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Session 3

Session 3. Starting the Day. Parts of the Preschool Day. When do you currently support these areas of language and emergent literacy during your preschool day?. Rhyme Phonological Awareness Print Knowledge Alphabetic Principle Handwriting Narrative Vocabulary Content Knowledge.

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Session 3

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  1. Session 3 Starting the Day EngageNY.org

  2. Parts of the Preschool Day EngageNY.org

  3. When do you currently support these areas of language and emergent literacy during your preschool day? • Rhyme • Phonological Awareness • Print Knowledge • Alphabetic Principle • Handwriting • Narrative • Vocabulary • Content Knowledge EngageNY.org

  4. Parts of the CKLA-Preschool Day Starting the Day Small Groups Listening and Learning EngageNY.org

  5. Language and Literacy in CKLA-Preschool Listening and Learning Starting the Day Small Groups Environmental Noises Rhyme Phonological Awareness Phonemic Awareness Print Knowledge Alphabetic Principle Handwriting Narrative • Rhyme • Phonological Awareness • Phonemic Awareness • Print Knowledge • Vocabulary • Content Knowledge • Narrative • Print Knowledge EngageNY.org

  6. DAP 154 CKLA-Preschool Day At a Glance p. 45 EngageNY.org

  7. Video Clip: Starting the Day EngageNY.org

  8. Starting the Day p. 47 EngageNY.org

  9. Classroom Routines • Taking Attendance • Learning Center Labels • Center Sign-in • Daily Schedule • Classroom Jobs • Learning Center Materials Labels • Writing Name to Indicate a Choice p. 47 EngageNY.org

  10. DAP 169 Taking Attendance End of Year Beginning of Year EngageNY.org

  11. DAP 160 Scope and Sequence of Taking Attendance Recognize name paired with picture Recognize name without picture Copy name Write name independently Identify letters in name January May September EngageNY.org

  12. DAP 156 Language Stimulation and Support Malik: [Arrives in the classroom and gets a marker to sign into school] Teacher: Malik, what letters are in your name? Malik: Don’t know. EngageNY.org

  13. Language Stimulation and Support: Comments Teacher: You chose a red marker to write your name. You are writing the capital letter ‘M.’ Now, you are writing the lowercase letter ‘a.’ Malik: Then I’m going to write the stick letter. Teacher: You are writing the letter ‘l’. You are making it nice and tall and straight. Malik: I remember the name of the letter with the dot! Letter ‘i’. EngageNY.org

  14. Language Stimulation and Support: Comments Lottie: [Arrives in the classroom and looks for her Name Card. She has trouble finding it and looks lost.] Teacher: […] Lottie: […] EngageNY.org

  15. DAP 168 Nursery Rhymes • Emergent Literacy Skills Areas: • Rhyme • Phonological Awareness • Phonemic Awareness • Print Awareness • Skills first practiced in Small Group, then in whole-group setting during Nursery Rhymes p. 47 EngageNY.org

  16. Which Nursery Rhymes? All About Me Animals Plants EngageNY.org

  17. The Echo Technique All About Me EngageNY.org

  18. Language Stimulation and Support: Expansion Mikey: “Knees, toes.” Teacher: “That’s right” Mikey: [goes to wash hands] EngageNY.org

  19. Language Stimulation and Support: Expansion Mikey : “Knees, toes.” Teacher: “That’s right. We just sang ‘Head and shoulders, knees and toes’.” Mikey : [starts singing again]“Head and shoulders, knees and toes, knees and toes.” EngageNY.org

  20. Language Stimulation and Support: Expansion Plus Mikey: “Knees, toes.” Teacher: “That’s right. We just sang ‘Head and shoulders, knees and toes.’ Those are all parts of our body.” Mikey: “And eyes and ears and mouth and nose are parts of our body, too.” EngageNY.org

  21. Language Stimulation and Support: Expansion OR Expansion Plus Jamir: Nose, toes, bose. Teacher: […] Jamir: […] EngageNY.org

  22. DAP 160 Discussing Objectives What do the activities/materials do? What might you do? p. 43 • Core Content Objective: • Point to and name the following body parts: ankle, arm, back, body, chest, cheek, chin, ear, elbow, eye, eyebrow, eyelash, face, finger, foot, forehead, hair, hand, heel, hip, knee, leg, lips, mouth, nail, neck, nose, shoulder, teeth, toe, tongue, waist, wrist • Language Arts Objective: • Memorize and recite with others the nursery rhyme “Head and Shoulders, Knees and Toes” (RF.P.2a) EngageNY.org

  23. How might my schedule support CKLA? EngageNY.org 24

  24. DAP 154 Transition Cards EngageNY.org

  25. Transition Cards: Five Senses EngageNY.org

  26. Transition Cards : Five Senses EngageNY.org

  27. Transition Cards : Five Senses EngageNY.org

  28. Transition Cards : Five Senses EngageNY.org

  29. Transition Cards : Five Senses EngageNY.org

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