Introduction to the Framework Unit 1 - Getting Ready for the Unit

Introduction to the Framework Unit 1 - Getting Ready for the Unit http://www.wested.org/facultyinitiative/1

California Preschool Curriculum Framework Provides: 1. Principles 2. Key components of curriculum planning 3. Descriptions of routines, environments, and materials 4. Strategies for building on children’s knowledge, skills, and interests Unit 1 - Getting Ready for the Unit http://www.wested.org/facultyinitiative/2

California Preschool Curriculum Framework What does a framework provide when these components of curriculum are considered in curriculum planning and put into practice? Unit 1 - Getting Ready for the Unit http://www.wested.org/facultyinitiative/3

California Preschool Curriculum Framework What would the eight overarching principles provide? What would a consistent planning process provide? What would consideration of materials and environments provide? What would consideration of interactions and strategies provide? Unit 1 - Getting Ready for the Unit http://www.wested.org/facultyinitiative/4

California Preschool Curriculum Framework Where were new insights for you in this exercise? What are some continuing challenges with the idea of a curriculum framework? What additional information would you like to know that relates to the idea of a curriculum framework? What would you need to do to get that information? Unit 1 - Getting Ready for the Unit http://www.wested.org/facultyinitiative/5

Getting to Know the Organization of the California Preschool Curriculum Framework, Volume 1 Unit 1 - Key Topic 1 http://www.wested.org/facultyinitiative/1

Organization of the Framework In your section, what was new? In your section, what was familiar? What did you hear from someone else’s section that was new? What did you hear from someone else’s section that was familiar? How does this apply to your work? Unit 1 - Key Topic 1 http://www.wested.org/facultyinitiative/3

Organization of the Framework Domain Guiding Principles Environment and Materials Summary of Strands and Substrands Each of the Strands for This Domain Each of the Substrands Vignettes and Teachable Moments Strategies and Interactions Research Highlights Engaging Families Questions for Reflection Unit 1 - Key Topic 1 http://www.wested.org/facultyinitiative/4

Organization of the Framework What stands out for you about the domain chapters? How would you describe the consistencies to a peer? How would you describe the differences to a peer? Unit 1 - Key Topic 1 http://www.wested.org/facultyinitiative/5

Organization of the Framework What was new information in this key topic? Did any of this new information surprise you? What was familiar? What additional information would you like to know that relates to this key topic? How could you get that information? Unit 1 - Key Topic 1 http://www.wested.org/facultyinitiative/6

Getting to Know the Eight Overarching Principles Unit 1 - Key Topic 2 http://www.wested.org/facultyinitiative/1

Eight Overarching Principles in the California Preschool Curriculum Framework : Are derived from research on what is effective practice and what supports children’s learning and development Have guided the development of the curriculum framework and are intended to provide children individually, culturally, and linguistically responsive learning experiences and environments. (PCF, V1, p. 5) Unit 1 - Key Topic 2 http://www.wested.org/facultyinitiative/2

Eight Overarching Principles Relationships are central. Play is a primary context for learning. Learning is integrated. Intentional teaching enhances children’s learning experiences. Family and community partnerships create meaningful connections. Individualization of learning includes all children. Responsiveness to culture and language supports children’s learning. Time for reflection and planning enhances teaching. http://www.wested.org/facultyinitiative/3

Eight Overarching Principles Were the key points mostly the same? Where were there differences? Did you agree or disagree with any that were different from yours? Would you change any of yours after seeing any that are different? What does this tell you about the eight overarching principles? Unit 1 - Key Topic 2 http://www.wested.org/facultyinitiative/4

Eight Overarching Principles How are relationships made central? What evidence is there that play is a primary context for learning? What do you see that suggests that learning is integrated? What examples of intentional teaching have you seen? Unit 1 - Key Topic 2 http://www.wested.org/facultyinitiative/5

Eight Overarching Principles How are meaningful connections made with families and communities? How are learning opportunities provided for all children as individuals? How is children’s learning supported with responsiveness to culture and language? Is there time for teachers to reflect and plan? Unit 1 - Key Topic 2 http://www.wested.org/facultyinitiative/6

Eight Overarching Principles What was new information in this key topic? How did this new information surprise you? What was familiar? What additional information would you like to know that relates to this key topic? How could you get that information? Unit 1 - Key Topic 2 http://www.wested.org/facultyinitiative/7

Review the guiding principles in the following: Preschool English Learners: Principles and Practices to Promote Language, Literacy, and Learning, 2nd ed. (CDE, 2009) http://www.cde.ca.gov/sp/cd/re/documents/psenglearnersed2.pdf http://www.wested.org/facultyinitiative/8

Review the guiding principles in the following: “Early Childhood Curriculum, Assessment, and Program Evaluation: Building an Effective, Accountable System in Programs for Children Birth through Age 8.” Position statement with expanded resources by the National Association for the Education of Young Children, 2003. (NAEYC) http://www.naeyc.org/positionstatements http://www.wested.org/facultyinitiative/9

Compare the principles in each of the documents: Where are the similarities? What do these similarities tell us about what is important in the field of early care and education? Where are the differences? Why might there be these differences? Unit 1 - Key Topic 2 http://www.wested.org/facultyinitiative/10

Getting to Know the Curriculum-Planning Process Unit 1 - Key Topic 3 http://www.wested.org/facultyinitiative/1

The Curriculum-Planning Cycle Unit 1 - Key Topic 3 http://www.wested.org/facultyinitiative/2

Components of the Curriculum- Planning Process: Observation Documentation Reflection Planning Implementing Partnering with families Connecting to home and community Unit 1 - Key Topic 3 http://www.wested.org/facultyinitiative/3

Curriculum-Planning Process How are observations recorded? How is reflection supported and facilitated? How and when does planning occur? Who is involved? How are families involved in the planning process? Unit 1 - Key Topic 3 http://www.wested.org/facultyinitiative/4

Curriculum-Planning Process Were there any new insights in this key topic? How did this new information surprise you? What was familiar? How can you use this in your work now or in the future? What additional information would you like to know that relates to this key topic? How could you get that information? Unit 1 - Key Topic 3 http://www.wested.org/facultyinitiative/5

Compare the curriculum-planning process: Are the components the same? Is the cycle the same? Where are there differences? What do these similarities and differences say about the curriculum-planning process in early care and education? Unit 1 - Key Topic 3 http://www.wested.org/facultyinitiative/6

Getting to Know the California Early Learning and Development System Unit 2 - Key Topic 1 http://www.wested.org/facultyinitiative/1

California Early Learning and Development System http://www.wested.org/facultyinitiative/2

The Desired Results Assessment System consists of three parts: The Desired Results Developmental Profile is used to document the progress of individual children. The Desired Results Parent Survey is used to assess parent satisfaction with the early childhood program and to understand families’ strengths and needs. The Environment Rating Scale is used to assess the quality of the learning environment. Unit 2 - Key Topic 1 http://www.wested.org/facultyinitiative/3

The learning foundations tell us what children, with adequate support, typically learn and develop. The DRDP is an observational assessment that provides a structure and a tool for recording an individual child’s development and documenting progress. The curriculum framework provides an approach to support children’s learning as they grow and develop toward the foundations. Unit 2 - Key Topic 1 http://www.wested.org/facultyinitiative/4

