Outschool
Abrir configuración de moneda, zona horaria e idioma
Iniciar sesión

Aprenda a leer y escribir jugando y contando cuentos - Parte 3 (Programa "Hablar para escribir" - La ciencia de la lectura)

Esta clase semestral en línea "Talk For Writing" ofrece un enfoque de desarrollo y ciencia de la lectura para aprender a leer y escribir. Mediante un aprendizaje basado en el juego, desarrollamos el lenguaje oral, la fonética, el habla, la secuenciación, la comprensión, la memoria, el pensamiento simbólico y las habilidades de atención para convertir el habla en nuestras primeras historias escritas | Autismo, TDAH, dislexia, superdotados y neurodiversos inclusivos | #académico
Alice Campbell
Puntuación media:
5.0
Número de reseñas:
(188)
Clase
Jugar

Qué está incluido

10 reuniones en vivo
3 horas 20 minutos horas presenciales
Evaluación
I do not use tests or other standardised approaches to assessing children's progress, and there are no "grades" in this class. In this age group, testing it is not developmentally appropriate and in some cases may be psychologically and academically harmful. However, as a teacher, I do believe it is important for me to be accountable to both children and parents. I aim to deliver classes that are not just "busy work" or entertainment, but which actively contribute to each child's learning in meaningful and sustainable ways. Likewise, in order to adapt each class to the learning needs of each child, I need to understand their current skills and strengths. In this class, I use two strategies to do this. (1) In our first session, we will do a small story-telling activity. This will be done in a relaxed and playful way. Each child will be invited to select a picture, which will look similar to a "colour in" page and have an animal and one or two other objects. I will invite children to tell me "what is this picture about?", or "what is the story of this picture". Non-speaking children are welcome to use AAC or signs to communicate their ideas. There is no "right" or "wrong way for children to respond to this task. Each child's response will provide me with information about their current language skills and strengths which, in turn, I will use to inform the specific skills we will focus on in the class. (2) For the remainder of the class, I will use continuous observation of children's activity and conversation as the "assessment" approach. When I make these observations, I am specifically considering the child's development in relation to the learning outcomes of the class (see above). I then routinely provide feedback to children. This may consist of: ~ positive affirmation (e.g. "I really liked the way you communicated your idea with that painting"); ~ positive reflection (e.g. "I wonder how you came up with that idea?"); and/ or ~ positive stretching (e.g. "I wonder if you could show that idea in other ways?). This is a wholistic approach to assessment. The child's response to my feedback helps me understand of "how far" they have traveled in their learning, and then "what comes next" in their learning. I welcome questions and inquiries from parents about their child's learning's progress.
Calificación
incluido

Experiencia de clase

Nivel de inglés: desconocido
Grado de EE. UU. Kindergarten - 2
𝗪𝗲𝗹𝗰𝗼𝗺𝗲 𝘁𝗼 𝘁𝗵𝗶𝘀 𝗰𝗹𝗮𝘀𝘀 𝗳𝗼𝗿 𝗯𝗲𝗴𝗶𝗻𝗻𝗶𝗻𝗴 𝗿𝗲𝗮𝗱𝗲𝗿𝘀 𝗮𝗻𝗱 𝘄𝗿𝗶𝘁𝗲𝗿𝘀, 𝘄𝗶𝘁𝗵 𝗔𝗹𝗶𝗰𝗲 𝗖𝗮𝗺𝗽𝗯𝗲𝗹𝗹, 𝗳𝗿𝗼𝗺 '𝗜𝗻 𝗧𝗵𝗲 𝗥𝗲𝗮𝗹 𝗪𝗼𝗻𝗱𝗲𝗿𝗹𝗮𝗻𝗱'!

From May 2023, group classes from 'In The Real Wonderland' will only be offered on Outschool on a limited/ occasional basis. One-on-one, individually tailored play-based learning sessions will continue to be available on Outschool for the remainder of 2023.

_______________________________
Class Description

This is an online Talk-For-Writing class, with adaptations to include gestalt language and other neurodivergent learners. Talk-For-Writing uses an evidence-based "Science of Reading" approach, which supports the specific language, phonemic and symbolic thinking skills that underpin reading and writing. Talk-For-Writing differs from the most typical forms of literacy teaching in that it is easily adapted to a play-based, interactive and child-led approach.  This means it is more developmentally appropriate and accessible for younger learners. 

