We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!
Presentation is loading. Please wait.
Published byCaroline Davenport
Modified over 5 years ago
Reading Foundations in Early Childhood Small Group Lessons
Why Small Groups? Scaffold learning Provide differentiation Learning becomes more intentional to young learners
Group Size Considerations: Size of the class Needs of the children Age of the children The younger the child the smaller the group.
Choosing Students for a Group Groups should be homogeneous Groups change based on – assessments – ongoing evaluations – student growth
Small Group Lessons Based on the sequence of instruction in your curriculum. Lessons will support large group lessons. Differentiation is key!
Small Group Activities The activities are based on the sequence of learning Needs of the children Some activities are more appropriate than others
How often do groups meet? Needs of each child/group Informal groups may meet more often in a more authentic activity
Where are small groups held?
Story Awareness Vocabulary Comprehension
Language Awareness Structure of Language Concept Understanding
Print Awareness Letters Words How Print Works
Pre-K Groups Kindergarten Groups
1 When DAP Meets GAP Promoting Peaceful Coexistence between Developmentally Appropriate Practice & the Need to Address the Achievement Gap International.
8-1 Chapter 8: Recommended Early Literacy Practices ©2012 California Department of Education, Child Development Division with WestEd Center for Child &
English Language Learners in New Jerseys Preschool Program Ellen Wolock Division of Early Childhood Education NJ Department of Education.
DELAWARE EARLY LITERACY INITIATIVE Dr. Jim J
DAP or Not Activity With a partner you don’t know… Discuss what you think of as DAP or not.
Developmentally Appropriate Practice
RTI Goes to Pre-K Virginia Buysse Ellen Peisner-Feinberg Virginia Buysse Ellen Peisner-Feinberg An Early Intervening System Called Recognition and Response.
Digging Deeper Into the K-5 ELA Standards College and Career Ready Standards Implementation Team Quarterly – Session 2.
Using Assessment to Inform Instruction: Small Group Time
Vision: Every child in every district receives the instruction that they need and deserve…every day. Oregon Response to Intervention Vision: Every child.
Language and Literacy Domain California Preschool Learning Foundations Volume 1 Published by the California Department of Education (2008) LanguageandLiteracy.
VIRTUAL PROP BOX YOUR NAME SEMESTER YEAR ECD 104 ACTIVITIES FOR YOUNG CHILDREN FREDERICK COUNTY COMMUNITY COLLEGE FINAL PROJECT Title Slide for Prop Box.
1 When DAP Meets GAP Promoting Peaceful Coexistence between Developmentally Appropriate Practice & the Need to Address the Achievement Gap National Association.
Oregon’s Family Partnership for Reading Comprehensive Plan for Inclusive Reading Achievement (K-12) Comprehensive Plan for Inclusive Reading Achievement.
Early Childhood Best Practices in Literacy Development Essential Question: How does early literacy research and instructional standards enhance literacy.
Early Literacy T/TAC at VCU. Goals for Today We will provide an overview of the components of a quality early childhood program We will provide an overview.
1 Promoting Third Grade Reading Proficiency National Governor’s Association Policy Institute May, 2012 Dorothy S. Strickland, Ph.D. Professor of Education.
Assessment in the early years © McLachlan, Edwards, Margrain & McLean 2013.
How did student do in Year 1 of GARF? Summarizing DIBELS data.
Whit Hayslip, Early Childhood Education Consultant Kris Damon, Transitional Kindergarten Coach, Long Beach Unified School District October 16, 2012.
© 2019 SlidePlayer.com Inc. All rights reserved.