California Early Learning and Development System Preschool Learning Foundations Preschool Curriculum Framework Desired Results Assessment System Program Guidelines and Other Resources and Professional Development Unit 2 - Key Topic 1 http://www.wested.org/facultyinitiative/5

California Early Learning and Development System What stood out for you in the text you read? What would you like to know more about? Where might you find more information? How will knowing about this affect your work now and in the future? Unit 2 - Key Topic 1 http://www.wested.org/facultyinitiative/6

Social-Emotional Development Unit 3 - Getting Ready for the Unit http://www.wested.org/facultyinitiative/1

Social-Emotional Development What do you remember that this person did or said that made you feel accepted? Were there certain things you knew you could count on this person to do for you or help you with? Can you remember a particular incident that made you know that you were totally accepted? 2 Unit 3 - Getting Ready for the Unit http://www.wested.org/facultyinitiative/

What did this teacher do or say that made you feel that way? What does this mean for your teaching and work with young children? 3 Unit 3 - Getting Ready for the Unit http://www.wested.org/facultyinitiative/

Organization and Rationale of the Social-Emotional Development Domain Unit 3 - Key Topic 1 http://www.wested.org/facultyinitiative/1

Social-Emotional Development Domain Many social-emotional qualities are essential to learning at any age. Social environments influence how learning occurs. Brain research indicates the interdependence of different regions of the brain that govern learning, thinking, and emotions. Unit 3 - Key Topic 1 http://www.wested.org/facultyinitiative/3

Organization of the Social- Emotional Development Domain Domain Guiding Principles Environments and Materials Summary of Strands and Substrands Strands Substrands Engaging Families Unit 3 - Key Topic 1 http://www.wested.org/facultyinitiative/4

Summary of Strands and Substrands Self 1.0 Self-Awareness 2.0Self-Regulation 3.0Social and Emotional Understanding 4.0Empathy and Caring 5.0Initiative in Learning Unit 3 - Key Topic 1 http://www.wested.org/facultyinitiative/5

Summary of Strands and Substrands Social Interaction 1.0Interactions with Familiar Adults 2.0Interactions with Peers 3.0Group Participation 4.0Cooperation and Responsibility Relationships 1.0Attachments to Parent 2.0Close Relationships with Teachers and Caregivers 3.0 Friendships Unit 3 - Key Topic 1 http://www.wested.org/facultyinitiative/6

Substrands of Social-Emotional Development Domain For each substrand, locate: ◦ Vignettes ◦ Teachable moments ◦ Suggested interactions and strategies http://www.wested.org/facultyinitiative/7

Guiding Principles for the Social- Emotional Development Domain Support social-emotional development with intentionality. Attend to the impact of overall program design on social-emotional development. Utilize curriculum practices that support healthy social-emotional development. Encourage play-based active learning. Unit 3 - Key Topic 1 http://www.wested.org/facultyinitiative/8

Social-Emotional Development Domain What domain guiding principle stood out for you? Which ones were familiar and consistent with what you already know about young children’s social-emotional development? Which ones were new to you? How do you think these principles are relevant in planning curriculum to support children’s social-emotional development? Unit 3 - Key Topic 1 http://www.wested.org/facultyinitiative/9

Social-Emotional Development Domain What ideas stood out most for you? How can understanding the organization of the social-emotional development domain help you in your work now or in the future? To use this domain now or in the future, is there further information or support that you would need? How or where could you find that information or support? Unit 3 - Key Topic 1 http://www.wested.org/facultyinitiative/10

Getting to Know Environments and Materials That Support Social-Emotional Development Unit 3 - Key Topic 2 http://www.wested.org/facultyinitiative/1

Environments provide expectations for behavior. Environments reflect a program’s philosophy. High-quality environments provide opportunities for social-emotional exploration and growth. http://www.wested.org/facultyinitiative/2

Environments and Materials That Support Social-Emotional Development 1. What examples did you see of your assigned characteristic(s)? 2. How did these examples suggest that teachers had prepared the environments and materials intentionally and with careful planning? 3. Was there evidence of attention paid to the needs of children with diverse home languages, families, or traditions? Unit 3 - Key Topic 2 http://www.wested.org/facultyinitiative/3

Environments and Materials That Support Social-Emotional Development 4. Did you see examples where environments and materials supported... development of the child’s self- awareness or self-confidence? the child’s competence in interactions with adults or peers? the child’s relationships with adults and peers? Unit 3 - Key Topic 2 http://www.wested.org/facultyinitiative/4

Environments and Materials That Support Social-Emotional Development What was new information in this key topic? How did this new information surprise you? What was familiar? How can you use this information in your work now or in the future? Unit 3 - Key Topic 2 http://www.wested.org/facultyinitiative/5

Getting to Know Interactions and Strategies That Support Social-Emotional Development Unit 3 - Key Topic 3 http://www.wested.org/facultyinitiative/1

Interactions and Strategies That Support Social-Emotional Development Which interactions or strategies are seen in the vignette? How? Which are not? How could they be? Unit 3 - Key Topic 3 http://www.wested.org/facultyinitiative/2

Interactions and Strategies That Support Social-Emotional Development Is there anything that stands out about any of the substrands? Why do some substrands have more interactions and strategies than others? Are there some interactions and strategies that appear in more than one substrand? What are they? Unit 3 - Key Topic 3 http://www.wested.org/facultyinitiative/3

Interactions and Strategies That Support Social-Emotional Development What examples did you see? Which examples were seen that indicated intentional and planned activities or environmental arrangements? Which examples were seen as teachable moments, where the teacher was responding to something that a child was doing or saying or that was emerging in play or group? Unit 3 - Key Topic 3 http://www.wested.org/facultyinitiative/4

Interactions and Strategies That Support Social-Emotional Development In one word or a two-word phrase, name what kind of thoughts or feelings this observation elicited? What were some examples that stood out for you? What was hard to find examples of? Were there some interactions and strategies that occurred frequently? Unit 3 - Key Topic 3 http://www.wested.org/facultyinitiative/5

Interactions and Strategies That Support Social-Emotional Development Were there opportunities for some interactions and strategies to be used where they were not used? Which strategies and interactions would be hard or not possible to observe in a single observation? Unit 3 - Key Topic 3 http://www.wested.org/facultyinitiative/6

Interactions and Strategies That Support Social-Emotional Development Did you see examples where a teacher tailored an interaction or strategy for a child who is an English learner? Were there specific strategies to support children’s cultural and language communities? http://www.wested.org/facultyinitiative/7

Interactions and Strategies That Support Social-Emotional Development What are three main concepts that you learned from doing these exercises? How will these influence your work in early care and education? What else would you like to know about how to support children in their social-emotional development? Unit 3 - Key Topic 3 http://www.wested.org/facultyinitiative/8

Interactions and Strategies That Support Social-Emotional Development What ideas do you have about where or how you might learn more about how to support children’s social-emotional development? Unit 3 - Key Topic 3 http://www.wested.org/facultyinitiative/9

Interactions and Strategies That Support Social-Emotional Development How do the interactions and strategies in your chosen book or paper compare with those suggested in the social-emotional development domain in the California Preschool Curriculum Framework, Volume 1? Where are they similar? Different? Are there any differences indicated in underlying philosophy or guiding principles? Unit 3 - Key Topic 3 http://www.wested.org/facultyinitiative/10

