Pre-Kindergarten Curriculum Institute

DAY 1 NAMES

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

Category

My 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. 2. 3. 4.

No knowledge of this or its use Heard of it but dont know much about it Familiar with this and use it from time to time Very familiar with this component and use it frequently 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. Lindfors Childrens Language and Learning (1987)

Getting to Know You!

Lets Play

Fast Friends!

Rules
3 minutes per person When the bell rings you have 10 seconds to move to the

next person before the bell rings Move to the left Please be polite and respectful Do not use up all the time talking about yourself, share the 3 minutes Everyone 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 youre 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?

Living and Learning in the Pre-K Classroom

HOW OUR CHILDREN LEARN

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.

Early Literacy Beginnings

Language learning is so important! Language and play are the childs 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.

Developmentally Appropriate

Pre-K students need to be able to:

Explore Have rich literacy experiences Have opportunities for growth Learn through play

Brain

5, 4, 3, 2, 1

Break!

Play
Play has a critical role in supporting the childs 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 childs 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 anothers 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

Break

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

Time!

Environment Matters
A SUPPORTIVE LEARNING ENVIRONMENT ENGAGES CHILDREN IN LANGUAGE

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 childrens 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/Listening Construction (Blocks) Writing ABC Creativity Dramatic Play Math/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 resources

Builds up more resources

Teaches children how things go together Extends and elaborates their play

Teaches children to take responsibility for the

upkeep of the classroom Creates a sense of order and harmony Eliminating clutter and unnecessary items helps students focus and remember routines.

Storage

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.

Sample Arrangements

Sample Arrangements

Brain

Trading Places

Break!

Make a Sample Classroom

Sample classroom arrangement made on Lakeshore website classroom designer www.lakeshorelearning.com

Sample Classroom

Establishing Classroom Environments

http://www.childrenslearninginstitute.org/Library/Publications/TX-PreK-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?

Best Practices
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

Whats 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!

PreKindergarten 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

Brain

Mingle, Mingle, Group!

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

Daily Schedule

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.

Greeting Circle

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

Ways of Building Community

Conscious Discipline - A comprehensive selfregulation program that integrates socialemotional 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.

Safe

Place

Here is an example of a Safe Place in classroom.

Morning

Message

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.

Rules and Routines

Rules/Agreements
Discuss why rules/agreements

Routines
Be consistent Implement a center

are important Create and post the rules chart at childrens 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

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

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

Helper Chart

Rules Chart

Student Expectations

Student Expectations and Checking for Understanding

Labeling

Transitions Video

Break

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

Time!

Video

https://vimeo.com/707539

Planning Guide

Word Walls

Remember to
Make them memorable Make them useful Make them practical Make them hands-on Make them space efficient

Work Stations
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

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 2. Teacher models, does task. demonstrate Child helps. s and thinks out loud. Child watches. 3. Child does task. Teacher helps (scaffold). 4. Child completes task independent ly. Teacher watches.

I Can

Charts

Brain

Miss Mary Mack

Miss Mary Mack, Mack, Mack All dressed in black, black, black With silver buttons, buttons, buttons All down her back, back, back. She asked her mother, mother, mother For 50 cents, cents, cents To see the elephants, elephants, elephants Jump over the fence, fence, fence.

Break!

They jumped so high, high, high They 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: Different types of paper (blank, notepads, construction paper, cut into different sizes) Pencils, crayons, markers Stapler, tape Help Board Names chart 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: Clip Boards (2) Paper Fun pens, crayons, pencils Bin to keep it all in Students will: Write down words they find displayed in the classroom Write particular words you ask them to find (start with a certain letter, rhyming words, etc)

Dramatic Play
Materials Needed: Dramatic Play furniture Books to match theme in work station Paper, pencils, crayons Class list of names Students will: Act out stories Make lists of friends names, foods, etc. Help create new themes

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 childrens development of oral language and comprehension. --Frog Street Press

1. Pick a book Planning a 2. Preview the book Read-Aloud 3. Introduce the book 4. Read the book interactively 5. Involve students in afterreading 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

Math Station

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

Integrated Content Connections

Closing Circle

Gross Motor Outdoor

Brain

High Cincos!

Break!

Lesson Planning
A DETAILED LESSON PLAN INCLUDES SPECIFIC GOALS, OBJECTIVES, AND METHODS OF DELIVERY USED FOR INTENTIONAL LESSONS

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 to share 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-PreK-Guidelines/Intro-TX-PreK-Guidelines2008/02case02a_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

Category

My 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.