October 2013 ● Volume 3, Issue #3●

Happy October!

Welcome to the Rhythm of Teaching!

Trish Prentice writes:

There is a rhythm to the art of teaching. It's as dependable as the constant change of the seasons themselves. Fall brings the hopeful excitement of a new school year. Pencils with pristine erasers are sharpened and eager to find paper. Books are poised and ready to be shared. Many of them are dog-eared favorites, and some are brand new with stiff pages almost stuck together. Teachers are geared up, children arrive, and it all begins. Relationships are established while routines and expectations are set. Learning is put in motion, and life begins to get very busy with the business of learning. I feel like this describes September and October perfectly. There are many things happening in October and we just want to be sure you have all of the information that you need--right at your fingertips. This month we will share final details on Read for the Record, focus on the importance of play for vocabulary and oral language development (through the dollhouse), professional development opportunities for October, playground safety tips, tips for your young scientists and a spotlight on Amanda Bradley from Overton. Lots to see--have a cup of hot cocoa and enjoy! Congratulations to our own Wooten teacher, Judith Turner, who has written a book about pre-K science! It’s called, Progression of Science Understanding before Kindergarten and is available on Amazon. Way to go Judith!!!

Whoops!

We forgot to list Williams as a campus that finished 100% of Heggertry phonological awareness training prior to the beginning of school. Way to go Williams! We also credited the picture of one of the beautiful family trees to the wrong teacher. That gorgeous tree belonged to Kristal Clark at Uphaus. Thanks so much Kristal!

Austin ISD Prekindergarten Newsletter October 2013 Jacquie Porter, Director of Early Childhood Vol. 3, Issue #3

October 2013 ● Volume 3, Issue #3●

Last Call for Heggerty Training! Sylina Valdez, EC Administrative Supervisor

Many of you have already received Heggerty training and we thank you for making the time to attend a training session. We still have a few teachers around the district who have not been trained. We will be offering two north trainings and two south trainings. These sessions are not in HCP. You must register through this link: Heggerty Phonemic Awareness Registration. If you have any questions, please contact Sylina Valdez at 414-9682 or sylina.valdez@austinisd.org .

North Locations October 10th at Reilly Elementary 3:30-4:30

October 21st at Lucy Read 3:30-4:30

South Locations October 1st at Odom Elementary 3:30-4:30 October 8th at Patton Elementary 3:30-4:30

Dollhouse Delights! Jacquie Porter, Director of Early Childhood

Research

Children who develop strong oral language skills during the preschool years create an important foundation for their later achievements in reading, especially reading comprehension (Storch and Whitehurst, 2002).

Children who lag behind their peers in language development are at-risk for later reading difficulties (Catts, Fey, Tomblin, and Zhang, 2002).

Vocabulary knowledge is strongly related to reading proficiency and overall academic success (Beck, McKeown, and Kucan, 2002)

The research on oral language and vocabulary knowledge is pretty clear. Children who have solid oral language and vocabulary foundation do better in reading in their later academic years. The question is how to develop oral language and vocabulary effectively. The answer of course, involves play.

Dollhouse Delights, continued Early childhood teachers spend time reading to and with students, pointing out new vocabulary and incorporating new concepts into all aspects of their every day learning, but children must have time to use and practice their new language skills in meaningful settings. This is why centers are so important. During the month of September we concentrated on why the dramatic play and the dollhouse centers were so important. Children need opportunities to place themselves in new roles and try out new language skills. Children can do this in dramatic play and have been in AISD for years, but can this also be reinforced in the dollhouse center. The dollhouse allows the children to take on different family roles and talk to peers as they navigate the house. We hope you will pull out your dollhouse and make great use of it this year. We purchased a dollhouse for your campus and will be purchasing more as funds allow. If you want to add something to your dollhouse for October, how about:

1. Borrowing the jack-o-lantern from your “J” letter tub for the outside of your house.

2. Making a tiny book to go inside the house for Read for the Record Day. It might not be Otis, but it might be fun to show the dollhouse people love to read too!

3. Let the interested children help build a garden for the house. A couple of tongue depressors, some dirt and string and some printable labels let the dollhouse family share a garden like the one the class is making outside.

Let the children make their own items to enhance the house. This is where language will flourish.

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October 2013 ● Volume 3, Issue #3●

Playground Safety Robbie Polan, EC Childcare Liaison

Most school accidents happen while children are on the playground. We know that young children lack judgment regarding the hazards that are part of playground activities or equipment. Therefore, we must be extra vigilant when we take our children to recess! Here are some tips that will help you improve your playground safety.

