Week-By-Week Guide

Workshop Schedule:

Week 1 Feb 24-Mar 2
Getting Acquainted

Week 2 Mar 3-Mar 9
Books For Learning/Books For Fun

Week 3 Mar 10-Mar 16
Art & Writing

Week 4 Mar 17-Mar 23
Building Success in Writing

Week 5 March 24-Mar 28
Making Writing Fit in Your Schedule

 

Week 1: February 24-March 2
Getting Acquainted

This week is intended to help participants get to know one another and the resources for the workshop. We'll talk about our backgrounds and our prior experiences with working with students with disabilities in early childhood classrooms. During this preparation week you will have an opportunity to learn more about the goals and process of the workshop, become familiar with the online environment, and meet other participants.

 What To Do Checklist:

Go to the NCIP Web site and become familiar with the Early Childhood Event pages

Set a bookmark (Netscape) or Favorite page (Explorer) for the Early Childhood Event Welcome page

Try out the conferencing system by posting a message to Tips and Talk

Read Caroline's and Pati's Introductions

Post your introduction to the Getting Acquainted conference.

Explore the NCIP Early Childhood Tour and other resources

(If you haven't already, and you wish to, sign up for the Activity Center by sending an email to Denise

Please return your Pre-Event Questionaire!

Activity Participants:

Review your activity packet

 

Week 2 March 3-March 9
Topic 1: Books for Learning/Books for Enjoyment

This week presents a review of basic philosophies, including the importance of repeated readings and the idea of using a storybook-centered thematic approach. A classroom should have a range of both types of books, as well as poetry anthologies, music books, and many other book types.

During this week, we will discuss the concept of identifying these types of books, how to use Books for Learning in storybook-centered thematic units, and share our ideas for promoting freedom of choice for Books for Enjoyment.

 What To Do Checklist:

Go to Topic 1 Books for Learning/Books for Fun area and read the Overview and accompanying case examples, and resource materials for Topic 1.

Read Caroline and Pati's introductory postings to the Topic 1 Discussion.

Post your own thoughts about the topic.

Offline Challenge
Use the Books for Learning checklist as a small-group task with a couple of your favorite books. Then have each participant take a different book, use the checklist, and share information. Remember that you are trying to match the literacy and language needs of your class.

Activity Participants

Choose a book that you like and evaluate it using the Books for Learning Checklist. Then use the format presented in Favorite Books for Learning to write a book review with goals.

As part of your Activity Packet, you have access to four Communication/ Literacy Profiles. The descriptions of the students and the sample Literacy Infusion goals included in those profiles will help you with ideas. Post your book review to the Activity Center so everyone can see it and give feedback!

 

Week 3 March 10-16
The Art and Writing Connection

This week presents a distinction between free-form art and construction art. Both forms of art have value, and children must have opportunities to experience success in each form. Light tech modifications such as creating handles for paint rollers or stamps, and high tech modifications such as computer software can allow all children to participate more fully and more independently. The link between art and writing is powerful, and must not be ignored in children with disabilities.

During this week, we will discuss free-form art and construction art, how art and writing can connect, and why this is important for students with disabilities.

 What To Do Checklist

Go to the Topic 2 Art & Writing area and read the Overview, case examples and accompanying resource materials for Topic 2.

Read Caroline and Pati's introductory postings to the Art and Writing Discussion Conference.

Post your own thoughts about the art and writing connection.

Offline Challenge
Create one of the art adaptations that was posted (e.g., adapted stamps, tacky handle). Try it out with several students to see if it increases access to art. Make any modifications required to customize it to your student(s).

Activity Participants

Using the book you selected in Week 1, design one light tech and one high-tech extension activity to promote independent creativity through art. Post your activities to the Activity Center. (Remember to include the book title & author), so everyone can see them and give feedback!

 

Week 4 March 17-23
Topic 3: Building Success in Writing: Story Construction

This week offers sample ideas for early writing success, such as creating cards and lists. The primary focus is on story construction, using activities related to core storybooks, or Books for Learning. Story construction permits the child to use "old forms" (the pattern of a now-familiar story) to create "new functions" (a variation on the old story line). Again, both light and high tech options can be used.

 What To Do Checklist

Go to the Topic 3 Building Success in Writing area and read the Overview , case examples, and accompanying resource materials for Topic 3.

Read Caroline and Pati's introductory postings to the Building Success Discussion Conference

Post your own thoughts about the topic.

OFFLINE CHALLENGE
Try out a device or computer Magic Trick. If you don't have the devices or software/hardware combination we suggested, see if you can make it work on similar devices. (For example, many tricks can be modified to work on the Action Voice, AlphaTalker, Macaw, Message Mate, SuperHawk, Voice Pal+, and other devices.

Activity Participants

Use the book you chose in Week 1. Design a simple light tech, device-based, or software-based story construction. Use the old story line, but add new content (e.g., different characters, actions, descriptors used to fill in slots in the story line). Post your activities to the Activity Center. Remember to include the book title and author, and post your activities so everyone can see them and give feedback!

 

Week 5 March 24-30
Topic 4: Making Writing Fit into Your Busy Schedule

This week addresses the realities of life and the fullness of the preschool schedule! Using students who have been introduced in previous weeks, we show sample opportunities for encouraging writing opportunities in existing activities, such as Circle Time, music, science, and so forth. As always, a balance is struck between light tech and high tech strategies. Pre-planning and organization are stressed, with tips for success provided.

 What To Do Checklist

Go to the Topic 4 Making Writing Fit area and read the Overview and accompanying resource materials for Topic 4.

Read Caroline and Pati's introductory postings to the discussion.

Post your own thoughts about the topic.

Offline Challenge
Reflect on the case study provided this week. Share ideas with your colleagues about similar ideas you have used, or opportunities you see for fitting writing into the class schedule.

Activity Participants

Look at your class schedule and think of several new opportunities you can take for infusing emergent writing into your schedule. Post these ideas, so participants can see them and give feedback!