Viewers Guide

Viewers Guide Viewing Guide: Kindergarten Matters: Building Blocks for Learning Video Length: 58 minutes The following information is provided as a means of stimulating dialogue and enhancing your viewing of Kindergarten Matters: Building Blocks for Learning Segment Content Time 1. Introducing the Kindergarten Program 00:00 – 03:22 This segment provides a general overview of the essential components of an effective Kindergarten classroom as outlined in the Revised Kindergarten Program, 2006. Guiding Questions: 1. What words can be used to describe learning in these Kindergarten classrooms? 2. What is the role of the teacher? Points of Viewing Interest: 1:11 , The child is learning to write the letter “s” after completing a letter identification task where he searched for the letter “s” around the room. 1:12 , This questioning chart enables the teacher to teach students how to ask effective higher-order questions to enhance their reading comprehension. The teacher scaffolds the students’ learning by choosing two words from the chart to act as a question starter. Children’s questions are recorded on post-its and placed in the appropriate intersecting spots on the chart. 1:31 , The red funnel which is suspended from the ceiling provokes the students to engage in inquiry-based learning. 1:42 , The teacher is holding her “Guess Who” game. This game helps students to learn to differentiate between the letters of the alphabet by studying their physical features. See the additional viewing option entitled, Guess Who Game, to hear the teacher describe how this game is played. 1:51 , This word wall is placed at the height of the students on the outside of their coat cubbies for easy use. The students’ names are the first words to appear on the word wall. , Heavy-duty plastic plates can act as inexpensive mini 2:19 whiteboards. , Activities where students use tongs to pick up items 2:37 encourage the small-muscle development that supports proper pencil grip. , This student is using a paint stir stick with a foam 3:07 -1- Viewing Guide: Kindergarten Matters: Building Blocks for Learning letter “s” glued to the end to help him search for letters around the room. 2. Scheduling and Timetabling 03:23 – 05:52 This segment introduces us to Lynn Howarth who has been a Kindergarten teacher for twenty years. She shares her philosophy of education for young children and describes how this philosophy influences her classroom and timetable organization. Guiding Question: 1. What core beliefs about young children and how they learn influence decisions about classroom setup and programming? Points of Viewing Interest: , Communication between the home and school is 4:17 encouraged through the use of Important Bags. These waterproof cloth bags with zippers across the top are available from office supply stores. , Math manipulatives include pattern blocks, plastic and 4:27 wooden blocks, attribute blocks, plastic bears, 3D foam shapes, and puzzles. , For a copy of Lynn’s schedule, see the additional 5:27 viewing option entitled “Lynn Howarth’s Timetable” , This “It takes a village to raise a child” math mural 5:36 helps students to link math concepts to the real world. At this time, the students are practising their counting and number formation skills by creating a tally of various mural items. 3. Organizing for Independence 05:53 – 07:03 In this segment, Lynn discusses how she organizes the materials at the Creative Centre to promote independence. Guiding Question: 1. What organizational strategies are utilized to foster independence? Points of Viewing Interest: 6:12 , This alphabet centre has been created using plastic shoe organizers. It encourages students to identify and sort the magnetic letters into the correct pockets after they have been used to make high-frequency words on a cookie sheet. 6:16 , Clear plastic bins enable students to easily access and -2- Viewing Guide: Kindergarten Matters: Building Blocks for Learning sort manipulative materials. 6:17 , The paper cut-outs on this block shelf help the students to know where to place the various blocks. Please see the additional viewing option, The Block Centre for more information. 4. Using Time Effectively 07:04 – 08:30 In this segment, Lynn discusses how she maximizes learning time throughout the day. She makes suggestions about activities that might be done instead of traditional “calendar math”. Guiding Questions: 1. What aspects of the timetable might be reconsidered in order to maximize learning? 2. What alternative activities reinforce the concepts of number, patterning and time traditionally taught through calendar math? 3. What role does functional print play in the classroom? Points of Viewing Interest: 7:05 , Displaying your daily schedule using words and pictures is a great way to encourage students to read functional print in the classroom. Additional examples of functional and environmental print can be found in Environmental Print I Can Read! I Can Write! Written by Terri Beeler. Published by Creative Teaching Press, ISBN 305-540-033-28 7:19 , Sample timetables for both half day and full-day Kindergarten programs are provided in the additional viewing option, Schedules K, L, R. 7:34 , Lynn is modeling how to “think aloud” while reading a story. In this example, she is demonstrating how she makes text-to-self connections to help her better comprehend text. For more information about “thinking aloud”, please see pages 4-6 to 4-7 of the Guide to Effective Instruction in Reading, Kindergarten to Grade 3. 