Embedded Files
Linear calendar
Writing in the Art of Leadership book, Cultivating an Early Childhood Curriculum, Lilian Katz discusses the risks of early academic instruction:
“Research on the long-term effects of various curriculum models suggests that the introduction of academic work into the early childhood curriculum yields good results on standardized tests in the short term, but may be counterproductive in the long term. For example, the risk of early instruction in beginning reading skills is that the amount of drill and practice required for success at an early age will undermine children’s dispositions to be readers.It is clearly not useful for a child to learn skills if, in the process of acquiring them, the disposition to use them is lost…Another risk of introducing young children to academic work prematurely is that those who cannot relate to the tasks required are likely to feel incompetent. Students who repeatedly experience difficulties may come to consider themselves stupid and may bring their behavior into line accordingly.”Article & Links:
The 4 C's of Learning (21st Century Skills)
6 small instructional changes teachers can make for big results
Academic Skills are best learned when a person wants or needs them
Building Racial Justice and Equity (many resources)
Calendar Time for Young Children: Good Intentions Gone Awry NAEYC 2008
Calendar-time represents the early childhood teachers' collective identity crisis
The Cost of Ignoring Developmentally Appropriate Practice (DAP)
Emphasizing the Importance of Play During Distance Learning: For young children, play is the primary vehicle for learning, and these ideas will help ensure that they continue to have rich play experiences at home.
FOUR PROMISING FACTORS TO CLOSE OPPORTUNITY GAPS AMONG CHILDREN OF COLOR
How to Tell if Early Learning Provides a Level Playing Field
Lessons on Culturally Responsive Teaching From Black Churches: White teachers seeking to grow in their cultural competence and better engage Black students can learn from a mainstay of many Black communities.
NCCAT Upcoming Programs - NCCAT provides teachers with new knowledge, skills, teaching methods, best practices and information to take back to their classrooms.
//**No More Letter of the Week**//, Pre-K Pages article
//**No More Worksheets**//, Pre-K Pages article
NPR Ed : NPR "What does playful learning look like?"; "What are the most important skills we need to foster?" ; "What is high-quality preschool to you?"
Singing as a Tool to Facilitate Transitions: Music can be a great way to engage elementary students in routine tasks like moving from one activity to another.
Smooth, Swift and Efficient Classroom Transitions – Why are they Important?
Sparking Change in Teaching Practices: educators share key moments that catalyzed change
The Student Engagement Trap, and How to Avoid It: Capturing students' interests can be harmful to learning when it's not relevant to the subject, research shows.
Teachers go to school on racial bias (culturally responsive teaching)
Twenty-six studies point to more play for young children: Play has the potential to reduce inequality, report finds.
What Kids Need From Grown-ups (But Aren't Getting):
The Worksheet Dilemma: Benefits of Play-Based Curricula, Earlychildhood NEWS article
Lesson Design: TO-WITH-BY
Lesson Design: TO-WITH-BY
The Lost Art of Teaching Soundly Structured Lessons
“So, what are the widely agreed-upon elements of an effective lesson that are so powerful that researcher and author Robert Marzano insists they should be “routine components” of virtually any lesson in every subject area (including so-called “inquiry” or “project-based” lessons)?
The terms most often used to describe them are recognized by virtually every educator: An effective lesson starts with a carefully-formulated, clearly-stated purpose or “learning objective” accompanied by a brief preview or explanation of why that objective is worth learning and—of particular importance—how it will be assessed. This is followed by “modeling” or “demonstrating”—whereby teachers not only explain but explicitly show students, in very small, deliberately-calibrated steps, how to do the working and thinking necessary to succeed on that day’s assessment. Throughout the lesson, it is imperative that the teacher continually scan the entire room—to ensure that every student is attentive and engaged.
This brings us to the soul of the lesson: the recursive cycle that starts with students applying or practicing each small step that the teacher has just modeled (think "guided practice"). These initial practice attempts must occur under the observant eye of the teacher, who in turn must look to see if the class as a whole is succeeding on each successive step (think "check for understanding"—or "formative assessment"). There are a variety of simple ways to do such formative "checks"—e.g., by simply circulating around the room for a few minutes to see how well a sampling of students are progressing. If not enough students are succeeding—which is often the case—the teacher must resist the understandable (but time-wasting) temptation to begin frantically trying to tutor individual students while the rest of the class waits for the lesson to resume. Instead, when the teacher notes that some students are struggling, he or she must immediately "adjust instruction"—by re-teaching or enlisting students' expertise by having them work in pairs to help each other.”
To with by.doc
Frank Porter Graham
Frank Porter Graham
2019 National Early Childhood Inclusion Institute in Chapel Hill, North Carolina. It was a pleasure to engage with the passionate and innovative attendees at this annual conference. Check out the conference website for more information on the presentations, speakers, topics discussed, and more.
