Matching Activities to Developmental Needs Barbara Blakley Whit - - PowerPoint PPT Presentation

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Matching Activities to Developmental Needs Barbara Blakley Whit - - PowerPoint PPT Presentation

Oct 26, 2022 117 likes •616 views

English Language Arts and Oral Language Development in the TK Classroom: Matching Activities to Developmental Needs Barbara Blakley Whit Hayslip Transitional Kindergarten Implementation Conference Wednesday, Feb. 6, 2013 Pasadena,

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English Language Arts and Oral Language Development in the TK Classroom:

Matching Activities to Developmental Needs

Barbara Blakley Whit Hayslip

Transitional Kindergarten Implementation Conference Wednesday, Feb. 6, 2013
Pasadena, California

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Kindergarten Readiness Act of 2010 Senate Bill 1381 (Simitian Bill)

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Kindergarten Readiness Act

Requires a “developmentally appropriate curriculum; aligned with K standards; taught by credentialed teachers.”

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What is the meaning of

Developmentally Appropriate

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Developmentally Appropriate Practice is the Outcome of Teacher Decision Making Based on the Three Kinds of Information

1 2 3

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What is known about child development and learning ---

1

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What is known about the strengths, interests and needs of each individual child in the group ---

2

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Knowledge of the social and cultural contexts in which children live

3

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Age characteristics Individual variation Culture and family 1 3 2

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Age characteristics

1

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Are We Ready? Here They Come!

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Who are these kids that are coming?

1. What are their developmental characteristics? 1. How do we match our language and literacy activities to these characteristics? 1. How do we use these characteristics in addressing Preschool Language and Literacy Foundations and Kindergarten Standards

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Oh, Johnny

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Who are these kids that are coming?

  • Why do 4 and 5 year old children

like this song?

  • What does that tell us about their

development and learning?

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Oh, Johnny

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Oh, Johnny Oh, Johnny Will you wash your face, face, face?

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Speak a little louder Mom, I really didn’t hear you.

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Oh, Johnny Oh, Johnny Will you brush your teeth, teeth, teeth?

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Speak a little louder Mom, I really didn’t hear you.

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Oh, Johnny Oh, Johnny Will you comb your hair, hair, hair?

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Speak a little louder Mom, I really didn’t hear you.

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Oh, Johnny Oh, Johnny Would you like an ice cream cone?

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Yes, Mommy, Yes, Mommy Now, I really hear you!

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Juanito

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Juanito, Juanito, lavate tu carita

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Hablame más alto mami, que yo no te oigo

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Juanito, Juanito, lavate tus dientes

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Hablame más alto mami, que yo no te oigo

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Juanito, Juanito, peinate tu pelo

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Hablame más alto mami, que yo no te oigo

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Juanito, Juanito, ¿quieres un helado?

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Si mami, Si mami, ahora yo te oigo

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Who are these kids that are coming?

  • Why do 4 and 5 year old children

like this song?

  • What does that tell us about their

development and learning?

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Who are these kids?

The Developmental Themes

  • Active: Bodies in Motion
  • Concrete Thinkers : Real/Relevant
  • Need for Repetition, Predictability and

Routine

  • Use of Play to Make Sense of the World
  • Drive towards Mastery
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How do teachers address these developmental themes in classroom activities?

  • Active: Bodies in Motion
  • Concrete Thinkers : Real/Relevant
  • Need for Repetition, Predictability and

Routine

  • Use of Play to Make Sense of the World
  • Drive towards Mastery
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Scenes from Barbara Blakley’s Transitional Kindergarten Classroom

What are some of the ways that

Barbara’s classroom language and literacy activities address the developmental characteristics of 4 and 5 year olds?

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Developmental Themes How is this developmental theme addressed in Barbara’s language and literacy activities?

Active Concrete Repetition Play Mastery

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VIDEO

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Developmental Themes What are some of the ways that you have addressed this developmental theme in your language and literacy activities?

Active Concrete Repetition Play Mastery

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Planning English Language Arts and Oral Language Development Activities that Address Developmental Needs

Sample of resources for planning from:

TKCalifornia.org

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Questions for Planning

Setting purpose, goals, & outcomes

  • What is the purpose of this unit/lesson?
  • What would I like my students to come away

with?

  • How will my students engage in the learning?
  • How will I group my students?
  • Have I planned focused opportunities for

exploration, small group instruction, center- based learning, project-based learning?

  • Have I considered ways to personalize learning

for all of my students?

