Playbased Literacy Project Brittany Ward Corinne Olson Angie

Play-based Literacy Project Brittany Ward, Corinne Olson, Angie Lysitza

Inspiration ECEC Convention presenter Dr. Janet Mort Children at age 3 are ready for activities and learning 93% of children are capable of grade-level literacy Vulnerable children need explicit instruction in small doses for mastery Children need time to practice This is not a program!

Where to begin? We started in November, teaching letter sounds had already begun so we had to figure out where to begin We assessed all students on both consonant and vowel graphemes We created our own version of the ‘Circle Charts’ Bubble charts were born! Literacy games based on student need Start building stamina right away with centers Start time will vary depending on vulnerability

Practice Centers The fun part!! Students work on letter sounds they need to master: use the bubble charts to track 10 -15 minutes/center Every day Make available for regular center time 3 games per center so students have choice is ideal Very generic- should be able to use for any sound

Riverside We started with weekly practice centers during free exploration time In the spring we did 2 ‘Blitz’s’- one outside!

The ‘Blitz’ Used to catch up a large number of kids quickly Each student is working on their own list of letters/words Intense practice- 10 minutes/station Make it, find it, use it Need staff for each center Ongoing assessment- update circle charts Go back to the classroom once reach mastery- temporary! Teachers do the assessing

WJB Weekly ‘blitz’: 4 stations, 4 adults Some activities available during free exploration time Focused intervention(coach, other adult) Evolved over the year Group tracking cards

Literacy Game Printables Lego Letters Snakes and Ladders, Book Land, Go Fish and other games Snakes and Ladders- print and go! Play dough Mats Road Letters

Literacy Games

Literacy Games

Literacy Games Learning names is a great place to start! mrsmyerskindergarten. blogspot. ca http: //journeyintoearlychildhood. weebly. com/using-childrens-names. html http: //mamarecicla. blogspot. ca

Curriculum Connections Kindergarten Curriculum Resources: Connecting Curriculum to Inquiry, Play-Based Learning and Projects Supporting Kindergarten Information Bulletins eg. Key Language Cues and Conventions

Kindergarten ELA CRK. 2 View and interpret the basic message of visuals and objects in a variety of texts including models, photographs, dramas, dance creations, and videos. (c) Understand apply language cues and conventions to construct and confirm meaning when vewing: show curiosity in words and their sounds (lexical/semantic), develop phonological awareness (graphophonic). CRk. 3 Listen, comprehend, and respond to gain meaning in oral texts. (c) Understand apply language cues and conventions to construct and confirm meaning when listening: show curiosity in words and their sounds (lexical/semantic), develop phonological awareness (graphophonic). CRK. 4 Comprehend, retell, and respond to basic ideas in stories, poems, songs, and informational texts read to them. (c) Understand apply language cues and conventions to construct and confirm meaning when viewing, listening, and “reading”: show curiosity in words and their sounds (lexical/semantic), develop phonological awareness (graphophonic). CCK. 2 Use and construct symbols, pictures, and dramatizations to communicate feelings and ideas in a variety of ways. (c) Use language cues and conventions to construct and communicate meaning: manipulate sounds and words in shared, guided, and independent activities (lexical/semantic), explore sounds and rhymes (graphophonic), use various tools and techniques to represent ideas (other cues and conventions). g)Demonstrate knowledge of upper and lower case letters; CCK. 3 Use oral language to converse, engage in play, express ideas, and share personal experiences. (c) manipulate sounds and words in shared, guided, and independent activities

Other Possible Kindergarten Connections Physical Education PEK. 2 Explore and practise ways to move the body through space PEK. 4 Explore and practise ways to send and receive objects at an exploration level PEK. 7 Use respectful behaviours and safe practices while participating in cooperative games and physical movement activities. Mathematics PK. 1 Demonstrate an understanding of repeating patterns (two or three elements)

Pre-Kindergarten Connections Social Emotional Development: Developing self-worth: trying new experiences Developing a Sense of Belonging: demonstrating care with materials Interacting with Others: cooperating with peers, working together to achieve a common goal Physical Development: Developing Loco-Motor Skills Developing Fine Motor Skills Developing Manipulative Skills Spiritual Development Experiencing Heightened Sensory Awareness Intellectual Development

Results Noticed students looking at words in books and the environment differently Students incorporating letters/writing into play more often

The proof is in the data?

The Prince Albert Early Childhood Education Council Leah Dori 0 n Workshop Reggio Classroom Visit If you are interested in being involved with the PA ECEC please contact Troy Parenteau, President tparenteau@srsd 119. ca

Door Prize Time!! For more info please feel free to contact us! Brittany Ward brittanyward@srsd 119. ca Corinne Olson Angie Lysitza alysitza@srsd 119. ca colson@srsd 119. ca