early childhood specialized bootcamp training · bootcamp training june 17-28, 2019 developed by...

Early Childhood Specialized

Bootcamp Training June 17-28, 2019

Developed by the Mississippi Department of Education (MDE) in partnership with

North Mississippi Education Consortium (NMEC)

Coordinated by:

Dr. Jill Dent Director of Early Childhood Education, MDE

Dr. Cathy Grace

Early Childhood Program Specialist, NMEC and Co-Director,

University of Mississippi Graduate Center for the Study of Early Learning

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Carey M. Wright, Ed.D.

State Superintendent of Education

Nathan Oakley, Ph.D. Chief Academic Officer

Tenette Smith, Ph.D. Executive Director

Office of Elementary Education and Reading

The Office of Early Childhood

Jill Dent, Ph.D. Director

Elizabeth Stone and LaTessa Long Early Learning Collaborative Coordinator

Joyce Greer, M.Ed., N.B.C.T. Early Childhood Instructional Specialist

Candice Taylor Early Childhood 619 Coordinator

Kristi Gary Office of Early Childhood Coordinator

Monica F. May, M.S. Assistant Director

Robin Haney Data/Report Coordinator

Kelly Carmody and Leigh-Anne Gant

Early Childhood Regional Coordinator

Amye Hoskins and Jayme Jones Professional Development Specialist

Amanda Adams and Angela Towers Family Engagement Transition Coach

Adrienne Mercer Deeda Paul Kathy Wall Lydia Boutwell Marisa Prewitt Merry Pennell Oki Ragins Sharon Errickson Sandra Watkins Tammy Wallace

Tonya Pickens Early Childhood Coaches

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Early Childhood Specialized Bootcamp Training Agenda

June 17th – 21nd

Week 1

Monday, June 17

Gena Puckett & Monnie Vail

The Graduate Center for the Study of Early Learning

North Mississippi Education Consortium

Moving Forward




Abstract to Active

Dr. Susan Buttross, L.S., M.D.

The University of Mississippi Medical Center

Supporting Early Childhood Development

Tuesday, June 18

Cathy Grace



Who Made You the Teacher?

Turning Lemons into Lemonade

Pam Myrick-Mottley

Early Childhood Consultant

Trauma Sensitive Classroom

Wednesday, June 19

Pam Myrick-Mottley

Early Childhood Consultant

Using Conscious Discipline to Support a Trauma Sensitive Classroom

Thursday, June 20

Jill Dent

Office of Early Childhood

Mississippi Department of Education

Impacting the Traffic Control System of Young Minds

Joyce Greer and Lydia Boutwell



Schedules, Standards, and Planning…Oh My!

3

Kelly Carmody and Leigh-Anne Gant



Linking Lesson Plans and Learning Centers

Friday, June 21

Adrienne Mercer Deeda Paul Kathy Wall Marisa Prewitt Merry Pennell Oki Ragins Sharon Errickson Sandra Watkins Tammy Wallace Tonya Pickens Early Childhood Coaches



Make-n-Take Putting the Pieces Together

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Early Childhood Specialized Bootcamp Training Agenda

June 24th – 28th

Week 2

Monday, June 24

Ginger Koestler

Office of Student Intervention Services


Managing Behaviors in Early Childhood

Nicole Briceno

Mississippi Early Childhood Inclusion Center

The University of Southern Mississippi

Follow Me: Monitoring Development

Lee Anne Grace Barnes

Tupelo School District

Utilizing Music to Foster Early Literacy

Tuesday, June 25

Sandy Elliott and Laurie Weathersby



English Learners and Literacy

Brittany Herrington

REACH-MS

The University of Southern Mississippi

Teaching Pyramid Observation Tool (TPOT)

Jayme Jones



Let Language do the Talking

Wednesday, June 26

Amye Hoskins and Monica May



Stepping into STEM

Candice Taylor



Making Adjustments

5

Elizabeth Stone and Amye Hoskins



CLASS Overview

CLASSy Connections

Thursday, June 27

Limeul Eubanks

Office of Elementary Education and Reading


Come Join Me on an Artistic Exploration

Friday, June 38

Amanda Adams, Angela Towers, and Monica May



Family Engagement and Transition

Melissa Banks



#Techforlittles




Wrapping Up and Moving On

Final Questions & Answers

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Disclaimer: Participants are required to attend all sessions (10 days), complete all assignments including videos and written assignments throughout the upcoming year to qualify for the Pre-K endorsement.

Week 1 Early Childhood Specialized Bootcamp Training 2019 Schedule (Policy, practices, and checklists will be embedded in discussions throughout presentations.)