The Talk-For-Writing approach has been shown to improve medium and long-term literacy scores (including for ESL learners) to:
➡ 91% (writing) 
➡ 90% (reading)
➡ 93% (mathematics) 
(Corbett & Strong, 2020). 

One reason that the Talk-For-Writing program has such significant effects, may be that it focuses on developing the core oral language and decoding skills that are learned through play and story-telling, and are often "missed" when formal letter learning, reading and writing are introduced prematurely. 

𝗪𝗵𝗮𝘁 𝘄𝗲 𝗱𝗼 𝗶𝗻 𝘁𝗵𝗶𝘀 𝗰𝗹𝗮𝘀𝘀:
In this class we transition from stories created in play and oral speech, to creating and telling stories using written language, with a focus on the use of symbols (letters and drawings) and fluency. Children will learn how creating and reading letters and other symbols is a way to represent linguistic structure. In this class, we will be using a fictional story to develop our skills. Beginning writers will learn how to create a 'text map' with symbols and letter shapes to represent a familiar story. Then we will use our maps to create, write and read our own original story using strong sentence and narrative structure. 

In our first session, we will choose a story (see list below) for our class. Then, in weeks 1 - 5, we will use different story-telling and play activities to to build our understanding the language and linguistic structure of our story, and developing fluency in following a text. 

During the first five sessions, we will also introduce a "text map". This is a piece of text which uses symbols and some initial written  words (you can see an example of a text map in the video at the top of this page).  These first five sessions will allow us to gradually develop and internalise our skills, knowledge and confidence in:
- vocabulary and word knowledge (meaning, morphology, pronunciation);
- the relationship between spoken and written sentence comprehension, structure, composition and fluency; and
- story structure using five key connectives.

In the second half of our class (sessions 6 - 10), we will shift our focus to using our text map to:
- use all of our senses (visual, hearing, kinesthetic) to recognise narrative structure in spoken and written text; and
- guide creation of our own original texts (orally, and using emergent/ beginner writing).

Together, these skills will enable children to be able to invent a linguistically sound story, represent it using a text map (with some words and other symbols), and to read their story and orally re-tell it. 

𝗛𝗼𝘄 𝘁𝗵𝗶𝘀 𝗰𝗹𝗮𝘀𝘀 𝗶𝘀 𝘁𝗮𝘂𝗴𝗵𝘁:
This is a "semi-instructional" class. The majority of time will be spent doing active play, drawing, beginning (developmentally appropriate) writing, story-telling and conversation. 

I use explicit teaching in this class which means that I sometimes provide information to explain something. For example, I use explicit teaching when I am explaining the meaning of a word or something about our text map...but I do this through conversational approaches and building on children's existing knowledge rather than as a "lecture". As a teacher I don't talk "at" children and expect them to memorise abstract information. Nor do I direct children that they "have to" do something, or only do it in one certain way. Please see below if you would like more details about my teaching approach in this regard.  

In each class, there will be short periods of "listening time", usually as I am telling a story. These "listening times" are limited to periods of approx. 2 - 5 minutes. Children are welcome to fiddle, wiggle, draw and move during listening times. 

Children's interests are actively incorporated into the class and I use these to provide rich language and cognitive development experiences that are meaningful to each child. 

The small size of this class means that no child will be "ahead" or "behind", as we will be working at the level of each child's skill development.  

𝗪𝗵𝗮𝘁 𝘄𝗲 𝗮𝗿𝗲 𝗹𝗲𝗮𝗿𝗻𝗶𝗻𝗴:
This class does not provide instruction for writing each letter of the English alphabet. Rather, in this class we will be consolidating our skills in decoding oral language (phonics, rhythm and linguistics), and transferring these skills to create and understand the basic elements of how written structures and texts work.  

Learning how to create, write and read a text map (and understanding how text and spoken language relate to each other) helps children more gently transition from oral language to written language by:
~ visualising how (written) symbols and words go together;
~ understanding how writing represents and communicates sounds --> language and linguistics --> ideas; and
~ giving them the practical skills to manipulate text (read it, pull it apart, create and re-create it) in linguistically sound ways; 

As well as drawing from my background as a Masters-qualified Early Childhood Teacher (with specialist training in inclusive education and play development), I also draw from my qualifications in a number of evidence-based approaches to teach this class. This includes the "Talk-For-Writing" model (Corbett & Strong, 2017) to enrich the authentic play and language experiences that young children need to master as they transition from spoken language to written language and communication. I also use elements of the "Learn to Play" model (Stagnitti, 2009), to support children's cognitive and social learning through gradually increasing the complexity of play. 

