INSERVICE 2014 presentation - UA Early Care and Education

Pre-K ELLA Revisions
In-service, June 18, 2014
Before we Begin
The Book of Your Life
• If they wrote a book about your life
what kind of book would it be and what
would it be called? Or do you have a
favorite book that you feel describes
your life?
• Directions: Review the next slide “Book
Genres” and write down your answer to the
question above. Place your sticky note on the
dry erase board at front of the room
Book Genres
Science fiction
Self help
Prayer books
General Overview
What’s New?
• Reflection section to each lesson.
 AECE Framework Handbook benchmark categories:
 Developmental Learning Strand 1- Social /Emotional
 Emotional Literacy, Emotional Regulation
 Developmental Learning Strand 3- Cognitive/Intellectual Learning
 Technology and Tools
 More information books
 Adventures in Learning Brochure
• What’s Changed?
• Deleted some books. Some brochures no longer given, can be found online at
Division website: Literacy, It’s a Family Affair
Language is Discovery
• Updated changes in:
AOM (2012), ECERS-Revised Edition (2005),
AECE Framework (2013) – New benchmarks
What’s New?
Appendix B: An Overview of Adventures in
Appendix C: Books for Take Home Literacy Packs
Lesson 1 What’s Changed?
• Remeber to do Pre-test in class- if at all possible before teaching
any course material.
• Added: MATERIALS: List of Pre –K ELLA topics for posting
DVD- Welcome Pre- K ELLA
Media Player
Classroom copies of revised AOM & AECE
Framework Handbook
ECERS- Revised Edition -2005
• What’s Revised?
 AOM (2012) changes,
 AECE FWHandbook 2013
• What’s New? Trainer Note:
 Refer to Benchmark Summary Table, Framework Handbook and
definition of benchmark
 Refer participants to Benchmark Summary Table pg. 75 new FH.
AOM Revisions
Activity -Review of AOM- page 11
• Review of the AOM. Page 71 Language Development
• State that on page 20 the AOM also shows the continuum
of these early childhood education benchmarks with the
Common Core State Standards for English Language Arts.
• Of particular interest to all preschool teachers is connecting
the Kindergarten Readiness Indicators with the Arkansas
Early Childhood Education Benchmarks found on page 15.
• Some may be interested in the correlation with the Work
Sampling System which is found on page 61 or with the
Head Start Child Outcomes Framework which is found on
page 1.
Lesson 2 What’s New?
• What’s New?
• Materials- added: Adventures in Learning Overview -Fact Sheet &Activity.
• -Deleted Trainer note and Fact Sheet 1 (Adventures in Learning replaces this)
Adventures in Learning. Refer participants to Appendix B, An Overview of
Adventures in Learning and Featured Books. Invite them to read the brief
description of the curriculum.
• Allow participants time to review the overview, paying particular attention to
some of the featured books. Explain that the topics of study have a language
and literacy focus and activities that are based on the Arkansas Early
Childhood Education Framework Learning Strands and Benchmarks. Of
importance to many programs is the fact that Adventures in Learning is an
Arkansas approved comprehensive early childhood curriculum. Invite a show
of hands from participants who are using Adventures in Learning in their
program and allow a few minutes of discussion about their experiences with
the curriculum.
• See Fact Sheet 2- books deleted -some added for each centers –
• Added to Activity before Fact sheet 2: Review Fact Sheet 2 and invite
participants to compare their charts with the fact sheet.
Lesson 3 What’s Changed?
• What’s Been Added?: Materials AECE Framework Handbook- classroom set
 Books for participants: Corduroy, Goodnight Moon, Guess How
Much I Love You
 Strengthening Families Protective Factors Framework after
Objective 2
• What’s been deleted? –
 Activity 1- Social- Emotional Acrostic Replace with -Activity under Objective 1 : Characteristics of a Socially
Emotionally Healthy Child).
 *Replacement page: Activity Sheet 1- Part A- Individual Activity possible
answers as activity,
-Added benchmarks: 1.25 Identifies one’s own feelings
1.26 Expresses thoughts and feelings in words
*Side note: The Getting Ready for Kindergarten: A Guide for Teachers and Caregivers of
Preschool Children has not yet been revised- Benchmarks will not correspond to new AECE
Framework Handbook. Also Work Sampling has been revised to add Language and Literacy for
English Language Learners under II Language and Literacy Domain
Lesson 3- New Activity!
