INTRODUCTION OF PREKINDERGARTEN GUIDELINES AND STRATEGIES FOR SUCCESSFUL IMPLEMENTATION

1
INTRODUCTION OF PRE-KINDERGARTEN GUIDELINES AND
STRATEGIES FOR SUCCESSFUL IMPLEMENTATION

• Nancy Livingston and Karen Ballif
• Early Childhood Specialists
• Utah State Office of Education

2
We could learn a lot about children from
crayons. Some are sharp, some are pretty, some
are bright, some have unusual names, and all are
different colors. They all have to learn to live
in the same box. Author Unknown
3
Language and Learning At the beginning of
kindergarten, there is a five year range in the
literacy abilities of some children. Some enter
school with a gap of two years in language.
This gap originates during the early years, from
birth through age five--and often these students
are not successful in catching up.
4
Language development varies a lot, but estimates
show that it accelerates tremendously in a good
environment--from 400 words at age three, to a
1000 words at age four, and perhaps up to 4,000
at age five, with most of the language functions
in place. It is important to note that when
children are low in language concepts, it is not
a reflection of their intelligence, but rather
their opportunities to learn.
5
Fall scores on the SLCSD Kindergarten Assessment
for students at selected schools in Salt Lake
City School District show that students at a
title one elementary begin kindergarten scoring
significantly lower on language arts skills than
their peers in non-title one schools
40 point gap in the fall
Title One elementary average correct 40
Non-title one elementary average correct
81
Data from 2007-08 Kindergarten Assessment, SLCSD,
Christine Marriott, Data Coordinator
Language Arts Score Distribution
6
(No Transcript)
7
Some of the key findings from the NATIONAL EARLY
LITERACY STUDY, released January 8, 2009,
identified variables which, not only correlated
with later literacy achievement, but also
maintained predictive power even when other
variables, such as environment and setting, were
considered. According to Timothy Shanahan, the
chairman of the NATIONAL EARLY LITERACY STUDY,
"We need to make sure that our curricula and the
kinds of instruction provided are consistent with
the findings of the report", but also cautioned
against focusing too much on specific skills..."
and develop those skills through a complete
program that teaches all the things we know make
a difference.
8
The purpose of the Pre-Kindergarten Guidelines
is to help families, educators and communities
make informed decisions about curriculum for
pre-kindergarten children.
9
The implementation of these guidelines in early
childhood programs and at home will improve
kindergarten transition and reduce achievement
gaps.
10
The Pre-Kindergarten Guidelines, a collaborative
effort between Utah State Office of Education and
Utah Office of Child Care, provide specific
research-based objectives as to what children
should experience during their critical learning
time prior to entering kindergarten.
11
Its a pleasant place in a lot of ways, Mom, but
you wouldnt believe the paperwork.
12
Pre-Kindergarten Guidelines
Utah State Office of Education Utah Department of
Workforce Services Office of Work Family Life
13
The guidelines are divided into five domains or
general learning areas and each of the following
domains include possible strategies which will
serve as a springboard for individual learning
experiences.
14
The five domains or developmentally appropriate
learning areas are

• Approaches to learning

• Social/Emotional

• Language/Literacy

• Mathematics

• Physical/Health and Safety

15
You will note that each objective contains
indicators which provide observable and
measurable actions for children which will guide
planning for meaningful learning activities.
16
Twinkle, Twinkle Little Star! Twinkle, twinkle
little star, How I wonder what you are! Up above
the world so high, Like a diamond in the
sky. Twinkle, twinkle little star, How I wonder
what you are!
17
Rain, Rain, Go Away Rain, rain, go away, Come
again another day. Rain, rain, go to
Spain, Never show your face again!
Humpty Dumpty Humpty Dumpty sat on a
wall, Humpty Dumpty had a great fall. All of the
Kings horses, And all of the Kings
men, Couldnt put Humpty together again.
18
A positive self-concept and emotional development
are the foundation for all learning. An example
of a guideline and two objectives in this
important domain follows
19
(No Transcript)
20
(No Transcript)
21
Possible strategies serve as a springboard for
learning experiences designed to meet the
individual needs of each child.
22
On page 13, under Objective 3 Develops growing
capacity for Independence, this is an Indicator
Stays on task as appropriate to activity. And a
strategy is

• Limit duration of circle time to attention
  span of children. Children may listen to a
  story, sing songs, and discuss activity options.

Remember, a childs attention span may only be
one minute longer than their age. No matter what
the activity, try to involve several of the
senses, especially visual auditory and of course
oral language. Play games where the children join
in. For example
23
(No Transcript)
24
IF YOUR NAME STARTS WITH.

