Read your classmates’ responses. Reflect and substantively comment on two or more of their posts that have chosen a different way to represent the work than you did. Support your statements with evidence from the required studies, other research, and experiences. You are required to respond to comments or questions about your posts.
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Pre-k
2019-2020
PRE-K 4’S | EXCITING CHANGES THIS YEAR
RRES | PRE-K | SEPTEMBER NEWSLETTER |
HOW WE ARE CHANGING OUR LITERACY LEARNING
Dear parents and families,
This year Ms. G and I are excited to announce a new method for teaching the alphabet and pre-literacy
skills. We have used a Letter of the Week format in the past and while students have always demonstrated
growth and understanding in their learning, we felt that we could be approaching literacy learning
differently. The following describes our new format and a brief outline of our plans for this year.
Enhancing Alphabet
Knowledge (EAK)
Enhancing Alphabet Knowledge (EAK) teaches letters
through
multiple
exposures
and
distributed
instructional cycles (Jones, 2012).
Instead of
completing one 26 week cycle through the alphabet, as
with the Letter of the Week format, your students will
be exposed to 6 different letter cycles. These cycles
focus on unique features of the letters in order for
students to learn not only the letter name but the letter
sound, how to write the letter, and how to locate it in
text (Elkins, 2017). This gives your students not only
knowledge of the alphabet but an introduction to preliteracy skills that they will build upon next year in
kindergarten.
Our six Alphabet Cycles for
this school year
1. A-Z learning one letter a day
2. Handwriting Without Tears Curriculum
Order learning 2 letters a day (LF, EH, TI,
UC, OQ, GS, JD, PB, RK, AM, NV, WX, YZ)
3. Two letters a day, starting with the letters
in their names
4. Our county montessori order learning one
letter a day (S, M, T, A, P, A, F, C, R, B, L,
I, G, N, D, H, J, K, W, O, U, V, Y, Z ,X ,Q,
E)
5. Backwards Alphabet learning one letter a
day
6. A-Z Countdown one letter a day
“The Letter of the Week method is largely based on tradition rather than research” (Elkins,
2017, p. 1)
Research supporting EAK and distributed instruction cycles
Distributed learning, also called the spacing effect, is defined by Carey (2014) as when people,
“learn at least as much, and retain it much longer, when they distribute—or ‘space’—their study
time” (p. 65). Utilizing the EAK and our distributed learning cycles allows your students to have
multiple exposures to each letter over time, in effect spacing out their studying. While students
may initially struggle to remember every letter and/or letter sound, studies have proven that the
act of ‘forgetting’ and struggling to remember specific knowledge improves learning overall (Carey,
2014). We like to tell the students that when your brain has to work hard, that means that you
are stretching your brain and helping it to remember more information. Our varied cycles and
curricula also offer multiple contexts in which students are exposed to each letter. Both the time
interval between exposures and the varied contexts have been shown to improve students’ ability
to both store and recall information over time (Carey, 2014). Additionally, these varied contexts
provide students with a better understanding of how letters and letter sounds are meaningful and
are combined to create words. The Letter of the Week format, while teaching letters in isolation,
did not lend itself as well to teaching pre-literacy skills.
As always, if you have any questions or concerns, please feel free to contact either Ms. G or myself by phone
or email. We are both looking forward to growing and learning this year with you and your students!
References
Carey, B. (2014). How we learn: The surprising truth about when, where, and why it happens.
New York, NY: Random House.
Elkins, C. (2017, April 15). Alphabet letter and sounds research. Retrieved from
Jones, C., & Ray, R. (2012). Enhanced alphabet knowledge instruction: Exploring a change of frequency,
focus, and distributed cycles of review. Reading Psychology, 33 (5), 448-464.
Pre-k
2019-2020
PRE-K 4’S | EXCITING CHANGES THIS YEAR
RRES | PRE-K | SEPTEMBER NEWSLETTER |
HOW WE ARE CHANGING OUR LITERACY LEARNING
Dear parents and families,
This year Ms. G and I are excited to announce a new method for teaching the alphabet and pre-literacy
skills. We have used a Letter of the Week format in the past and while students have always demonstrated
growth and understanding in their learning, we felt that we could be approaching literacy learning
differently. The following describes our new format and a brief outline of our plans for this year.
Enhancing Alphabet
Knowledge (EAK)
Enhancing Alphabet Knowledge (EAK) teaches letters
through
multiple
exposures
and
distributed
instructional cycles (Jones, 2012).
Instead of
completing one 26 week cycle through the alphabet, as
with the Letter of the Week format, your students will
be exposed to 6 different letter cycles. These cycles
focus on unique features of the letters in order for
students to learn not only the letter name but the letter
sound, how to write the letter, and how to locate it in
text (Elkins, 2017). This gives your students not only
knowledge of the alphabet but an introduction to preliteracy skills that they will build upon next year in
kindergarten.
