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Copy of The Journey to School Readiness

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by

Brian Stephen

on 10 April 2014

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Transcript of Copy of The Journey to School Readiness

KINGSPORT
CITY
SCHOOLS

Student Focused...World Class
Rhyming Songs
Finger Plays
Poetry
Nursery Rhymes
Chants
Stories
The foundation of Kingsport’s literacy program is built on oral language and explicit instruction using narrative and informational text. This presentation will allow participants to learn about implementation strategies for integrating the “big ideas” in Pre-K (i.e. oral language and fine-motor development). Specific guidance for implementing small group guided-reading, modeled-writing, draft book writing, and using data to support instructional modifications will be addressed in this presentation.
The Journey to School Readiness
Oral
Language

Fine Motor
Assessment
[How We Know]
Vocabulary
Guided
Reading Groups
Teacher Observation
ERA
EWA
Anecdotal Notes
Monitoring Notes (draft books)
Writing Expectations
Ways to play / explore with language
Teachers should...
Narrative books should...
Information books should...
Convey real world information
Contain Tier 2 & 3 vocabulary
Provide explicit instruction
Find textual clues
Explain word's meaning(s)
Offer multiple encounters
Engage the word
Respond to student vocabulary
Collaboration
(PLC's)
Book Flix
Gaggle
Tumble Books
Brain Pop Jr.
Star Fall
Making Learning Fun
PBS Learning Media
Digital Resources
Playing
with
Language
Read-Aloud
Draft
Books
Modeled
Writing
Data
Conferences
Teachers
should...
http://www.k12k.com
http://kingsport.schoolfusion.us/modules/cms/pages.phtml?pageid=239869&sessionid=a837380b51c837d8eb587bb85b0969f0&sessionid=a837380b51c837d8eb587bb85b0969f0
Click here to download:
Literacy
Triangle

Modeled Writing
Learner Supports
Draft Books
Guided Reading
Creating
Meaning
Quality
of Work
Evidence
of Learning
High Quality
Fine Motor
Centers
TNELDS
Narrative Elements (KLP), Informational Texts, Assorted Read-Alouds, Topics/Themes
Student's Interest
Formative and Summative Assessments
Set expectations for students and follow through
Expectations that are set are met
correct, Support, Re-direct
Are students producing work that reflects their learning?
Make Connections to meaningful learning to prove evidence of learning
Teacher observation
Process and/or Product
How do you know?
Magnet Pages
Wikki Sticks
Scissors
Sensory Tubs
Dry Erase Crayons
Lacing Cards
Puzzles
Play-Doh
Nuts and Bolts
Tweezers
Story Card
Prompting
Thinking Aloud
Hand Over Hand
Writing Mechanics/Support Devices

Scaffolding students for Re-telling Model (I Do, We Do, You Do),
Practice using flannel board with props in reading center
Story Stick
Stick Puppets
Sequencing Picture Cards
Be high quality picture books
Contain rich language
Experience at least 4 times
Focus on "attention to detail" to support student's retelling and remembering the story over time.
Retelling (story reconstruction) influences story-related comprehension, expressive vocabulary, non-story related receptive language, and early literacy)
Details related to: ME, additional characters, setting, significant event, speech/thought bubbles, day/night
Pencil grip on the pencil/crayon (using accessories to assist in developing a pincher grip - hex nuts with rubber bands, triangular)
Hand over hand
Planning/Checklist/Story card
Using new Language/Vocabulary - story, descriptive, academic (i.e. narrative elements)
Comprehension (retell, narrative/personal stories)
Scaffolding support/prompts, differentiation, individualize
Experimenting with informational entries (ELA shift)
Model planning/checklist/story card
Model new language and vocabulary - story, descriptive, academic (i.e. narrative elements)
Comprehension (model retelling, personal/narrative stories, How do you know?)
Model revisiting and revising
Model experimenting with informational entries (ELA shift)
Model personal best/accountability
Using skills learned from read-a-louds, modeled writing, draft books
Comprehension (retell, favorite part, How do you know?)
Using new language/vocabulary - story and descriptive
Differentiation, scaffolding support/prompts
Informational text
Accountability

Additional Resources
Full transcript