US Department of ED Early Learning: Newsletters
Developmentally Appropriate Practices
Developmentally Appropriate Practices
Applying Developmentally Appropriate Practices
Exchange Everyday, October 31 2017 "The emergence of Lev Vgotsky as a major influence on early childhood education has restored the appreciation of the importance of teaching to child-centered education. Children need a mixture of direction and freedom, direction that teachers provide by guiding children…and by providing the scaffolding (sequencing and steps) for their emerging ideas and skills. The teacher often has to present children with materials and experiences that allow them to move ahead, rather than simply allowing them to do anything in the hopes of discovery.” So wrote Jim Greenman in his very popular book, Caring Spaces, Learning Places now newly revised by Mike Lindstrom. Greenman also described the important role of teacher as listener:
"There is one truth about every educational setting: teachers talk too much and listen too little. In The Joy Luck Club, Amy Tan describes a querulous old aunt, not as hard of hearing, but as hard of listening. Children need teachers who know that what motivates children is to have their questions answered, not the teacher’s. Teachers who stimulate more questions than they ask are truly teaching."
Creative Curriculum and Small Group Instruction
Creative Curriculum and Small Group Instruction
INTEREST AREA INTRODUCTIONS (I DO)
ITC - objective focused (precise, measurable)
Strategy driven mini-lesson (anchor charts)
Show & Tell your 'thinking' process
CORE instruction for all students
Short commercial
CHOICE TIME (WE DO)
ITC small group with targeted/priority students
3+ Interest Areas with objective focused intentions
Teacher/child interactions are intentional and academic
Strategy/objective focused guided practice with all children
Small group intentional planning MASTER 1 and MASTER 2 lesson planning documents.
Anchor Charts
Anchor Charts
Objective Focused Instructional Supports
Objective Focused Instructional Supports
PLC Small Group Google Slides Resources for objective focused instruction
Objective Focused Comprehension Instruction TSG - ODL 18
Correction Procedure
Instructional Strategy for engaging students in quick learning opportunities.
"My turn..."
"Say/do it with me..."
"Say/do it by yourself..."
Engagement Strategies
Engagement Strategies
Stop and Jot
Turn and Talk
Educational Journey
Educational Journey
A few notes on field trips:
We cannot use instructional funds for field trips.
Message from Dr. Law: “If the question is, is there a $14 cap on field trips?...No, the Pre-K department does not have a cap, however, teachers should be 1) in alignment with any school requirements for limitations on field trip costs & their expected parent contributions 2) All Pre-K students must be able to attend the field trip, regardless if they have the money to pay for it...keep in mind the sensitive economic situations that many of our families are dealing with.”
We cannot deny a child the right to go on a field trip just because the family can't provide the funds, so we must have a back-up plan in place.
Mileage and driver costs begin from the time the bus driver leaves their last stop to pick you up and when they arrive back to the school.
2019~
Buildings & Balls:
UNC-Charlotte Ladies Basketball - College Tour
Johnson C. Smith Campus tour (stadiums; sports facilities)
Reduce, Reuse, Recycle (RRR)
Metrolina Recycling Center (980-209-8895)
Added 2016
STREAM Field Trip Opportunities: (Science, Technology, Reading, Engineering, Arts, Mathematics)
Energy Explorium at McGuire Nuclear Station: FREE admission and FREE parking
Learn how science and technology come together to power the Caroliinas
Mile-long nature trail along the shores of Lake Norman
Picnic shelter next to a butterfly garden - May eat lunch on the grounds
Pre-K appropriate presentation
www.duke-energy.com/energyexplorium
980-875-5600
Great Outdoors University: FREE Guided Nature tours
Guide will meet you at any local park (prefer parks away from homes and businesses to get a true nature experience) NOTE: May be a great combination with the McGuire Station visit!
90 minute nature experience
Mary Bures, Manager, Great Outdoors University, 2155 McClintock Road, Charlotte, NC 28205
740-332-5696
www.ncwf.org/GOU
NASCAR Hall of Fame: Racing to Victory Lane (PreK-1)
Students will learn about the racing through a series of games and activities
identify colors and shapes associated with the NASCAR
Increase use of large motor skills through a series of activities, such as lifting a tire or navigating a track
Understand the job of three team members on a race team
Count to figure out simple math problems such as counting how many cars start of finish a race
Workshop fee: $3 for age 4; $9.95 for 5 and older
1 Adult free for every 10 students
704-654-4462
Check on Kasey Kane scholarships
Carolina Aviation Museum (PreK-K)
Story Time (10-25 in a group at one time)
Students will learn about how airports and airplanes operate through storytelling. They will then get to experience the cockpit of a Cessna 150 and a life raft from an Airbus 320 while viewing US Airways Flight 1549. Miracle on the Hudson. After the program visitors will be free to explore the rest of the museum.
