Transitional Kindergarten
Training for Teachers
April 16, 2012
An Overview of TK
 In this section:
 What is TK?
 Rational for TK
 Daily Structure and Environmental Planning
 Sample Daily Schedules
 Differentiation in a stand alone TK class or a combination class
 Lessons Learned from Junction Elementary
 Time to discuss your thoughts
History of 2 Year Kindergarten
Programs
 Palo Alto Preppy K
 Other Early Adopters
 The Passage of SB 1381
 Governor’s January Budget Proposal
 Trailer Bill Language that is awaiting action from the
legislature
What is in the Trailer Bill?
 On a case by case basis a student may be admitted to Kindergarten
at the beginning of the school year having attained the age of 5 at
any time during the school year, with the approval of the parent or
guardian
 The Governing Board determines that admittance to Kindergarten is in the
best interest of the student
 The Parent or guardian is given information regarding the advantages and
disadvantages and any other explanatory information about the effects of
early admittance
The entry dates will change (same as
with SB1381)
November 1 for the 2012/13 school
year
October 1 for the 2013/14 school
year
September 1 for the 2014/15
school year and thereafter
Rationale for TK – You Are The
Ambassador
 TK provides children with the gift of time to learn skills that will
help them build a strong foundation for success in
elementary school.
• California’s kindergarten curriculum and standards have
changed over the years, and many of the skills children were
once taught in first grade are now taught in kindergarten. TK is
the right program at the right time.
 TK serves as a bridge between preschool and
kindergarten, giving children more time for hands-on,
interactive learning.
What do parents need to know?
 TK gives children the opportunity to spend time learning
important social, emotional and academic skills that will
help them succeed in kindergarten and beyond.
 TK provides young learners with a high-quality early education at
no cost to parents, to ensure that they have an opportunity to
continue learning.
 It helps children adjust to the school environment & develop
strong learning skills.
 TK provides young 5 year olds with an opportunity to start their
kindergarten experience with children their own age, and
with teachers that can tailor lesson plans to their needs.
Structuring The Day
 Options to consider:
 Part day stand alone program
 Full day stand alone program
 Combination classes where 1st year students leave half day and
2nd year students stay full day
 Combination full day programs for both
Things To Keep in Mind when
determining the length of your day
 After School Programs
 Transportation
 Fatigue for some children
Sample of a TK enviroment
Sample TK Writing Center
Sample Math Center for TK
Sample Art Center
Sample 3 hour day schedule
35 Minutes
15 Minutes
Individual Time/ Learning Centers
Dramatic Plan Center
Creative Art Center
Music Center
Building Center
Discovery Center
Pre-Reading / Pre Writing Center
Story Listening Centers
Additional Centers
Cognitive
Sensory
Manipulatives
Large Group Time
Pledge of Allegiance
Calendar
Weather
Thematic Reading and Music
Snack
15 Minutes
Language Arts/Phonetics/Sight Words/Letters
25 Minute
30 Minutes
Outside Time
25 Minutes
Small Group Table Time
Cognitive Activities
20 Minutes
Special Activities
Computer
Movement
Cooking
Gardening
10 Minutes
Transition Time
Sample Full Day Schedule
8:00 – 8:30
Opening Activities (Calendar, Weather,
Lunch Count, Story, Songs
8:30 – 9:30
Literature (pre reading activities, phonics,
handwriting
9:45 – 10:20
Centers
10:20 – 11:15
Math Centers
11:15 – 12:00
Lunch and Play
12:00 – 12:45
Science and Social Studies Development
1:15 – 2:15
Snack, Storytime, and Dismissal Activities
Differentiation
 4-6 year age span in many cases
 Consider attention spans, self regulation, environment
 Assessment for Grouping
 Schedules for effective small and large group lessons
 Expectations for TK vs. K students: Determining what to teach
to year 1 students
 Stand alone TK vs. Combination classes
 How will play based elements be incorporated for year 1
students?
TK Vs. Traditional Kindergarten Differentiation
 TK – Students will be
prepared to enter
kindergarten with the skills
they will need for the
Traditional Kindergarten
Year.
 Curriculum should be
designed to prepare
student to have their
readiness skills for
Kindergarten by the end of
the year
 Kindergarten – Children
will be expected to meet
the California Content
Standards by the end of
that year of Kindergarten
 Kindergarten children are
expected to enter with the
self help skills; socialemotional skills, and preacademic skills necessary to
meet the standards by the
end of that year.
