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Title: Inclusive Placement Opportunities for Preschoolers: A Systems Approach to Preschool Inclusive Practices


1
Inclusive Placement Opportunities for
PreschoolersA Systems Approach to Preschool
Inclusive Practices
2
  • A project of the
  • Virginia Department of Education
  • and the
  • Training and Technical Assistance Centers of
    Virginia

3
  • Using Virginias Foundation Blocks for Early
    Learning to plan for using comprehensive
    standards in the
  • preschool classroom

4
What is a foundation block?
  • Turn to your neighbor and discuss

5
Foundation blocks aligned to
  • Virginias Kindergarten Standards of Learning
    (SOL)
  • Virginias Phonological Awareness Literacy
    Screening (PALS)
  • National guide Teaching Our Youngest A Guide
    for Preschool Teachers and Child Care and Family
    Providers

6
RememberIts about children
7
  • The foundation blocks are to be used as tools for
    early childhood educators in developing
    curriculum and meaningful classroom activities
  • Each block is organized to build toward the
    Virginia Kindergarten Standards of Learning

8
Limited English Proficiency (LEP)
  • Regardless of language, it is the acquisition of
    that language that is essential to the LEP
    childs cognitive and social development

9
Virginias Foundation Blocks for Early Learning
  • Establish a measurable range of skills and
    knowledge essential for 4-year-olds to be
    successful in kindergarten
  • Provide early childhood educators with a set of
    minimum standards in literacy, mathematics,
    science and social studies with indicators of
    success for entering kindergarten, based on
    scientific research

10
Standards for literacy
  • Becoming a successful reader is dependent upon
    childrens experiences and knowledge in
    listening, speaking, reading and writing

11
Oral language
  • Include communication activities that focus on
    speaking and listening
  • Young children must be engaged in conversation
    throughout a daily and consistent routine

12
Reading
  • Begins early with the connection that print and
    sound are related
  • Includes phonological awareness or the ability to
    notice and manipulate sounds in spoken language

13
Writing
  • Writing, reading and language become intertwined
    as children develop and follow a sequence of
    progression through routine practice in classroom
    activities

14
Literacy Foundation Block 1Oral expression
  • The child will develop listening and speaking
    skills by communicating experiences and ideas
    through oral expression

15
Oral expression
  • Listen with increasing attention to spoken
    language, conversations and stories read aloud
  • Correctly identify characters, objects and
    actions in a picture book, as well as stories
    read aloud, and begin to comment about each
  • Make predictions about what might happen in a
    story

16
Oral expression
  • Use two words to ask and answer questions to
    include actions
  • Use appropriate language for a variety of
    purposes, such as asking questions, expressing
    needs and getting information

17
Oral expression
  • Engage in turn-taking exchanges and explain the
    rules of polite conversation with adults and
    peers
  • Listen attentively to stories in a whole-class
    setting

18
Literacy Foundation Block 2Vocabulary
  • The child will develop an understanding of words
    and meanings through the use of appropriate
    vocabulary

19
Vocabulary
  • Use single words to label objects
  • Listen with increasing understanding to
    conversations and directions
  • Follow simple one-step oral directions

20
Vocabulary
  • Engage in turn-taking exchanges with adults and
    peers
  • Use new vocabulary with increasing frequency to
    express and describe feelings and ideas
  • Expose children to a wide variety of experiences
    to build vocabulary

21
Literacy Foundation Block 3Phonological
awareness
  • The child will manipulate the various units of
    sounds in words

22
Phonological awareness
  • Discriminate similarities and differences in
    sounds (environmental, letter)
  • Identify words that rhyme, generate simple rhymes
  • Successfully detect beginning sounds in words
  • Listen to multi-syllable words

23
Literacy Foundation Block 4Letter knowledge and
early word recognition
  • The child will demonstrate basic knowledge of
    the alphabetic principle

24
Letter knowledge and early word recognition
  • Correctly identify 10-18 uppercase alphabet
    letters by name in random order
  • Select a letter to represent a sound for 8-10
    letters
  • Correctly provide the most common sound for 5-8
    letters