7:57 , Traditional “calendar math” often requires children to sit for inappropriately long periods of time. There are other more engaging ways to teach the same skills through music and movement. 8:06 , This teacher has the students count up from 0 to 100 as a way to measure how long it takes the helper of the day to get down to the office and back with the morning attendance. The colour coding on the hundreds boards reinforces the significance of 5 and -3- Viewing Guide: Kindergarten Matters: Building Blocks for Learning 10. 8:25 , There are many counting songs that students can help to act out as a way to reinforce number concepts. 5. Fostering Self-Directed Learning 08:31 - 10:30 In this segment, Lynn describes how she teaches her students to be self-directed learners taking responsibility for their own actions and behaviour. Guiding Questions: 1. What organizational structures promote self-directed learning? 2. How are students helped to know what is expected of them? Points of Viewing Interest: 8:42 , Students are independently practising their name writing skills as they are making a class birthday card. 8:59 , Students sign their names to this chart to indicate that they have something to share with the class. 9:03 , Students independently sign out books using this chart. 9:05 , This is an example of an “anchor chart” that helps students remember how to work with a learning buddy. For more information about “anchor charts”, please see p. 117 in A Guide to Effective Literacy Instruction, Grades 4 to 6, Volume One. , This is Lynn’s “What We Need to Do” necklace that 10:01 illustrates in pictures and words the expected behaviours on the carpet. At the beginning of the year, Lynn models and teaches the behaviours that match each of the pictures. If someone needs a gentle reminder on the carpet, she simply shows the appropriate picture. 10: 16 , The game of criss-cross applesauce provides the students with an opportunity to practise crossing their legs in a playful manner. The goal of the game is to have everyone sitting cross-legged by the time the teacher has completed saying “criss- cross applesauce”. 6. The Language Centre 10:31 – 12:12 In this segment, Lynn takes us on a tour of her Language Centre that features small-group or individual literacy activities, individual book boxes and a journal writing table. -4- Viewing Guide: Kindergarten Matters: Building Blocks for Learning Guiding Questions: 1. What organizational structures enable small-group instruction to occur? 2. How does one create literacy centres that develop print awareness and alphabet knowledge, phonemic awareness, oral language and writing skills? 10:38 Points of Viewing Interest , Ideas for centre-based literacy activities can be found in the books by Miriam Trehearne, Lesley Mandel Morrow or Literacy Centers for Primary Classrooms by Caroline Jackson Blakemore and Barbara Weston 11:31 Ramirez (ISBN 076850273X) , The expectations and criteria for journal entries are 11:50 taught to the students at the start of the year. , The plexi-glass writing table consists of two pieces of plexi-glass fastened to a wooden base. 7. Thinking about Learning Centres 12:13 – 14:18 In this segment, Lynn shares some of the questions that need to be considered when creating learning centres. Guiding Question: 1. What role can students play in the co-construction of centres? Points of Viewing Interest , Recording information anecdotally right in a student’s 13:31 portfolio reduces time spent re-copying information. , Lynn puts an elephant stamp in the top left corner of 13:40 painting paper to help students remember where to start printing their names. She also folds up the bottom of the paper about 3 inches to provide a clean spot for story writing. Please see the additional viewing option, Painting Paper, for more information. , When the tops of markers are glued onto a large 13:43 wooden block, it is easy for students to put away the markers. Please see the additional viewing option, The Marker Block, for more information. , Colour-coding centre signs and the labels on bins of 13:47 materials helps students to know where materials belong in the classroom. Please see the additional viewing option, The ICARE Board, for more information. -5- Viewing Guide: Kindergarten Matters: Building Blocks for Learning 8. System Leadership for Kindergarten – Jill Worthy 14:19 – 18:36 In this segment, Jill Worthy, a Superintendent from the Toronto District School Board, outlines the critical role played by teachers, principals, superintendents and trustees in the establishment of effective Kindergarten programs. Guiding Questions: 1. What role does “system leadership” play in effective Kindergarten programming? 2. What constitutes a “seamless day” for children? Points of Viewing Interest: 17:29 , For additional information about the Best Start initiative, please visit: www.children.gov.on.ca/CS/en/program/BestStart/default .htm 9. Assessment in the Kindergarten 18:37 – 21:49 In this segment, Lynn discusses some of the assessment challenges faced by Kindergarten teachers. We see her utilising checklists, anecdotal notes, the Developmental Writing Continuum and portfolios. Guiding Questions: 1. What are the elements of effective assessment in Kindergarten? 2. How is assessment linked to “the zone of proximal development”? Points of Viewing Interest: 19:12 , For additional information about the Zone of Proximal Development, please see p. 2.15 in The Guide to Effective Instruction in Reading, Kindergarten to Grade 3. 19:38 , Lynn models how to write the first few words on a chart that will later be completed by the students using interactive writing. 