1. Pre-K ELLA Revisions In-service, June 18, 2014

2. Before we Begin

3. The Book of Your Life If they wrote a book about your life what kind of book would it be and what would it be called? Or do you have a favorite book that you feel describes your life? Directions: Review the next slide “Book Genres” and write down your answer to the question above. Place your sticky note on the dry erase board at front of the room

4. Book Genres Science fiction Drama Romance Mystery Horror Self help Guide Travel Children's Religious Science History Poetry Encyclopedias Dictionaries Comics Art Cookbooks Prayer books Series Biography Autobiography Fantasy Diaries Journals

5. General Overview What’s New? Reflection section to each lesson.  AECE Framework Handbook benchmark categories:  Developmental Learning Strand 1- Social /Emotional  Emotional Literacy, Emotional Regulation  Developmental Learning Strand 3- Cognitive/Intellectual Learning  Technology and Tools  More information books  Adventures in Learning Brochure What’s Changed? Deleted some books. Some brochures no longer given, can be found online at Division website: Literacy, It’s a Family Affair Language is Discovery Updated changes in:  AOM (2012), ECERS-Revised Edition (2005),  AECE Framework (2013) – New benchmarks

6. What’s New? Appendices Appendix B: An Overview of Adventures in Learning Appendix C: Books for Take Home Literacy Packs

7. Lesson 1 What’s Changed? Remeber to do Pre-test in class- if at all possible before teaching any course material. Added: MATERIALS : List of Pre –K ELLA topics for posting DVD- Welcome Pre- K ELLA Media Player Classroom copies of revised AOM & AECE Framework Handbook ECERS- Revised Edition -2005 What’s Revised?  AOM (2012) changes,  AECE FWHandbook 2013 What’s New? Trainer Note:  Refer to Benchmark Summary Table, Framework Handbook and definition of benchmark  Refer participants to Benchmark Summary Table pg. 75 new FH.

8. AOM Revisions Activity -Review of AOM- page 11 Review of the AOM. Page 71 Language Development Benchmarks State that on page 20 the AOM also shows the continuum of these early childhood education benchmarks with the Common Core State Standards for English Language Arts. Of particular interest to all preschool teachers is connecting the Kindergarten Readiness Indicators with the Arkansas Early Childhood Education Benchmarks found on page 15. Some may be interested in the correlation with the Work Sampling System which is found on page 61 or with the Head Start Child Outcomes Framework which is found on page 1.

9. Lesson 2 What’s New? What’s New? Materials- added: Adventures in Learning Overview -Fact Sheet &Activity. -Deleted Trainer note and Fact Sheet 1 (Adventures in Learning replaces this) Adventures in Learning. Refer participants to Appendix B, An Overview of Adventures in Learning and Featured Books. Invite them to read the brief description of the curriculum. Allow participants time to review the overview, paying particular attention to some of the featured books. Explain that the topics of study have a language and literacy focus and activities that are based on the Arkansas Early Childhood Education Framework Learning Strands and Benchmarks. Of importance to many programs is the fact that Adventures in Learning is an Arkansas approved comprehensive early childhood curriculum. Invite a show of hands from participants who are using Adventures in Learning in their program and allow a few minutes of discussion about their experiences with the curriculum. See Fact Sheet 2- books deleted -some added for each centers – Added to Activity before Fact sheet 2: Review Fact Sheet 2 and invite participants to compare their charts with the fact sheet.

10. Lesson 3 What’s Changed? What’s Been Added?: Materials-  AECE Framework Handbook- classroom set  Books for participants: Corduroy, Goodnight Moon, Guess How Much I Love You  Strengthening Families Protective Factors Framework after Objective 2 What’s been deleted? –  Activity 1- Social- Emotional Acrostic-  Replace with -Activity under Objective 1 : Characteristics of a Socially Emotionally Healthy Child).  *Replacement page: Activity Sheet 1- Part A- Individual Activity possible answers as activity,  - Added benchmarks: 1.25 Identifies one’s own feelings 1.26 Expresses thoughts and feelings in words *Side note: The Getting Ready for Kindergarten: A Guide for Teachers and Caregivers of Preschool Children has not yet been revised- Benchmarks will not correspond to new AECE Framework Handbook. Also Work Sampling has been revised to add Language and Literacy for English Language Learners under II Language and Literacy Domain

