Effective Use of Large and Small Group Instruction in the TK Classroom Part 1, Large Group September 17, 2013 Kris Damon Transitional Kindergarten Coach Long Beach Unified School District Whitcomb Hayslip Early Childhood Education Consultant Elizabeth Quintero Professor and Coordinator of Early Childhood Studies CSU Channel Islands
Transcript
Slide 1
Kris Damon Transitional Kindergarten Coach Long Beach Unified
School District Whitcomb Hayslip Early Childhood Education
Consultant Elizabeth Quintero Professor and Coordinator of Early
Childhood Studies CSU Channel Islands
Slide 2
Welcome Transitional Kindergarten Presentation: Effective Use
of Large and Small Group Instruction in the TK Classroom : Part 1,
Large Group Q&A Please email all questions to
[email protected][email protected]
Next Call: October 15th, 3:30-4:30pm Close 2
Slide 3
Whitcomb Hayslip Early Childhood Education Consultant
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 5 Please email all
questions to : [email protected]
Slide 6
National Level Study of 5000 Preschool through 5 th Grade
Classrooms National Center for Early Development and Learning
(NCELD) NICHD Study of Early Child Care 6 Please email all
questions to : [email protected]
Slide 7
How can we use both large and small group instruction to more
appropriately address the needs of TK children? 7
Slide 8
Elizabeth P. Quintero Early Childhood Studies, CSU Channel
Islands
Slide 9
Goals for Intentions 1. DAP 2. P-K Learning Foundations 3. K
Content Core Standards for Group Time How in the world? 9 Please
email all questions to : [email protected]
Slide 10
Large Group, small groupthe children, the families, the
environment and YOU/US! Passion?...it is relative, but learning
must be meaningful for children collectively and individually, as
they reflect families and communities. And, children are
sociocultural experts at knowing when adults fake it! So, how to
include our passions and interests toofor us, and more importantly
for them? 10 Thoughts Please email all questions to :
[email protected]
Slide 11
Why and How Alignment and Large Group Integrated Curriculum
Large group examples from ECS Channel Islands A planning guide from
Channel Islands ECS 11 Please email all questions to :
[email protected]
Slide 12
Were saying that social interaction is a kind of gate to an
interest in learning, the kind that humans are completely masters
of Simons Foundation for Autism Research 12 Please email all
questions to : [email protected]
Slide 13
CONTEXT matters Context shapes people and people shape contexts
ROUTINE practices count Cognitive, social, physical, and biological
dimensions of both individuals and contexts interact in important
ways 13 Please email all questions to :
[email protected]
Slide 14
It is more likely that pretend play engages many areas of the
brain because it involves emotion, cognition, language, and
sensorimotor actions, and thus it may promote the development of
dense synaptic connections. (Bergin and Coscia, 2001, p.59) 14
Please email all questions to :
[email protected]
Slide 15
Social-Emotional Development Language and Literacy English
Language Development Mathematics Visual and Performing Arts Health
History Social Science 15 Please email all questions to :
[email protected]
Slide 16
English Language Arts and Literacy in History and Social
Studies, Science and Technical Studies Concepts about Print,
writing strategies Mathematics number sense, classification and
patterning, measurement, geometry, mathematical reasoning CDE,CDD
and Peter Mangione, West Ed 16 Please email all questions to :
[email protected]
Slide 17
What is it? Pinar (2004) advises: The complicated conversation
that is curriculum requires interdisciplinary and intellectual
judgment, critical thinking, ethics, and self reflexivity 17 Please
email all questions to : [email protected]
Slide 18
EPIC Integrated Curriculum focuses on development of 4
comprehensive sets of skill areas mathematics, language, literacy,
and approaches to learningacross five levels of skills development
Routine, developmentally appropriate classroom experiences that are
child-centered 18 Please email all questions to :
[email protected]
Slide 19
Anchor Texts Music Storytelling 19 Please email all questions
to : [email protected]
Slide 20
Big Ideas Units of Study Anchor Texts Storytelling, singing,
music 20 Please email all questions to :
[email protected]
Slide 21
Big Idea: Integrated Areas of Study (Minimum of 4) Themes:
Anchor Text: Project Based Activity/ies Key Vocabulary Planned
Spontaneous 21 Please email all questions to :
[email protected]
Slide 22
Domain: Early Childhood Domain and Content Area for K-3
Goal/Foundation/Standard: Exploring the Big Idea in Group Time!
Procedure: 1. 2. 3. 4. Texts: Childrens Literature; Environmental
Print; Multilingual; Non-fiction Texts; Documents Activity Details!
22 Please email all questions to :
[email protected]
Student teacher sat in a rocking chair on the rug with the
print rolled up in a cardboard case as the children gathered Some
of the children were able to notice the word museum on the case and
predicted that it was a painting She took out the painting and
showed the class The Bedroom in Arles (or Vincents Bedroom in Arles
or the Bedroom at Arles) 24 Please email all questions to :
[email protected]
Slide 25
Student teacher held up a translated copy of the letter and
read to the children: My eyes are still tired. But I had a new idea
in my head and here is the sketch of it. Another size 20 canvas.
