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Message of the Day

The Secret to School Readiness: Early literacy strategies that promote school readiness and self regulation. Message of the Day. Freeze Game. Question of the Week. Graphic Practice. Linear Calendar. Buddy Reading.

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Message of the Day

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  1. The Secret to School Readiness:Early literacy strategies that promote school readiness and self regulation Message of the Day Freeze Game Question of the Week Graphic Practice Linear Calendar Buddy Reading

  2. Self-regulation/Executive Functions predicts academic performance in first grade, over and above cognitive skills and family backgrounds (e.g., Raver & Knitzer, 2002 Blair, 2002)

  3. Self-Control • Controlling anxiety when you make mistakes • Controlling your temper when you don’t get your way or what you want • Being able to stop and think before you act. • Acting appropriately when tempted to do otherwise. • Paying attention despite distractions • Staying on task even when bored or delaying gratification • Stopping yourself from using the first strategy that comes to mind in favor of a second

  4. As children develop self-regulation… • They gain control over their physical actions • They gain control over their emotional reactions • They become able to plan, monitor, and evaluate their behaviors • They prepare to become thoughtful learners ready to take responsibility for their learning

  5. If self-regulation does not develop early, it seems to be less amenable to later intervention resulting in • academic problems • anti-social behavior • eventual school drop out (Snyder, 2001, Tremblay, Mass, Pagani, & Vitaro 1996)

  6. Self-Regulation is a Problem in Today’s Classrooms • Growing levels of aggression and oppositional behavior have been found in day care and Head Start (up to 1/3 of the class). • Preschool teachers report that behavioral problems are their greatest challenge in the classroom. • Kindergarten teachers report less than 50% of their children start school with self-regulation

  7. There is growing evidence that self-regulation is learned • It does not develop naturally. • It is not a personality characteristic that cannot be changed • Convergence of evidence pointing to the fact that early childhood is the period when practicing self-regulated behavior has the most profound impact on the developing brain • There is growing evidence that early interventions can affect children’s levels of self-regulation (Blair, 2001)

  8. Three types of experience lead to the development of self-regulation • Being regulated by another person • Regulating other people • Self-regulating

  9. Graphic Practice

  10. Concepts taught with Graphic Practice: • Fine motor development • Symbolic thinking • Spatial concepts • Shape recognition • Prerequisites for handwriting

  11. Graphic Practice Overview • Children draw on dry-erase boards • Each session begins with a story of a pretend scenario • The teacher turns the music on and off • Children start to draw when the music starts and stop when the music stops

  12. Materials needed for Implementation of Graphic Practice • White boards, shower board, chalkboards paper • (clipboards, table if using paper) • Dry erase markers, chalk, crayons, markers • Erasers if using a dry erase markers • CD with instrumental music • CD player

  13. Introducing Graphic Practice to Students • The first time you do Graphic Practice you should practice making the figure without music • As you demonstrate, make sure you model: • Vertical lines are drawn from top to bottom • Horizontal lines are drawn from left to right • Circles start at the top and are drawn counter-clockwise

  14. Implementing Graphic Practice • The teacher should practice drawing along with the children • Stop and start the music at least 3 times before you erase • The first time, you should repeat the process 3 times before you move to the next activity

  15. School readiness and self-regulation skills promoted through Graphic Practice • Private Speech to regulate thinking/thought process • Hold two strategies in mind at the same time • Development of self-discipline • Follow directions

  16. Message of the Day

  17. Concepts taught with Message of the Day • Concepts of print • Phonological Awareness • Letter knowledge • Letter-sound correspondence • Sight word recognition • Planning Skills • Recall skills

  18. Message of the Day Overview • Teacher draws a picture • Students predict message based on the drawing • Teacher leads the group in saying the message • Together the teacher and students compose the message (teacher writes while children recite the message)

  19. Materials needed for implementation of Message of the Day • Chart paper, white board, or chalk board • Writing utensil for teacher • Large alphabet chart nearby to reference while writing message of the day

  20. Implementation of Message of the Day • Pick the message out ahead of time, using the stem “We are going to…….” and add only one or two words at the beginning of the school year • Picture clue is drawn • Children predict the message • Teacher leads the whole group in saying message • Teacher says message while making lines for each word • Teacher says the message while pointing to blank lines • Teacher says the message while writing words on the lines referring to alphabet chart as appropriate • Teacher and students reread message aloud while pointing to the words. • Revisit message later in the day