• Maintain appropriate child-to-staff ratios on the playground. This should not be break time for staff.

• Children should always be within your line of sight. Walk around while you are supervising.

• Have a playground emergency plan. Know what you would do if there were a playground emergency, how will you get additional staff to help, how do you coordinate communication.

• Make sure that someone on the playground can communicate with a staff person inside without leaving the children alone. Does your campus use walkie-talkies? Cell phones?

• Check the playground equipment and grounds daily. Make sure that there are no spots where children can get trapped, check to see that there is no broken equipment, and make sure the grounds are free from trash or debris.

• Carry a list of enrolled children and a daily count. Check this count when leaving the room, upon arrival at the playground, during outside playtime, when leaving the playground, upon arrival in the room.

• Staff should supervise at all times and should not be using any type of mobile device. Be proactive!

• Include playground safety measures in your substitute folder.

Playground Safety, continued

• For your substitute: Have a class list that includes faces with names.

Playtime is an opportunity for children to explore and exercise. Improved supervision not only keeps the children safe, but also gives you another opportunity to enrich your relationship with your students.

Pre-K Young Scientists Robbie Polan, EC Childcare Liaison

Children use their senses to gain information about their world. In-depth study of senses allows young scientists to deepen their observational skills. Introduce the five senses thoroughly at the beginning of the year and re-visited countless times throughout the year.

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October 2013 ● Volume 3, Issue #3●

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Pre-K Young Scientists, continued Read for the Record is October 3rd!

Sylina Valdez, EC Administrative Supervisor We hope that you are all ready for the big day and that you have all registered for the campaign atwww.wegivebooks.org/readfortherecord! Each pre-K and kindergarten teacher should have received their copy of the book Otis by now. The Pearson Foundation has announced a special opportunity to tune in, via Google, on Read for the Record Day to watch Loren Long read his book, Otis. Five lucky classrooms will be able to talk directly with Long in a live video chat. If you’ve already registered, you have been automatically entered for this promotion. Click on the link above for more information. You can submit a question for Long to answer during the Hangout on Air via Twitter or Facebook, using #ImWithOtis. Have a great day with Otis!!

“We think with words, therefore to improve thinking, teach

vocabulary.” ~A. Draper and G. Moeller

Dual Language Center Signs Jacquie Porter, Director of Early Childhood

Are you looking for signs for your dual language centers? Nancy Lupaca from Lucy Read has shared hers and they are attached to this newsletter. Thanks Nancy!

October 2013 ● Volume 3, Issue #3●

AISD Pre-K/Head Start Partnership Robbie Polan, EC Childcare Liaison

This school year, Austin ISD is serving 600 students who are dual enrolled in pre-K and Head Start. These children are on seven campuses, in 30 classrooms. The goal is to serve the whole child and their families through our classrooms, with the support of additional services through Head Start. We are proud to announce the participating AISD campuses, principals, teachers, and teaching assistants!

Dawson Elementary: Shannon Sellstrom, Principal Teacher: Rafael Casanova TA: Carolyn Zamarripa Dobie Pre-Kindergarten Center: Courtney Roberson, Principal Teacher: Julie Schick TA: Ashley Hiner Yamile Uribe Lilia Rodriguez Laura Racz Gloria Gonzalez Marla Andrade Silvia Alonso Greg Belli Yamira Del Rio Melissa Fernandez Victoria Reyna Nancy Martin Yolanda Amaran Marla Fuentes Minerva Gutierrez Alys Porter Erika Gutierrez-Palamino Beatriz Gutierrez Lilia Garcia Oak Springs Elementary: Monica Woods, Principal Professor: Kelly Galvin TA: Lori Rangel Lucy Read Pre-K Demonstration School: Ami Cortes-Castillo, Principal Teacher: Meredith Reid TA: Maria Elena Jaimes Erika Arenivas Raul Caceres Kristen Cannon Olga Nunuez-Plasencia Pamela Buell Erika Perez Paola Arreola Bertha Flores Cecilia LaCour Gabriella Finetti Gina Apostolou Lorena Ruiz Alina Angles Zachary Cogburn Nancy Maquera Lupaca Everlides Duffy Silas Lowe

Chelsea Schildgen Elizabeth Vasquez Alberto Lacayo

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October 2013 ● Volume 3, Issue #3●

