Intentional Teaching

1. Intentional Teaching Prior to the training, ask teachers to bring: A copy of their daily schedule Participant Handouts: Intentional Teaching Goal Sheet Intentional Teaching Goal Sheet Revised Basic Environment Checklist COT Language/Phonological Awareness/Letter Knowledge Trainer Handout: Key Predictors Grouping Cards Trainer Materials: Post It Chart Tablet Markers *Note: Trainer says text that is written in bold print. Prior to the training, ask teachers to bring: A copy of their daily schedule Participant Handouts: Intentional Teaching Goal Sheet Intentional Teaching Goal Sheet Revised Basic Environment Checklist COT Language/Phonological Awareness/Letter Knowledge Trainer Handout: Key Predictors Grouping Cards Trainer Materials: Post It Chart Tablet Markers *Note: Trainer says text that is written in bold print.

2. Read slide. Young children are able and motivated to learn. Many children will enter Kindergarten with the literacy foundation they need to succeed in school. Other children are at risk and will not enter Kindergarten with the literacy foundation they need to succeed. Who is at risk? Allow for responses. Read slide. Young children are able and motivated to learn. Many children will enter Kindergarten with the literacy foundation they need to succeed in school. Other children are at risk and will not enter Kindergarten with the literacy foundation they need to succeed. Who is at risk? Allow for responses.

3. Read slide. Does this describe any of the children in your classroom? In the Language section of the 2 day CIRCLE training, we discussed the research from the Hart and Risley study. Does anyone remember what this research showed? Allow for responses.Read slide. Does this describe any of the children in your classroom? In the Language section of the 2 day CIRCLE training, we discussed the research from the Hart and Risley study. Does anyone remember what this research showed? Allow for responses.

4. Show slide. The research showed that: Children�s vocabulary differs greatly across income groups. Key Points: In the professional group, children knew 1100 words. In the working class group, children knew 800 words. In the welfare group, children knew 500 words. There is a difference of 600 words between the higher SES children and the lower SES children.� There is an alarming vocabulary gap (600 words) between the children in the higher and lower income groups in the study. A multitude of other research shows similar gaps in all literacy area for children who are at risk. The sad thing is that children who start behind often stay behind. Show slide. The research showed that: Children�s vocabulary differs greatly across income groups. Key Points: In the professional group, children knew 1100 words. In the working class group, children knew 800 words. In the welfare group, children knew 500 words. There is a difference of 600 words between the higher SES children and the lower SES children.� There is an alarming vocabulary gap (600 words) between the children in the higher and lower income groups in the study. A multitude of other research shows similar gaps in all literacy area for children who are at risk. The sad thing is that children who start behind often stay behind.

5. Read slide. Key Points to support this. (if questioned) Research from multiple studies show the consequences of reading failure. Juel (1988) � Children who fall behind in 1st grade have a one in eight chance of ever catching up to grade level without extraordinary efforts. Torgesen (1998) - Children who get off to a poor start in reading rarely catch up. National Reading Panel (1998) � Children who read well in early grades are more successful in later years; those who fall behind often stay behind when it comes to academic achievement. Connecticut Commission on Children, Reading Fact Sheet � Some states predict future prison needs based upon 2ond grand reading levels. So what can we do? How can we close the gap for this group of at risk children? Allow for responses. Read slide. Key Points to support this. (if questioned) Research from multiple studies show the consequences of reading failure. Juel (1988) � Children who fall behind in 1st grade have a one in eight chance of ever catching up to grade level without extraordinary efforts. Torgesen (1998) - Children who get off to a poor start in reading rarely catch up. National Reading Panel (1998) � Children who read well in early grades are more successful in later years; those who fall behind often stay behind when it comes to academic achievement. Connecticut Commission on Children, Reading Fact Sheet � Some states predict future prison needs based upon 2ond grand reading levels. So what can we do? How can we close the gap for this group of at risk children? Allow for responses.

6. Read slide. In order to ensure that children in your classroom leave their preschool year with the foundation they need to succeed in kindergarten, you must make every minute count. Read slide. In order to ensure that children in your classroom leave their preschool year with the foundation they need to succeed in kindergarten, you must make every minute count.

7. Read slide. To make every minute count, we must be very intentional in our teaching. Research shows that good teachers are intentional in their planning and implementation of lessons and activities and reflect on their instruction in order to make changes. Read slide. To make every minute count, we must be very intentional in our teaching. Research shows that good teachers are intentional in their planning and implementation of lessons and activities and reflect on their instruction in order to make changes.

