How is a pre-K implementation different and what are the unique challenges they may face (technical, motivation, independence, etc)?
(question posed by Marie Self, Lexia IM)
Amy Mozuch shared this response:
I actually just had a conversation yesterday with a reading specialist. She said some students are struggling to attend and stay on task while on the software.
Since those kiddos have no concept of time (like 10 minutes/session on Core5), I suggested she try having students focus on filling the progress bar. Once they fill the progress bar, they are done for the day. She already emailed me this morning saying what a difference that made.
As for all students, but especially for Pre-K, establishing firm routines and habits for software usage is critical. Examples are having a signal when they need help, easy to access shortcut for logging in, where to retrieve their log-in card..... I could go on and on, but I'm sure you have this part down.
I shared this response:
Below are a few random thoughts....
I worked with a group of PreK teachers recently and one of the things they wanted help with was on how to eliminate the computer tool bar. The teachers said their PK students were new to using the mouse and often clicked into an Internet browser or something else by mistake and then that took them off task.
This group of teachers was also very interested in the ways for them to interact with the students.
The teachers were also interested in really understanding how all of the PK student activities worked and spent a lot of time in the training exploring the student program. It was important for them to know the scope and sequence so they understood how the Core5 scope and sequenced matched their curriculum. For example, a student might be struggling with a shape activity in Core5 because this was a totally new concept for them.
I recall one early elementary teacher having an ah ha moment when it came to the activity selection screen. After working with a student who was struggling the teacher would say " Now when you login to Core 5 be sure to work on Rhyming." She realized the student wouldn't know the word for Rhyming and needed instead to say, "click on the apple."
Kathleen End shared these notes from Jill Ries and her experiences
Allowed Kindergarten teachers to take time to get going. Tell them they need to be up and running by the semester but it is okay if they were not at meeting usage during the first semester.
Consider a special PD special for PK and kindergarten teachers.
- Talked about and problem solved on how they would be able to fit Lexia into what we are doing already?
- Establish routines for students to help them smoothly login, logout, and learn one password for all the students (55555)
- Login cards close to the iPads
- Used iPads not Chromebooks/laptops
- Use the Core5 educator mode of the student program to teach how to do the activity examples (spacial concepts)
Observations:
- Newer PK teachers did better than the older teachers
- It was helpful to have a designated time - Lexia time, Lexia Lessons, conferring with students, flashcards, set up qr codes, do something in google
- Kindergarten teachers often struggle with finding the time for Lexia Lessons - may be beneficial to have them look at the Teacher’s Manual and Connections to know what students are learning and need to know
- Consider doing the auto placement with small groups of kindergarten students versus having everyone do them at the same time.
Link to posters:
8/14/2018 Tips from the Field: (8 min)
Katya: Importance of front loading content with Lexia. Pre Teaching prior. Establishes background knowledge. Sometimes whole group, quick introduction, small group, etc ( Example: rhyming is a skill that tends to be difficult at the kinder level). Gives students an opportunity to understand more to avoid getting frustrated and flagged quickly.
Remind K teachers that this content is all new to students. Consider teacher whole group lessons ahead of time and when students are struggling.
Mary B: Acknowledge Kinder teachers first. Understanding that implementation will look different compared to other grade levels. Establishing routines and procedures outside of the program ( where are the computers, headphones, general info to start). How do you want Lexia to look in the classroom and then explicitly teach to students. Model Model Model ( how to log in, buttons, red apple) ! Post it notes shaped like red apples and place the red apple on the screen . Once students are on, start small and observe students logging in and using. Able to be there and monitor in the beginning.
Tonia: What I truly recommend for Kindergarten is to use the Educator Mode to demonstrate the log in procedure, as well as explain the dashboard prior to students using. I also recommend modeling some of the activities whole group before students use the program showing various buttons (repeat prompt, re-hear directions...) and model strategies to choose the correct response.
Kathy: Make sure you share the repeat button. Enough time for student to repeat the prompt after out loud.
Lana: Ask students to put their name on an apple sticker or object and put it in a basket, then either keep working or move on in the program. The teacher can then look at the apples and know who needs help, open myLexia and organize groups.
LaKeesha: K students work 10 minutes every day. The repetition helped the kinders develop the skills they needed to access Lexia as well as increase their speed. Their goals was yo also try to complete 1 - 2 units. Very purposeful focused goal.
Parent volunteers as well as 5th and 6th graders who have finished Lexia can help kinders.
Use back to school nights to introduce parents to Lexia, share certificate, school to home letter, home activity sheet.
Teacher students to use the repeat button and practice making the sounds out loud.
Tips for kinder students are also relevant for EL students.
