1. Language and Literacy Foundations & Framework
Listening & Speaking
Writing
Reading
Welcome participants.
Take a brief survey to determine the participants’ familiarity with the Preschool Learning Foundations (PLF) & Preschool Curriculum Framework (PCF).
This information will be useful in anticipating questions and meeting the participants’ needs.
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012 1

2. Agenda
Welcome.
A guided tour of the language and literacy domain sections.
Using the Preschool Curriculum Framework (PCF) to support all children’s learning in the areas described in the Preschool Learning Foundations (PLF).
3rd bullet: You might want to add that “all learners” includes English language learners and children with an IEP.
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012 2

3. Session Outcomes
Become familiar with the language and literacy sections in the Preschool Learning Foundations (PLF) and the Preschool Curriculum Framework (PCF).
Consider the relationship between the language and literacy domain, the English-language development domain, and the DRDP 2010.
Consider how to use the PCF to support all learners.
Option: Write outcomes on chart paper and post for easy reference throughout the day.
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012 3

4. Welcoming Activity
Think of a short story consisting of as many sentences as you have tickets.
Tell this story to your elbow partner.
The substrand of language use and conventions covers a broad range of knowledge and skills including:
Using language to communicate for a variety of purposes
Using accepted language and style while communicating with adults and children
Understanding and using language to communicate effectively with others
Constructing narratives with language
PLF, Vol. 1, p. 49
Each of these abilities were required to participate in the ice breaker.
Note to facilitator: After input on each of the above mentioned aspects of language use, the participants will return to the welcoming activity to analyze how each skill is employed when participating.
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012 4

5. Language Use and Conventions
1.1 Use language to communicate with others in both familiar and unfamiliar social situations for a variety of basic and advanced purposes, including reasoning, predicting, problem solving, and seeking new information.
1.2 Speak clearly enough to be understood by both familiar and unfamiliar adults and children.
These slides can be used to draw specific parallels between the ticket activity and the foundations.
These are the foundations for at or around 60 months of age. The complete foundation is found on page 56.
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012 5

6. Language Use and Conventions
1.3 Use accepted language and style during communication with both familiar and unfamiliar adults and children.
1.4 Use language to construct extended narratives that are real or fictional.
1.3 This foundation is at or around 60 months and can be found on page 57.
1.4 This foundation is at or around 60 months and can be found on page 58.
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012 6

7. Norms Start on time and end on time. Turn off cell phones.
Help the group stay on task.
Listen to thoughts and ideas of others.
Contribute your thoughts and ideas.
Optional Slide: Use and/or chart the norms if desired.
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012

8. Parking Lot
Please write questions on post-its and place them on chart paper titled “Parking Lot”.
Optional slide: Place a couple of “Parking Lot” posters in the room.
Participants may post their questions in the “Parking Lot”. Note that facilitators will try to answer as many questions as possible. Any unanswered questions will be sent to CDD for answers.
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012

9. What’s in Volume 1? Social-Emotional Development Language and Literacy
English-Language Development
Mathematics
The PCF chapters provide information to support children's learning in the areas described in the PLF.
Identify what domain each icon represents.
Point out the words, Volume 1, on the cover. Explain that this volume contains the first four domains (the first four icons reading from the top of the page). Explain that Volume 2 contains the next three domains (visual/performing arts, physical development, and health), and that Volume 3 contains the last two domains (history/social science and science).
First, we will focus on the foundations and what is included in them. Later in the session, we will look at how the framework can support teachers and children in the classroom with practical ideas.
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012

10. The purpose of the foundations…
is to promote understanding of preschool children’s learning and to guide instructional practice.
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012 10

11. The foundations…
are for all children, including children learning English and children with disabilities. They describe the knowledge and skills that young children typically exhibit:
at around 48 and 60 months of age;
as they complete their first or second year of preschool;
with appropriate support; and
when attending a high-quality preschool program.
Share the information on the slide with the audience.
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012 11

12. High-Quality Programs Include:
Environments and experiences that encourage active, playful exploration and experimentation
Purposeful teaching to help children gain knowledge and skills
Specific support for children learning English
Specific accommodations and adaptations for children with special needs
For children to attain the knowledge and skills in the PLF, programs must work to provide appropriate conditions for learning and individually assist each child in her learning and development.
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012 12