AISD Pre-K/Head Start Partnership, continued

Uphaus Early Childhood Center: Janice Hammonds, Principal Teacher: Diana Rendon TA: Maria Carmen Perez Ema Carey Esmeralda Gonzales Danielle Clark Alicia Herrera Widen Elementary: Kim Royal, Principal Teacher: Marcelo Rodriguez TA: Josefina Ochoa Rick Pena DeMarris Jackson Winn Elementary: Cynthia Gonzales, Principal Teacher: Suzanne Carver TA: Katie Jordan Rebecca Blackmore Janny Cubas

Free! Gratis! Sylina Valdez, EC Administrative Supervisor

We have received an invitation for all teachers to come get free, recycled items (variety of papers, beads, ribbons, etc.) from local business who donated them to the nonprofit Austin Creative Reuse. They are holding a "shopping" event on Sunday, October 13th, for teachers, educators, and anyone who works with kids to receive free materials for their classrooms and after school programs. This group would like to provide opportunities for materials to be recycled and to provide children an opportunity to be creative. The event is free and teachers are asked to come early from 9:00 a.m.-12:00 p.m. and then it will be open for the general public from 12:00 p.m.-2:00 p.m. Kaci Hampton is who extended the invitation and you can get more information by visiting their website: http://austincreativereuse.org/educators-material-drive/

Bus Safety Reminders Jacquie Porter, Director of Early Childhood

Are you teaching bus safety and want a few visual reminders? We are grateful to the staff at Lucy Read for sharing the attached visuals! Thanks Lucy Read! (See more attached to this newsletter.)

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October 2013 ● Volume 3, Issue #3●

Fun for the Teacher, Too! Amanda Bradley, Pre-K Teacher, Overton Elementary

This is my 16th year to teach and I’m not sure about you (whether you’ve been teaching a few years or many), but I have to keep discovering new and fun things to make or do for my students (and classroom) to keep me excited and ready for each new year. This summer I decided to “redo” the look of my classroom and to get myself excited about my science center (which has, honestly, always been a struggle for me). The first thing I did was to make crate seats. I use them rather than chairs in my learning centers. They are easy to make and also serve as storage. You can pop the seat out and store supplies, learning materials, extra clothes for students, etc. inside. The students love them because they are easy to move around the centers and they are just the right height for them at the tables. The items you need and the

directions are quite simple. You will need the following supplies: two crates; two pieces of ¾” plywood to fit the inside dimensions of the crate (there should be a lip inside the crate); 5/8” fabric to match crate (I’ve used primary colors so they match whatever theme I decide to have in my room over the years); quilt batting; and a heavy duty stapler. After you get these items all you need to do is:

1. Sand the corners of the plywood until the board fits snuggly

inside the crate on top of the lip. 2. Cut two layers of quilt batting to fit the top of the plywood. 3. Cut the fabric in half, one piece for each crate. 4. Staple the fabric on the back, over the batting. 5. Put seat into the crate. 6. Repeat with second crate.

The next thing I did was research discovery bottles. I have had some over the years, but wanted new ones. The first thing I did was buy Voss water bottles. The plastic is more durable and they are smooth all around with no indentions. I made the following discovery bottles: Color bottles (just use water and food coloring); calming bottle, which I also use in my safe place (glitter and vegetable oil although Karo syrup or corn syrup would work as well); ocean bottle (1/2 water, 1/4 oil, and blue food coloring); density bottle (three marbles in the bottom, sequins, light Karo syrup); sink/float bottle (1/2 full of water), random objects–some that sink and some that float); magnetic bottle (confetti or rice as filler with magnetic and non-magnetic items–use a bar magnet to run up and down the sides to see which items are magnetic); color mixing bottles (equal parts colored lamp oil and colored water–lamp oil on top of colored water); bubble bottle (one cup water, squirt of dish detergent and two drops of food coloring); glitter bottle (glitter in water); and a discovery bottle (rice and random objects) where the students can look and see what they find (there can also be a checklist where the students check off the item as they discover it). There are many, many more you can make. Pinterest is a good place to look and I used the following website: http://familylicious.com/how-to-make-science-discovery-bottles/. My students love the bottles and investigating how they work and what they can do with them. I am also enjoying the chance to introduce them slowly in science lessons that are fun and exciting. The beginning of this year has been fun and very engaging. The new ideas have definitely kept me interested in what I love doing and in finding new ways to make learning fun for us all!

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October 2013 ● Volume 3, Issue #3●

Nursery Rhyme Corner: Supporting Heggerty Lessons and Literacy

Melinda Servantez, Early Childhood Specialist

Beginning in preschool and continuing through the primary grades, schools must include language activities that develop listening and expressive skill. (California State University, 1995) Adding the kinesthetic component through finger plays make connections to long term memory. This month to support your phonemic awareness instruction from Dr. Heggerty’s book, the suggested nursery rhymes and finger plays are:

Friends, Learning Together

Jack and Jill Jack and Jill went up the hill

To fetch a pail of water. Jack fell down and broke his crown,

And Jill came tumbling after.