𝗖𝗹𝗮𝘀𝘀 𝗳𝗲𝗮𝘁𝘂𝗿𝗲𝘀 𝗮𝗻𝗱 𝗰𝗼𝗻𝘁𝗲𝗻𝘁:
This is a 10-week class. During our first session, children will select the story to be used during our 10 weeks together. In the class, I will offer up to four choices of stories based on the individual children's current skill level (this will be observed during a small, conversational activity in session 1 - see "Progress" section below). The specific stories offered to the group will be chosen from the following list: 
~ Goldilocks and the Three Bears
~ The Gingerbread Man
~ Cinderella
~ The Three Little Pigs
~ Red Riding Hood
~ Jack and the Beanstalk
~ The Princess and the Pea
~ The Three Billy Goats Gruff
~ Chicken Little
~ Hansel and Gretel
~ The Little Red Hen
~ Little Charlie
~ The Enormous Turnip
~ Pirate Tom
~ Maisy Mouse

_______________________________
Who  Is  This  Class  For?

If you haven't already done so, please download the following checklist to see if this class (Part 3) is most suited to your child's needs. 

https://cdn.filestackcontent.com/ca2PbbfcTmmGQ9Oxjoag
_______________________________
How  Does  This  Class  Support 
Reading  and  Writing  Development?

Reading and writing are extremely complex skills, involving much more than memorising letters and sight words, or reciting the alphabet. The human brain is not "wired" to naturally be able to read and write...we are instead "wired" for communicating through spoken language. Being able to make a smooth transition into reading and writing, comes firstly from developing a range of effective speaking/ listening language skills throughout early childhood. 

Long-term studies funded by NICHD (1998; Bock, 2010) have identified that many reading and writing difficulties stem from early childhood. 𝗦𝗽𝗲𝗰𝗶𝗳𝗶𝗰𝗮𝗹𝗹𝘆, 𝗴𝗮𝗽𝘀 𝗶𝗻 𝗲𝗮𝗿𝗹𝘆 𝗰𝗵𝗶𝗹𝗱𝗵𝗼𝗼𝗱 𝘀𝗸𝗶𝗹𝗹𝘀 𝗳𝗼𝗿 𝗹𝗶𝘀𝘁𝗲𝗻𝗶𝗻𝗴 𝗮𝗻𝗱 𝗽𝗿𝗼𝗰𝗲𝘀𝘀𝗶𝗻𝗴 𝘀𝗽𝗲𝗲𝗰𝗵, 𝗮𝗻𝗱 𝗶𝗻 𝗱𝗲𝗰𝗼𝗱𝗶𝗻𝗴  (𝘀𝗽𝗼𝗸𝗲𝗻) 𝗹𝗮𝗻𝗴𝘂𝗮𝗴𝗲, 𝗮𝗿𝗲 𝗮 𝗹𝗲𝗮𝗱𝗶𝗻𝗴 𝗰𝗮𝘂𝘀𝗲 𝗼𝗳 𝗿𝗲𝗮𝗱𝗶𝗻𝗴/ 𝘄𝗿𝗶𝘁𝗶𝗻𝗴 𝗱𝗶𝗳𝗳𝗶𝗰𝘂𝗹𝘁𝗶𝗲𝘀 𝗹𝗮𝘁𝗲𝗿 𝗼𝗻. This means that pushing formal reading and writing skills in the early years has little value for many children: if they can't hear or sign it, then many children can struggle to read and write it! In this class, I draw from my training in the early years literacy education, and particularly from an approach called: "Talk For Writing". This child-led and inclusive approach targets many of these skill gaps. 

Talk For Writing is an educational model which teaches many aspects of writing through story-telling and story creating. It creates multiple pathways (play, speech, listening, dramatisation, visual mapping and symbolic representation) to help young children practice and then internalise skills in decoding the phonic, rhythmic and linguistic building blocks of language. In this class, I enrich these pathways even further - by using active, hands-on story telling, where the child uses miniature toys and objects in a sand (or other sensory) tray, and collaborates on the story development in ways that are interesting and meaningful for them. This makes it an ideal setting for introducing the fundamental "Talk for Writing" experiences - particularly for young children - prior to the introduction of shared writing. 