13. Including Children with Disabilities
“The 2004 amendments to the Individuals with Disabilities Education Act (IDEA) require that all children, regardless of ability, have access to the general curriculum, and have the opportunity to participate and make progress in the general curriculum.”
On page xv of the introduction, there is a reference to a document published by the Division for Early Childhood of the Council for Exceptional Children, Promoting Positive Outcomes for Children with Disabilities: Recommendations for Curriculum, Assessment, and Program Evaluation, March 2007.
NOTE TO LEADS: The entire document will be posted in the Conference Center. You can provide participants with a copy of this 44 page document if you wish. DEC does not require permission and distribution is encouraged. There is no charge to download from the DEC Web site.
Sandall et al as cited in Promoting Positive Outcomes for Children with Disabilities. Division for Early Childhood pg.4.
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012

14. Indicators of a High-Quality Preschool Program Include:
Staff Experience and Training
Staff-to-Child Ratios
Environment and Materials
Program Structure and Activities
Adult-Child Interactions
Use of Language and Reasoning
Parent Involvement
This information came from the Whit Hayslip presentation for CPIN in April The information in this slide comes from the longitudinal study on quality childcare which Dick Clifford, Carolee Howes, and others were involved in.
Here is a reference for one of their reports; The Children of the Cost, Quality, and Outcomes Study Go To School, Ellen S. Peisner-Feinberg, Margaret R. Burchinal, Richard M. Clifford, Mary L. Culkin, Carollee Howes, Sharon Lynn Kagan, Noreen Yazejian, Patricia Byler, Jean Rustici, and Janice Zelazo,
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012

15. Foundations and the DRDP
Transition slide
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012

16. Foundations and the DRDP
PCF
A guide and teaching tool
At around 48 months and 60 months
For all children, including English-language learners and children with disabilities
DRDP
An observational assessment instrument
Developmental continuum
For all children, including English-language learners and children with disabilities
It is important for participants to understand that the PCF describes the knowledge and skills that all young children typically exhibit:
at about 48 months and about 60 months of age
as they complete their first or second year of preschool
with appropriate support and
when attending a high-quality preschool program
The DRDP is the child observational assessment instrument that is used by teachers to record a child’s progress on a developmental continuum.
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012 16

17. The DRDP is the Assessment Instrument
Talking points:
The DRDP is for all children, including those learning English and children with disabilities.
Children with special needs will all use the DRDP access assessment instrument which is completed by the special education provider. Children in CDD funded programs with an IEP will ALSO have a DRDP completed by the Early Childhood classroom teacher.
Children may demonstrate their knowledge using their home language, English, or by other communication methods.
DRDP-R

18. The Language and Literacy Foundations
A Guided Tour
The Language and Literacy Foundations
Now we will spend time looking at the language and literacy foundations.
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012 18

19. The Sections Introduction (pp. 47-55) The Foundations (pp. 56-70)
Bibliographic Notes (pp )
Glossary (p. 89)
References and Source
Material (pp )
In reviewing the sections, provide a brief description of each.
Introduction: It is important to realize that the Introduction contains valuable information about the domain, including underlying assumptions and the use of the foundations with children with special needs and with English-language learners.
Foundations: The foundations describe knowledge and skills. Today we will focus on the foundations in the language and literacy domain. (Note to presenter- This is a good time to point out that the highlighted part of the page is the foundation. Pages 60 and 61 are good samples.)
Bibliographic Notes: These contain a narrative about each strand including the related research.
Glossary: These are terms that are defined in each domain to support the understanding of the content.
References: This section includes research and source material used to develop the language and literacy foundations.
There is a summary list of the language and literacy foundations in the appendix beginning on page 176.
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012 19

20. Map of the Foundations Map of the Foundations Language and Literacy
Domain
Strand
Substrand
Age
Foundation
Substrand
Description
Examples
Ask participants to find the handout in their folder.
Note: There are two handouts, one with the labels filled in and one that is blank. Choose the one you prefer to use.
This slide illustrates the way the foundations are organized. This example is the reading strand. Use a laser pointer to draw participants’ eyes to each part of the page.
Ask a series of questions: What is the name of this “strand”? After participants give their response ask them to write the word “strand” in the bubble.
Continue this process until all the bubbles are filled in.
Draw attention to the following elements:
The name of the domain (language and literacy)
The name of the strand at the top of the table (in this case, reading)
The name of the substrand (phonological awareness). Note that substrands always end in zero.
For most foundations, typical behaviors at around 48 and 60 months are described. However, in the phonological awareness substrand, behaviors are only described for children at around 60 months, because much of the initial development of phonological awareness occurs between 48 and 60 months of age.
The foundations: In total there are TWO phonological awareness foundations 2.1 and 2.2.
The examples for the phonological awareness foundations separate the foundation into discrete skills. It is important to remember that the examples provide only a few of the ways that children may demonstrate the foundation.
Take a moment to read what it says at the bottom of the page about children with disabilities. Show books with tabs, etc.
Includes notes for children with disabilities
Map of the Foundations 20