Our six Alphabet Cycles for
this school year
1. A-Z learning one letter a day
2. Handwriting Without Tears Curriculum
Order learning 2 letters a day (LF, EH, TI,
UC, OQ, GS, JD, PB, RK, AM, NV, WX, YZ)
3. Two letters a day, starting with the letters
in their names
4. Our county montessori order learning one
letter a day (S, M, T, A, P, A, F, C, R, B, L,
I, G, N, D, H, J, K, W, O, U, V, Y, Z ,X ,Q,
E)
5. Backwards Alphabet learning one letter a
day
6. A-Z Countdown one letter a day
“The Letter of the Week method is largely based on tradition rather than research” (Elkins,
2017, p. 1)
Research supporting EAK and distributed instruction cycles
Distributed learning, also called the spacing effect, is defined by Carey (2014) as when people,
“learn at least as much, and retain it much longer, when they distribute—or ‘space’—their study
time” (p. 65). Utilizing the EAK and our distributed learning cycles allows your students to have
multiple exposures to each letter over time, in effect spacing out their studying. While students
may initially struggle to remember every letter and/or letter sound, studies have proven that the
act of ‘forgetting’ and struggling to remember specific knowledge improves learning overall (Carey,
2014). We like to tell the students that when your brain has to work hard, that means that you
are stretching your brain and helping it to remember more information. Our varied cycles and
curricula also offer multiple contexts in which students are exposed to each letter. Both the time
interval between exposures and the varied contexts have been shown to improve students’ ability
to both store and recall information over time (Carey, 2014). Additionally, these varied contexts
provide students with a better understanding of how letters and letter sounds are meaningful and
are combined to create words. The Letter of the Week format, while teaching letters in isolation,
did not lend itself as well to teaching pre-literacy skills.
As always, if you have any questions or concerns, please feel free to contact either Ms. G or myself by phone
or email. We are both looking forward to growing and learning this year with you and your students!
References
Carey, B. (2014). How we learn: The surprising truth about when, where, and why it happens.
New York, NY: Random House.
Elkins, C. (2017, April 15). Alphabet letter and sounds research. Retrieved from
Jones, C., & Ray, R. (2012). Enhanced alphabet knowledge instruction: Exploring a change of frequency,
focus, and distributed cycles of review. Reading Psychology, 33 (5), 448-464.
Pre-k
2019-2020
PRE-K 4’S | EXCITING CHANGES THIS YEAR
RRES | PRE-K | SEPTEMBER NEWSLETTER |
HOW WE ARE CHANGING OUR LITERACY LEARNING
Dear parents and families,
This year Ms. G and I are excited to announce a new method for teaching the alphabet and pre-literacy
skills. We have used a Letter of the Week format in the past and while students have always demonstrated
growth and understanding in their learning, we felt that we could be approaching literacy learning
differently. The following describes our new format and a brief outline of our plans for this year.
Enhancing Alphabet
Knowledge (EAK)
Enhancing Alphabet Knowledge (EAK) teaches letters
through
multiple
exposures
and
distributed
instructional cycles (Jones, 2012).
Instead of
completing one 26 week cycle through the alphabet, as
with the Letter of the Week format, your students will
be exposed to 6 different letter cycles. These cycles
focus on unique features of the letters in order for
students to learn not only the letter name but the letter
sound, how to write the letter, and how to locate it in
text (Elkins, 2017). This gives your students not only
knowledge of the alphabet but an introduction to preliteracy skills that they will build upon next year in
kindergarten.
Our six Alphabet Cycles for
this school year
1. A-Z learning one letter a day
2. Handwriting Without Tears Curriculum
Order learning 2 letters a day (LF, EH, TI,
UC, OQ, GS, JD, PB, RK, AM, NV, WX, YZ)
3. Two letters a day, starting with the letters
in their names
4. Our county montessori order learning one
letter a day (S, M, T, A, P, A, F, C, R, B, L,
I, G, N, D, H, J, K, W, O, U, V, Y, Z ,X ,Q,
E)
5. Backwards Alphabet learning one letter a
day
6. A-Z Countdown one letter a day
“The Letter of the Week method is largely based on tradition rather than research” (Elkins,
2017, p. 1)
Research supporting EAK and distributed instruction cycles
Distributed learning, also called the spacing effect, is defined by Carey (2014) as when people,
“learn at least as much, and retain it much longer, when they distribute—or ‘space’—their study
time” (p. 65). Utilizing the EAK and our distributed learning cycles allows your students to have
multiple exposures to each letter over time, in effect spacing out their studying. While students
may initially struggle to remember every letter and/or letter sound, studies have proven that the
act of ‘forgetting’ and struggling to remember specific knowledge improves learning overall (Carey,
2014). We like to tell the students that when your brain has to work hard, that means that you
are stretching your brain and helping it to remember more information. Our varied cycles and
curricula also offer multiple contexts in which students are exposed to each letter. Both the time
interval between exposures and the varied contexts have been shown to improve students’ ability
to both store and recall information over time (Carey, 2014). Additionally, these varied contexts
provide students with a better understanding of how letters and letter sounds are meaningful and
are combined to create words. The Letter of the Week format, while teaching letters in isolation,
did not lend itself as well to teaching pre-literacy skills.
