Beruflich Dokumente
Kultur Dokumente
OMeara
Physical
Development
Pre-K
(4
year
olds)
o Grasp
pencil
in
whole
fist
and
use
their
arm,
hand
and
fingers
as
a
single
unit
o Focus
on
visually
far
away
objects
o Clumsy
o Need
lots
of
physical
activity
o Can
sit
still
for
short
periods
o Awkward
with
small
movements
o Learn
through
large
muscle
activity
o Unable
to
switch
between
near
and
far
focus
Stocks Elementary
Physical
Development
Strategies
o Room
should
be
set
up
to
o Provide
time
and
space
for
o Encourage
to
work
more
o Minimize
copying
from
the
provide
plenty
of
space
for
free
play
slowly
board
movement
to
minimize
o Clay,
paints,
dancing,
coloring,
o Corners
with
blocks
or
accidents
book
making,
weaving,
manipulatives
o Climbing
apparatus
on
singing
o
playground
o A
quarter
of
school
day
should
be
in
physical
activity
Comments:
Students
working
in
centers
while
teacher
does
guided
reading.
Very
excited
when
its
their
turn
to
be
in
small
reading
area
with
a
friend.
Some
students
very
shy
and
tense
when
I
ask
questions.
Jenny
OMeara
Cognitive
Development
Pre-K
(4
year
olds)
o Short
attention
spans
o Learn
best
by
moving
large
muscles
o Need
to
play/explore
o Enjoy
music,
rhythm,
and
repeating
patterns
o Love
being
read
t
o Need
hands
on
experiences
o Accepts
responsibilities
and
individual
tasks
Stocks Elementary
Jenny
OMeara
Cognitive
Development
Strategies
o Label
objects
that
students
o
frequently
use
to
give
them
practice
o Assign
jobs,
especially
jobs
o
that
involve
counting,
such
as
attendance
o
o Create
activities
that
allow
students
to
move
from
one
area
of
the
classroom
to
o
another
o Teach
expectations
by
o
modeling
o Provide
opportunities
for
o
students
to
experiment
with
pulleys,
magnets,
puzzles,
interlocking
cubes,
scoops,
funnels,
measuring
cups,
sand,
etc
o
o
Provide
blocks,
manipulatives,
clay,
sand
water
Predictable
and
clear
daily
schedules
Learning
environment
that
is
both
structured
and
exploratory
Tie
instruction
to
childrens
interests
Clear
and
simple
directions
and
expectations
Provide
opportunities
for
students
to
count
and
sort,
do
simple
addition
and
subtraction
with
manipulatives
Hands-on
exploration
of
size,
shape,
length,
volume
Opportunities
to
practice
writing
numbers
and
do
simple
equations
Stocks
Elementary
o Provide
classroom
environment
suitable
for
sustained,
quiet
work
periods
o Give
students
a
heads-up
that
its
time
to
prepare
for
transitions
o Discovery
centers
(inquiry
based
learning)
o Ask
them
to
do
one
task
at
a
time
o Give
opportunities
to
do
more
computations
with
money
and
time
o Let
students
work
with
fractions
by
measuring,
weighing,
and
comparing
o Allow
students
to
experiment
with
symmetry
and
geometry
o Provide
opportunities
for
students
to
practice
mathematical
skills
with
games
o Provide
quiet
corners
for
reading
or
working
Comments:
Students
take
turns
reading
to
each
other.
One
student
told
me
she
preferred
when
the
other
student
was
reading.
Several
students
told
me
they
love
when
it
is
their
turn
to
go
on
the
computer.
Some
students
working
on
a
project
(story
with
drawing)
very
slowly.
Jenny
OMeara
Language
and
Literacy
Development
Pre-K
(4
year
olds)
Kindergarten
(5
year
olds)
o Very
talkative
o Literal
when
interpreting
o Long
explanations
words
o Enjoys
experimenting
with
o Express
themselves
in
few
big
words
words
o Love
being
read
to
o Think
out
loud
o Scribble
writing
and
drawing
o Express
fantasy
more
through
o Large
writing
action
and
less
through
words
o Begins
forming
words
but
o Focus
on
one
word
at
a
time
letters
do
not
match
sounds
when
reading
o Uses
pointer
or
finger
while
reading
o Reverse
letters
or
numbers
(ot
vs
to,
d
vs
b)
o Unable
to
stay
within
lines
while
writing
o Struggles
with
spacing
o Writes
only
in
uppercase
letters
o Stories
represented
by
letters
clustered
as
words
or
a
single
drawing
o Older
fives
o Give
more
elaborate
answers
to
questions
o Use
more
words
than
needed
to
convey
ideas
o Read
out
loud,
even
during
silent
reading
Stocks
Elementary
2nd
grade
(7
year
olds)
o Begin
silent,
independent
reading,
often
whispering
still
o Listen
well
and
speak
precisely
o Enjoy
1-on-1
conversation
o Rapidly
develop
vocabulary
o Interested
in
word
meanings
o Writing
is
neat
and
small,
anchored
to
baseline
o Work
with
head
down
on
their
desk
often
looking
out
of
one
eye
o Struggle
with
cursive
writing
o Can
do
reading
comprehension
assignments
o Write
longer
stories
with
beginning,
middle
and
end
o Learning
capitalization
and
punctuation
o Write
before
drawing
o Begin
spelling
correctly
o Increased
phonetic
and
sight
word
fluency
Jenny
OMeara
Stocks
Elementary
Language
and
Literacy
Development
Strategies
o Allow
students
to
do
their
o Learn
and
practice
language
o Games,
poems,
rhythms,
and
o Less
partner
reading
and
own
reading
of
picture
skills
through
teacher
songs
rather
than
workbooks
more
individual
reading
books
modeling
and
directed
role
o Partner
reading
(their
greater
strength)
o Boost
early
literacy
skills
by
play,
as
well
as
dramatic
play
o Guided
reading
with
whole
o Intense
phonics
instruction
in
scribbling
and
using
invented
o Teach
students
to
use
finger
class
and
in
small
groups
small
groups
spelling
as
separator
for
spacing
o Continue
reading
predictable
o Provide
time
for
students
to
o Provide
practice
for
pre-
o Do
partner
reading
peers
books,
begin
to
move
onto
create
own
stories
writing
(finger
painting
or
helping
each
other
through
easy
chapter
books
painting
with
brushes
at
familiar
books
(parallel
o Provide
opportunities
for
standup
easels)
reading)
students
to
show
o Read
short
chapter
books
out
understanding
of
different
loud
genres
o Have
students
write
theme
o Let
students
use
stories
with
classmates
and
manipulatives
to
show
turn
them
into
books
feelings
or
thoughts
about
a
o Provide
predictable
books
story
with
few
words,
much
repetition,
and
many
pictures
o Phonics
in
small
groups
with
children
at
similar
skill
levels
o Labels,
signs,
posters
and
charts
for
students
to
read
to
identify
familiar
objects
Comments:
Teacher
doing
small
group
guided
reading.
