© 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)....

© 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN).

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A Resource for You!


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What’s in Volume 1?

• Social-Emotional Development

• Language and Literacy

• English-Language Development

• Mathematics


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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


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In Volume 1, Discover Ideas for:

• Environments• Building on

children’s play• Materials• Teacher-guided

learning activities

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The Curriculum Framework Strategies Are:

• Developmentally appropriate

• Reflective of thoughtful observation and intentional planning

• Individually and culturally meaningful

• Inclusive of children with disabilities and other special needs


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Eight Overarching Principles

1. Relationships are central.2. Play is a primary context for learning.3. Learning is integrated.4. Intentional teaching enhances children’s learning

experiences.5. Family and community partnerships create meaningful

connections.6. Individualization of learning includes all children.7. Responsiveness to culture and language supports

children’s learning.8. Time for reflection and planning enhances teaching.


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What’s First???

• Guiding Principles• Environments and

Materials• Summary of the

Strands and Substrands


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Vignettes

• Each chapter has numerous vignettes to illustrate typical classroom scenarios

• Vignettes are in italicized typestyle and are identified in the column to the left with the word VIGNETTE in bold.


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Interactions and Strategies

• Interactions and strategies can be found in the paragraph immediately following each vignette.


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Research Highlights

Research highlights are in shaded boxes set off from the rest of the text and headed with the words “Research Highlight.”


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End of Each Domain

• Bringing it All Together• Engaging Families• Questions for Reflection


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Finally…

Each chapter ends with:• Teacher Resources• References• Endnotes


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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


14Strategies for Dual Language Learners throughout the Framework

– Concrete representations and visual aids– Provide wait time– Oral descriptors/running commentary– Provide safe havens – Keep messages and directions short – Respect and connect to home language and

culture

Look for specific strategies within each strand.


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Children with special needs

Universal Design for Learning:• Multiple means of representation• Multiple means of expression• Multiple means of engagement

The best sources of information about supporting a child with a specific disability will be the family and the special education provider.


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Strategies for Children with Special Needs throughout the Framework

• Use all the senses• Use physical gestures• Use visual cues• Use props• Offer adapted or specialized materials • Use repeated opportunities - Preschool English Learners Resource Guide


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Optional Framework Activity for Modules

• This is an activity and series of slides that could be added to any module.

• This activity addresses the environment and materials ideas in the framework.


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Creating Invitations through the Environment

• Read the section of the framework for the strand you are presenting.

• Work in the table group to complete the interest areas matrix or hang chart paper with interest areas.


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• Use the following section from the Curriculum Framework as a resource: (Put domain name and section pages here)

• Notice the chart paper with interest areas around the room.• With the table group, choose one area to begin.• Record ideas from the framework on the chart paper.• Participants have 5 min. at each interest area. Rotate at the

signal.• At the end of the activity, participants have 5 min. to roam the

room and record favorite ideas on the personal handout.



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Creating Invitations through the Daily Routine

• Read the section of the framework for the strand you are presenting.

• Work in the table group to complete the parts of the daily routine matrix or hang chart paper with parts of the daily routine.


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• Use the following section from the Curriculum Framework as a resource: (Put domain name and section pages here)

• Notice the chart paper with parts of the daily routine around the room.

• With the table group, choose one area to begin.• Record ideas from the framework on the chart paper.• Participants have 5 min. at each chart. Rotate at the signal.• At the end of the activity, participants have 5 min. to roam the

room and record favorite ideas on the handout.



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Optional Framework Activity for Modules

• This is an activity and series of slides that could be added to any module.

• This activity addresses the teaching strategies section of the framework and engaging families.


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Finding the Nuggets in the Framework

• Turn to _____ pages in the Framework.

• Work with a partner to complete one section of the worksheet (15 minutes).

• Share information with the table group (10 minutes).


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Where Do I Belong?


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Where Do I Belong?

• Use the bag of materials on your table.• Match the material to the interest area card.• You have 5 minutes!

© 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)....

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Transcript of © 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)....