esla-so-pp-12

Learning Journeys

PreK

Walk and Talk

1. Name…

2. Something I am good at…

3. My dream….

1

What are the characteristics of a

three-year old?

2

Three year-olds:

• Learn through exploring and using all the senses

• Language is taking off! They learn lots of new words.

• Listen to stories and notice environmental print.

3

Three year-olds:

• Like to have adults near when they explore and play.

• Like to sing and recognize their favorite songs.

• They can classify and sort objects. They can count to five.

4

3 year-old language

• Can acquire 4 to 6 words per day when given access to new vocabulary

• Show an increased ability to listen and understand conversations

• Some have problems with pronunciation

5

3 year-old language

• Exposure to second or third language helps to continue to perceive a wider range of speech sounds

• Have difficulty waiting for a turn in a group

• Tend to relate personal information regardless of the topic established by peers or adults

6

3 year-old phonological awareness

• Begin to recognize sounds in spoken language

• Become aware of words that begin with the same sound

• Become aware of rhyming words in nursery rhymes

7

3 year-old alphabet knowledge

• By the end of the year, many can name 5-10 letters

• Most understand that letters are used to make words

8

Brain Break

Arrows

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What are the characteristics of a

four-year old?

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Four year-olds • Developing greater

self-control.

• Pretend play is more complex and imaginative.

• Most can recognize and write some letters.

• Their art becomes more realistic.

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Four year-olds

• Join group play and can suggest ways to solve conflicts.

• Language can be more complex and they can follow multi step instructions.

• They know shapes, days of the week, months of the year but cannot tell time.

12

Four year-old language

• Begin to understand explanations of events

• Expand known words for various conceptual clusters (stems, leaves, roots)

• Find it easier to wait for a turn in conversations

• Perception of sounds not used continues to decrease. Exposure to second or third language helps to perceive a wider range of sounds.

13

Four year-old phonological awareness

• Increasing awareness of rhyme and beginning sounds

• Can generate words that begin with same sound

14

Four year-old book knowledge

• Can hold book right side up

• Can memorize predictable text in story book

• Get bored if asked too many questions during the reading of a story

15

Four year-old writing

• Begin to imitate letters

• Understand letters represent sounds

• Many recognize at least half the uppercase letters in the alphabet

16

Brain Break

Balloon Keep Up

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Program Philosophy

Developmentally appropriate classroom

•full of books, songs, stories,

and conversations

• children experiment and

explore

• purposeful and playful

learning experiences

• develop cognitively, socially,

emotionally and physically

Immersion in a learning-rich environment

Immersion in a learning-rich environment is

critical but not sufficient

Immersion in a learning-rich environment

The environment and interactions must be thoughtful and purposeful

Intentionality

All parts of the day should be considered opportunities for learning

Intentionality

Responsive

Curriculum content

Instructional strategies

Individual children

Essential Questions

Essential questions

Experience

Thoughtful &

reflective learning

Readiness

English Language development lessons

Readiness

Key Concepts

• How do friends get along?

• Friends working and playing together

Concept Vocabulary

• afraid

• happy

• mad

• mean

• nice

• sad

Readiness Vocabulary

• head

• feet

• face

• hands

What makes literacy?

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Priority Skills

Comprehension Phonemic Awareness

Phonics Fluency Vocabulary

K

1

2

3

4–6

Blending/ Segmenting

Word Reading WCPM Word Knowledge

Retelling

What do we have to work with?

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Description

• 2 levels, K1 & K2

• 5 bimesters

• 6-8/ 8+ hours

• Early Literacy & Readiness

• Science, Social Studies, Math

• Pre-school Domains

• Technology integration

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Configuration

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PreK1

5 bimesters

2 modules

PreK2

5 bimesters

2 modules

Components

•Student & activity Book w/CD-Rom & Apps

•Teacher’s Book w/ CD-ROM

•Big Books

•Posters

•Alphabet cards

•Picture cards

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Technology/ CD-Rom

Student CD- Rom includes:

•Songs and Poems

•Flip Books

Teacher CD-Rom includes:

•Songs and Poems

•Flip Books

•Concept Animations

•Learning Games

•Photocopiable resources

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Weekly Lesson Plan

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35

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37

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Brain Break

What Is Different?

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Introduce concept words

40

Readiness

41

Phonological Awareness

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Alphabet Knowledge

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Story Time

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Math

45

Alphabet Knowledge

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Science

47

Remember!

• Nurture creativity

• Don’t rush activities

• Provide encouragement

• Let them choose

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Children need love, especially when they do not deserve it.

Harold Hulbert

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kathy.parish@pearson.com veronica.lozano@pearson.com

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