Teaching Strategies GOLD

ECC Curriculum Night
October 23, 2013
Agenda
• Introductions
• Massachusetts Common Core
Standards for Preschool
• Literacy
• Teaching Strategies Gold
• Family Information
– Public Library
– School Volunteer Programs
At Home and At School
• We have to advocate for
outcomes that matter
most.
•
•
•
•
•
Critical thinking
Communication Skills
Collaboration
Creativity
Compassion
Massachusetts Common Core
The Common Core State Standards are
national standards that indicate what
K-12 students are expected to learn in
math and the English language arts.
The standards themselves are lengthy
and span K-12, but it's important for
parents to understand the goals of the
standards and ways to support school
instruction at home.
• Massachusetts included extra
standards and goals specifically for
Preschool!
The Standards for Mathematical Content
• The pre-kindergarten standards presented by
Massachusetts are guideposts to facilitate young
children’s underlying mathematical understanding.
The preschool/pre-kindergarten population
includes children from the age of 2 years, 9 months
until they are kindergarten-eligible. A majority
attend programs in diverse settings––communitybased early care and education centers, family child
care, Head Start, and public preschools. Some
children do not attend any formal program.
• The Massachusetts pre-kindergarten standards
apply to children who are at the end of this age
group, meaning older four- and younger five-year
olds.
In preschool or pre-kindergarten, activity time
should focus on two critical areas:
• (1) developing an understanding of whole
numbers to 10, including concepts of oneto-one correspondence, counting,
cardinality (the number of items in a set),
and comparison; and
• (2) recognizing two-dimensional shapes,
describing spatial relationships, and sorting
and classifying objects by one or more
attributes. Relatively more learning time
should be devoted to developing children’s
sense of number as quantity than to other
mathematics topics.
Young children begin counting and quantifying
numbers up to 10.
They begin with oral counting and
recognition of numerals and word names for
numbers. Experience with counting
naturally leads to quantification. Children
count objects and learn that the sizes,
shapes, positions, or purposes of objects do
not affect the total number of objects in the
group. One-to-one correspondence matches
each element of one set to an element of
another set, providing a foundation for the
comparison of groups and the development
of comparative language such as more than,
less than, and equal to.
Young children explore shapes and the
relationships among them.
They identify the attributes of different
shapes, including length, area, and weight,
by using vocabulary such as long, short, tall,
heavy, light, big, small, wide, narrow. They
compare objects using comparative
language such as longer/shorter, same
length, heavier/lighter. They explore and
create 2- and 3-dimensional shapes by
using various manipulative and play
materials such as popsicle sticks, blocks,
pipe cleaners, and pattern blocks. They
sort, categorize, and classify objects and
identify basic 2-dimensional shapes using
the appropriate language.
STANDARDS FOR
English Language Arts &
Literacy in History/Social Studies, Science, and Technical Subjects
• Reading Standards for Literature Pre-K–5
Reading Standards for Informational Text Pre-K–5
not an end in and of themselves; rather, they are necessary and
important Reading Standards: Foundational Skills Pre-K–5 [RF]
• These standards are directed toward fostering
students’ understanding and working
knowledge of concepts of print, the
alphabetic principle, and other basic
conventions of the English writing system.
Note: In pre-kindergarten and kindergarten,
children are expected to demonstrate
increasing awareness and competence in the
areas that follow.
Writing Standards Pre-K–5
Text Types and Purposes
• What it means: We write for many
different purposes, and these standards
address that fact. Teachers will be asking
students to write opinion pieces about
books or topics, informative pieces that
contain facts about a topic, and more
traditional-style writing called narrative
in which students write about specific
events or details.
How parents can help:
• Help your child see the different
types of writing you do in your adult
life. Talk about the writing you do
for work and the more casual
writing you do to friends. Then have
fun encouraging your child to write
their own pieces.
- Draw a picture of a favorite toy or a
recent event.
- Encourage your child to put pencil,
crayon or marker onto paper and to
begin to make marks.
Speaking and Listening Standards Pre-K–5
Language Standards Pre-K–5
Speaking Is Natural;
Reading and Writing Are Not
• Human brains are naturally wired to
speak; they are not naturally wired to
read and write. With teaching, children
typically learn to read at about age 5 or 6
and need several years to master the
skill.
- Luisa Moats and Carol Tolman
http://www.readingrockets.org/article/28758/
Oral language is a
foundational skill
for reading and
writing.
Use Rich Language! Usar lenguaje rico!
Usar lenguaje rico!
Use linguagem rica!
Weak Language is like a thin soup.
Eat.
Come.
Sit.
Be quiet.
comer
venir
sentarse
callarse
comer
vir
sentar-se
Fique quieto
Add more words to make your language more
interesting and to help your child gain vocabulary.
“It is time to eat your lunch. Here’s your milk.”
“Be careful to chew your food slowly.”
“Please stay in your chair.”
Agregar más palabras para hacer que su
lenguaje sea más interesante y para
ayudar a su niño a aumentar el
vocabulario.
Adicionar mais palavras para tornar a
sua linguagem mais interessante e para
ajudar o seu vocabulário ganho criança.
"Es hora de comer su almuerzo. Aquí está
tu leche ".