21. Practices of Universal Design
Ensures curriculum access, participation and progress for all learners
Promotes active engagement and learning
Individualizes instructional supports and adapts practices for each child based on ongoing data
Provides opportunities for children’s learning within regular routines
Sandall, S., Hemmeter, M. L., Smith, B.J., & McLean, M. (2005). DEC recommended practices: A comprehensive guide for practical application. Missoula, MT: DEC.
Refer participants to the Practices of Universal Design handout which is based on the DEC material referenced in slide 13.
In the PLF you will see notes for children with special needs. This is where universal design has been taken into consideration. We want to ensure that children with special needs have access to the early childhood curriculum.

22. Foundations Organization
Domain
Strand
Substrand
Age
Substrand Description
Optional slide
Note to presenter: This is a summary slide organized differently to accommodate the different learning styles of the participants. Some interactive options include the following:
Consider asking those who attended an input session if any of these terms are familiar to them.
Ask participants to read the words aloud as they fly in from the side.
Ask participants to find and highlight each of the pieces on their map.
Foundation
Examples
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012 22

23. Strand - Substrand Order
There is a developmental progression from age three to four years within a substrand.
The order in which the strands and substrands are presented is NOT meant to indicate a developmental progression.
Bullet 1: Ask participants to turn to the language use and conventions section in the PLF (p. 56). Foundation 1.1 states that at around 48 months of age, children use language to communicate with others in familiar social situations for a variety of basic purposes, including describing, requesting, commenting, acknowledging, greeting, and rejecting. For children at around 60 months of age, the foundation states that children use language to communicate with others in both familiar and unfamiliar social situations for a variety for basic and advanced purposes, including reasoning, predicting, problem solving, and seeking new information. There is a clear progression of what children are expected to demonstrate from around 48 to 60 months.
Bullet 2: Read the slide. Provide the following example:
There is no developmental progression from the listening and speaking strand (p. 56) to the reading strand (p. 69). Within the reading strand, there is no developmental progression between substrand 3.0 (alphabetics and word/print recognition), and substrand 4.0 (comprehension and analysis of age-appropriate text). 23

24. A Closer Look: The Three Strands
Listening and Speaking
Reading
Writing
Transition slide

25. Purpose of the Language and Literacy Foundations
These preschool learning foundations identify key competencies typical of children who are making progress toward being ready for kindergarten and becoming fluent communicators and readers. PLF, Vol. 1, p. 47
Based on current and confirmed research.

26. Purpose of the Language and Literacy Foundations
Language and literacy learning depends on children’s functioning in the other domains, including social-emotional development, physical development, and for English learners, English-language development.
PLF, Vol. 1, p. 47
Many such complementary and mutually supporting aspects of the child’s overall learning and development are addressed in the learning foundations for the other domains, such as those for social-emotional development and mathematics learning. PLF, Vol. 1, p. 47

27. Underlying Assumption
Children should experience the kinds of interactions, relationships, activities, and play that research has shown to support successful learning and development.
PLF, Vol. 1, p. 47
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012 27

28. Accessible Curriculum
As early childhood educators, our challenge is to make the curriculum accessible to all children through meaningful participation across daily routines and activities by:
Varying the content
Providing instructional supports
Designing developmentally appropriate activities
Adapting materials as needed
Optional Slide: This is paraphrased from Promoting Positive Outcomes for Children with Disabilities.
Promoting Positive Outcomes for Children with Disabilities. Division for Early Childhood p.4.

29. The Nine Substrands
On your table, you will find nine blank index cards.
Look through the introduction on pages
Find the three strands of listening and speaking, reading, and writing to identify the nine substrands.
Print one substrand on each of the nine index cards.
We will use these cards for an activity at a later time.
INTENT: The intent of this activity is for participants to become familiar with the language and literacy domain and substands.
Read the directions on the slide.
NOTE: Encourage participants to locate the summary list of foundations in the Appendix. If you are providing downloaded copies of the language and literacy domain participants can use those pages to complete this activity.

30. Listening and Speaking
Language Use and Conventions
Vocabulary
Grammar
Quickly run through these next slides to help tables confirm that they have identified all nine substrands. The listening and speaking strand has three substrands: language use and conventions, vocabulary, and grammar.

31. ELD – Listening and Speaking
Children listen with understanding.
Children use nonverbal and verbal strategies to communicate with others.
Children begin to understand and use social conventions in English.
Children use language to create oral narratives about their personal experiences.
Let the participants know that you are sharing the substrands for English-langauge development (ELD) as well, and that they will be doing an activity later that incorporates the ELD substrands.

