1. Gaye Hunter & Carrie Metcalfe CMS Literacy Coaches
OWL TRAINING
Gaye Hunter & Carrie Metcalfe
CMS Literacy Coaches

2. Ice Breaker
Candy

3. Foundations North Carolina Early Learning Standards
Widely Held Expectations
Approaches to Learning
Emotional and Social
Physical and Health
Language and Communication
Cognitive

4. 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

5. Foundations Active Learning “learning to learn”
Importance of Environment
Making connections across domains
Imprinting a positive attitude toward learning

6. 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

7. 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

8. 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

9. 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.)

10. 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

11. Communication Children begin to” Initiate and engage in conversations
Use increasing complex language
Use language as part of pretend play

12. 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

13. Opening the World of Learning
OWL
a curriculum overview

14. 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

15. 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

16. 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
These are the components in an OWL day that will be elaborated on in the next 2 days.

17. OWL Thematically Organized Units:
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 themes are 4 week themes. In CMS, we interject Reteach Days throughout the year. Also, you could do a mini unit. Talk about how we organize our units and how everyone does it differently. (draws, tubs, etc.) Choose your own way but make sure you have a SYSTEM to stay organized because there are so many materials that you have to make for this curriculum!!!

18. 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
Have OWL Kit available to pull out and show each item as you talk about it. Bullet 1-Includes unit and weekly planners, activity-specific plans, targeted transitions, oral language supports, and guidance for book reading. Ask teachers to turn to pp in their Unit 1 Teacher’s Guide. Point out that the Weekly planner is a tool that is available to them. Suggest that teachers tab each week in their guides. (Show example.)
Bullet 2- Provides program overview and scope of skills
Bullet 3- Each thematic unit includes 8 core books, including fiction, story books, predictable books, and non-fiction expository books. Each unit also contains other book suggestions that extend or support the unit’s theme.
Bullet 4- Set of 100 picture cards reinforces nouns first introduced in core story books. The cards are used in SWPL to develop phonemic awareness and build vocabulary. Also, we have encouraged teachers to utilize the cards at instructional transitions and for centers. Show an example of an organized binder.
Bullet 5- Big Book of Poetry contains 24 poems with 4 poems for each unit. Caution: take care due to wear and tear.
Bullet 6- Songs support SWPL.

19. Teacher’s Guide Unit Overview: Materials Lists Suggested Resources
Theme, Concepts, Skills, Components, Other Books
Materials Lists
Suggested Resources
Weekly Planner
Activity Plans
Book Reading Guidance
English Language Learners
Unit Extensions
Glossary
Index
(Ask participants to turn to their Unit 1 Teacher’s Guide and locate the features.)
Overview page 6
Materials List page 8
Suggested Resources (Suppliers) page 9
Weekly Planner page 10-11
Activity Plans page 12
Book Reading Guidance begins with page 19
English Language Learners page 19 (top circle)
Unit Extensions (Extending the Unit) page
Glossary page
Index page

20. Scavenger Hunt

21. 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
New vocabulary used to describe activities and materials
Bring materials to the group
At the beginning of the year, take the children TO the center to explain the procedures. (This is also an effective way too introduce a special dramatic play theme such as the post office or laundromat.)
Demonstrate exactly how the materials are to be used
The more visuals, the greater the understanding…especially for children who have difficulty with language.

22. Sample Morning Meeting
Welcome
Preview the Day
Center Materials Demonstration
Simple Modeled Writing
Transition to Centers
(Display as you model a Morning Meeting)
Pass out vocabulary cards now
Open with a favorite Good Morning Song. Ask participants to share one of their favorites. Use one of your own or refer to the handout. Pass out handout here. OR watch video of morning meeting.
Present a box of props (2 paint cups and 2 brushes; doll and bottle; sink and float activity (clear container with water, collection of objects that sink and float, towel, sink/float chart.); sample piece of writing done by child; new cardboard puzzle in box.
1.Demo how to dip and wipe paint brush, not mixing with another color
2. New bottle goes in doll’s mouth, not child’s
3. Choose item, put in water, talk about sink/float, dry off, put object on proper spot on chart, return items to tub
4. Ask “child” to describe his writing.
5. Puzzle: play with it on the table, place bottom of box inside top lid, after you are finished, put all pieces back into the box, cover it and place it back on the label on the shelf.
Simple modeled writing: Use a word or phrase to show children how we write
(Use white board or chart paper).
If there is a teacher with a birthday, write Happy Birthday. Otherwise write Lemonade.
Remind teacher not to use “today is…” or a long sentence. Teacher does the writing, not children.
Children are called by first letter of their names to choose a center.
(Use 3x5 cards.)