As well being trained in Talk For Writing, I am a trained nurse 𝐚𝐧𝐝 a certified/ registered Early Childhood Teacher, with specialist training in Play Therapy, Sand Play Therapy, DIR-Floortime,  Neurosequential Development, and Hanan Speech interventions. While this class is not a therapy intervention, I draw extensively from my background to provide all children with positive experiences to develop their play, conversational and language, problem-solving, social, and cognitive skills through experiences of:
~ Being creative and expressive;
~ Feeling that their contribution is valued by others;
~ Being accepted for who they are; 
~ Thinking critically and challenging ideas;
~ Being able to voice and express their own perceptions and ideas, and to have their ideas understood by others; and
~ To be (and feel) secure, safe, and welcomed in a group. 

Please view the "Learning Goals" section below, to read more about the underlying concepts and skills that children will gain in this class.

______________________________
Session   Times

For family reasons, I teach in line with the Australian school terms (four x 10 weeks each year). 

This means that, depending on when you start, this 10-week class may overlap with my break between each term. This results in some classes extending over 12 weeks, with a two-week break during the section (10 teaching weeks in total). For this reason, please carefully check the dates of your booked class. 

If you do not wish to have any breaks in this class, you will need to enrol in a section that starts in either January, or the first week of each Australian school term. 

𝗖𝗹𝗮𝘀𝘀𝗲𝘀 𝘀𝘁𝗮𝗿𝘁𝗶𝗻𝗴 𝗶𝗻 𝘁𝗵𝗲 𝗳𝗼𝗹𝗹𝗼𝘄𝗶𝗻𝗴 𝘄𝗲𝗲𝗸𝘀 𝗮𝗹𝗹 𝗿𝘂𝗻 𝗰𝗼𝗻𝗰𝘂𝗿𝗿𝗲𝗻𝘁𝗹𝘆 𝘄𝗶𝘁𝗵 𝗻𝗼 𝗯𝗿𝗲𝗮𝗸𝘀:

➡ week of January 9, 2023
➡ week of January 16, 2023
➡ week of January 23, 2023
➡ week of January 30, 2023
➡ week of April 24, 2023
➡ week of July 17, 2023
➡ week of October 30, 2023

______________________________
Inclusive Play & Learning Experiences...For All Learners

All children have preferred ways of engaging with learning content. 

Typically, children learn best when they can engage with content in a way that reflects their own unique preferences. 

I endeavor to ensure that this class is inclusive of all learners (including E and 2E learners). I do this by structuring classes, activities and conversations so each child can choose to engage in the whole class, using whatever way is most appropriate, meaningful and rewarding for them. Children may substitute sand for whatever material is comfortable for them (such as cloud dough, water, etc.), and are also welcome to use an empty tray if they prefer. 

In this class, I introduce children to an approach called 𝐒𝐀𝐍𝐃 𝐓𝐑𝐀𝐘 𝐏𝐋𝐀𝐘. Using sand (or another sensory substitute), children can engage in play, stories and conversation as an inclusive and non-threatening context for learning and development. By creating their own stories children our focus is on discovery, creation, confidence, exploration, experimentation and critical thinking...rather than simply copying the teacher. 

This type of play offers a high-quality context for all children to engage in meaningful and purposeful learning. This is enabled because children are empowered to engage in whatever way is most meaningful and interesting for them:  
~ sensory experience
~ exploring and discovering the properties of materials
~ manipulative and fine motor activity
~ sorting/ aligning/ categorising/ patterning activity
~ exploring cause and effect
~ problem-solving
~ construction
~ imitation and role play
~ fantasy/ imaginative play and creativity
~ and artistic play itself

By ensuring children can engage in learning using their preferred approach, their motivation is naturally much higher. This style of sand play offers many benefits, including:

𝐑𝐞𝐝𝐮𝐜𝐢𝐧𝐠 𝐩𝐞𝐫𝐟𝐨𝐫𝐦𝐚𝐧𝐜𝐞 𝐩𝐫𝐞𝐬𝐬𝐮𝐫𝐞 𝐚𝐧𝐝 𝐩𝐞𝐫𝐟𝐞𝐜𝐭𝐢𝐨𝐧𝐢𝐬𝐦:
Some young children experience performance pressure and perfectionism when creating things. Sand and dough are incredibly flexible and forgiving mediums, reducing children’s sense of “risk” or concern about getting things “wrong”. It can be made more, or less, challenging to suit each child. I also often find that, because children get “caught up” in the fun of sand play, they lose their self-consciousness and forget to worry about producing a particular outcome and more easily immerse themselves in the experience. 