A
student
recalls
the
meaning
of
dialogue
and
reminds
other
students
that
they
learned
this
just
the
other
day.
Students
reading
to
each
other
Many
students
writing
a
story
about
a
mouse.
One
student
tells
me
hes
writing
a
fable,
which
has
to
have
a
moral
to
the
story.
He
explains
to
me
that
a
moral
is
a
lesson.
One
student
told
me
she
likes
to
read,
because
its
fun
to
bring
her
reading
level
up.
Jenny
OMeara
Self-concept,
Identity,
and
Motivation
Development
Pre-K
(4
year
olds)
Kindergarten
(5
year
olds)
o Easily
redirected
from
o Need
routines,
consistent
inappropriate
behavior,
rules
and
discipline
o Love
learning
to
work
o Respond
well
to
clear
and
together
simple
instructions
o Physically
act
out
o Need
verbal
permission/
o Dependent
on
adult
guidance
approval
from
adults
o Worried/fearful
(older
fours)
o Have
trouble
seeing
from
anothers
viewpoint
o Center
of
own
universe
o Out
of
fear,
wont
try
something
new
o Initiative
drives
them
forward
Stocks
Elementary
2nd
grade
(7
year
olds)
o
Appreciate
personal
relationship
with
teacher
o Neat
with
own
belongings
o Often
feel
like
no
one
likes
them
o Depend
on
adult
for
reassurance
o No
longer
take
risks
o Conscientious
and
serious
o Strong
likes
and
dislikes
Self-concept,
Identity,
and
Motivation
Development
Strategies
o Small
dramas
and
role
plays
o Need
safe
space/
o A
little
bit
of
encouragement
o Need
humor
and
games
to
help
teach
social
skills
encouragement
to
make
produces
a
radiant
smile,
moderate
seriousness
o Learn
from
modeling,
need
mistakes
and
support
from
hugs
and
excitement
o Close
communication
chances
to
practice
new
adults
to
keep
trying
o A
little
bit
of
condemnation
between
teachers
and
behavior
o Provide
clear
and
consistent
can
produce
tears,
pouting
parents
helps
ensure
their
expectations
and
withdrawal
needs
are
understood
Comments:
A
student
took
several
minutes
to
organize
papers,
very
meticulous
Some
students
were
very
serious
about
their
work.
One
student
looked
at
his
drawing,
and
turned
to
the
teacher,
I
told
you
mine
was
ugly!!!!
She
quickly
reassured
him
that
it
was
beautiful.
Jenny
OMeara
Peer
Relations
and
Moral
Development
Pre-K
(4
year
olds)
Kindergarten
(5
year
olds)
o Friendly,
talkative,
bubbly
o Like
to
follow
rules,
be
good
o Work
near,
not
with,
friends
and
to
help
o Love
being
with
friends
o Need
teacher
release
to
move
o Needs
adult
advice
to
next
task,
but
can
self-pace
o Need
adult
help
finding
words
during
task
to
express
needs
instead
of
o Feels
safe
with
structure
reacting
physically
o Needs
verbal
permission
o Roughhouse
o Older
fives
o Oppositional
o Insecure
with
feelings
o Complain,
test
authority
and
limits
o Respond
well
to
redirection/reminders
Peer
Relations
and
Moral
Development
Strategies
o Provide
consistent
guidelines
and
carefully
planned
periods
o Provide
opportunities
to
play
in
housekeeping
or
other
dramatic
play
corners
Stocks
Elementary
2nd
grade
(7
year
olds)
o Inward-looking,
moody,
touchy,
depressed,
or
shy
o Change
friends
frequently
o Need
security
and
structure
o Rely
on
adults
for
help
and
constant
reassurance
o Sensitive
to
others
feelings
and
sometimes
tattle
Can
get
sick
from
worrying
about
tests
and
assignments
Comments:
Some
students
outgoing
and
ready
to
explain
a
book
or
story
to
me.
Other
students
so
shy
and
serious
that
they
dont
respond
when
I
ask
their
name
or
what
they
are
doing.