Lessons Learned from Junction
Elementary School
Sherry Tuggle: stuggle@junctionesd.net
530-515-4106
Parent misunderstandings
Length of day
Discipline
Parent Nights
Volunteers/Aides
Routine
Differentiation
Structured Play
Socialization
Contact Information
Table Discussions – Please consider how
you might plan to address the following:
 What is the length of day
your school is considering
for TK?
 What type of program are
you planning for- Stand
alone or Combination?
 How do you see the flow
or schedule of your day
working best based on the
above?
 If you are planning a
combination TK classroom
what would be your
strategy for differentiating
without having the kids
repeat the same two years
of curriculum?
Standards and Curriculum
In this section:
 Review the alignment of ELA standards from Pre-k through
Kindergarten
 Define end-of-year standards for ELA for Transitional K
 Review the beginning of the year ELA theme and/or unit and
identify where standards essential for Transition K are taught
 Review the alignment of Math standards from Pre-k through
Kindergarten
 Define end-of-year standards for Math for Transitional K
 Review the beginning of the year Math theme and/or unit and
identify where standards essential for Transition K are taught
Standards Alignment Pre-K through
Kindergarten
Standards Alignment Pre-K through
Kindergarten
WORKTTIME:
With a partner, or in table
groups:
•
Read through each strand.
•
Determine which
standards and/or portions
of standards are essential
for Transitional K
students to master.
45 Minutes
Curriculum
 Find ways to differentiate using the same curriculum
 Using Curriculum Guides:
 Identify which lesson are exposure lessons
 Identify which lessons are essential
 Create a beginning of the year plan
Curriculum
Review
WORKTIME:
With a partner, or in table
groups:
•Using pacing guides and your
standards alignment document
identify essential lessons
•AND/OR using standards
alignment document highlight
essential lessons in your Teacher’s
Edition
60 Minutes
Pacing Guide
WORKTIME:
• This document is available
for you to use to create a
more consolidated plan
Standards and Curriculum
In this section:
 Review the alignment of ELA standards from Pre-k through Kindergarten
 Define end-of-year standards for ELA for Transitional K
 Review the beginning of the year ELA theme and/or unit and identify where
standards essential for Transition K are taught
 Review the alignment of Math standards from Pre-k
through Kindergarten
 Define end-of-year standards for Math for
Transitional K
 Review the beginning of the year Math theme
and/or unit and identify where standards essential
for Transition K are taught
Standards Alignment Pre-K through Kindergarten
Standards Alignment Pre-K through Kindergarten
WORKTTIME:
With a partner, or in table
groups:
•
Read through each strand.
•
Determine which
standards and/or portions
of standards are essential
for Transitional K
students to master.
45 Minutes
Curriculum
 Find ways to differentiate using the same curriculum
 Using Curriculum Guides:
 Identify which lesson are exposure lessons
 Identify which lessons are essential
 Create a beginning of the year plan
Curriculum
Review
WORKTIME:
With a partner, or in table
groups:
•Using pacing guides and your
standards alignment document
identify essential lessons
•AND/OR using standards
alignment document highlight
essential lessons in your Teacher’s
Edition
45 Minutes
Pearson Scott Foresman "enVision MATH"
KEY
**
Number Sense
Algebra & Functions
Measurement & Geometry
Statistics, Data Analysis & Probability
Problem Solving
Key Standard
Testing & Reteaching
Kindergarten
All Lessons are listed as 1 Day
within the "enVisionMath"
teacher's guides.
Reteaching is listed as one
day, but may take more time.
Topic Colors Match Pacing Calendar.
