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Transitional Kindergarten : A New Step on the P-3 Continuum. Transitional Kindergarten Conference Tulare County Office of Education October 27, 2011. The Early Childhood Teacher as. Decision Maker.
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A New Step
Transitional Kindergarten Conference Tulare County Office of Education October 27, 2011
What is known about child
development and learning ---
What is known about the strengths, interests and needs of each individual child in the group ---
This knowledge allows teachers to adapt for and be responsive to inevitable individual variation
Knowledge of the social and cultural contexts in which children live
Culture and family
Early Childhood Educators Must Juggle
All Three Components
At the Same Time
The 2nd Grade California Standards Test (CST) English Language Arts scores raised concerns about the current Preschool through 2nd Grade continuum, particularly for English Learners.
Superintendent and Chief Academic Officer proposed new Transitional Kindergarten Program for the youngest kindergartners
Title I funds allocated to support initial program implementation and professional development
36 schools selected for initial Fall 2010 implementation with an additional 90 schools added for Fall 2011
On September 30, 2010 the Governor signed
SB 1381 (Simitian Bill)
establishing Transitional Kindergarten throughout California and changing Kindergarten entry age
Goal of Transitional Kindergarten:Provide the youngest kindergartners with a readiness year that is developmentally appropriate and will better prepare them for success once they enter traditional kindergarten.
Requires a “developmentally appropriate curriculum; aligned with K standards; taught by credentialed teachers.”
It is recommended that an appropriate, integrated experiential curriculum should be provided for children in preschool, kindergarten, and grades 1-3, inclusive.
Transitional Kindergarten is an important link in providing that appropriate enriched P-3 program.
Transition Kindergarten Families and Staff…
Building the Bridge
for Parent and Teachers
(Birth – 5)
Understanding the Connection
“The rate of children’s early language
growth and later language outcomes is
directly related to the verbal input that
children receive when communicating with adults and other children.”
California Preschool Learning Foundations, Volume I, CDE Press, 2008
1. Intentional message:
3. Vocabulary Imprinting:
4. Visual Cues/Gestures:
repeated as specific content vocabulary is introduced to imprint meaning
5. Anchor Books:
-Receptive and expressive language – pre/post
-Interactive Computer Software
-Literacy and Mathematics
-Language and Literacy
What the best and wisest parent wants for his own child, that must be what the community wants for all its children.