Universal Design, Individualizing, and Family Partnerships Unit 3 - Key Topic 4 http://www.wested.org/facultyinitiative/1

Universal Design for Learning Multiple means of representation Multiple means of expression Multiple means of engagement Unit 3 - Key Topic 4 http://www.wested.org/facultyinitiative/2

Universal Design for Learning What are some of the key concepts in universal design? Which concepts were clear to you? Which concepts were confusing? What other questions do you have about universal design related to children’s social-emotional development? What resources do you think would be most helpful to you in your work? Unit 3 - Key Topic 4 http://www.wested.org/facultyinitiative/3

Universal Design for Learning What information from the presenter(s) caught your attention or stood out for you? What are you most confident about in supporting the social-emotional development of children with disabilities? What concerns you? What new or different perspectives do you have? How has this discussion been helpful? Unit 3 - Key Topic 4 http://www.wested.org/facultyinitiative/4

“Individualization of learning includes all children.” Unit 3 - Key Topic 4 http://www.wested.org/facultyinitiative/5

Individualizing What kinds of documentation could you use to help you understand individual children in terms of their social-emotional development? What are some ways you could get to know the families of individual children? How could you learn about the child’s community? Unit 3 - Key Topic 4 http://www.wested.org/facultyinitiative/6

Individualizing How could you find out what things a child is interested in? What different kinds of information about a child could you obtain by observing during different parts of the daily routine? What are some ways you could determine each child’s strengths? Unit 3 - Key Topic 4 http://www.wested.org/facultyinitiative/7

Family Partnerships What considerations or ideas about the influence of families on children’s social- emotional development caught your attention? Which ones resonated with you because of your experiences with children and families? Unit 3 - Key Topic 4 http://www.wested.org/facultyinitiative/8

Family Partnerships Which strategies or interactions do you think are most important to include in order to build strong partnerships with families that foster children’s social- emotional development? What is a first step you would take in building these partnerships? Unit 3 - Key Topic 4 http://www.wested.org/facultyinitiative/9

Universal Design, Individualizing, and Family Partnerships What ideas stood out most for you today? Which ones reinforced what you have already learned or experienced? Which ones gave you a new perspective or insight? How might you apply a new perspective to your work now or in the future? What further information or support do you need? What first step do you need to do? Unit 3 - Key Topic 4 http://www.wested.org/facultyinitiative/10

Language and Literacy Unit 4 - Getting Ready for the Unit http://www.wested.org/facultyinitiative/1

Language and Literacy What is your earliest memory of being exposed to books and reading? Who was part of this experience? Where and when was it? Do you remember anyone sharing and reading books with you? Who was this person? When did they do this? How often? What was it like? What did you do? Unit 4 - Getting Ready for the Unit http://www.wested.org/facultyinitiative/2

Language and Literacy What other book and reading experiences do you remember? How were you taught to read? Was learning to read a pleasant or challenging experience? What was the first word you remember learning how to write? How did you learn this? Unit 4 - Getting Ready for the Unit http://www.wested.org/facultyinitiative/3

Language and Literacy What are some things that stand out for you from people’s remembrances? Which ones resonated with you? Which ones surprised you? Why is it helpful to think about the ways we learned to read and write? Unit 4 - Getting Ready for the Unit http://www.wested.org/facultyinitiative/4

Language and Literacy What are some themes that emerged from these experiences? What do you want to remember as you plan curriculum to support young children’s development in listening, speaking, reading, and writing? Unit 4 - Getting Ready for the Unit http://www.wested.org/facultyinitiative/5

Organization and Rationale of the Language and Literacy Domain Unit 4 - Key Topic 1 http://www.wested.org/facultyinitiative/1

Summary of the Strands and Substrands Language Listening and Speaking 1.0Language Use and Conventions 2.0Vocabulary 3.0Grammar Unit 4 - Key Topic 1 http://www.wested.org/facultyinitiative/2

Summary of the Strands and Substrands Literacy Reading 1.0Concepts about Print 2.0Phonological Awareness 3.0Alphabetics and Word/Print Recognition 4.0Comprehension and Analysis of Age-Appropriate Text 5.0Literacy Interest and Response Writing 1.0Writing Strategies Unit 4 - Key Topic 1 http://www.wested.org/facultyinitiative/3

Rationale for the Language and Literacy Domain Which key cluster seems the most important to you? Why is this important when you think about planning language and literacy curriculum for young children? Which other key cluster ideas do you want to be sure to remember and why? Unit 4 - Key Topic 1 http://www.wested.org/facultyinitiative/4

Organization of the Language and Literacy Domain Domain Guiding Principles Environments and Materials Summary of the language and literacy strands, substrands, and foundations Strands Substrands Research Highlights Engaging Families Questions for Reflection Unit 4 - Key Topic 1 http://www.wested.org/facultyinitiative/5

Organization of the Language and Literacy Domain Vignettes and teachable moments Interactions and strategies Teacher Resources Appendix B “Reflections on Research: Phonological Awareness” Appendix C “Reflections on Research: Alphabetics and Word/Print Recognition” Unit 4 - Key Topic 1 http://www.wested.org/facultyinitiative/6

Organization of the Language and Literacy Domain What stood out for you when you looked at these? What elements were familiar to you? Which ones were new? What patterns did you see in the organizational structure of the domain? What are some things you want to remember about this structure as a reference for your work? Unit 4 - Key Topic 1 http://www.wested.org/facultyinitiative/7

Guiding Principles for the Language and Literacy Domain Language and literacy work together Children say or sign what they hear or see Children learn everywhere Children learn best from experiences that are interesting, useful, and fun Celebrate and support the individual Connect school and home Unit 4 - Key Topic 1 http://www.wested.org/facultyinitiative/8

Guiding Principles for the Language and Literacy Domain Create a culturally sensitive environment Encourage children to take a turn Make thoughts more explicit to children by thinking out loud Support curiosity and confidence Create literacy-rich environments Observe children Unit 4 - Key Topic 1 http://www.wested.org/facultyinitiative/9

Guiding Principles for the Language and Literacy Domain Which domain principle(s) stood out for you? Which ones were familiar and consistent with what you already know about young children’s language and literacy development? Which ones were new? Unit 4 - Key Topic 1 http://www.wested.org/facultyinitiative/10

Guiding Principles for the Language and Literacy Domain Why do you think these domain principles are relevant in planning curriculum to support children’s language and literacy development? Which language and literacy domain principle do you want to learn more about? How could you do that? Unit 4 - Key Topic 1 http://www.wested.org/facultyinitiative/11

Rationale, Organizational Structure, and Guiding Principles of the Language and Literacy Domain What concepts or information stood out for you? What was clear? What might have been confusing? What was useful in helping you understand the overall content and structure of this domain? How might you apply this understanding in your current or future work? What additional supports might you need? Unit 4 - Key Topic 1 http://www.wested.org/facultyinitiative/12

What ideas stood out most for you today? Which ones reinforced what you have already learned or experienced? Which ones gave you a new perspective or insight? How might you apply a new perspective to your work now or in the future? What further information or support do you need? What first step do you need to do? Unit 4 - Key Topic 1 http://www.wested.org/facultyinitiative/13

