Unless someone like you cares a whole awful lot, nothing ... · activity. Professional Groups ......

"Unless someone like you cares a whole awful lot, nothing is going to get better. It's

not.“ - The Lorax (1971)

"You have brains in your head. You have feet in your shoes. You can steer yourself any

direction you choose.“ - Oh, the Places You'll Go! (1990)

"Today you are you! That is truer than true! There is no one alive who is you-er than

you!“ - Happy Birthday to You! (1959)

Dot DayTransitions and storytelling

Draw a large circle or many small Circles on your baggie and set it aside to dry.

Visual Transition

• Correct Bell Quiz #6

Let’s BeginSung to “Frere Jacques”

(teacher) Are You Listening, Are You Listening?

(student) Yes we are, Yes we are.

(teacher) Thanks for your attention, Thanks for your attention.

(all) Let’s Begin, Let’s Begin

Auditory transition

o Draw a large circle or many small Circles on your baggie and set it aside to dry.

o Unit 2 Circle Assignment #1 (pg 5).

o Get ready to turn in unit 1 work.

Unit 1 is due (20 min)1. Attach the grading sheet to unit 1 and then trade your book with someone who is

also ready to have their book corrected.

o I will come around and place an on time stamp on it..

• Write your name on the Corrected by _________

• Score their work accordingly

3 = 100% complete

2 = more than 50% complete

1 = less than 50% complete

0 = missing

o Return the unit 1 workbook back to the owner so they can turn it in.

2. Finish your group lesson plan from last time.

3. Water your grass head guy.

4. If you are not ready to turn in your unit 1 or when you finish correcting, work on the

circle assignment in unit 2.

FALSE !!!

Da-Da-DaDaDa __________

Transitions and

Storytelling

Creativity is the art of putting

something together in a

new and

differentway.

New and different way

https://www.youtube.com/watch?v=2lXh2n0aPyw

1-WHAT DO YOU SEE?

2-WHAT DO YOU SEE?

3-WHAT DO YOU SEE?

4-WHAT DO YOU SEE?

5-WHAT DO YOU SEE?

6-WHAT DO YOU SEE?

7-WHAT DO YOU SEE?

Does a different angle or perspective make a difference?

CREATIVITY

As we begin this new unit, Kindle that creative spark!

(8)

If You Can Hear Me…

Clap your hands 4xClap your hands 3xClap your hands 2xClap your hands 1x

The UNIT 2 Professionals

• Learn to Teach (Clothing)

oEach group receives a category to become a professional on.

oUse this information to complete a section of the notes.

• Complete the child activity.

Professional Groups

• Shirts = Workbook questions #1 & 2 pg 5

• Pants = Workbook questions #3 & 4

• Socks = Workbook questions #5 & 6 and Explain workbook assignment #2 & 3

• Shoes = Workbook questions section b and explain assignment #4

Squirt a couple of REALLY SMALL blobs of finger or tempera paint into a baggie with a reliable zipper and then tape it to a window or to the table. Use your fingers or other objects to smush the paint around. OPTION: Place a picture or a blank paper inside the bag first and then paint over it. Remove the paper or leave it inside the bag.

Baggie Painting

Hey, Hey, look at me.

Make yourself look just like me:

_____

The Professionals• Teach to Learn (color)

– With the new groups formed and there is one representative from each group, group members will take turns teaching each other about their group’s information. Once groups have learned the information, then new groups will be created where one representative from each group will be present. But before we get into those groups….

• Assignments – #1 (pg 5) – #2 (pg 6-7)– #3 (pg 8)– #4 (pg 9)

Professional Information follows this slide. Print the

slides off for the group resources

• Students who miss this day will use these slides to complete their unit 2 notes.

#1 Why read to a child?

• Early Language and literacy (reading and

writing) development begins in the first

three years of life and is closely linked to a

child's experiences with:

– People interaction

– Signs

– Directions of food / labels / recipes / toys

– Newspaper

– Books and stories

Illustrated stories – a way for children to be involved through the use of visuals and words.