32. Reading Concepts about Print Phonological Awareness
Alphabetics and Word/Print Recognition
Comprehension and Analysis of Age-Appropriate Text
Literacy Interest and Response
The reading strand has five substrands: concepts about print, phonological awareness, alphabetics and word/print recognition, comprehension and analysis of age-appropriate text, and literacy interest and response.
Remember that the substrands are not listed in a hierarchical order.
Ask participants to turn to page 184 of the appendix to do a comparison language and literacy and English-language development substrands.

33. ELD - Reading
Children Demonstrate an appreciation and enjoyment of reading and literature.
Children show an increasing understanding of book reading.
Children demonstrate an understanding of print conventions.
Children demonstrate awareness that print carries meaning.
Children demonstrate progress in their knowledge of the alphabet in English.
Children demonstrate phonological awareness.
Ask the group if they see some similarities between the language and literacy and English-language development substrands? The bolded text can be a clue.
Next we are going to do an activity that will help us see the connections between the language and literacy domain, the English-language learner domain, and the DRDP Measures.

34. Match ‘Em Up – The Reading Strand
Use the cards in the Match ‘Em Up envelope
Yellow cards are LLD
Blue cards are ELD
Pink cards are DRDP 2010 Measures
In your table groups, match the
3 cards up by substrands and DRDP measures
Cards are in an envelope labeled Match ‘Em Up. Yellow cards are LLD substrands, blue cards ELD substrands, and pink cards DRDP LLD Measures.
Participants pour out the cards and place them in rows on the table.
Encourage them to use the PCF to help guide their decisions if needed, or to check their answers.
Appreciation and enjoyment of reading and literature = Interest in Literacy
Understanding of book reading = Comprehension of Age-Appropriate Text
Understanding of print conventions and print carries meaning = Concepts about Print
Knowledge of the alphabet in English = Alphabetics and Word/Print Recognition
Activity: Match ‘Em Up
INTENT: This intent of this activity is to give participants an opportunity to see the connections between the Language and Literacy (LLD) reading substrands, the English Language Development (ELD) reading substrands, and related DRDP Measures.
OUTCOMES: Participants will look at the LLD and ELD reading substrands, as well as the related DRDP Measures, and see the connection between them.
MATERIALS REQUIRED: Preschool Curriculum Framework (PCF), ELD Reading substrand cards on blue paper or cardstock, LLD reading substrand cards on yellow paper or cardstock, DRDP PS – 2010 Measure cards on pink paper or cardstock, Envelope or file folder for each table with all the cards inside, Answer sheet in separate large manila envelope
TIME: 10 minutes
PROCESS: Have participants remove the cards from the envelope and match them up. Have participants use the reading strand in both the LLD and ELD chapters of the PCF to complete the task or to confirm their answers. Ask participants to look at the answer sheet in the manila envelope to check their answers. When all the groups are done, ask if they learned something new or had any “aha” moments.
OPTIONS: Participants can do this same activity with another strand. Do not provide the answer sheet. Instead put answers on PowerPoint or ask tables to report out their findings. Instead of using color paper, use color text and print out on white paper.

35. Writing Writing Strategies (LLD)
Children use writing to communicate their ideas. (ELD)
The writing strand has one substrand for both LLD and ELD.

36. What’s in Volume 1? Social-Emotional Development Language and Literacy
English-Language Development
Mathematics
The PCF chapters provide information to support children's learning in the areas described in the PLF.
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012

37. What Does the Framework Do?
Created as a companion to the California Preschool Learning Foundations, Volume 1, this framework presents strategies and information to enrich learning and development opportunities for all of California’s preschool children. PCF, Vol. 1, p. v

38. In this Volume, Discover Ideas for:
Environments
Building on children’s play
Materials
Teacher-guided learning activities
(Click to reveal)
Setting up environments
Encouraging and building on child's self-initiated play
Selecting appropriate materials
Planning and implementing teacher-guided learning activities
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012

39. The Curriculum Framework Strategies Are:
Developmentally appropriate
Reflective of thoughtful observation and intentional planning
Individually and culturally meaningful
Inclusive of children with disabilities and other special needs
(Click to reveal)
Developmentally appropriate
Reflective of thoughtful observation and intentional planning
Individually and culturally meaningful
Inclusive of children with disabilities and other special needs