Research Highlight Write a one- to two-page summary of an article chosen from the research highlight that includes the following elements: Title and author(s) Publication information Key points Implications for practice Unit 4 - Key Topic 1 http://www.wested.org/facultyinitiative/14

Getting to Know Environments and Materials That Support Language and Literacy Development Unit 4 - Key Topic 2 http://www.wested.org/facultyinitiative/1

Environments and Materials That Support Language and Literacy http://www.wested.org/facultyinitiative/ How environments are arranged affects how children learn to talk, read, and write. Environments should foster language development, two-way communication, and development of literacy skills. 2

Environments and Materials That Support Language and Literacy http://www.wested.org/facultyinitiative/ Adults need to model language and literacy as well as provide instruction. Play spaces with literacy props that are interesting to children provide opportunities for children to congregate and make choices that support language and literacy. 3

Environments and Materials That Support Language and Literacy Descriptions of examples of the environmental arrangements or materials observed How these examples demonstrated planning by the teacher How these examples supported children’s language or literacy development Summary of the interview with the teacher One or two suggestions for other environments or materials you would plan for your own classroom Unit 4 - Key Topic 2 http://www.wested.org/facultyinitiative/4

Environments and Materials That Support Language and Literacy When thinking about planning the environment and materials to support children’s language and literacy development, which ideas stood out for you? Which ones seem to be easier to implement? Which ones might pose more challenges? Unit 4 - Key Topic 2 http://www.wested.org/facultyinitiative/5

Environments and Materials That Support Language and Literacy What considerations should you keep in mind for ensuring that the environment and materials support children who are learning English or have disabilities? Reflect the families and communities of the children in the class? Where might you find additional support in setting up the environment and materials in a classroom to foster children’s language and literacy development? Unit 4 - Key Topic 2 http://www.wested.org/facultyinitiative/6

Getting to Know Interactions and Strategies That Support Language and Literacy Development Unit 4 - Key Topic 3 http://www.wested.org/facultyinitiative/1

Interactions and Strategies That Support Language and Literacy Which interactions or strategies did the teacher in the vignette use? How were they used? Which interactions or strategies were not observed? How could they be included? Unit 4 - Key Topic 3 http://www.wested.org/facultyinitiative/2

Interactions and Strategies That Support Language and Literacy What stands out for you from these lists? Where did you see some similarities in the interactions and strategies among the different substrands? Why do you think there are more interactions or strategies in some substrands than in others? How might you keep and organize these interactions and strategies so they could be a resource for you? Unit 4 - Key Topic 3 http://www.wested.org/facultyinitiative/3

Interactions and Strategies That Support Language and Literacy Context of the activity Observations Interactions and strategies observed Which examples seemed to be intentionally planned? Which examples seemed to be teachable moments? Unit 4 - Key Topic 3 http://www.wested.org/facultyinitiative/4

Interactions and Strategies That Support Language and Literacy What interactions or strategies stood out for you? Which ones were easier to identify? Which ones were harder? Why? Did some strategies or interactions appear more frequently than others? Which ones? Did some strategies or interactions appear to be more effective than others? Which ones? Unit 4 - Key Topic 3 http://www.wested.org/facultyinitiative/5

Interactions and Strategies That Support Language and Literacy Were there examples where an interaction or strategy was specifically designed for a child who is an English learner? Which ones? Which strategies or interactions might be difficult or not possible to observe in a single observation? What other strategies or interactions might have been used? Unit 4 - Key Topic 3 http://www.wested.org/facultyinitiative/6

Interactions and Strategies That Support Language and Literacy What interactions and strategies stand out for you? Which interactions and strategies were the least familiar to you? Were they from primarily one substrand or across several substrands? Which interactions and strategies could apply in more than one substrand? Unit 4 - Key Topic 3 http://www.wested.org/facultyinitiative/7

Interactions and Strategies That Support Language and Literacy What do you want to remember or do so that you can use these interactions and strategies in your work of supporting children’s language and literacy development? Unit 4 - Key Topic 3 http://www.wested.org/facultyinitiative/8

What ideas stood out most for you today? Which ones reinforced what you have already learned or experienced? Which ones gave you a new perspective or insight? How might you apply a new perspective to your work now or in the future? What further information or support do you need? What first step do you need to do? Unit 4 - Key Topic 3 http://www.wested.org/facultyinitiative/ Interactions and Strategies That Support Language and Literacy 9

Universal Design Multiple means of representation Multiple means of expression Multiple means of engagement Unit 4 - Key Topic 4 http://www.wested.org/facultyinitiative/2

Universal Design What are some of the key concepts in universal design? Which concepts were clear to you? Which concepts were confusing? What other questions do you have about universal design related to language and literacy? What resources do you think would be most helpful to you in your work? Unit 4 - Key Topic 4 http://www.wested.org/facultyinitiative/3

Universal Design What information from the presenter(s) caught your attention or stood out for you? What are you most confident about in supporting the language and literacy development of children with disabilities? What concerns you? Unit 4 - Key Topic 4 http://www.wested.org/facultyinitiative/4

Universal Design What new or different perspectives do you have? How has this presentation been helpful? What do you want to keep in mind when you are planning ways to modify or adapt the learning environment and experiences for children with disabilities to ensure their progress in language and literacy? Unit 4 - Key Topic 4 http://www.wested.org/facultyinitiative/5

Individualizing What kinds of documentation could you use to help understand individual children in terms of their language and literacy? What are some ways you could get to know the families of individual children? About their language? How could you learn about the child’s community? How could you find out what things a child is interested in? Unit 4 - Key Topic 4 http://www.wested.org/facultyinitiative/7

Individualizing What different kinds of information about a child could you obtain by observing during different parts of the daily routine? What are some ways you could determine each child’s strengths in his/her language and literacy development? How could you use this information to plan curriculum that supports each child’s language and literacy development? Unit 4 - Key Topic 4 http://www.wested.org/facultyinitiative/8

Family Partnerships What considerations or ideas about the impact and influence of families on children’s language and literacy development caught your attention? Which ones resonated with you because of your experiences with children and families? Unit 4 - Key Topic 4 http://www.wested.org/facultyinitiative/9

Family Partnerships Which strategies or interactions do you think are most important to include in order to build strong partnerships with families that foster children’s language and literacy? What is a first step you would take in building these partnerships? Unit 4 - Key Topic 4 http://www.wested.org/facultyinitiative/10

Language and Literacy  Identify research about the importance of reading and sharing books with children to support their language and literacy development.  Prepare a paper or presentation, including: Summary of the research and findings Adaptations for reading and sharing books with children with special needs The role of families in reading and sharing books with their children Considerations in selecting and sharing books that reflect children’s individual interests, strengths, and development Unit 4 - Key Topic 4 http://www.wested.org/facultyinitiative/12

English-Language Development Unit 5 - Getting Ready for the Unit http://www.wested.org/facultyinitiative/1

What was the story about? What clues did you get about what was happening in the story? What was this experience like for you? How could you be supported in that experience to link your own language with the language of the story? What does this tell you about the importance of connecting the home and school languages of children who are English learners? Unit 5 - Getting Ready for the Unit http://www.wested.org/facultyinitiative/2

Organization and Rationale of the English-Language Development Domain Unit 5 - Key Topic 1 http://www.wested.org/facultyinitiative/1

