Presenters:

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Mary Jane Gomez, Manager
Presenters Kay Houston Kathy Heath Susan
Gubitz Melba Heredia Johnson
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Sensory Stimulation
The senses are the childs first way of
learning.
Stimulation makes the branches grow toward one
another.
Memory is laid down by neurons talking to one
another.
By age 5, 90 of a childs brain pattern is set.
Joan Shapiro, M.D.,Ph.D., Barrow Neurological
Institute at St.Josephs Hospital, Phoenix
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Connections
CLEAR Planning Guide
TAKS
Data Collection Book
Progression of Skills Report
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Learning Management System

• CLEAR -Multidisciplinary Planning Guide
• Updates
• Data Collection Book
• Systematic plan for student observation
• Groupings
• Sequenced
• Equivalent to a Grade Book
• Parent Letters
• Explanation of each 12 weeks

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• Progression of Skills Report
• Aligned to CLEAR
• Objectives introduced over time
• Focus is on social and emotional development
• Development of students is reported as a Stage of
  Development
• Four choices of both the Progress of Skills
  Report and the data book.

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Connections
CLEAR Planning Guide
TAKS
Data Collection Book
Progression of Skills Report
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2005 Third Grade TAKS Reading Results
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Reading TAKS in grade 3
Objective 4 The student will apply
critical-thinking skills to analyze culturally
diverse written texts. (3.9) Reading/comprehension
. The student is expected to (F) make and explain
inferences from texts such as determining
important ideas, causes and effects, making
predictions, and drawing conclusions (13)
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2005 Third Grade TAKS Reading Objective 4
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Sample Question TAKS Objective 4 Critical
Thinking (Cause and Effect)
Third Grade June 2004 Release TAKS Reading
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3rd Grade CLEAR ELA.R.3.05.e. Identify causes and
effects from a piece of text. 01 Define and
give examples of causes and effects.
02 Identify explicit cause-effect
relationships in a variety of texts. 03
Identify causes and effects in narrative texts
with regard to character and plot.
04 Identify causes and effects in
expository texts in sequence/chronological and
cause-effect text structures.
05 Identify causes and effects using graphic
aids (e.g. charts, tables, illustrations, etc).
TAKS in grade 3
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Identify causes and effects from a piece of text.

Identify causes and effects from a piece of text.
TAKS Objective 4 Critical Thinking Cause and
Effect
Demonstrates comprehension after a selection is
read.
2nd ELA.R.2.05.e. SLA.R.2.05.e.
1st ELA.R.1.05.e.
SLA.R.1.05.e.
Demonstrates comprehension after a selection is
read.
K ELA.R.K.05.c. SLA.R.K.05.c.
PK ELA.R. PK.05.b SLA.R. PK.05.B.
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TAKS Objective 4 Critical Thinking
Demonstrates comprehension after a selection is
read.
PK ELA.R. PK.05.b SLA.R. PK.05.B.

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02 Identify the following in narrative
text  Characters - main character(s)  Setting
- time and place  Main events - beginning,
middle, end  Problem/Resolution (outcome) 03
Understand that illustrations carry
meaning but cannot be read.
 
01 Narrative text (e.g. folktales, nursery tales,
cumulative tales, fairy tales, stories).Expositor
y texts (e. g. nonfiction periodicals,
newsletters, picture dictionaries, nonfiction big
books, nonfiction trade books, directions).
3rd Grade CLEAR ELA.R.3.05.e. Identify causes and
effects from a piece of text. 01 Define and
give examples of causes and effects.
02 Identify explicit cause-effect
relationships in a variety of texts. 03
Identify causes and effects in narrative texts
with regard to character and plot.
04 Identify causes and effects in
expository texts in sequence/chronological and
cause-effect text structures.
05 Identify causes and effects using
graphic aids (e.g. charts, tables, illustrations,
etc).
TAKS Obj. 4 Critical Thinking
03 Make inferences from text such as cause and
effect.
ELA.R.PK.02.B. Understand narrative text
structure. 03 05
ELA.R.PK.02.A. Recognize and distinguish a
variety of text forms and genres. 02
ELA.R.PK.05.B Demonstrates comprehension after a
selection is read. 01
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Cycle of Human Learning
Awareness
Exploration
Utilization
Inquiry
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• If a child is deprived enough of these early
  learning opportunities, brain development slows
  or fails to progress in normal ways. Reasoning,
  language and problem-solving skills may be
  limited permanently because early brain
  development relies on repeated exposure to
  stimulation.
• By age 5, the brain is about 90 of what an
  adult brain is in terms of
• structure and function. Scientists say, by age
  12, about half of the
• synapses formed in early childhood will
  disappear.
• Ramey, Craig and Ramsey,
  Sharon (1999), Right From Birth, Goddard
  PressNew York

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Best Practice Starts with"The Windows of
Opportunity"
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Prekindergarten Learning System 2005-2006
Prekindergarten Learning System 2005-2006
SAMPLE
English Prekindergarten Learning System
includes 30 Progression of Skills Reports
(report card), 1 English Data Book, Family Letter
(includes 3 letters 1 for each 12
weeks) Bilingual Prekindergarten Learning System
includes 30 Progression of Skills Reports
(report card), 1 Bilingual Data Book, Family
Letter (includes 3 letters 1 for each 12 weeks
in Spanish) ESL Prekindergarten Learning System
includes 30 Progression of Skills Reports
(report card), 1 ESL Data Book, Family Letter
(includes 2 sets of 3 letters 1 for each 12
weeks (English/Spanish)) All Progress of Skills
Reports will be made available to order
individually as needed. Bilingual Progression
of Skills Report is translated in Spanish for
non-English speaking parents are available to
order individually as needed. All orders must be
made via SAP. A memorandum will be sent in late
or early August to indicate all SAP numbers for
ordering.
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• Questions