1. Recommended Literacy Practices for Preschool English Learners
Opening (slides 1-2, two minutes)
In preparation: Some of the information was introduced at the overview training conducted by CPIN and will be developed in greater depth in this training. Trainers would thus benefit from reviewing what has been previously covered related to chapter eight as part of the overview training and should refer back to that content as needed.
Note: Use these trainer notes after slide two, “Review: Arrival Activity.”
Bring the group together by explaining that the day/training session will be opening with an activity to tap into previous knowledge regarding the topic of early literacy practices. In general, the session will move back and forth between:
Data and research
Interactive activities and make-and-take activities that serve to introduce or reinforce the critical early literacy skills all children need, including preschool English learners
Preschool English Learners
Resource Guide
Chapter 8 Extended Modules

2. Review Arrival Activity: Overview Training on Chapter Eight
Notice the posters titled “Key Points” located around the room.
Visit each poster and read the key point from the overview training on Chapter Eight of the Preschool English Learner Resource Guide (PEL Resource Guide).
Jot down what you remember in relation to each key point from the training.
Grounding Option 1:
NOTE: Grounding participants for the day’s session can be done in a variety of ways. The purpose is to help the participants focus on the content for the day and to activate their prior knowledge. The next two slides provide one way to ground the participants. This particular approach utilizes the time when participants are arriving and serves as a “sponge” absorbing time that may be lost due to waiting for large numbers of late arrivals. Facilitators should choose one of the grounding options, adjust the PPT, and prepare the appropriate materials before the training. Other grounding options begin on slide seven.
In preparation: Prepare and hang one poster which articulates each of the five key points below:
Children need a well-developed base of oral language skills, including an extensive vocabulary, in order to become successful readers.
Children who have positive and repeated experiences with print tend to be better readers.
Research shows that introducing the skills of phonological awareness, print awareness, and alphabetic knowledge in brief, interactive, engaging, and multi-sensory activities is best for young children.
Children who are stronger in a language other than English often have some of the foundational skills of literacy in their home language.
Many of the early literacy skills children have in their home language will transfer to reading in English when a child is ready to make that transition.
As participants arrive, they should sign in and then follow the directions on the slide. If someone did not attend the overview training, invite them to jot down their reaction to the key points based on any previous knowledge they have related to early literacy for preschool English learners.

3. Arrival Activity: KWL
Using Handout 1: Early Literacy KWL, record one statement you:
Already know about early literacy for English learners
Want to know about early literacy for English learners
Wait until the end of the module to add a statement about something you:
Learned about early literacy for English learners
Arrival activity: KWL (seven minutes)
In preparation: Handout 1
Let participants know that if they can’t generate ideas from their knowledge base regarding early literacy for young English learners, they can write ideas regarding what they know about early literacy in general. They should draw on the review portion of the activity that they engaged in as they arrived.
When most participants have finished writing, call on a few to share.
As a way to close this activity, invite teachers to share how they have used the KWL technique with children.

4. California's Early Learning and Development System: Professional Development
Briefly review the five elements.
Element 1: At the center of the system are the Learning and Development Foundations which describe the learning and development infants and toddlers typically demonstrate with appropriate support at around 8, 18, and 36 months. It also describes the learning and development for preschool children that is typically demonstrated with appropriate support at around 48 and 60 months of age. Having statewide foundations provides all teachers and programs with knowledge of the expectations and goals for children in California to use as they plan activities, interactions, and the environment.
Element 2: Infant /Toddler and Prekindergarten Learning and Development Guidelines present information about how to provide high-quality early care and education, including recommendations for program policies and day-to-day practices that will improve program services. In addition, the Preschool English Learner Guide provides teachers with the knowledge and tools they seek to educate preschool English learners most effectively.
Element 3: The first and second volumes of the Curriculum Frameworks. These publications are a resource for teachers to support setting up environments, selecting appropriate materials, supporting children’s self initiated play and learning, and planning and implementing teacher guided learning activities. The frameworks are not a curriculum.
Element 4: The fourth component of the system is the Desired Results System. It is a continuous improvement system that is intended to improve program quality. The system consists of the Desired Results Developmental Profile© which measures children’s progress towards the Desired Results, the Parent Survey which measures parents’ satisfaction with the program, the Environment Rating Scales which assesses the classroom environment, and the Program Self Evaluation which assesses program quality.
Element 5: In California, numerous professional development opportunities are available to assist programs. These include the Program for Infant/Toddler Care (PITC), California Preschool Instructional Network (CPIN), California School-Age Consortium (CalSAC), Family Child Care at Its Best, the mentor programs, pre-service, the CDE/ECE Faculty Initiative Project, the Child Development Training Consortium, and the Desired Results Training and Technical Assistance Project.
Page 4

5. Today’s Focus What children should know and do
The Preschool Learning Foundations (PLF) tell us what children’s language, literacy, and English-language development should look like at the beginning, middle, and later stages.
The Preschool Curriculum Framework (PCF) provides teachers with guiding principles, environments and materials, and interactions and strategies to support children in their English-language development. The Preschool English Learners Resource Guide (PEL Resource Guide) provides background knowledge about the ways young children acquire a second language, and gives strategies for fostering second language and literacy development. Taken together, these resources provide a solid foundation for meeting the needs of preschool English learners.
What children should know and do
Teacher strategies to support children’s learning

6. Training Outcomes
Review key points from Chapter Eight of the PEL Resource Guide.
Explore practices for forming meaningful partnerships with families to promote language and literacy development.
Connect the PLF with the PCF and with effective practices for preschool English learners.
Practice recommended strategies for fostering preschool English learners’ language and literacy development.
Outcomes (slide 6, two minutes)
An overview of Chapter Eight of the PEL Resource Guide is provided in the PEL overview training. This training is designed to help participants gain a deeper understanding of the connections to the PLF, and to provide them with effective language and literacy practices for preschool English learners.
The training is designed to connect the principles and practices outlined in Chapter Eight of the PEL Resource Guide to the PLF. Thus, the module follows the sequence outlined below:
Refresher on key concepts from the PEL Resource Guide:
This includes stages of second language acquisition and key literacy development concepts.
Activities that bridge to the following Principles:
Principle One: The education of English learners is enhanced when preschool programs and families form meaningful partnerships.
Principle Nine: Engaging in multiple literacy practices, such as reading books, singing songs, and reciting poetry, is part of the daily life of many families.
Practice strategies that connect the ELD foundations with Principle 10:
Principle 10: Offering a variety of opportunities for children to explore written materials and their meanings as well as the sounds of spoken language through rhyme and alliteration builds the language and literacy skills of preschool English learners.