40. Becoming an Expert Transition slide:
Explain that today each participant will become an expert in one of the LLD substrands.
This next activity will provide the opportunity for each participant to become an expert and to share their expertise at their table.
The next slide illustrates the worksheet for this activity.
Activity - Becoming an Expert
INTENT: The intent of this activity is to familiarize participants with the structure and content of the Language and Literacy (LLD) sections in the Preschool Learning Foundations (PLF) and Preschool Curriculum Framework (PCF), and to introduce them to additional strategies to support English learners. NOTE: Information for one substrand is provided as an example, so participants will only be researching eight substrands.
OUTCOMES: Participants will actively engage with the PLF and the PCF. Participants will also become familiar with the overall structure and content of the language and literacy sections in the PLF and PCF. Participants will explore one substrand in-depth, sharing key information with table groups. Participants will use the key information throughout the module.
MATERIALS REQUIRED: Index cards (9 per table), Becoming an Expert handout with sample on back, LLD domain in the PLF pp , LLD chapter and ELD chapter in PCF.
TIME: 45 minutes
FIVE PART PROCESS:
Part 1: Completing the substrand cards (5 minutes) Participants will do the following: Use the nine blank index cards on the table. Review the three strands of listening and speaking, reading, and writing to identify the nine substrands. Print the name of one substrand on each of the nine index cards. Keep the cards for later use.
Part 2: Completing the matrix: “What is it?” (15 minutes) Have participants pull out the substrand card for language use and conventions, as is demonstrated on the handout. Each participant will do the following: Draw one of the substrand cards from the cards created earlier. Read the notes and record a few key ideas about the assigned substrand. NOTE: The notes are located in the introduction, beginning on page 49. Complete the “What is it?” section of the Becoming an Expert handout for their substrand. Share the highlights from their handout with their table group.
Part 3: “What might you observe children doing?” (15 minutes – 10 minutes to write and 5 minutes to share) Participants will do the following: Find and read the examples for their substrands. Complete the “What might you observe children doing?” column. Share the highlights from their handouts with their table group.
Part 4: “What can teachers do to support all learners in this substrand?” (15 minutes – 5-8 minutes to write and 5-7 minutes to share) Participants will do the following: Using the PCF, write ONLY three strategies for their strand from the interactions and strategies section. Share the highlights from their handout with their table group.
Part 5: (10 minutes – 5 minutes to write and 5 minutes to share) Participants will do the following: Ask participants to consider the last video clip, Three Billy Goats Gruff, or show the clip again. Use the ELD chapter of the PCF and write two strategies for Francisco. Share the highlights from their handout with the table group.
OPTIONS: If a table group has fewer than eight people, consider combining the writing substrand with the concepts of print substrand, or another substrand that doesn’t have as much content. Preprint the substrand cards if short on time. Assign one substrand to each table group, ensuring that each table explores a different substrand. NOTE: In this case, it is recommended that time is allowed to debrief, and participants use chart paper to record key points. Debriefing options include, but are not limited to, table groups share-out, wall walk, or carousel.

41. Becoming an Expert
IMPORTANT: Let participants know that language use and conventions is done for them.
This first column can be completed fairly quickly as they read through the Introduction and write down a few key ideas. (10 minutes)
Based on what they read in the introduction, participants complete the first column only.
Reinforce the idea that they are ONLY completing the first column.

42. Introduction
Read about your assigned substrand in the introduction (beginning on page 49 of the PLF).
Complete the “What is it?” section of the Becoming an Expert handout for your substrand.
Share the highlights from your handout with your table group.

43. Expert Task Step Two
Turn to the foundations section of the PLF and read the examples for your substrand (beginning on page 56).
Complete the “What might you observe children doing?” column.
Be sure to check in with the groups to make sure they are ready to move on to the next step.
Please remind participants that the examples are not a checklist, nor the only way a child might demonstrate a foundation.

44. Becoming an Expert
Based on what they read about their substrand in the foundations section, ask participants to complete the second column, “What might you observe children doing?” (10 min).
The examples given are not an exhaustive list. Participants may come up with their own examples if they so desire.
Give participants 10 minutes to share with their table groups.

45. Language and Literacy Foundations
Welcome
Language and Literacy Foundations
Name that Substrand
Ask participants to get their white board paddle and pen.
You can let your audience know that all of these clips are samples of what teachers do to support children in their language and literacy development. We recognize that children do many things on their own, in play and with their peers, that also support their language and literacy development.
NOTE TO LEADS: These clips are courtesy of CDD and were part of some development work done previously. These clips were intended to demonstrate teaching strategies, which is why all the clips are “teacher-led” activities.