24. What do you notice MISSING from Morning Meeting?
Calendar
Helpers
Which elements of morning Meeting are missing? Which activities have you done in the past at a morning circle time?
If teachers do not volunteer easily, wait for a few seconds and then mention one of the activities. (This may prompt them to think of another!)
Hit mouse to get “desired outcomes/comments”
How DO you use a calendar in our classrooms?
Real, not oversized (show)
Possibly located in dramatic play
Add dates important to the children/class
Helpers can be mentioned as the job occurs (line leader as you are ready to leave the room.)
Weather check before going to the playground or to lunch
Weather
“Today is…”

25. Morning Meeting sets the stage for the day!
Set the tone with your enthusiasm for new and/or exciting things to do in the centers.

26. BREAK

27. Centers
Introduce ourselves

28. 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.
*center activities in this curriculum mostly support ECERS standards by providing children with time to actively interact.*activities are self-selected. However, occasionally teachers may make suggestions based on students needs. ECERS is the Early Childhood Environment Rating Scale that is used in some of our classrooms, but not all. Please check with your coach or literacy facilitator. *Children can explore and complete activities at their own pace---CAUTION-Timers. *Center activities allow children to experience success because activities are multi-leveled. *Social development is promoted as children interact with other children and adults! *Center time enables teachers and teacher assistants to evaluate students’ understanding and abilities as they work with individual and small groups of children. Wonderful opportunity to observe and listen to children to see what they might know.

29. 3 Center Times Start the Day Centers – 2. Center Time –
30 minutes at arrival
2. Center Time –
about 65 minutes in the morning
3. End the Day Centers –
30 minutes before departure
Easy to clean up; gives teacher a chance to interact with children as they arrive
minutes right after Morning Meeting.
Simple and complex activities in every center (a 20 piece puzzle as well as a 4 piece puzzle)
Both adults move throughout the room , conversing with children and possibly take assessment notes
Not a time for phone calls, writing lesson plans, extended staff conversations, switching take-home readers
3. ECERS requires 2 hours total center time---
4. Children are involved every moment possible
No sitting and waiting with backpacks on
Allows for personal farewells and speaking briefly to parents who pick up their child
5. Work with coach to plan centers into the daily schedule.

30. 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
OWL 7 centers
ECERS requires the last 3

31. BOOK AREA
*include books related to unit, fiction and non- fiction, reflect cultures and people of all ages, tape player/headphones, and flannel board activities. Photo albums and student made books are appropriate in this area open curriculum guide to page 12

32. WRITING CENTER
*Include a variety of well organized writing materials---change frequently. Supply name cards/word cards for copying. Provide opportunities for writing for meaning.

33. ART TABLE AND EASEL
*plan open-ended activities with a variety of materials to encourage creativity (coloring worksheets are not appropriate). Art table may have OWL activity at one end of table, and keep other end open for self- selected art. Make smocks available. Easel open daily.

34. SAND AND WATER TABLES
*Teach students to independently clean-up activities to be used when accidents happen in this center. Add or exchange materials frequently. If not 2 tables exchange activities a little more frequently. Ideal is to have both sand and water.

35. MANIPULATIVES CENTER
Math is included in this center, but is not limited to only here. Variety of materials should be used here, puzzles, fine motor manipulatives, etc. Often, you can find teacher- made items to support theme and skills.

36. Clearly label and organize materials
Clearly label and organize materials. Add or exchange materials frequently. Draw what they built…draw and then build. ECERS observers---nothing that interferes with building.
BLOCK CENTER

37. DRAMATIC PLAY CENTER
.*Includes housekeeping, puppets and other role-playing props. Add materials as the curriculum states. Centers should be well organized and free of clutter. Usually has OWL theme and one other theme.