11. Lesson 3- New Activity! Added - Activity- Strategies and Activities that Support Benchmarks- pg 62. Explain to participants that in Section II of the Framework Handbook are strategies and activities that support children in achieving each of the Benchmarks. Invite participants to refer Section II of the Handbook. Note that Social/Emotional Benchmarks are listed in the left column and Strategies/Activities are listed in the right column. Invite participants to review the following Benchmarks and Strategies and Activities that support the Benchmarks and identify the strategies and activities that support a child’s use of language in establishing positive relationships with others: Benchmark 1.21Becomes involved in solving social problems (conflicts). Benchmark 1.24Expresses care and concern for others. Benchmark 1.26Expresses thoughts and feelings in words. Allow a few minutes for participants to discuss the strategies and activities that they are using or might use to support the children in their classroom in achieving the three Benchmarks discussed. Collect the class set of Arkansas Early Childhood Framework Handbook for Three and Four Year Old Children. * Additional Trainer note: Remind Participants: Benchmark Summary Table

12. Lesson 4 What’s Changed? PAGE NUMBER Changes!!! Arkansas Early Childhood Education Framework Handbook for Three and Four Year Old Children (2013) page 35: Plan the schedule to allow large blocks of time, from 45 to 60 minutes each, for independent play. – Early Childhood Environment Rating Scale- Revised Edition. [ECERS] (2005), Page 63: 5.3 A substantial portion of the day is used for play activities. Developmentally Appropriate Practice in Early Childhood Programs (2009), page 153: Teachers allocate extended periods of time in learning centers (at least 60 minutes) for children to engage in play. The Creative Curriculum for Preschool (2002), page 93: In Daily Schedule Guidelines suggest that teachers plan at least 60 minutes a day for each choice time so that children can become deeply involved in their play.

13. Lesson 5 What’s Changed? Deleted: Activity Sheet 2-  Objective 3 Connecting Pre-K ELLA Topic and The Family Connection Activities. Deleted: Activity- Review Links for Parents & Teachers activity.  Reminder: When discussing Link for Parents and Teachers remind participants KRI have been revised and will not be reflected (approved in April/May, 2014). Added books to the lesson:  The Kissing Hand by Audrey Penn  Ask Mr. Bear by Majorie Flack Added/ deleted : Books for themes in Activity Sheet 2

14. Lesson 6 What’s New? What’s been Added? Benchmarks to the portions of video scripts so trainers do not have to handout AECE Framework Handbook. What’s Changed? : Terminology- Tape » Video etc. Deleted: Activity Sheet 2 and activity: Connecting Learning Strands and Benchmarks. Deleted: Last Activity: Prepare index cards with Benchmarks……

15. Lesson7 What’s NEW? New Books!!  Deep in the Forest- Brinton Turkle  Pancakes for Breakfast- Tomie de Paola Trainer Note about distributing Deep in the Forest &Pancakes for Breakfast. New Info!! Hart & Risley Landmark Study (1995; 2003).Pg. 153 NEW OBJECTIVE: Eliminating Inequality in Children’s Language Experiences. Pg 153 NEW FACT SHEET: Strategies for Promoting Rich Verbal Language Experiences. Pg 153 Deleted: Language is Discovery Revised Example of Language Development Benchmarks chart: Appendix E :

16. Lesson 8 What’s Changed? New Book! In the Tall, Tall Grass by Denise Fleming Deleted: Transparency 1 and Activity: ‘The rain in Spain falls mainly in the plain’ Added: Figure 8-1 Listing strategies and Activities for Benchmark 5.1 instead of distributing AOM. Pg. 179 Revised: removed page numbers for AOM Activity: (that connect to benchmark for phonological awareness) Head Start Child Development and Early Learning Framework in the Literacy Knowledge and Skills Domain, Phonological Awareness Element- pg 8 Kindergarten Readiness Indicators- pg.17 Common Core State Standards Kindergarten English Language Arts Kindergarten Level- pg. 31 Work Sampling System, Language and Literacy Domain, Listening Component- pg. 68

