PreK ESE Teacher Training January 11, 2012

PreK ESE Teacher Training January 11, 2012

Welcome to… Linking Literacy and Movement Please attach an OCPS PreK ESE label to your resource books 

Rules • Respect the speaker (limit sidebar conversations) • Participate • What is said here, stays here • What is learned here, leaves here The chime will be our attention signal.

Celebrations

Ring in the New Year(tune: We Wish You a Merry Christmas) Let’s all do a little ringing, Let’s all do a little ringing, Let’s all do a little ringing, It’s a Happy New Year! Let’s all do a little clapping, Let’s all do a little clapping, Let’s all do a little clapping, It’s a Happy New Year!

Ring in the New Year(tune: We Wish You a Merry Christmas) Let’s all do a little stomping, Let’s all do a little stomping, Let’s all do a little stomping, It’s a Happy New Year! Let’s all do a little cheering, Let’s all do a little cheering, Let’s all do a little cheering, It’s a Happy New Year! Adapted from Happy Everything! by Dr. Jean

Resources

Our Learning Goals • Participants will understand that movement and active learning promote early literacy skills. • Participants will be able to use movement games/activities in their classrooms to enhance students’ early literacy skills.

Scale 4 I can explain three or more ways movement activities foster early literacy skills and I have access to 90 new games/activities to implement 3 I can explain at least two ways that movement activities foster early literacy skills. 2 I think academic skills can be embedded in movement activities but I don’t know how 1 I only use movement activities for fun or exercise (non-academic) 0 I don’t use movement activities in my class

The Case for Active Learning “Learning is experience. Everything else is just information.” -Albert Einstein

Implicit vs. Explicit Eric Jensen, noted brain researcher, defines: • implicit learning- hands-on learning ex: learning to ride a bike • explicit learning – being told something (sit and get) ex: being told the capital of Peru

Implicit vs. Explicit Jensen theorizes: • Explicit learning is faster than learning through exploration and discovery, but Implicit learning has greater meaning for children and stays with them longer • Implicit learning creates more neural networks in the brain

Activating Brain Power • Most of the brain is activated during physical activity. • According to Jensen, sitting for more than 10 minutes may reduce awareness of physical and emotional sensations and increase fatigue.

Movement Fosters Early Literacy Adapted from Rae Pica’s “Ten Reasons to Promote Emergent Literacy through Movement & Active Learning” • Active Involvement helps children understand and learn new concepts

Movement Fosters Early Literacy • Understanding spatial orientation is necessary for letter identification and the orientation of symbols on a page. b d

Movement Fosters Early Literacy • New vocabulary becomes much less abstract and more concrete when children experience the words.

Movement Fosters Early Literacy • Movement activities provide opportunity to cross the body’s midline.

Copycat Let’s play copycat just for fun. Let’s follow ____ s/he’s the one. Whatever s/h e does, we’ll do the same. That’s how to play the copy cat game.

Movement Fosters Early Literacy • Acting out the words of a song or poem makes them ponder the meanings of the words.

Movement Fosters Early Literacy • Movement activities can foster and provide opportunities to practice phonological awareness skills.

Pop Up • If you teach VE, you are a BEAR • If you teach primarily ASD, DHH, VI, OI… you are a BUNNY

Movement Fosters Early Literacy • Playing together provides opportunities for children to speak and listen to one another.

Pass the Chute Using your imagination you are going to pretend the white paper at your table is a parachute. Place it in the middle of the table and everyone take a hold of it using a thumbs-up grip. While singing the song, slowly pass the parachute to the right. After singing the phrase “Now put it on the ground” let go of the parachute

Pass the Chute(tune: Row, Row, Row Your Boat) Pass, pass, pass the chute Pass it round and round. Passing, passing, passing, passing Now put it on the ground.

Parachute Play • Develop small muscle control (Motor Dev) • Strengthen large muscles (Motor Dev) • Join group activities (SocialEmotional) • Socialize (Social Emotional) • Exercises self control (Social Emotional) • Follow directions (Social Emotional, Language and Communication) • Use language (Language and Communication)

Your Turn! • Keeping in mind our focus of language, literacy and communication… • Preview the two new resources. • Select an activity/game that appeals to you that could be used to foster emergent literacy skills. • Use the paper at your table to jot down the gist of the activity. • Be prepared to share with the group.

Literacy and Language • Print Knowledge • Vocabulary • Phonological Awareness • Narrative • Sentences and Structure

Our Learning Goals • Participants will understand that movement and active learning promote early literacy skills. • Participants will be able to use movement games/activities in their classroom to enhance students’ early literacy skills.

Scale 4 I can explain three or more ways movement activities foster early literacy skills and I have access to 90 new games/activities to implement 3 I can explain at least two ways that movement activities foster early literacy skills. 2 I think academic skills can be embedded in movement activities but I don’t know how 1 I only use movement activities for fun or exercise (non-academic) 0 I don’t use movement activities in my class

Confucius says “What I hear, I forget. What I see, I remember. What I do, I know.”

Progress Monitoring Checklist Language and Literacy Growth Checklist • Format similar to Preschool Classroom Behavior Checklist (Incredible Years) • Two versions: Four-Year-Old Checklist and Three- Year-Old Checklist (more prerequisite skills) • Should be completed on each child and placed in portfolio

Portfolios • The Developmental Profile (BCCT) will need to be completed on each child going to K • The Literacy and Language Growth Checklist (based on research of Laura M. Justice Ph.D. and Anita McGinty Ph.D.) • Preschool Classroom Behavior Checklist (Incredible Years) • Updated BDI-2 Score Summary (from exit testing) • Any additional data collected

BDI-2 • The Florida DOE has determined that children receiving PreK ESE services need a progress monitoring instrument to help design instruction and assess program effectiveness. (Indicator 7 on the State Performance Plan) • The Florida DOE has selected the Battelle Developmental Inventory-ll (BDI-2) as the designated assessment instrument.

BDI-2 • Elementary sites with PreK ESE classes need a PreK ESE teacher trained in the test administration in order to ensure the district is in compliance • A training will be held during the first week of March for new teachers/teachers who have not been trained on the BDI-2 • Registration will be through signmeup.ocps.net

BDI-2 • May begin testing on March 12th • Procedures stay the same from last year • administer screening to all children going to Kindergarten next year • then administer full BDI-2 test domain for each domain failed on the screener (i.e. if a child failed motor on screener, then you have to administer full motor domain from BDI-2 test)

BDI-2 • No additional training for teachers previously trained • Checklist will be developed to use for each child (more about this at February’s meeting) • Optional help session/Q & A session for all teachers TBA • May have online videos from Riverside to watch on test administration

Sample Scale Developed by: Whitney Feldsted Kindergarten Teacher, Cypress Park Elementary

Looking Ahead How best to meet your needs: • Materials/Resources • Topics for monthly meetings/professional development (2012-2013) • Summer Institute • Interest? Topics?

Future Meetings • Joel Borowicz (District Staffing Specialist) • Incredible Years • Maria Velasco (District ASD Support Team) • BDI-2 Support • More Than Counting (linking math and literacy) • Increasing Narrative Skills with Ron Mohl

Reminders… • Complete a T-9 (purple bubble sheet) after each meeting • Our next meeting is Wednesday, February 8, 2012 • February FTE • Parent Survey for ESE • Remember to visit our wiki site at Ocpsprekeseshare.wikispaces.com • Janice will be out of the office until January 25th

Contact us if you have any questions, comments or concerns Janice Penn Stephanie Thomas Janice.Penn@ocps.netStephanie.Thomas2@ocps.net

PreK ESE Teacher Training January 11, 2012