tk california

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http://www.tkcalifornia.org/about-us.html

About the Project

Early Edge California (formerly Preschool California) and a panel of experts have worked

together to develop TKCalifornia to serve the needs of teachers and administrators as they

implement transitional kindergarten. TKCalifornia is the result of a content creation and a review

process led by 20 experts from across the state, including local school districts, county offices of

education, researchers and state-level decision makers. Their expertise spans the areas of

language and literacy development, early math, social emotional development and executive

function, culturally responsive education and dual language acquisition.

The content and materials on this site are based upon the following key agreements and

recommendations identified by our experts as critical to TK students learning:

reflecting the continuum of development of all children, recognizing the breadth of their

experience, and meeting them where they are to help them advance;

fostering warm, responsive relationships;

supporting family involvement;

offering examples of good teaching;

providing concrete guidance for teachers by showing how to sequence instruction and

presenting easy-to-use resources; helping teachers understand the use of formative assessment;

supporting teachers in differentiating instruction;

articulating with preschool and kindergarten;
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g p g ;

8. Whit Hayslip, Early Childhood Education Consultant and former Assistant Superintendent of

Early Childhood Education, Los Angeles Unified School District

9. Dr. Lisa Kaufman, Director of Early Learning Services, Santa Clara County Office ofEducation

10. Camille Maben, Division Director, California Department of Education, Child Development

Division

11. Elizabeth Magruder, Early Childhood Education consultant and teacher

12. Peter Mangione, Co-Director, Center for Child & Family Studies, WestEd

13. Dr. Carola Matera, Assistant Professor, California State University Channel Islands

14. Dr. Linda Platas, Program Officer, Heising-Simons Foundation

15. Cheri Reaves, Consultant, Culturally Responsive Pedagogy16. Janis Shinmei, Program Coordinator, Early Childhood Education, Los Angeles Unified

School District

17. Christopher Steinhauser, Long Beach Unified School District Superintendent of Schools

18. Dr. Deborah Stipek, Professor, School of Education, Stanford University

19. Gary Waddell, Deputy Superintendent, Instructional Services, San Mateo County Office of

Education

20. Joyce Wright, Assistant Superintendent of Instructional Support Services, Sacramento

County Office of EducationThe process and meetings were facilitated by Vickie Ramos, Deputy Field Director, Preschool

California; Hedy Andersson, Field Coordinator, Preschool California; and Susan True, Executive

Director, First 5 Santa Cruz.

TKCalifornia is operated and maintained by Early Edge California, a statewide nonprofit advocacy

organization that is working to increase access to early learning opportunities for all of Californias

children, starting with those who need it most. Early Edge California is proud to have sponsored

Senate Bill 1381 by Senator Joe Simitian, which changed the kindergarten entry date and createdtransitional kindergarten, giving our youngest kindergarteners a head start that will yield

significant payoffs in future academic success.

This project was created in 2012 and continues to expand and grow For more information about


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You can promote social-emotional development in your classroom by embedding your teaching

practices throughout the day. Remaining sensitive to childrens needs helps them feel secure and

confident, and acts as a model for effective social behavior. For example, asking questions tohelp children find a solution to a social conflict helps them develop problem-solving skills.

Reading a story and engaging children in a conversation about a socially challenging situation

can also serve as a lesson in handling social problems as well as in literacy.

Be Attentiveto EachChildsNeeds- Be attentive to the social-emotional skills and needs of each

unique child so you can respond with lessons and interventions tailored to help every child

develop their skills. Your attention and presence as a teacher can be a pillar of confidence for

children who are dealing with stressful life circumstances. Letting children know that you are there

to help will build childrens trust that you are a source of guidance. Keep in mind that children who

are English language learners may need additional support to feel secure and self-assured in a

learning environment that is responsive to their needs.

Early EmotionalExperiencesMatter- Recognize that the emotional domain is foundational to all other

developmental domains. If children start school in an emotionally supportive environment, they

will acquire the love of learning necessary for success in all areas of school. As young children

develop, their early emotional experiences literally become embedded in the architecture of their

brains, therefore great care should be given to childrens emotional needs, according tothe NationalScientificCouncil on the DevelopingChild. If you seek childrens opinions, allow children

to initiate activities and are flexible about responding to childrens ideas, youll build childrens

feelings that they are competent and respected, and at the same time motivate their desire to

learn.

