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PRE-K CLC SESSION 3TIFFANY GIANNICCHITESSA LEVITT
http://prekfocus.wikispaces.com
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Readers Pursue Their Interest in Books and Other Text
http://prekfocus.wikispaces.com
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TICKET IN…
For a Prize…Pre-K MATH instructional time
should focus on TWO critical areas.
What are they?
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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
PMMath Make and Take (aligned to Common Core)
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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
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ELA/LITERACY & MATH SHIFTS
6
FocusCoherenceFluencyDeep UnderstandingApplicationsDual Intensity
Balancing Informational and Literary Text
Building Knowledge in the Disciplines
Staircase of ComplexityText-based AnswersWriting from SourcesAcademic Vocabulary
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GROWING READERS –CH. 7
Burrito Summary
All- Getting Ready 189-196
Background TheoryReading Cycle 1Reading Cycle 2
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NON FICTION
Using non fiction texts to learn about something
Using nonfiction texts to develop ideas
Pg. 206-207
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Read Aloud Activity#1
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Read Aloud Activity#2
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The Power of Planning Developing Effective Read- Alouds
by Meagan K. Shedd and Nell K. Duke
Post-it Priorities Activity
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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.
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MENTOR TEXTS TO BALANCE LITERARY AND INFORMATIONAL TEXTS
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
o Bats! By Laurence Pringle
o Penguins! By Seymour Simon
Narrative Informational
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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)
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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
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CCSS AND SHIFT 6
Watch Video Video Viewing Guide Discuss What does this look like in a Pre-school
classroom? Share Out
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LUNCH
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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?
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MAJOR SHIFTS WITHIN MATHEMATICS CCSS
FocusFewer big ideas --- learn more Learning of concepts is emphasized
CoherenceArticulated progressions of topics and performances that are developmental and connected to other progressions
ApplicationBeing able to apply concepts and skills to new situations
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PRE-K MATH
• Counting and Cardinality (PK.CC)• Operations and Algebraic Thinking (PK.OA)• Measurement and Data (PK.MD)• Geometry (PK.G)
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CRITICAL AREAS
1. Developing an understanding of whole numbers using concrete materials.
2. Describing shapes in their environment.
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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
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“SHAPING YOUR REFLECTION”
New Learning? “Aha” moment?
Questions circling in your mind?
What next steps will you take?
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Make and Take Exchange
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CONCLUSION
VocabularyVocabularyVocabularyVocabulary
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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
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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.ht
m
http://pbskids.org