Coach Meeting

ARSOctober 13, 2010

Updates

• Assessment so far

• Water pipes so far photos?

• Shared Book/Read Alouds so far

• Alphabet Letter Names activities how many?

• CBDM training on October 25 begin in Nov Note: Children in

Tier 2 take the Tier 1 CBDM (ALK; Voc; Phono) + the Tier 2 CBDM (Voc only)

• Progress on Buildings Topic Study

Play Planningfocus on 4 year olds

• Baseline

– Management system who, when, where

– Color coded play areas with signage

– Topic-related dramatic play area

• Overview of play planning use ppt

• Writing Development start phase + phase 1

• Procedures play planning chart

• Monitoring protocol+ e-folio

Writing Development Start Phase

no letter knowledge

Actions EdGoals Applications Key Feature

•Scribbles •Build interest •Learn to recognize own name

•Writes without letters Makes marks

•Cannot write name •Model writing •Learn to read own name

•Cannot invent a spelling

•Develop knowledge of sounds

•Learn to write own name

•Develop knowledge of letters

•Develop book concepts

Start Phase Expectations

Writing Teaching Goals Phono-aware Teaching Goals

•Know that writing is meaningful

•Book orientation •Sounds inenvironment

•Clap out syllables in names

•Some book handling concepts

•Page turning •Segmentsentences

•Recognize rhymingwords

•Just starting to hold a pencil

•Directionality •Segment syllables in names

•Isolate beginning sound of name

•Just starting to position paper

•Pretend reading •Rhyming words

•Non-alphabeticattempts

Phase 1Knows letters, but not sounds

Actions Ed Goals Applications Key Features

•Writes with letters; no sense of letter-sound matches

•Build interest •Book orientation Non-alphabetic with letters

•Uses arbitrary cues for reading

•Model and engage child

•Page turning

•Invents spellings with random letters

•Direct attention to letters/sounds

•Directionality

•Matchlogos/ words

Phase 1 Expectations

Writing Teaching Goals Phono-aware Teaching Goals

•Uses letters •Memorize& reread some words

•Syllable awareness •Clap syllables

•Names some letters

•Store a few sight words

•Rhyming •Identify rhyming words

•Forms some letters •Read back adult underwriting ofwords

•Recognize a few beginning sounds

•Start to isolate beginning sound in target words

•Some alphabet knowledge

•Writes own name

•Uses numerals

•Writes some words

Phase 1 Samples

Start to use these when modeling how to pay attention to the initial sound for purposes of spelling and word reading.

Transitioning to Phase 2

Phase 2-Partial Phonemic Awareness

•Writes using partial letter/sound matches•Cues on beginning letters for word reading•Invents spellings with partial letter/sound matches

Play Planning Chart we will follow the procedures in this chart

Getting started with the e-folio

• Hard copy folder for each child

• Desktop folder for a child sample (4 yr olds)

• Establish format

– Collect 2 play plans per week

– Collect any photos of play activity or constructions

– Collect any FLIPS of play activity

– Scan docs into e-folio

How do we present play planning to the teachers & teacher assistants?

•Format•Materials•Follow Through

Prep for Oct 25 meeting

• Agenda

• Tech Time Content CBDM refresher

• Play planning overview

• Writing development overview

• Curriculum/Assessment Updates

• Logistics for Nov e-book phase 2; Tier 2

Coaching Principles

• Coaching is future-oriented to ensure authentic use of new knowledge and skills in teaching practice.

• Coaching is geared to educational goals that help students grow, learn and achieve.

• Language is a primary tool of effective coaching.

• Coaching leads others by example.

• Respectful, trusting, and caring human relationships are the cornerstone of effective coaching.

Coaching Case Review +Coaching Reflection Activity