PromotingConsistentStructurewith Play- Providing your transitional kindergarteners with consistent

structures and expectations about appropriate behavior through play activities helps them

remember and follow classroom norms, and behave in ways that are conducive to learning.According to the American Academy of Pediatrics, Play is integral to the academic environment.

It ensures that the school setting attends to the social and emotional development of children as

well as their cognitive development. Creating routines of fun and meaningful activities such as
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more excited about learning, more positive about coming to school, more self-confident, and

achieve more in the classroom.

Children are more likely to develop positive relationships when teachers:

model appropriate social behaviors;

provide opportunities for them to develop new social-emotional skills;

give explicit guidance;

offer curriculum that is engaging and relevant to childrens lives and cultures;

engage with parents in a two-way relationship to build childrens social-emotional skills; and

reflect an ethic of caring and nurturing.

Specific examples of productive teacher behaviors include:

showing respect and valuing childrens cultural and language backgrounds;

modeling the polite use of language and encouraging children to imitate your behavior;

encouraging empathic thinking with questions such as, Why do you think he is crying?;

promoting childrens confidence and development of new skills by engaging them in

problem solving, for example by asking, Can you think of a way to help you remember to

wait for your turn?; and

attending to signs of personal trauma and providing additional support to children who are

experiencing unusual stress in their lives.

SevenSocial-Emotional TeachingStrategies

The teaching strategies below give concrete approaches for promoting social-emotional

development in your classroom. They are designed to guide developmentally appropriate TK

instruction, moving your students along a continuum of learning by bridging the PreschoolLearning

Foundationswith the KindergartenCommonCore. Click through to view all seven.

Strategy1: Relationships and Social Interactions with Peers

Strategy2: Social and Emotional Understanding
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Strategy1: Relationshipsand Social Interactionswith Peers

Competency:Childinteractscompetentlyandcooperativelywithotherchildrenanddevelopsfriendshipswithseveralpeers (correspondswithDRDP-SRMeasure 8)

ExploringCompetencies BuildingCompetencies

Embedin context Ask a child who has grabbed a toy from another to "use

his words" to let a classmate know what he wants, offeringsimple words to help articulate their feelings, such as "My

turn, please."

Read a story about a child whose best friend has

moved away, and ask children to share ideas of

things they could do to comfort the child.

While reading, point to the child's face in the story

or use a picture card to show how the child is

feeling "sad," and encourage your students to draw

pictures and/or write words that reflect their

feelings.

Model Tell a child gently and respectfully that you would likehim to put his hands in his lap rather than on the child next

to him. To support language understanding, model

behavior and encourage the student to mimic yourbehavior, by saying, "I will put my hands on my lap."

Show an interest in your students' livesoutside of school, for example having a

conversation about what they did over the

weekend.

Giveopportunities

for

practic

Have your students take turns during sharing time.

Support language understanding by scaffolding turn-taking and saying, for example, "Now it's Nico's turn.

Give your students games, such as Chutes

and Ladders, that require cooperation.
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e Now it's Ciara's turn."

Strategy2: Social and EmotionalUnderstanding

Competency:Childshowsdevelopingunderstandingof peoplesbehavior,feelings,thoughtsandindividualcharacteristics(corresponds with DRDP-SRMeasure

9)


Embedin context Ask children to discuss the emotions a child in

a story is experiencing.

Ask the child to explain why another child is feeling

distressed.

Model Comfort a child. Show interest and understanding for a child's feelings.

For example, interact by saying "I see that you are sad;is it because your mom had to drop you off early

today?" or, "You look frustrated, is it because your

tower fell down?"

Giveopportunitiesfor

practic

e

Lead a game asking children to label emotionsin pictures. Use a familiar song to teach

feeling words by replacing words with newemotional vocabulary paired with

understandable movements and gestures.

Give a chance for Think-Pair-Share during story time,having children pair off to think of something in the

story that relates to their lives. For example, ask themto think about a time they felt the way the character in

the story felt and share the experience with a friend.

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Strategy3: Conflict Negotiation

Competency:Childshowsincreasingunderstandingof the needsof otherchildrenandis increasinglyable to consideralternativesandto negotiate

constructively (corresponds with DRDP-SRMeasure 10)
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Strategy4: Self-Controlof Feelingsand Behavior

Competency:Childincreasinglydevelopsstrategiesfor regulatingfeelingsandbehaviorbasedon adult guidance(corresponds withDRDP-

SRMeasure 12)


Embedin context Help a visibly upset child identify the cause of hisdistress and hold him to make him feel secure until he

is calm. Gently touch the hand of a child who appearsanxious or reticent about class activities to reassure

him or her.