38. 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
area should be large enough to comfortably accommodate the entire class for components which require whole group activities.
3 tables are recommended. Tables need to be placed strategically for noise levels and monitoring of independent students.
A place for one child to be alone (may not be located in any other center) required by ECERS. Includes soft items such as pillows and stuffed animals.
Allows for display/storage of science materials and “Let’s Find Out About It” activities.
May include aquariums, plants, collections, classroom pet, etc.
Easily accessible to student. Labeled with name/picture.
are needs to store materials only used by teacher: professional books, assessment, supplies, ect.. Not located in a predominant area of the classroom. May not be located in children’s work area. Items such as purse, cleaning supplies and anything with the label of “KEEP OUT OF REACH OF CHILDREN” needs to be locked up.
Teach how to use the equipment and the safe way to use it. 20 minute time limit max. OWL---computers is not a preffered center choice during the large group center time. Prefer to use during arrival, dismissal and small group times.
Have real instruments and children made instruments. Needs to be placed in the noisy are of the classroom. DANCE PROPS too!

39. Start the Day Centers When: During arrival time
Time: Approximately 30 minutes
The children engage in self-selected activities.
Materials selected are easily cleaned up.
Allows time to greet each child/parent individually. Provides time to take care of “housekeeping” task such as attendance, lunch money, permission slips, take-home readers, etc.
centers can include manipulatives on tables, computers, puzzles, book area, writing center, etc.
opportunity to collect data for assessment.
offers time for the teacher to differentiate and meet specific student needs.
can revisit unfinished work such as small group activities, etc.
teachers must monitor activities.

40. Guidelines for Center Time
OWL
Quantity
Additional activities
Diversity
KEYS TO SUCCESS
Adults
Large Center Time should be a large block of AT LEAST 60 minutes. All centers must be open for at least 2 full hours a day to comply to ECERS standards.
Use the activities provided in the OWL curriculum.
LIMIT the quantity of center materials early in the year and increase materials as students learn to clean up. Extend and add additional activities based on program and curriculum goals. Introduce at Morning Meeting.
Center materials should reflect diversity among students. Preparation, planning and adult-student interactions are KEYS to the success of center time. Materials for Center Time MUST be prepared and collected before the students arrive. Activities need to be in place and ready for students to use.
All adults should be talking, interacting and teaching students. This is a PRIME time for observing and recording assessment notes.

41. Planning for Centers Program Guide gives overview, pp. 12-13
Teacher’s Guide provides descriptions of activities for each week:
Materials
Preparation
Vocabulary
Interaction Guidance

42. Managing Center Time ALLOW choices Transition smoothly
Establish a system
Teach and re-teach
Ensure a floater
Allow time for clean up
ALLOW students to choose THEIR activities. (Pose question—What can you do if children go to the same center every day?)
Have a plan for orderly transitions from the circle area to centers.
Establish a system to manage the number of students in each center. Assign a specific number of children to each center. Visual is best for children. Share examples of ways to show numbers.
Teach and re-teach center procedures until routines are well established. It may take some time and patience for children to understand and follow center procedures. Be consistent with your expectations.
Children’s safety is first priority. Consider letting one adult be the “floater” during center time, while one adult supervises a specific activity. “zone coverage”
Establish a clean-up signal and routine. Remember, children may need prior notice (5 min) before cleaning up. Be consistent with your clean-up procedure.

43. These signs can be posted in your designated center areas
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 Area Signs

44. 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.
Center Manipulative Signs

45. ROUTINES

46. 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.
For 2nd bullet: At the start you need to be firm and strong, but still friendly. Begin with expectations that children will follow the routines you have established. Relax as the children grasp and understand the expectations down the road.
For 3rd bullet: The more that routines stay the same, the better children can follow them and the more independent they become.

47. Well established routines help:
children become independent.
teachers have more time to interact and have conversations with students.
At the end of this slide, ACTIVITY: Ask teachers to brainstorm all the routines they can think of that happen in a pre-k day. List these on chart paper.

48. Break down the routine into each step needed to complete it.
PLAN
EVERY routine
Break down the routine into each step needed to complete it.
After the picture: Ask if you can build a house without plans?
After 2nd text: Some routines have a one step and others have a few to many steps.
Activity: Use handout to list each step for arrival routine.

49. INSTRUCT Model each step of the routine.
After picture: Have you ever done an aerobics class where the teacher just told you what to do? Click for 1st text: As you tell children what you want them to do, you should also, show them.
NEVER assume children know how to do school activities (line up, walk in a line, etc.)
Teach all routines on the very first day that each child comes (staggered start day)

50. 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.
Show example of schedule (pocket chart)
Classroom Schedule Picture Cards

51. ROUTINES… are so important!!
Remember not to assume that a child knows how to clean up. We have to teach every little step of our expected routine.

