request

clarification Provide details through drawings, visuals and

description Emergent ability to express thoughts,

feelings and ideas

CCSS AND SHIFT 6 Watch Video Video Viewing Guide Discuss What does this look like in a Pre-school

classroom? Share Out

LUNCH

MATH Essential Questions

How are the Math Standards Organized? What are the “Six Shifts in Math”? What should my focus be with ___ age range? How will Math look different according to CCLS?

MAJOR SHIFTS WITHIN MATHEMATICS CCSS

FocusFewer big ideas --- learn more Learning of concepts is emphasized

CoherenceArticulated progressions of topics and performances that are developmental and connected to other progressions

ApplicationBeing able to apply concepts and skills to new situations

PRE-K MATH

• Counting and Cardinality (PK.CC)• Operations and Algebraic Thinking (PK.OA)• Measurement and Data (PK.MD)• Geometry (PK.G)

CRITICAL AREAS1. Developing an understanding of whole

numbers using concrete materials.

2. Describing shapes in their environment.

MATH ACTIVITY With your table create a math lesson using

one of the standards.

How will you assess student understanding?

What key vocabulary jumped out at you as you were planning the lesson?

Share with whole group

“SHAPING YOUR REFLECTION”

New Learning? “Aha” moment?

Questions circling in your mind?

What next steps will you take?

Make and Take Exchange

CONCLUSION

VocabularyVocabularyVocabularyVocabulary

COMMON CORE RESOURCES www.nysed.gov www.engageny.org Shedd, M.K., & N.K. Duke. 2008. The Power of

Planning Developing Effective Read-Alouds. Beyond the Journal: Young Children

Taberski, Sharon. 2001. Fact and fiction read aloud

Lane, H. Wright, T. (2007). Maximizing the effectiveness of reading aloud. The Reading Teacher, 60, 668-675

OTHER RESOURCES http://www.eduplace.com/graphicorgani

zer/ www.readingrockets.org http://www.scholastic.com/teachers/ http://kids.nationalgeographic.com/kids/ www.readworks.org http://www.kidzone.ws/science/index.ht

m

http://pbskids.org