Do Now…..
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Transcript of Do Now…..
Do Now…..
• Good afternoon! Please find a seat, get settled and complete the Do Now activity.
• On the sticky notes at your table, write down 1 – 3 things that you hope to learn/know after our two sessions together.
• When finished, post the sticky notes on the designated area in the room.
OWL TRAINING
Ulanda James, CMS Literacy Coach
Geneal Matheny, NC PreK Literacy Coach
Ice Breaker
The ABC’s of Me1. Take a piece of paper and write you name
vertically down the left side.
2. Choose a word that starts with each letter of your name. The word should describe something about you. Write those words horizontally across the paper, using the first letters of your name as the first letter of each descriptive word.
3. If time permits, draw a picture that illustrates each descriptive word.
4. When done, listen for further instructions.
Meeting someone new….
• Form a circle around the room.
• Holding your paper, facing out, in front of you…..lock eyes with someone.
• When directed, go to that person and introduce yourself to them and allow them to do the same.
• Listen for further directions.
The ABC’s of Me
• Unique
• Loving
• Animated
• No-nonsense
• Direct
• Affecionate
The ABC’s of Me
• Gigi
• Energetic
• Nostalgic• Excited about young children’s development
• Adventurous
• Loving
Foundations
• North Carolina Early Learning Standards– Widely Held Expectations
• Approaches to Learning• Emotional and Social• Physical and Health• Language and Communication• Cognitive
Foundations
• Guiding Principals– Each child is unique.– Development occurs in predictable patterns.– 4 year olds are active learners– Many factors influence a child’s development– Children with disabilities learn best in an inclusive
environment
Foundations
• Active Learning– “learning to learn”– Importance of Environment– Making connections across domains– Imprinting a positive attitude toward learning
Approaches to Learning
• Children begin to:– Draw on everyday experiences and apply it
to new situations– Demonstrate an eagerness in learning while
playing, listening, questioning and interacting– Use multiple senses to explore
Social/Emotional
• Children begin to:– Show self-confidence– Use pretend play to express thoughts and feelings– Show persistence– Enjoy playing alone or near others– Follow simple classroom rules– Interact easily with familiar children and adults
Health and Physical
• Children begin to:– Increase independence of self help skills– Help care for the environment (pick up toys,
wipe tables)– Take care of own belongings
Physical
• Children begin to:– Gain control of small and large muscles– Uses pincer grasp to hold crayons or pencils– Develop body strength, stamina, and balance– Develop eye-hand coordination through activities
(blocks, play dough, puzzles, etc.)
Language
• Children begin to:– Understand increasingly complex sentences– Understand and use a growing vocabulary– Attend to language for longer periods of time (story
time, conversations, etc.)– Comprehend and use language for multiple social and
cognitive purposes
Communication
• Children begin to”– Initiate and engage in conversations– Use increasing complex language– Use language as part of pretend play
Cognitive
• Children begin to:– Use numbers and counting in play– Sort by 1 or 2 attributes– Recognize simple patterns and shapes– Understand the passage of time within their
daily routines
Opening the World of Learning
OWL
a curriculum overview
Introduction to OWL • The OWL acronym stands for…
Opening the World of Learning
• Developed by Pearson Early Learning
from authors Judy Schickendanz, Ph.D.
and David Dickinson, Ed. D. along with
CMS
Introduction to OWL What is OWL?
• Develops language and early literacy skills• Builds a foundation in mathematics,
science, and social studies• Prepares every child to succeed• Provides a research- based and field-
tested curriculum• Provides instruction for whole-group,
small-group, and individual activities
OWL Components/Parts of the Day
• Morning Meeting
• Centers
• Transitions
• Story Time
• Songs, Word Play, and Letters (SWPL)
• Small Groups
• Let’s Find Out About It/ Let’s Talk About It
OWL Thematically OrganizedUnits:
Unit 1- Family
Unit 2- Friends
Unit 3- Wind and Water
Unit 4-The World of Color
Unit 5-Shadows and Reflections
Unit 6-Things That Grow
The OWL “Tool Box”
• 6 Teacher’s Guides
• OWL Program Guide
• 48 Children’s Books
• 100 full-color pictures
• The Big Book of Poetry
• A Sing-Along Songs and
Poems CD
Teacher’s Guide• Unit Overview:
Theme, Concepts, Skills, Components, Other Books
• Materials Lists• Suggested Resources• Weekly Planner• Activity Plans• Book Reading Guidance• English Language Learners• Unit Extensions• Glossary• Index
Scavenger Hunt
Morning Meeting• Short meeting before Center
Time to demonstrate centers to children
Sets the stage for the day, especially Center Time
• Enables children to make informed center choices and use center activities purposefully
CENTERS
Sample Morning Meeting
• Welcome• Preview the Day• Center Materials
Demonstration• Simple Modeled Writing• Transition to Centers
What do you notice MISSING from Morning
Meeting?•Calendar
•Helpers
•Weather
•“Today is…”
Morning Meeting sets the stage for the day!
