Pre-K CLC Session 3Tiffany GiannicchiTessa levitt http://prekfocus.wikispaces.com
Readers Pursue Their Interest in Books and Other Text http://prekfocus.wikispaces.com
Ticket In… For a Prize… Pre-K MATH instructional time should focus on TWO critical areas. What are they?
Today’s Agenda AM • Growing Readers Book Study Ch. 7 (Jigsaw) • Pre-K Foundation for the Common Core • CCSS Literacy Shift 6 Academic Vocabulary • Reading and choosing readers with purpose • Read Aloud in the preschool classroom PM Math Make and Take (aligned to Common Core)
TODAY’S GOALS / STANDARDS • Increase general knowledge of CCLS in ELA and Math • Learn about format and resources for CCLS • Through collaboration with colleagues learn ways to meet some of the CCLS in your practice • Teaching Standard 2 – Knowledge of Content and Instructional Planning • Teaching Standard 6 – Professional Responsibilities and Collaboration
Balancing Informational and Literary Text Building Knowledge in the Disciplines Staircase of Complexity Text-based Answers Writing from Sources Academic Vocabulary Focus Coherence Fluency Deep Understanding Applications Dual Intensity ELA/Literacy & Math Shifts
Growing Readers –Ch. 7 Burrito Summary All- Getting Ready 189-196 Background Theory Reading Cycle 1 Reading Cycle 2
Non Fiction • Using non fiction texts to learn about something • Using nonfiction texts to develop ideas Pg. 206-207
The Power of Planning Developing Effective Read- Alouds by Meagan K. Shedd and Nell K. Duke Post-it Priorities Activity
You try it… • Planning and preparing • Determine your objective • Research your topic • Select your text • Read the book • Plan your questions and think alouds • Plan your talking points and explanations • Plan how you might make connections to the topic throughout the day.
Mentor Texts to Balance Literary and Informational Texts Narrative Informational • Miss Spider’s Tea by David Kirk • Owl Moon by Jane Yolen • Stellaluna by Janell Cannon • Tacky the Penguin by Helen Lester • Spiders by Gail Gibbons • Hawks, Owls and other birds of Prey by Denise Fourie • Bats! By Laurence Pringle • Penguins! By Seymour Simon
Language • Print some upper and lowercase letters (ie. their name) PreK student –sign in each morning • Understand and use question words • Capitalize the first letter in their name • Knowing multiple meaning words (duck) • Sort common objects into categories (food, shapes) • Shades of meanings (walk, strut, march prance)
Speaking • Engage in conversations • Confirm understanding of a text and request clarification • Provide details through drawings, visuals and description • Emergent ability to express thoughts, feelings and ideas
CCSS and Shift 6 • Watch Video • Video Viewing Guide • Discuss • What does this look like in a Pre-school classroom? • Share Out
MATH • Essential Questions • How are the Math Standards Organized? • What are the “Six Shifts in Math”? • What should my focus be with ___ age range? • How will Math look different according to CCLS?
MAJOR SHIFTS WITHIN MATHEMATICS CCSS Focus • Fewer big ideas --- learn more • Learning of concepts is emphasized Coherence • Articulated progressions of topics and performances that are developmental and connected to other progressions Application • Being able to apply concepts and skills to new situations
Pre-K Math • Counting and Cardinality (PK.CC) • Operations and Algebraic Thinking (PK.OA) • Measurement and Data (PK.MD) • Geometry (PK.G)
Critical Areas 1. Developing an understanding of whole numbers using concrete materials. 2. Describing shapes in their environment.
MATH ACTIVITY • With your table create a math lesson using one of the standards. • How will you assess student understanding? • What key vocabulary jumped out at you as you were planning the lesson? • Share with whole group
“Shaping your Reflection” New Learning? “Aha” moment? Questions circling in your mind? What next steps will you take?
Conclusion Vocabulary Vocabulary Vocabulary Vocabulary
Common Core Resources • www.nysed.gov • www.engageny.org • Shedd, M.K., & N.K. Duke. 2008. The Power of Planning Developing Effective Read-Alouds. Beyond the Journal: Young Children • Taberski, Sharon. 2001. Fact and fiction read aloud • Lane, H. Wright, T. (2007). Maximizing the effectiveness of reading aloud. The Reading Teacher, 60, 668-675
Other Resources • http://www.eduplace.com/graphicorganizer/ • www.readingrockets.org • http://www.scholastic.com/teachers/ • http://kids.nationalgeographic.com/kids/ • www.readworks.org • http://www.kidzone.ws/science/index.htm • http://pbskids.org