21:05 , An overview of the First Steps Writing Continuum is found on p. 67 in A Guide to Effective Literacy Instruction, Grades 4 to 6. , An explanation of the levels of text reading expected 21:17 by the end of Senior Kindergarten can be found on p. 38 of the Revised Kindergarten Program. It is essential to consider what knowledge and skills students need to acquire to successfully read (decode and comprehend) text at each level. This knowledge -6- Viewing Guide: Kindergarten Matters: Building Blocks for Learning and skill set must become the basis of literacy instruction in Kindergarten. 10. Focussed Observation – Dr. Pat Dickinson 21:50 – 28:48 In this segment, Dr. Pat Dickinson, of Charles Sturt University, analyzes the strengths and weaknesses of a variety of assessment tools including checklists and anecdotal record sheets. She introduces a more comprehensive Focused Anecdotal Record /At-A-Glance Sheet. Guiding Questions: 1. What does it mean to have comprehensive and systematic assessment practices in Kindergarten? 2. What are the strengths of the focussed Anecdotal Record/At-A-Glance Sheet? Points of Viewing Interest: , For additional information about assessment, please see pages 12.3 to 12.56 in A Guide to Effective Instruction in Reading, Kindergarten to Grade 3. 22:46 , For additional information about “kidwatching”, please see Owocki, G. & Goodman, Y. (2002). Kidwatching – Documenting Children’s Literacy Development. Portsmouth: Heinemann. (ISBN 0- 325-00461-7) Study notes for this book will be available at a later date. 23:16 , For additional information about assessment in the Kindergarten program, please see pages 8-10 of The Revised Kindergarten Program. , An example of the Focused Anecdotal Record / At – 24:46 A-Glance Sheet is provided as an additional viewing option. , Additional information is provided about the 28:41 following assessment tools: Using Photographs, Student Self Reflection, Using Technology and Formative Assessment. 11. Encouraging Purposeful Talk 28:49 – 31:10 The importance of helping all students acquire a strong oral language foundation is discussed in this segment. Lynn stresses the essential role that she plays in modeling how language can be used effectively and in creating an environment where her students are engaged in purposeful talk. -7- Viewing Guide: Kindergarten Matters: Building Blocks for Learning Guiding Questions: 1. How can oral language development be fostered throughout the Kindergarten day for all children? Points of Viewing Interest: 30:13 , Turn and Talk or Think-Pair-Share is an effective way to keep students actively engaged in whole group learning experiences. In the beginning, students need to be taught how to sit “knee to-knee” and “eye-to- eye” with a partner, how to share an answer and how to listen respectfully. , For more information about how to support English Language Learners, please access Many Roots, Many Voices at 31:04 , Additional ways to encourage purposeful talk are provided: Shoemaker’s Shop, The Mystery Can You Guess Box, The Birthday Bag, The Dramatic Play Centre. 12. The Role of Talk in the Classroom – Dr. Carmel Crevola 31:11 – 40:10 In this segment, Dr. Carmel Crevola discusses how music and pictures can be used to stimulate oral language development. She offers practical advice to teachers about asking questions, utilizing wait time and differentiating instruction. Guiding Questions: 1. What skills and strategies are essential to observe? 31:23 2. How can one gather samples of oral language? 3. What can be done to help those students who seem reluctant to speak in any language? Points of Viewing Interest: 34:20 , For more information about use of pictures to encourage oral language development, please see Carmel’s Let’s Talk About It program published by Mondo Publishing. , The First Steps Oral Language Continuum is found on p. 36:55 3.21 in The Guide to Effective Instruction in Reading, Kindergarten to Grade 3. 13. The Gradual Release of Responsibility 40:11 – 43:37 In this segment, Lynn explains how she scaffolds students’ learning by utilising the gradual release of responsibility model. In her read aloud of Bear Snores On, Lynn models how readers make inferences while reading text. She then -8- Viewing Guide: Kindergarten Matters: Building Blocks for Learning extends the students’ understanding of the read aloud by using shared and interactive writing to create a list of items that make a great party. Finally she provides small-group instruction in both book reading and oral language while the rest of the students are actively engaged in other literacy activities. Guiding Questions: 1. How does the gradual release of responsibility model ensure that teaching is responsive to students’ needs and builds to independence? Points of Viewing Interest 40:34 , Bear Snores On by Karma Wilson and Jane Chapman (ISBN 0-689-83187-0) is a wonderful story about a group of animals who take refuge from the winter cold in the den of a sleeping bear. The bear is awakened by the merry-making of the animals. However, we soon find out that the source of the bear’s anger is not what we had first suspected. This book is rich with text-to-self and text-to-text connections as well as points where readers are naturally drawn to make inferences about the motives and desires of the various characters. Students will quickly see the similarities between this text and The Mitten by Jan Brett. , By providing pictures of the various characters from 40:40 the book, Lynn is able to encourage her students to retell the story. For additional information