ESSENTIAL LEARNING EXPERIENCES

October 16, 2012

Today’s Agenda Round Table – Celebration Ministry Update What is Using & Understanding Language?

Review ELE with SLP’s What is Developing Language? Unpack ELE and

create continuum of learning Lunch Application - Intake – Orientation (Process) COR – Q & A What is Social & Emotional Domain? Unpack ELE

and create continuum of learning

Environments; Projects; Family Engagements; Partnerships; Interactions; Experiences; Resources; Reflection

Let’s Celebrate!!!

MINISTRY UPDATE

Essential Learning Experiences

The Hundred Languages of Children

What is Using & Understanding Language?

Table Shuffle

Rachelle (Facilitator)

Nicole Andrea Evelyn

Kristen (Facilitator)

Inga Laurelyn Wendy

Review and enhance the unpacking and rubrics of the Using (UL) and Understanding (UN)

Language and Literacy Experiences.

Patricia (Facilitator)

Jill Krystal Stephanie

What is Developing Language?

Developmentally Appropriate While the preschool years are the prime time

for developing the emergent reader’s literacy skills, we need to emphasize that we are not advocating the “push down” of the kindergarten or first-grade curriculum. - Wolfe & Nevills, 2004 – Building the Reading Brain, PreK-3

Language and literacy development in the preschool years should not stress isolated skills development or formal instruction in phonics. Linguistic awareness is best developed within the context of the child’s work and play. The environment, whether at home or in preschool, should provide many opportunities to hear and play with language. These opportunities should, whenever possible, be a part of the child’s natural experiences - Bredekamp, 1987

Beginning writing skills are enhanced when children draw, color (but not within the lines), copy, and invent their own spelling – Chomsky, 1979

DLP.1 Engaging with Stories and Books

Enhancing Comprehension through Story Time Being read to aloud in an expressive

manner from an appealing book has been associated with improved literacy learning – Clay, 1979

The preschool child still needs and wants to be read to. This develops two important literacy skills: print exploration and comprehension.

Children develop a sense of story – beginning, middle, end

Reading promotes positive feelings about books and purpose of reading.

Reading from a variety of books develops children’s background knowledge

Builds vocabulary Engages children in inferential thinking Engages children in “pretend” reading

BeforeBefore DuringDuring AfterAfter•Activating and building upon prior knowledge and experiences•Previewing text•Setting a purpose•Anticipating the author’s or creator’s intention

•Making connections to personal knowledge and experience•Using the cueing systems to construct meaning from the text•Making, confirming, and adjusting predictions and inferences•Constructing mental images•Interpreting visuals (e.g., illustrations, graphics, tables)•Identifying key ideas and supporting ideas•Self-questioning, self-monitoring and self-correcting•Drawing conclusions•Adjusting rate or strategy to purpose or difficulty of text

•Recalling, paraphrasing, summarizing, and synthesizing•Interpreting (identifying new knowledge and insights)•Evaluating author’s or creator’s message(s)•Evaluating author’s or creator’s craft and technique•Responding personally, giving support from text•View, listen, read again, speak, write, and use other forms of representing to deepen understanding an d pleasure

Important Cognitive Strategies for Comprehending and

Responding Goal

DLP.2 Gaining Meaning from a Variety of Visual Formats and Text Materials

Print is everywhere! Print is print no matter where it is found! As adults, we use print in many ways. Print can be produced by anyone. Print is different from other kinds of visual

information. Print holds information. Print symbolizes information, and what we

say can be written. Adams, 1990

Unpack and Build the Continuum

StephanieEvelynKrystal

Jill

RachelleNicoleAndrea

Laurelyn

KristenInga

WendyPatricia

DL P.2 & DL P.3 DL P.4 & DL P.5

DL P.6 & DL P.7

Application – Intake - Orientation

How can we improve the process?

With your group and the topic listed, email me your suggestions.

NicoleKrystal

RachelleEveleyn

Andrea Jill

IngaKristen

LaurelynWendy

Stephanie

Patricia

Application Intake Orientation

COR - Q&A

2011-2012

Child Observation Record Data

Social & Emotional Domain

Social emotional competence has been shown to be one of the greatest determinants of future success both in school and life.

- Riley et al, 2008, CEECD, 2009, NIEER, 2007

Graffiti Activity In a large group, identify all the social

and emotional concerns your students are exhibiting in your classroom. Do not mention student names. Write these in the circle.

Outside your circle write the interventions, strategies, and other supports you have in place for eliminating these social and emotional concerns.

Relationships Video (1:48-18:41)

SEP.1 Developing Self Awareness SEP.2 Developing Self Worth SEP.3 Developing Sense of

Others

SEP. 7 Identifying and Regulating Emotion

Unpack & Build the Continuum

NicoleKrystalStepha

nieEvelyn

Andrea Jill

IngaKristen

Laurelyn

WendyPatriciaRachell

e

SEP.1 SEP.2 SEP.3

Resources

Social and Emotional Foundations for Early Learning

Saskatchewan Prevention Institute