Empowering Others With Knowledge

I.   Goals and Purpose for Plan

Literacy is an important part of the success of students. Teaching preschoolers to read can establish a foundation of which can be built upon throughout the K -12 years.  Subjects like science, technology, English, art, and math need a firm understanding about literacy to become proficient in these areas.  When children have access to a variety of tools to practice reading and writing they increase their vocabulary  These are important in helping them in comprehension and should promote their understanding of how things work and relate in their world. By incorporating technology in a preschool environment we can target students that may be at risk for low reading proficiency.

II.  Format/Model

1. Station Rotation Model (example: KIPP Schools LA curriculum) – This accommodates the small group learning, helps to build children’s, self-confidence, and traditional teaching techniques are blended with technology.

III.  Technology requirements Implementation:

1. Teachers should be trained on the use and appropriate practice of technology in the classroom.
2. The use of tablets is preferred because a variety of apps that utilize pictures and letters can help children build letter recognition which helps to transition them into use of a keyboard.
3. To log in icons are used to represent each child using the device.
4. Teacher would be required to supervise all technology use to insure that the technology is meeting the educational needs of the students. No personal devices are permitted.
5. Software or app to enter data and track results (example: Duck, Duck Moose based in Khan Academy)

 

IV.  Target Students

•  Preschool to kindergarten ages three to five years old.

 

V.   Module Setup

1.  Set up 3 or more modules that would allow age appropriate activities.
2. The classroom would have two teachers that would facilitate the rotation of students through the learning rotation.
3. Children would rotate through learning modules with at least one module setup to include an online activity using tablets with apps that teach alphabet recognition phonological awareness, audio read-along stories. This module would allow the teacher assess each child individually to determine their areas of need.
4. Another module would have various forms of books should be included, ranging from early reading picture books, storybooks, read-along audio books, one syllable word books, and decoder books. The books would contain different topics such as: families, communities, careers, cultural diversity, make believe, nature, science, history, seasons, holidays, and true stories.
5. Another module would include an opportunity to learn the alphabet by the use of magnet letters, stamps, and board games. Also, if there are children with special needs materials to accommodate their inclusion such as Spanish, sign language, or braille can be included. Games would include puzzles, flashcards, big photo cards, and pictures that represent community concepts. Writing opportunities would be allowed in activities   that use dry erase boards, paper, pencil, and markers.
6. Suggested criteria for scheduling and assessment:

• Teachers should work one on one with each student for effective results for 30 mins to 1 hour each day.
• Students should rotate through all modules to receive the maximum benefit.
• Assessment can be done for each individual student within the teacher/student interaction along with materials included in the dashboard from Khan Academy the parent/teacher report included in the Duck, Duck, Moose Reading apps.

VI.  Required Services and Device Types

1. Wi-Fi Internet and (2-3) iPad’s not earlier than generation 3, because most  apps need iOS 7 or later for using them.
2. Chargers and surge protectors to allow charging of devices. ITunes account for purchased apps.
3. Reading apps from the American Library Association’s released a listing Best Apps  for Teaching & Learning (http://www.ala.org/aasl/standards-guidelines/best-apps).

 

Resources

American Academy of Pediatrics. (2016). Media and children communication toolkit. Retrieved from https://www.aap.org/en-us/advocacy-and-policy/aap-health-initiatives/pages/media-and-children.aspx

American Association of School Librarians. (2016). Best apps for teaching and learning. Retrieved from http://www.ala.org/aasl/standards-guidelines/best-app

I Can Teach My Child, LLC. (2013). Top 10 reading apps for kids. Retrieved from http://www.icanteachmychild.com/top-10-reading-apps-for-kids/

Khan Academy. [High-Quality Blended Learning]. (2014). Case study #2: Teaching in a station rotation model at KIPP LA. Retrieved from https://www.khanacademy.org/partner-content/ssf-cci/sscc-teaching-blended-learning/sscc-blended-case-studies/v/sscc-blended-kippteach

National Association for the Education of Young Children. (2012). Effective classroom practice: Preschoolers and kindergartners. Retrieved from https://www.naeyc.org/resources/topics/technology-and-media/preschoolers-and-kindergartners

National Association for the Education of Young Children. (2017). Technology and interactive media as tools in early childhood programs: What we have learned from five years of research and practice. Retrieved from https://www.naeyc.org/resources/pubs/yc/sep2017/technology-and-interactive-media