7. Grounding: A T-Chart
Notice the posters titled “Key Points” located around the room.
Visit each poster and read the key point from the overview training on the Preschool English Learner Resource Guide (PEL Resource Guide).
Jot down what you remember in relation to each key point from the training.
Record any questions that remain about each key point from the training.
NOTE: Grounding participants for the day’s session can be done in a variety of ways. The purpose is to help the participants focus on the content for the day, and to activate their prior knowledge. Below are two (of many) ways one might use a t-chart to ground participants for this session. Facilitators should modify to meet the needs of their group. The next slide contains directions for using a KWL to ground participants. Facilitators should choose one of the groundings, adjust the PPT, and prepare appropriate materials before the training.
Slide 6 or 7(15-20 minutes depending on group size and format selected)
Prior to the training, create one poster for each of the following key points from the overview training. Beneath each key point make a t-chart. One side should be labeled “What I remember,” and the other side should be labeled “Questions I have.”
Key Points:
Children need a well-developed base of oral language skills, including an extensive vocabulary, in order to become successful readers.
Children who have positive and repeated experiences with print tend to be better readers.
Research shows that introducing the skills of phonological awareness, print awareness, and alphabetic knowledge in brief, interactive, engaging, and multi-sensory activities is best for young children.
Children who are stronger in a language other than English often have some of the foundational skills of literacy in their home language.
Many of the early literacy skills children have in their home language will transfer to reading in English when a child is ready to make that transition.
Option A: Hang the posters on chart paper around the room. As participants enter and sign-in, ask them to follow the directions on the slide. This activity is a way to have the participants engage with the materials as they arrive, and to help them start to tap into previous knowledge related to the topic at hand.
If someone did not attend the overview training, invite them to jot down their reaction to the key point based on any previous knowledge they have related to early literacy for preschool English learners. Facilitators can use the information recorded to assess the prior knowledge of participants and adjust the training to address what the participants “want to know.”
Option B: Rather than having participants do this as they come in, adjust the size of the “posters” and provide a set (or partial set) for each table. Ask participants to complete the activity with their tablemates while seated at their tables. Have each table share one thing they remembered and one question they still have.

8. Grounding: KWL
Using Handout 1: Early Literacy KWL, record one statement you:
Already know about early literacy for English learners
Want to know about early literacy for English learners
Wait until the end of the module to add a statement about something you:
Learned about early literacy for English learners
Grounding KWL (seven-ten minutes – see note on slide 7)
In preparation: Handout 1
Let participants know that if they can’t generate ideas from their knowledge base regarding early literacy for young English learners, they can write ideas regarding what they know about early literacy in general. They should draw on the review portion of the activity that they engaged in as they arrived.
When most participants have finished writing, call on a few to share.
As a way to close this activity, invite teachers to share how they have used the KWL technique with children.

9. The Path to Successive Bilingualism
Stage Name
Definition
Example
First
Second
Third
Fourth
(15 minutes total)
Slide 9 Activity: Path to Successive Bilingualism
Three minutes (context and instructions)
To set the context for this session, it is important to recognize that awareness of a young child’s stage of second language acquisition is essential for planning appropriate assessment. Therefore, we begin with a brief review of the stages of second language acquisition in early childhood.
Nine minutes (activity)
Distribute the Path to Successive Bilingualism boards and the envelopes with pieces. In small groups (or pairs, based on group size), the participants will discuss the stages, definitions, and examples of second language acquisition. The purpose is to set the context that it is critical to:
Remember that dual language learners are in various stages of their second language acquisition.
Select the most effective teaching strategies for each child’s needs by identifying where the child is in their second language acquisition.
Three minutes
Review the stages and ask participants why this information would be important in discussing recommended early literacy practices for dual language learners.

10. Educators Need to Know
Early childhood educators need to be knowledgeable about:
The role of the home language
The influence of cultural values
The stages of second language development
PCF, Vol. 1, p 179
(two minutes)
Read and/or expand upon this excerpt to frame the content and importance of today’s session.

11. Review: Definition of Early Literacy
“The gradual and ongoing process of learning to understand and use language that begins at birth and continues through the early childhood years. During this period children first learn to use oral forms of language - listening and speaking - and then begin to explore and make sense of written forms - reading and writing.”
Koralek, D. & Collins, R. (1997). On the road to reading: A guide for community partners. Vienna, VA: The Early Childhood Technical Assistance Center, p.10.
(four minutes)
Read the definition aloud and remind participants that this definition was introduced in the overview training.
Next, ask participants to focus on the following questions:
What does the definition state about the relationships between oral forms of language and written forms of language?
What does this definition imply for life-long literacy development?
What does the definition imply about literacy practices in which children and their families engage in daily?
Ask participants to share their answers to the questions above, and to record their responses on chart paper.
Optional: Conduct a think-pair-share related to each of the questions asked above.

12. Early Literacy Skills That Lead to Later Reading Success
Oral language as the foundation
Vocabulary and Listening Comprehension:
Children who have a strong vocabulary – large set of words, varied, and complex – increase their ability to make sense of what they are reading.
Providing children many opportunities to listen and speak gives children an important foundation for reading and writing.
Coyne, Simmons Kame’enui, 2004, as cited PEL Resource Guide, Second Edition, p. 72
These skills will be referred to as key early literacy skills in upcoming trainer notes.
Refer participants to page 72 (Koralek & Collins, 1997), and page 76 (Teaching Through Language) in the PEL Resource Guide.
Additional Research:
The significance of vocabulary development in early literacy has been underestimated, given that it does not truly come into play until children are in 3rd or 4th grade, as a prerequisite for reading success. In fact, oral proficiency developed at home, prior to entering kindergarten, contributes to later literacy development in English.
So, deficits in vocabulary may be fundamentally easier to remedy than many other school learning problems. We can do more in the early years to ensure rapid vocabulary development and greater comprehension of grade-level texts in the upper grades (Biemiller, 2006).
Multiple opportunities for children to interact with target vocabulary in meaningful contexts can result in increased vocabulary learning (Coyne, Simmons Kame’enui, 2004).
Pages 50 and 73 of the PLF (language and literacy section) discuss vocabulary development and the it’s role in reading.