Routines• Activities that occur the same way
every day are routines.
• Establish your routines with the OWL Curriculum from the very beginning of when you start using it.
• Be consistent and specific.
Well established routines help:
•children become independent.
•teachers have more time to interact and have conversations with students.
PLANEVERY routine
Break down the routine into each step needed to complete it.
INSTRUCTModel each step of
the routine.
Classroom Schedule Picture Cards
These cards can be used to create a posted daily schedule. It is recommended that you laminate the cards separately and post the time next to each card. This will allow you to use the cards over and over again through the years.
ROUTINES…
are so important!!
Plan
Instruct
Practice
For a GREAT year, you must:
Transitions•Movement from one activity to another is used as an instructional opportunity.
•“Gathering transitions” bring the group together.
•“Targeted transitions” can be used for literacy skill instruction.
•Transitions are planned with instructional intention.
Why do we use transitions?
•Create structure as children move from one activity to another•Prevent children from getting off task•Eliminate waiting•Keep children engaged•Provide change of pace
How do we make transitions work?
•Plan!•Coordinate teacher and assistant.•List transitions. •Give warnings! •Begin activities before last child arrives/is ready.
Targeted Transitions
•Two per day for literacy skill instruction
-between SWPL and lunch-between Small Groups and Let’s Find Out About It/Talk About it
•Two transitions per day = 50 minutes per week of focused literacy instruction time
Targeted Transitions•Teach literacy skills as children move from one part of the day to the next
•Example: “If your name starts with D…” to move from Story Time to Outdoor Play
BREAK
Centers
The purpose of centers is to allow the
children to have hands on practice with many materials, explore and experiment, and learn to conduct
themselves appropriately in a group of peers.
3 Center Times1. Start the Day Centers –
30 minutes at arrival
2. Center Time – about 80 minutes in the morning
3. End the Day Centers – 30 minutes before departure
Classroom Centers
• Book Area• Writing Center• Art Area: Table and Easel• Sand and Water• Puzzles and Manipulatives
(math, too!)
• Blocks• Dramatic Play Area• Plus: Science, Music, Computer
BOOK AREA
WRITING CENTER
ART TABLE AND EASEL
SAND AND WATER TABLES
MANIPULATIVES CENTER
BLOCK CENTER
DRAMATIC PLAY CENTER
Additional Areas in the Classroom
• A large group area• Tables for small group activities• A quiet/cozy area• A science center• Cubby space for students’ belongings• Teacher space for belongings• Computer area• Music area
Start the Day Centers
When: During arrival timeTime: Typically 30 minutes• The children engage in self-
selected activities.• Materials selected are easily
cleaned up.
Guidelines for Center Time
• Time• OWL• Quantity• Additional activities• Diversity• KEYS TO SUCCESS• Adults
Planning for CentersProgram Guide gives overview, pp. 12-
13
Teacher’s Guide provides descriptions of activities for each week:
1. Materials2. Preparation3. Vocabulary4. Interaction Guidance
Managing Center Time
• ALLOW choices• Transition smoothly • Establish a system• Teach and re-teach• Ensure a floater• Allow time for clean up
Center Area Signs
These signs can be posted in your designated center areas. The bottom of each card has plenty of space to allow for hooks, velcro, or any other system used for posting student tags for check-in.