As always, if you have any questions or concerns, please feel free to contact either Ms. G or myself by phone
or email. We are both looking forward to growing and learning this year with you and your students!
References
Carey, B. (2014). How we learn: The surprising truth about when, where, and why it happens.
New York, NY: Random House.
Elkins, C. (2017, April 15). Alphabet letter and sounds research. Retrieved from
Jones, C., & Ray, R. (2012). Enhanced alphabet knowledge instruction: Exploring a change of frequency,
focus, and distributed cycles of review. Reading Psychology, 33 (5), 448-464.
HOW CAN YOU HELP?
QUESTIONS?
Lee Vygotsky’s major theme is that social
interaction will play a fundamental role in the
development of cognition (Culatta, 2013).
Class Dojo- Miss Bodenschatz’s Autistc
Support Classroom
Email: [email protected]
As a parent and part of this team, I ask that
you be an advocate for your child. I ask that
you attend meetings, join social clubs and
support groups, and communicate with
myself. I also stress the importance of
socialization with your culture. If you feel
that your son or daughter might not
understand, give them the chance to learn.
They might not always verbalize their
communication but allow them to grow in the
environment you are most comfortable in.
Don’t be afraid to get them out and socialize!
REFERENCES
Applied Behavior Analysis. (n.d.). Retrieved
from
https://www.psychologytoday.com/us/therapy-types/appliedbehavior-analysis
Culatta, R. (2019). Social Development Theory. Retrieved from
http://www.instructionaldesign.org/theories/socialdevelopment/
McLeod, S. (2018). Lev Vygotsky. Retrieved from
https://www.simplypsychology.org/vygotsky.html
Neff, L. (n.d.). Lev Vygotsky and Social Learning Theories.
Retrieved March 1, 2019, from
http://jan.ucc.nau.edu/lsn/educator/edtech/learningtheoriesweb
site/vygotsky.htm
WHAT TO
EXPECT IN
AUTISTIC
SUPPORT
This brochure will give you an overview of the
next few years of your child’s life and some
key information you might need to help make
your child successful.
What will my child learn?
ACADEMIC NEEDS
Students will work on needs
presented in their Individualized
Education Plan. Students will be given
individualized instruction to meet their
educational needs while using their strengths to
help build in other areas of academics. Academic
needs will be found by testing your student using
the Brigance Comprehensive Inventory.
BEHAVIORAL NEEDS
Most student’s on the Autism
Spectrum demonstrate behavioral
needs. These needs will be focused
on using a Functional Behavior Analysis. Then
the behaviors will be replaced with behaviors we
wish to see from our students by using a type of
reinforcer that will motivate your student.
LTRANSITION NEEDS
At the age of 14, Pennysylvania state
B
law indicates that students with an IEP
u
need to focus on their transition from
b
high school to a post-secondary goal. This goal
bl
could be to go on to employment, poste
secondary
school, or other programs that best fit
fo
your child’s needs. We will focus on these goals
r
by providing
life skills instruction.
vi
su
al
int
er
es
t
LEARNING THEORIES AND
HOW THEY WILL BE
APPLIED
•
APPLIED BEHAVIOR ANALYSIS
“Applied Behavior Analysis (ABA) is a type of
therapy that focuses on improving specific
behaviors, such as social skills,
communication, reading, and academics as
well as adaptive learning skills, such as fine
motor dexterity, hygiene, grooming, domestic
capabilities, punctuality, and job
competence.” (Psychology Today, n.d.)
•
SOCIAL DEVELOPMENT THEORY
Lee Vygotsky suggested that learning
takes place through interactions students
have with peers, teachers and other
experts (Neff, n.d.) Neff (n.d.) stated that
the teacher plays the important role of
facilitator, creating an environment where
directed and guided interactions occur. In
my classroom I will provide an active
learning community to promote learning.
“Learning is a necessary and
universal aspect of the process
of developing culturally
organized, specifically human
psychological
function.”(McLeod, 2018)
– Lee Vygotsky
…
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