13. Early Literacy Skills That Lead to Later Reading Success
Phonological Awareness:
A sensitivity to the sounds in spoken language
Supporting phonological awareness:
Orally taking apart words and syllables
Orally blending the onsets and rimes of words
PLF, Vol. 1, pp
Connections to the PEL Resource Guide:
In preparation: Provide at least one copy of the PLF per table as well as copies of the PEL Resource Guide.
Refer participants to the PEL Resource Guide glossary, beginning on page 110, which defines many of these terms. The expanded definition of phonological awareness comes from the glossary (p. 113).
PLF: Refer participants to the reading strand of the ELD foundations in the PLF to make connections to the early literacy points on the screen. Explain that the foundations provide a guide for teachers to understand the developmental progression second language learners follow as they acquire phonological awareness in English:
Page 131, Substrand 6.0: Children demonstrate phonological awareness. Focus: Rhyming
Page 132, Substrand 6.0: Children demonstrate phonological awareness. Focus: Onset (initial sound)
Page 133, Substrand 6.0: Children demonstrate phonological awareness. Focus: Sound differences in the home language and English
Refer participants to the language and literacy foundations in the PLF to help them gain a better understanding of phonological awareness:
Page 52, and pages 79-80, provide information on phonological awareness.
Page 89 offers a definition of phonological awareness.
Pages focus on the phonological awareness substrand.
Note: Trainers may also refer to the FAQs document developed by CDE/CDD regarding the connection between the ELD and the language and literacy foundations.

14. Early Literacy Skills That Lead to Later Reading Success
Alphabetic knowledge:
Recognizing and naming some letters
Print knowledge and concepts:
Environmental print
Concepts about print, such as reading from left to right, and story structure
Writing:
Including scribbling and invented spelling
PLF: Refer participants to the ELD foundations in the PLF to make connections to the early literacy points on the screen.
Reading Strand
Alphabetic knowledge:
Page 129, Substrand 5.0: Children demonstrate progress in their knowledge of the alphabet in English. Focus: Letter awareness
Print knowledge and concepts:
Page 128, Substrand 4.0: Children demonstrate awareness that print carries meaning. Focus: Environmental print
Page 127, Substrand 3.0: Children demonstrate an understanding of print conventions. Focus: Book handling
Page 126, Substrand 2.0: Children show an increasing understanding of book reading. Focus: Story structure
Writing
Page134, Substrand 1.0: Children use writing to communicate their ideas. Focus: Writing as communication
Refer participants to the following pages in the PLF:
Page 53, and pages 82-83, provide information on print knowledge and concepts.
Pages 54-55, and pages 87-88, provide information on writing.
Page 63 focuses on the concepts about print reading substrand.
Page 67 focuses on the alphabetics and word/print recognition reading substrand.
Page 70 focuses on the writing strategies substrand.

15. Early Literacy Skills That Lead to Later Reading Success
Attention should be given to key early literacy skills that are predictive of later reading success.
Vocabulary and Listening Comprehension
Phonological Awareness
Alphabetic Knowledge
Print Knowledge and Concepts
Writing
For preschool English learners, experiences in the home language provide a bridge to English literacy.
Snow, D. Burns, S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, D.C.: National Academies Press, p. 9.
Emphasize that these research findings lay the foundation for the discussion on strategies. For example, strategies explored in this training module (Strive for 5, types of questions, etc.) all contribute to the development of rich and varied vocabulary, alphabet knowledge, and phonological awareness.
Source: The NIEER April 2006, Issue 10, Preschool Policy Brief, Early Literacy: Policy and Practice in the Preschool Years. This resource offers a concise overview of the findings of the National Early Literacy Panel, and is available at
Snow, D. Burns, S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, D.C.: National Academies Press, p. 9.
Note: The research base is still quite limited on early literacy as it relates to preschool English learners in comparison to what we know about monolingual English preschoolers in the U.S.
PLF: Refer participants to the categories of English-language development in the PLF (pp.108 – 111) for a brief introduction to a typical developmental progression in the four categories: listening, speaking, reading, and writing.

16. Making Connections: Language and Literacy Foundations
Language Use and Conventions
Vocabulary
Grammar
Writing
Writing Strategies
Literacy
Concepts about Print
Phonological Awareness
Alphabetics / Print Recognition
Comprehension and Analysis
Literacy Interest and Response
The California preschool language and literacy foundations were based upon the research just reviewed.
Language and literacy work together. Children with well-developed oral language are more likely to succeed in reading comprehension in later grade levels than children with less well-developed oral language. Children with strong oral vocabularies are likely to make more progress in developing phonological awareness. In addition, language and literacy learning often occur together in the same context. PCF, Vol. 1, p. 100
Remind participants that as we explore strategies for fostering language and literacy for dual-language learners, it is important to keep in mind what children should be able to do at about 48 and 60 months. In addition to the above language and literacy foundations, we will later examine the English-language development foundations which focus on dual-language learners’ growing competency in English.

17. Families First: Bridging Language and Literacy Learning
The education of English learners is enhanced when preschool programs and families form meaningful partnerships.
PEL Resource Guide, Second Edition, p. 16
(seven-ten minutes)
Ask participants to turn to page 16 in the PEL Resource Guide, and to review Principle One and corresponding practices. Provide each table with a piece of chart paper and marker for recording. Have each table select a recorder. The recorder will write as each participant shares one way he/she builds meaningful partnerships with families. Ask each table group to select one strategy to share aloud with the larger group. Tell the groups to hang their posters around the room, suggesting that they might want to take the time to read and note additional strategies at the break or after the training.

18. Principle One: Debrief
Ask a family member or knowledgeable community resource to share appropriate social conventions for child’s language and culture.
Invite parents or other family members to share cultural practices.
Identify stories that build upon children’s backgrounds.
PCF, Vol. 1, pp
(two minutes)
Use this slide to summarize and connect the participants’ ideas with the guidance found in the PCF (pp ). The above key points describe ways to build partnerships with families to learn more about language and literacy practices in the child’s home language. From discussion and observations, teachers can learn the ways children experience communication and language in their culture. This knowledge will aid teachers in including styles and content that are familiar to the child, and may enhance children’s language and literacy development in English.

19. Families First: Bridging Language and Literacy Learning
Families engage in daily activities:
Reading books
Singing songs
Reciting poetry
PEL Resource Guide, Second Edition, p. 73
(two minutes)
Principle Nine: Engaging in multiple literacy practices, such as reading books, singing songs, and reciting poetry, is part of the daily life of many families. PEL Resource Guide, Second Edition, p. 73
Ask participants to turn to page 73 of the PEL Resource Guide to review Principle Nine and corresponding practices. Use this slide as a transition to look at specific activities in which families may engage.

