218 getting along together in curiosity corner 2nd edition

Participant Book

218 Getting Along Together in Curiosity Corner 2nd Edition

© 2016 Success for All Foundation 218 | Getting Along Together in Curiosity Corner 2nd Edition | i

Table of ContentsSession Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Pre-assessment of GAT in Curiosity Corner . . . . . . . . . . . . . . . 2

Thinking/Cognitive Skills. . . . . . . . . . . . . . . . . . . . . . . . . 4

Brain Game Descriptions. . . . . . . . . . . . . . . . . . . . . . . . . 5

GAT Lesson Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Skills, Strategies, and Structures of GAT . . . . . . . . . . . . . . . . . 9

Thinking Spot/Time Out Comparison . . . . . . . . . . . . . . . . . 10

Monitoring During Play . . . . . . . . . . . . . . . . . . . . . . . . 12

Unit Record Form, Unit 5 Fall into Fall . . . . . . . . . . . . . . . . . 13

GAT Summary Report . . . . . . . . . . . . . . . . . . . . . . . . . 14

Progress Note . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

The Cool Kid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Cool Kid Certificate . . . . . . . . . . . . . . . . . . . . . . . . . . 17

2 | 218 | Getting Along Together in Curiosity Corner 2nd Edition © 2016 Success for All Foundation

Pre-assessment of GAT in Curiosity Corner

Directions: Put a STAR by the things you know securely. Put a CHECK by the things you know a little about. Put a QUESTION MARK by the things you want to know more about..

____ 4 goals of GAT

____ 3 Thinking/Cognitive skills

____ Memory/Focus/Stop & Think

____ Brain Games

____ Emotional-Management skills

____ Active Listening

____ Say-It-Back

____ Asking Questions to Understand

____ Feelings Thermometer

____ Feelings Tree

____ Say-It-Back

____ “I” Messages

____ Stay Cool Steps

____ Thinking Spot vs. Time-Out

____ 8 GAT behaviors

____ N,P,I to monitor behaviors

____ Unit Record Form & GAT

____ GAT Summary Report

____ Progress Note

____ Effective Use of Cool Kid

Other GAT things I want to know about are…


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• Comprehensive and balanced• Alignment to curricular goals • Student- and classroom-centered

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Three Basic Principles for Using Program Data

Reading RootsAssessment with Multiple Measures

12

Observation of ProcessInformally observe the use of a skill or strategy within an authentic situation. • Partner word and sentence reading• Guided group and partner reading • Guided partner reading• Partner reading• Fluency/Reading Olympics• STaR vocabulary review

Observation of ProductEvaluate the product that results from the use of a skill or strategy. • Writing Sounds (FTP assessments)• Stretch and Spell• Partner Story Questions (written responses)• Adventures in Writing (rubric)

Classroom MeasuresAssess the use of a skill or strategy through formal classroom-assessment pieces and through a curriculum-based test. • Formal Reading Roots Assessment (oral reading,

word pronunciation, comprehension, fluency)• Fluency wcpm• FastTrack Phonics Assessment• STaR vocabulary and SOLO• Alphie’s Question Quiz• Story test• Teacher cycle record form (rubrics)

Decontextualized MeasuresAssess the use of a skill or strategy through testing outside of instruction.

• Standardized tests• Norm-referenced tests• Formal fluency assessment with

unfamiliar text

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Thinking/Cognitive Skills

Directions: Fill in the blanks with the best answer from this answer bank:

inhibitory control listening attention

working memory expression

Memory is also called ____________________________.

Focus is also called _______________________________.

Stop and Think is also called ___________________________________.

Brain Game Video

Directions: Watch the video of a teacher conducting a brain game, then discuss the following question.

What preparation and support by the teacher makes this a quick and effective Brain Game activity? How does this game support thinking?


