Presentation on theme: "Introduction To Transitional Kindergarten Tracy Wilson SMCOE Reading Language Arts Coordinator SMCOE Transitional Kindergarten."— Presentation transcript:
Introduction To Transitional Kindergarten Tracy Wilson SMCOE Reading Language Arts Coordinator firstname.lastname@example.org SMCOE Transitional Kindergarten Link http://www.smcoe.k12.ca.us/instructionalservicesdivisionisd/curriculumServices/tk/Pages/default.aspx
Background In most states children must turn five by September 1 st in order to start kindergarten. In response to rigorous Kindergarten standards and No Child Left Behind… Kindergarten programs have become more academically oriented with an emphasis on paper and pencil “seat work”. On average about 50% of San Mateo children arrive “ready” for kindergarten Research indicates that beginning kindergarten at an older age improves children’s social and academic development.
Kindergarten Readiness Act Senate Bill (SB) 1381 (Chapter 705, Statues of 2010)amended California Education Code (Section 46300, 48000, and 48010) to change: The required birthday for admission to kindergarten and first grade and To established a transitional kindergarten program beginning the 2012–2013 school year http://www.cde.ca.gov/ci/gs/em/kinderfaq.asp
Kindergarten Readiness Act A transitional kindergarten is the first year of a two-year kindergarten program that uses a modified kindergarten curriculum that is age and developmentally appropriate. Although the intent of the law is to provide separate and unique experiences for transitional kindergarten and kindergarten students, districts have flexibility to determine how best to meet the curricular needs of each
Bottom Line? It is a Kindergarten Preparatory Classroom No new money to reduce class size or re-design classrooms Follows the same rules/regulations as Kindergarten Current Kindergarten classroom and yard Current Kindergarten class size (22, 25, 30+??) Same length of day Voluntary for families, can wait until K or G1 Not voluntary for districts
Research provides critical background for TK curriculum and design What do local data suggest? Silicon Valley Community Foundation Santa Clara Partnership for School Readiness and Applied Survey Research Compared 3 rd grade ELA and Math CST scores with Kindergarten readiness data of 1,543 students
Does Preschool Matter? Less than half of the children attended a preschool (46%).
www.siliconvalleycf.org 4 BASIC BUILDING BLOCKS For KINDERGARTEN READINESS Academics Recognizes letters Recognizes shapes Recognizes colors Counts 10 objects Engages with books Writes own first name Recognizes rhyming words Self-Regulation Comforts self Pays attention Controls impulses Follows directions Negotiates solutions Plays cooperatively Handles frustration well Social Expression Expresses empathy Relates well to adults Has expressive abilities Is curious & eager to learn Expresses needs & wants Engages in symbolic play Motor Skills Uses small manipulatives Has general coordination Self-Care Performs basic self-help Performs self-care tasks
We did not close the readiness gap for 79% of the students.
What happened to the 32% who were ready when they entered?
Students who were ready to succeed at Kindergarten but were struggling in third grade include: The youngest kindergarteners born between Sep. 1 and Dec. 1 English language learners Students from lower-income families
How is TK different than Preschool and Kindergarten? Kindergarten Kindergarten is academic (standards-based) Preschool Include learning through play, doing, interacting (experiential) Plan the learning within a child’s zone of proximal success (developmental) Based upon student interests (emerging)
What are the standards for TK? Blend between Preschool -and- Kindergarten “Recommended standards at all grade levels are not mandatory but voluntary. Local Education Agencies will make the decision of what standards or learning foundations are to be part of the local course of study.” Resources may include California’s Preschool Learning Foundations California Preschool Curriculum Frameworks California Academic Content Standards for Kindergarten California Academic Content Standards Common Core State Standards for English Language Art and Mathematics for kindergarten. Common Core State Standards for English Language Art and Mathematics
Preschool -> TK -> K Preschool Social-Emotional Development Language and Literacy English-Language Development for English learners Mathematics TK Possibilities Kindergarten
Preschool Foundations: Initiative in Learning 20 48 Months Enjoy learning and are confident in their abilities to make new discoveries although may not persist at solving difficult problems 60 Months Take greater initiative in making new discoveries, identifying new solutions, and persisting in trying to figure things out Possible TK Objectives Children can… Suggest other ways of doing things Offer information known or discovered Ask to learn more about a subject, event, or experience, demonstrating curiosity Make connections, sees similarities between new learning and prior learning or experience Ask relative questions