#1 Why read to a child?

• A child’s success in learning to

read is affected more by the

reading related experiences

that a child has BEFORE

entering school than the

reading related experiences a

child has AFTER he/she enters

school.

#1. WHAT DO BOOKS TEACH?

• Alphabet, words, language

• Reading skills

• Rhyming

• Grammar

• Concepts

• Their world

• Relationships

• Listening skills

What do Nursery Rhymes teach?

• Math

• Language

• Reading Skills

• Creative

• Dramatization

• Comfort and Support

The child who knows 8 nursery rhymes by the time they

are 4 years old will overall do better in school.

#1 Most Importantly:

• Children who are READ to

REGULARLY are better readers.

• If a child can SEE other people read,

they will learn that READING is

IMPORTANT!

• It is 3 guarantees to improving their

language, to raising a reader, and to

learning in school.

– READ, SING, and TALK with them

#2 Book Selection:Infants and Toddlers

2 year old 3 year old 4 year old 5 year old

Thick pagesLarge Bright

picturesFamiliar

objectsSensory

Familiar experiences

& objectsImitates

familiar sounds

Familiarplots

Large brightpictures

Familiar experiences

& objectsOther People

and things outside of the home

Repetitive sounds and words.

Explain how and why.Include exaggeration, silly, and humor in reality.Pictures tell the storyContain new

words.

Same as a 4 year old plus:Add new knowledgeFamiliar factsFantasy trips beyond their

world

#2 Book Selection:

– Durability

• Children should be able to hold, carry, and turn the pages of the books.

– Attention span Length

• Infants and Toddlers – focus for a few minutes

• 2 year olds – focus for 5-8 minutes

• 3 year olds – focus for 6-10 minutes

• 4 year olds – focus for 8-12 minutes

• 5 year olds – focus for 10-15 minutes

# 3 CHARACTERISTICS of anEffective STORY TELLER:

• Voice - Change tone & pitch to make the story come alive

• Facial Expression

• Eye Contact

• Speed - Slow Down, follow child’s cue

• Volume - Loud enough for whole group

• Speak Clearly

• Have fun with the story

• You do not have to read the words or the entire story

• Talk about the pictures and the story

#4 Telling the story- Before You Read…

• Be FAMILIAR with the story.

• Know VOCABULARY in story.

• Feel the FLOW of the story.

– Adjust or shorten pages?

• Practice the story

- practice props and visuals you will use

Before You Read…

• Show the front of the book and

Read the title and the Author

– Ask the children to predict what the book will be about.

– Take a picture walk and talk about the pictures.• I wonder why the insects are hiding?

• Teach reading skills:

– Books have pictures and words – which do we read ?

– Pages turn from left to right

– Books have a front and a back

– Books are to be right side up when reading

Telling (During) The Story..• Really Tell the story

• Storytelling is like putting on a play.

• Remember to keep eye contact with the audience

• Handling Interruptions• Address comments and Answer questions as they occur. If this

becomes excessive, hold all questions and comments until the end.

• If the children are too silent, they are not interested.

• Maintaining interest• Watch children’s laughter, expressions, and stillness

• Use emphasis, talk faster, skip parts, ask questions

Ending the Story

• Ask questions • “What did you like / learn?”

• Discuss the ending and other parts• Make up a different ending

• Story Stretcher • an activity that relates to the story

Book Interaction (during and after)

• C.R.O.W.S Method

C.R.O.W.S. Reading fluency

Completion– Fill in the blanks or ask Rhyming Words

Retell– Child tells you the story in their own words

Open Ended Questions– More than a “yes” or “no” response– More than 1 right answer– “Tell me about…” – Sequencing, cause and effect, predictions, compare and

contrast

C.R.O.W.S. Reading fluency

Wh-?’s Questions– What-When-Where-Who- & Why

– What do you think will happen next?