Time Monday 06.17 Tuesday 06.18 Wednesday 06.19 Thursday 06.20 Friday 06.21

AM LIVE FROM BELDEN

AND PM LIVE FROM JACKSON

AM LIVE FROM BELDEN AND PM LIVE FROM HATTIESBURG

LIVE FROM HATTIESBURG

AM LIVE FROM JACKSON, JACKSON, AND PM LIVE FROM

GREENVILLE

LIVE THROUGHOUT THE STATE (TBD)

8:30AM- 9:45AM

MONNIE VAIL AND

GENA PUCKETT Moving Forward

CATHY GRACE Who Made You the

Teacher?

PAM MOTTLEY Using Conscious

Discipline to Create a Trauma Sensitive

Classroom

JILL DENT

Impacting the Traffic Control System of

Young Minds

EARLY CHILDHOOD COACHES

Make-n-Take Putting the

Pieces Together

9:45AM-10:00AM

BREAK BREAK BREAK BREAK BREAK

10:00AM- 11:15AM

MONNIE VAIL AND GENA PUCKETT

Abstract to Active

CATHY GRACE Turning Lemons into

Lemonade



Classroom

JOYCE GREER AND LYDIA BOUTWELL

Schedules, Standards, and Planning…Oh My!



Pieces Together

11:15AM-11:30AM

Q&A Q&A Q&A Q&A Q&A

11:30AM-1:00PM

LUNCH LUNCH LUNCH LUNCH LUNCH

1:00PM- 2:15PM


Abstract to Active

PAM MOTTLEY

Trauma Sensitive Classroom



Classroom

LEIGH-ANNE GANT

AND KELLY CARMODY


EARLY CHILDHOOD

COACHES Make-n-Take Putting

the Pieces Together

2:15PM-2:30PM


2:30PM- 3:45PM

DR. SUSAN BUTTROSS

Supporting Early Childhood

Development

PAM MOTTLEY Trauma Sensitive

Classroom



Classroom

LEIGH-ANNE GANT

AND KELLY CARMODY




Pieces Together

3:45PM-4:30PM

Q&A Q&A Q&A Q&A Q&A

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Disclaimer: Participants are required to attend all sessions (10 days), complete all assignments including videos and written assignments throughout the upcoming year to qualify for the Pre-K endorsement.

Week 2 Early Childhood Specialized Bootcamp Training 2019 Schedule (Policy, practices, and checklists will be embedded in discussions throughout presentations.)

Time Monday 06.24 Tuesday 06.25 Wednesday 06.26 Thursday 06.27 Friday 06.28

AM LIVE FROM JACKSON,

HATTIESBURG, AND PM LIVE FROM BELDEN

LIVE FROM JACKSON, AND PM HATTIESBURG,

JACKSON LIVE FROM JACKSON LIVE FROM JACKSON

AM LIVE FROM OLIVE BRANCH, JACKSON,

AND PM FROM BELDEN

8:30AM- 9:45AM

GINGER KOESTLER Managing Behaviors

in Early Childhood

SANDY ELLIOTT and

LAURIE WEATHERSBY

English Language Learners and Literacy

AMYE HOSKINS Stepping into STEM

LIMEUL EUBANKS


AMANDA ADAMS, ANGELA TOWERS, and MONICA MAY Family Engagement

9:45AM-10:00AM


10:00AM- 11:15AM

NICOLE BRICENO Follow Me: Monitoring

Development

SANDY ELLIOTT and

LAURIE WEATHERSBY

English Language Learners and Literacy

CANDICE TAYLOR Making Adjustments

LIMEUL EUBANKS Come Join Me on an Artistic Exploration

MELISSA BANKS #Techforlittles

11:15AM-11:30AM

Q&A Q&A Q&A Q&A Q&A

11:30AM-1:00PM

LUNCH LUNCH LUNCH LUNCH LUNCH

1:00PM- 2:15PM

LEE ANNE GRACE

BARNES Utilizing Music to

Foster Early Literacy

BRITTANY HERRINGTON

Teaching Pyramid Observation Tool

(TPOT)

ELIZABETH STONE AMYE HOSKINS CLASS Overview

LIMEUL EUBANKS



Wrapping Up and Moving On

2:15PM-2:30PM


2:30PM- 3:45PM

LEE ANNE GRACE

BARNES Utilizing Music to

Foster Early Literacy

JAYME JONES

Let Language do the

Talking

ELIZABETH STONE AMYE HOSKINS

CLASSy Connections

LIMEUL EUBANKS Come Join Me on an Artistic Exploration

FINAL QUESTIONS & ANSWERS

3:45PM-4:30PM

Q&A Q&A Q&A Q&A Q&A

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Table of Contents

Managing Behaviors in Early Childhood......................................................................... 10

Behavior Scenarios .................................................................................................................31

Follow Me: Monitoring Development ........................................................................... 32

Using Music to Foster Early Literacy .............................................................................. 41

Resources ...............................................................................................................................58

Mississippi PreK Music Standards ..........................................................................................61

