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Pre-K CLC Session 3 Tiffany Giannicchi Tessa levitt

Pre-K CLC Session 3 Tiffany Giannicchi Tessa levitt. http://prekfocus.wikispaces.com. Readers Pursue Their Interest in Books and Other Text http://prekfocus.wikispaces.com. Ticket In…. For a Prize… Pre-K MATH instructional time should focus on TWO critical areas. What are they?.

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Pre-K CLC Session 3 Tiffany Giannicchi Tessa levitt

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  1. Pre-K CLC Session 3Tiffany GiannicchiTessa levitt http://prekfocus.wikispaces.com

  2. Readers Pursue Their Interest in Books and Other Text http://prekfocus.wikispaces.com

  3. Ticket In… For a Prize… Pre-K MATH instructional time should focus on TWO critical areas. What are they?

  4. Today’s Agenda AM • Growing Readers Book Study Ch. 7 (Jigsaw) • Pre-K Foundation for the Common Core • CCSS Literacy Shift 6 Academic Vocabulary • Reading and choosing readers with purpose • Read Aloud in the preschool classroom PM Math Make and Take (aligned to Common Core)

  5. TODAY’S GOALS / STANDARDS • Increase general knowledge of CCLS in ELA and Math • Learn about format and resources for CCLS • Through collaboration with colleagues learn ways to meet some of the CCLS in your practice • Teaching Standard 2 – Knowledge of Content and Instructional Planning • Teaching Standard 6 – Professional Responsibilities and Collaboration

  6. Balancing Informational and Literary Text Building Knowledge in the Disciplines Staircase of Complexity Text-based Answers Writing from Sources Academic Vocabulary Focus Coherence Fluency Deep Understanding Applications Dual Intensity ELA/Literacy & Math Shifts

  7. Growing Readers –Ch. 7 Burrito Summary All- Getting Ready 189-196 Background Theory Reading Cycle 1 Reading Cycle 2

  8. Non Fiction • Using non fiction texts to learn about something • Using nonfiction texts to develop ideas Pg. 206-207

  9. Read Aloud Activity #1

  10. Read Aloud Activity #2

  11. The Power of Planning Developing Effective Read- Alouds by Meagan K. Shedd and Nell K. Duke Post-it Priorities Activity

  12. You try it… • Planning and preparing • Determine your objective • Research your topic • Select your text • Read the book • Plan your questions and think alouds • Plan your talking points and explanations • Plan how you might make connections to the topic throughout the day.

  13. Mentor Texts to Balance Literary and Informational Texts Narrative Informational • Miss Spider’s Tea by David Kirk • Owl Moon by Jane Yolen • Stellaluna by Janell Cannon • Tacky the Penguin by Helen Lester • Spiders by Gail Gibbons • Hawks, Owls and other birds of Prey by Denise Fourie • Bats! By Laurence Pringle • Penguins! By Seymour Simon

  14. Language • Print some upper and lowercase letters (ie. their name) PreK student –sign in each morning • Understand and use question words • Capitalize the first letter in their name • Knowing multiple meaning words (duck) • Sort common objects into categories (food, shapes) • Shades of meanings (walk, strut, march prance)

  15. Speaking • Engage in conversations • Confirm understanding of a text and request clarification • Provide details through drawings, visuals and description • Emergent ability to express thoughts, feelings and ideas

  16. CCSS and Shift 6 • Watch Video • Video Viewing Guide • Discuss • What does this look like in a Pre-school classroom? • Share Out

  17. LUNCH

  18. MATH • Essential Questions • How are the Math Standards Organized? • What are the “Six Shifts in Math”? • What should my focus be with ___ age range? • How will Math look different according to CCLS?

  19. MAJOR SHIFTS WITHIN MATHEMATICS CCSS Focus • Fewer big ideas --- learn more • Learning of concepts is emphasized Coherence • Articulated progressions of topics and performances that are developmental and connected to other progressions Application • Being able to apply concepts and skills to new situations

  20. Pre-K Math • Counting and Cardinality (PK.CC) • Operations and Algebraic Thinking (PK.OA) • Measurement and Data (PK.MD) • Geometry (PK.G)

  21. Critical Areas 1. Developing an understanding of whole numbers using concrete materials. 2. Describing shapes in their environment.

  22. MATH ACTIVITY • With your table create a math lesson using one of the standards. • How will you assess student understanding? • What key vocabulary jumped out at you as you were planning the lesson? • Share with whole group

  23. “Shaping your Reflection” New Learning? “Aha” moment? Questions circling in your mind? What next steps will you take?

  24. Make and Take Exchange

  25. Conclusion Vocabulary Vocabulary Vocabulary Vocabulary

  26. Common Core Resources • www.nysed.gov • www.engageny.org • Shedd, M.K., & N.K. Duke. 2008. The Power of Planning Developing Effective Read-Alouds. Beyond the Journal: Young Children • Taberski, Sharon. 2001. Fact and fiction read aloud • Lane, H. Wright, T. (2007). Maximizing the effectiveness of reading aloud. The Reading Teacher, 60, 668-675

  27. Other Resources • http://www.eduplace.com/graphicorganizer/ • www.readingrockets.org • http://www.scholastic.com/teachers/ • http://kids.nationalgeographic.com/kids/ • www.readworks.org • http://www.kidzone.ws/science/index.htm • http://pbskids.org

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