– Who will help them?

Schema-– Discuss how the story relates to the child’s life

– Applicative – What would you do if….

#5. READING CENTER• Purpose is to explore the world by “reading” books

• Location A calm, relaxing, and quiet area away from loud and active play.

• Flooring is best if it is carpeted.

• Furniture: Comfortable place for sitting.– soft pillows, chairs, blanket

• Supplies: Include bookshelves with easy access for the child– Display the entire front of the book not just the side to promote

interest.

– Include a wide selection of books

#6 When is it a good time to read?

• Arrival time

• During “Free time”

• During snack time

• During circle time

• During bathroom time

• While lunch is being prepared

• Before nap-time

• After nap time

• After school time

• At the end of the day while waiting to be picked up.

Explain ASSIGNMENT #2 and 3 to the group

#7. CREATIVE TRANSITIONS:• Short, Smooth movement from one activity to

another or one place to another.

• Occurs many times during the day.– Dismissal, settlers, attention, stretcher, wiggler, extender

• Smooth transitions means that more time will be spent on activities AND less on management and discipline.

• Unsmooth changes create:

– disruptive or inappropriate behavior – Wandering or running around children– Confusion and frustration– Delays the next activity

Transition guides:• Give children a 5 minute warning that transition is

coming.– “We will be cleaning up in 5 minutes.”

• Be flexible and allow children extra time to complete projects.– Start next activity as soon as some children are ready, the

others will soon become interested.

• Relate the SIMPLE and ENJOYABLE transition to the day’s theme or to the next activity.– Motivate and entice the children to participate.– Keep a transition grab bag of ideas readily available.

#8. Types of TransitionsConcrete Object Transition

• Children moving from one place to another. – Putting their picture in the cubby when they are done

directs the child from the art activity to another activity– Hanging up their coat moves a child from an outdoor

activity or arrival to an indoor activity– Giving a child an object like playdough and telling them

where to take it (ie: art table) will direct them to begin an activity.

– Giving them directions (hang those washcloths on the hook) to signal the end of an activity like clean up.• Object basket – find items this color or this shape to put away.

Visual Transition• Using signals that the child can see to inform them of a

change in activity.

– Objects that are put on and placed.• Spanish speaking necklace in kindergarten

– Pictures on cards that you hold up• Picture of lunch, red/yellow/green circles

– Hand motions to signal what to do next. • scout ears, folding your arms

– A clock, timer, sand timer • what time do we leave?

– Words on a card • Mary = dismiss

– Objects like colored paper, stickers, cards, shapes…. To divide into groups.

Novelty Transition• Involve the use of unusual or new actions and devices to

move the children from one activity to the next.– Consider children’s abilities and YOU also get involved.

– Magic Wand– Locomotion (using motion to move)

• Stuck in the mud, Walk like a heavy elephant, hop like a bunny, march, walk backwards, crawl, tip-toe, follow the leader…..

• Move like a train, jet, bus…• Activity dice: roll a dice to see action and number of times

– Identification Game• Who is wearing red today? You may go wash your hands.• Whose name starts with the letter T? You may go outside.• Hair or eye color, type of shoes, ate for breakfast…

– Wiggle Songs are transition • (Stand up and Sing Hinges – next slide)

Novelty Transition Ideas…

• Exercises

– Simon Says

– Walk the way a certain animal walks

– Pretend you are a rag doll

– Jumping jacks

– Have the children march as they go outside.

• Instructions

– Ask questions…”Can you think of a way to get to the door without using your feet?”

– “If your favorite color is blue, line up at the door.”

Auditory Transition• Inform the children of change through the use of

sound.– Bell, timer, music, songs, a chord

– Sing alphabet song slowly (DO IT) and when child hears the first letter in his name, they move to the next task. Ie: center

– Instructions through song.

• Auditory transition is the most effective type of transition to use.

• Explain assignment #1 Not so Smooth Transition