Curiosity Corner 2nd Edition Teacher’s Manual 159

DEVELOPING SOCIAL/EMOTIONAL SKILLS AND SELF-REGULATION | Chapter 6

Brain Game Descriptions

Title Cognitive-Regulation Skill Description

I Spy Focus Select a child to find an object that can be seen from where the game is being played. The child provides a clue, such as its color or size, for others to guess what the object is. The child says, “I spy, with my little eye, something (descriptive word).” Children work with their partners to find objects that match the clue. Then they ask questions such as, “Is it the clock?” to share their guesses.

Silly Sounds Focus Present three or four objects that make distinct sounds that can be heard by all children such as a bell, a stapler, and a pair of rhythm sticks. Name each object, and demonstrate its sound. Then have children close their eyes. Make a sound with one of the objects, and have children guess which object made the sound.

What Is the Magic Word?

Focus Play any popular appropriate song that has a few words that are repeated often. Select a word that is clearly heard in the song, and announce that it is the magic word (e.g., in the song “Old MacDonald,” a word like “farm” would be chosen). Tell children to listen carefully for the word as they listen to the song. Whenever they hear the magic word in the song, they will do a specific action, such as touch their noses or stand up. The challenge is to hear every instance of the chosen word and do the appropriate action.

Copy Me! Memory Tell children to watch carefully so they will remember what to do. Demonstrate two (or more) actions such as clapping twice and then putting your hands over your head. Stand still, and invite children to perform the actions that you demonstrated.

Hot Potato Memory

Memory Have children sit or stand in a circle. (If you have a large class, you may want to have more than one circle to allow children more turns to pass the hot potato.) Use a small ball or other item that they can hold with one hand to use as the potato. Announce a task that the child left holding the hot potato will perform when the music stops (e.g., jump, turn around, touch his or her head). Play a lively song. While the music is playing, have children pass the potato around the circle until the music stops. The child left holding the potato when the music stops has to remember and perform the task that you announced at the start of the game. Start and stop the music several times when you play this game. Change the required action with the start of each round.

This version of Hot Potato is not a game of elimination as it is traditionally played. The goal is to help children remember what their action should be when the music stops.


160 © 2014 Success for All Foundation


Title Cognitive-Regulation Skill Description

Who/What Is Missing?

Memory Who Is Missing?

Select three or four children to come to the front of the group and form a line, facing the rest of the class. The class looks carefully at the children in the line for several seconds. The teacher tells children to cover their eyes while he or she quietly removes one of the children from the line and has him or her hide from view. The children then open their eyes and name the child who is missing.

What Is Missing?

Select items with which children are familiar (theme related), and place them on a tray. Gather children so they can easily see the tray. Give children twenty to thirty seconds to study the tray. Ask children to cover their eyes, and remove an object. When they open their eyes, allow children to talk with their partners to determine what is missing.

Freeze Stop and Think Explain that when the music starts, children should dance/sing along in place. When the music stops, children must freeze (be completely still) until you restart the music.

This is not a game of elimination. Continue to start and stop the music several times to allow children to practice the stop and think skill.

Simon Says Stop and Think The game is played as a class, and the teacher acts as Simon. Have the class stand facing Simon so they can see the action being demonstrated. Simon announces that children should copy his or her actions only when they are prefaced by the phrase “Simon says.” For example, when Simon says, “Simon says, jump up and down,” children should jump. When Simon says, “Jump up and down,” children should not jump. For children to stop and think in this game, Simon should demonstrate every action even when it is not preceded by the phrase “Simon says.” In this way, children are not simply following a series of directions or imitating the actions of Simon.

Pass It Down! Stop and Think Have children stand in a circle. Name an imaginary object, and pretend to pass it to the next player. For example, say, “Here is a bag of bricks; pass it down!” Act out appropriate motions according to the weight and size of the object. The child receiving the object does so too. That object gets passed down until you call out another object of a very different weight and size. For example, say, “Here is a feather (or a cup of boiling tea); pass it down!” The passer and the receiver need to stop and think and adjust their actions accordingly.