Who’s in my family? We Take Care of Each

Other, All Kinds of Families

There Was an Old Woman who Lived in a Shoe

There was an old woman who lived in a shoe. She had so many children, She didn't know what to do.

She gave them some broth without any bread,

Then kissed them all soundly And put them to bed.

Who’s in my family? (Pets), We take care of each other

Old Mother Hubbard

Old Mother Hubbard Went to the cupboard.

To get her poor dog a bone. But when she got there, The cupboard was bare,

So her poor dog had none.

Who’s in My Family (Pets), We take care of each other

Little Bo Peep

Little Bo Peep has lost her sheep And can’t tell where to find them.

Leave them alone and they’ll come home Wagging their tails behind them.

Finger play from Dr. Jean’s blog. http://drjeanandfriends.blogspot.com/2012/05/finger-plays-in-spanish.html

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October 2013 ● Volume 3, Issue #3●

Nursery Rhyme Corner, continued

Ten Little Friends

Ten little friends (Hold up fingers.) Went out to play (Wiggle.)

On a very bright And sunny day.

And they took a little walk. Walk, walk, walk. (Walk fingers in front of your body.)

And they had a little talk. Talk, talk, talk. (Put fingertips together.)

They climbed a great big hill.(Move fingers over your head.) And stood on the top very still. (Keep hands still.)

Then they all tumbled down(Roll hands around and down.) And fell to the ground.

We’re so tired,(Hold up fingers.) They all said.

So they all went home And went to bed.

10 – 9 – 8 – 7 – 6 – 5 – 4 – 3 – 2 – 1.(Put down fingers one at a time.)

Good night! (Lay head on hands.)

Diez amigos fueron al parque En un dia brillante y caloroso

Ellos caminaron un poco Caminaron, caminaron, caminaron

Y tuvieron una pequena conversacion Hablaron, hablaron, hablaron Ellos subieron un grande hill

Y se quedaron sin movimunto Arriva de la montana

Despues se trompezaron Y se calleron al suelo

Estamos cansados todos dijieron Mi Familia http://mason.gmu.edu/~rkirklan/utk/finger.pdf Este chiquito es mi hermanito. Esta es mi mama'. Este es mi papa'. Esta es mi hermana. Y e'ste(a) chiquito(a) y bonito(a) soy yo!

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October 2013 ● Volume 3, Issue #3●

Portfolio System and Assessment Rubric Update Brian Mowry, Early Childhood Specialist

It is hard to believe that we are already six weeks into the school year and quickly closing in on the end of the first nine weeks reporting period. With the end of the nine weeks only two weeks away, you will soon begin entering grades into Gradespeed, summarizing the data you collected to support cumulative scores you give your children based on the criteria for each item entry on the Report Card Rubrics. Although initially the new portfolio pacing guide and supporting checklists we designed for you to collect your observational data were likely overwhelming and somewhat difficult to get used to, they nevertheless have hopefully assisted you in making more informed decisions about your children’s progress toward the outcomes specified on the report card rubrics. If these new assessment documents have proved to be unwieldy, keep in mind that it is not the intention of the Early Childhood department that each one be completely filled out or that you utilize each checklist to gather data for every child in the classroom. Doing so is probably unrealistic. Instead, we recommend that you treat these checklists as if they were a part of a menu of possibilities and alternatives from which you can select (as necessary) to supplement your existing informal assessment techniques. They are optional, not mandatory.

Assessment and Curriculum Document Updates We will be sending out the new 2nd Nine Weeks Assessment Rubrics, the Portfolio Pacing Guide, and the supporting checklists sometime before October 10th. This will hopefully give you time to look over the upcoming nine week outcomes so that you can plan accordingly and share these expectations with the parents who attend conferences on Monday, October 14th. You can also begin to look for the new 2nd Nine Weeks Exemplar Lessons for science, math, and language arts, which will all be posted in SchoolNet nested within a hyperlink at the end of the 2nd Nine Weeks CRMs. The 2nd Nine Weeks CRMs are already posted on SchoolNet.

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October 2013 ● Volume 3, Issue #3●

October Early Childhood Professional Development Calendar Sylina Valdez, Early Childhood Administrative Supervisor

Early Childhood Language Arts Section Description Date(s) Location Presenter(s)

Early Childhood Language Arts:

Making the Most of Read Aloud Time in

Pre-K

This session will guide participants through the read aloud process in pre-K. Teachers will explore strategies for making the most of their read aloud time with children. The session will cover the stages of read aloud, planning a read aloud lesson, delivering a read aloud lesson, extending the read-aloud into learning center activities, and much more. Please bring your favorite read aloud book.