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Early Childhood Behavior

Ginger KoestlerIntervention Support SpecialistFocus Areas: Behavior and Child Find [email protected]

To create a world-class educational system that gives students the knowledge and skills to be successful in college and the workforce, and to flourish as parents and citizens

VISION

To provide leadership through the development of policy and accountability systems so that all students are prepared to compete in the global community

MISSION


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mailto:[email protected]

State Board of Education Goals FIVE-YEAR STRATEGIC PLAN FOR 2016-2020

Every Child Has Access

to a High-Quality Early

Childhood Program

3All

Students Proficient

and Showing Growth in All

AssessedAreas

1

Every School Has

Effective Teachers and

Leaders

4Every

Student Graduatesfrom High

School and is Ready for College and

Career

2

EverySchool and District is

Rated “C” or Higher

6Every

Community Effectively

Uses a World-Class Data System to Improve

Student Outcomes

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Today’s Purpose

• Understand the pyramid model for promoting Social and Emotional Competence in Infants and Young Children

• Understand behavior must be explicitly taught and modeled

• Take away helpful strategies for addressing behaviors

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Mentally Prepare:

Anticipatory Set

• Cross your arms.• Which arm did you put on top?• Switch your arms.• How did it feel to change this

up?• How does this relate to

teaching?

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Activity: Draw Your Student

In your group, on your chart paper, draw a “half” picture of one of your

students on the first day of school.

Think about their inside emotions and outside characteristics.

Check out my example

Four Corners Activity: Pop Quiz

Around the room are signs that say Completely Agree, Somewhat Agree, Somewhat Disagree, and Completely Disagree.

When I read a question, go stand near the sign that you think is true.

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TIERSWhat are all these

Everyone keeps talking about?

MTSS

A multi-tiered system of supports is a frameworkfor effective team-based problem solving that is

data-informed, evidence-based, and flexibleenough to meet the academic and behavioral

needs of all students.

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MTSS Essential Components

What is MTSS

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Effective WorkforceSystems Thinking (Effective Workforce):

The model is supported at the foundation by an effective workforce.

The foundation for all of the practices in the Pyramid Model are the systems and policies necessary to ensure a workforce able to adopt and sustain these evidence-based practices.

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Relationships and Environments Positive Relationships:

Universal supports for all children should be provided through nurturing and responsive relationships and high quality environments. At the universal level we include the practices needed to ensure the promotion of the social development of all children:• High Quality Supportive Environments that

include inclusive early care and education environments and supportivehome environments, and

• Nurturing and Responsive Relationships are essential to healthy social development and include relationships with children, families and team members.

Targeted Supports

Supportive Environments

This layer is geared toward prevention and represents practices that are targeted social emotional strategies to prevent problems. The prevention level includes the provision of targeted supports to children at risk of challenging behavior.Targeted Social Emotional Supportsinclude explicit instruction and supportself-regulation, expressing and understanding emotions, developing social relationships and problem-solving.

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Intensive InterventionIndividualized Intervention

Intervention is comprised of practices related to individualized intensive interventions. The tertiary level of the Pyramid Model describes the need to provide individualized and intensive interventions to the very small number of children with persistent challenges. They should beindividualized intensive interventions, family-centered, comprehensive, assessment-based, and skill-building.

Activity: Teaching Scenarios

In pairs, decide who is the student and who is the teacher.

Open your scenario cards and in 1 minute, teach your partner everything about your subject. Remember not to use the buzz words.

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Activity: Teaching Scenarios

Food for Thought

• If a child doesn’t know how to read, we TEACH.• If a child doesn’t know how to swim, we TEACH. • If a child doesn’t know how to multiply, we TEACH.• If a child doesn’t know how to drive, we TEACH. • If a child doesn’t know how to behave, we... teach?

punish?

Why can’t we finish the last sentence as automatically as we do the others?

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The Importance of Teaching Behavior

• Students come from a variety of backgrounds and different home expectations.

• Different homes have different rules.

• Different cultures have different norms.

How do students learn?

Students learn through:• direct instruction, • watching their peers, and • watching you.

(They are always watching even when you think they aren’t.)

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Things to Keep in Mind• Behavior develops in tagent language develops.

• Be aware when you are modeling bad behavior.

• Make sure you are following the rules.

• Explain exceptions to the rules.

• Model new skills.

All Behavior has a Purpose and a Function.

• The two purposes of behaviors are: To obtain (get) or to avoid (not get).

• The four functions of behavior are: sensory, escape, attention, or tangible.

• Without understanding the function of a behavior, we may unintentionally be reinforcing the negative behavior.

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10 Tips for a Peaceful Classroom1. Set Keep in mind scheduling. Set your students up to succeed. Do not expect a 3-year-old to sit quietly for a 20 minute circle time or a trio of five-year-old children to be able to work next to each other without talking. Support your students’ growth and development with activities and materials that engage and challenge them but avoid frustration.

