1. ARS Language & Literacy Curriculum
ARS PD Session 12
February 18, 2011

2. ARS
Goals
–
2
are
missing,
what
are
they?
• Best
prac6ce
• ********
• Knowledgeable
educators
• 21
century
learning
environments
• ********

3. Pause…reflect…describe
one
you
are
working
on
lately
• AEend
• Listen
• Par6cipate
• Learn
• Share
• Collaborate
• Care

4. Agenda
Morning
A:ernoon
8:30
Table
Talk
• CBDM
data-­‐based
1:00
PA
overview
planning
8:45
Report
1:15
PA
ac6vity
development
9:00
Leadership
Comments
9:30
Tech
Time
• small
group
work
10:15
Break
10:30
Wri6ng
&
Play
Planning
2:00
Break
• Wri6ng
Development
• Wri6ng
in
Play
Planning
2:15
Coursework/module
11:15
Play
Demo
+
Plan
3:00
Curriculum
planning
• Where
we
are
now
• What
we
will
do
next
4:15
Evalua6on
• Why
it
is
important
12:00
Lunch

5. Planning…Commentary…Tech
assess-­‐plan-­‐teach
• Review
your
CBDM
results.
• Plan
3
instruc6onal
ac6vi6es
that
align
with
the
results.
• Say
why
you
chose
the
ac6vi6es.
• Explain
how
you
will
know
the
instruc6on
is
working.

6. Tech
Time
–
Digital
Storytelling
"Digital
Storytelling
is
the
prac6ce
of
using
computer-­‐based
tools
to
tell
stories."
• University
of
Houston
-­‐
The
Educa6onal
Uses
of
Digital
Storytelling
"One
of
the
best
ways
to
enhance
student
learning,
boost
student
achievement
and
improve
student
engagement
is
to
incorporate
digital
storytelling
as
an
instruc6onal
strategy.
Students
can
demonstrate
their
knowledge
of
content,
develop
higher
order
thinking
skills,
improve
their
digital
literacy
skills
and
harness
the
power
of
visual
literacy
in
digital
storytelling
projects"
• Wesley
Fryer
-­‐
from
"Using
Voicethread
for
Digital
Conversa6ons"

7. Tech
Time
–
Ning
Photos
• One
of
the
central
places
we
have
to
publish
and
tell
our
stories
is
on
the
Ning.
• Many
teachers
and
teaching
assistants
are
currently
pos6ng
tons
of
great
photos
on
the
Ning.
• What
should
the
focus
of
our
story(s)
be?
• What
considera6ons
should
we
make
when
pos6ng
photos
on
the
Ning?
• How
can
we
begin
to
organize
our
photos
to
tell
a
more
cohesive
story?
• What
other
tools
are
available
for
digital
storytelling?

8. WriJng
Development
• What
it
looks
like
• How
it
connects
with
learning
to
read
• How
development
is
strengthened
in
play
planning
• Other
ways
to
nurture
wri6ng
development

9. Phase
0
–
the
beginning
•
Writes
without
leEers;
makes
marks
•
Cannot
write
name
•
Can
hold
a
pencil
or
marker
•
Shows
book
handling
awareness

10. Phase
1
–
leEer-­‐like
marks
•
Writes
with
leEers;
uses
leEers
•
No
leEer-­‐sound
matches
•
Names
some
leEers;
forms
leEers
•
Writes
own
name
•
Enjoys
read
alouds

11. Phase
2
–
some
leEer-­‐sound
matching
•
Uses
some
sound-­‐leEer
matches
•
Knows
ini6al
sound-­‐
leEer
match
•
Invents
some
spellings
•
Knows
some
sight
words
•
Can
start
to
read
easy
Level
A
books

12. Phase
0
Phase
1
Phase
2

13. Goal:
from
phase
0
to
phase
1
choose-­‐say-­‐ choose-­‐say-­‐ choose-­‐say-­‐
go
draw-­‐go
draw-­‐write-­‐
go

14. Encouraging
phase
1
&
phase
2
in
play
plan

15. Step
2:
T
models
draw
por6on
of
play
plan
Note
the
line
for
the
word

16. Choose-­‐Say-­‐Draw-­‐Write-­‐Go
Step
1:
Model
wri6ng
Say:
I
am
going
to
make
a
castle.
Draw
lines
for
each
word:
____
____
____
____
____
____
____
(I)
(am)
(going)
(to)
(make)
(a)
(castle)
Write
words:
I
am
going
to
make
a
castle.
Reread
and
point
each
word.

17. Word
segmenta6on
Child
can
aEempt
to
write
the
name
of
the
area
OR
what
she/he
plans
to
do.

18. Here
the
child
writes
some
of
the
words;
the
teacher
writes
the
rest.

19. The
child
aEempts
to
write
all
the
words.

20. Note
that
the
child
aEempts
to
make
the
lines
and
to
write
words
on
the
lines.

21. ConsideraJons
•
kinder-­‐bound
children
only
•
those
that
show
readiness
to
draw
&
write
•
all
children
choose-­‐say-­‐go
•
some
kinder-­‐bound
children
move
to
draw,
then
draw
and
write
•
teacher
always
models
first
•
teacher
may
assist
‘how
to’
with
1-­‐2
children
at
a
6me
over
several
days
•
teacher
keeps
files
or
record
of
play
plans

22. Other
WriJng
OpportuniJes
•
making
books
•
wri6ng
play
•
with
parent
support

23. GePng
Started…
•
Video
example
•
Observa6ons
•
Making
plans
• What
I
am
doing
now
•
What
I
will
do
next
•
How
I
will
move
children
to
the
next
level

24. Making
Progress
with
Phonological
Awareness
(PA)
• Review
PA
teaching
ac6ons
• Video
samples
• Small
group
work
• Name
Game
Phonological
Processing
• Board
Game
• Awareness
• Sound
Game
• Segmen6ng
• Subs6tu6ng
• Share
• Dele6ng
• Blending

25. Remaining
Items
Coursework
Curriculum
wheels
• UG
course
–
Mary
• Background
Knowledge
• G
course
–
Lisa
• Drama6c
Play
addi6ons
• Module
-­‐
Shelley
• “Wheels”
Weekly
Inves6ga6on
Ac6vi6es

26. Wrap
Up…

27. Closing
&
EvaluaJon
• Highlights
from
the
session