Getting Along Together— Lesson Focus and Brain Games

Getting Along Together—Lesson Focus and Brain Games

Unit Week GAT Skill or Strategy

Weekly Brain Games

GameCognitive‑Regulation

Skill

1

1 Active listening: posture and Say-It-BackSharingCool KidStop and Think

Freeze Stop and Think

2 Making friendsThinking Spot

Simon Says Stop and Think

2

1 Naming feelings and facial expressions“I” Messages

I Spy Focus

2 Stay Cool steps What Is the Magic Word?

Focus

3

1 Focusing Paying attention

What Is Missing? Memory

2 Review feelings.Recognizing and naming others’ feelings

Hot Potato Memory

Memory

4

1 Review feelings.Focus on the feelings happy and sad.

I Spy Focus

2 Review feelings.Focus on the feeling scared.Introduce the Feelings Tree.


Focus

5

1 Review “I” Messages and Say-It-Back.Review feelings.

Silly Sounds Focus

2 Review the feeling angry and losing control.Tell about a time that you felt angry.

Hot Potato Memory

Memory

61 Joining in play Copy Me! Memory

2 Cooperation What Is Missing? Memory

71 Being polite

Using good mannersSimon Says Stop and Think

2 N/A N/A N/A




Getting Along Together—Lesson Focus and Brain Games

Unit Week GAT Skill or Strategy

Weekly Brain Games

GameCognitive‑Regulation

Skill

8

1 Managing emotionsIntroduce the Feelings Thermometer.Practice with the Feelings Thermometer.

Pass It Down! Stop and Think

2 Taking turnsUse the Taking Turns Bag.

Silly Sounds Focus

9

1 Take turns and share (conflict solvers)Practice sharing.


Focus

2 Introduce a conflict solver: get help.Practice a conflict solver: get help.

I Spy Focus

101 Memory: the Remember Signal Hot Potato

MemoryMemory

2 Focusing: the Focus Signal Silly Sounds Focus

11

1 Controlling breath and adjusting postureStop and think about something happy or calm.


2 Practice strategies for waiting and not interrupting.

I Spy Focus

121 Review “I” Messages.

Ask questions about feelings.What Is Missing? Memory

2 Reasons for feelings Silly Sounds Focus

131 Review and practice asking for help. Simon Says Stop and Think

2 Use Stop and Think with schoolwork and friends.

Copy Me! Memory

14

1 Accidents and apologies What Is the Magic Word?

Focus

2 Review active listening and Say-It-Back.


15

1 Review and practice taking turns and waiting.

Hot Potato Memory

Memory

2 Stop and think: controlling impulsive reactions

Silly Sounds Focus

161 Be a good friend and include others. What Is Missing? Memory

2 Review the Stay Cool steps. I Spy Focus

171 Review brain games. Simon Says Stop and Think

2 Review brain games. Copy Me! Memory

18

1 Ways to be a good helper at home What Is the Magic Word?

Focus

2 Ways to be a good helper in the community

Hot Potato Memory

Memory


Skills, Strategies and Structures of GAT

Directions: Match the clues on the left with the correct definition or example on the right.

a. Includes a signal, a posture and use of strategies

b. I’ll repeat what you said to demonstrate listening.

c. A strategy to clarify what a partner said.

d. We are both happy, but I’m a 5 and Abby is a 2.

e. Feelings are identified in lessons and put here as a reminder.

f. I feel ___ when ___.

g. Saying to yourself, “I can count slow to ten. I’m calm.”

h. Taking turns, sharing, getting help, new idea and apologizing

i. A child might choose to go here to settle down

j. Teacher directed and involves isolation

k. A game that requires focus

l. A memory game

m. A “Stop and Think” game

Conflict solvers

Time-Out

What Is Missing?

