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Copy of The Journey to School Readiness
Transcript of Copy of The Journey to School Readiness
Student Focused...World Class
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
[How We Know]
Monitoring Notes (draft books)
Ways to play / explore with language
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
Brain Pop Jr.
Making Learning Fun
PBS Learning Media
Click here to download:
Narrative Elements (KLP), Informational Texts, Assorted Read-Alouds, Topics/Themes
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
Process and/or Product
How do you know?
Dry Erase Crayons
Nuts and Bolts
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
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
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