• Added - Activity- Strategies and Activities that Support Benchmarks- pg 62.
Explain to participants that in Section II of the Framework Handbook are
strategies and activities that support children in achieving each of the
Benchmarks. Invite participants to refer Section II of the Handbook. Note that
Social/Emotional Benchmarks are listed in the left column and
Strategies/Activities are listed in the right column.
Invite participants to review the following Benchmarks and Strategies and Activities
that support the Benchmarks and identify the strategies and activities that support a
child’s use of language in establishing positive relationships with others:
Benchmark 1.21 Becomes involved in solving social problems (conflicts).
Benchmark 1.24 Expresses care and concern for others.
Benchmark 1.26 Expresses thoughts and feelings in words.
Allow a few minutes for participants to discuss the strategies and activities that they
are using or might use to support the children in their classroom in achieving the three
Benchmarks discussed.
Collect the class set of Arkansas Early Childhood Framework Handbook for Three and
Four Year Old Children.
* Additional Trainer note: Remind Participants: Benchmark Summary Table
Lesson 4 What’s Changed?
• PAGE NUMBER Changes!!!
• Arkansas Early Childhood Education Framework Handbook for Three and Four
Year Old Children (2013) page 35: Plan the schedule to allow large blocks of
time, from 45 to 60 minutes each, for independent play.
– Early Childhood Environment Rating Scale- Revised Edition. [ECERS]
(2005), Page 63: 5.3 A substantial portion of the day is used for play
Developmentally Appropriate Practice in Early Childhood Programs
(2009), page 153: Teachers allocate extended periods of time in learning
centers (at least 60 minutes) for children to engage in play.
The Creative Curriculum for Preschool (2002), page 93: In Daily Schedule
Guidelines suggest that teachers plan at least 60 minutes a day for each
choice time so that children can become deeply involved in their play.
Lesson 5 What’s Changed?
Activity Sheet 2-
 Objective 3 Connecting Pre-K ELLA Topic and The Family
Connection Activities.
Activity- Review Links for Parents & Teachers activity .
 Reminder: When discussing Link for Parents and Teachers remind
participants KRI have been revised and will not be reflected
(approved in April/May, 2014).
Added books to the lesson:
 The Kissing Hand by Audrey Penn
 Ask Mr. Bear by Majorie Flack
Added/ deleted:
Books for themes in Activity Sheet 2
Lesson 6 What’s New?
What’s been Added? Benchmarks to the portions
of video scripts so trainers do not have to handout AECE
Framework Handbook.
What’s Changed? : Terminology- Tape » Video etc.
Deleted: Activity Sheet 2 and activity: Connecting
Learning Strands and Benchmarks.
Deleted: Last Activity: Prepare index cards with
Lesson7 What’s NEW?
New Books!!
 Deep in the Forest- Brinton Turkle
 Pancakes for Breakfast- Tomie de Paola
Trainer Note about distributing Deep in the Forest &Pancakes for Breakfast.
New Info!! Hart & Risley Landmark Study (1995; 2003).Pg. 153
NEW OBJECTIVE: Eliminating Inequality in Children’s
Language Experiences. Pg 153
NEW FACT SHEET: Strategies for Promoting Rich
Verbal Language Experiences. Pg 153
Deleted: Language is Discovery
Revised Example of Language Development Benchmarks chart:
Appendix E :
Lesson 8 What’s Changed?
New Book! In the Tall, Tall Grass
by Denise Fleming
Deleted: Transparency 1 and Activity:
‘The rain in Spain falls mainly in the plain’
Added: Figure 8-1 Listing strategies and Activities for Benchmark 5.1
instead of distributing AOM. Pg. 179
Revised: removed page numbers for AOM Activity:
(that connect to benchmark for phonological awareness)
• Head Start Child Development and Early Learning Framework in the
Literacy Knowledge and Skills Domain, Phonological Awareness
Element- pg 8
• Kindergarten Readiness Indicators- pg.17
• Common Core State Standards Kindergarten English Language Arts
Kindergarten Level- pg. 31
• Work Sampling System, Language and Literacy Domain, Listening
Component- pg. 68
Lesson 9 What’s New?