8. Intentional teaching does not happen by chance. It is purposeful, planful, and playful. Intentional teachers use their knowledge, judgment, and expertise to organize learning experiences for children. University of Texas-Houston Read slide. Read slide.

9. Intentional teaching is the opposite of teaching by rote, or continuing with traditions simply because things have always been done this way. Early Years Learning Framework, 2009 University of Texas-Houston Read slide. Are there things that you do in your classroom because you have always done them that way? We must examine our instruction and make sure everything has a purpose. Read slide. Are there things that you do in your classroom because you have always done them that way? We must examine our instruction and make sure everything has a purpose.

10. Intentional teachers apply best practice principles by: Structuring the physical learning environment Scheduling the day Planning the instruction University of Texas-Houston Read slide. What tool do you have to help evaluate your classroom environment? Allow for responses. Read slide. What tool do you have to help evaluate your classroom environment? Allow for responses.

11. Creating a learning environment that is rich in materials and interactions � with opportunities for children to practice choosing, thinking, negotiating, problem solving and taking risks University of Texas-Houston Show slide. Yes, the Basic Environment Checklist. This is the checklist we used last year. This year the checklist has been revised. There are a few changes. Give participants a copy of the Basic Environment Checklist for 2011 � 2012. Now, you will have a few minutes to reflect on your classroom environment. Show slide. Yes, the Basic Environment Checklist. This is the checklist we used last year. This year the checklist has been revised. There are a few changes. Give participants a copy of the Basic Environment Checklist for 2011 � 2012. Now, you will have a few minutes to reflect on your classroom environment.

12. Look over the revised Basic Environment Checklist Find areas that have been revised Think about your classroom > Which areas have a rating of 3 > Which areas need work You have 10 minutes to complete this activity University of Texas-Houston Read slide. Allow participants 10 minutes to rate and reflect on their classroom environment. What differences did you see on the revised checklist? Allow participants to respond. Key Points: Items are arranged in a different order - each page has a heading >Center/Independent Workstation Areas & Description >Literacy Areas & Descriptions >Meaning Print Areas & Descriptions >Instructional Planning & Delivery Areas & Description Missing Areas: >Daily News is no longer an item on the checklist. This print would be counted under the Authentic Print area as well as the Shared or Interactive Writing area. >The Portfolio section has been replaced with Assessment Techniques. Portfolios are included in this area. New Areas: >Child-Friendly Center Materials >Book Availability >Shared or Interactive Writing >Alphabet/PA Activities >Thematic Connections Some areas are labeled differently: >Center Materials instead of Classroom Labels >Authentic Print instead of Meaningful Print >Read Alouds instead of Read Aloud chart Now let�s think about our daily schedule. Read slide. Allow participants 10 minutes to rate and reflect on their classroom environment. What differences did you see on the revised checklist? Allow participants to respond. Key Points: Items are arranged in a different order - each page has a heading >Center/Independent Workstation Areas & Description >Literacy Areas & Descriptions >Meaning Print Areas & Descriptions >Instructional Planning & Delivery Areas & Description Missing Areas: >Daily News is no longer an item on the checklist. This print would be counted under the Authentic Print area as well as the Shared or Interactive Writing area. >The Portfolio section has been replaced with Assessment Techniques. Portfolios are included in this area. New Areas: >Child-Friendly Center Materials >Book Availability >Shared or Interactive Writing >Alphabet/PA Activities >Thematic Connections Some areas are labeled differently: >Center Materials instead of Classroom Labels >Authentic Print instead of Meaningful Print >Read Alouds instead of Read Aloud chart Now let�s think about our daily schedule.

13. The goal of a daily schedule is to offer children a rich and varied mix of learning opportunities within a supportive framework of routine. Intentional teachers have a well planned schedule that makes time for both large and small group learning, individual play in learning centers, and one-on-one teacher child literacy experiences. University of Texas-Houston Read slide. Read slide.

14. Read slide. Take out your daily schedule. Now we will take a few minutes to reflect on our daily schedule. Read slide. Take out your daily schedule. Now we will take a few minutes to reflect on our daily schedule.