Rationale for the English-Language Development Domain “Preschool programs can best support young children by planning curriculum that fosters English-language development and keeps the children connected to the language of their families” (PCF, V1, p. 5). http://www.wested.org/facultyinitiative/2

In 2008, it was estimated that 42 percent of five-year-old children in California were English learners. About 85 percent of these children speak Spanish at home, but many other languages are spoken as well (PCF, V1, p. 4). Unit 5 - Key Topic 1 http://www.wested.org/facultyinitiative/3

The strategies described in the California Preschool Curriculum Framework, Volume 1 are applicable and essential for all preschool children, including those who are English learners. However, many young children who are English learners will need adaptations as they are developing their proficiency with the English language (PCF, V1, pp. 178-179). Unit 5 - Key Topic 1 http://www.wested.org/facultyinitiative/4

Stages of Second-Language Development ① First stage. The child uses her home language to try to communicate. ② Second stage. The child figures out that he is not successful using the home language with English speakers, so he passes through a period of observation and listening. ③ Third stage. The child attempts to use English in a more abbreviated form through the use of one- word sentences or phrases. ④ Fourth stage. The young child begins to use more elaborated phrases and short sentences to communicate in English. Unit 5 - Key Topic 1 http://www.wested.org/facultyinitiative/5

Organization of the English-Language Development Domain Domain Guiding Principles Environments and Materials Cultural Context of Learning Stages of Second-Language Development Assessment Approaches for English Learners Summary of the Strands Summary of the Strands and Substrands Strands: Listening, Speaking, Reading, Writing Substrands in each strand Engaging Families Unit 5 - Key Topic 1 http://www.wested.org/facultyinitiative/6

Organization of the English-Language Development Domain Vignettes Teachable moments Suggested interactions and strategies Unit 5 - Key Topic 1 http://www.wested.org/facultyinitiative/7

Summary of the Strands and Substrands Listening 1.0Children Listen with Understanding Speaking 1.0Children Use Nonverbal and Verbal Strategies to Communicate with Others 2.0Children Begin to Understand and Use Social Conventions in English 3.0Children Use Language to Create Oral Narratives About Their Personal Experiences Unit 5 - Key Topic 1 http://www.wested.org/facultyinitiative/8

Summary of the Strands and Substrands Reading 1.0Children Demonstrate Appreciation and Enjoyment of Reading and Literature 2.0Children Show an Increasing Understanding of Book Reading 3.0Children Demonstrate an Understanding of Print Conventions 4.0Children Demonstrate Awareness That Print Carries Meaning 5.0Children Demonstrate Progress in Their Knowledge of the Alphabet in English 6.0Children Demonstrate Phonological Awareness Unit 5 - Key Topic 1 http://www.wested.org/facultyinitiative/9

Summary of the Strands and Substrands Writing 1.0Children Use Writing to Communicate Their Ideas http://www.wested.org/facultyinitiative/10

Rationale of the English-Language Development Domain Cultural Context of Learning (PCF, V1, p. 185) Stages of Second-Language Development (PCF, V1, pp. 185-186) Assessment Approaches for Preschool English Learners (PCF, V1, pp. 186-187) Unit 5 - Key Topic 1 http://www.wested.org/facultyinitiative/11

What ideas stood out for you in looking at the organization of this domain? How will these influence your work in early care and education? What else would you like to know about how to support children in English- language development? Unit 5 - Key Topic 1 http://www.wested.org/facultyinitiative/12

Getting to Know Environments and Materials That Support English-Language Development Unit 5 - Key Topic 2 http://www.wested.org/facultyinitiative/1

Domain Guiding Principles Families matter. Recognize exiting language and literacy strengths in the home language. Respect cultural values and behaviors reflected in the child’s language and communication. Allow the child use of the home language to have immediate access to the entire curriculum, concept development, and high levels of interaction. Unit 5 - Key Topic 2 http://www.wested.org/facultyinitiative/2

Domain Guiding Principles Support English-language development across all domains. Use language as a meaningful tool to communicate. Make children’s learning interesting and fun for English learners. Accept code switching as normal. Give preschool English learners their time. Allow for children’s voluntary participation. Unit 5 - Key Topic 2 http://www.wested.org/facultyinitiative/3

Environments and Materials Provide safe havens where the child does not have to speak to anyone. Establish consistent classroom routines and procedures. Provide space in the classroom environment for children to interact in small groups and one-on-one. Unit 5 - Key Topic 2 http://www.wested.org/facultyinitiative/4

Environments and Materials Provide space where teachers and other adults can interact individually and in small groups with children who are learning English. Provide linguistically and culturally appropriate materials. Make clear signs and explicit picture cues for interest areas. Make use of computers to introduce and reinforce content of activities. Unit 5 - Key Topic 2 http://www.wested.org/facultyinitiative/5

What new insights emerged as you went through this exercise? How might these insights affect your work with young children now or in the future? Unit 5 - Key Topic 2 http://www.wested.org/facultyinitiative/6

Compare the principles included in both the:  Preschool English Learners: Principles and Practices to Promote Language, Literacy, and Learning, 2nd ed.  English-language development domain of the California Preschool Curriculum Framework, Volume 1 Unit 5 - Key Topic 2 http://www.wested.org/facultyinitiative/7

Where are they similar? Where are they different? What is in one that is not in the other? What might account for that? How could these principles be used to guide curriculum planning? Unit 5 - Key Topic 2 http://www.wested.org/facultyinitiative/8

Getting to Know Interactions and Strategies That Support English-Language Development Unit 5 - Key Topic 3 http://www.wested.org/facultyinitiative/1

Summary of the Strands and Substrands Listening 1.0Children Listen with Understanding Speaking 1.0Children Use Nonverbal and Verbal Strategies to Communicate with Others 2.0Children Begin to Understand and Use Social Conventions in English 3.0Children Use Language to Create Oral Narratives About Their Personal Experiences Unit 5 - Key Topic 3 http://www.wested.org/facultyinitiative/2

Summary of the Strands and Substrands Reading 1.0Children Demonstrate Appreciation and Enjoyment of Reading and Literature 2.0Children Show an Increasing Understanding of Book Reading 3.0Children Demonstrate an Understanding of Print Conventions 4.0Children Demonstrate Awareness That Print Carries Meaning 5.0Children Demonstrate Progress in Their Knowledge of the Alphabet in English 6.0Children Demonstrate Phonological Awarness Unit 5 - Key Topic 3 http://www.wested.org/facultyinitiative/3

Summary of the Strands and Substrands Writing 1.0Children Use Writing to Communicate Their Ideas http://www.wested.org/facultyinitiative/4

Listening How does the teacher do this in the vignette? If a particular interaction or strategy could not be found in the vignette, how would doing it help Lonia as she develops her ability to attend to and comprehend spoken English? Unit 5 - Key Topic 3 http://www.wested.org/facultyinitiative/5

Speaking Which of the interactions and strategies from the Speaking strand can you find in this vignette? How would Ms. Jane have known what kind of language interactions would be appropriate for Enrique? Unit 5 - Key Topic 3 http://www.wested.org/facultyinitiative/6

Reading How does each of the key points connect to this substrand—either in the vignette or the interactions and strategies? In each vignette, what did the teacher see or hear that helped him understand what skills the children might have in their home language that could be built upon to develop skills in English? Unit 5 - Key Topic 3 http://www.wested.org/facultyinitiative/7