17. Lesson 9 What’s New? Added: To Materials List: Mother Goose Picture Puzzles - by Will Hillenbrand Small amount of varied art supplies( pom poms, pipe cleaners, glue) Added: Poetry book A Child’s Calendar by John Updike. NEW: Fact Sheet: Introducing Poetry with Young Children- pg. 205 Added: More to the first Activity :Read the poem January by Maurice Sendak in Read- Aloud Rhymes for the Very Young to incorporate participants making a creation from the mental picture they got while listening to the poem- pg.206

18. Lesson 10 What’s Changed? LESSON 10: Added: The Three Billy Boats Gruff The Little Red Hen A Story a Month Composite (per participant) Reminder: A Story a Month & B.A.M.M.M!!!- Have been revised but not updated on website yet. Added: Trainer Note to distribute the new books to participants Added: Appendix K list of Story a Month storytelling patterns and Mother Goose Rhymes available on Division website

19. Lesson 11 What’s New? Added: Objective 9: Book-Related Prop Boxes Revised: Removed page numbers under Obj. 3 pg. 236 AECE Framework Handbook 2013, Early Childhood Environment Rating Scale, 2005 & Developmentally Appropriate Practice in Early Childhood Programs 2009. Added: Prop Box Activity for The Gingerbread Man or The Gingerbread Boy

20. Lesson 12 What’s Changed? Added: Information books & definition to Key Terms Added : Trainer Note: Discuss with Participants Two Resources available at Division Website: CAL (Creative Adventures with Literature) CLAM (Connecting Literature and Math)-pg. 260 Added: Informational Books in the Preschool Classroom Section: which is a collection of curriculum guides paring informational books with storybooks and the implementation of CCSS requirement and ECERS-R in achieving Better Beginnings designation.( will also be available on DCCEC website)- pg.264 Deleted: Picture Book- A Very Special Critter Added: Alphabet Books: All the Awake Animals are Almost Asleep by Crescent Dragonwagon, Concept Books: The Artist Who Painted a Blue Horse by Eric Carle Information Books: Do You Know Which Ones Will Grow? By Susan A. Shea

21. Lesson 13 What’s Changed? Revised: Benchmark activity- (distribute AECE Framework Handbook)  review the benchmarks and give examples that support shared reading –pg. 278-279  added benchmark 3.2 : uses picture cues to tell a story

22. Lesson 14 What’s New? Added: Book: Chicka Chicka Boom Boom Alphabet Under Construction Deleted: Book: The Farm Alphabet book Added: Book: LMNO Peas NEW alphabet games: Activity Sheet 3:  Treasure Hunt with Shovel  Alphabet Soup  Letters on Lids  Letter Memory Game Revised: There is a continuum of the Benchmarks with the Common Core State Standards for English Language Arts Kindergarten Level. In the Literacy Domain of the Head Start Child Development and Early Learning Framework are indicators that align with the Benchmarks just listed. In the Work Sampling System, Domain of Language and Literacy, are performance indicators that correlate with the Benchmarks. pg 299.

23. Lesson 15 What’s Changed? Deleted: books: the signmakers assistant Signs Added: books: Backseat A-B See by Maria Van Lieshout Fact Sheet 2 Environmental Print games: -pg. 317  Lacing  I can Read Chart

24. Lesson 16 What’s New? Deleted: Introductory activity Added: New Activity: -What are your first memories of writing? How old do you think you were when you began to write? – allow time for discussion Added: Dictated Writing Dictate a Recipe – Ask a child their favorite food that a family member makes. Have them dictate the recipe and then illustrate the recipe. These can be put together as a recipe book and share with families. Observation Log – Choose only one child a day to observe the classroom pet and enter their observation in the “Pet Log”. Have them dictate their observation and then illustrate to show what the pet is doing that day. Added: under Objective 10 Ex. of Shared Writing – How to list – List of questions Remember to do Post- test in class -if at all possible