𝐒𝐮𝐩𝐩𝐨𝐫𝐭𝐢𝐧𝐠 𝐬𝐞𝐥𝐟-𝐞𝐱𝐩𝐫𝐞𝐬𝐬𝐢𝐨𝐧:
In sand play, rich and creative expression does not rely on verbal ability – it can just as easily be achieved by the child’s use of objects and other symbols (a skill that contributes to the foundation for later reading and writing). This means we can include and meet the needs of children with strong verbal abilities as well as those who are still developing (or are self-conscious about) their verbal abilities. It also offers children a way to connect and communicate with others, regardless of language. Understanding (and being understood) is important for all children in developing their sense of confidence, and self-worth in the learning environment. 

𝐄𝐱𝐭𝐞𝐧𝐝𝐢𝐧𝐠 𝐥𝐚𝐧𝐠𝐮𝐚𝐠𝐞 𝐝𝐞𝐯𝐞𝐥𝐨𝐩𝐦𝐞𝐧𝐭:
Because sand storytelling is play-based, children can engage in the ways they feel most comfortable. Some children prefer to play independently, and some children are most comfortable responding to gentle prompts from the teacher. Others want to deeply collaborate on a story with the teacher and other children. In all situations, I use a range of evidence-based strategies to help children practice and extend their language skills from “where they are”. Because we are engaged in play together, their motivation to engage in shared language and conversation is typically much higher than when in a more instructional-style lesson. 

𝐆𝐫𝐨𝐰𝐢𝐧𝐠 𝐢𝐦𝐚𝐠𝐢𝐧𝐚𝐭𝐢𝐨𝐧:
Imagination is a life skill, with research highlighting it is a feature of cognitive, language, social, and emotional regulation skills. Over the years, I have used this activity extensively to support imaginative development and expression with very diverse children. Sand play makes imaginative thinking accessible and non-threatening for children with strong imaginations, as well as those just staring out on their imaginative journey, or who find imaginative and symbolic thinking challenging or frustrating. 

𝐈𝐧𝐜𝐥𝐮𝐝𝐢𝐧𝐠 𝐚𝐥𝐥 𝐜𝐡𝐢𝐥𝐝𝐫𝐞𝐧 𝐢𝐧 𝐣𝐨𝐲𝐟𝐮𝐥 𝐥𝐞𝐚𝐫𝐧𝐢𝐧𝐠:
Although we often think of “play” as something that is natural, it is actually a learned skill. There are also many different types of play, with different degrees of complexity and which support different types of learning. Research clearly shows that play in early childhood is far more beneficial for cognitive, academic, social, and emotional learning compared with early academic instruction. Sand play is particularly beneficial because it is so flexible: children can engage in the type and complexity of play which feels most comfortable…they do not have to “fit in” with standardised expectations. From there, we gradually and gently add more complexity to the play activity, ensuring that every child can experience the joy and satisfaction of authentic learning. 

__________________________________________
Teaching Approach

This information will help you decide if my approach is a "good fit" for your child.  

This class is capped at a maximum of five learners, to ensure each child has the best possible child-led, personalised learning experience. I believe that learning comes not from memorising abstract facts, but though children being able to create and make sense of new ideas. To guide this learning, we need to have immersive, two-way conversations with children. Small class sizes allow me to work personally in this way, with each child. 

Child-led learning means that your child decides how they participate and what they focus on in our class. In this class, I do not tell children what to think about, or what to focus on. Instead, my goal is to understand your child's unique internal motivation. I do this by using stories, art, creativity and conversation to spark engagement. I then support each child to respond to these ideas and to follow their interests in a way that the class content and material comes to life for them. This helps make their learning become meaningful and sustained. 