Continued…2. Make routines predictable. Make sure to prep the children when anything out of the ordinary is planned. Anxiety is a major reason for misbehavior in preschool-aged children, it doesn’t always present itself as worry.

3. Do not overstimulate. Children process information slower than we do, and too much input to process results in meltdowns. If you have too many things out for free play, if there is too much noise or too many people crowded together you can have a harder time managing behaviors.

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Continued…4. Use positive corrections instead of negative ones. “We walk inside, but when we get outside you can run.” “Painting is for the easel, why don’t you come help me wash this paint off the car and then you can play with it in when you are done painting.” “Hitting hurts. When you are angry, you need to use your words and keep your hands on your body.”

5. When you do have to correct a child get down to their level and do it gently and without shame.Avoid using “I like how Sally is sitting; Sally is sitting perfectly.” instead try “Sally is showing me she is ready by sitting by the fence.”

Continued… 6. Notice good behavior and praise it authentically. All children are good; their behavior may be challenging, but the child just wants connection, and it’s our job to find a way to make that connection. Try to find what the misbehaving child is doing right and praise them for that. This is easy to say but sometimes harder to do, but it’s worth it.

7. Selectively ignore bad behaviors. Once you understand a child’s motivations for behaviors you can decide if you can ignore it or not. Of course how it affects other students plays a large role in whether you can ignore it or not. Is it disruptive? Can you move the child to another area within the classroom and allow them to keep it up where it won’t infringe on any other child? Can it be a teachable moment for the whole class without shaming the child?

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Continued 8. Be a role model and call yourself out when you do something that breaks your classroom’s rules and expectations.

Every moment in your classroom is a teachable moment.

Continued 9. Teach about emotions to foster empathy. When children can recognize and respond to classmates emotions they can work more cooperatively and take responsibility for their actions and how they affect others.

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Continued

10. PLAY with your students. Get down on the ground and pretend to be a lion, drink 50 cups of pretend coffee and make snakes with playdough. That is where your real authority will come from, not by shouting, or making students fear you. Make them love you by playing and connecting with them, and you will see children eager to please. Young children will listen to your requests much more effectively when they feel a connection.

Activity: Filling Their Buckets

• Everyone needs to start with a coffee cup, a paperclip, and a few small pieces of duct tape.

• Unfold your paperclip and poke 3-5 holes in the cup.

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Activity: Filling Their Buckets

Using your pieces of duct tape, patch the holes

Loop Back Activity: Draw Your Student

On your chart paper, finish your “half” picture of one of your

students on the last day day of school.

How have they changed throughout the year?

Check out my example

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Funny to leave with

Child Find

Follow Child Find Procedures-Child Find is the ongoing obligation to identify, locate, and evaluate all children suspected of disabilities who need special education and related services as a result of those disabilities.

Note: A district should not violate its Child Find duty by repeatedly referring a student for interventions rather than evaluating the student’s need for special education and related services.

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Parent Resources

Parents’ Read-At-Home Plan(Literacy-Based Promotion Act Parent

Document)

Parents As Partners: An Overview of the 3rd Grade Assessment and the LBPA(Literacy-Based Promotion Act Parent

Presentation K-3)

Family Guides for Student Success(Reading & Math: Grades PK-8)

Teacher Resources

Literacy Focus of the Month (Transdisciplinary: Grades PK – 12)

Instructional Scaffolding Document (ELA & Math: Grades PK-8)

Math Manipulative Training (Lowest Performing Schools: Grades K-6)

Kellogg Grant Exemplar Lesson & Unit Plans(ELA and Math, Grades PK – HS)

Individual Reading Plan FAQs(Literacy-Based Promotion Act

Guidance Document K-4)

Multi-Tiered System of Supports(Transdisciplinary, Grades PK-12)

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Administrator Resources

On Demand Technical Assistance & PD(ELA, Math, Literacy, & Special Education: Grades K-12)

Early Warning System(College and Career Readiness Data Guidance

Document)

A Glimpse into Mississippi K-12 and CTE Classrooms(Transdisciplinary: Grades K-12)

Educational Stability for Children in Foster Care

(Foster Care Guidance Document)

MOD Discontinuation Guidance

Behavior Resources

v http://www.pbisworld.comv https://www.teachervision.com/teaching-

strategies/behavior-managementv https://www.pbis.orgv https://www.usm.edu/reachmsv https://www.verywellfamily.com/role-model-the-behavior-

you-want-to-see-from-your-kids-1094785v https://challengingbehavior.cbcs.usf.edu

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http://www.pbisworld.com/tier-2/https://www.teachervision.com/teaching-strategies/behavior-managementhttps://www.pbis.org/https://www.usm.edu/reachmshttps://www.verywellfamily.com/role-model-the-behavior-you-want-to-see-from-your-kids-1094785https://challengingbehavior.cbcs.usf.edu/