20. Home Literacy Survey
Take a few minutes to complete Handout 2: Survey of Children’s Home Literacy.
Base your responses on what your family practiced when you were a child, or what you practice/d with your own young children.
Survey of Home Literacy Activities (20 minutes)
Seven minutes
Distribute Handout 2: Survey of Children’s Home Literacy Activities. Point out that home literacy activities often include both print materials and oral language activities:
Oral language and literacy activities: conversations, storytelling, singing
Print literacy activities: reading mail, writing letters to other family members, reading newspapers and magazines, writing grocery lists, reading for pleasure
Once participants have completed about half of the survey, guide them in moving on to Part B of the survey, having them identify the three practices that were particularly joyful, and/or helpful, and/or unique, and create a poster as a small group about those practices.
Encourage participants to take and use the handout in their own settings. Emphasize the importance of eliciting this information from families as a way to form meaningful partnerships. Taking an interest in families’ language and literacy practices and incorporating them in the classroom is a best practice for fostering the language and literacy development of dual language learners.
Note: An alternative or extended version of this activity would include asking participants to discuss ways they could use and/or adapt this handout for their own settings.

21. Family Language & Literacy Activities
Poems, rhymes, verses
Fingerplays
Music, songs
Art
Dance
Catalogs
Recipe books, menus
Museums, parks
Board games
Family stories
Mealtime conversations
Car/plane games
Magazines
Newspapers/Comics
Family language and literacy activities (slide 21, two minutes)
This slide serves as a summary and transition. The list presented here illustrates that there are many ways to support literacy, and it may very well capture some of the ideas shared by participants during the preceding activity.
Some families may feel more comfortable, or find it more natural, to implement some of the activities listed here in addition to some of the methods that are practiced in school (e.g., alphabet blocks, magnetic alphabet letters). Honoring a wide range of literacy practices serves as a way to honor practices familiar to the child, and at the same time, forms stronger linkages between home and school.

22. Connecting Home Language and Literacy Practices to the Foundations
Seven minutes
Handout 3: Connecting Home Language and School Practice
Through meaningful relationships with families, teachers learn about home language use and build an understanding of the variety of literacy experiences children engage in at home. PCF, Vol. I, p.180
In addition, families should be encouraged to continue such practices in their home language, because the ability to hear, understand, and respond to directions, stories, and complex language can be developed in any language and will facilitate the development of those skills in English. PCF, Vol. I, p. 195
Handout 4: Becoming a Reader
Helping families develop an understanding of the specific ways their activities play a role in language and literacy development highlights the value of the home language and the family’s role as first teacher.
Note: When using the DRDP 2010 to assess children’s progress toward mastery of the language and literacy foundations, the child may respond in any language. Thus, this matching activity utilizes the language and literacy foundations. The English language development foundations will be explored and connected to activities later in the session.
Individually, in pairs, or in table groups, ask participants to draw a line matching the activity to the specific language and literacy foundations listed in the right hand column. Use the line and/or space at the bottom of the page to add activities not included, but used by the families they serve.
To debrief, ask participants what they noticed about the connections.

23. Connections to the Preschool Learning Foundations
Children are first introduced to language and literacy in the home language and these experiences provide an important foundation for success in learning literacy in English.
PLF, Vol. 1, p. 103
Several basic cognitive abilities have been found to transfer across languages and facilitate the process of second language acquisition and literacy development. The children’s abilities include, but are not limited to the following:
Use information from what is being discussed to connect with information they already know to make sense of new concepts.
Use their knowledge of letter-sound relationships to begin to decode print.
Access words and their meanings from memory.
Apply their knowledge of word order as they start to read or write.
Understand the story or text read to them and ask questions when confused.
Put their thoughts into writing.
Transfer their knowledge of decoding skills.
PEL Resource Guide, Second Edition, pp

24. Framework Strands and Substrands
Listening
Speaking
Reading
Writing
One minute
The preschool learning foundations in English-language development describe a typical developmental progression for preschool English learners in four general categories: listening, speaking, reading, and writing. These foundations illustrate a developmental progression for children who come to preschool knowing very little, if any, English. As children move through this progression, they are developing the underlying linguistic knowledge needed to learn from a curriculum that is taught in a language they are just learning, English. PLF, Vol. I, p. 108

25. Foundation Mix-Up 15 minutes (including debrief)
Give each table one copy of Slide 25: Activity Foundation Mix-up Board. The board is divided into the following quadrants (listening, speaking, reading, and writing). Tables should also have an envelope with strips of paper with one or two foundations printed on each from Slide 25: Activity Foundation Mix-up Pieces. At their tables, the participants will sort and place the foundations into the correct categories of ELD.

26. English Language Development Foundations and Framework: Listening and Speaking
Listening with Understanding
Beginning words
Requests and directions
Basic and advanced concepts
PLF, Vol 1, pp
Speaking
Communication of needs
Vocabulary production
Conversation
Utterance length and complexity
Grammar
Inquiry
Social conventions
Narrative development
PLF, Vol. 1, pp
This and the next two slides are the answers to the mix-up activity.
As explained in the last slide, early literacy development is an ongoing process which includes growth in listening and speaking, reading, and writing. Within each of these categories are specific skills that dual language learners need to master on their journey toward fluency in English.

27. English Language Development Foundations: Reading
Participate in read-aloud activity
Interest in books and reading
Personal connections to the story
Story structure
Book handling
Environmental print
Letter awareness
Letter recognition
Rhyming
Onset
Sound differences in the home language and English
PLF, Vol. 1, pp

28. English Language Development Foundations: Writing
Writing as communication
Writing to represent words or ideas
Writing their name
PLF, Vol. 1, pp

29. Intentional Teaching Requires Awareness of:
Home language
Development of each child
Ability of child to use English in activities
PCF, Vol. 1, p. 179
In the last activity, participants looked at the English-language development foundations. Keeping these foundations in mind is essential in planning for the dual language learner. They serve as a guide for what children should know and be able to do at the beginning, middle, and later phases of English-language acquisition. Paying attention to the developmental progression described in Chapter Five of the PEL Resource Guide, and in the ELD foundations, will better enable teachers to individualize instruction for dual language learners.
Because first- and second-language development of children who are English learners varies, the English-language development foundations and the language and literacy foundations are each to be used in tandem with the curriculum framework. It is recommended that, when planning curriculum for all areas of learning, teachers begin by reading and considering the information in the English-language development foundation and the curriculum framework as they gauge each child’s current comprehension and use of English. Teachers then develop a plan for how to integrate and utilize suggested activities or strategies to support learning in language and literacy and the other areas of learning that consider the variability of children who are English learners. PCF, Vol. 1, p. 179