You may see some differences in my classes, from the traditional US-based pre-K/ K/ early elementary and seated classroom approach. My aim is to extend your child's learning beyond our allocated screen time, through teaching and classroom practices such as:

🦋 Child-led learning (not teacher-led instruction)

🦋 Shared understanding (not imposing meaning)

🦋 Individualised and humanising relationships (not standardised expectations)

🦋 Hands-on, authentic play (not lectures)

🦋 Deep experimentation with creative, scientific, mathematical and relational process (not factory produced products or worksheets)

🦋 Collaboration and meaning (not rote memorising)

🦋 Imaginative resourcefulness (not mundane replication) 

🦋 Growing children's passions (not their performance)

🦋 Reading and responding to children’s cues, behaviours and signals (not managing, pathologising or fixing them)

🦋 Being an adult who is in calm control (not an adult who is battling for control and compliance)

My teaching approach tends to suit families who are seeking a humanising and wholistic learning experience for their young child.
Metas de aprendizaje
The intended learning outcomes for this class are aligned with the Australian and UK early years curricula. They are also consistent with the preschool/ early years curricula for NZ, China, Korea and most European countries. This class utilises the Michigan Essential Literacy Practices Framework, and the Mathematics Learning Trajectories. 

______________________________
Intended Learning Outcomes
1. I can draw on my experiences in constructing meaning, using symbols, materials, and language.
2. I am beginning to understand key literacy concepts and processes, such as the sounds of language, letter-sound relationships, concepts of print, and the way that texts are structured.
3. I can engage in enjoyable interactions using verbal and non-verbal language, to construct, convey and understand messages with purpose and confidence.
4. I can recognise and engage with written and oral texts.
5. I can make choices, accept challenges, take considered risks, manage change and cope with frustrations and the unexpected. 


______________________________
Critical Thinking Question(s)
1. Who wrote/ created this story?
2. What is my guess about what the writer was trying to say? What was their message? 
3. Who was their message for? 
4. Who might agree with this message? Who might think something different? 

______________________________
Science Content and Concepts
This class uses traditional stories to spark play and discovery. During our explorations children may encounter and explore numerous different science concepts including ideas associated with:
~ Working scientifically, the scientific process, and scientific thinking
~ Air and flight
~ Floating and sinking
~ Light, vision and colour
~ Sound and music
~ Magnetism
~ Electricity
~ Force and motion
~ Earth in space
~ Rocks and soil, the composition of the Earth
~ Physical changes to matter
~ Chemical change
~ Bodies and skeletons
~ Plants as living things
~ Animals and life-cycles

______________________________
Mathematics Content and Concepts
~ Counting.
~ Subitising.
~ Comparing number.
~ Adding/ subtracting.
~ Composing numbers.
~ Patterns, structure and algebraic thinking.
~ 2D shapes.
~ Composing 2D shapes.
~ Disembedding shapes.
~ 3D shapes.
~ Composing 3D shapes.
~ Spatial visualisation and imagery.
~ Spatial orientation. 
~ Measurement (length).
~ Measurement (area).
 ~ Measurement (volume).
~ Measurement (angle and turn).
~ Classification and data analysis. 

______________________________
Vocabulary and Speech
In each session of this class, we will explore vocabulary and many parts of speech relating to the content, concepts, and activities we are exploring. These words will include nouns, verbs, adjectives, adverbs, prepositions, conjunctions and interjections. 

​Vocabulary (or knowledge of words) includes understanding their structure (morphology), use (grammar) and meanings (semantics). It also includes understanding how one word links to other words (word/semantic relationships). Oral and aural vocabulary skills (or, for non-speaking children, visual vocabulary skills) are absolutely crucial to later development of literacy decoding and reading comprehension and fluency. 

Because this is such an important skill gained in early childhood, I use a strong evidence-based and developmentally appropriate approach to vocabulary and speech development. This includes: 

𝗘𝘅𝗽𝗹𝗶𝗰𝗶𝘁 𝗩𝗼𝗰𝗮𝗯𝘂𝗹𝗮𝗿𝘆 𝗗𝗶𝘀𝗰𝘂𝘀𝘀𝗶𝗼𝗻
Explicit vocabulary discussion means that, in this class we not only use words, but we also sometimes talk about them. We might discuss, for example:
~ what does this word mean?
~ what words would communicate what we want? 
~ what other words can we use for this?

While these discussions are explicit, they are not a discrete part of our classes or delivered as a "lesson". Instead, we weave these into our organic discussions while we play, create and tell stories. I do not choose or have a "list" of specific words that children "must" learn. My approach is to respond to children's interests by offering explicit vocabulary discussion that is purposeful, and which helps each child engage with their goals, interests and motivations. This means that children are developing their vocabulary (and self-awareness of it) in a meaningful, relevant and active way. 