Student Intervention SupportsBureau DirectorRobin [email protected]

Elementary SpecialistLaurie [email protected]

Secondary SpecialistJayda [email protected]

Behavior SpecialistGinger [email protected]

English Learner SpecialistSandra Elliott (PreK – 12)[email protected]

Gifted CoordinatorJen Cornett [email protected]

Technology SpecialistMelissa [email protected]

Phone: 601-359-3783

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mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]

Managing Behaviors in Early Childhood Scenarios Scenario 1. Sew the fabric part of a hot air balloon together Words you can’t say: Balloon Air Basket Sew Scenario 2. Cook a rack of lamb Words you can’t say: Lamb Cook Seasonings Oven Scenario 3. Removing an appendix Words you can’t say Doctor Surgery Appendix Remove Cut Scenario 4. Creating an app Words you can’t say Phone Apple Android Program Scenario 5. Design a dress using recyclable materials Words you can’t say Recyclable Dress Make/construct

Scenario 6. Installing a hot water heater Words you can ’ t say Heater Water Hot Wrench Install Coils Electricity Scenario 7. Navigating Dubai Words you can ’ t say Dubai Map Car Camel Czech Republic Scenario 8. Make tamales Words you can ’ t say Tamales Husk Masa Meat Steam Scenario 9. Fly an airplane Words you can ’ t say Fly Airplane Cockpit Piolet Air Scenario 10. Pass a bill through Congress Words you can ’ t say Congress/Senate Bill Law

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Follow Me: Monitoring Development

Mississippi Early Childhood Inclusion CenterNicole Briceno, MS

• The overarching goal of the Mississippi Early Childhood Inclusion Center (MECIC) is to meet the needs of early childhood educators, families, and young children with special needs by providing high quality early childhood inclusion.

• The Mississippi Early Childhood Inclusion center is a division of the Institute for Disability Studies (IDS), Mississippi's University Center for Excellence in Developmental Disabilities (UCEDD) Research, Education, and Service. IDS is housed at The University of Southern Mississippi in Hattiesburg. The mission of IDS is to positively affect the lives of Mississippi citizens with developmental and other disabilities and their families across the life span and to work toward increasing their independence, productivity, and integration into their communities

1-888-671-0051 or 601-266-4745

www.usm.edu/disability-studies/mecic

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Monitoring is importantCenter for Disease Control (2018). Community report on autism 2018. Retrieved from: https://www.cdc.gov/ncbddd/autism/addm-community-report/key-findings.html

Developmental Monitoring Monitoring Is: 1. Flexible2. Continuous 3. Quick

Monitoring Allows Us to: 1. Celebrate children’s development.2. Talk about progress.3. Learn what to expect next.4. Identify concerns early.

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Types of Assessment

• Screening is used to identify the need for further assessment if there are concerns that should be considered “red flags.”

• An eligibility determination is different from a screener. It is an in-depth examination rather than a glimpse of development.

• Diagnostic evaluation is comprehensive and includes multiple assessments by a team of professionals to determine the diagnosis. A diagnostic evaluation includes a medical assessment, may include genetic testing, and other specialized developmental exams.

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Learn the Signs. Act Early.

6

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https://www.cdc.gov/ncbddd/actearly/

“All of us are watchers – of television, of time clocks, of traffic on the freeway – but few are observers. Everyone is looking, not many are seeing.” - Peter M. Leschak

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Identifying red flags

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Traditional Red Flags

• Delays in Reaching Milestones• Reduced Communication Skills• Decreased Social Interactions• Delays in Motor Development• Difficulties with Problem Solving• Loss of Established

Developmental Skills

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Environmental Red Flags

• Children Living in Poverty• Inconsistent Medical Care• Prenatal Exposure• History or current physical or

psychological abuse• Neglect

Medical Red Flags

• Family History of Developmental Delays• Complications During Pregnancy• Chronic Childhood Health Problems

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Additional Methods of Monitoring

Development

• Anecdotal observations• Collecting artifacts

Let’s Try• Observation • Notes

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../../Pictures/Sam.mp4

Monitoring development…ELA.RL.PK4.10 Actively engage in a variety of shared reading experiences (e.g., small group, whole

group, with a peer or teacher) with purpose and understanding through extension activities (e.g., art activities, dramatic play, creative writing, movement).

S.LS.PK4.2 With prompting and support, explore how living things change in form as they go through the general stages of a life cycle.

Learn the signs. Act early. Remembers parts of a story

• Observation • Notes

Benefits of On-going Monitoring in the Classroom

1. Identifying significant concerns that may require focused intervention for individual children

2. Making sound decisions about teaching and learning

3. Helping programs improve their educational and developmental interventions

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../../Pictures/Sam.mp4

Discussing Concerns with Parents

Need Support?