30. Supporting Listening and Speaking
The physical environment needs to create access to the curriculum content through multiple avenues.
PCF, Vol. 1, p. 181
In the early childhood classroom, the physical environment for your children who are English learners needs to be modified to create a learning environment that provides access to the curriculum content through multiple avenues. PCF, Vol. I, p. 181
To support dual language learners in building oral language skills (listening and speaking), teachers must provide the following:
Time, materials, and resources that actively help children build language and conceptual knowledge.
A supportive learning environment in which children have access to a wide variety of print resources.
Intentional or specific scaffolds that support the learning of English learners.
Adapted from Neuman, 2006
Note: Guide participants to pages in the PEL Resource Guide. These pages contain a list of supports or scaffolds that early childhood teachers can implement to maximize the learning of English learners.
Here are sample materials typically found in preschool settings to encourage oral language, vocabulary, and literacy development:
-Play telephones -Dolls and dramatic play props
-Flannel board stories -Puppets
-Environmental print -Play microphones
-A “stage” -Communication boards and other assistive devices for children
with disabilities
Encourage participants to generate additional ideas, OR have participants complete the checklist outlined in the next slide.
Additional suggestions are located in the environment and materials section of the PCF (pp ).

31. Recognize Where Each Child Is and Respond
1. Turn to pages in the PEL Guide.
2. Review the Research to Practice chart.
3. Create a poster for the assigned stage.
4. Teach one strategy to the group.
20-30 minutes (depending on group size)
The purpose of this activity is to deconstruct the chart “Strategies for Responding to Stages of Communication that Children Move Into and Out of as They Learn a Second Language.” To effectively meet the needs of dual language learners, teachers must first recognize the stage(s) at which individual children are at in their second language development. Then, the teacher can select the most appropriate strategies for supporting individual dual language learners. In this activity, the participants will deepen their understanding of teacher support strategies that are effective for each of the four stages of learning a second language in early childhood.
Preparation: Assign each table a second language learning state stage (home language, observational/listening, telegraphic/formulaic, and fluid/productive language use). For larger groups, assign the stages for more than one group or allow some groups to self-select.
Procedure: Each group will create a poster for the assigned stage. On the poster, the group should include each of the appropriate teacher support strategies. The group will then choose one of the strategies to teach to the larger group. Ideas for teaching the strategy include, but are not limited to, graphics, role play, songs, or skits. Allow minutes for groups to prepare their materials and two-three minutes per group for their presentations.

32. Supporting Listening and Speaking: Open-Ended Questions
Two minutes
This is a transition slide between general strategies for responding to children in various stages of second language development, and developing open-ended questions.
What specifically supports the learning for preschool English learners?
Refer participants to page 27 of the PEL Resource Guide under the section of "Our Community" language Practices. Attending to the types of questions used in the classroom is one way to build on what is familiar to children. Heath’s work (1983) indicates that some children were accustomed to being asked open- ended questions at home, and they were surprised to be asked closed ended questions in school. As a result they were less likely to participate in class. In addition, by using open-ended questions, teachers are more likely to get more active, assertive and complete responses than when asking known-answer or closed-ended questions. PEL Resource Guide, Second Edition, p. 27
Open ended questions also provide an avenue to expand and extend on children’s talk (PEL Resource Guide, p. 55). For dual language learners in the telegraphic/formulaic stages and beyond, using this strategy will “up the ante” (Tabors, 2008). It creates the expectation, and encourages the use, of more language by the child. This also provides the teacher with opportunities to expand and extend the child’s utterances.
What early literacy skills does this activity address? Oral language, vocabulary development, and listening skills
PLF: What preschool learning foundations for English-language development describe the same or similar concepts? Refer participants the English-Language Development domain in the PLF:
Page 112, Listening strand: Substrand Children listen with understanding.
Page 115, Speaking strand: Substrand Children use nonverbal and verbal strategies to communicate with others.
Page 121, Speaking strand: Substrand Children begin to understand and use social conventions in English.
Page 122, Speaking strand: Substrand Children use language to create oral narratives about their personal experiences.
Ask open ended questions and sustain the conversation over a number of turns. Provide opportunities for the child to practice English… Teachers need to provide time for daily sharing that moves beyond one-word responses. PCF, Vol. 1, p. 203

33. Known-Answer or Closed-Ended Questions
Teacher knows the answer to the question
Example: What color is my shirt?
Can serve as:
A quick assessment of a child’s knowledge of a simple concept
A way to include English learners at the one-word stage
Use this slide, and the next, to introduce and define known-answer (closed ended) and open-ended questions.
Explain that known-answer questions have specific purposes, such as serving as a quick assessment of a child’s knowledge of a simple concept, or as a way of including children who are responding at the one-word stage.
What specifically supports the learning for preschool English learners?
Known answer questions allow dual language learners to respond with what they know, demonstrating whether they have learned the English label for specific concepts. Using open-ended questions requires more than a one-word response.
Why are they referred to as “known-answer” questions? Often, the answer is more or less obvious. One teacher shared that she overheard one of her students tell her parent, “Mommy, I don’t think this teacher knows her colors or numbers. She keeps asking us, “What color is this? Or “How many do we have?”
In some families or communities, children are given the implicit message that it is not appropriate to answer a question to which the adult should know the answer as this may seem disrespectful.
PLF: What preschool learning foundations for English-language development describe the same or similar concepts?
Refer participants to the English-language development domain in the PLF:
Page 116, Speaking strand: Substrand Children use nonverbal and verbal strategies to communicate with others. Focus: Vocabulary production
Page 117, Speaking strand: Substrand Children use nonverbal and verbal strategies to communicate with others. Focus: Conversation

34. Open-Ended Questions Encourage oral language use and development.
Create an opening for children to draw from their life experiences.
Responses usually elicit:
longer phrases or sentences
more complex language
active participation
Example: What do you like about going to the county fair?
Note: Explain that open-ended questions often generate more participation, encourage oral language use and development, and can be more familiar to some children. Open-ended questions can also serve to acknowledge children’s lives and experiences.
PLF: What preschool learning foundations for English-language development describe the same or similar concepts?
Refer participants to the English-language development domain in the PLF:
Page 116, Speaking strand: Substrand Children use nonverbal and verbal strategies to communicate with others. Focus: Vocabulary production
Page 117, Speaking strand: Substrand Children use nonverbal and verbal strategies to communicate with others. Focus: Conversation
Page 118, Speaking strand: Substrand Children use nonverbal and verbal strategies to communicate with others. Focus: Utterance length and complexity
Page 119, Speaking strand: Substrand Children use nonverbal and verbal strategies to communicate with others. Focus: Grammar
Page 122, Speaking strand: Substrand Children use language to create oral narratives about their personal experiences. Focus: Narrative development

