1. Understanding the Instructional Cycle in a 3 Year Old Classroom
Kerry Roland, Martha Rodriguez, Michelle Melfi

2. 3 Year Old Instruction Cycle Agenda
1:00 – 1:15 – Sign In, Introductions, Shared Agreement
1:15 – 1:30 – Power Point 
1:30 – 1:45 – Activity – Chart Paper
1:45 – 2:00- BREAK
2:00 – 2:30 – Must Have Must Do’s
2:30 – 2:40 - Video
2:40 – 3:00 - Assessment
3:00 – 3:30 – Activity - Planning

3. The children who enter your 3 year old classroom in the fall are 2 years away from entering Kindergarten.  
Michelle

4. I AM 3
I am not built to sit still, keep my hands to myself, take turns, be patient, stand in line, or keep quiet. I need motion, I need novelty, I need adventure, and I need to engage the world with my whole body. LET ME PLAY (Trust me I'm learning)

5. Objectives:
The participant will be able to understand the Instructional Cycle in a 3 year old classroom.
The participant will be able to demonstrate integrated lesson planning for 3 year olds.
Martha

6. Instructional Cycle
Martha

7. Integrated lesson planning for 3 year olds
Martha

8. Stages of Development for a 3 year old
1. SOCIAL EMOTIONAL DEVELOPMENT
2. FINE MOTOR
3. GROSS MOTOR
4. LANGUAGE and COMMUNICATION
5. COGNITIVE DEVELOPMENT
6. SELF HELP SKILLS
Kerry

9. 4. Duration of Learning Centers
MUST HAVE MUST DO'S
1. Learning Objectives
2. Learning Centers
3. Choice Boards
4. Duration of Learning Centers
5. Materials
6. Schedule
7. Calm Down Area
8. Assessment
9. Wall Space
10. Communication
Martha Kerry Michelle
Martha`-1,4,7,10
Kerry 2,5,8
Michelle- 3,6,9, (Pass out the Must Have Must Do's)

10. Learning Objective LEARNING OBJECTIVE
Reflective Practice - WHY IS THIS ESSENTIAL?
·         Provide a clear understanding of the objective and skills being targeted through the materials and activities provided within and across all learning centers. Anyone entering the classroom should have a clear vision of what children are learning about. Post objectives weekly.
·       Objective are known and understood parents, teaching assistant(s) and all staff working in the classroom.
·       Classrooms will have children’s work displayed as evidence of what they are learning about. 
·         Provide opportunities to engage parents, children, and team members in the learning process. Learning objectives are the foundation of good instruction.

11. Learning Centers LEARNING CENTERS
Reflective Practice - WHY IS THIS ESSENTIAL?
    
·     Each classroom will have clearly defined learning centers that offer multiple opportunities for all children to explore, practice skills, discover, and grow. Centers are:
Blocks
Dramatic Play 
Sensory
Library
Listening
Writing
Science/Social Studies
Math
Easel  
·     Children learn best in an environment that fosters initiative, creativity, active exploration of materials, child choice and sustained engagement with other children, adults, and activities.

12. Learning Centers Continued
Reflective Practice - WHY IS THIS ESSENTIAL?
    
·      Learning centers will have purposefully
   planned instructional activities that transcend
   the themes and learning objectives. Teachers
   will be present and engaged in play and 
   conversation with children.
·   All learning centers will be open and equipped 
   during all open center opportunities. 
·   Each learning center is clearly defined into
spaces that accommodate a few children at a
time, and assist in teaching children the
intended use of the materials contained in the
center. 

13. Examples:
Add manos

14. Choice Board CHOICE BOARD Reflective Practice - WHY IS THIS ESSENTIAL?
·         There will be a choice board in every classroom.
·          The choice board will have pictures of the learning centers and written words that label the learning center.
·          The choice board will be used daily to introduce centers.
·          The choice board will be used along with concrete items from the classroom to demonstrate what is offered in each center.
·         The choice board provides a visual for children to make a choice on where they want to play, and allows teachers to individualize.
·        The choice board fosters math, literacy, and language development and prevents challenging behaviors.
·   The choice board also fosters Social emotional development by allowing children to take turns and at times, wait for a certain area/center to become available.

15. Example:

16. Duration of Learning Centers
Reflective Practice - WHY IS THIS ESSENTIAL?
·         Full day classrooms will have (3) uninterrupted 60 minute learning center opportunities daily. 
·         Half day classrooms will have (1) uninterrupted 60 minute learning center opportunity during each session. 
·         The allocation of extended time periods in learning centers allows children to become deeply involved in an activity and sustain it at a complex level. 

17. Materials MATERIALS Reflective Practice - WHY IS THIS ESSENTIAL?
·    Materials will be attractive, inviting, relevant to children's experiences and cultures and support individual abilities and learning styles. 
·    Toys and materials will be well organized and accessible for all children to use independently.
·    Teachers will label materials, toys, bins, and furniture with both pictures and words in English and in the children's home languages.
·    Materials, toys, manipulatives, books, etc.  in learning centers will be changed to reflect current themes and objectives.
·   Each center will have enough
    materials for the number of 
    children in a center (4 buckets 
    to 4 children).
·         Materials are the instructional tools (textbooks for children to learn and grow).