𝗘𝘅𝘁𝗲𝗻𝘀𝗶𝘃𝗲 𝗖𝗼𝗻𝘃𝗲𝗿𝘀𝗮𝘁𝗶𝗼𝗻
While it may seem "efficient" to get children to memorise, or rote learn, words - this approach has been shown to have no real value in speech/ language development generally, including vocabulary development. Rather, evidence confirms that the critical requirement for strong vocabulary and speech development is for children to have many meaningful, two-way conversations that are interesting to them. 

To provide this for your child, I maintain very small class sizes and a child-led approach to learning. This ensures that each child has many opportunities to "chat" and "talk" with me and other learners throughout each session about the things that have captured their interest and which they are discovering. I focus on finding opportunities within these conversations to not only introduce new vocabulary, but to also extend and stretch each child's confidence in using and understanding vocabulary in speech.
objetivo de aprendizaje

Otros detalles

Orientación para padres
𝗩𝗶𝗼𝗹𝗲𝗻𝗰𝗲 𝗶𝗻 𝗖𝗵𝗶𝗹𝗱𝗿𝗲𝗻'𝘀 𝗦𝘁𝗼𝗿𝗶𝗲𝘀 In many cultural traditions, even young children’s stories can be quite violent or graphic and were (historically) used to consolidate the learning message/ moral from the story into memory. Even in contemporary stories, different types of conflict or dilemmas are the central device which "enables" a story to be told. Therefore, please be aware that children in this class will be exposed to themes of conflict, as an inherent part of storytelling. These conflict themes may include worry, trickery, moral wrong-doing, being scared, being lost, sadness or loss, bullying, etc. However, the extent of these conflicts will be maintained at a relatively low-level. Please be assured that I modify my telling of stories so as *not* to introduce or include overt or potentially distressing violence or overwhelming sensations. For example, in the story “The Three Little Pigs” the wolf character “gets a fright” and runs away into the forest, instead of meeting violence at the hands of the pigs! Typically, this is sufficient to ensure our classroom remains safe for everyone. It is helpful for me to know in advance if your child experiences any significant sensitivities to conflict or violence in stories, so we can maintain open communication with each other. This helps me provide any necessary support, make further modifications, and provide extra guidance/ boundaries for the group as necessary. 𝗩𝗶𝗼𝗹𝗲𝗻𝗰𝗲 𝗨𝘀𝗲𝗱 𝗕𝘆 𝗖𝗵𝗶𝗹𝗱𝗿𝗲𝗻 Sometimes, a child in our class will introduce high-conflict themes during our play or story telling. Most of the time this is quite innocent: sometimes they are familiar with a more violent version of the story, or they are trying to understand some of the dynamics of the conflict in the narrative. Regardless of the reason, if a child introduces a higher level of violence or conflict, I will acknowledge their input and gently re-direct their conversation. If they are unable to re-direct their attention or modify the degree of violence, I will provide them with more direct and explicit feedback such as "That's how some people can tell the story. But some children find that frightening. So today, we are going to use a less frightening idea so everybody feels safe". 𝗚𝘂𝗻𝘀 𝗮𝗻𝗱 𝗢𝘁𝗵𝗲𝗿 𝗪𝗲𝗮𝗽𝗼𝗻𝘀 𝗶𝗻 𝗣𝗹𝗮𝘆 𝗮𝗻𝗱 𝗦𝘁𝗼𝗿𝘆𝘁𝗲𝗹𝗹𝗶𝗻𝗴 Some of our stories may include ordinary objects as "weapons" (e.g. a pot, or an apple). I respect that some families keep guns for legitimate reasons such as farming, veterinary and armed services work. However, we will not include guns in our story-telling in this class. This is due to the trauma experienced by many children in relation to guns and gun violence specifically. I am committed to ensuring that all children feel safe in our classroom. If your child has a fear or trauma associated with another specific weapon, please advise me prior to class and I will modify our class to ensure any distressing discussion is excluded from our stories, and that your child can learn safely and securely in our classroom. If you have any concerns or questions about this, please feel free to get in touch with me.
Lista de útiles escolares
To participate in this class children will need to bring:

𝗘𝘀𝘀𝗲𝗻𝘁𝗶𝗮𝗹 𝗜𝘁𝗲𝗺𝘀
- a good-sized writing book with *BLANK PAGES* (no lines) - an A4 or A3 art journal or sketch book is ideal. It does not need to be expensive quality paper - a "discount" brand is fine.
- a set of colour markers/ textas. If your child is still developing their pencil grip, they may benefit from using extra-thick markers. 