• Call the Mississippi Early Childhood Inclusion Center:

• 1-888-671-0051or601-266-5163

• www.usm.edu/disability-studies/mecic

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https://www.cdc.gov/ncbddd/actearly/pdf/parents_pdfs/TipsTalkingParents.pdf

Utilizing Music to Foster

Early Literacy

Lee Anne Grace Barnes, NBCTTupelo Public Schools

Thomas Street Elementary [email protected]

•What specific outcomes are your hoping to achieve as a result of today’s session?

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mailto:[email protected]

•How do you currently utilize music in your classroom?

Session Format•Brief overview of research supporting music and early literacy connections.

•Sharing, modeling and experiencing the use children’s literature and music to address literacy standards.

•On line resources•Equipping the pre kindergarten classroom for optimal music integration experiences

•Nursery rhymes•Closing activity

•Participant sharing of plans of implementation of music to address early literacy

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What does the research show?

• Gardner’s multiple intelligences theory

• University of Buffalo Study (2013)

A study led by Ellen Winner, professor of psychology at Boston College,

and Gottfried Schlaug, professor of neurology at Beth Israel Deaconess

Medical Center and Harvard Medical School, found changes in the

brain images of children who underwent 15 months of weekly music

instruction and practice. The students in the study who received music

instruction had improved sound discrimination and fine motor tasks, and

brain imaging showed changes to the networks in the brain associated

with those abilities.

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Mississippi Pre-K Music Standards

What should pre-K students be able to do?

• Steady Beat

• Vocal exploration through imitation

• 4 different voices (whisper, talk, shout, sing)

• Pitch matching

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What Is Your Name?

Name Game

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Integrating Music With

Children’s Literature

Literature

2. With prompting and support, retell familiar stories (from books, oral presentations, songs, plays) using diverse media.

Five Little Monkeys

Mississippi Early Learning Guidelines Four Year Olds

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Brown Bear, Brown Bear

by Eric Carle

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• \

51

https://www.youtube.com/watch?v=ek7j3huAApc

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https://www.youtube.com/watch?v=ek7j3huAApc

The Very Busy Spiderby Eric Carle

Click Clack MooCows That Type

What is a typewriter?

https://www.youtube.com/watch?v=aeFr-BqEaBM

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https://www.youtube.com/watch?v=aeFr-BqEaBM

On Line Resources

• www.gonoodle.com

• www.havefunteaching.com

• www.cleanvideosearch.com

• Lomax the Hound Dog of Music (PBS Kids)

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http://www.gonoodle.comhttp://www.havefunteaching.comhttp://www.cleanvideosearch.com

Equipping the Pre Kindergarten Classroom

for Music Integration

handout

purchases to avoid

Hickory, Dickory Dock

Nursery Rhymes

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Conclusion

Armed with the knowledge you have gained today, what are two new ways that you can utilize music in your classroom to promote literacy?

Conclusion

Armed with the knowledge you have gained today, what are two new ways that you can utilize music in your classroom to promote literacy?

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Utilizing Music to Foster Early Literacy

Lee Anne Grace Barnes, NBCT Music Specialist, Tupelo Public Schools

Thomas Street Elementary School [email protected]

Reading Standards Teaching and assessment strategies utilizing music will be presented for the following standards:

Literature 2. With prompting and support, retell familiar stories (from books, oral presentations, songs, plays) using diverse media.

• Five Little Monkeys • The Very Hungry Caterpillar

3. With prompting and support, identify some characters, settings, and/or major events in a story.

• Brown Bear, Brown Bear 10. Actively engage in a variety of shared reading experiences with purpose and understanding through extension activities.

• Bear Snores On • Click Clack Moo • The Very Busy Spider

Foundational Skills 1b. Recognize that the letters of the alphabet are a special category of visual graphics that can be individually named.

• www.havefunteaching.com • Chicka Chicka Boom Boom

2b. Explore and recognize rhyming words.

• nursery rhymes 2d. Demonstrate an understanding of syllables in words.

• Brown Bear, Brown Bear Discussion of Mississippi Music Standards

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mailto:[email protected]://www.havefunteaching.com/