52. For a GREAT year, you must:
Plan
Instruct
After the 3rd picture comes on: Ask-What do you do first? Then click two times.
Ask-What comes next? Click two times.
Ask-What is last step? Click two times.
Practice

53. 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.
NO COMMENTS

54. 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
Whole class is not moving all at once
Waiting time is useful time
Transitions to centers should be quick.
Use longer transitions for bathroom breaks/ washing hands.
Pace change indicates a warning that a new activity is about to begin

55. How do we make transitions work?
Plan!
Coordinate teacher and assistant.
List transitions.
Give warnings!
Begin activities before last child arrives/is ready.
Make a list of transition activities
One adult leads the transition while the other adult receives the children into the new activity
Warnings :especially at the end of all center times need to be consistent.
Might be a bell, light flash, going to each center and quietly telling the children that clean up will be in five minutes, or a hand signal: 5 fingers extended means five more minutes until clean up

56. 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
You will find the best times in your schedule
Make every moment count!
If your school setting allows it, use the time going to and from the playground and lunch to review songs, poems, etc.
Use Teacher’s Guide (Unit 1) page 21 to show an outdoor transition idea.
(Emphasize last bullet on the slide…amount of instructional time per week)

57. 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
Not a good time for teaching new skills, information. It is a time for review
Not a test; if a child does not know the answer, tell her so she will learn information correctly
Scaffold tasks for diverse learners.
Increase difficulty as the year progresses
Send teachers off to lunch and remind them when the next session will start

58. Transition Card Package
The transition cards are labeled as to which part of the day use of the card would be most appropriate. The cards are not numbered but on a ring so that you can add to them as you acquire more transition activities.
If you do not have this, speak with your coach.
Transition Card Package

59. Let’s Find Out About It & Let’s Talk About It

60. 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 .
Method of building background knowledge and opportunities for prior experiences to be expanded upon.
Needs preparation by teacher
Often introduces ideas for small group: be sure to follow curriculum order and schedule (mention that they will hear about RECAP in a future workshop because this alternates with LFOAI based on the pacing guide)
Book suggestions are available based on school site (many have been purchased with array of titles to meet the needs of the specific topic). 60

61. Let’s Find Out About It (Unit One)
Examples: folding paper airplanes, science exploration, advertisements, recipes from cookbooks, game directions, birth announcements, etc.
Builds background knowledge – often builds into an activity for the next day in small groups or center time
First turn to page 30 to see where the background knowledge is built for a future activity. Use baby care items to demonstrate real-life, functional care of infants. This activity ties in with Oonga Boonga, which is the first book shared with students.
Now turn to page 109 and 113 to look at lessons. Mention using whatever materials are available for 109 (rice, sugar, flour, etc.) to assist students in visualizing weight (non-standard measurement).
See Birth announcement page for adaptations. Remind teachers that they can take the provided handout during home visits.
Mention that teachers could take the collected birth announcements (students will be bringing them in from home – whether dropped off during home visits or sent home on the first day) and create a class book or display.
Turn to page 30 for your
first look at LFOAI. 61

62. Making Bottle Shakers – Unit 1 p. 46
It is occasionally a demonstration by teacher and models an upcoming activity in small groups and centers.
Reviewing units in advance will better equip your classroom for LFOAI activities. As you remember from the centers presentation the Materials and Resources page (the beautiful junk from home) is a great way to know what you will need. This can be an opportunity for you to ask for materials in your newsletter to parents.
If a material is unavailable, be creative and substitute so that the purpose of the lesson is achieved. Sometimes even the best preparation will not garner all the necessary materials.
Making Bottle Shakers – Unit 1 p. 46
Teacher demonstrates making the shaker at LFOAI. Show teachers an example of a shaker bottle from display.
Children will make their own the next day at center time – depending on the pacing guide. 62

63. Where do I find LFOAI/LTAI resources for my lessons?
Materials from home
Websites
Magazines
Local library
School library (if available)
Information text on topic can come from the library or supplemental books. These are used for the pictures and are not to read the text of the book. Hold up book to demonstrate using other resources to support lesson.
Baby care items are a great example of materials from home.
Refer teachers to additional sources handout.
If time allows presenters will use handout on laptop (connected to data port) to demonstrate the websites by clicking on them while holding down the control button to automatically open the website. 63