  21. School readiness and self-regulation skills promoted through Message of the Day • One to one correspondence • Pictures have meaning • Planning ahead and following through with a plan • Concepts of print • Team work • Literacy Concepts

  22. Linear Calendar

  23. Concepts taught through Linear Calendar: • Time • Yesterday, today, tomorrow • You look to the right to go ahead in time, you look left to look back in time • Counting • Rote and meaningful counting • Numeral recognition • Counting on

  24. Linear Calendar Overview • Current month’s linear calendar is displayed at the children’s level. • Past months are display in the room up high, forming a timeline. • Icons are posted for the entire month indicating home/school days. • Days on the calendar are X’ed out up until today. • Weekdays with no school are represented with the “no” symbol (circle with line through it). • Teacher points out “yesterday” and “today”. • Teacher starts with 1 and has class clap out each number as they count to the number representing “today”. • Teacher states the entire date.

  25. Materials • Icons indicate home days • Icons to indicate school days • Icons to indicate non school weekdays (Wednesdays, breaks, etc) • Icons to indicate special days (Birthdays, PACT time, Rosie, etc) • A different color linear calendar for each month • Velcro/tape/sticky tack to adhere icons to calendar • Name of the month is displayed • Dry erase marker/sharpie

  26. Implementation • Point out that the last x’ed out number was yesterday and the next number represents today. • Point out today’s number before you begin counting • Have the children count and clap to that number with you. With one hand you point to the number and with your other hand you tap your leg to show them to clap with you.

  27. Implementation • Stop on today’s date (after a few days children will learn to stop with you) • Finish by saying today’s entire date • Discuss concepts of time and/or number • At the end of the month move calendar to timeline display

  28. School readiness and self-regulation skills promoted through Linear Calendar • Regulating themselves while counting and clapping • One to one correspondence • Planning ahead • Learning life patterns • Math Concepts • Literacy Concepts

  29. Question of the Week (Day)

  30. Concepts taught through Question of the Week: • Decision making • Name recognition (self and others) • Oral language skills • Recognition of Yes and No • Math concepts • Literacy concepts • Attendance • Self Regulation

  31. Question of the Week (Day) overview • As the children enter the classroom, they • Pick up their name card • Read the question • Answer yes or no by placing their name tag in the appropriate column • Review question in a large group

  32. Materials needed for Implementation of Question of the Week (Day) • T-Chart with enough space for children’s names • Questions must be observed and verified on the spot by the child • Picture icon to go with questions • Yes and No word cards • Name card for each child with a photo

  33. Implementation • Part of the daily routine • Teacher has question posed with picture clues • Children pick up their name card • Question is read by teacher, children or other adult • Children answer yes/no by placing their name card in the appropriate column • Teacher summarizes Question of the Week with large group

  34. School readiness and self-regulation skills promoted through Question of the Week (Day) • Turn taking • Thinking skills • Regulating themselves and others through discussion • Ability to prove an answer • Math Concepts • Literacy Concepts

  35. Buddy Reading

  36. Concepts taught with Buddy Reading • Expressive and receptive oral language skills. • Concepts of print • To “pretend” read, recall elements from the story and practice listening skills • Conversing with peers • To engage in positive social interactions with peers

  37. Buddy Reading Overview • Children explore familiar books • Children use mediator cards to identify the reader and the listener • Each child gets a turn to be the reader and the listener

  38. Materials needed for implementation of Buddy Reading • 4 tubs of books, each with 8-10 familiar books, that are labeled with icons the children can interpret ( for example a tub with animal books, truck books, Eric Carle books). • Lips and ears mediator cards

  39. Implementation of Buddy Reading • Children are paired up and given a set of mediator cards (lip and ear) • Children pick books • Child with the lips “reads” the story to the child holding the ears and then switch when book is finished-allowing enough time for each child • Children are encouraged to share their favorite part of the book • Children put books away in proper tubs by using the labeling system

  40. School readiness and self-regulation skills promoted through Buddy Reading • Concepts of print • Turn taking • Story recall • Self-control • Active listening • Staying on task

  41. Freeze Game

  42. Freeze Game overview • The teacher holds up a position card while the music is playing. • Children reference the position card, so they can plan ahead for their pose when they freeze, and dance to the Freeze Game song. • When the music stops, children stop dancing and “freeze” in the position on the card.

  43. Concepts taught with Freeze Game • Planning ahead • Understands symbolic representation • Self-regulation • Cooperation • Spatial relationship • Body awareness

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