Recommended Books Andrae, Giles Giraffes Can’t Dance ISBN-13: 9780545392556 Bennett, Jill Noisy Poems ISBN-13: 9780192763259 Carle, Eric Book of Opposites ISBN-13: 9780448445656 Brown Bear, Brown Bear ISBN-13: 9780805047905, The Very Busy Spider ISBN-13: 9780399229190 The Very Hungry Caterpillar ISBN-13: 9780399226908 Christelow, Eileen Five Little Monkeys ISBN-13: 9780544083530 Cronin, Doreen Click Clack Moo, Cows That Type ISBN-13: 9781442433700 Cuyler, Margarey That’s Good, That’s Bad ISBN-13: 9780805029543 Frazee, Marla Hush, Little Baby ISBN-13: 9780152058876 Lass, Bonnie Who Took the Cookies from the Cookie Jar ISBN-13: 9780316820165 Martin, Bill Chicka Chicka Boom Boom ISBN-13: 9781442450707 Munsch, Robert Mortimer ISBN-13: 9780920303115 Perkins, Al Hand, Hand, Fingers, Thumb ISBN-13: 9780679890485 Shulman, Lisa Old MacDonald Had a Woodshop ISBN-13: 9780142401866 Strickland, Henrietta Dinosaur Roar ISBN-13: 9781509827381 Seuss, Dr. My Many Colored Days 9780590370462 Tabak, Simms There Was Old Lady Who Swallowed A Fly ISBN-13: 9780670869398 Van Laan, Nancy Possum Comes A Knocking ISBN-13: 9780679834687 Wilson, Karma Bear Snores On Unknown Peanut Butter and Jelly ISBN-13: 9780140548525

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Online Resources www.gonoodle.com Web site with many different channels of movement and brain break activities. For preK, check out the Koo Koo Kanga Roo and Moose Tube channels. www.havefunteaching.com Many different music videos to introduce letter names, letter sounds, shapes and phonics. http://pbskids.org/daniel/games/music-shop/ Explore different musical instruments. Be sure to check out the virtual xylophone. http://pbskids.org/daniel/games/feel-the-music/ Create music to reflect happy, sad and mad. www.youtube.com Nursery rhymes. Hoopla Kids and E-Flash Apps have many videos. Jack Hartmann on youtube

Recommended Instruments for the pre Kindergarten Classroom Avoid purchasing poorly made sets of rhythm instruments, such as this one: https://www.schooloutfitters.com/catalog/product_info/pfam_id/PFAM19065/products_id/PRO35801 Order classroom instruments from www.westmusic.com. rhythm sticks 540004 This is the catalog number for 12 sets of Lummi sticks, which are thick and shorter. If you buy rhythm sticks, purchase 6 or 8 inch sticks for this age group. The standard 10-12 inch sticks are too long. Boomwhackers 200346 Buy 2-3 sets so each child can play. Whack-A-Do 815748 Book of boom whacker songs; color coded. Primary Boomwhackers 802906 More Boomwhacker activities for preK. Sound Shape Drums 204617 A bit more expensive; order at least 2 sets. egg shakers 202376 A very inexpensive classroom instrument option. tambourines 202770 4-6 Do not purchase tambourines with heads. triangles 201549 4-6 step bells 200243 1-2 sandblocks 203764 4-6 pairs

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http://www.gonoodle.com/http://www.havefunteaching.com/http://pbskids.org/daniel/games/music-shop/http://pbskids.org/daniel/games/feel-the-music/http://www.youtube.com/https://www.schooloutfitters.com/catalog/product_info/pfam_id/PFAM19065/products_id/PRO35801https://www.schooloutfitters.com/catalog/product_info/pfam_id/PFAM19065/products_id/PRO35801http://www.westmusic.com/

CREA

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MU: Cr1.1.PK Generate and conceptualize artistic ideas and work. Generate musical ideas for various purposes and contexts.

IMAGINE

a. With substantial guidance, explore and experience a variety of music.

ENDURING UNDERSTANDING The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.

ESSENTIAL QUESTION(S) How do musicians generate creative ideas?

MU: Cr2.1.PK Organize and develop artistic ideas and work. Select and develop musical ideas for defined purposes and contexts.

PLAN / MAKE

a. With substantial guidance, explore favorite musical ideas (such as movements, vocalizations, or instrumental accompaniments).

b. With substantial guidance, select and keep track of the order for performing original musical ideas, using iconic notation and/or recording technology.

ENDURING UNDERSTANDING Musicians’ creative choices are influenced by their expertise, context, and expressive intent.

ESSENTIAL QUESTION(S) How do musicians make creative decisions?

MU: Cr3.1.PK Refine and complete artistic work. Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria.

EVALUATE / REFINE

a. With substantial guidance, consider personal, peer, and teacher feedback when demonstrating and refining personal musical ideas.

ENDURING UNDERSTANDING Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.

ESSENTIAL QUESTION(S) How do musicians improve the quality of their creative work?

MU: Cr3.2.PK Refine and complete artistic work. Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.

PRESENT

a. With substantial guidance, share revised personal musical ideas with peers.

ENDURING UNDERSTANDING Musicians’ presentation of creative work is the culmination of a process of creation and communication.

ESSENTIAL QUESTION(S) When is creative work ready to share?

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MU: Pr4.1.PK Select, analyze, and interpret artistic work for presentation. Select varied musical works to present based on interest, knowledge, technical skill, and context.

SELECT

a. With substantial guidance, demonstrate and state preference for varied musical selections.

ENDURING UNDERSTANDING Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.

ESSENTIAL QUESTION(S) How do performers select repertoire?