Tuesday, October 8,

2013 3:30-5:30

Lucy Read Sylina Valdez

Early Childhood Language Arts: Pre-K PRIDE

(Cohort A)

This class is for teachers new to pre-K for the 2013-14 school year. Pre-K PRIDE (Purposeful, Ready, Intentional, Direct, and Essential) is a year-long book study of Literacy Beginnings by Pinnell and Fountas. Teachers who commit to the year-long book study will receive the book and other materials for classroom use. All sessions will be led by staff in the EC department. Some topics include organizing the environment for learning, the role of language in learning, phonemic awareness and phonics, supporting ELLs, supporting emergent readers and writers, and assessment of literacy learning. Literacy Beginnings is full of resources like songs, rhymes, and finger plays. The book also includes 35 ready to use lessons to introduce young children to reading and writing.

Wednesday, September 18, 2013 3:30-5:30

Wednesday,

October 9 8:30-3:30

(subs provided)

Wednesday, November 13, 2013 3:30-5:30

Wednesday, December 11, 2013 3:30-5:30

Sanchez, Portable 4

EC Staff

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October 2013 ● Volume 3, Issue #3●

Early Childhood Mathematics Early Childhood

Mathematics: Where’s the

Math? (Pre-K and

Kinder)

The actual course, designed by Juanita V. Copley, PhD., focuses on equipping teachers with the content knowledge and instructional strategies to ensure that young children encounter good mathematics instruction in their early years of schooling. Where's the Math? provides a meaningful and actionable hands-on study of relevant information on a range of topics that deal with the eight Mathematical Practices that promote effective learning and the Common Core State Standards for Mathematics; child development and how our general knowledge about young children and how they learn can help teach mathematics; specific, appropriate experiences for the young child that link the Common Core State Standards for Mathematics, Standards for Mathematical Practice and math content; tips and strategies.

September 26, 2013 3:30-5:30

October 24, 2013 3:30-5:30

November 14, 2013 3:30-5:30

Lucy Read

Brian Mowry

Early Childhood Science Early

Childhood Science: New

Kids in the Blocks (Pre-K

Teachers)

It's a new school year and your students will be eager to participate in activities and "build" new knowledge. Blocks are a great way to integrate all subject areas! Participants will gather ideas to incorporate literacy, science, and mathematics to enhance their student’s block experiences. This session will share ideas about setup, organization, and block extension materials. Participants will leave with ideas, rebus charts, and a few materials for their classroom.

Wednesday, October 2, 2013

3:30-5:30

Mathews, Room #109 (No

designated parking.

Park along street behind

school or on side streets)

Diana McMillan

and Cheryl Wootton

Early Childhood Social Emotional Development Early Childhood Social Emotional

Development: Changing

Challenging Behavior in the Early Childhood

Classroom

This session continues where the summer session on managing student behavior left off. It is not necessary to have completed the summer training to attend this session.

Young children have special needs when it comes to managing challenging behavior. This session will explore options for working with students with challenging behavior. Practical, easy to implement strategies will be presented including ideas based on the book, Conscious Discipline by Becky Bailey.

Tuesday, October 8, 2013

3:30-5:30

Ridgetop Pre-K

Classroom

Jacquie Porter, Megan Alonzo,

Ami Cortes

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October 2013 ● Volume 3, Issue #3●

Team Leader Curriculum Updates Pre-K Team

Leader Curriculum

Updates North

Team Leader Meeting for Pre-K Teachers NORTH LOCATION

Wednesday, October 30, 2013 3:30-5:30

Lucy Read

EC Staff

Pre-K Team Leader

Curriculum Updates South

Team Leader Meeting for Pre-K Teachers SOUTH LOCATION

Wednesday, November

6, 2013 3:30-5:30

Uphaus EC Staff

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AISD EARLY CHILDHOOD

Jacquie Porter 414-4740

Debra Caldwell 414-4790

Sylina Valdez 414-9682

Brian Mowry 414-9683

Robbie Polan 414-7487

Melinda Servantez 414-7485

Diane Smith 414-9684

Irene Campos 841-4636

Carmen Alvarez 841-4636

Office Fax 414-9879

Abróchate

Buckle Up

Cálmate

Calm Down

Manos Quietas

Hands to Yourself

Siéntate

Stay Seated

Silencio

Quiet