Writing How does the teacher do this in the vignette? If a particular interaction or strategy could not be found in the vignette, how could this vignette be extended to incorporate that interaction or strategy into this vignette? Unit 5 - Key Topic 3 http://www.wested.org/facultyinitiative/8

What stood out for you in this key topic? What new insights do you have? How will this influence your work with young children now or in the future? If you had to come up with two statements to describe to someone what is important in working with young children who are English learners, what would they be? Unit 5 - Key Topic 3 http://www.wested.org/facultyinitiative/9

Preschool English Learners: Principles and Practices to Promote Language, Literacy, and Learning, 2nd ed. Chapter 5: “Stages and Strategies in Second-Language Acquisition” Unit 5 - Key Topic 3 http://www.wested.org/facultyinitiative/10

The Intentional Teacher (Epstein, 2007) Read pages 14-18 Consider how the English-language development interactions and strategies could be linked to the strategies presented by Epstein. Develop a list of Epstein’s core strategies and, under each strategy, list at least 3 English- language development strategies that could be used to include the needs of English learners. Write a short paragraph explaining your decisions. Unit 5 - Key Topic 3 http://www.wested.org/facultyinitiative/11

Universal Design Multiple means of representation Multiple means of expression Multiple means of engagement Unit 5 - Key Topic 4 http://www.wested.org/facultyinitiative/2

Universal Design What are some of the key concepts in universal design? Which concepts were clear to you? Which concepts were confusing? What other questions do you have about universal design related to children who are English learners? What resources do you think would be most helpful to you in your work? Unit 5 - Key Topic 4 http://www.wested.org/facultyinitiative/3

Universal Design What information from the presenter(s) caught your attention or stood out for you? What are you most confident about in supporting children who are English learners and also have an identified language delay or disability? What concerns you? What new or different perspectives do you have? How has this discussion been helpful? Unit 5 - Key Topic 4 http://www.wested.org/facultyinitiative/4

“Individualization of learning includes all children” Unit 5 - Key Topic 4 http://www.wested.org/facultyinitiative/5

Individualizing What kinds of documentation could you use to help understand individual children in terms of their English-language development? What are some ways you could get to know the families of individual children? How could you learn about the child’s language and community? Unit 5 - Key Topic 4 http://www.wested.org/facultyinitiative/6

Individualizing How could you find out what things a child is interested in? What different kinds of information about a child could you obtain by observing during different parts of the daily routine? What are some ways you could determine each child’s strengths in his home language? Unit 5 - Key Topic 4 http://www.wested.org/facultyinitiative/7

Family Partnerships What considerations or ideas about the influence of families on children’s English- language development caught your attention? Which ones resonated with you because of your experiences with children and families? Unit 5 - Key Topic 4 http://www.wested.org/facultyinitiative/8

Family Partnerships Which strategies or interactions do you think are most important to include in order to build strong partnerships with families that foster children’s English- language development? What is a first step you would take in building these partnerships? Unit 5 - Key Topic 4 http://www.wested.org/facultyinitiative/9

Mathematics Unit 6 - Getting Ready for the Unit http://www.wested.org/facultyinitiative/1

Mathematics When you reflect on your own experiences learning mathematics, what specific memories come to mind? Think about a time when you enjoyed mathematics. Why do you think you enjoyed it? Was there a time when you thought mathematics was hard or you couldn’t understand it? Unit 6 - Getting Ready for the Unit http://www.wested.org/facultyinitiative/2

Mathematics What are some things that stand out for you from people’s remembrances and stories? Which ones resonated with you? Which ones surprised you? What are some themes that emerged from these experiences? Unit 6 - Getting Ready for the Unit http://www.wested.org/facultyinitiative/3

Mathematics Why is it helpful to think about the ways you learned mathematics and how you feel about math? What do you want to remember from this exercise when you are planning curriculum to support young children’s mathematical development? Unit 6 - Getting Ready for the Unit http://www.wested.org/facultyinitiative/4

Organization and Rationale of the Mathematics Domain Unit 6 - Key Topic 1 http://www.wested.org/facultyinitiative/1

Mathematics Domain Strands Number Sense 1.0Understanding Number and Quantity 2.0Understanding Number Relationships and Operations Algebra and Functions (Classification and Patterning) 1.0Classification 2.0Patterning Unit 6 - Key Topic 1 http://www.wested.org/facultyinitiative/2

Mathematics Domain Strands Measurement 1.0Compare, Order, and Measure Objects Geometry 1.0Shapes 2.0Positions in Space Mathematical Reasoning 1.0Promoting Mathematical Reasoning and Problem Solving Unit 6 - Key Topic 1 http://www.wested.org/facultyinitiative/3

Rationale for the Mathematics Domain What were some of the main concepts or points in your summaries? Which ones were similar to your partner’s? Which ones were different? What insights about planning mathematical learning environments and experiences are starting to emerge for you? What questions or concerns? What will you want to keep in mind about young children and mathematics? Unit 6 - Key Topic 1 http://www.wested.org/facultyinitiative/4

Organization of the Mathematics Domain Domain Guiding Principles Environments and Materials Summary of the Strands and Substrands Strands Substrands Research Highlights Engaging Families Questions for Reflection Unit 6 - Key Topic 1 http://www.wested.org/facultyinitiative/5

Organization of the Mathematics Domain Vignettes Teachable moments Interactions and strategies http://www.wested.org/facultyinitiative/6

Organization of the Mathematics Domain What stood out for you when you looked at organizational charts of the mathematics domain? What surprised you? Which substrand had elements that were the most familiar to you? The most unfamiliar? What patterns did you see in the organizational structure of the domain? How might you use this organizational chart of the domain as a reference for your work in planning mathematical environments and learning experiences for children? Unit 6 - Key Topic 1 http://www.wested.org/facultyinitiative/7

Guiding Principles for the Mathematics Domain Build on preschool children’s natural interest in mathematics and their intuitive and informal mathematical knowledge Encourage inquiry and exploration to foster problem solving and mathematical reasoning Use everyday activities as natural vehicles for developing preschool children’s mathematical knowledge http://www.wested.org/facultyinitiative/8

Guiding Principles for the Mathematics Domain Introduce mathematical concepts through intentionally planned experiences Provide a mathematically rich environment Provide an environment rich in language, and introduce preschool children to the language of mathematics Unit 6 - Key Topic 1 http://www.wested.org/facultyinitiative/9

Guiding Principles for the Mathematics Domain Support English learners in developing mathematical knowledge as they concurrently acquire English Observe preschool children and listen to them Recognize and support the individual Establish a partnership with parents and other caregivers in supporting children’s learning of mathematics Unit 6 - Key Topic 1 http://www.wested.org/facultyinitiative/10

Guiding Principles for the Mathematics Domain Which domain principle(s) stood out for you? Which ones were familiar and consistent with what you already know about young children and mathematics? Which ones were new to you? Why do you think these principles are relevant in planning curriculum to support children’s mathematics knowledge and skills? Which principle do you want to learn more about? How could you do that? Unit 6 - Key Topic 1 http://www.wested.org/facultyinitiative/11