To Materials List:
Mother Goose Picture Puzzles - by Will Hillenbrand
Small amount of varied art supplies(pom poms, pipe cleaners, glue)
Added: Poetry book A Child’s Calendar by John Updike.
NEW: Fact Sheet: Introducing Poetry with Young Children- pg. 205
Added: More to the first Activity :Read the poem January by
Maurice Sendak in Read- Aloud Rhymes for the Very Young to
incorporate participants making a creation from the mental picture
they got while listening to the poem- pg.206
Lesson 10 What’s Changed?
LESSON 10: Added: The Three Billy Boats Gruff
The Little Red Hen
A Story a Month Composite (per participant)
Reminder: A Story a Month & B.A.M.M.M!!!Have been revised but not updated on website yet.
Added: Trainer Note to distribute the new books to
Added: Appendix K list of Story a Month storytelling
patterns and Mother Goose Rhymes available on Division
Lesson 11 What’s New?
Added: Objective 9: Book-Related Prop Boxes
Revised: Removed page numbers under Obj. 3 pg. 236
AECE Framework Handbook 2013,
Early Childhood Environment Rating Scale, 2005 &
Developmentally Appropriate Practice in Early
Childhood Programs 2009.
Added: Prop Box Activity for The Gingerbread Man or
The Gingerbread Boy
Lesson 12 What’s Changed?
Added: Information books & definition to Key Terms
Added : Trainer Note: Discuss with Participants Two Resources available at
Division Website:
CAL (Creative Adventures with Literature)
CLAM (Connecting Literature and Math)-pg. 260
Added: Informational Books in the Preschool Classroom Section: which is a
collection of curriculum guides paring informational books with storybooks and
the implementation of CCSS requirement and ECERS-R in achieving Better
Beginnings designation.( will also be available on DCCEC website)- pg .264
Deleted: Picture Book- A Very Special Critter
Added: Alphabet Books:
All the Awake Animals are Almost Asleep by Crescent Dragonwagon,
Concept Books:
The Artist Who Painted a Blue Horse by Eric Carle
Information Books:
Do You Know Which Ones Will Grow? By Susan A. Shea
Lesson 13 What’s Changed?
Revised: Benchmark activity(distribute AECE Framework Handbook)
 review the benchmarks and give examples that
support shared reading –pg. 278-279
 added benchmark 3.2 : uses picture cues to
tell a story
Lesson 14 What’s New?
Added: Book: Chicka Chicka Boom Boom
Alphabet Under Construction
Deleted: Book: The Farm Alphabet book
Added: Book: LMNO Peas
NEW alphabet games:
Activity Sheet 3:
 Treasure Hunt with Shovel
 Alphabet Soup
 Letters on Lids
 Letter Memory Game
• Revised: There is a continuum of the Benchmarks with the Common
Core State Standards for English Language Arts Kindergarten Level.
• In the Literacy Domain of the Head Start Child Development and Early
Learning Framework are indicators that align with the Benchmarks just
listed. In the Work Sampling System, Domain of Language and Literacy,
are performance indicators that correlate with the Benchmarks. pg 299.
Lesson 15 What’s Changed?
• the signmakers assistant
• Signs
Backseat A-B See by Maria Van Lieshout
Fact Sheet 2 Environmental Print games: -pg. 317
 Lacing
 I can Read Chart
Lesson 16 What’s New?
Deleted: Introductory activity
Added: New Activity:
-What are your first memories of writing? How old do you think you were
when you began to write? – allow time for discussion
Added: Dictated Writing
• Dictate a Recipe – Ask a child their favorite food that a family member makes.
Have them dictate the recipe and then illustrate the recipe. These can be put
together as a recipe book and share with families.
• Observation Log – Choose only one child a day to observe the classroom pet
and enter their observation in the “Pet Log”. Have them dictate their
observation and then illustrate to show what the pet is doing that day.
Added: under Objective 10 Ex. of Shared Writing
– How to list
– List of questions
Remember to do Post- test in class -if at all possible

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