64. Story Time Critical piece of the OWL Curriculum Purposeful and planned
Whole group, 20 minutes daily
High quality children’s literature
Multiple “reads”
4-5 story books for each unit- all are provided
Guidance is available in the Teacher’s Guide
Purposes vocabulary development
Comprehension
Literal interpretations
Making inferences
Engaging children’s interests in characters and stories
Scheduled in the morning since the story is the foundation for the curriculum components and activities

65. First Read “Introduction”
Introduce key vocabulary
Build comprehension
Use “Think Aloud” strategy
Maintain flow of the story
Explain/define key vocabulary by using brief verbal explanations, tone of voice, facial expressions, gestures, book illustrations, or linking to prior knowledge.
Mention title. Author, etc briefly – don’t dwell on it
“In and Out” – “During the first read aloud of picture storybooks, teachers contribute more talk while children are less active. Teachers are actively pushing “in” information through their read aloud style and comments to make children more aware of vocabulary and help them better understand the story.” Judith Schickendanz (2004) Draft of The Reading Teacher Article
Focus on the story line using think out loud strategy. Ex. I’m thinking…. Or I’m wondering…..
Read with expression using no extended explanations or questions.
Not a lesson
Not quiz time.

66. 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.
As the teacher reads the story, children are encouraged to recall what happened and/or what will happen next
Make explicit the sequence of the story
Help children to discuss characters and motivations
Continue to emphasize vocabulary from the 1 st read and introduce additional vocabulary words
Demo 2nd read

67. 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?
Third read builds children’s expressive vocabulary
Gives children an opportunity to be actively engaged in reading and practice new vocabulary words.
Third read methods:
Teacher selects key portion of text and explains “chiming in”
Pause and/or prompt children when they don’t remember
Incorporate new vocabulary words in discussion and extend meanings
Model 3rd read using audience as the children.

68. 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.
Teacher’ guide (W2 D2) page 64 has suggestions (Ask teachers to find this page
Plan to give the children the major speaking parts. (The teacher can read and keep the story going.)
Involve multiple children in each role (1/2 class Baby Louise, ½ class Daniel) No “stars”
Discuss character’s thought, feelings, motivations
Relate story events to children’s experiences
Alternate book needs to have a storyline, theme related and rich vocabulary (Show a few books here.)
Activity: Half of the group of teachers acts like Baby Louise, half Daniel. (Read pages______with the group)

69. 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
Page 19 Look at each item above
In Read the story, find how to introduce new vocabulary words

70. Prepare for Story Time Reading
Read and analyze the story ahead of time.
Review the Purposes, Vocabulary, and Guidance in the Teacher’s Guide
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.)
Read the Story Time Model in the Teacher’s Guide.
Plan your own read.
Practice out loud until you are confident.
Read the slide

71. 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!
No need to have the Teacher’s Guide on your lap, nor read it word-for-word
OK to have some notes for yourself
Connect children’s interests and background knowledge to the books
Preparation is essential. The more comfortable you are with the “read” the smoother it will go and the more the children will learn!
Enjoyment: If you enjoy the book, the children will!

72. Practice for Story Time Reads

73. QUESTIONS

74. BREAK

75. Small Group Time 3 groups 6-7 children per group Usually at tables
25 minute block
1 group lead by teacher, 1 by the assistant, 1 independent group
Placement/grouping of students can be changed – make necessary changes when a rotation of 3 activities has been completed (end of a unit is a great time to regroup children)
Be aware of position of tables when arranging rooms – all three tables for small groups need to be utilized during center time and also easy to visually supervise during small group time. Book Browsing may or may not work at a table.
May need a back up activity if children complete the curriculum activity in less than 25 minutes

76. SMALL GROUP CHART
Example of small group rotation chart – can also have teachers’ names attached with Velcro at the top or use commercial pocket chart.
Staff Roles for Small Groups
High Support Activity - typically teacher-led
Medium Support Activity - typically assistant-led
Low Support Activity - typically independent activity monitored by assistant