Center Manipulative Signs
Two copies of each type of manipulative has been provided to allow for dual labeling. The first label would go on the front of the bin and the second label would go on the shelf. This will assist students in returning items to the correct location.
Let’s Find Out About It
& Let’s Talk About
It
Highlights of LFOAI & LTAI
• Whole group activity (typically)
• 20 minutes long
• Themes - science and social studies related
• Content - books read during Story Time lay the groundwork for specific kind of information text
• Social-emotional development – promoted through oral language and literacy discussions
.
Let’s Find Out About It(Unit One)
Examples: folding paper airplanes, science exploration, advertisements, recipes from cookbooks, game directions, birth announcements, etc.
Turn to page 30 for your first look at LFOAI.
Where do I find LFOAI/LTAI resources for
my lessons?
• Materials from home• Websites• Magazines• Local library• School library (if available)
Story Time
• Critical piece of the OWL Curriculum
• Purposeful and planned
• Whole group, 20 minutes daily
• High quality children’s literature
• Multiple “reads”
First Read“Introduction”
Introduce key vocabulary
Build comprehension
Use “Think Aloud” strategy
Maintain flow of the story
Second Read“Reconstruction”
Guide “reconstruction” of the story as the book is read.
Prompt children to recall events and sequence (teacher questions) as the story is read.
Ask questions that support comprehension.
Enrich and review vocabulary from the first read.
Third Read“Chime In”
Invite all children to “chime in” with key storybook text.
Provide prompts as needed.
Ask questions about characters’ thoughts, feelings, and actions.
What are the reasons for them?How do they relate to the story events?How do they relate to children’s experiences?
Fourth Read“Dramatization”
Invite children to participate actively.
Assign speaking parts to all children.
or
Choose an alternate book if a fourth read is not appropriate.
Story Time Format
• Summary of the story and link to unit theme
• Purpose• Read the Story/Story Discussion• Suggested Vocabulary & Definitions• ELL Suggestions and Extensions
Prepare for Story Time Reading
1. Read and analyze the story ahead of time.
2. Review the Purposes, Vocabulary, and Guidance in the Teacher’s Guide
3. Choose which vocabulary words you will explain. (These are suggested words. You may or may not use all of them, and you may choose others based on the needs of your students.)
4. Read the Story Time Model in the Teacher’s Guide.
5. Plan your own read.
6. Practice out loud until you are confident.
Making Story Time Work
• Remember the Story Time model in the Teacher’s Guide is a model, NOT a script.
• Consider your children’s background knowledge and interest in the book.
• Prepare-prepare-prepare
ENJOY the book!
Practice for Story Time Reads
QUESTIONS
BREAK
Small Group Time
• 3 groups
• 6-7 children per group
• Usually at tables
• 25 minute block
SMALL GROUP CHART
Small Group• activities include games,
writing, books, experimentsmath activities, and manipulatives.
• activities provide hands-on experiences and focused instruction.
• activities are designed for ONE group per day, lasting the entire 25 minutes.
NO rotation among activities during the same day
EXPLORING SMALL GROUPS
Successful Small Groups• Be prepared!• Monitor the independent small group. • Provide clear expectations of
children’s behavior.• Group children appropriately.• Provide book browsing and other
options.• Be sure that all three groups are
visible.• Set an appropriate pace for the
activities.
Songs, Word Play, and Letters(SWPL)
• 20 minute whole group activity - songs, poems, literacy games
• Purpose – to develop phonological awareness
• Tone – Make it enjoyable!
SWPL FormatUse the unit curriculum guide and read
carefully and completely!
• List of Songs, Word Play & Letter activities for each day
• Purposes – combined for the entire component
• Suggested sequence
• Description of activities – Look for little changes used for important learning.
Songs, Word Play, and LettersActivities (SWPL)
• Exploring SWPL activities
Successful SWPL
Songs, poems, and other activities
PLAY with sound, print, and letters.
This is not drill.
SWPL should be engaging and FUN!
Instructional Strategies for Pre-KAssess - Plan - Instruct
Formatives(Guides Instruction)
• Work Sampling
• Common Assessments
Summatives(Summarizes Learning)
• PPVTPeabody Picture Vocabulary Test
• PALSPhonological Awareness Literacy
Screening
QUESTIONS