about possible extension ideas for this book, please see the additional viewing option, Thinking Aloud about Bear Snores On. 40:43 , Paint stir sticks that the students have painted themselves and then decorated with a variety of creative materials become pointers they can use to “Read the Room” as one of their independent literacy activities. , These individual book boxes contain a duotang of 40:56 familiar songs and chants, copies of levelled text previously read in small-group guided reading sessions and a bag of alphabet letters for playing games previously taught in small-group situations. , These reading phones have been inexpensively made 41:03 by attaching two 90 degree angles of pcv drain pipe to a short piece of pcv drain pipe. -9- Viewing Guide: Kindergarten Matters: Building Blocks for Learning 41:14 , Lynn is modeling how to “think aloud” while reading a story. In this example, she is demonstrating how she makes inferences to help her better comprehend text. For more information about “thinking aloud”, please see pages 4-6 to 4-7 of the Guide to Effective Instruction in Reading, Kindergarten to Grade 3. , To see the read aloud/think aloud lesson with Bear Snores On in its entirety, please see the additional viewing option, Thinking Aloud about Bear Snores On. 41:33 , To see the interactive writing lesson in its entirety, please see the additional viewing option, Interactive Writing Lesson. 43:04 , Lynn gives support to this young writer by providing him with verbal cues to guide his letter formation. She then takes over the pen to add the challenging “silent e” at the end of the word “cake”. . 14. Small-Group Instruction 43:38 – 46:04 In this segment, Lynn demonstrates how small-group instruction can be used for different purposes. First we see her conducting a small-group shared reading lesson followed by small-group oral language work. Guiding Questions: 1. What concepts and skills are needed to read the text I See Crayons successfully? 2. How does one help students to become more strategic readers and writers? Points of Viewing Interest: 44:02 , In this small-group shared reading lesson, the students begin by making predictions about the text using the details from the book’s cover. Then they start to read the text together reviewing previously-learned concepts of print such as the concept of a word, one- to-one matching, and initial consonants. As they progress with the shared reading of the text, Lynn introduces the new concept of making text-to-self connections. , To see the shared reading lesson in its entirety, please see the additional viewing option, Small-Group Shared Reading Lesson. -10- Viewing Guide: Kindergarten Matters: Building Blocks for Learning 15. Teaching Mathematics 46:05 – 47:03 In this segment, we catch a glimpse of a portion of a mini- lesson in mathematics where students are shown how to complete a “math board”. Guiding Question: 1. What concepts and skills are being practiced in each mathematics activity? Points of Viewing Interest: , Additional information is provided about the 46:56 following examples of mathematics instruction: Domino Lesson, Structures Program, Helper of the Day, The Learning Carpet. 16. Differentiating Playful Instruction – Dr. Miriam 47:04 – 51:41 Trehearne In this segment, Dr. Miriam Trehearne discusses the relationship between play and learning in Kindergarten. She shares specific examples of ways to differentiate learning at an Alphabet/Word Study centre and at a Retelling Centre. Guiding Questions: 1. What characterizes effective learning? 2. What characterizes effective centre play in Kindergarten? 3. How does one differentiate instruction at learning centres? Points of Viewing Interest , Dickinson, D.K. & Neuman, S. (2006). Handbook of 47:59 Early Literacy Research – Volume 2. New York: Guilford Press. , Hart, B; & Risley, T.R. (1995). Meaningful Differences in Everyday Experience of Young American Children. Baltimore: Paul H. Brooks. 49:29 17. Integrated Learning 51:42 – 55:18 In this segment, Lynn describes how she integrates learning across areas throughout the day. Guiding Questions: 1. What does it mean to integrate learning in Kindergarten? 2. How can authentic reading and writing be fostered throughout the day? -11- Viewing Guide: Kindergarten Matters: Building Blocks for Learning 3. What is the role of the teacher in fostering problem- solving and inquiry skills? Points of Viewing Interest: 52:22 , This student-created bulletin board showcases student work that integrates literacy, the arts, mathematics and science. , The students are placing their hand-made bird feeders 52:41 in trees just outside the classroom. 52:53 , The nature of children’s play at sand, water and blocks gives us a window into their development. , For more information about the stages of inquiry, 53:39 please see pages 11-13 of The Revised Kindergarten Program. 53:47 , Children’s paintings give us a window into their development. For additional information about children’s art, please see Engel, B. (1996). “Learning to look. Appreciating child art”. Young Children, 51(3), 74-79. 18. Some Final Thoughts 55:19 – 57:35 This segment provides a summary of the key concepts presented in the webcast. Suggestions for additional professional learning are offered. Guiding Questions: 1. What aspects of this webcast particularly resonated with you? 2. How might you continue the dialogue about one aspect of your programmming with a colleague? Points of Viewing Interest 57:03 , Additional information about upcoming webcasts and web conferences is available at www.curriculum.org. -12-