This time its just simply my bedroom, only here colour is to do
everything, and given its simplification, a grander style to
things, is to be suggestive here of rest or of sleep in general. In
a word, looking at the picture out to rest the brain, or rather the
imagination. (A Complicated Conversation ensued about language
translations meaning portrayed) 25 Please email all questions to :
[email protected]
Slide 26
She put the print of the painting on an easel and asked the
children to look at it for a few minutes. She asked them to think
about how they would draw or write a response to the painting. The
student teacher shared her own response, a short poem she had
written entitled My Bed 26 Please email all questions to :
[email protected]
Slide 27
Then she gave out pencils and blank pieces of paper to go
wherever they wanted to go in the classroom with their writing tool
and asked them to create a response to the painting. Most of the
children drew pictures of their own bedrooms and wrote about the
things that are in them or what they do there. Some of the comments
they wrote and shared back in LARGE GROUP were: Beds R saoft and
rwom My lame is cide. I slip with hr avr nit. (My laime is cuddly.
I sleep with her every night) I love my bed I sleep with my doll
Sarah. My mom signg songs. I love my bed. 27 Please email all
questions to : [email protected]
Slide 28
Kris Damon Transitional Kindergarten Instructional Coach Long
Beach Unified School District
Slide 29
Each child has a card with their first name on one side. The
other side has their special word and their special number. After
most of the students have arrived and are seated on the rug,
Teacher shows each card for students to read the name, and then the
high-frequency word and number. That student stands for all to say
Good Morning, ____ and he or she responds with a smile, wave or
good morning. The student then places their card in the pocket
chart. 29 Please email all questions to :
[email protected]
Slide 30
30 Please email all questions to :
[email protected] Each day Teacher writes a message
to their students, using words and letters students can identify.
Teacher asks seated students to identify a letter or high frequency
word they can read and circle. If the letter or word is circled by
someone else, they need to identify another choice. Several
students come up to the message to read and circle the letter or
word they found while sitting on the rug. The amount of students
coming to the message depends on allotted time. Working with the
message can easily go too long, so be careful.
Slide 31
31 Please email all questions to :
[email protected] Teacher includes a question or
discussion topic in the message. Using cooperative grouping
strategies, students get up from the rug and gather in pairs or
small groups to answer or discuss.
Slide 32
32 Please email all questions to :
[email protected] Use a body movement pattern along
with the pattern on the date cards. Touch head, then shoulders,
while saying red, yellow. When reading or reciting Yesterday,
Today, Tomorrow stand up. Take one step back and move thumbs back
over shoulders when saying the word yesterday. Take one step
forward and point to ground when saying the word today. Take one
step forward and point ahead when saying the word tomorrow.
Slide 33
Add some movement when counting on the number line. For
example: To highlight tens; stand to count 1-9, and crouch at 10.
Continue crouching for 10-19, then stand at 20. Continue standing
while counting 20-29, and so on. Tally Mark Dance: Make tally marks
top to bottom with the slanted cross hatch as you count aloud.
Learn to count in American Sign Language. 33 Please email all
questions to : [email protected]
Slide 34
Some tasks ask students to listen to beginning sounds and
respond with a thumbs up or down or by holding up a letter card.
Modify to respond with movement. For example: When discriminating
between two beginning sounds, have two children hold the sound
cards in two separate areas of the rug. First, Teacher says the
word. Then, students repeat the word listening to and identifying
the beginning sound. Students then walk to the card that matches
the beginning sound. Half way through your list of words, switch
the children holding cards so they have a chance to move too.
34
Slide 35
Set a timer to avoid spending too much time in this activity.
It is easy to go too long. Establish a method of returning to your
text to finish the writing the next day if needed. After discussing
what will be written for the day, students get up from the rug to
rehearse the sentence. For that days sentence, jump as you say each
word, swish hips to each word, raise hands in air, stomp right,
stomp left, etc. Then as a group, count the words and sit back down
to begin to write. 35 Please email all questions to :
[email protected]
Slide 36
A variety of genres lend themselves to Readers Theater. Many
are available on Teachers Pay Teachers. Bring your Thinking Maps or
graphic organizers to life. Have children hold the boxes and arrows
printed on paper to make a flow map. The tallest child can be the
main idea of a tree map. Shorter children can be the supporting
ideas. Others can kneel or sit for the specific details. 36 Please
email all questions to : [email protected]
Slide 37
From jumping like frogs and practicing 0-5, to funny rhyming
songs that encourage movement, to kick boxing your ABCs songs and
chants can make learning foundational skills fun and lively! 37
Please email all questions to :
[email protected]
Slide 38
These ideas for incorporating movement come from TK Classrooms
in Long Beach Unified. They are intended to inspire your
self-reflection and to stimulate your own ideas for infusing
movement into academics. Well established behavior expectations and
classroom procedures are essential for success when incorporating
movement. Consequences for poor behavior that is related to
participation is usually very effective. One time of missing out on
the movement fun is usually enough to encourage consistently good
behavior. 38 Please email all questions to :
[email protected]