Admission fee: $7.51 per person including all adults
Kent Lupton, Education Coordinator
4672 First Flight Drive, Charlotte, NC 28208
704-997-3770 ext. 3770
Discover Place Kids~Educational Journey Map for school visit (created by Tina to facilitate groups beginning in different areas of the museum)
Discovery Place Nature Museum, Charlotte, NC
Sea Life at Concord (Ask for the behind the scenes tour. It is worth the extra cost!!)
Farms
Farms
Aww Shucks Farm, Monroe, NC
Carrigan Farms, Mooresville, NC
Hall Family Farm, Charlotte, NC
Hodges Family Farm, Charlotte, NC
Hunter Farm, Weddington, NC
Rural Hill, Huntersville, NC
Wise Acres, Indian Trail, NC
Kindergarten Connection~
Kindergarten Connection~
May 2019
The CMS Chief Academic Officer, Brian Kingsley made the following statement announcing our new K-8 English Language Arts curriculum:
"Thank you so much for your commitment and dedication to the curriculum selection process. We are on an incredible journey together and I am so grateful to serve this community alongside all of you. Tonight, I am excited to share the news you have been waiting for regarding our curriculum selection! CMS will move forward with Open Up Resources’ middle school math curriculum and EL Education’s English Language Arts curriculum (K-8). As I stated to the Board of Education, these curricula, matched with our talented educators, will propel us forward to ensure our students have access to learning that is challenging, engaging and reflective of their cultures, identities, and experiences." - Brian Kingsley, CAO
Why is this important to us? As we discussed when we shared the North Carolina KEA information during our PLC’s, we need to make sure we are laying the foundation for a successful Kindergarten transition. We’ve provided some links to the online resources if you are interested in learning more about the new K-8 ELA curriculum.
EL EDUCATION’S LEARNING LETTERS: English Language Arts K-2: Reading Foundations Skills Block This document will be updated over the summer, so you would not want to print or make copies at this time:
Kindergarten Entrance Assessment (KEA)
Kindergarten Entrance Assessment (KEA)
KEA NC & CMS supporting documents
Staggered Entry Recommendations 2019-2020
Staggered Entry Recommendations 2019-2020
Beginning of Year Supplemental Ideas
Beginning of Year Supplemental Ideas
We read Brown Bear and had story pictures that they put in sequence with the book. After reading it for a week, I made a class book with the student names. EXAMPLE: Mrs. Marais, Mrs. Marais what do you see? I see Mrs. Heggins looking at me. Etc. I have done this in the past but then they get a little confused so I changed it this year. I added a flap and put the beginning student on the front of the flap (Mrs. Marais) and the second student (Mrs. Heggins) under the flap. I wanted to end it with something funny like a picture of my dog but I used a picture of our hermit crabs instead. They LOVE looking at their pictures and are able to read it. I attached a picture in case I am not wording it right. It is a way to get them to know each other, recognize names, and beginning reading strategies. (Where do I start? Can you find two that are the same? Where is the letter P? etc)
I also found an idea online for "The Three Bears". We have been reading it this week and doing activities as well. I drew a path to a house and had pictures of the bowls, chairs, and beds and we put them in order from biggest to smallest and put them in the house. I then printed off standable (I know that is not a word) puppets and they can read and act out the story in the library...or change the story! I attached a picture of this as well. The "Story Map" can be used for other stories as well. Lori Marais, Pre-K Teacher, Idlewild Elementary
“I've attached the letter I sent home to parents for the "Me" box project. I extended the project for a month but the letter can be altered of course. Page 1 is the notes that were sent home asking for shoeboxes as well as the introduction to the project. Page 2 is the schedule for the project (the dates need to be changed/deleted). Everything is already translated as well.” LaCreshia Matkins, Albemarle Road 2014
"I found a cool book to make from Pinterest for the All About Me classroom names book. Since you probably have already made a class photo book, this is a Who am I? peekaboo book. I have attached the pages just print how many you need. The first page states, Who am i?, which is like a flap you put on the second page to cover up the child's picture. The bottom part of the second page shows (My name starts with -write in the beginning letter of child's name). Then you lift the flap to reveal the picture of the child and the line stating "I am _"-insert child's name). I attached pics of the book as well. Hope you can use it!!" Patrice Joynes, Albemarle Road 2014
Interactive Chart: An interactive chart presents a poem, song, or finger play that provides children with an opportunity to manipulate print in a concrete way. Here are some interactive songs that one of your colleagues shared that could be used in place of "Happy Birthday" ....
Came To School
(child's name) came to school today, school today, school today
(child's name) came to school today
She/s/He's our friend.
I Have A Friend
I have a friend whose name is (child's name), name is (child's name), name is (child's name)
I have a friend whose name is (child's name), We are so glad you are here!
Here I Am
tune: "Where is Thumbkin?"
Teachers: Where is _? (Child's name)
Where is _? (Child's name)
Child: Here I am, Here I am. (Child stands)
(or have group point and say "There is child's name, There is child's name")
hope this helps.....
(Tiffany Norkett, Reedy Creek Elementary, 2014)
Report abuse