MU: Pr4.2.PK Select, analyze, and interpret artistic work for presentation. Analyze the structure and context of varied musical works and their implications for performance.

ANALYZE

a. With substantial guidance, explore and demonstrate awareness of musical contrasts.

ENDURING UNDERSTANDING Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.

ESSENTIAL QUESTION(S) How does understanding the structure and context of musical works inform performance?

MU: Pr4.3.PK Select, analyze, and interpret artistic work for presentation. Develop personal interpretations that consider creators’ intent.

INTERPRET

a. With substantial guidance, explore music’s expressive qualities (such as voice quality, dynamics, and tempo).

ENDURING UNDERSTANDING Performers make interpretive decisions based on their understanding of context and expressive intent.

ESSENTIAL QUESTION(S) How do performers interpret musical works?

MU: Pr5.1.PK Develop and refine artistic techniques and work for presentation. Evaluate and refine personal and ensemble performances, individually or in collaboration with others.

REHEARSE / EVALUATE / REFINE

a. With substantial guidance, practice and demonstrate what they like about their own performances. b. With substantial guidance, apply personal, peer, and teacher feedback to refine performances.

ENDURING UNDERSTANDING To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.

ESSENTIAL QUESTION(S) How do musicians improve the quality of their performance?

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MU: Pr6.1.PK Convey meaning through the presentation of artistic work. Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.

PRESENT

a. With substantial guidance, perform music with expression.

ENDURING UNDERSTANDING Musicians judge performance based on criteria that vary across time, place, and culture. The context and how a work is presented influence the audience response.

ESSENTIAL QUESTION(S) When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

RES

PON

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MU: Re7.1.PK Perceive and analyze artistic work. Choose music appropriate for a specific purpose or context.

SELECT

a. With substantial guidance, state personal interests and demonstrate why they prefer some music selections over others.

ENDURING UNDERSTANDING Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.

ESSENTIAL QUESTION(S) How do individuals choose music to experience?

MU: Re7.2.PK Perceive and analyze artistic work. Analyze how the structure and context of varied musical works inform the response.

ANALYZE

a. With substantial guidance, explore musical contrasts in music.

ENDURING UNDERSTANDING Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.

ESSENTIAL QUESTION(S) How does understanding the structure and context of music inform a response?

MU: Re8.1.PK Interpret intent and meaning in artistic work. Support interpretations of musical works that reflect creators’/performers’ expressive intent.

INTERPRET

a. With substantial guidance, explore music’s expressive qualities (such as dynamics and tempo).

ENDURING UNDERSTANDING Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.

ESSENTIAL QUESTION(S) How do we discern the musical creators’ and performers’ expressive intent?

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RES

PON

DIN

G MU: Re9.1.PK Apply criteria to evaluate artistic work.

Support evaluations of musical works and performances based on analysis, interpretation, and established criteria.

EVALUATE

a. With substantial guidance, talk about personal and expressive preferences in music.

ENDURING UNDERSTANDING The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria.

ESSENTIAL QUESTION(S) How do we judge the quality of musical work(s) and performance(s)?

CON

NEC

TIN

G MU: Cn10.0.PK Synthesize and relate knowledge and personal experiences to make art.

Synthesize and relate knowledge and personal experiences to make music. CONNECT

a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

Embedded within: MU:Cr3.2.PKa With substantial guidance, share revised musical ideas with peers. MU:Pr4.1.PKa With substantial guidance, demonstrate and state preference for varied musical selections. MU:Pr4.3.PKa With substantial guidance, explore music’s expressive qualities (such as voice quality, dynamics, and tempo).

ENDURING UNDERSTANDING Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding.

ESSENTIAL QUESTION(S) How do musicians make meaningful connections to creating, performing, and responding?

MU: Cn11.0.PK Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. Relate musical ideas and works with varied context to deepen understanding.

CONNECT

a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

Embedded within: MU:Pr4.2.PKa With substantial guidance, explore and demonstrate awareness of musical contrasts. MU:Re7.2.PKa With substantial guidance, explore musical contrasts in music. MU:Re9.1.PKa With substantial guidance, talk about their personal and expressive preferences in music.

ENDURING UNDERSTANDING Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding.

ESSENTIAL QUESTION(S) How do the other arts, other disciplines, contexts, and daily life inform creating, performing, and responding to music?

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A each day Bootcamp 2019 Electronic Manual Schedule Pages (1)B each day Bootcamp 2019 Weekly Schedule PP1 Final Early Childhood Handout 1a Early Childhood Scenarios PP1 FinalNicoleBricenoFollowMeMonitoringDevelopmentPresentation06.24.19PP1 2018Ole Miss Final09Handout 1a Final_2019 handout ole missHandout 1b MS PreK Music Standards

early childhood specialized bootcamp training · bootcamp training june 17-28, 2019 developed by...

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