25
Letter knowledgeand early word recognition
  • Read simple and familiar high-frequency words,
    including his or her name
  • Notice letters around him or her in familiar,
    everyday life and ask how to spell words, names
    or titles

26
Literacy Foundation Block 5Print and book
awareness
  • The child will demonstrate knowledge of print
    concepts

27
Print and book awareness
  • Identify the front of the book
  • Identify the location of the books title
  • Identify where reading begins on a page (first
    word or group of words)

28
Print and book awareness
  • Demonstrate directionality of reading left to
    right on a page
  • Identify part of the book that tells the story
    (print as opposed to pictures)
  • Turn pages one at a time from the front to the
    back of the book

29
Literacy Foundation Block 6Written expression
  • The child will write using a variety of materials

30
Written expression
  • Distinguish print from pictures
  • Copy or write letters using various materials
  • Print first name independently

31
Written expression
  • Print 5-8 letters with a writing tool
  • Copy 3-5 letter words
  • Use inventive spellings to convey messages or
    tell a story

32
Virginias Foundation Blocks for Early Learning
  • Indicators for pre-kindergarten children in the
    content area of mathematics
  • Number and number sense
  • Computation
  • Measurement
  • Geometry
  • Data collection and statistics
  • Patterns and relationships

33
Standards for mathematics
  • Learning mathematics challenges children to
    explore ideas about patterns and relationships,
    order and predictability, logic and meaning

34
Mathematics Foundation Block 1Number and number
sense
  • The child will count with understanding and use
    numbers to tell how many, describe order and
    compare

35
Number and number sense
  • Count with understanding to 20 or more
  • Count a group (set/collection) of 3 to 5 objects
    by touching each object as it is counted and
    saying the correct number (one-to-one
    correspondence)

36
Number and number sense
  • Count the items in a collection of 1-5 items and
    know the last counting word tells how many
  • Compare two groups (sets/collections) of matched
    objects (less than 5) and describe the groups
    using the terms more, fewer or same

37
Mathematics Foundation Block 2Computation
  • The child will recognize change in groups
    (sets/collections)

38
Computation
  • Describe changes in groups (sets/collections) by
    using more when groups of objects (sets) are
    combined (added together)
  • Describe changes in groups (sets/collections) by
    using fewer when groups of objects (sets) are
    separated (taken away)

39
Mathematics Foundation Block 3Measurement
  • The child will identify and compare the
    attributes of length, capacity, weight, time and
    temperature

40
Measurement
  • Recognize the attributes of length by using the
    terms longer or shorter when comparing two
    objects
  • Know the correct names for standard tools used
    for telling time and temperature and measuring
    length, capacity and weight (i.e., clocks,
    calendars, thermometers, rulers, measuring cups
    and scales)

41
Measurement
  • Use the appropriate vocabulary when comparing
    temperature, such as hot or cold
  • Use appropriate vocabulary when describing
    duration of time, such as hour, day, week,
    month, morning, afternoon, night or day

42
Mathematics Foundation Block 4Geometry
  • The child will describe simple geometric shapes
    (circle, triangle, rectangle and square) and
    indicate position in relation to him/herself and
    to other objects

43
Geometry
  • Match and sort shapes (circle, triangle,
    rectangle and square)
  • Describe how shapes are alike and different

44
Geometry
  • Recognize shapes (circle, triangle, rectangle and
    square) by pointing to the appropriate figure
    when the teacher names the shape
  • Describe the position of objects in relation to
    other objects and themselves using the terms next
    to, beside, above, below, under, over, top and
    bottom

45
Mathematics Foundation Block 5Data collection
and statistics
  • The child will participate in the data-gathering
    process in order to answer questions of interest

46
Data collection and statistics
  • Collect information to answer questions of
    interest to children
  • Use descriptive language to compare data in
    objects and picture graphs by identifying which
    is more, fewer or the same

47
Mathematics Foundation Block 6Patterns and
relationships
  • The child will identify simple patterns of
    concrete objects and use them to recognize
    relationships