18. Example:

19. Schedule SCHEDULE Reflective Practice - WHY IS THIS ESSENTIAL?
·         A visual schedule will be posted at the child’s eye level and will be referred to throughout the day to foster a sense of structure, community, and prepare children for changes in schedule and transitions. 
·    Components of a Daily Schedule include: 
o    Morning meeting (Second Step)
o    Center opportunities
o    Breakfast/Lunch
o    Gross Motor
o    Circle time (read aloud with props)
o    Closing
·    Schedule components will vary according to classrooms.
·     A visual schedule provides children with a clear and consistent understanding of the daily routine. When children internalize the daily routine they become active members of the classroom community. 

20. Example:

21. Calm Down Area
CALM DOWN AREA
Reflective Practice - WHY IS THIS ESSENTIAL?
·   Each classroom will have a defined calm down area that consists of:
o    Social emotional books
o    Feeling cards, images  or dolls
o    Mirror
o    Sensory items
o    Comfortable sitting (pillows, 
      bean bag)
o    Timer
·    The calm down area will be introduced at the beginning of the year and taught throughout the school year.
·  The calm down area will be used as another
   center in the room and children should be          
   taught how to use it in the same fashion as any
   other center.
·  The calm down area will NOT be used as a time
   out.
·  The calm down area will be used for one child
   at a time to reset and join the classroom
   environment in a timely fashion.
·         The calm down area builds social emotional competence and it gives children an outlet to express and calm their emotions.

22. Examples:

23. Assessment · Assessments are on-going.
ASSESSMENT/PROGRESS MONITORING
Reflective Practice - WHY IS THIS ESSENTIAL?
·    A belief that all children can and will learn and grow.
·       Assessments are on-going.
·       Teaching staff will assess children in their natural environment (through play observations and conversations). 
·       Assessments will be used to drive instruction. 
·           Assessment/progress monitoring is the process of constantly looking at children’s progress toward meeting learning objectives and identifying children’s unique learning styles, strengths and weaknesses which inform teacher planning and delivery.

24. Wall Space · Items placed on the wall intended WALL SPACE
Reflective Practice - WHY IS THIS ESSENTIAL?
·    Classrooms will use wall space for children’s work (art, writing, etc.) to foster pride, build self esteem and confidence, show work is valued, offer an opportunity for reflection/conversation. It creates a sense of respect, risk taking and ownership of the classroom community. 
 ·       Limit wall space for adult purposes.
·       Items placed on the wall intended
     for children to see, will be
placed at a child's eye level.
·         The display of children’s work values their contribution to the learning process and deepens their understanding of the objectives.

25. Example:

26. Communication Reflective Practice - WHY IS THIS ESSENTIAL?
·         All instructional teams will establish and utilize a system of communication to support student’s success and needs:
o    Instruction
o    Progress Monitoring
o    Social/Emotional needs of children
o    IEP Goals
·         Communication fosters a positive learning environment for team members, children, and parents. 

27. Supporting High Quality 3 Year Old Programming with the use of the Administrative Walk Through 
Michelle –will explain
Martha- pass out 

28. Morning Meeting
michelle

29. Schedule

30. Brown Bear

31. WHAT IS ASSESSMENT?
Ongoing assessment is the process of gathering information in the context of everyday class activities to obtain a representative picture of children's abilities and progress. Up close, ongoing observation and recording of what children say and do can yield valuable information about children's interests and emerging understanding.
Kerry

32. WHAT IS THE PURPOSE OF ASSESSMENTS?
When you know where children are on a continuum of learning then you can offer them challenging yet achievable experiences to gently nudge them along. 
Supports learning   
Program evaluation and monitoring trends
Holds everyone accountable
Highlights children's knowledge, skills, and interests
Refer to the Instructional Cycle – assessment part of the cycle
Martha 
Provides constructive feedback of instructional programs
Describes children's progress 
toward specific learning goals
Documents growth over time

33. HOW DO YOU ASSESS?
Systematic observation and documentation of children's activities in their day to day settings doesn't require that children be removed from the program setting, nor does it pose unnatural or unfamiliar demands in their attention or actions.
OBSERVATIONS
AUTHENTIC ASSESSMENT
ONGOING
SAMPLES/PORTFOLIO
Authentic assessments engage children in tasks that are personally meaningful, take place in real-life context, and are grounded in naturally occurring learning activities. For example: to know if children can use their knowledge of numbers to solve every day problems instead of reciting digits aloud by rote ( how many napkins to give out at snack time).
CONSTRUCTION – what a child builds.
Kerry
CONSTRUCTIONS
ANECTODATAL 
NOTES

34. Assessments Supports Children's Learning and Leads to Meaningful Planning
The everyday decisions you make- about the activities and experiences you plan, the content you address, the context in which the learning takes place, the changes you make in the environment - are based on your knowledge of each child and the group as a whole. THINGS TO CONSIDER WHEN PLANNING
Child's culture
Language
Michelle – Refer to instructional cycle
Show planning sheet –
Martha and Kerry pass out lesson planning sheet
Each group shares one activity – Implement CKLA All About Me 
Strengths
Interests
Learning Style
Assessment Data

35. Integrated lesson planning for 3 year olds
Martha

36. QUESTIONS TO REFELCT ON WHEN YOU ARE PLANNING
1. How long will you keep the materials in each center?
2. Who will, when will, how will, you teach the children how to use the new material at each center?
3. How do you know children have visited each center?
4. How do you know the child has an understanding of skills? 
5. How and when does staff collect data?
6. How and when do you reflect on the data with staff?
7. How and when do you communicate the data with families?
Martha 
For 3 year old progress

37. THANK YOU FOR ATTENDING