Submit Final Memo Draft For Module 2 Chapter 10 ✓ Solved
Submit Memo Final Draft From Module 2chapter 10 After Inco
Submit “Memo Final Draft from Module 2/Chapter 10 after incorporating peer feedback. Please give it a serious revision including elaboration on the opportunities for students. What are the opportunities for children to improve their reading skills? Add the times to the schedule to make it clear for any substitute covering the class.
ORIGINAL MEMO THAT NEEDS REVISED IS BELOW
MEMO
To: All staff members
From: Tonya Bell, Pre-K Lead Teacher
Date: December 6, 2020
Subject: Classroom guidelines and schedules
This memo is being distributed to inform all staff members of the schedule and guidelines that will be in room five if, for any reason, I am absent. This class is ages 4-6; however, the majority of them are 4. This class relies on consistency and teamwork between students and teachers. I decided to inform the following:
- Current lesson plans
- Opportunities for the students
- The classroom schedule
Current Lesson Plans
Currently, the class is focusing on learning all about themselves. This can include many different facts such as; birthdays, full names, parents’ names, ages, and where they live, as well as the first three letters in the alphabet and what words start with these letters (Allow worksheets and books to be handy and helpful).
Opportunities for the students
The main goal for this class is to allow all the children to learn and grow before getting into kindergarten. There are many opportunities that can be found in this class, such as developing social skills, gross motor and fine motor skills, and also multiple opportunities for a child to improve reading and writing skills.
The Classroom Schedule
The classroom environment can make a huge impact on a child’s mood. Make sure it is warm and welcoming. Each center should always be available to all students throughout the day. The schedule consists of:
- Breakfast
- Circle time/large group
- Centers/small groups
- Outside time
- Lunch
- Nap
- Small groups
- Free choice/pick up
When following the schedule, include fun transitions such as a cleanup song or timer to switch to the next activity.
Paper For Above Instructions
To: All Staff Members
From: Tonya Bell, Pre-K Lead Teacher
Date: [Revised Date]
Subject: Revised Classroom Guidelines and Schedules
Dear Staff,
This revised memo is intended to provide a comprehensive outline of the classroom guidelines and schedules in Room 5, especially to assist any staff member covering for me during my absence. The children in this class, ages 4 to 6, predominantly being 4, greatly benefit from consistency and teamwork among teachers and peers.
Current Lesson Plans
Our current lesson plans are aimed at fostering self-awareness among the children. This includes sharing personal information like their birthdays, full names, and where they live. We will also introduce foundational literacy skills focusing on the first three letters of the alphabet, using worksheets and age-appropriate books as references. This will aid them in not just recognizing letters but also associating words with these letters.
Opportunities for Students
It is crucial that we create multiple avenues for skill development before our little learners transition to kindergarten. Some key opportunities include:
- Enhancing Social Skills: Group activities and discussions allow children to interact, helping them develop essential social skills.
- Motor Skill Development: Engaging in art projects, playing with blocks, and outdoor activities all contribute to developing fine and gross motor skills.
- Reading Improvement: To specifically target reading skills, we will implement shared reading sessions where children can learn from each other and participate in storytelling. Incorporating interactive reading strategies like phonemic awareness games can greatly improve their literacy.
- Writing Skills: Encouraging children to practice writing their names and simple words will provide them with the skills they need for a smooth transition to a kindergarten environment.
The Classroom Schedule
A nurturing classroom environment significantly influences a child's eagerness to learn. The atmosphere should always be warm and welcoming. Centers should be easily accessible to students throughout the day. Our daily schedule is detailed below, with estimated time frames to aid substitute teachers in maintaining routine:
- Breakfast: 8:00 AM - 8:30 AM
- Circle Time/Large Group: 8:30 AM - 9:00 AM
- Centers/Small Groups: 9:00 AM - 10:30 AM
- Outside Time: 10:30 AM - 11:00 AM
- Lunch: 11:00 AM - 11:30 AM
- Nap: 11:30 AM - 1:00 PM
- Small Groups: 1:00 PM - 1:45 PM
- Free Choice/Pick Up: 1:45 PM - 2:30 PM
Incorporating enjoyable transitions, such as cleanup songs or timed activity changes, makes the schedule more engaging for the children. Consistent routines have proven beneficial in promoting a stable learning environment conducive to their growth.
Thank you for your commitment to our students and for helping them transition smoothly to kindergarten. If you have any questions regarding the schedule or the guidelines, please do not hesitate to reach out.
Sincerely,
Tonya Bell
Pre-K Lead Teacher
References
- Beck, I. L., & McKeown, M. G. (2007). Key Vocabulary: A Tool for Improving Reading Comprehension. International Reading Association.
- Binder, K. (2015). Developmentally Appropriate Practice in Early Childhood Programs. National Association for the Education of Young Children.
- Dodge, D. T., & Colker, L. J. (2002). The Creative Curriculum for Preschool. Teaching Strategies.
- Entis, K. (2020). Strategies for Enhancing Literacy in Early Childhood Education. Early Childhood Education Journal.
- Fisher, D., & Frey, N. (2014). Better Reading Through Better Teaching. Stenhouse Publishers.
- Morrow, L. M. (2012). Literacy Development in the Early Years: Helping Children Read and Write. Pearson.
- National Association for the Education of Young Children. (2020). Developmentally Appropriate Practice. NAEYC.
- Neuman, S. B., & Roskos, K. (2005). Literacy Knowledge in Preschool: An Examination of the Home and School Contexts. Journal of Literacy Research.
- Smith, M. W., & Elley, W. B. (1997). How to Teach Reading: A Handbook for TEFL Teachers. Morris Publishing.
- Vygotsky, L. S. (1978). Interaction between learning and development. In Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.