Sunday, March 15 - Tuesday, March 17, 2020
Featuring: Christine Holley, Rebecca Cronin, Rachel Rothman-Perkins, Katrina Davino, Kimberly Fox, Casey Maxwell
The Pre-K institute is back again by popular demand! This year’s institute will be similar to previous years, with new emphasis on the role of play and writing in Pre-K classrooms. Presenters will help you see how you can weave support for literacy development into your children’s days, including into play time. You’ll learn how to make the work you do to support literacy be as energetic, fun, and helpful as possible.
As part of this, you will learn how to plan for ways in which your read alouds can be a cornerstone of your classroom instruction. You’ll hear about the latest and greatest books, but more than that, you’ll hear ways to bring these books into all corners of the school day. How can books enrich block time? Recess?
Play is critical for our youngsters’ language and social skills development. You’ll get support thinking through how a choice time curriculum might evolve across the year, moving from solo play and work with materials to more child-driven dramatic and fantasy play. You’ll learn about the role conversation plays in strengthening collaborative play, and get ideas for how to make this work more student-run. Presenters will role play brief minilessons you might bring into your choice time, and they’ll help you think through ways you might plan choice time minilessons for your own class.
At TCRWP, we’ve built upon an approach that Elizabeth Sulzby developed (and Marie Clay endorsed) for helping kids to approximate-read some of the books that we’ve read aloud repeatedly. You’ll hear the ways in which this allows kids to role play their way into being the readers they long to become. As kids pretend-read the books they are coming to know by heart, you can assess their concepts of print and knowledge of story, and help them to rely on both in order to relive Harry the Dirty Dog and The Three Little Pigs. You’ll learn about the classroom library’s role in students’ literacy development, through work with stories and informational books, and consider ways and times across the day that students might engage in formal and less formal, unstructured work with books.
You’ll also have a chance to learn about how shared reading and book making can be used to support the development of meaning-making, language skills, and phonological awareness. Presenters will coach you as you plan and practice a series of shared reading lessons, focusing on different skills across the sessions. You’ll consider ways to enrich your children’s vocabulary through this work.
You’ll get practical nuts and bolts help making your writing center, and other places and spaces, work for very young children as they begin to put pen to paper. A major part of this will involve expanding the definition of authorship, so that our youngest students can see themselves as composers of messages they want to send into the world. You’ll hear how drawing, oral storytelling, photographing, videotaping, conventional pen to paper work, and even playing with blocks can all support authorship. Your presenters will introduce you to progressions for language use and qualities of good writing, and then coach you as you study student writing samples and plan for next steps for your young writers, regardless of what the child is composing.
$650/$600 NYC DOE
This institute will take place at the Teachers College campus.
Teachers College, Columbia University
525 W 120th Street
New York, NY