Feelings tree

Simon Says

The Thinking Spot

Say-it-back ____

I Spy

Asking questions

Feelings thermometer

“I” messages

Active listening ____

Stay cool steps


Thinking Spot vs. Time Out



The Thinking Spot should contain a set of Getting Along Together materials to support children in self-calming and self-reflection. In contrast, there should be no materials available at a time-out chair. Time out is a period during which a child is not allowed to engage in activities or interactions with others. During a time out, the child does not get to interact with the teacher, caregiver, or other children. Time out is meant to be a minor form of isolation that says, “When you do this, you can’t be a part of things.”

Both the time-out chair and the Thinking Spot take a child out of instruction, which is not ideal. Thus, neither option should be highly desirable to children, and children should not be allowed to use either option as an escape from the general work of school. It is important for teachers to establish a clear time-regulated routine for each of the two strategies. For example, the child sets a timer for one minute at the Thinking Spot, after which he or she returns to classroom activities; the teacher sets a different timer for no more than five minutes at time out and then invites the child to return.

The Thinking Spot should not carry a negative connotation. The Thinking Spot should be seen as a positive alternative to aggressive or disruptive behaviors such as losing control, disengaging from the learning environment, or distracting or fighting with others. Choosing to use the Thinking Spot indicates that a child is getting himself or herself ready to learn. In contrast, the time-out chair should carry a negative connotation as something that represents a loss of autonomy for the child (i.e., you are not able to participate right now).

Thinking Spot Time Out Chair

Child‑directed: The child chooses for himself or herself.

Teacher‑directed: An adult sends the child here.

Pre-emptive and preventative: used to avoid problem behavior; prevent conflicts or negative feelings (anger, frustration, anxiety) from escalating. Children can use the Thinking Spot to avoid being sent to the time-out chair.

Can be preventative, if teacher perceives that a child has lost control and needs to be removed from the situation before he or she hits someone, for example. However, this is often used after a problem has occurred (a minor form of punishment following inappropriate behavior).

The child has access to some simple calming, relaxing, and thinking activities (feather, squishy ball, Feelings Thermometer, Stay Cool Steps poster, Taking Turns Bag). The Thinking Spot should look and feel safe and calming.

There are no activities available. The time out chair should be placed in a boring, neutral spot away from other children and care-providers, and away from too many distractions.

The child sets the timer for one minute, engages in a calming or problem-solving activity, and then returns to classroom activity.

The teacher determines the amount of time (one to five minutes) and tells the child when he or she can return.

The child should be praised for effectively using the Thinking Spot to calm down, reflect, and make appropriate choices about his or her behavior or next steps (e.g., “I noticed that Brittany used the Thinking Spot to take five deep breaths when she got frustrated with a puzzle. Thank you for calming down first and then joining us in our small group.”)

The child should not be praised nor teased; he or she should not receive any attention other than a simple statement identifying the event (e.g., “You hit someone. You need to go to time out.”)


Thinking Spot vs. Time Out

Directions: Place these phrases and others you can think of into the Venn Diagram to make a clear comparison between the Thinking Spot and Time Out.

Thinking Spot Time Out

teacher controlled

no materials

child directed

isolation

praise

settle down jar

misses instruction

timer

feelings thermometer

materials for self-reflection

negative connotation

preventative


Monitoring during Plan & PlayDirections: Read the short scenario and then mark what you can under the GAT behaviors for Sara and Lauren. Discuss what you marked and how it would inform your instruction.

You have your Unit 5 Unit Record Form on your clipboard and you are watching Sara, Barbara and Lauren interact before you engage in the role play. You are paying particular attention to what they are saying and how they are working together. They are artists and are working on painting some pumpkin vines to display at the “Fall Festival”. Sara is talking to no one in particular, going on and on about all the colors she can use for her painting. Barbara is watching, but not participating. Lauren is painting, too, and tells Barbara that there is not enough stuff for her to paint with them. Sara tells Barbara that she will share her paints and she also tells Lauren, “That’s not very nice, we are supposed to share.” Lauren agrees with an, “Oh, yeah. I forgot.” And then welcomes Barbara with, “OK, you can come paint with us. Go get a paper and brush and we will share the paint.”

