Collaborating with Preschool Teachers to Create Language/Literacy Rich Classrooms Lesley Becker Sandra Combs Nancy Creaghead Micah Hines Amy Hobek Contexts for our Services Poverty Preparation for school RTI Need for teacher education in language and literacy
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Collaborating with Preschool Teachers to Create Language/Literacy Rich Classrooms
“You can only become truly accomplished at something you love. Don't make money your goal. Instead, pursue the things you love doing, and then do them so well that people can't take their eyes off you.”
1. General Rules for Collaboration + Contextualized Language/Literacy Instruction--Lesley
2. Lesson Planning--Sandra
3. Writing Workshop--Amy
STEP 1: Identify your teachers
STEP 2: Identify your goals
STEP 3: Allot time
A Contextualized Phonological Awareness Collaboration Program
Here are the answers to common teacher questions about incorporating language and literacy throughout the curriculum
AugustBack to School
September All About me
OctoberFrom Farm to Market
NovemberCooking with Native Americans
DecemberCustoms around the World
MarchHealth Hearts/Healthy Minds
April Under the Rainbow
MayFrom Caterpillar to Butterfly
What can we do in morning meeting besides read, and retell?
Jacket I Wear in the Snow
Select 1 child to be the main character from book.
Have all clothing items from story in a bag.
Have child selected act out story ( put on clothing in order mentioned in story ).Activity 2
Have outline of child on poster board.
Have all clothing items from story blown up to fit poster.
Each child selects an article of clothing. As read story children come and place on poster board in sequence.
Guess How Much I Love You
Have bunny ears and give children opportunity to act out story (Mailbox)
The Three Billy Goats Gruff
Guess How Much I Love You
The Biggest Best Snowman
Three Billy Goats Gruff
The Biggest Best Snowman and The Jacket I Wear in the Snow
(reference??—Lesley did I steal this from you?)
(we are not talking about being able to physically write letters, we are talking about being able to articulate a story in writing, etc)
(Emergent Writing levels adapted from Au, Mason and Scheu, 1995; Ferreiro &Teberosky, 1982; Sulzby, 1990)
-Adapted from Kaderavek, J. e-seminar
“It is adults who have separated writing from art, song and play; it is adults who have turned writing into an exercise on lined paper, into a matter of rules, lessons and cautious behavior. Children view writing quite differently. For them, it is exploration with marker and pen.”
-Lucy Calkins, The Art of Teaching Writing
Head Start Standards: Writing
(Head Start Child Outcomes Framework 2000)
(Lucy Calkins, The Art of Teaching Writing)
I really feel it’s up to you on how you want to change how you think about preschool writing and how that looks to you in your classroom, if you think you need to change at all.
Try to remember our long term goals, creative writing, telling a story, being able to express oneself through words. Make it functional and meaningful to the children. Let them have the opportunity to LOVE writing.
“We care about writing when we write with, for, and about the people who matter to us, and when we write about or ‘off of’ the issues and experiences that matter to us.” –L.C.
“What is necessary is that we have memories of a time when we loved writing and that we draw on those memories when we teach writing.” –L.C.
(special excerpts of writing from Amy’s children shared here!)