15. Read slide. **After you discuss the instructions for this activity, go back to the previous slide so participant pairs can refer to it while examining their schedules. Allow about 10 minutes for this activity. Talk as a whole group about what they found. Are all the minutes of the day purposeful and planned? How can you adjust the schedule to make minutes more meaningful. Allow for responses. Give participants the Intentional Teaching Goal Sheet handout. Write one goal on your goal sheet for daily schedule.Read slide. **After you discuss the instructions for this activity, go back to the previous slide so participant pairs can refer to it while examining their schedules. Allow about 10 minutes for this activity. Talk as a whole group about what they found. Are all the minutes of the day purposeful and planned? How can you adjust the schedule to make minutes more meaningful. Allow for responses. Give participants the Intentional Teaching Goal Sheet handout. Write one goal on your goal sheet for daily schedule.

16. Read slide. Read slide.

17. Show slide. An effective early childhood program combines both teacher directed and child directed activities. What are the benefits of these groupings for teachers and for children? Allow for responses. Show slide. An effective early childhood program combines both teacher directed and child directed activities. What are the benefits of these groupings for teachers and for children? Allow for responses.

18. Read slide. Children need to be exposed to new concepts multiple times and across a variety of contexts in order to solidify their understanding. Using a variety of groupings provides an opportunity for this to happen. Using the gradual release model also ensures that children have opportunities to understand new concepts. We discussed this in the Best Practice section of the 2 day CIRCLE training. Who remembers what this is? Allow for responses.Read slide. Children need to be exposed to new concepts multiple times and across a variety of contexts in order to solidify their understanding. Using a variety of groupings provides an opportunity for this to happen. Using the gradual release model also ensures that children have opportunities to understand new concepts. We discussed this in the Best Practice section of the 2 day CIRCLE training. Who remembers what this is? Allow for responses.

19. Read slide. Key Points: In this design, a teacher models, demonstrates, and �thinks aloud� so children understand the thoughts behind what the teacher is doing. Then, children are provided opportunities to practice the skill or concept, with the teacher beside them to guide their practice, scaffolding or supporting the children�s learning so they are successful. The teacher provides many opportunities for practicing concept, moving the concept from something the child can do slowly, to something the child can do quickly and easily. Thoughtful planning is required for children to have multiple opportunities needed for this transition from something being hard to something being very easy for a child to accomplish without assistance. Have you used this model in your teaching? Is it helpful? Allow for responses. If we want children to be independent in centers, we need to make sure they have had an opportunity to learn the task and can do it independently. We can�t expect children to work independently if we have not taught them what to do. We have had some discussion about how to teach young children. Now let�s talk about what to teach them. Read slide. Key Points: In this design, a teacher models, demonstrates, and �thinks aloud� so children understand the thoughts behind what the teacher is doing. Then, children are provided opportunities to practice the skill or concept, with the teacher beside them to guide their practice, scaffolding or supporting the children�s learning so they are successful. The teacher provides many opportunities for practicing concept, moving the concept from something the child can do slowly, to something the child can do quickly and easily. Thoughtful planning is required for children to have multiple opportunities needed for this transition from something being hard to something being very easy for a child to accomplish without assistance. Have you used this model in your teaching? Is it helpful? Allow for responses. If we want children to be independent in centers, we need to make sure they have had an opportunity to learn the task and can do it independently. We can�t expect children to work independently if we have not taught them what to do. We have had some discussion about how to teach young children. Now let�s talk about what to teach them.

20. Read slide. How do we know children�s current level of understanding? (observation/assessment) We discussed the teaching cycle last year in the Best Practice section of the 2 day CIRCLE Training and also in one of our eCIRCLE sessions. Who remembers what the cycle includes? Allow for responses. Read slide. How do we know children�s current level of understanding? (observation/assessment) We discussed the teaching cycle last year in the Best Practice section of the 2 day CIRCLE Training and also in one of our eCIRCLE sessions. Who remembers what the cycle includes? Allow for responses.

21. Read slide. Key Points: First we start with assessment where we collect information about what children know or what children can do. Once we have completed a formal or informal assessment, we can then begin to (point to evaluation) analyze the assessment results to determine the next step in the teaching process. Once we determine what the next step will be, it is then time to plan (point to planning) which approach to use and what resources we have or will need. It is then time to (point to teaching) teach, re-teach or guide their understanding through practice and feedback. After the concept or skill has been taught you will start the whole process all over again with collecting information. We know what the children know from assessment. How do we know what to teach? Allow for responses. We know what children need to succeed in kindergarten from research. One important report was done by the National Early Literacy Panel. The panel looked at the scientific research available on the development of early literacy skills. Through an extensive review of the research literature, the panel identified key predictors of later literacy achievement. Read slide. Key Points: First we start with assessment where we collect information about what children know or what children can do. Once we have completed a formal or informal assessment, we can then begin to (point to evaluation) analyze the assessment results to determine the next step in the teaching process. Once we determine what the next step will be, it is then time to plan (point to planning) which approach to use and what resources we have or will need. It is then time to (point to teaching) teach, re-teach or guide their understanding through practice and feedback. After the concept or skill has been taught you will start the whole process all over again with collecting information. We know what the children know from assessment. How do we know what to teach? Allow for responses. We know what children need to succeed in kindergarten from research. One important report was done by the National Early Literacy Panel. The panel looked at the scientific research available on the development of early literacy skills. Through an extensive review of the research literature, the panel identified key predictors of later literacy achievement.