Ask a group of children to brainstorm strategiesfor remembering to keep their hands to

themselves during circle time.

Model Articulate a strategy you use to regulate your behavior.

Example: "I'm going to hold my hands together to

help me remember not to touch any of the paints untilit's time."

Identify feelings in a child and articulate a

coping strategy. For example, "I can see that

Sam is sad, I am going to give Sam our bigfuzzy bear because I think it might make himfeel better."

Give

opportIn circle time, ask children how they are feeling that

day and support new emotional vocabulary by

Give children games to play that require

sharing materials and taking turns.
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unities

for

practice

incorporating pictures, labels and gestures. Givechildren opportunities to respond with words or

gestures. Respond by combining the emotion word andgesture while acknowledging child's feelings.

Encourage children to identify their feelings

and scaffold their efforts to develop copingstrategies. For example, if a child says that he

feels lonely, acknowledge the child's feelings

by asking, "What can you do to help you to feelbetter?"

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Strategy5: Engagementand Persistence

Competency:Childpersistsin understandingandmasteringa self-selectedactivity, evenif it is challengingor difficult(corresponds with DRDP-

SRMeasure 13)


Embedin context Ask a child to articulate his goal in an

activity and the first step.

Ask children to articulate their plan and the steps they

will take for an art project. Example: "What will you do

first? What colors will you use?"

Model Model completing an activity for children,

explaining each of the steps you took.

When giving instructions for an activity, demonstrate

stringing beads and make an error in your pattern. Point

out the mistake and correct it.
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Giveopportunities

for

practice

Give children activities that require at leasttwo steps (e.g., coloring a picture and

writing the first letter of their name).

Give projects that have several steps to completion andrequire planning, correction and completion. For

example, puzzles, playing a game, an art project andbuilding structures.

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Strategy5: Engagementand Persistence

Competency:Childpersistsin understandingandmasteringa self-selectedactivity, evenif it is challengingor difficult(corresponds with DRDP-SRMeasure 13)


Embedin context Ask a child to articulate his goal in an

activity and the first step.

Ask children to articulate their plan and the steps they

will take for an art project. Example: "What will you dofirst? What colors will you use?"

Model Model completing an activity for children,

explaining each of the steps you took.

When giving instructions for an activity, demonstrate

stringing beads and make an error in your pattern. Pointout the mistake and correct it.
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Giveopportunities

for

practice

Give children activities that require at leasttwo steps (e.g., coloring a picture and

writing the first letter of their name).

Give projects that have several steps to completion andrequire planning, correction and completion. For

example, puzzles, playing a game, an art project andbuilding structures.

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Strategy6: ResponsibleConduct

Competency:Childdevelopsskill in actingas a responsiblegroupmemberandbehavingin a fair andsociallyacceptablemanner,regulatingbehavior

accordingto classroomrules(corresponds with DRDP-SRMeasure 14)


Embedin context Congratulate the students who listenedto your instructions attentively.

Scenario: The children are noisy coming in from theplayground.

Ask the children to brainstorm strategies to remember to

keep their voices quiet when they come in from outdoor

play.

Model Speak in a soft voice. Ensure that every child has a chance to talk.
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Giveopportunitiesfor

practiceChildren take turns distributing snackseach day.

There are a pad of paper and pencil in each area with apopular activity; encourage children to create sign-up lists

for turn taking.

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Strategy7: IntegratedApproachesfor EnglishLanguageDevelopmentand FamilyEngagement

IntegratedApproach:

EnglishLanguage

Development

Focus on simple strategies that support childrens expressive and receptive language skills. By

doing so, you can promote social-emotional competence in a way that directly influences theirlearning and development. Plan for activities where children express their feelings and

introduce sentence starters or linguistic frames (e.g. Today, I feel..., I do not like, Ineed) to support children who are learning to communicate in English.

CollaborativeApproach:

Family

Engagement

It is important to build strong relationships with families to ensure that the whole family has a

positive experience in the school. When a child feels a connection between his home and

school, he is bound to feel more connected and safe in both places. Develop partnerships with

families and the community, organize family events and develop communication strategies thatsupport a strong dialog around the value of home language and culture in their childs successin school and in life.
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