35. Try It! Intentional Use of Questions
Choose one photo from those at your table.
Identify a recorder and a reporter for your group.
Based on the photo you have chosen, generate three known-answer and three open-ended questions.
Have your recorder write these questions on Handout 3: Two Types of Questions.
With your table group, discuss what implications this activity has for your practice.
Be prepared to share one of each type of question, and the implications of the activity for practice.
17 minutes, including debrief
Handout 5: Two Types of Questions
In preparation: Gather pictures representing “community” from magazines, calendars, or other photographs. Participants will need copies of Handout 5: Two Types of Questions.
Purpose: As stated in the PCF, open-ended questions help elicit language from dual language learners. Developing open-ended questions is an art. This activity provides the opportunity for participants to better understand the differences between known-answer and open-ended questions. In addition, participants will practice developing open-ended questions.
Distribute two or three community picture cards to each small group of four to five participants. Use photos of the community around the preschool, or picture cards made from calendars or magazines of places or items that participants recognize. This helps to draw out conversation.
Ask each group to view their picture cards and create a known-answer question based on their picture card, writing their question on Handout 3: Two Types of Questions. Participants should then re-work their question to generate a similar, but now open-ended, question. They can draw upon the examples listed on the handout.
Have groups use the same picture card to generate up to a total of three known-answer and three open-ended questions. The recorder should record all questions on Handout 3: Two Types of Questions.
Once they have generated their lists, the reporter can share at least one of each type of question, as well as the implications for practice, with the whole group.
The trainer records the discussion surrounding implications on chart paper.

36. Extending Conversations: Strive for 5
Strive for five turns on the same topic as a way to stretch conversations.
Add details, introduce new words, and enhance language by using the following:
Adjectives & adverbs
Definitions & synonyms
Compare & inferences
Syntax & pragmatics
Dickinson & Tabors, 2001
Extended Conversations & Strive for 5 (slides 36-32, 15 minutes)
As children enter the later stages of learning a second language, it is important to up the ante; using specific strategies for extending conversations will help increase opportunities and expectations for children to produce language (Tabors, 2008). When teachers are having conversations with children, there are several strategies for extending conversations. Extended conversations encourage multiple turn-taking by each partner in the conversation, promote use or introduction of varied and complex vocabulary, and validate children’s experiences and interests.
This slide reviews the ways to promote rich conversations. It serves as a reminder to give children multiple opportunities to practice the language they are learning in meaningful ways. Supporting language is hard work. Research shows that children have few conversations with their teachers that incorporate the use of a large variety of vocabulary words, and extended conversations are rare.
What specifically supports the learning for preschool English learners? Intentional efforts are required to foster oral language. Teachers must be aware of the opportunities for meaningful conversation with peers, both English-speaking peers and peers that share a common home language, and teachers. Teachers must plan intentionally to provide these opportunities for children to talk.
PLF: What preschool learning foundations for English-language development describe the same or similar concepts?
Refer participants to the English-language development domain in the PLF:
Page 115, Speaking strand: Substrand Children use nonverbal and verbal strategies to communicate with others. Focus: Communication of needs
Page 116, Speaking strand: Substrand Children use nonverbal and verbal strategies to communicate with others. Focus: Vocabulary production
Page 117, Speaking strand: Substrand Children use nonverbal and verbal strategies to communicate with others. Focus: Conversation
Page 118, Speaking strand: Substrand Children use nonverbal and verbal strategies to communicate with others. Focus: Utterance length and complexity
Page 119, Speaking strand: Substrand Children use nonverbal and verbal strategies to communicate with others. Focus: Grammar
Page 122, Speaking strand: Substrand Children use nonverbal and verbal strategies to communicate with others. Focus: Narrative development
“Strive for 5” is a technique developed by David Dickinson. The focus is on having at least five turns on the same topic, requiring two rounds of conversation where, for example, the teacher initiates, the child responds, the teacher speaks again, the child respond again, and the teacher speaks once more.
Teachers can expand conversations by asking open-ended questions to encourage children to tell them more. Dickinson states not to intentionally avoid adult-like grammar.
What early language and literacy skills does this activity address?
This technique encourages children to use a greater variety of words, build their vocabularies, and express complex ideas in full sentences.
Teachers can stretch conversations by adding details in their parts of the conversation, introducing new words, and enhancing the language by using adjectives and adverbs. Other aspects to this strategy include: modeling definitions with synonymous words, comparing things so children can make inferences, and modeling the correct use of words and pragmatics (body language).

37. Example of Strive for 5
Teacher: “What would you do if you found a giraffe outside?” (Turn 1)
Child: “I would leave it alone.” (Turn 2)
What might the teacher add next?
Adapted from: Dickinson & Tabors (2001)
Model “Strive for 5” with a participant or another facilitator.
Note: The “Strive for 5” example continues over the next three slides. Each “turn” is counted by the number in parenthesis. This particular example actually has six turns showing teachers that “Strive for 5” provides a guideline, but they can always go beyond the five turns if the situation presents itself.

38. Example of Strive for 5
Teacher: “ Why would you leave it alone?” (Turn 3)
Child: “Cause I don’t want to bring it home.” (Turn 4)
What might the teacher add next?
Adapted from: Dickinson & Tabors (2001)
Continue role-playing.

39. Example of Strive for 5 Teacher: “No?” (Turn 5)
Child: “They would have to make a really big house.” (Turn 6)
Teacher: “A gigantic house.” (Turn 7)
This “Strive for 5” example helps build language for a lifetime, and would take less than 30 seconds.
Note: By using the word “gigantic” after the child has said “big house”, the teacher is introducing a new word (adjective) and giving that new word (gigantic) a definition that is related to the word that the child used (big).
PLF: What preschool learning foundations for English-language development describe the same or similar concepts?
Refer participants to the English-language development domain in the PLF:
Page 117, Speaking strand: Substrand Children use nonverbal and verbal strategies to communicate with others. Focus: Conversation
Levels:
Beginning - Converse in the home language, point, mime, act out, or respond with gestures
Middle - Uses some English vocabulary, but may code-switch
Later - Converses in English
Highlight the connection to the prior activity based on the research to practice section of the PEL Resource Guide (pp ).