48
Patterns and relationships
  • Sort and classify objects according to one or two
    attributes (color, size, shape and texture)
  • Identify and explore simple patterns (i.e., AB,
    AB red, blue, red, blue)
  • Use patterns to predict relationships between
    objects, (i.e., the blue shape follows the yellow
    shape, the triangle follows the square)

49
Standards for science
  • Preschool childrens natural curiosity provides
    the basis for understanding and using science
    process skills
  • Preschool education provides an opportunity for
    students to experience big ideas

50
Science Foundation Block 1Scientific
investigation, reasoning and logic
  • The child will make observations, separate
    objects into groups based on similar attributes,
    compare lengths and mass and develop questions
    based upon observation using the five senses

51
Scientific investigation, reasoning and logic
  • Identify basic properties of objects by direct
    observation
  • Describe objects using pictures and words
  • Sequence objects according to size

52
Scientific investigation, reasoning and logic
  • Separate a set of objects into two groups based
    on one physical attribute
  • Compare the length and mass of different objects
  • Identify the body parts that correspond with each
    of the five senses

53
Science Foundation Block 2 Force, motion and
energy
  • Children will describe and categorize properties
    of materials using magnets

54
Force, motion and energy
  • Describe the effects magnets have on other
    objects they stick to some but not to others.
    Introduce words attracted to and not attracted
    to.
  • Describe the effects magnets have on other
    magnets they stick together or push apart

55
Science Foundation Block 3Matter
  • The child will develop language to describe an
    objects position movement and physical
    properties. The child will also describe
    properties of water

56
Matter
  • Identify colors (red, orange, yellow, green, blue
    and purple) and white and black
  • Identify shapes (circle, triangle, square and
    rectangle) of an object
  • Identify textures (rough/smooth) and feel
    (hard/soft)

57
Matter
  • Describe relative size and weight (big/little,
    large/small, heavy/light, wide/thin and
    long/short)
  • Describe position (over/under, in/out and
    above/below) and speed (fast/slow)
  • Recognize water in its three forms (solid, liquid
    and gas)

58
Science Foundation Block 4 Life processes
  • The child will compare the growth of a person to
    the growth of a plant and an animal and be able
    to describe basic life processes and the basic
    needs of each

59
Life processes
  • Describe what living things need to live and grow
    (food, water and air)
  • Recognize that baby plants and animals are
    similar but not identical to their parents and
    to one another

60
Science Foundation Block 5Inter-relationships
in earth/space systems
  • The child will be able to create a shadow

61
Inter-relationships in earth/space systems
  • Create a shadow and describe how it was created

62
Science Foundation Block 6Earth patterns,
cycles and change
  • The child will identify simple patterns in his or
    her daily life. The child will identify things
    that change over time.

63
Earth patterns, cycles and change
  • Make daily weather observations
  • Observe and classify the shapes and forms of many
    common natural objects including seeds, cones and
    leaves
  • Recognize the order or stages of animal and plant
    growth
  • Describe home and school routines

64
Science Foundation Block 7Resources
  • The child will practice reusing, recycling and
    conserving energy on a daily basis

65
Resources
  • Recognize that some objects can be recycled
  • Recognize that some objects can be reused
  • Identify ways that energy can be conserved

66
Standards for history and social sciences
  • The purpose of history and social science is to
    enable children to understand and participate
    effectively in their world. Young children are
    explorers and adventurers.

67
History and social science foundation blocks
  • History
  • Geography
  • Economics
  • Civics

68
Foundation Block 1History similarities and
differences
  • The child will identify ways in which people are
    alike and different

69
History similarities and differences
  • Recognize ways in which people are alike and
    different
  • Describe his or her own unique characteristics
    and those of others
  • Make the connection that he or she is both a
    member of a family and a member of a classroom
    community

70
History similarities and differences
  • Engage in pretend play to understand self and
    others
  • Participate in activities and traditions
    associated with different cultural heritages

71
Foundation Block 2History change over time
  • The child will develop an awareness of change
    over time

72
History change over time
  • Describe ways children have changed since they
    were babies
  • Express the difference between past and present
    using words such as before, after, now and then
  • Order/sequence events and objects

