October 2019
In this issue:
Early childhood classrooms play a critical role in development for children between prekindergarten and third grade.
What kind of play helps children learn the best? Play that really engages them – play that they will focus on and stick with even when problems arise – is the kind of play that helps children develop their approaches to learning and ways to respond to learning situations. Curiosity about the world, initiative and problem solving, and focused attention and persistence are a few approaches to learning that children develop through play.
Although play may be a difficult concept to define, it is very easy to recognize. Children actively involved in play may be engaged in a variety of activities independently, with a partner or in a group. Because play is closely tied to the cognitive, social-emotional and motor development of young children, it is an important part of any well-developed early childhood program.
What can kindergarteners gain from play-based learning? Kindergarten: Where Play and Learning Can Meet is a 26 minute documentary that explores the advantages associated with a play-based approach in kindergarten and features stories of how two Illinois school districts—Valley View School District 365U and Elgin Area School District U-46—made the transition to play-based learning. The documentary was produced in partnership with WTTW Channel 11 and the Midwest Early Childhood Research Alliance at Regional Educational Laboratory (REL) Midwest.
This video might be a great starting point for PLC/Collaboration time conversations to incorporate play into our early childhood classrooms.
Reflection questions:
- How can you champion the importance of daily play in children's learning and development?
- How can parents, teachers and administrators be the instructional champions for play in early childhood classrooms?
- How can parents, teachers and administrators communicate the standards through play in school environments?
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What do emergent reading and writing skills look like in our classrooms? Emergent literacy is a set of language and literacy skills focused primarily on the development and significance of emergent reading skills. Below is an excerpt of an excellent article from National Association for the Education of Young Children, Promoting Preschoolers' Emergent Writing. The stages of writing development and tips are great for any early childhood classroom.
"Teachers play an important role in the development of 3- to 5-year-olds’ emergent writing by encouraging children to communicate their thoughts and record their ideas (Hall et al. 2015). In some early childhood classrooms, however, emergent writing experiences are almost nonexistent. One recent study, which is in accord with earlier research, found that 4- and 5-year-olds (spread across 81 classrooms) averaged just two minutes a day either writing or being taught writing (Pelatti et al. 2014). This article shares a framework for understanding emergent writing and ties the framework to differentiating young children’s emergent writing experiences."
 Byington, T. A., Kim, Y. (2017, November). Promoting Preschoolers’ Emergent Writing. Retrieved from https://www.naeyc.org/resources/pubs/yc/nov2017/emergent-writing
Oklahoma Writing Project's
Invitational Summer Institute: June 2020
FOR: Classroom Teachers of All Subjects —Elementary through College— Interested in Improving Literacy Skills
APPLICATIONS: Twelve outstanding teachers will be selected to attend the Oklahoma Writing Project 2020 Invitational Summer Institute to be held at the Moore-Norman Technology Center in Norman. Teachers of all subject areas and of all levels of instruction--kindergarten through university--interested in teaching composition or incorporating writing into their regular subject matter instruction may apply. The important consideration is a strong commitment to teaching of composition and helping students' understanding through writing.
CRITERIA FOR SELECTION: Teachers who are selected should have these qualifications:
- Outstanding teaching record.
- Strong commitment to growth in teaching composition.
- Willingness to develop a formal presentation on topics related to writing instruction and to share those presentations with other participants at in-service workshops.
- Willingness to do the writing, research, and reflection that will be asked of all participants during the Summer Institute.
- Demonstrable success as a teacher of writing and promise as an equally successful teacher of other teachers.
- Willingness to be an active participant in the Oklahoma Writing Project and its professional and in-service programs.
- Above all, a strong and open approach to ideas.
OUTCOMES:
- Creation and delivery of literacy presentation to be shared at your home school and with other Oklahoma teachers
- Portfolio of your own writings as you experience the writing process and best classroom practices
- Your published writing in the 2020 Summer Institute Anthology
- Collection of ready-to-use literacy strategies and best classroom practices aligned with Oklahoma Academic Standards
- Over 45 hours of professional development
- Become part of a network of teachers focused on improving literacy practices with Oklahoma students
STIPEND: Up to $1,000 stipend for each participant who completes all the required components of OKWP Summer Institute
APPLICATION DEADLINE: March 11, 2020. Applicants invited to interview will receive an appointment sign-up email by March 29, 2020.
IMPORTANT:
- Start saving your student writing samples now. You will need student samples for your interview and during the Summer Institute. Be sure and save high/low ability examples from your writing lessons. Originals are great but copies are fine.
- At the interview, you will bring your professional vita and some of your student writing samples.
The online application has further details, including the dates of the summer institute, if you are interested.
Thank you Deb Wade, Director of Elementary ELA, for sharing this information with the early childhood educators!
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