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Welcome to PreK ! Curriculum Night 2013-2014

Welcome to PreK ! Curriculum Night 2013-2014. Get to Know Me. My experience. My background. I grew up in Snellville, Georgia I attended Brookwood Elementary, Brookwood High School, and Georgia Southern University. I’ve been teaching at Beaver Ridge Elementary for 4 years.

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Welcome to PreK ! Curriculum Night 2013-2014

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  1. Welcometo PreK!Curriculum Night 2013-2014

  2. Get to Know Me My experience My background I grew up in Snellville, Georgia I attended Brookwood Elementary, Brookwood High School, and Georgia Southern University • I’ve been teaching at Beaver Ridge Elementary for 4 years. • I taught K-2 grade Interrelated Special Education and PreK Special Education.

  3. My Family • I grew up in a family of educators. My mother, all 4 of my grandparents, and numerous aunts and uncles were teachers. • I am the youngest of three children • My older sister is a Physical Therapist in Los Angeles • My Brother teaches English in China.

  4. Hobbies/Interests • Arts and Crafts • Reading • Running • Traveling when I can 

  5. Our Class

  6. Important People • Laura Jackson (Teacher) • Rachael Reid (Paraprofessional) • Kathy Due (Speech/Language Pathologist) • Nikki Pollack (Occupational Therapist) • Kathleen Smith (Physical Therapist)

  7. Classroom Schedule This is a typical day in our classroom. * Throughout the year, our class may develop new needs. We may adjust our schedule to meet these changing needs as the year continues.

  8. Arrival/Breakfast • During this time, we practice independent eating skills, making choices (do you want apple juice or Milk), and requesting help (open please). We eat breakfast each day in the cafeteria.

  9. Small Group • Small group time is used to address IEP goals and objectives and other preschool concepts. This includes activities such as matching objects, sorting objects, basic counting, and color identification

  10. Circle Time • In Circle time, we greet our classmates and sing songs to build vocabulary.

  11. Music and Movement • During music and movement time, we encourage students to get up, dance and move. We play basic games during this time like Hot Potato, Paper Plate Ice Skating, Act like_____ (Animals/Yoga), and using musical instruments to help the students move to the music.

  12. Story Time • During our story time, we read our story related to our thematic unit. Refer to our monthly newsletter see what our story is each month and to review our vocabulary list. We will complete simple activities during this time to interact with the story and reinforce the vocabulary we read.

  13. Playground/ Gross Motor • Outside time focuses on gross motor development, playing basic games with peers, and using the playground equipment appropriately. We encourage students to interact with one another and play cooperatively.

  14. Instructional Activity • Instructional activities include a variety of activities aimed at supporting our instructional unit. For example, in a winter unit, we may make snow, look for lost mittens, look through pictures to find different types of weather, or practice putting on and taking off winter clothing.

  15. Lunch • During this time, we practice independent eating skills, making choices (do you want apple juice or Milk), and requesting help (open please). We eat lunch daily in the cafeteria. We also encourage students to be respectful of the school by cleaning up their space after eating lunch.

  16. Afternoon Story • Each day, a student picks a book from our classroom library. We listen to the story as a class. Together we answer basic questions about the story and describe the things we see in the pictures

  17. Rest Time • The PreK Day can be fast-paced and overwhelming. Students relax/take a nap during rest time to help refocus on learning before center play.

  18. Work Job Boxes • Students each have a “Work Box” with a special activity just for them inside. These activities are available for the students to explore as we wake up. We will do activities such as coloring, stringing beads, sorting, matching, and cutting during this time. Our goal is for the students to complete these activities independently.

  19. Centers • Center time is the students’ opportunity to explore the preschool environment and creative play with their peers. This time is aimed towards students building creative thinking, using toys for their intended purpose, share with peers, and investigate objects in the classroom. Students will engage in things such as art activities, solving puzzles, building ramps and tracks for cars or trains, using magnets, and setting up farms or dollhouses.

  20. Snack • During this time, we practice independent eating skills, making choices (do you want apple juice or Milk), and requesting help (open please). We eat snack every day in the classroom.

  21. Recall/Dismissal • In our goodbye circle, we celebrate friends who had a good day at school. We also sing basic “goodbye songs”. At dismissal, we load onto the busses and head home 

  22. Georgia Early Learning and Developmental Standards http://www.gelds.decal.ga.gov/

  23. GELDS • The Georgia Early Learning and Development Standards (GELDS) are finalized and ready for implementation. The GELDS are the product of an alignment study and revision project that began in 2010. The project stemmed from the need for higher-quality standards for birth through age 5 and a better alignment with the Common Core Georgia Performance Standards (CCGPS) for K-12. The GELDS will take the place of the Georgia Early Learning Standards for birth through three and the Pre-K Content Standards. • The purpose of the GELDS is to outline what children should know and be able to do before kindergarten entry. These research-based standards should be used to guide teachers, parents, and all practitioners in the intentional integration of developmental knowledge with the skills and concepts children need to make progress in all learning areas.

  24. Read it Once AgainCurriculum

  25. Read it Once Again • Familiarity and repetition help to establish language development and cognitive learning in young children.  • Read It Once Again preschool curriculums use the story itself as the theme of the unit to promote early literacy. • Read It Once Again units are very effective for young children who have language processing disorders, developmental delays and forms of autism. Activities are provided that reinforce basic foundational concepts and are systematically offered in a variety of literacy-based lessons throughout every unit and in each domain • Read it Once Again: Preschool and Early Childhood Literacy Curriculum. Read it Once Again. 20 August, 2012. http://www.readitonceagain.com/

  26. Work Sampling Online(WSO)

  27. Communication • My email: laura_jackson@gwinnett.k12.ga.us • BRES phone number: (770) 447-6307 • Class web site: http://teacherweb.com/GA/BeaverRidgeES/LauraJackson/

  28. Questions?

  29. Let’s Have aGreat Year!

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