Tuesday, February 23, 2016

ERS Quantities Brainstorm


ERS Quantities Brainstorm



 
 
 
At our February Reflective Practice Group, we played a BINGO like game to look at meeting the quantities of materials needed for the Environment Rating Scale.  Most of these areas need 3-5 items, which can be costly.  Below is the brainstorm from the group of low cost alternatives.  The activity areas we looked at are ones that are often found in our practice assessments to be lacking.
 
Activity Area
You might find this at the Dollar Store
You might find this at a Thrift Shop
You might find this at home, homemade or free
You might find this at someplace like Target or Fred Meyer
You might need to get this from an ECE catalog
Props for sand or water play
Sand molds, buckets, plastic shovels, flowers, measuring cups, watering cans, funnels, tubing, spoons, strainers, wash cloths
Sifters, shells, measuring cups, fish, egg beaters, basters, gems, whisks, funnels, colanders, pitchers, trucks/cars,
Sponges, towels, syringes, basters, leaves, shells, tubs, ice, food color, shells, sticks,
Trucks, cups, food color, baby soap, water wheels, molds, scoops, basters, cloths, sponges, animals, fish, rakes, buckets, PVC tubes
Test tubes, tubing, glitter, animals, dolls, beakers, boats, water wheel, tubs, cars, pipettes
Manipulatives (vs. small building materials)
Buttons, beads, pegs
Zippers, links, peg boards, lacing items
Snaps, lacing cards, geoboards, shoes and laces, Beads for stringing, put/take box
Stretchy balls, geoboards
Chain links, nuts/bolts, peg boards, lacing cards, pop beads, locks boards
Counting
Glass counters, straws, dice, dominoes, cards, pomp poms, calculators
Glass rocks, clock, buttons, ice cube trays, muffin tins
Buttons, calendars, make graphs, rocks, Beans, play money, egg cartons, homemade math games
Dominoes, playing cards, toothpicks, play money, number chart
Unifix cubes, Abacus, teddy bear counters, cash register, clock, timers, number chart
2nd dramatic play theme – Post Office
Envelopes, hats, manila envelopes, maps, boxes, calendar, play money, stamps. Cards, rubber finger, stamp pad, rubber bands, pencils, stickers
Satchels, blue (USPS) or brown (UPS) shirts, cards, maps, phone, scale
Mailbox, junk mail, packaging, signs, stamps, packing peanuts, forms, newspapers, shoe boxes, make price chart, boxes, scale, keyboard, paper, print pictures of post office from web
Stamps, postcards, bubble wrap, date rubber stamp, stationery, address labels, tape, envelopes, mailboxes, maps
Scales, scanners, play money, mail boxes, uniforms, cash registers, nametags, mail trucks, hats
3D art materials
Playdough, foam, pipe cleaners, toothpicks, straws, craft sticks
 
Homemade doughs, paper tubes and boxes, Styrofoam, wood
PVC pipes, tubes,  foam, boxes, playdough, clay
Clays
Movement props
Scarves, wands, ribbons, streamers, bean bags, balls
Tap/ballet shoes, hula skirts, scarves
Ankle bells, bean bags, scarves, streamers, ribbons
Feathers, hoops, CD player
Bean bags, yoga cards
Diversity in dramatic play (cultural, ability, male/female)
Ethnic dishes, jewelry, glasses (lenses out), hats
Male and female dress-ups, ethnic dishes, crutches, wheelchair, cane, walker, wok
Glasses (lenses out), male and female dress-ups, take out menus from local ethnic restaurants, empty food containers,
Bento boxes, magazines, ethnic cook books, male and female dress-ups, Asian dishes, jewelry
Multicultural dolls, dolls with disabilities, posters/pictures, books, play foods, ethnic kitchen sets, world play money
Measuring
Measuring cups and spoons, rulers, tape measure, yard stick
Measuring spoons and cups, timer, rulers, scales
Tape measure, bathroom scale, height chart, graphing, yardstick timer
Yardstick, rulers, scales, timers, tape measure, measuring cups and spoons, height chart, stopwatch
Scale, height chart, timers
 
 
 
 

Tuesday, February 2, 2016

CLASS Catch Phrases












Here are some quick "catch phrases" that describe the different areas of the CLASS assessment:




CLASS Catch Phrases


Positive Climate -  Bonded, happy and connected


Teacher Sensitivity  - A noticer, in tune with the children


Regard for Child Perspectives – Students point of view and expression


Behavior Management – Clear and effective


Productivity – Managing time


Instructional learning Formats – Hooks, engaged with a purpose


Concept Development – Higher order thinking


Quality of Feedback – Expanding learning and participation


Language Modeling – Language stimulation

Tuesday, January 26, 2016

Frequency







 


At the reflective practice group last week, we took a look at the CLASS assessment, and the frequency of teacher behaviors.