𝗢𝗽𝘁𝗶𝗼𝗻𝗮𝗹 𝗜𝘁𝗲𝗺𝘀 - 𝗜𝗳 𝗣𝗼𝘀𝘀𝗶𝗯𝗹𝗲
- some differently-coloured sticky notes/ "post-its". These should be the smaller-sized notes (e.g. 5cm/ 2"). We will not begin using these until week 6. 

𝗦𝘂𝗽𝗽𝗹𝗶𝗲𝘀 𝗳𝗼𝗿 𝗔𝗿𝘁-𝗟𝗼𝘃𝗶𝗻𝗴 𝗖𝗵𝗶𝗹𝗱𝗿𝗲𝗻
- Some children are reluctant to use markers, as they prefer working with paints, etc. If this applies to your child, a good option is to use "water colour markers". These should have a curved "writing tip" (not a brush tip). These are more expensive, but they create lovely colours and effects to satisfy art-loving children. At the same time, they allow children to make letters and shapes using a "writing" (rather than painting) action.
 1 archivo disponible al momento de la inscripción
Recursos externos
Los estudiantes no necesitarán utilizar ninguna aplicación o sitio web más allá de las herramientas estándar de Outschool.
Fuentes
All stories used in this class are told orally and are based on/ adapted from traditional stories in the public domain. This class is informed by the following perspectives and research on child development and teaching: ~ The Science of Writing and Speech-To-Print approaches to literacy education ~ Talk For Writing (Pie Corbett) ~ Imaginative Pedagogy (Kieran Egan) ~ Indigenous and oral teaching traditions, perspectives and principles, 8-ways Pedagogy (Tyson Yunkaporta) ~ Play-based learning, with a focus on Play Profiles (Sara-Lea Chazan) and major research on the impact of play on learning, including: ★ Nancy Carlsson-Paige, Geralyn Bywater McLaughlin, & Joan Wolfsheimer Almon. (2015). Reading Instruction in Kindergarten: Little to Gain and Much to Lose. Published online by the Alliance for Childhood. http://www.allianceforchildhood.org/sites/allianceforchildhood.org/file… ★ Linda Darling-Hammond and J. Snyder. 1992. “Curriculum Studies and the Traditions of Inquiry: The Scientific Tradition.” Edited by Philip W Jackson. Handbook of Research on Curriculum. MacMillan. pp. 41-78. ★ R. A. Marcon, 2002. “Moving up the grades: Relationship between preschool model and later school success.” Early Childhood Research & Practice 4(1). http://ecrp.uiuc.edu/v4n1/marcon.html. ★ Larry J. Schweinhart and D. P. Weikart. 1997. “The High/Scope Pre-school Curriculum Comparison Study through age 23.” Early Childhood Research Quarterly 12. pp. 117-143.
Se unió el May, 2020
5.0
188reseñas
Perfil
Experiencia y certificaciones del docente
I am a Masters-qualified Early Childhood teacher, with specialisations in Inclusive Education. I also hold a Bachelor of Nursing, and have over 30 years of experience in designing and delivering therapeutic and educational early childhood (0 - 8 years) programs, and I have received numerous awards for designing immersive early childhood development, learning and mental health programs and for excellence in practice. I am an experienced clinical/ and field supervisor (social workers, teachers, nurses). I have completed specialist training in Talk for Writing, Play Therapy, Sand Play Therapy, DIR-Floortime,  Neurosequential Development, and Hanan Speech interventions. Please note, however, that this class is *not* offered as a group or individual therapy intervention, and is not a substitute for a professional therapeutic assessment or program.

Reseñas

Clase grupal
Compartir

180 US$

por 10 clases
1 x por semana, 10 semanas
20 min

Completado por 2 alumnos
Videoconferencias en vivo
Edades: 5-8
4-4 alumnos por clase

Esta clase ya no se ofrece
Acerca de
Apoyo
SeguridadPrivacidadPrivacidad de CAPrivacidad del alumnoAdministrar preferencias de datosTérminos
Obtener la aplicación
Descargar en la App StoreDescargar en Google Play
© 2024 Outschool