46. What It Looks Like In the Classroom

47. Name that Substrand Watch the video clip.
Talk in your table groups and decide which substrand is demonstrated in the video clip.
Write your answer on the paddle.
Be ready to share what you saw in the video that exemplifies your answer.
Correct answers will be awarded $
Remind participants that they are looking for a broad level, so they should be thinking about the substrands.
When a substrand is decided upon, you can provide additional foundation specific information. This information is provided in the notes section for each answer.
For all the subtrand statements, with the exception of the first video, we have chosen to go with the 48 month statements, not the 60 month statements.
There may be more than one answer for some of the video clips.

48. The Bumble Bee Chant
In this clip, the children are engaging in the chant, “Bumble bee, bumble bee won’t you say your name for me”. As each child says his/her name, the child separates the name into syllables and taps a tambourine, one time per syllable.

49. Phonological Awareness
What is …
Phonological Awareness
ASK PARTICIPANTS: Which substrand was demonstrated in this video clip?
Answer: Phonological awareness - Children develop age appropriate phonological awareness (p. 64).
After showing this video clip and getting their answers ask the group, “Why is this one not at the 48 month level?” Answer: Because phonological awareness is not an expectation for younger children (48 month).
$100

50. Singing the alphabet – The Alphabet Hokey Pokey
At the beginning of this song, the children are signing, “Singing My Alphabet”. Following the song, the teacher provides each child with a card bearing a large letter (note that there are at least three different letters represented). She reviews the letter “A” by asking the children with “A’s” to hold them up in the air. The children then sing “Put your “A” in, put your “A” out….”.

51. Alphabetics and Word/Print Recognition
What is …
Alphabetics and Word/Print Recognition
ASK PARTICIPANTS: Which substrand was demonstrated in this video clip?
Answer: Alphabetics and Word/Print Recognition - Children begin to recognize letters of the alphabet (p. 67).
$100

52. Writing Name on a List
The child is asked to write their name on a list. The child makes a mark and then the teacher asks another child to write their name. It is a waiting list for an activity. Although they write their name anywhere on the paper, the teacher is keeping tracking of whose turn it is. Each time a child comes to write their name, the teacher points to the other names and reads the name and says they are next and then….and then….

53. Writing Strategies $100 What is …
ASK PARTICIPANTS: Which substrand was demonstrated in this video clip?
Answer: Writing Strategies - Children demonstrate emergent writing skills (Page 70).
$100

54. Worm Clip
In this clip, a small group of children and their teacher are working around a compost pile. The teacher strategically asks open-ended questions that require children to use language to reason, predict, problem-solve, and seek new information.

55. Language Use and Conventions
What is …
Language Use and Conventions
ASK PARTICIPANTS: Which substrand was demonstrated in this video clip?
Answer: Language Use and Conventions - Children understand and use language to communicate effectively (p. 56).
$100 55

56. Journal Sharing
The teacher shares a child’s journal entry, followed by another child sharing her journal. The teacher uses terms like author, illustrator, writing, and drawing. The child reads her entry and shares picture with the group.

57. $100 What is … Writing Strategies and Concepts about Print
ASK PARTICIPANTS: Which substrand was demonstrated in this video clip?
Answer(s):
Concepts about Print - Children begin to recognize print conventions and understand that print carries meaning (p. 63).
Writing Strategies - Children demonstrate emergent writing skills (p. 70).
$100 57

58. Acting out Three Billy Goats Gruff
This clip begins with the teacher reading, The Three Billy Goats Gruff.

59. Comprehension and Analysis of Age-Appropriate Text
What is …
Comprehension and Analysis of Age-Appropriate Text
and
Literacy Interest and Response
ASK PARTICIPANTS: Which substrand was demonstrated in this video clip?
Answer(s):
Comprehension and Analysis of Age Appropriate Text - Children demonstrate understanding of age-appropriate text read aloud (p. 68).
Interest and Response - Children demonstrate motivation for literacy activities (p. 69).
$100

60. Becoming an Expert
Ask participants to get out their Becoming an Expert worksheet. Have them look at the interactions and strategies, or planning learning opportunities sections, in the PCF to see what teachers can do to support all learners in this substrand. Combining this information with what they saw in the video clips, have them write down three strategies that would work for all children.
Give them 15 minutes to write and share out ideas.

61. What is 39%?
39% is the percentage of children in California between three and five years old who are English-language learners.
Children Now, 2007
INTENT: The intent of this slide is to have participants to begin thinking about the English-language development content that follows.
Note to presenter: When the slide first shows, only the question will display. Ask the group if they know the significance of this number. After a few guesses, click to reveal the answer. Acknowledge that in CDD funded programs the percentage is much higher.