77. NO rotation among activities during the same day
Small Group
activities include games,
writing, books, experiments
math 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
Small group activities may build on a concept introduced the day before at Let’s Find Out About It (ie: LFOAI - Paper Airplanes and other Folded Paper Objects – Unit 1, W2, D1 page #63 and Small Group – Paper Fans and Airplanes – Unit 1, W2, D2-4 page #53-54)
Small group activities move from direct instruction to guided instruction to independent instruction. Independent instruction is likely to occur once the activity is completed in small groups and then placed in centers. Example Marble Play- Small Groups for Unit 1, W3, D3, 4, 5 and Centers for Sand and Water Unit 1, W3.
Groups go to a new activity each day – over 3 day period each group gets to each activity
Show Math Activity Aid from OWL kit. Here you will find all black-line copies to make center activities such as “Watch me Count” Unit 1, W1, D4, 5 p. #17 and W2, D1, 2 p. #53. “Which Bear is First in Line?” Unit 1, W2, D5 p. #54 and W3, D1, 2 p. #89. Note: When possible use real manipulatives instead of paper cut-outs.

78. Alphabet Letter Matching – p. 16 - Week 1, Days 1-3
Participants form groups of 3-4
Participants read the activity and then discuss how to manage the small group activity
Questions to help prompt and guide group discussions:
Note to participants: 3 activities are suggested to occur for this teacher lead group – Alphabet Puzzles, Name Matching, Alphabet Letter Matching – what are your options for managing this?
How will you introduce the activity and teach how to use the activity materials?
How and when will you distribute the materials to children?
What will you do if a child easily matches letters and others struggle with the task?
What types of questions can you ask a child to help you know his/her understanding of letters?

79. EXPLORING SMALL GROUPS
Break Out

80. 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.
Designate an adult to monitor the independent small group and their own group
Children must stay in their designated area – not interrupt the teachers’ groups. Note: Very important, teach the children during staggered entry days and the first days of school.
Use a reteach day to make up the missed rotation (it is not an option to not have small groups – keep the routine)
Group children for diversity – race, sex, ability, behavior, personality – children learn new skills and strengthen existing skills by interacting with peers that have already accomplished a similar skill.
If children loose interest have other options available (ie: paper & crayons, puzzle, manipulative bucket, computers, listening) – the key is the teacher gives the children the additional materials as they loose interest in the books, not the children self select from any item in the classroom when they choose. Note: THIS IS NOT CENTER TIME!
All staff must be able to see all 3 groups and have supplemental activities if children complete a task quickly

81. Songs, Word Play, and Letters (SWPL)
20 minute whole group activity - songs, poems, literacy games
Purpose – to develop phonological awareness
Tone – Make it enjoyable!
Even though the title of the activities may be the same from week to week (or day to day) there are often slight changes in the activity and skill being taught.
Adequate preparation and review of the activities is essential to success for SWPL – PLAN, PREPARE, PRACTICE
Help teachers locate SWPL materials and resources for Unit 1
Show – Big Book of Poetry and SWPL CD

82. Use the unit curriculum guide and read carefully and completely!
SWPL Format
Use 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.
Have teachers turn in unit 1 guide to
pages weekly planner
page song lyrics
pages daily plan
Sequence can be adjusted for activity level (some activities are more active than others), and time constraints (least beneficial can be used at a later time.
After last bullet: Ask teachers What are the songs? (5 Green & Speckled Frogs, I’m a Little Teapot, and Clap Your Hands)
What is the word play activity & how are children playing with words (predictable book & rhyming)
What are the literacy skills (letters)? (If your name starts with letter name raise you hand)
How is the song 5 Green & Speckled Frogs changed? (uses ordinal words-first, second,…) Why? (small group activity uses these words)
Changes may be minor but important

83. Songs, Word Play, and Letters Activities (SWPL)
Exploring SWPL activities
SWPL consists of a variety of playful activities to promote literacy skills
Model the activities listed above – can refer participants to pp of unit 1 for the descriptions
Notes about activities: For presenter information only
“Diddle, Diddle, Dumpling” is on p. 29 of Unit 1 guide
Over in the Meadow -
Alphabet Memory Pocket Game – see next slide - p. 151 of Unit 1 guide
I’m Thinking of _____ Clue Game (and Corduroy) p.144 of Unit 1 guide
Alphabet Letter Clue Game pg. 133 of Unit I guide

84. QUESTIONS