1. The California Preschool Curriculum Framework, Volume 1 Book Walk

2. What’s in Volume 1? Social-Emotional Development Language and Literacy
English-Language Development
Mathematics
The Curriculum Framework chapters provide information to support children's learning in the areas described in the California Preschool Learning Foundations, Volume 1.
Identify what domain each icon represents.
Point out the words, Volume 1, on the cover. Explain that this volume contains the first four domains (the first four icons reading from the top of the page). Explain that Volume 2 will contain the next three domains (visual/performing arts, physical development, and health), and that Volume 3 will contain the last two domains (history/social science and science).
Point out that the icons and their colors are used to identify domain sections inside of the book. We will look at the sections of the book on the next slide.

3. Let’s Explore the Framework

4. A Message from the State Superintendent of Public Instruction (p
A Message from the State Superintendent of Public Instruction (p. v) Highlights
Ask participants to turn to page v.

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

6. Acknowledgments (p. vii)
Project leaders
Principal writers
Community college faculty advisers
Universal design advisers
Project staff and advisers from the WestEd Center for Child and Family Studies
Staff from the California Department of Education
Early childhood education stakeholder organizations
Participants in the formative and review focus groups
Participants in the Web posting process
Participants in the public hearing process
Ask participants to turn to page vii (Acknowledgments).
Briefly go over who was involved in the development process of this framework.

7. Chapter One: Introduction (p. 1) Highlights
Guide participants to find the Introduction on page 1.

8. Overarching Principles Curriculum- Planning Process
Organization
Universal Design for Learning p. 13
Daily Schedule p
Chapter 1
English-language Development in All Domains p
California’s Children p. 3-5
Jigsaw activity:
Materials: Chart paper, markers
Process:
Assign one topic per table (may combine ELD and UDL)
Ask each table to create a chart using pictures and diagrams, and not more than 50 words, to summarize the key points of their topic.
Debrief:
Ask each table to share out their chart
Let participants know that there are other topics in Chapter 1 that were not discussed.
(Click to reveal Principles cloud) Remind participants that we discussed the overarching principles.
(Click to reveal Organization cloud) The organization of the Framework will be covered later in the session.
(Click to reveal Curriculum-Planning Process) The curriculum planning process will also be covered later in the session.
Curriculum- Planning Process

9. Chapter Two: Early Learning and Development System (p. 29) Highlights
Ask participants to turn to p. 29.

10. Ask participants to refer to their Early Learning and Development System handout.
Briefly go over the following, emphasizing the items in bold.
At the center of the system are the Preschool Learning Foundations which describe the learning and development that preschool children typically demonstrate with appropriate support at around 48 and 60 months of age.
The Preschool Curriculum Framework offers guidance on how programs and teachers can support the learning and development that are described in the foundations, through environments and experiences that are linguistically and developmentally appropriate, as well as individually and culturally meaningful and connected.
The Desired Results Assessment system is designed to document the progress made by children and families in achieving desired results and provides information to help practitioners improve their child care and development services. The Desired Results Developmental Profile (DRDP) is an observation assessment instrument that enables teachers to document children’s learning and developmental progress along a continuum of four developmental levels.
Professional development is provided through the state’s extensive higher education system, the California Preschool Instructional Network, the Faculty Initiative Project, and other CDE activities.
The Program Guidelines and Resources component includes publications such as the Prekindergarten Learning & Development Guidelines and the Preschool English Learners: Principles and Practices to Promote Language, Literacy, and Learning (PEL Guide).

11. Chapters 3-6: The Learning Domains Highlights
Social-Emotional Development p. 37
Language and Literacy p. 97
English-Language Development p. 177
Mathematics p. 231

12. Organization of the Domain Chapters
Tab the Book Activity
Purpose: Teachers will leave the activity with:
More familiarity of the Curriculum Framework format
Marked sections for easy reference
Greater awareness of how framework is relevant, helpful, and user friendly
Materials: highlighters, sticky tabs, clips, framework books, “domain, strand, substrand” handout
Process:
Assign domain chapters to table participants so that each table has a variety of domains.
If participants do not have complete books, make copies of one chapter per teacher, six participants at each table (one of each chapter).
Follow along with the directions on the following slides to identify key features.