62. Supporting the English-Language Learner
Language and Literacy
The goal is to support the development of the child’s language and literacy skills as defined in the foundations, while SIMULTANEOUSLY supporting the child’s English-language development.
English - Language Development

63. LLD
ELD
Describe development of language and literacy skills for all children.
Describe children’s English-language development of language and literacy skills as they develop English proficiency.
Emphasize again that foundations for LLD are meant for all learners, regardless of the language they use to communicate, including children learning English and children with disabilities.
The language and literacy foundations are the knowledge, skills, and behaviors that children have acquired at specific points in time. Children’s literacy skills are acquired in their home language and/or in English.
The English-language development foundations are “designed to assist classroom teachers in their understanding of children’s progress toward English-language proficiency”. PLF, Vol. 1, p. 105

64. Supporting the English-Language Learner
The development of language and literacy skills in a child’s first language is important for the development of skills in a second language. PLF, Vol. 1, p. 104
Prompt: What does this mean to you as you think about designing lesson plans and teaching strategies for the children in your group?

65. Interactions and Strategies
Use body language
Use visuals
Repeat common phrases slowly and clearly
Learn key words, phrases in home language
Summarize or provide key phrases of a story in a book in home language before introducing it in English
Use language and literacy activities that contain repetitive refrains
Use running commentary
Although these are good teaching strategies for all children regardless of the language they speak, for EL children there are some modifications that may be needed in order to assist children’s understanding when spoken to in English. These include the bulleted items listed here which come from the Interactions and Strategies sections of the chapter in the PCF.
Additional background information for presenter:
The acquisition of English requires deliberate and intentional instructional practices that assist young children to hear the sounds of the second language slowly, clearly and often. When interacting with English learners, teachers should employ strategies that emphasize body language and gestures, spoken language that is well articulated and pronounced and utilizes clear referents (e.g., visual aids as appropriate). Initially, young English-language learners may be relatively non-verbal when entering preschool, it is important that they be included in a variety of activities that promote listening and comprehension.
(Note: The following information is found in the PCF, Vol. 1, ELD chapter)
Use body language.
Use visuals.
To the extent possible, learn some key words or phrases in the child’s native language. The parent, sibling or other staff member who speaks the child’s home language may assist in this effort.
Repeat common phrases slowly and clearly to the child so s/he can begin to make the connection between the phrase and the action (e.g., it’s circle time, naptime, etc.).
Use language and literacy activities that contain repetitive refrains so that English learners can hear the idea or concept multiple times (e.g., Brown Bear, Brown Bear, What do You See?).
Use ongoing commentary when the child is engaged in an activity. For example, if the child is climbing up the ladder to the slide, you might say, “You are going up the ladder and then you will go down the slide”. 65

66. Literacy Links Build on existing strengths and interests
Connect literacy to home culture and community
Point out print features during reading & writing
Draw attention to sounds
Build on letter knowledge
Make books and stories come alive
PCF, Vol. 1, Interactions and Strategies Sections
A World Full of Language: Supporting Preschool English Learners CDE Child Development Division
NOTE TO FACILITATOR: You can get brochures on how to order the video and provide them to your audience. 66

67. Meet Francisco
Francisco is 56 months old and just began attending the program.
His family speaks Spanish at home and he speaks no English. Therefore, his teacher is referring to the ELD foundations to understand language and literacy development so that she can scaffold his learning.
As you watch the Three Billy Goats Gruff clip again, think about strategies you might use to support Francisco’s language and literacy development.
If you don’t need the group to watch the video again, change the wording in bullet 3 to: As you think about the Three Billy Goats Gruff clip, think about strategies you might use to support Francisco’s language and literacy development.

68. OPTIONAL SLIDE (if you feel your group needs to view the clip again).
Three Billy Goats Gruff
After watching video clip again, ask them to get out their “Expert” handout and add two strategies that could be used to support an English learner.

69. Becoming an Expert
Add two strategies to the column on the right to support Francisco’s development in your substrand. Use the interactions and strategies sections and/or teachable moments sections from the ELD chapter in the PCF for ideas.

70. Meet the Children
Review the information about the child you have been given.
Review the footnotes from the LLD foundations which provide information for children with disabilities.
Record the suggestions from the footnotes for meeting the needs of the child you have been given.
If there are no suggestions, record your own ideas.
You have 15 minutes.
Optional Activity - Slide 1
Reinforce the idea that many of the strategies for typically developing children also work for children with disabilities. However, when a child has a specific disability, you may need to think of separate strategies specific to that child.
Give participants an example to illustrate how to support a child with a disability. You might provide books with tabs so they can turn the pages more easily, or where a character is disabled so that they see themselves reflected in literature.
Bring examples to display if you can.