Topic #1: Sorting & Classifying
Lesson Focus
1
Same & Different
2
Sorting by One Attribute
3
Sorting the Same Set in Different Ways
4
Which Doesn't Belong
5
Problem Solving: Use Logical Reasoning
6
Problem Solving: Use Objects
Topic Test or Alternative Assessment
Reteaching
Total Days for Topic #1: 8
Standard(s)
AF 1.1**
AF 1.1**, AF 1.0
AF 1.1**, AF 1.0
AF 1.1**, MR 2.1
MR 1.1, AF 1.1**
MR 1.1, AF 1.1**
Topic #2: One to Five
Lesson Focus
1
Counting 1, 2, and 3
2
Reading and Writing 1, 2, and 3
3
Counting 4
4
Making 4
5
Counting 5
6
Making 5
7
Reading & Writing 4 and 5
8
Problem Solving: Make a Table
Topic Test or Alternative Assessment
Reteaching
Total Days for Topic #2: 10
Standard(s)
NS 1.2
NS 1.2
NS 1.2
NS 1.2
NS 1.2
NS 1.2
NS 1.2
MR 1.1, 2.1; NS 1.2; SDAP 1.1
Topic #3: More & Fewer
Lesson Focus
1
More, Fewer, & Same As
2
1 and 2 More
3
1 and 2 Fewer
4
Zero
5
Reading & Writing 0
6
Ordering Numbers 0 Through 5
7
Ordinal Numbers Through Fifth
8
Problem Solving: Make an Organized List
Topic Test or Alternative Assessment
Reteaching
Total Days for Topic #3: 10
Standard(s)
NS 1.1
NS 1.1
NS 1.1
NS 1.2
NS 1.2
NS 1.2
NS 1.0, NS 1.2
MR 1.1, MR 2.2, NS 1.2
Shasta County Office of Education
July 2008
Pacing Guide
WORKTIME:
• This document is available
for you to use to create a
more consolidated plan
Assessing Students in TK
 Assessing student’s skills upon entry – Parent Surveys
 Sample assessment tools
 Teacher Developed – Debbie Keeler’s Sample
 Desired Results Developmental Profile – SR
 Domains, Outcomes and Benchmarks – Debbie Keelers Sample
 Ongoing curriculum embedded assessments
 Discussion time to consider what you have used, and what
might be useful with TK students
 Sample Report Card
Social Emotional Standard for TK
 In this section we will focus on:
 Santa Clara Studies, what they found as they looked at incoming
Kindergarten students
 Preschool Learning foundations and State Standards
 Second Step Curriculum
 CCSEFEL
 Discussion Time to focus on Social Emotional Components
within the TK classroom
4 Basic Building Blocks of School
Readiness
Santa Clara Longitudinal Studies
 They believe Kindergarten students fall into 4 categories:
 “All Stars” – Near Proficient across all skills
 “Needs Prep” – Children are at the “not yet” and “just
beginning” level across all skills
 “Social Stars” - Have strengths in social-emotional
skills, but they have needs in the area of Kindergarten
academics
 “Focused-on-the-Facts” – these children are proficient in
Kindergarten academic skills, but have needs in selfregulation and social expression
Third Grade English Scores for Children High and Low in
Kindergarten Academics and Social Expression
All
Stars
312
304
Social
Stars
Santa Clara County
Statistics 2008
Third Grade Math Scores for Children High and Low in
Kindergarten Academics and Social Expression
Needs
Prep
Santa Clara County
Statistics 2008
Preschool Makes a Difference Too
Information Provided by Applied
Survey Research (ASR)
 Santa Clara Studies clearly
were able to show that
preschool gaps remain –
children who attended
preschool outscored the
students who did not
attend preschool at 3rd
grade
Lassen View State
Preschool
Second Step Social Emotional
Curriculum
EVIDENCE
BASED
PROGRAM
How Sherry
is using
it in
Her
TK
Classroom
California’s Social-Emotional Development Preschool Learning Foundations to Health
Education Kindergarten Content Standards
Standards Alignment Pre-K through
Kindergarten
WORKTTIME:
With a partner, or
in table groups:
• Read through
each strand.
• Determine
which
standards
and/or
portions of
standards are
essential for
Transitional K
students to
master.
SOCIAL-EMOTIONAL
GROWTH & DEVELOPMENT
At around 48 months
At around 60 months
Transitional
Kindergarten
At the end of
Kindergarten
Self- Awareness
1.1 (SE) Describe their physical
characteristics,
behavior, and abilities positively
1.1 (SE) Compare their
characteristics with
those of others and display a
growing awareness of their
psychological
characteristics, such as thoughts
and feelings
1.1 (G) Explain that living things
grow and mature
1.2 (G) Describe their own
physical characteristics
1.3 (G) Name ways in which
people are similar and ways in
which they are different
1.5 (G) Name body parts and their
functions
1.6 (G) Name and describe the
five senses
1.4 (M) Describe characteristics
that make
each individual unique
Self-Regulation
2.1 (SE) Need adult guidance
in managing their
attention, feelings, and
impulses and show
some effort at self-control
2.1 (SE) Regulate their
attention, thoughts,
feelings, and impulses more
consistently,
although adult guidance is
sometimes necessary
4.1 (M) Show how to express
personal needs and wants
appropriately
7.1 (M) Express emotions
appropriately
7.1 (S) Follow rules for safe play
and safety routines