"Ten cuidado de masticar la comida
lenta".
"Por favor, permanezca en su silla."
"É hora de comer o seu almoço. Aqui
está o seu leite. "
"Tenha cuidado para mastigar a comida
devagar."
"Por favor, fique na sua cadeira."
Use Rich Language - Use un lenguaje rico - Use uma linguagem rica -
Use as many words as
your child can
understand, expanding
your vocabulary and the
length of your sentences
as your child matures.
Agregar más palabras
para hacer que su
lenguaje sea más
interesante y para
ayudar a su niño a
aumentar el
vocabulario.
Adicionar mais palavras
para tornar a sua
linguagem mais
interessante e para
ajudar o seu vocabulário
ganho criança.
“It is time to eat your
nutritious soup and grilled
cheese sandwich! Would you
like the red cup or the blue
cup for your milk?”
"Es hora de comer su sopa
nutritiva y sándwich de queso
a la parrilla! ¿Te gusta la taza
roja o la azul taza de leche? "
Mastique los alimentos
cuidadosamente para que
pueda disfrutar de cada
bocado!
Por favor, permanezca
sentado hasta que haya
terminado de masticar.
"É hora de comer a sopa
nutritiva e sanduíche de
queijo grelhado! Você gostaria
que o copo vermelho ou o azul
para o seu copo de leite? "
Mastigar bem os alimentos
com cuidado para que você
possa desfrutar de cada
pedaço!
Por favor, fique sentado até
terminar de mastigar.
Chew your food carefully so
you can enjoy every morsel!
Please stay seated until you
are done chewing.
The Matthew effect may refer to:
Matthew effect (sociology), the phenomenon in
sociology where "the rich get richer and the
poor get poorer"
Matthew effect (education), the phenomenon in
education that has been observed in research on
how new readers acquire the skills to read
(From Wikipedia)
Reading books is one way
to build your child’s
vocabulary and to get them
ready to be readers. By
using a broad variety of
words when speaking to
your child in day to day
activities you can also add
to your child’s foundational
language skills which will in
turn contribute to reading
success later in life.
La lectura de libros es una
manera de enriquecer el
vocabulario de su hijo y
para prepararlos a ser
lectores. Mediante el uso
de una amplia variedad de
palabras al hablar con su
hijo en el día a día las
actividades se pueden
agregar a las habilidades de
su hijo lingüísticas
fundamentales que a su vez
contribuyen al éxito en la
lectura más tarde en la
vida.
Ler livros é uma forma de
construir o vocabulário de
seu filho e para prepará-los
a ser leitores. Ao usar uma
ampla variedade de
palavras ao falar com seu
filho em atividades do dia a
dia você também pode
adicionar a suas
habilidades de linguagem
da criança fundamentais
que por sua vez contribuem
para a leitura sucesso mais
tarde na vida.
Great Ideas and Resources
http://www.readingrockets.org/
http://www.starfall.com/
Things you can do to help your child be ready for Kindergarten
Teach your child the letters in his/her name. Teach your child to look for those special letters
in the environment. Read to your child every day! Talk to your child. Use lots of language!
Help your child build up strength in their fingers for writing tasks later on.
Cosas que usted puede hacer para
ayudar a su hijo a prepararse para
el kindergarten:
– Enseñe a su niño las
letras de su su /
nombre.
– Enseñe a su hijo a
buscar esas cartas
especiales en el medio
ambiente.
– Lea con su hijo todos
los días!
– Hable con su hijo. Use
un montón de idiomas!
– Ayude a su niño a
desarrollar fuerza en
los dedos para escribir
las tareas en el futuro.
Coisas que você pode fazer para
ajudar o seu filho estar pronto
para Jardim de Infância:
• Ensine seu filho as letras
o nome dele / dela.
• Ensine seu filho a olhar
para essas letras
especiais no ambiente.
• Leia para seu filho todos
os dias!
• Converse com seu filho.
Use lotes de língua!
• Ajude seu filho a
construir a força em
seus dedos para
escrever tarefas mais
tarde.
What Is Teaching Strategies GOLD®?
• Teaching Strategies GOLD® is an
authentic, ongoing observational system
for assessing children from birth through
kindergarten, proven to be valid and
reliable by extensive field testing. It helps
teachers observe children in the context
of everyday experiences, which is an
effective way to get to know them well
and find out what they know and can do.
What Are the Teaching Strategies GOLD Objectives
for Development & Learning?
Teaching Strategies GOLD® is grounded in 38
objectives that guide teachers throughout the
assessment cycle. They are based on research,
include predictors of school success, and are
aligned with the Head Start Child Development
and Early Learning Framework and early
learning standards for each state. The objectives
are organized into 10 areas of development and
learning, including broad developmental areas,
content areas, and English language acquisition.
Many of the objectives also include dimensions
that guide teachers’ thinking about various
aspects of that objective, and help clarify what
the objective addresses.
www.teachingstrategies.com
T.V. Down Time - Nick Jr.
T.V. and On Line Games - PBS Kids
Give With Target ~ www.target.com/education
Questions?
¿Preguntas?
Perguntas?
Thank You!
Gracias!
Obrigado
!