71. 3-2-1 Action for Teachers My first step will be
NOTE: A reflection or action plan should be included. The “3-2-1” is one action plan. However, regional leads may choose to utilize an alternative reflection or action plan activity.
Distribute the “3-2-1 Action Plan”.
Ask participant to consider the questions at the top of the handout:
What information will I share from today’s session?
In what ways will I share the information? How will I provide the resources and time for teachers to read and discuss the information?
What will I do to create opportunities for teachers to learn, discuss, reflect, and implement new approaches?
Each participant should complete the handout as they reflect on the day.
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012 71

72. Q & A

73. CDE Web site
At the Web address, the underlined Preschool Learning Foundations link takes you to the publication. There you will have easy access to the chapters and sections within the 192 page publication.
The PLF appendix, found on pages , provides a summary list of the foundations.
Frequently Asked Questions (FAQ) are posted on the Web site. Questions can be sent to
Share the information in the first bullet.
Provide the Web handout.
On page of the appendix, you will find a summary list of the foundations, excluding the examples and other material. Hold one up to show it is only a few pages.
Remind participants that they can find copies of the PCF on the CDE Web site (address on following page).
Many questions were asked during the extensive public review process. CDE has developed a set of Frequently Asked Questions to provide the answers to those questions. The Frequently Asked Questions (FAQ) document is a living document. Over time, new questions will be added and existing responses may be clarified as needed.

74. The entire document is online at the California Department of Education Web site. You can look at a specific section, or download the entire document. This slide shows the way the Web page is designed. The PCF appendix contains a summary list of the foundations, excluding the examples and other material. The foundations are also available for purchase through CDE press.
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012

75. To Purchase Preschool Learning Foundations and Framework books
The Preschool Learning Foundations and Preschool Curriculum Framework publications are available for purchase from the CDE Press for $19.95 plus shipping and handling.
Ordering information can be found at the CDE Web site or by calling
Remind participants that there is a handout or brochure in their folder with ordering information.

76. To Purchase PEL Guide
Preschool English Learners: Principles and Practices to Promote Language, Literacy and Learning publication is available for purchase from the CDE Press for $15.95.
Ordering information can be found at the CDE Web site or by calling
Appendix A has been translated into Chinese, Hmong, Korean, Spanish, Tagalog, and Vietnamese, and is available on the CDE Web site.
NOW in Spanish!

77. References & Resources
California Department of Education (2008). California Preschool Learning Foundations: Volume One. Sacramento, CA: Author.
California Department of Education (2007). Preschool English Learners: Principles and Practices to Promote Language, Literacy and Learning. Sacramento, CA: Author.
Promoting Positive Outcomes for Children with Disabilities. Council for Exceptional Children, Division for Early Childhood

78. Please complete an evaluation form.
Fill-in the bubbles completely
Use pencil, black, or blue ink
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012 78

79. Thank you for coming! Insert Local Information Here
This slide can be used to advertise your next network meeting, teacher training, or PEL Guide training.
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012 79

80. The following are the optional slides available for your use.

81. Optional - Grounding Activity
What was your favorite story as a child?
Which character in the story would you most like to be and why?
This activity came from Nina Marino - Region 1.

82. Optional - Grounding Activity
What is your favorite children’s story?
What is it in the story that you relate to? What character in the story would you most like to be and why?
This activity came from Nina Marino - Region 1.

83. The Very Busy Spider
This story reflects my life now…always so busy with work, family, and traveling.
This is Jan’s example, but feel free to make up your own.

84. Accessing the Language and Literacy Curriculum
You are preparing a “Read Aloud” for your group. In the group there are typically developing peers, English-language learners, and a child with a disability.
How will you meet the needs of the child with a disability so he or she can participate and access the language and literacy curriculum?
Slide 3 of Optional Activity slides (15 minutes).
The intent of the activity is described in the Meeting the Children activity.

85. Adaptations and Accommodations for Children with Disabilities
Optional slide if you use the hand out. You may want to give the handout even if they are using chart paper so that they can have a personal copy of the information from the chart.

86. 3-2-1 Action for Administrators
My First Step Will Be
NOTE: A reflection or action plan should be included. The “3-2-1” is one action plan. However, regional leads may choose to utilize an alternative reflection or action plan activity.
Distribute the “3-2-1 Action Plan”.
Ask participant to consider the questions at the top of the handout:
What information will I share from today’s session?
In what ways will I share the information? How will I provide the resources and time for teachers to read and discuss the information?
What will I do to create opportunities for teachers to learn, discuss, reflect, and implement new approaches?
Each participant should complete the handout as they reflect on the day.
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012 86