1. Working Document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 1 6 Preschool English Learners: Principles and Practices to Promote Language, Literacy, and Learning Chapter 1: Introduction to the Resource Guide

2. Working Document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 1 7 Assumptions Wall Record on a large Post It the one assumption that most influences the way you interact with English learners and their families. Place this on the Assumptions Wall. Read and reflect on the other posted assumptions.

3. Working Document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 1 8 Welcome & Introductions Trainers Participants: Do you work at a _________ program? -State preschool -Head Start -Special Education -Even Start -First 5 -Private -Other…

4. Working Document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 1 9 Preschool English Learners Children should build upon their current skills as they acquire new skills. While children maintain and build upon their home language skills and culture, children can organize and develop proficiency and knowledge in English (NAEYC, 1996).

5. Working Document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 1 10 Training Outcomes 1)Preschool teachers will recognize that preschool English learners bring an array of language skills, cognitive abilities, family resources, and life experiences that can serve as the foundation from which to begin their journey toward academic English mastery.

6. Working Document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 1 11 Training Outcomes 2)Preschool teachers, administrators, consultants, and others in a role of supporting the education of preschool English learners will gain knowledge and strategies that will enhance their programs in moving children toward academic English mastery.

7. Working Document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 1 12 Training Outcomes 3)Participants will become familiar with the resources available on this topic through the California Department of Education: -EL Resource Guide -DVD -CPIN Web site: www.cpin.us -Training materials

8. Working Document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 1 13 Organization of the Guide Review the Resource Guide Key on page 7 of the Resource Guide to familiarize yourself with the icons found throughout. Read the Ask Yourself questions on page 8 of the Resource Guide, and note that each chapter has these to prompt self-reflection. See the Selected References on page 8 of the Resource Guide, and note that several are free and downloadable.

9. Working Document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 1 14 Organization of the Guide (continued) Refer to the last three sections of your Resource Guide -Appendices -Glossary -References

10. Working Document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 1 15 Core Beliefs and Principles Turn to the section in the Resource Guide containing the core beliefs (pages 2-4). Identify 2-3 Principles most closely related to your core beliefs.

11. Working Document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 1 16 Connections to Principles and Practices Appendix A (in Resource Guide): Principles for Promoting Language, Literacy, and Learning for Preschool English Learners