Child Development Texas Keo Ripon Elementary

Three Domains Cognitive Development: Thinking Social-emotional Development: Interaction/cooperation Physical-motor Development: Gross/Fine motor skills

Standards and Instruction (Reading/Language Arts Framework for California Public Schools: Kindergarten Through Grade Twelve/Adopted by the California State Board of Education) Standards and Instruction - Reading * 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development * 2.0 Reading Comprehension * 3.0 Literacy Response and Analysis -Writing * Writing Strategies - Written and Oral English Language Conventions *1.0 Written and Oral English Language Conventions _ Listening and Speaking * Listening and Speaking Strategies *Speaking Applications (Genres and Their Characteristics)

Strand Word Analysis, Fluency, and Systematic Vocabulary Development - Concepts About Print - Phonemic Awareness (sounds) - Decoding and Word Recognition - Vocabulary and Concept Development

Strand Reading Comprehension -Retelling Stories: Beginning, Middle, & End - Identifying Problem and Solution - Making Predictions - Identifying Characters and Setting - Changing Beginning or Ending of a Story

Strand Literary Response and Analysis - This skill is the transitional element for providing background knowledge to write. - It is the “schema or map of stories.”

Strand Writing Strategies - First developing fine motor skills. - Using high frequency words to create sentences. - Using book reports to summarize a story.

Strand Listening and Speaking Strategies; Speaking Applications - Explicit modeling of standard English - Short sentences to long sentences - Frequent opportunities to repeat sentences - Gently correcting child by repeating his/her sentence correctly - Statement repetition to statement production -Statement production-responding to questions from pictures or prompts - Generate questions or responses without prompts - Reciting poems, rhymes, and songs - Oral Presentations of familiar experiences or interests and learn to describe people, places, things, location, size, color, shape, and action.

Which ELD Reading Standards Are Tested? Recognize English phonemes corresponding to those students hear and produce in primary language Recognize English phonemes not corresponding to sounds students already hear and produce Recognize and name letters of the alphabet Recognize sounds/symbol relationships Read simple vocabulary, phrases, and sentences Use decoding skills to read more complex words While reading aloud, point out features such as title, table of contents, and chapter headings You can find the standards at:

Which ELD Writing Standards Are Tested? Copy the English alphabet legibly Copy words posted and commonly used in the classroom Write a few words or phrases about an event or character from a story read aloud Use capitalization to begin sentences or for proper nouns Use a period or a question mark at the end of a sentence You can find the standards at:

Websites

Fun Activities for Alphabetic Knowledge Playdough* Magnetic Letters Stencils* Tape on Floor Whiteboards* Cubes Tracing* Making Letters Using Your Body Flash Cards* Collages Beads*Identify objects with same letter Gluing Beans*Cookie Cutters Fishing for Letters*Stamping Sand paper and rice* Cut out letters Glitter Glue*Shaving cream Pocket Chart *Hair gel

Ripon Elementary Kindergarten Reading Program Environmental Print Songs/Rhymes Music Read Alouds Acting Alphafriends: Letters/sounds Blending consonant vowel consonant words (Flip books) High Frequency Words (Identifying and writing sentences) Phonics Library (Houghton Mifflins) Decodable Books Now I’m Reading for Beginning Readers written by Nora Gaydos Levels 1-4 Drawing pictures for book reports Writing book reports using prompted worksheet Writing summary of a book