Push Play is NOT recess...
Often we assume that when play occurs at school, it is a break from work. However, in every manner of the word, work is defined as an activity or action done to accomplish something. Play is work! Play is powerful and completely purposeful in children's lives and development, and I reach to include adults. We often remove or limit play during critical periods of growth and learning, such as reading acquisition, but I argue that doing such is counterproductive and costly.
In education we claim to accomplish our work always with children n mind, but how is that so, if in Elementary schools we are removing the very thing which is essential to childhood. The Push Play program seeks to reconnect students with their academic responsibilities by linking play and literacy development. We do this by combining rigorous instruction and intentional play during the ELA block in a unique way.
PUSH PLAY BOX
Each Push Play box contains materials to guide children's play within the domains of Reading Foundation.
PLAY BOX CONTENTS
This box contains materials, tools, and manipulatives for students to create and explore play that centers around the organization and basic features of print.
a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
This box contains materials, game boards, recorders, and manipulatives for students to create and explore play that centers around spoken words, syllables, and sounds.
a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
PHONICS AND WORD RECOGNITION
This box contains materials, game boards, recorders, cards, tools, and manipulatives for students to create and explore play that centers around grade-level phonics and word analysis skills in decoding words.
a. Know the spelling-sound correspondences for common consonant digraphs.
b. Decode regularly spelled one-syllable words.
c. Know final -e and common vowel team conventions for representing long vowel sounds.
d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two-syllable words following basic patterns by breaking the words into syllables.
f. Read words with inflectional endings.
This box contains materials, game boards, recorders, tools, and manipulatives for students to create and explore play that centers around reading with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
d. Read grade-appropriate irregularly spelled words.