Based on: 4 BASIC BUILDING BLOCKS For KINDERGARTEN READINESS A Preparatory Perspective ACADEMICS Engages with books Writes own first name Recognizes rhyming words Recognizes letters Letter sound correspondence for half of the letters Recognizes shapes Recognizes colors Uses a variety of words with increasing specificity Use information from NF texts Blend onsets and rimes Counts and recognizes 10 objects Compares quantities, more, less, some Number sense: 1=1 object (+/-), sum up to 10 Sort and classify objects by one or more attributes Duplicate simple repeating patterns Solve math problems in more than one way INITIATIVE IN LEARNING Suggest other ways of doing things Offer information known or discovered Ask to learn more, demonstrating curiosity Make connections Ask relative questions SELF CARE Performs basic self-help skills Performs self-care tasks SELF REGULATION Comforts self Pays attention Controls impulses Follows directions Negotiates solutions and plays cooperatively Handles frustration well Anticipate the schedule, routines SELF EXPRESSION Expresses empathy Relates well to adults Expresses needs & wants Engages in symbolic play MOTOR SKILLS Uses small manipulatives Has general bodily coordination SELF AWARENESS Describe their own physical characteristics Name similarities/differences in people Name basic body parts and their functions Describe the five senses Identify personal feelings Ask for help when confused or after several attempts to solve a problem
Plan learning around big ideas, themes Enhance with interest areas and learning centers Prepare! Build background knowledge for kindergarten academic themes When adults read words they learned when they were younger, they recognize them faster and more accurately than those they learned later in life.” http://www2.le.ac.uk/ebulletin/news/press-releases/2000- 2009/2009/05/nparticle.2009-05-06.7872758666 Dr. Tessa Webb, School of Psychology, University of Leicester Prior knowledge has a large influence on student performance, explaining up to 81% of the variance in post test scores. (Dochy, Segers & Buehl, 1999).
Summary Schedule of 5 Kindy Classrooms Half Day 10 Minutes: Journal Writing, Familiar Reading, Decoding or Math worksheet, or Homework make-up 10 Minutes: Morning Message, Daily News, Calendar. Quick write 15 Minutes: Shared Reading/Re-reading (Big Book) to demonstrate Phonemic Awareness, Decoding or Comprehension Strategy 40 Minutes: Reading Work Time: Teacher guided reading and running records, Worksheets (letters, name, spelling, sight words), Independent reading practice (decodable text); when finished- independent reading or writing 40 Minutes: Math Work Time: Learning Centers & Small Groups w/Teacher 30 Minutes: Read Aloud and Writing Workshop 5 Minutes: Clean-up: Book Bags, Homework Summary Schedule of 5 PK Classrooms Half Day 15 Minutes: Morning Circle- Greeting, song/Chant, Dance, Calendar, Attendance, Math, Phonemic Awareness 20 Minutes: Read Aloud- Big Book with lesson 20 Minutes: Centers and Small Group Work * 20 Minutes: Snack and Social Time 20 Minutes: Math hands-on Activity, lesson 20 Minutes: Gross Motor Time (outdoors or indoors) 20 Minutes: Centers and Small Group Work * 15 Minutes: Closing Circle- Farewell song, Pack-up, Read Aloud, Sharing * science table, block area, library/ reading area, writing and drawing area, play dough letters and numbers, geo boards, legos, computer, Big Books, Name Books, Painting Center, drama area, fish tank, nature area (seedlings)
Great News! The Heising-Simons Foundation awarded the SMCOE $194,000 to support The Early Learning Initiative THE SMCOE submitted a grant proposal to support district efforts to better meet the needs of our young learners. The Early Learning Initiative will enable the SMCOE to provide professional development, coaching and consulting. Tracy Wilson will oversee the Grant.
Heising-Simons Foundation Early Learning Grant Award Goal 1: Early Learning Institute Teachers and leaders from every District will be invited to participate in an intensive institute to elevate the awareness of the unique needs of early learners, support for follow up coaching and consulting, and start-up funding for materials. District funding (release time/sub pay/ stipends will be based upon kindergarten enrollment. ($119,020.75). Goal 2: PK-3 Program Alignment Specialist Grant funds will be used to aid district leaders in their development of a cohesive learning path from preschool through grade three including curriculum development ($40,828.00). Goal 3: Learning Circles Grant funds will be used to support teachers and district leaders in a collaborative environment ($12,175). Goal 4: Research Assessment Tools Grant funds will be used to research and select tools to screen students for readiness and provide baseline data for comparative analysis ($5,175).