1 / 13

Relationships: A Kindergarten Literacy Unit Kate Wills, Carlinville Unit School District 1

Background. Present, 2010First year as a kindergarten teacher, Carlinville, IL21 Students2007-2010Instructional aide, kindergarten Carlinville, IL2005-2007 Pre-K teacher, Mason City, IL . Challenges. Differentiating instruction during literacy timesProviding meaningful and engaging literacy a

leif
Download Presentation

Relationships: A Kindergarten Literacy Unit Kate Wills, Carlinville Unit School District 1

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

    1. Relationships: A Kindergarten Literacy Unit Kate Wills, Carlinville Unit School District #1

    2. Background Present, 2010 First year as a kindergarten teacher, Carlinville, IL 21 Students 2007-2010 Instructional aide, kindergarten Carlinville, IL 2005-2007 Pre-K teacher, Mason City, IL

    3. Challenges Differentiating instruction during literacy times Providing meaningful and engaging literacy activities Connecting content, process, and product to prior knowledge Authentic assessment Will adding a student digital product as a summative assessment increase student engagement during the relationships unit? Will incorporating technology during literacy center time allow for greater connections between content and prior knowledge?

    4. What is Reading In Kindergarten? Cognitive process Involves decoding symbols for the purpose of comprehension Includes phonics, phonemic awareness, vocabulary, fluency, and comprehension, elements necessary for success in early literacy (Morrow, 2005) What do students learn? Letters and sounds Sight words Concepts about print and books Decoding To build on prior knowledge in order to make text-to-self, text-to-text, and text-to-world connections

    6. Reading Strategies

    7. Reading Strategies Defined

    8. Assessment: process of documentation used to measure knowledge, beliefs, attitudes, or skills Diagnostic: Process of assessing for the purpose of determining what students know about a given topic or skill We will complete a graphic organizer to connect Me to friends, family, and school family. We will discuss traits of friends and family members. Formative: Carried out throughout a unit or project and used to support student learning I will use ongoing observation throughout the unit to support student learning and use student products from activities to assess understanding of key social emotional and literacy concepts. Summative: Carried out at the end of a lesson or unit to evaluate knowledge gained as the result of that lesson or unit I will be taking photos of students demonstrating specific social emotional skills and the students will create a student digital product with voice over using Photo Story for Windows.

    9. Relationships Unit Overview

    10. Early Learning Standards www.isbe.net With High-Order Thinking Outcomes STATE GOAL 31: Develop an awareness of personal identity and positive self-concept. Learning Standard A--Develop a positive self-concept. BENCHMARKS 31.A.ECa Describe self by using several basic characteristics. 31.A.ECe Use appropriate communication skills when expressing needs, wants and feelings. (Me) Learning Outcome: Describe yourself including your likes, dislikes, wants, and feelings. STATE GOAL 32: Demonstrate a respect and a responsibility for self and others. Learning Standard A--Perform effectively as an individual. BENCHMARKS 32.A.ECa Begin to understand and follow rules. 32.A.ECc Show empathy and caring for others. Learning Standard B--Perform effectively as a member of a group. BENCHMARKS 32.B.ECc Respect the rights of self and others. 32.B.ECd Develop relationships with children and adults. (Friends) Learning Outcome: Discuss how showing care, empathy, and respect help you to make friends and help you to be a good friend. (School Family) Learning Outcome: Indicate how following rules and procedures and showing care, empathy, and respect for others contributes to the school family. STATE GOAL 18: Understand social systems, with an emphasis on the United States. Learning Standard A--Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions. BENCHMARKS 18.A.EC Recognize similarities and differences in people. Learning Standard B: Understand the roles and interactions of individuals and groups in society. BENCHMARKs 18.B.EC Understand that each of us belongs to a family and recognize that families vary. (Family) Learning Outcome: Describe your own family and discuss how families are the same and different.

    11. Time Frame and Overview

    12. General Outline of Activities (diagnostic assessment, pre-reading, during, summative assessment, post lessons)

    13. Summative Assessment This is an example of Photo Story for Windows. Students will use their own photos and talk about what they learned during the unit about friends, family, school family, and themselves. I will be using this particular digital storybook to introduce myself at the beginning of the year.

    14. References Literacy Development in the Early Years by Leslie Mandel Morrow

More Related