13. What’s First??? Guiding Principles Environments and Materials
Summary of the Strands and Substrands
Skim through the introductory matter of the domain until you find a section titled, “Guiding Principles.” Find and highlight the section heading, “Guiding Principles.” After all have been found, continue to next step. Each chapter includes domain specific guiding principles that supplement the overarching principles explored in Chapter 1.
In each chapter after the guiding principles, find a section on “Environments and Materials.” Find and highlight the section heading, “Environments and Materials.” After all have been found, continue to next step. Each chapter includes suggestions of environments and materials to support children’s growth and development in that domain.
Domain chapters end with a summary of strands and substrands that align with the strands and substrands in the Preschool Learning Foundations. Locate this feature in the chapter and highlight the section heading.

14. Strands and Substrands
Place a sticky tab on the first page of each strand.
Highlight the title of each substrand.
Hint: Notice the strand and substrand on the bottom of each page.
Guide participants to the Domain, Strand, Substrand handout as a reference.
(Note to Trainer - Add information below for administrative sessions.)
Typically, domain chapters are organized by strand and substrand. However, in the mathematics chapter, mathematical reasoning is listed not only in its own strand section, but throughout the other strands as well.
Examples of “Mathematical Reasoning in Action” were interwoven throughout the chapters to illustrate this process in the context of reasoning about each of these content area (number sense, classification and patterning, measurement and geometry), whether in naturally occurring situations or while engaged in planned mathematical activities.
The first four chapters are content related, while the last chapter, “Mathematical Reasoning,” is about the process of reasoning and mathematical problem solving in each of these four content areas.  It was therefore illustrated in the last chapter, devoted to mathematical reasoning, and throughout the document in the context of presenting strategies to engage children in meaningful mathematical thinking in each of the main content areas.

15. Vignettes
Each chapter has numerous vignettes to illustrate typical classroom scenarios.
Locate and highlight two vignettes in the assigned chapter.
Hint: Vignettes are in italicized typestyle and are identified in the column to the left with the word VIGNETTE in bold.

16. Vignettes Read through one of the vignettes identified.
Highlight the teachable moment and/or planning learning opportunities associated with that vignette.
Hints:
Each vignette has at least one teachable moment and/or planning learning opportunity.
Where included, they will be identified in the column to the left of the vignette.
Read through one of the vignettes identified.
Read and highlight the teachable moment and/or planning learning opportunities associated with that vignette.

17. Interactions and Strategies
Following each vignette identified, highlight the paragraph that includes the words “interactions and strategies.”
Hint: Interactions and strategies can be found in the paragraph immediately following each vignette.
Following each vignette are suggested interactions and strategies to support children’s growth and development.
After participants have highlighted the paragraph, provide a few moments to read the bolded paragraph headings that follow (not the whole section, just the bolded paragraph headings).

18. Research Highlights
Find and highlight one research highlight in the chapter.
Hint: Research highlights are in shaded boxes set off from the rest of the text and headed with the words “Research Highlight.”
Although this volume concentrates on practice and not research, the content is research-based.

19. End of Each Domain
Find and tab these three features found at the end of each domain.
Bringing in All Together
Engaging Families
Questions for Reflection
Bringing it All Together begins with a vignette that integrates the substrands into one scenario. Following the vignette is an explanation of what the teacher did and why.
Engaging Families has ideas for teachers to pass on to families in conferences, workshops, newsletters, etc.
Finally, Questions for Reflection guides teachers to reflect on their practice and plan for implementation of new strategies learned in the strand section.

20. Finally… Each chapter ends with: Teacher Resources References Endnotes
Participants may locate these features at the end of the domain chapter. Inform them that the Teacher Resources have been contributed by California’s Early Childhood community.

21. Don’t Overlook… Appendices21
Don’t Overlook…
Appendices
Appendix A. California Early Learning and Development System (p. 303)
Appendix B. Reflections on Research: Phonological Awareness (p. 304)
Appendix C. Reflections on Research: Alphabetics and Word/Print Recognition (p. 313)
Appendix D. Resources for Teachers of Children with Disabilities or Other Special Needs (p. 319)
Glossary
Appendices begin on p. 303
Glossary begins on p. 323 21

22. Thank You!