Small groups brainstormed posters of frequency words:


Low frequency words:


  • Less
  • Minimal
  • Seldom
  • Minor
  • Negative
  • None
  • Scarcely
  • Rarely
  • Tiny
  • Few
  • Infrequently
  • Little
  • Never


Mid frequency words:


  • Sometimes
  • Generally
  • But
  • However
  • Sporadically
  • Randomly
  • More often than not
  • At times
  • Periodically
  • Occasionally
  • Now and then
  • From time to time


High frequency words:


  • Regularly
  • Always
  • Many
  • Routinely
  • Usually
  • Frequently
  • Often
  • A lot
  • Mostly
  • Repeatedly


A CLASS assessment is done in 20 minute cycles.  Each of the CLASS behavior markers are observed during the 20 minutes with the hope that they occur with high frequency.


We took a look at several of the CLASS behavior markers and created sentences of what a teacher behavior might look like, using the high frequency words.


Take a look at our CLASS assessment.  Can you create sentences using high frequency words?


 


 

Friday, November 20, 2015

Game Night



 

Last night at our monthly Reflective Practice group, we played a brand new game for Early Achievers.  The game is a teaching tool about the CLASS assessment, the Environment Rating Scale and the Quality Standards.
 
 
 

 
 
 

Tuesday, October 27, 2015

The Early Achievers Equation Part 2





 

You may remember the Early Achievers Equation posted earlier –

Free Play + Open Ended Questions and Conversations
= Learning About the Child

At our October Reflective Practice group, we took a look at this equation.  Small groups rotated through different kinds of activities and answered the following questions:

1.        What can the child learn playing with this?

2.       What are some open ended questions and conversations I can initiate when I play with the child here?

3.       Through these open ended questions and conversations, what can I learn about the child?

4.       What can I do with this learning?

 

Here are the results from the group:

 

BOOKS

What can the child learn?

·         How to read a book, turn pages

·         Colors, numbers, animals, etc.

·         Imagination and creativity

·         Connecting books/stories to real life situations or experiences

·         Different characters

·         Moral or lesson

·         How words connect to make sentences

·         How letters make up words

·         New vocabulary

·         Communication

·         Parts of a book

·         Just about anything!

What questions/conversations can I have?

·         What’s this story about?  What do you think will happen?

·         What did you like?

·         Have you seen something like this?  Tell me about it

·         What would you do in this situation?

·         What do you think will happen next?

·         Ask child to retell the story

·         Pointing out items in the book, or parts of the book and asking, “What is this?”

What can I learn about the child?

·         What are the child’s interests

·         Cultural views

·         Child’s range of current knowledge

·         Attention span

·         Life experiences

What can I do with what I learn?

·         Get books that reflect their interests

·         Expand elements of the book into other activities

·         Find books or activities on the same topic but a deeper level

 

DRAMATIC PLAY

What can the child learn?

·         Different cultures

·         Different family roles

·         A sense of who they are

·         Cooperating with others

·         Exploring roles, cultures, genders, etc.

What questions/conversations can I have?

·         How and why questions

·         What are you planning?

·         Do you need anything from me?

·         What happens next?

·         Who do you know that does that?

·         Where are you going?  What will you do there?

·         Tell me what you know about that.

What can I learn about the child?

·         Interests, temperament, personality, etc.

·         What is happening in child’s home life

·         How they see others

What can I do with what I learn?

·         Scaffolding – expand on their play

·         Inspire curiosity

·         Expand vocabulary

·         Curriculum planning – building on interests

Fine Motor

What can the child learn?

·         Problem solving skills

·         Hand eye coordination

·         Critical thinking

·         Communication and language

·         Self help skills

What questions/conversations can I have?

·         Tell me about your building

·         What can you do with this?

·         What would you add to that?

·         How else could you use that?

·         What else could you try?

What can I learn about the child?

·         Their level of development

·         Dominant hand

·         How easily they get frustrated

·         How the solve problems

What can I do with what I learn?

·         Provide activities that meet their developmental level

·         Provide time to practice newly emerging skills

Blocks

What can the child learn?

·         Cause and effect

·         Imagination

·         Engineering

·         Sorting

·         Confidence

·         Problem solving

·         Physics

·         Sharing

·         Shapes and sizes

·         Balance

What questions/conversations can I have?

·         What are your ideas of what you can build?

·         What would you need to make it bigger?

·         Tell me about your building

·         How did you figure out how to do that?

·         What would happen if…

What can I learn about the child?

·         How they solve problems

·         What kind of learner they are

·         How they interact with others

·         Interests

·         Developmental skills

·         Attention span,  dealing with frustration

What can I do with what I learn?

·         Find ways to challenge them further

·         Add more accessories to expand play

SCIENCE AND NATURE

What can the child learn?

·         Textures, measuring, sorting, etc.

·         Life cycles

·         Caring for the environment

·         Basic scientific laws

·         Observing

·         Scientific method

·         Cause and effect

·         To love nature

·         Curiosity

What questions/conversations can I have?

·         Predicting – what do you think will happen if…

·         How and why questions

·         Why do you think that happens?

·         What do you notice?

·         What can we try?

·         Have you seen this before?

What can I learn about the child?

·         What they already know

·         Interests

·         How they learn

·         How much time they spend outside

·         How they figure things out

What can I do with what I learn?

·         Curriculum planning

·         Adjusting activities to the child’s interests and abilities

·         Add tools to expand learning (magnifiers, etc.)

·         Take anecdotal notes for child’s portfolio

·         Provide next steps