For reference, the three skill areas of GAT are:

1. Thinking/Cognitive Skills

2. Emotional-Management Skills

3. Interpersonal/Social Skills



MANAGING ASSESSMENT | Chapter 7

C ur os tyC o n re Unit Record Form

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Expressive VocabularyOral

Expression* Read &

RespondGAT Behaviors**

(N, P, I)GAT Behaviors Individual Focus

Expectations: Use 5 words expressively.Mark words that each student is heard using sometime during the unit.

Total Expressive

Words (0–5)

Receptive Words

(Optional) (N,E,T,S,A)# Nights (0–10)

* Use these abbreviations for oral-language development stages: N = nonverbal; E = emergent speech (single words); T = telegraphic sentences; S = simple sentences; A = advanced sentences.

** Use the following abbreviations for GAT behaviors: N = not evident; P = evident with prompting; I = uses independently.

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Shares classroom materials

Uses active listening

Unit 5: Fall into Fall Teacher: _______________________ Class Age: __________ Date: ________________




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Getting Along Together Summary Report




Sample Curiosity Corner 2nd Edition Progress NoteCuriosity Corner 2nd Edition Progress Note for Olivia RadicchioSchool Name: SFAF Development School Teacher: NATALIE BELL Date: 03/20/2014

To the Family of Olivia Radicchio:

Our class has been focusing on exploring new ideas and learning many new words. The topics we have covered recently include:

• Unit 1 Welcome to Curiosity Corner - classroom culture and routines, building a classroom community, making friends• Unit 2 Marvelous Me - sense of self, awareness of body parts and function including the 5 senses• Unit 3 Family Matters - family members, various forms of communication

Olivia demonstrated the following behaviors independently:- Follows directionsOlivia demonstrated the following behaviors when prompted:- Takes turns- Gives "I" Messages to share feelings- Asks for help if needed- Uses active listening- Waits to speak; resists interrupting- Uses Stay Cool steps when excited or angryOlivia has not yet demonstrated these behaviors:- Shares classroom materials

Thank you for everything you do at home to support your child's learning, including the Home Link activities. You and Oliviacan celebrate the successful return of the completed Read & Respond form to school 40 times this grading period.

TeacherNATALIE BELL

Our classroom is structured to support the development of many skills your child will need to be successful in school and in life.

Thank you for letting us be your partner in supporting Olivia's success.

The Busy Little Squirrel by Nancy TafuriEvery Autumn Comes the Bear by Jim ArnoskyMouse's First Fall by Lauren Thompson

• You may have noticed Olivia using new words in conversation. We look for students to start using up to five out of ten theme-related words in every unit; Olivia's average is 5 (the class average is 4.1). Encourage your child to use these words at home from our recent units: buy, community, emergency, fun, job.

• We pay a lot of attention to Olivia's use of oral language in English. At this time, she speaks in complete sentences that include descriptive details that tell how, when, where, or why. Example: Yesterday we goed to the zoo and I saw lots of animals like a really tall giraffe.

• We observe our students and note when we see important behaviors demonstrated.

One of the most important things that you can do to build your child's vocabulary and readiness for kindergarten is to read to your child. We have read the books listed below in class. Your local library will have these books or books like them for your to read at home:

Additional special notes about Olivia:


The Cool Kid Videos

Directions: While viewing the video that introduces the instructional process, look for ways that the lesson parts address the desired student outcomes. Make notes in the graphic organizer below.

Watch & Discuss: How is the cool kid designated and how does the teacher reinforce the skills the cool kid will help with?

Watch & Discuss: What are appropriate compliments in this video? How could you redirect if compliments do not reflect the GAT skills?

Watch & Discuss: Why are the Cool Kid certificates important? Do you have other ways of celebrating the Cool Kid?


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218 getting along together in curiosity corner 2nd edition

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