22. Show slide. The three key predictors are oral language, phonological awareness, and alphabet/print knowledge. We have a tool that helps us evaluate our instruction in these and other areas. What tool is it? Allow for responses. Show slide. The three key predictors are oral language, phonological awareness, and alphabet/print knowledge. We have a tool that helps us evaluate our instruction in these and other areas. What tool is it? Allow for responses.

23. The Classroom Observation Tool or COT. This tool lists core concepts and strategies that support these concepts. Another tool that can assist you in deciding what and how to teach concepts is the Revised Texas Prekindergarten Guidelines. Hold up a copy. You should have received a copy of this last year from CLI. If not, you can download a copy from the TEA website. (The link is listed on the letter from Robert Scott on the first page.) In your eCIRCLE classes last year, you covered these 3 literacy areas. You should have learned why these areas are important and strategies for teaching important concepts to children. Now we will do an activity that will give you an opportunity to chart some of the things you learned. Place cards on each table. Number of cards will depend on number of participants. Divide the participants into 3 groups by following the directions below. Tell participants to Choose a card from their table Stand up and without talking Walk around doing the action listed on their card Find the other members of their group For 3 groups, use 3 action cards. If you have a large number of participants, you may divide participants into 4 � 5 groups. In this case, more than one group will chart the same area. Extra cards are included in case you need to divide participants into more groups. The Classroom Observation Tool or COT. This tool lists core concepts and strategies that support these concepts. Another tool that can assist you in deciding what and how to teach concepts is the Revised Texas Prekindergarten Guidelines. Hold up a copy. You should have received a copy of this last year from CLI. If not, you can download a copy from the TEA website. (The link is listed on the letter from Robert Scott on the first page.) In your eCIRCLE classes last year, you covered these 3 literacy areas. You should have learned why these areas are important and strategies for teaching important concepts to children. Now we will do an activity that will give you an opportunity to chart some of the things you learned. Place cards on each table. Number of cards will depend on number of participants. Divide the participants into 3 groups by following the directions below. Tell participants to Choose a card from their table Stand up and without talking Walk around doing the action listed on their card Find the other members of their group For 3 groups, use 3 action cards. If you have a large number of participants, you may divide participants into 4 � 5 groups. In this case, more than one group will chart the same area. Extra cards are included in case you need to divide participants into more groups.

24. Divide into groups as directed. Chart the important concepts and instructional strategies in your assigned area: > Language development > Phonological Awareness > Alphabet Knowledge Be prepared to share as your key predictor is addressed in the training. University of Texas-Houston Read slide. Check to see if groups are divided equally. Give each group a large post it chart paper. Allow about 10 minutes for this activity. You will not have all groups share their charts at this time � just the oral language group. The rest of the groups will share when their area is discussed in the training. The first key predictor is oral language. Will someone from that group tell us what you charted? Allow someone from the group to respond. Great, you did a good job summarizing the important areas in oral language. Give the group a cheer if there is time. Read slide. Check to see if groups are divided equally. Give each group a large post it chart paper. Allow about 10 minutes for this activity. You will not have all groups share their charts at this time � just the oral language group. The rest of the groups will share when their area is discussed in the training. The first key predictor is oral language. Will someone from that group tell us what you charted? Allow someone from the group to respond. Great, you did a good job summarizing the important areas in oral language. Give the group a cheer if there is time.

25. Ways to Support Language Development using language building strategies (label, describe, explain, compare, and link). questioning that builds higher-level thinking skills scaffolding to help a child to successfully complete a task having conversations that introduce new vocabulary and extend and enrich children�s language throughout the day Review any bullets not addressed by the group. Now you will have an opportunity to reflect on strategies you used in your classroom to increase children�s oral language. Review any bullets not addressed by the group. Now you will have an opportunity to reflect on strategies you used in your classroom to increase children�s oral language.