73
History change over time
  • Ask questions about artifacts from everyday life
    in the past
  • Recount episodes from stories about the past
  • Take on a role from a specific time, use symbols
    and props and act out a story or narrative
  • Describe past times based on stories, pictures,
    visits, songs and music

74
Foundation Block 3Geography location
  • The child will develop an increased awareness of
    the physical relationship between and among
    people and places

75
Geography location
  • Identify and describe prominent features of the
    classroom, school, neighborhood and community
  • Engage in play where one item represents another
    miniature vehicles, people, blocks

76
Geography location
  • Make and walk on paths between objects, for
    example, from the door to the window
  • Represent objects in the order in which they
    occur in the environment
  • Experience seeing things from elevations

77
Foundation Block 4Geography descriptive words
  • The child will use words to indicate the relative
    location of objects and people including
    direction, comparison and attribute words

78
Geography descriptive words
  • Use words to indicate relative location
  • Use words to describe features of locations in
    the environment and man-made structures found in
    stories and seen in everyday experiences
  • Develop control in using direction words on,
    under, over, behind, near, far, above, below,
    toward and away one direction at a time

79
Geography descriptive words
  • Develop control in using comparison words
    closer, farther away, taller, shorter, higher,
    lower, alike, different, inside and outside
  • Develop fluency using attribute words hard,
    soft, rough and smooth
  • Use labels and symbols for what the child has seen

80
History Foundation Block 5Economics world of
work
  • The child will develop an increased awareness of
    the kinds of work people do and the variety of
    tools people use in their jobs

81
Economics world of work
  • Identify pictures of work and name the jobs
    people do
  • Describe what people do in their community job
  • Match tools to jobs
  • Match job sites to work done
  • Role-play the job of workers

82
Foundation Block 6Economics making choices
  • The child will identify that people have wants
    and make choices

83
Economics making choices
  • Identify choices
  • Recognize that everyone has wants
  • Choose daily tasks
  • Role-play purchasing situations where choices are
    made

84
Foundation Block 7Civics citizenship
  • The child will participate as a member/citizen
    of a classroom community

85
Civics citizenship
  • Cooperate with others in a joint activity
  • Recognize the need for rules to help get along
    with others
  • Participate in creating rules for the classroom
  • State personal plans for learning center
    activities

86
Civics citizenship
  • Participate in discussing and generating
    solutions to a class problem
  • Share thoughts and opinions in group settings
  • Demonstrate responsible behaviors in caring for
    classroom materials
  • Identify the needs of other people by helping them

87
Standards for physical and motor development
  • All children, regardless of physical or mental
    development, learn by moving through their
    environment and should be provided with
    opportunities to participate in preschool motor
    learning activities with appropriate modifications

88
Physical and motor development foundation blocks
  • Skilled movement
  • Movement principles and concepts
  • Personal fitness
  • Responsible behaviors
  • Physically active lifestyle

89
Foundation Block 1Skilled movement
  • The child will build body awareness, strength and
    coordination through locomotor activities,
    non-locomotor (stability) activities and
    manipulative skills

90
Skilled movement
  • Locomotor activities
  • Demonstrate progress in performing the mature
    level of selected locomotor skills
  • Demonstrate initial, elementary and mature forms
    of walking and running

91
Skilled movement
  • Non-locomotor skills
  • Maintain a stable static position while
    practicing specific balances
  • Maintain balance while performing a controlled
    spin
  • Maintain balance while walking on a painted line
    or low balance beam that is no more than 3 inches
    above the floor
  • Maintain balance while climbing up steps and
    walking on a horizontal ladder placed on the
    floor
  • Perform crisscross pattern activities that will
    stimulate the brain

92
Skilled movement
  • Manipulative skills
  • Manipulate a variety of objects during structured
    and unstructured physical activity settings
  • Manipulate small objects using one hand
    independently, the other independently and both
    hands working on the same task

93
Foundation Block 2Movement principles and
concepts
  • The child will demonstrate the use of the
    movement concepts of directions, levels, pathways
    and effort

94
Movement principles and concepts
  • Apply knowledge of movement concepts by
    performing various locomotor movements while
    changing directions (right, left, up, down,
    forward and backward), levels (high, medium and
    low), pathways (straight, curved and zigzag) and
    effort (fast and slow hard and soft)
  • Identify fundamental movement patterns

