Stage of literacy Development
As a teacher, it is critical to acknowledge the importance of literacy and introduce reading and concept of print through books and other forms of writing. It is ideal for students to have access to books and other resources at home prior the beginning of school year, but we know that might not be the case all the time. So, our goal is to provide as many opportunities as we can to get our students to read and become comfortable and excited about reading. We have an extensive collection of books that are of different genres and level appropriate in our classroom library.
Building phonemic awareness and practicing letter sounds and phonics are two of the major categories for literacy development at this early stage. We have included in our lessons, daily activities, and learning centres various tasks for students to learn phonics and practice letter sounds to gain a solid foundation in phonemic awareness. At the same time, we also see the necessity to focus on spelling, word study and reading comprehension in SK. Thus, we try to create a balanced literacy program by incorporating various word study, writing, oral language, reading comprehension, and spelling lessons and activities as well.
Some examples of our lessons and activities include:
- Discussing the conventions of prints through a read aloud. We show the class a book cover and talk about the title, author and illustrator and what it meansin order to build phonemic awareness and expand students’ vocabulary.
- A “show and tell” activity to enhance students’ oral language skills.
- Asking students to make predictions halfway through reading a book.
- Alloting time for silent reading so students can learn to read for pleasure and picking books of their choice.
VISION & pedagogy
Establishing a safe and supportive environment for our learners:
· Providing an environment for our students where everyone feels safe and valued, and comfortable to explore and learn through a well-balanced program of inquiry- based learning and direct-instruction.
Balance between inquiry-based learning and direct instruction:
· Creating a fine balance between inquiry and guided teaching so students have the freedom to explore their own curiosities with direct instruction and support from their teachers.
Usage of technology:
· Providing our students a digital avenue to explore learning through the use of iPads, computers, a digital camera, and a Smart Board.
· Providing an environment for our students where everyone feels safe and valued, and comfortable to explore and learn through a well-balanced program of inquiry- based learning and direct-instruction.
Balance between inquiry-based learning and direct instruction:
· Creating a fine balance between inquiry and guided teaching so students have the freedom to explore their own curiosities with direct instruction and support from their teachers.
Usage of technology:
· Providing our students a digital avenue to explore learning through the use of iPads, computers, a digital camera, and a Smart Board.
ASSESSMENTS
In our kindergarten classroom, we use a range of informal assessments to monitor our students' progress and identify areas where they require additional support. These assessments are completed with individual students, but also with groups of students as they work together on various activities.
Running Records
We believe it is important to closely keep track of our students' reading levels. This is why we conduct running records with individual students each and every morning during silent reading. While all students are engaged in reading, we conduct one-on-one running records with at least 2 students, and update their reading profiles accordingly. This way, we are able to update the reading profiles of every student in our class each month, and can work with them individually to support them at each level.
Checklists
In order to assess students' acquisition of knowledge and skills following a lesson, we design fun activities where they can apply their skills in a relaxed environment. While they complete these tasks, we assess them using informal checklists catered to the specific expectations of each task. For instance, we previously taught a math lesson where our students learned how to identify different geometric shapes, and had a follow-up art activity where they used shapes to create a snowman. While they were working on their snowman art, we used a checklist to assess whether students could correctly identify shapes, and correctly explain the attributes of each shape. We also include additional notes under each child's name if there are other important observations that should be included in our assessment of their skills.
Documentation
Documenting the ongoing progress of our students as they engage in different activities is a central part of our classroom practice. We use the pictures that we take for various purposes:
In our kindergarten classroom, we use a range of informal assessments to monitor our students' progress and identify areas where they require additional support. These assessments are completed with individual students, but also with groups of students as they work together on various activities.
Running Records
We believe it is important to closely keep track of our students' reading levels. This is why we conduct running records with individual students each and every morning during silent reading. While all students are engaged in reading, we conduct one-on-one running records with at least 2 students, and update their reading profiles accordingly. This way, we are able to update the reading profiles of every student in our class each month, and can work with them individually to support them at each level.
Checklists
In order to assess students' acquisition of knowledge and skills following a lesson, we design fun activities where they can apply their skills in a relaxed environment. While they complete these tasks, we assess them using informal checklists catered to the specific expectations of each task. For instance, we previously taught a math lesson where our students learned how to identify different geometric shapes, and had a follow-up art activity where they used shapes to create a snowman. While they were working on their snowman art, we used a checklist to assess whether students could correctly identify shapes, and correctly explain the attributes of each shape. We also include additional notes under each child's name if there are other important observations that should be included in our assessment of their skills.
Documentation
Documenting the ongoing progress of our students as they engage in different activities is a central part of our classroom practice. We use the pictures that we take for various purposes:
- To assess students as they complete activities
- To facilitate descriptive writing, by printing out pictures of students engaged in an activity and asking them to write about it
- To foster classroom discussions on a given topic, often following the completion of a class activity
- To show parents the ongoing progress of their children
Accommodations
Students with Speech Difficulties (including ELLs)
Students with Fine-Motor Difficulties
Students with Language Difficulties (ELLs)
Students with Emotional Difficulties
- Visuals placed throughout the classroom labeling centers and furnitures.
- Use gestures and movements to support understanding.
- Speak slowly with student(s). Encourage student to speak, and assist with pronunciation and enunciation of words.
Students with Fine-Motor Difficulties
- Provide manipulatives to show writing or drawing (ie. letter blocks, letter cards, writing/drawing in the sand or paint, etc).
- Get special writing equipment from Special Education Resource teacher if possible.
- Modify certain activities so students can succeed (moderate colour, printing, cutting, and folding activities).
Students with Language Difficulties (ELLs)
- Encourage student to communicate in both home language and English
- Use gestures, movements, and tone of voice to relay meaning and understanding.
- Be positive and supportive of student’s attempts to speak in English.
- Provide hands-on activities with manipulatives for students to show understanding and learning.
- Provide visual cues to facilitate understanding.
Students with Emotional Difficulties
- Acknowledge student’s emotions and provide emotional support.
- Be encouraging and positive.
- Locate a space in the classroom (Reading Area) where students feel safe and can address their emotions.
- Provide a class puppet to help students cope with emotional difficulties.