26. Look at the Oral Language section of the COT. Reflect on your teaching. What areas did you include in your instruction last year? What areas need improvement? Write 1 goal on your goal sheet. You have 10 minutes to complete this activity. University of Texas-Houston Read slide. Allow 10 minutes for this activity. Does anyone want to share their goal with us? Allow 2-3 participants to respond. Now we will discuss phonological awareness. Will someone from that group share your chart with us? Allow someone from the group to respond. Wow, your group knows a lot about phonological awareness! Give the group a cheer if time permits. Who remembers the definition of phonological awareness? Read slide. Allow 10 minutes for this activity. Does anyone want to share their goal with us? Allow 2-3 participants to respond. Now we will discuss phonological awareness. Will someone from that group share your chart with us? Allow someone from the group to respond. Wow, your group knows a lot about phonological awareness! Give the group a cheer if time permits. Who remembers the definition of phonological awareness?

27. The ability to detect the sounds in language without thinking about the meaning of what is said. In the early stages, this means being able to detect larger phonological units such as words and syllables. In the later stages, this is being able to manipulate phonemes, or the smallest meaningful units of sound. Phonological Awareness Show and read slide. Show and read slide.

28. Show slide. Talk with a partner about which areas of the continuum you taught last year. Which areas were easy to teach? Which areas are difficult to teach? Allow 5 minutes for pairs to discuss. Which areas were more difficult to teach? Allow for responses. Show slide. Talk with a partner about which areas of the continuum you taught last year. Which areas were easy to teach? Which areas are difficult to teach? Allow 5 minutes for pairs to discuss. Which areas were more difficult to teach? Allow for responses.

29. Look at the Phonological Awareness section of the COT. Reflect on your teaching. What areas did you include in your instruction last year? What areas need improvement? Write 1 goal on your goal sheet. You have 5 minutes to complete this activity. University of Texas-Houston Read slide. Does anyone want to share their goal with us? Allow 2-3 participants to share. Now we will discuss letter knowledge. Will someone from that group share your chart with us? Allow someone from the group to share. You sound like experts in letter knowledge! Give the group a cheer if time allows. Read slide. Does anyone want to share their goal with us? Allow 2-3 participants to share. Now we will discuss letter knowledge. Will someone from that group share your chart with us? Allow someone from the group to share. You sound like experts in letter knowledge! Give the group a cheer if time allows.

30. Through early experiences with letters, children learn that: a letter has features that distinguish it from every other letter. letters have names. letters have sounds. directional movements are required to make letters. letters come in a certain order in the alphabet. there are a limited number of letters. Show slide. Discuss any points the group did not cover. Show slide. Discuss any points the group did not cover.

31. You also shared some ways to use the letter wall for intentional teaching of letter and print awareness. Talk at your table about how you used the letter wall in your classroom last year. You also shared some ways to use the letter wall for intentional teaching of letter and print awareness. Talk at your table about how you used the letter wall in your classroom last year.

32. Look at the Letter Knowledge section of the COT. Reflect on your teaching. What areas did you include in your instruction last year? What areas need improvement? Write 1 goal on your goal sheet. You have 5 minutes to complete this activity. University of Texas-Houston Read slide. Give participants 5 minutes to complete this activity. Who wants to share a LK goal with us? Allow 2-3 participants to respond. In the training today, we have talked about how to be more intentional in your teaching by: Structuring the physical learning environment Scheduling the day Planning for intentional instruction How do we bring all of this together? Allow for responses. Yes, with our lesson plan. Read slide. Give participants 5 minutes to complete this activity. Who wants to share a LK goal with us? Allow 2-3 participants to respond. In the training today, we have talked about how to be more intentional in your teaching by: Structuring the physical learning environment Scheduling the day Planning for intentional instruction How do we bring all of this together? Allow for responses. Yes, with our lesson plan.

33. Take a Closer Look 33 This week, take some time to take a closer look at your lesson plan. This week, take some time to take a closer look at your lesson plan.

34. What Goes in a Lesson Plan? Are all the lesson plan components included? Are the lessons and activities purposeful, planful, and playful? As you reflect on your lesson plan, think of a goal and write it on your Intentional Teaching Goal Sheet. Make a copy of the goal sheet and share it with your mentor at the next eCIRCLE class along with a copy of your lesson plan. Are all the lesson plan components included? Are the lessons and activities purposeful, planful, and playful? As you reflect on your lesson plan, think of a goal and write it on your Intentional Teaching Goal Sheet. Make a copy of the goal sheet and share it with your mentor at the next eCIRCLE class along with a copy of your lesson plan.