40. Try It! Strive for 5 What have you been doing lately?
What did you do this weekend?
Where have you been recently?
What is something to which you are looking forward?
Who are some of the people you enjoy?
Six minutes for first round, two minutes for each subsequent round (number of rounds is determined by group size and timing)
Purpose: Extending conversations in the classroom is key to developing listening and speaking skills. This activity provides participants the opportunity to practice the “Strive for 5” strategy and enhance their skills at facilitating conversations.
To practice the “Strive for 5” technique, guide the participants to form trios by numbering off as 1, 2, and 3. The 1s will be the teachers, the 2s are the children, and the 3s are the observers. Using the starters on the slide, the 1s will initiate the conversations, the 2s will respond, and the 3s will assist as necessary, then describe what they notice. Time permitting, the facilitator may choose to run three rounds so that each participant can practice the technique. #1
Setting: Child is playing outside and the classroom assistant engages child in this conversation.
Child: I went to Grandma's house!
Teacher: What did you do at Grandma's? (Allow “Wait Time" for child to gather thoughts)
Child: I maked a cake.
Teacher: Made a cake? (Pause for response; if none is forthcoming, extend by adding the following:) Tell me how you made it?
Child: We put in eggs and stirred it.
Teacher: Did you help crack the eggs? (Vocabulary extension through incorporating "crack")
Example 2B: Something to note: --- Some children/cultures stress the family/people present and behaviors of an experience, rather than the materials used. If so, the conversation might look like this....
Child: We maked a cake.
Child: Me and Grandma maked it, we used eggs.
Teacher: Did you help Grandma crack the eggs?
Child: Yes, and I made a big mess! #2
Setting: Four year old child has come into the classroom and tells his teacher about a trip to the playground by his house.
Example 1
Child: I went to the park.
Teacher: What did you do at the park?
Child: I played on the swings.
Teacher: What else did you do?
Child: I went down the slide. It was really, really tall and it went down and down.
Teacher: Did you go with someone else?
Child: I went with mommy and Tyler wasn’t there.
Teacher: Is Tyler your friend?
Child : Tyler is my friend. He likes to play at the park too.
Teacher : It sounds like you had lots of fun at the park.

41. Early literacy in the preschool classroom…
…is based on strong oral language abilities, knowledge of how print works, phonological awareness, and a personal desire to become a skilled reader.
PCF, Vol. 1, p. 206
Two minutes
The above quote from the PCF links the prior section of this training, which focused on listening and speaking (oral language development), to the following section, which focuses on the reading and writing strands of the English language development foundations. It is also used as a bridge to Principle 10 (on the next slide) from the PEL Resource Guide. Principle 10 alludes to the nature of the classroom strategies required to build the knowledge, skills, and dispositions necessary to support dual language learners.

42. Intentional teachers should offer opportunities to explore…
Written materials and meaning
Sounds through rhyme and alliteration
PEL Resource Guide, Second Edition, pp
Principle Ten
Two minutes (PEL Resource Guide, pp )
In the next section of this training, participants will explore strategies for fostering the knowledge, skills, and dispositions described in the reading and writing strands and substrands of the ELD foundations. For additional interactions and strategies, participants should reference the PCF (pp ).

43. Intentional Teaching: Planning with the End in Mind
Ask participants to take out Handout 6: Matrix of Supports for Language and Literacy Development and Handout 7: Summary of ELD Strands and Substrands.

44. Intentional Teaching: Planning with the End in Mind
In this activity, each group will become an expert group focused on one strategy for dual language learners. In addition to teaching the strategy to the larger group, each group is to make the intentionality of the activity explicit. Use Handout 7: ELD Strands and Substrands to help identify which knowledge, skills, and dispositions the strategy fosters and why. Groups should be sure to include this in their presentation to the larger group.

45. Try It! Supports for Language and Literacy Development
In small groups, discuss your assigned activity and record your discussion on Handout 6: Support for Language and Literacy Development.
Poetry in Motion
How Many Syllables in Your Name?
“Fishing” for Beginning Sounds
Create Your Own Storybook
What ELD foundation substrands does this activity address? What specifically supports the learning of preschool English learners?
Try It! Supports for Language and Literacy Development (60 minutes)
Distribute one of the following activity cards to each group:
Poetry in Motion
Sample Syllables in Your Name
Fishing Pole
Laminated Picture Cards
Note: This is a central activity for the module. Allow up to 25 minutes for small group time, and 35 minutes for groups to share aloud and to engage in a whole group discussion.
Have participants number off from 1-4. They should work in small groups to review and discuss their assigned activity. Encourage participants to record their discussion on Handout 6: Supports for Language and Literacy Development. The guiding questions are:
What ELD foundations substrands does this activity address?
Each activity will only address certain skills. As a way to end this activity, trainers may want to guide participants in identifying which early literacy skills these activities address.
What specifically supports the learning for preschool English learners?
Participants should identify appropriate supports for each activity, drawing upon the PEL Resource Guide, pp
NOTE: Trainers may want to have a copy of Handout 6 at least partially completed for each one of the four activities in order to have something to quickly reference in case any particular group gets “stuck.” The trainer notes under each support slide provide additional information to share during the whole group discussion. Participants should also use the handout to capture the ideas generated by their colleagues during this discussion.

46. Poetry in Motion—Group Presentations
Teach the strategy.
What specifically supports the learning for preschool English learners?
What reading and writing substrands does this activity address?
Poetry in Motion—Presenter Notes to supplement group presentations when needed
What specifically supports the learning for preschool English learners?
As the handout explains, when children act out a poem, they respond to its rhyme, its rhythm, and the pictures it paints with a few well-chosen words. They grow as readers by connecting feelings with the written word. Encourage participants to use poems in their class or program that are familiar to the children in English or the home language. When possible, obtain a translation from an interpreter or family member.
What reading and writing substrands does this activity address?
This would depend on the poem selected. It could include phonological awareness and/or vocabulary development, as poems often contain more advanced vocabulary, and hence build comprehension skills.
PLF: What preschool learning foundations for English-language development describe the same or similar concepts?
Refer participants to the English-language development domain in the PLF:
Reading strand: Substrand Children demonstrate phonological awareness. Focus: Rhyming
Refer participants to the Web site for an elaborated version of this activity: Read*Write*Now! Activities for Reading and Writing Fun