95
Movement principles and concepts
  • Begin and expand movement vocabulary
  • Perform various locomotor movements demonstrating
    changes in directions, levels, pathways, effort
    and relationships in space while listening to
    music or responding to a drum beat, the beat of a
    tambourine, verbal instruction or other signal

96
Foundation Block 3Personal fitness
  • The child will participate in structured and
    unstructured physical activities designed to
    increase heart rate and breathing while improving
    muscular strength and flexibility

97
Personal fitness
  • Participate in activities that allow the child to
    experience a rise in his or her heart and
    breathing rates
  • Demonstrate the ability to determine if the heart
    is beating faster after activity

98
Personal fitness
  • Participate in activities designed to strengthen
    major muscle groups
  • Participate in activities that enhance flexibility

99
Foundation Block 4Responsible behaviors
  • The child will demonstrate good listening skills
    and cooperative behaviors

100
Responsible behaviors
  • Demonstrate safe behaviors by applying rules
    regarding behaviors in a physical activity
    setting
  • Share equipment and space and take turns with
    help from the teacher
  • Work well with all children
  • Listen to and follow simple directions

101
Foundation Block 5Physically active lifestyle
  • The child will participate in physical activity
    and explain why physical activity is hood for
    their health

102
Physically active lifestyle
  • Identify the activities that they like and
    dislike
  • Describe what it means to be physically active
    and then have the opportunity to actively pursue
    the activities they have described
  • Participate in structured and unstructured
    physical activity everyday

103
Physically active lifestyle
  • Participate in activities geared toward different
    levels of proficiency
  • Identify places at home, in the neighborhood and
    in the community where children can play safely
    and be physically active

104
Standards for personal and social development
  • Appropriate and supportive learning experiences
    provide an important foundation for personal and
    social growth

105
Foundation Block 1Self-concept
  • The child will demonstrate self-confidence and
    self-reflection

106
Self-concept
  • Demonstrate knowledge of personal information
    including first and last name, gender, age and
    birthday
  • Begin to recognize and express emotions using
    words rather than actions
  • Recognize they are a unique individual and
    respect the differences of others

107
Self-concept
  • Develop personal preferences regarding activities
    and materials
  • Demonstrate self-direction in the use of
    materials
  • Develop increased independence in school
    activities throughout the day

108
Foundation Block 2Self-control
  • The child will show self-direction and
    responsibility

109
Self-control
  • Contribute ideas for classroom rules and routines
  • Follow rules and routines within the learning
    environment
  • Use classroom materials purposefully and
    respectfully
  • Manage transitions and adapt to changes in
    routine
  • Develop positive responses to challenges

110
Foundation Block 3Approaches to learning
  • The child will show eagerness and persistence as
    a learner

111
Approaches to learning
  • Show interest and curiosity in learning new
    concepts and trying new activities and
    experiences
  • Demonstrate the ability to learn from experiences
  • Increase attention to a task or activity over
    time
  • Seek and accept help when needed

112
Foundation Block 4Interaction with others
  • The child will interact easily with one or more
    children and with familiar adults

113
Interaction with others
  • Initiate and sustain interactions with other
    children
  • Demonstrate verbal strategies for making a new
    friend
  • Interact appropriately with other children and
    familiar adults by cooperating, helping, sharing
    and expressing interest

114
Interaction with others
  • Participate successfully in group settings
  • Demonstrate respectful and polite vocabulary
  • Begin to recognize and respond to the needs,
    rights and emotions of others

115
Foundation Block 5Social problem solving
  • The child will learn and use nonphysical ways to
    resolve conflicts

116
Social problem solving
  • Express feelings through appropriate gestures,
    actions and words
  • Recognize conflicts and seek possible solutions
  • Allow others to take turns
  • Increase the ability to share materials and toys
    with others over time
  • Include others in play activities

117
Virginias Foundation Blocks for Early Learning
  • Literacy
  • Mathematics
  • Science
  • History and social science
  • Physical and motor development
  • Personal and social development
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