Reference: TK Webinar 5/15/12

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Beginning with the Anchor Text…

  • rich literature that anchors the big idea, unit
  • f study, and theme
  • read and revisited for multiple purposes,

across content areas, and domains

  • thoughtfully selected for rich content and

academic vocabulary

  • the foundation for integrated and intentional

planning

Reference: TK Webinar 5/15/12

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SLIDE 43 Big Idea: Relationships Unit of Study: My World Theme: Off to School Anchor Text: The Kissing Hand by Audrey Penn Project Based Activity: Create a class book using connections from the story and personal experience. Domain Goal/Foundation/Standard Exploring Building Applying English Language Development Social-Emotional Development Language & Literacy Mathematics Social Studies Science Art Physical Development KEY VOCABULARY raccoon tickled thoughtful nuzzled teased warmth kissing gently secret scampered strange

Reference: http://www.tkcalifornia.org/teaching-tools/classroom-instructional-planning/

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SLIDE 44 Domain Goal/Foundation/Standard Exploring Building Applying Language & Literacy Writing Strategies: 1.2 Writes letter or letter-like shapes to represent words or ideas.
  • 1. Use a combination of
drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .) Emergent Writing: *DRDP-SR Child shows increasing ability to write using scribbles, symbols, letters, and words to represent meaning Activity: Activity: Activity: Big Idea: Relationships Unit of Study: My World Theme: Off to School Anchor Text: The Kissing Hand by Audrey Penn Project Based Activity: Create a class book using connections from the story and personal experience. KEY VOCABULARY raccoon tickled thoughtful nuzzled teased warmth kissing gently secret

Reference: http://www.tkcalifornia.org/teaching-tools/classroom-instructional-planning/

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SLIDE 45 Domain Goal/Foundation/Standard Exploring Building Applying Language & Literacy Writing Strategies: 1.2 Writes letter or letter-like shapes to represent words or ideas.
  • 1. Use a combination of
drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .) Emergent Writing: *DRDP-SR Child shows increasing ability to write using scribbles, symbols, letters, and words to represent meaning Activity:
  • Text: Interactive dialogue through
the text about “Text Features”:
  • Words make meaning
  • Pictures match words
  • (Write the work “kiss” on the board.
(“When we see the word k-i-s-s, what does that mean? What clues do we get from the story?”)
  • Activity: Create your page for the
class book:
  • discuss/show the various ways that
children record their thinking about their activity (i.e. drawing, scribbling, letters, words)
  • have pens, pencils, markers, crayons
  • ut for students to write/draw about
their favorite part/personal connection.
  • support students writing/drawing
process by providing ideas from the text and from their experiences
  • acknowledge their process
Activity: Activity: KEY VOCABULARY raccoon tickled thoughtful nuzzled teased warmth kissing gently secret scampered strange Big Idea: Relationships Unit of Study: My World Theme: Off to School Anchor Text: The Kissing Hand by Audrey Penn Project Based Activity: Create a class book using connections from the story and from personal experience

Reference: http://www.tkcalifornia.org/teaching-tools/classroom-instructional-planning/

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SLIDE 46 Domain Goal/Foundation/Standard Exploring Building Applying Language & Literacy Writing Strategies: 1.2 Writes letter or letter-like shapes to represent words or ideas.
  • 1. Use a combination of
drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .) Emergent Writing: *DRDP-SR Child shows increasing ability to write using scribbles, symbols, letters, and words to represent meaning Text: Interactive dialogue through the text about “Text Features”:
  • words make meaning
  • pictures match words
Write the work “kiss” on the board. (“When we see the word k-i-s-s, what does that mean? What clues do we get from the story?”) Activity: Create your page for the class book:
  • discuss/show the various ways that
children record their thinking about their activity (i.e. drawing, scribbling, letters, words)
  • have pens, pencils, markers, crayons
  • ut for students to write/draw about
their favorite part/personal connection.
  • support students writing/drawing
process by providing ideas from the text and from their experiences
  • acknowledge their process
Text: Interactive dialogue through the text around “Text Features”:
  • pre-selected vocabulary
  • co-construct chart
around words in text
  • Labeling and describing
Activity: Create your page fro the class book:
  • encourage and support
students to label the elements of their scene (use charts, picture/word cards, word wall)
  • support the writing
process by highlighting places in the room or in the book they might find a word
  • acknowledge their
process Activity: KEY VOCABULARY raccoon tickled thoughtful nuzzled teased warmth kissing gently secret scampered strange Big Idea: Relationships Unit of Study: My World Theme: Off to School Anchor Text: The Kissing Hand by Audrey Penn Project Based Activity: Create a class book using connections from the story and from personal experience

Reference: http://www.tkcalifornia.org/teaching-tools/classroom-instructional-planning/

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Planning for Experiential Opportunities

Monday Tuesday Wednesday Thursday Friday Anchor Text Key Vocabulary: Gestures Signals Songs Chants Visual Cues Transitions: Movement Music Songs Chants Patterns Center-based Learning: Dramatic Play Art Construction Discovery Puzzles/Games Manipulatives Home/School Connection:

Reference: http://www.tkcalifornia.org/teaching-tools/classroom-instructional-planning/

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Tips to Consider in Planning

  • Bring out the guides!
  • Organize and integrate curricula around Big Ideas,

Units of Study, and Themes

  • Select anchor texts and key vocabulary to support the

Big Ideas

  • Find opportunities to engage all learners through

direct instruction, project-based, and center-based activities

  • An integrated plan includes development of physical,

social, and cognitive domains and also includes multiple standards

  • A comprehensive instructional plan leads to a rich

lesson plan

Reference: TK Webinar 5/15/12

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We Are Ready! Here They Come!