Slide 1

PreK ESE Teacher TrainingJanuary 11, 20121Welcome toLinking Literacy and Movement

Please attach an OCPS PreK ESE label to your resource books

2RulesRespect 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.Acoustics are not great/chime will be signal to end discussionSafe place to share and ventHopefully, we are providing what you need3

Celebrations

4Ring in the New Year(tune: We Wish You a Merry Christmas)Lets all do a little ringing,Lets all do a little ringing,Lets all do a little ringing,Its a Happy New Year!

Lets all do a little clapping,Lets all do a little clapping,Lets all do a little clapping,Its a Happy New Year!

Ring in the New Year(tune: We Wish You a Merry Christmas)Lets all do a little stomping,Lets all do a little stomping,Lets all do a little stomping,Its a Happy New Year!

Lets all do a little cheering,Lets all do a little cheering,Lets all do a little cheering,Its a Happy New Year!

Adapted from Happy Everything! by Dr. Jean

Adapted from a song by Dr. jean6

Resources7Our Learning GoalsParticipants 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.

Scale4I 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 dont know how

1 I only use movement activities for fun or exercise (non-academic)

0I dont use movement activities in my class

9The 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 learningex: learning to ride a bike explicit learning being told something (sit and get) ex: being told the capital of Peru

Jensen asks, if you hadnt ridden a bike in five years, would you still be able to do it? And if you hadnt heard the capital of Peru for five years, would you still remember what it was?11Implicit vs. ExplicitJensen 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

Explicit learning-like rote memorization, has its place (i.e. abcs, multiplication facts) but nobody can memorize ALL the facts. Implicit learning builds neural pathways and teaches you how to learn. 12Activating Brain PowerMost 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. Its good for your brain to get up and move!13Movement Fosters Early LiteracyAdapted from Rae Picas Ten Reasons to Promote Emergent Literacy through Movement & Active Learning

Active Involvement helps children understand and learn new conceptsPrepositions such as over, under, around, next to, beside, etc take on greater meaning and significance when children experience them physically. Have participants manipulate blocks on table. 14Movement Fosters Early LiteracyUnderstanding spatial orientation is necessary for letter identification and the orientation of symbols on a page. b d For example, the only difference between a lowercase b and a lowercase d is the direction in which the curvy line faces at the bottom of the straight line. If children form the straight and curvy lines with their bodies instead of just attempting to copy them from the board, the experience enhances their sense of directionality and spatial orientation. Demonstrate making letters with body 1st then show wooden letters or wiki sticks.

Similarly, moving top to bottom or left to right helps children understand those directions15Movement Fosters Early LiteracyNew vocabulary becomes much less abstract and more concrete when children experience the words.Words like slither, stalk, pounce or adverbs such as slowly, lightly- help them learn the meanings in their bodies and their minds. Have participants move feet slowly like stuck in the mud then fast like bear is chasing them. 16Movement Fosters Early LiteracyMovement activities provide opportunity to cross the bodys midline.Doing so lets the right and left hemisphere of the brain communicate across the corpus callosum. The integration of the brains hemispheres is essential to the ability to read and write. 17CopycatLets play copycat just for fun. Lets follow ____ s/hes the one.Whatever s/h e does, well do the same. Thats how to play the copy cat game.Steph then Janice then participants With this game, we have activated both sides of our brains, weve had to watch and listen carefully to be able to follow, weve had to self-evaluate (when we look at the leader and then check ourselves to see if we are following along correctly) and make quick decisions (if we werent doing the right motion, we quickly fixed it)18Movement Fosters Early LiteracyActing out the words of a song or poem makes them ponder the meanings of the words.Forces children to actively think about what they are hearing rather than just passively repeating lyrics. Example of my child memorizing a bible verse-has to put motions to it, actually helps him understand what it means. Think back to Itsy Bitsy Spider- from an early age helps children understand what up, down, out mean. 19Movement Fosters Early LiteracyMovement activities can foster and provide opportunities to practice phonological awareness skills.20Pop UpIf you teach VE, you are a BEARIf you teach primarily ASD, DHH, VI, OI you are a BUNNYWhen you hear your name called, pop up then sit back down. Ready? BEAR.BUNNY. Now this is an activity that can be used in limited space. You could do it while standing in line or sitting at a table in a crowded room. It comes from the green book and which denotes which activities can be used in limited space or activities that may not be as physically demanding and could be done in a hospital setting-they have an H beside them.

How could we make this activity more challenging? Add more categories: bear, bunny, birds. Or listen for target sounds you are working on ch and sh, Problem solving: Pop Up if you like to eat carrotspop up if you like to eat honeyTeaches them careful listening, decoding and interpreting the information and making rapid decisions. The movement helps activate their brains. Makes learning these skills more meaningful and more fun.

How could you make the activity less challenging? Use pictures (hold up bear, bunny) or start with 2 concepts/ideas/words that are very different such as red and green. The green book gives you ideas on how to adapt each activity to make it more or less challenging. 21Movement Fosters Early LiteracyPlaying together provides opportunities for children to speak and listen to one another. Lots of time we are trying to get our kids to sit still and be quiet which goes against the nature of little kids. Playing Active learning lets them move and encourages talking. It teaches them to listen, make decisions, to negotiate, problem solve22Pass the ChuteUsing 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 parachute23Pass the Chute(tune: Row, Row, Row Your Boat)Pass, pass, pass the chutePass it round and round.

Passing, passing, passing, passingNow put it on the ground.

If you are the person the arrow is pointing to, please share one fun/unique activity you experienced during our recent break with your table members.One way to embed literacy is to have the child who the arrow is pointing to recall a detail from a story or an event that occurred earlier in the day.24Parachute PlayDevelop small muscle control (Motor Dev)

Strengthen large muscles (Motor Dev)

Join group activities (Social Emotional)

Socialize (Social Emotional)

Exercises self control (Social Emotional)

Follow directions (Social Emotional, Language and Communication)

Use language (Language and Communication)

Lets talk about some of the skills practiced in that last activity.Florida Early Learning and Developmental Standards for Four-Year-Olds (2011) are in parenthesis25Your 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.26Literacy and LanguagePrint KnowledgeVocabularyPhonological AwarenessNarrativeSentences and Structure

27Our Learning GoalsParticipants 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.

Scale4I 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 dont know how

1 I only use movement activities for fun or exercise (non-academic)

0I dont use movement activities in my class

29Confucius says

What I hear, I forget. What I see, I remember. What I do, I know.

Progress Monitoring ChecklistLanguage 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

31PortfoliosThe 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 collected32BDI-2The 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-2Elementary 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.netBDI-2May begin testing on March 12thProcedures stay the same from last year administer screening to all children going to Kindergarten next yearthen 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-2No additional training for teachers previously trained

Checklist will be developed to use for each child (more about this at Februarys meeting)

Optional help session/Q & A session for all teachers TBA

May have online videos from Riverside to watch on test administration

364321I can teach what Ive learned to someone else in the classI can demonstrate what Ive learnedWith help, I can demonstrate my understanding Even with help, I cannot demonstrate my understanding

Sample ScaleDeveloped by:Whitney FeldstedKindergarten Teacher, Cypress Park ElementaryLooking AheadHow best to meet your needs:

Materials/Resources

Topics for monthly meetings/professional development (2012-2013)

Summer InstituteInterest? Topics? Future MeetingsJoel 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 39RemindersComplete 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

40Contact us if you have any questions, comments or concerns

Janice Penn Stephanie Thomas Janice.Penn@ocps.net Stephanie.Thomas2@ocps.net