Transcript Essential Learning Experiences

ESSENTIAL LEARNING EXPERIENCES
October 16, 2012
Today’s Agenda
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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
Let’s Celebrate!!!
Environments; Projects; Family Engagements; Partnerships;
Interactions; Experiences; Resources; Reflection
MINISTRY UPDATE
Essential Learning Experiences
What is Using & Understanding Language?
The Hundred Languages of Children
Table Shuffle
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Rachelle
(Facilitator)
Nicole
Andrea
Evelyn
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Patricia
(Facilitator)
Jill
Krystal
Stephanie
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Kristen
(Facilitator)
Inga
Laurelyn
Wendy
Review and enhance the unpacking and rubrics
of the Using (UL) and Understanding (UN)
Language and Literacy Experiences.
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
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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
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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
Understand
Know
Do
Enhancing Comprehension through
Story Time
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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
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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
Important Cognitive Strategies for
Comprehending and Responding Goal
Before
During
After
•Activating
•Making
•Recalling,
and building upon
prior knowledge and
experiences
•Previewing text
•Setting a purpose
•Anticipating the author’s or
creator’s intention
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
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
DLP.2 Gaining Meaning from a Variety
of Visual Formats and Text Materials
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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.
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Adams, 1990
Unpack and Build the Continuum
DL P.2 & DL P.3
DL P.4 & DL P.5
Stephanie
Evelyn
Krystal
Jill
Rachelle
Nicole
Andrea
Laurelyn
DL P.6 & DL P.7
Kristen
Inga
Wendy
Patricia
Application – Intake - Orientation
How can
we
improve
the
process?
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With your group and the
topic listed, email me your
suggestions.
Application
Intake
Orientation
Nicole
Krystal
Rachelle
Eveleyn
Andrea
Jill
Inga
Kristen
Laurelyn
Wendy
Stephanie
Patricia
COR - Q&A
Child Observation Record Data
2011-2012
Social & Emotional Domain
Social emotional competence
has been shown to be one of
the greatest determinants of
future success both in school
and life.
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- Riley et al, 2008, CEECD, 2009, NIEER, 2007
Graffiti Activity
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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.
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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)
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SEP.1 Developing Self Awareness
SEP.2 Developing Self Worth
SEP.3 Developing Sense of Others
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SEP. 7 Identifying and Regulating Emotion
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Unpack & Build the Continuum
SEP.1
SEP.2
SEP.3
Nicole
Krystal
Stephanie
Evelyn
Andrea
Jill
Inga
Kristen
Laurelyn
Wendy
Patricia
Rachelle
Resources
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Social and Emotional Foundations for Early Learning
Saskatchewan Prevention Institute