Rationale, Guiding Principles, and Organization of the Mathematics Domain What concepts or information stood out for you? What was clear? What might have been confusing? What was useful in helping you understand the overall content and structure of this domain? How might you apply this understanding in your current or future work? What additional supports might you need? Unit 6 - Key Topic 1 http://www.wested.org/facultyinitiative/12

What ideas stood out most for you today? Which ones reinforced what you have already learned or experienced? Which ones gave you a new perspective or insight? How might you apply a new perspective to your work now or in the future? What further information or support do you need? What first step do you need to take? Unit 6 - Key Topic 1 http://www.wested.org/facultyinitiative/13

Getting to Know Environments and Materials That Support Mathematics Unit 6 - Key Topic 2 http://www.wested.org/facultyinitiative/1

Environments and Materials That Support Mathematics Descriptions of the examples of the environmental arrangements or materials they observed How these examples demonstrated planning by the teacher How these examples promoted children’s development of mathematical knowledge and skills One or two suggestions for other environments or materials http://www.wested.org/facultyinitiative/2

Environments and Materials That Support Mathematics When thinking about planning the environment and materials, which ideas stood out for you? Which ones seem to be easier to implement? Which ones might pose more challenges? Unit 6 - Key Topic 2 http://www.wested.org/facultyinitiative/3

Environments and Materials That Support Mathematics What considerations should you keep in mind for ensuring that the environment and materials support children who are learning English or have disabilities to progress in their mathematical development? Where might you find additional support in setting up the environment and materials in a classroom to foster children’s mathematical learning? Unit 6 - Key Topic 2 http://www.wested.org/facultyinitiative/4

Getting to Know Interactions and Strategies That Support Mathematics Unit 6 - Key Topic 3 http://www.wested.org/facultyinitiative/1

Interactions and Strategies That Support Mathematics Which interactions or strategies did the teacher in the vignette use? How were they used? Which interactions or strategies were not observed? How could they be included? Unit 6 - Key Topic 3 http://www.wested.org/facultyinitiative/2

Interactions and Strategies That Support Mathematics What stands out for you from these lists? What similarities do you see among the different substrands? Do you see any general categories that the strategies could be grouped in? What are they? Unit 6 - Key Topic 3 http://www.wested.org/facultyinitiative/3

Interactions and Strategies That Support Mathematics Why do you think there are so many strategies that relate to teaching mathematics vocabulary and having conversations with children? How might you keep and organize these interactions and strategies so they could be a resource for you? Unit 6 - Key Topic 3 http://www.wested.org/facultyinitiative/4

Interactions and Strategies That Support Mathematics Context of the activity Observations Examples of interactions and strategies observed Which examples seemed to be intentionally planned? Which examples seemed to be teachable moments? Unit 6 - Key Topic 3 http://www.wested.org/facultyinitiative/5

Interactions and Strategies That Support Mathematics What examples of mathematics interactions or strategies stood out for you? Which ones were easier to identify? Which ones were harder? Why? Did some strategies or interactions appear more frequently than others? Which ones? Did some strategies or interactions appear to be more effective than others? Which ones? Unit 6 - Key Topic 3 http://www.wested.org/facultyinitiative/6

Interactions and Strategies That Support Mathematics Were there examples where an interaction or strategy was specifically designed for a child who is an English learner? Which ones? Did you see opportunities for strategies or interactions to be used where they were not used? What other strategies or interactions might have been used? Unit 6 - Key Topic 3 http://www.wested.org/facultyinitiative/7

Interactions and Strategies That Support Mathematics What examples shared by the speaker caught your attention or stood out for you? Which ones were similar to those in the Preschool Curriculum Framework, Volume 1? Which ones were new to you? What did you learn about how the teacher(s) planned what interactions or strategies to use? What do you want to remember to use in your current or future work? Unit 6 - Key Topic 3 http://www.wested.org/facultyinitiative/8

Interactions and Strategies That Support Mathematics What interactions and strategies stand out for you? Which interactions and strategies were the least familiar to you? Were they from primarily one substrand or across several substrands? http://www.wested.org/facultyinitiative/9

Interactions and Strategies That Support Mathematics What other information do you need to help you better understand the interactions and strategies that were least familiar to you? Were there some mathematical-related vocabulary or concepts that were new to you? Where might you find resources or support? Unit 6 - Key Topic 3 http://www.wested.org/facultyinitiative/10

Interactions and Strategies That Support Mathematics The Intentional Teacher (Epstein 2007) “Mathematics and Scientific Inquiry” What were some of the key strategies or kinds of strategies suggested? How did they compare with the mathematics strategies in the Preschool Curriculum Framework, Volume 1? In what way were they similar or different? Unit 6 - Key Topic 3 http://www.wested.org/facultyinitiative/12

Interactions and Strategies That Support Mathematics What were some new ideas or insights you gained about the kinds of interactions and strategies to support young children’s mathematical development? What could you use from this book/article in your current or future work? Unit 6 - Key Topic 3 http://www.wested.org/facultyinitiative/13

Universal Design Multiple means of representation Multiple means of expression Multiple means of engagement http://www.wested.org/facultyinitiative/2

Universal Design What are some of the key concepts in universal design? Which concepts were clear to you? Which concepts were confusing? What other questions do you have about universal design related to mathematics? What resources do you think would be most helpful to you in your work? Unit 6 - Key Topic 4 http://www.wested.org/facultyinitiative/3

Universal Design What information from the presenter(s) caught your attention or stood out for you? What are you most confident about in supporting the mathematical development of children with disabilities? What concerns you? Unit 6 - Key Topic 4 http://www.wested.org/facultyinitiative/4

Universal Design What new or different perspectives do you have? How has this presentation been helpful? What do you want to keep in mind when you are planning ways to modify or adapt the learning environment and experiences for children with disabilities to ensure their progress in constructing mathematical knowledge? Unit 6 - Key Topic 4 http://www.wested.org/facultyinitiative/5

Individualizing What kinds of documentation could you use to help understand individual children in terms of their mathematical development? What are some ways you could get to know the families of individual children and how they support their children’s mathematical learning? How could you learn about the child’s community? Unit 6 - Key Topic 4 http://www.wested.org/facultyinitiative/7

Individualizing How could you find out what things a child is interested in that could be used to engage her in mathematical learning experiences? What kinds of information about a child could you obtain by observing him during different parts of the daily routine? What are some ways you could determine each child’s strengths related to his/her mathematical development? Unit 6 - Key Topic 4 http://www.wested.org/facultyinitiative/8

Family Partnerships What considerations or ideas about the impact and influence of families on children’s mathematical development caught your attention? Unit 6 - Key Topic 4 http://www.wested.org/facultyinitiative/9

Family Partnerships Which ones resonated with you because of your experiences with children and families? Which strategies or interactions do you think are most important to include in order to build strong partnerships with families that foster children’s mathematical development? What is a first step you would take in building these partnerships? Unit 6 - Key Topic 4 http://www.wested.org/facultyinitiative/10

Three Lenses for Viewing Curriculum Unit 7 - Key Topic 1 http://www.wested.org/facultyinitiative/1

Overarching Principles in Practice How in the curriculum are relationships built, supported, and maintained? Do opportunities for learning occur in the context of play? Are routines, spaces, materials, and interactions designed to address integrated learning across domains? Is there intentional teaching in both planned learning experiences and attention to moment-to-moment teaching opportunities? Unit 7 - Key Topic 1 http://www.wested.org/facultyinitiative/3