• If your name starts with A, turn around.
• If your name starts with B, touch the ground.
• If your name starts with C, then stand up and
  touch your knee.
• If your name starts with M, look at me.

To the tune of If Youre Happy and You Know It
25
MATHEMATICSPre-school children should experience
language-rich environments that connect
mathematical concepts, problem solving and
reasoning skills to previous knowledge.
26
Quality learning environments should focus on
actual HANDS ON experiences during play and
interaction with others.
27
(No Transcript)
28
(No Transcript)
29
MATHEMATICAL GUIDELINES
Understand simple number concepts.
Identify and use patterns.
Identify and create simple geometric shapes.
Understand measurement words.
Collect data.
30
(No Transcript)
31
B
A
C
32

• The National Early Literacy Report found these
  important skills highly correlated with later
  literacy
• Alphabet knowledge (AK) Knowledge of the names
  and sounds associated with printed letters.
• Phonological awareness (PA) The ability to
  detect, manipulate, or analyze the auditory
  aspects of spoken language (including the ability
  to distinguish or segment words, syllables or
  phoneme) independent of meaning.
• Rapid automatic naming (RAN) of letters or
  digits The ability to rapidly name a sequence
  of random letters or digits.
• RAN of objects or colors The ability to
  rapidly name a sequence of repeating random sets
  of pictures of objects (e.g. car, tree, house,
  man) or colors.
• Writing or writing name The ability to write
  letters in isolation on request or to write ones
  own name.
• Phonological memory The ability to remember
  spoken information for a short period of time.
• Several additional early literacy skills were
  also noted that relate to reading aloud with
  children and discussing the story content. They
  are
• Concepts about print Knowledge of print
  conventions (e.g. left-right, front-back,) and
  concepts of book cover, author, and text.

33
B
My name starts with a B And I am not a bear, I
nest in trees And fly in the air. What am I?
34
C
My name starts with a C And I am not a cow, But I
do drink milk, And I say, MEOW! What am I?
35
M
My name starts with an M And I am funny to
see, As I swing by my arms From tree to
tree. What am I?
36
(No Transcript)
37
(No Transcript)
38
(No Transcript)
39
(No Transcript)
40
Objective 1 Develops expressive language through
speaking. Speaks or sings in simple sentences
of varying length.

• Possible Strategies.
• Use literature, songs, and chants with repetitive
  phrases that are incorporated into daily language
  use.
• Correctly rephrase childrens grammatically
  incorrect statements without negative connotation.

Page 23
41
(No Transcript)
42
(No Transcript)
43

• Language and Literacy
• Adults support English language learners (ELLs)
  when they
• Recognize that a silent period, which may last
  several months, is typical for children who are
  initially learning English.
• Limit length of speech to essential words and
  concepts for children who are just beginning
  ELLs.
• Provide visual aids that support language.
• Accompany oral language with gestures and
  intonation that assist comprehension.
• Encourage children to connect their home language
  with newly learned words.
• Create daily opportunities for children to work
  collaboratively.

Page 19
44
(No Transcript)
45
(No Transcript)
46

• The National Early Literacy Panel Report is
  consistent with PREVENTING READING DIFFICULTIES
  IN YOUNG CHILDREN, (Snow, 1998) findings which
  note that children need to know the following
• Knows that it is print that is read in stories.
• Understands and follows oral directions.
• Shows an interest in books and reading.
• When being read a story, connects information
  and events to life experiences.
• 5. "Writes" (scribes) message as part of playful
  activity.

47
(No Transcript)
48
In BEGINNING TO READ THINKING AND LEARNING ABOUT
PRINT, Adams noted that before formal instruction
begins "the single most important activity for
building knowledge and skills eventually required
for reading appears to be reading aloud to
children regularly and interactively. For
example, the CROWS model below may help  
C R O W S   Completion Fill in the blank
questions, such as The little mouse ran into
his . Retell This guides children in
remembering Events and ideas in the
story.   Open-ended Prompts give the task back to
the child to respond, Tell me about the
little girl, or What might happen
next?   W-Questions What, when, where, who
questions that help child recall literal
information.   Schema Asks the child to connect
the story to his or her own life outside of
the book.  
49
(No Transcript)
50
The Story Face Strategy
Main Characters
Setting
Problem
Events
First
Last
1
4
Next
Then
2
3
Graphic by Paula Clifford and Doug Ritsema
51
(No Transcript)
52
We are excited about the pre-kindergarten
guidelines! To contact us with questions or
comments, e-mail Karen.ballif_at_schools.utah.gov
Nancy.livingston_at_schools.utah.gov
You may view this power point on our
website www.schools.utah.gov/curr/preschool-kinde
rgarten/index.html