47. How Many Syllables are In Your Name?—Group Presentations
Teach the strategy.
What specifically supports the learning for preschool English learners?
What reading and writing substrands does this activity address?
How many Syllables are In Your Name—Presenter Notes to supplement group presentations when needed
What specifically supports the learning for preschool English learners?
Note: It is important to say each child’s name correctly. It may be tempting to shorten a child’s name (e.g., Genie for Eugenia) or to use a simpler version (e.g., Alex for Alejandro). This should only be done when the child or family expresses a preference for this alteration. A helpful technique is to have a roster of the first and last names of the children in the class with a phonetic representation to remind anyone who enters the room how to pronounce each name. This will go a long way to instill a healthy self-identity for each child.
Name games are fun and provide children with an opportunity to learn and identify each other’s names. Ask the children to try clapping the syllables in their own names. As a group, say each child’s name and clap as you separate the syllables. Invite the children to make self-portraits. Give them a small piece of paper to write their name and glue under their picture to represent the syllables in their name (examples: Jor-dan, Ai-dan, Mar-cus, Juan, Pe-dro, A-ni-ta, Lai-Wan) Activities such as clapping and tapping syllables are terrific even once letters are introduced, because although phonological awareness relates to spoken language, letter knowledge can support phonological awareness.
In addition, names are often a great starting point for children as they are often eager to learn to write their name.
“Name Plate” activity, for example.
Representing names in this manner can be a way for preschool English learners to learn the names of their classmates (and vice versa).
This activity helps children with special needs visually discriminate, as they begin by associating the drawing with their friend, and then eventually recognize the connection between the written representation of the name and the correct peer.
What ELD foundations substrands does this activity address? Phonological awareness, alphabet knowledge, and concepts of print.

48. “Fishing” for Beginning Sounds—Group Presentations
Teach the strategy.
What specifically supports the learning for preschool English learners?
What reading and writing substrands does this activity address?
“Fishing” For Beginning Sounds—Presenter Notes to supplement group presentations when needed
What specifically supports the learning for preschool English learners?
The photos provided were chosen intentionally for communities in which the two most prevalent languages are English and Spanish, since the words start with the same sound in either language.
English/Spanish:
Tomato/Tomate Turtle/Tortuga
Lemon/Limon Lettuce/Lechuga
Popcorn/Palomitas Tiger/Tigre
Pizza/Pizza Train/Tren
One recommendation would be for teachers to create beginning sound cards that are associated with the theme or topic being covered as part of the curriculum, or to reflect a focus of one of the learning centers in the classroom to give children a concrete example of connecting this early literacy skill with their everyday activities and conversations.
What early literacy skills does this activity address?
This activity addresses phonological awareness and letter-sound correspondence (introduction to phonics). This activity introduces/reinforces phonological awareness. You can also do a slightly more advanced version of this activity called, “Fishing for Letters.” This advanced version is done the in the same way as “Fishing for Sounds”, except that a letter is added to the chart to introduce/letter-sound correspondence (phonics).
Note: It is important to remember to go through the cards and the labels for each photo or drawing with the children before offering this as an activity that they can do either with teacher guidance, individually, or with their peers. This will avoid confusion for photos that students may interpret in many ways. For instance, in the previous slide, the lettuce could be seen as kale, collard greens, etc.
PLF: What preschool learning foundations for English-language development describe the same or similar concepts?
Refer participants to the English-Language development domain in the PLF:
Page 132, Reading strand: Substrand Children demonstrate phonological awareness. Focus: Onset (initial sound)
Page 133, Reading strand: Substrand Children demonstrate phonological awareness. Focus: Sound differences in the home language and English

49. Create Your Own Storybook—Group Presentations
Teach the strategy.
What specifically supports the learning for preschool English learners?
What reading and writing substrands does this activity address?
Create Your Own Storybook—Presenter Notes to supplement group presentations when needed
Note: If possible, trainer should show a child’s storybook as an example. Each teacher in the classroom could create his/her own storybook to model the value of sharing one’s story for the children and their families. The teacher provides photos for children unable to bring photos from home.
What specifically supports the learning for preschool English learners?
Depending on the focus of the homemade book, the teacher, parent, or any other adult can emphasize any one of the early literacy skills such as rhyming, alphabet knowledge, onset-rime, or alliteration. Explain that the value of having children create books about themselves and their family is that young children enjoy having the opportunity to talk about themselves and have others show an interest in their life. These personal stories are easy to tell and retell because they carry value, meaning, and emotion for the child. Young children can often be engaged in extended conversation when it is about their family and personal experiences.
For English learners, it is also recommended to create the book in the child’s home language with English subtitles, so monolingual English-speaking staff and peers can read the story.
What ELD foundation strands and substrands does this activity address? Oral language development, alphabet knowledge, and concepts of print.
PLF: What preschool learning foundations for English-language development describe the same or similar concepts?
Refer participants to the English-language development domain in the PLF:
Page 122, Speaking strand: Children use language to create oral narratives about their personal experiences. Focus: Narrative development
Page 123, Reading strand: Children demonstrate an appreciation and enjoyment of reading and literature. Focus: Participate in read-aloud activity
Page 124, Reading strand: 1.0 – Children demonstrate an appreciation and enjoyment of reading and literature. Focus: Interest in books and reading
Page 125, Reading strand: Children show an increasing understanding of book reading. Focus: Personal connections to the story
Page 134, Writing strand: Children use writing to communicate their ideas. Focus: Writing as communication
Page 135, Writing strand: Children use writing to communicate their ideas. Focus: Writing to represent words or ideas

50. Other Homemade Books Personal Storybooks from photos
“Puppies in Space”
You and Me book
Accordion book
Cereal box book
Plastic baggie books
Bonus: Book plates
Homemade Books
Note: The materials or instructions for each of these homemade books are included in the trainer materials. It is suggested that your training team have a sample of each of these books and provide materials for participants to make-and-take one of these books. Participants could at least assemble the book and complete the first couple of pages.
What early literacy skills does this activity address?
Depending on the focus of the homemade book, the teacher, parent, or any other adult can emphasize any one of the early literacy skills such as rhyming, alphabet knowledge, onset-rime, or alliteration.

51. Closing Activity: KWL
At the beginning of this training, we requested that you use Handout 1: KWL to record one statement about what you:
Already know about early literacy for preschool English learners.
Want to know about early literacy for preschool English learners.
Add a statement about something you learned about early literacy for preschool English learners.
Ending activity: KWL (slide 57, three minutes)
Give participants three minutes to complete the last section of Handout 1: KWL, so that they can capture what they learned in this training.
Have participants share out findings that highlight key points from the PEL Resource Guide (Principles 9 & 10) and PLF examples.
If you did not use the KWL, provide another brief reflection activity.