Overarching Principles in Practice How are family and community partnerships developed and maintained? How do teachers recognize and adapt to individual children? How are children’s cultures and languages respected? Is there specific time allotted to the curriculum-planning process, so that teaching is enhanced through reflection and discussion? Unit 7 - Key Topic 1 http://www.wested.org/facultyinitiative/4

The Curriculum-Planning Process as a Lens for Viewing Curricula How is observation supported? Are there times available for teachers to carefully watch and listen? How is documentation supported? What processes are in place to develop documentation for each child? Are multiple means of documentation available and used? How are time and materials provided for maintaining documentation? How is family input gathered and included in documentation? Unit 7 - Key Topic 1 http://www.wested.org/facultyinitiative/5

The Curriculum-Planning Process as a Lens for Viewing Curricula What planned opportunities are in place for teachers to reflect, discuss their observations, and review their documentation? How is documentation shared with families? Is planning done based on reflection and discussion? Is documentation consulted when planning is done? How are family culture and language included in the planning process? Unit 7 - Key Topic 1 http://www.wested.org/facultyinitiative/6

Integration Across Domains in Curricula Where is the need for integrated curriculum specifically addressed? How is English-language development addressed? As a way to get to know all children, what is available to be used in the planning process to gauge each child’s current comprehension and use of English? Unit 7 - Key Topic 1 http://www.wested.org/facultyinitiative/7

Integration Across Domains in Curricula Are there environments and materials designed to address multiple developmental domains? Are there books and writing materials in all areas? Are there opportunities to sort or count in many areas? How do environments and materials reflect children’s language, culture, and family life? http://www.wested.org/facultyinitiative/8

Integration Across Domains in Curricula Do environments and materials designed for specific domains show evidence that other domains are considered also? For example, does a book area contain books on feelings ………. and number? Are ………………… there books in the the. home language(s) of the …….. children in the the... program? Unit 7 - Key Topic 1 http://www.wested.org/facultyinitiative/9

Integration Across Domains in Curricula Are interactions and strategies used that cut across domains? For example, is writing used in many areas to make lists or notes? Are counting rhymes and songs used throughout the day? http://www.wested.org/facultyinitiative/10

Lenses for Viewing Curriculum What stood out for you in this key topic? What new insights do you have? How will this influence your work with young children now or in the future? Unit 7 - Key Topic 1 http://www.wested.org/facultyinitiative/11

Integrated Planning Using the Planning Process Unit 7 - Key Topic 2 http://www.wested.org/facultyinitiative/1

California Early Learning and Development System http://www.wested.org/facultyinitiative/2

 The learning foundations are goal-like statements in key areas of learning to guide planning. They describe the kind of learning and development we want to support through intentional curriculum planning. Unit 7 - Key Topic 2 http://www.wested.org/facultyinitiative/3

 The observational assessment – Desired Results Developmental Profile (DRDP) – provides information regarding how individual children and groups of children are progressing in the different learning and development domains. Unit 7 - Key Topic 2 http://www.wested.org/facultyinitiative/4

 The curriculum framework provides guidance in planning and implementing curriculum that supports children as they progress in their learning and development in each domain. Unit 7 - Key Topic 2 http://www.wested.org/facultyinitiative/5

The Curriculum-Planning Cycle Unit 7 - Key Topic 2 http://www.wested.org/facultyinitiative/6

The Curriculum-Planning Cycle The DRDP is used in two ways: As the teacher in the vignette observes the children, she recognizes some behavior as evidence of progress for a few children on some DRDP measures. Documentation could be used to support a teacher’s periodic assessment of a child’s progress using the DRDP. Unit 7 - Key Topic 2 http://www.wested.org/facultyinitiative/7

The Curriculum-Planning Cycle Reviewing the DRDP Rating Record: Overall, what do you see about the individual child? Where are there strengths that can be enhanced? Where are there areas that need specific intentional support to encourage progress? Unit 7 - Key Topic 2 http://www.wested.org/facultyinitiative/8

The Curriculum-Planning Cycle Using the Foundations: What strands and substrands in each domain will be important for supporting this child’s learning and development? What might be some later-developing areas that we can intentionally plan to support? Unit 7 - Key Topic 2 http://www.wested.org/facultyinitiative/9

The Curriculum-Planning Cycle Using the Curriculum Framework: What are environments and materials that might be helpful to this child? How do suggestions from one domain support development in another domain? How could environments and materials suggested in the mathematics domain support social-emotional development? Language development? English-language development? Unit 7 - Key Topic 2 http://www.wested.org/facultyinitiative/10

The Curriculum-Planning Cycle Using the Curriculum Framework: Which interactions and strategies might be helpful to this child? How do suggestions from one domain support development in another domain? How could interactions and strategies suggested in the language and literacy domain support social-emotional development? Mathematical development? English-language development? Unit 7 - Key Topic 2 http://www.wested.org/facultyinitiative/11

The Curriculum-Planning Cycle Using the DRDP Group Data Summary: Overall, what do you see about this small cluster of children? Where are there strengths that can be enhanced? Where are there specific areas that need support to encourage progress? Unit 7 - Key Topic 2 http://www.wested.org/facultyinitiative/12

The Curriculum-Planning Cycle What did you learn about how the California Early Learning and Development System works? What did you learn about using the Preschool Curriculum Framework, Volume 1 as a resource in the curriculum-planning cycle? http://www.wested.org/facultyinitiative/13

The Curriculum-Planning Cycle What ideas stood out for you today? What has been most helpful? Where are there still challenges? What do you need to do to fill in any gaps in your understanding of the California Preschool Curriculum Framework, Volume 1 as a resource for curriculum planning? Unit 7 - Key Topic 2 http://www.wested.org/facultyinitiative/14

English-Language Development Across Curriculum Unit 7 - Key Topic 3 http://www.wested.org/facultyinitiative/1

What works for children who are English learners works for all children, but children who are English learners might need specific adaptations to make them effective (PCF, V1, p. 178), including: Specific teaching strategies Individualized interaction approaches Enhanced environments Unit 7 - Key Topic 3 http://www.wested.org/facultyinitiative/2

English-Language Development Across Curriculum 1. How are we helping children continue developing in their home language? 2. In all we do, as the child is learning English, how do we support learning and development in the social- emotional, language and literacy, and mathematical domains? Unit 7 - Key Topic 3 http://www.wested.org/facultyinitiative/3

English-Language Development Across Curriculum Are any of the recommended environments and materials evident in the vignette? If not, how could they be incorporated to support children in this vignette if they were English learners? Do you have any other ideas about how the environments and materials could come into play in this vignette if the child was an English learner? Unit 7 - Key Topic 3 http://www.wested.org/facultyinitiative/4

What new insights emerged? What was something you already do in your work or have seen others do? What was most challenging about this work? What can you incorporate into your work now or into the future? Unit 7 - Key Topic 3 http://www.wested.org/facultyinitiative/5

Pathways to Cultural Competence Project Program Guide (NAEYC, 2010) Unit 7 - Key Topic 3 http://www.wested.org/facultyinitiative/6

Introduction to the Framework Unit 1 - Getting Ready for the Unit

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Introduction to the Framework Unit 1 - Getting Ready for the Unit

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