A LYS Assistant Superintendent
asks the following:
asks the following:
SC,
The training that you provided this past summer was great and our
staff has worked all semester implementing the Fundamental 5. With that implementation, we some have
questions.
staff has worked all semester implementing the Fundamental 5. With that implementation, we some have
questions.
What about Kindergarten where students may not be able to read the
Lesson Frames that would be written on the board? Should we still do it?
Lesson Frames that would be written on the board? Should we still do it?
I look forward to your answer.
SC Response
That is a good
question. When it comes to kindergarten classrooms, there are some adjustments
to typical lesson framing practices. Adjustments, not abandonment.
question. When it comes to kindergarten classrooms, there are some adjustments
to typical lesson framing practices. Adjustments, not abandonment.
First, if I were
to embrace the “Students can’t read yet” argument, then anything written and
posted in a Kindergarten classroom would be a waste of time and board/wall
space. And we know that is not true.
to embrace the “Students can’t read yet” argument, then anything written and
posted in a Kindergarten classroom would be a waste of time and board/wall
space. And we know that is not true.
Second, the
teacher is going to frame the big concepts. That might entail “The Morning” concept and “The Afternoon”
concept, or it may be content driven.
Think, “When the students are pulled to the floor for a whole group
lesson,” that is likely a frameable concept.
teacher is going to frame the big concepts. That might entail “The Morning” concept and “The Afternoon”
concept, or it may be content driven.
Think, “When the students are pulled to the floor for a whole group
lesson,” that is likely a frameable concept.
Third, the Lesson
Frame will be written in very concrete language and may (or often) include
pictures and icons.
Frame will be written in very concrete language and may (or often) include
pictures and icons.
Fourth, the
closing questions will have a higher percentage of demonstration activities
than the upper grade levels. For
example, “Does my letter look like the letter on the board?”
closing questions will have a higher percentage of demonstration activities
than the upper grade levels. For
example, “Does my letter look like the letter on the board?”
Fifth, the teacher
will still write the Lesson Frame on the board. She will still point it out to
the students and she will still talk about it and read it to her students. In this way the Lesson Frame still
serves to prime the learners brain, explain the expectation of the lesson and
provides a text-rich, literacy supporting learning environment.
will still write the Lesson Frame on the board. She will still point it out to
the students and she will still talk about it and read it to her students. In this way the Lesson Frame still
serves to prime the learners brain, explain the expectation of the lesson and
provides a text-rich, literacy supporting learning environment.
Finally, just
because the student can’t read, doesn’t mean that we don’t model reading. The lesson frame is an authentic way to
embed reading instruction and practice throughout the day, every day.
because the student can’t read, doesn’t mean that we don’t model reading. The lesson frame is an authentic way to
embed reading instruction and practice throughout the day, every day.
I hope this helps
and I look forward to working with your team again.
and I look forward to working with your team again.
Think. Work. Achieve.
Your turn…
- Call Jo at (832)
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