1 Comprehension and Analysis of Age-Appropriate Text Foundations and Framework Volume 1 © 2012...

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Comprehension and Analysis Comprehension and Analysis of Age-Appropriate Textof Age-Appropriate Text

Foundations and FrameworkFoundations and FrameworkVolume 1Volume 1

© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/12/12© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/12/12

©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

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Outcomes• Become familiar with the language and literacy

– foundations with a focus on the comprehension and analysis of age-appropriate text substrand.

– framework strategies with a focus on the comprehension and analysis of age- appropriate text substrand.

• Identify the operations by which children demonstrate comprehension and analysis of age-appropriate text.

• Consider strategies for fostering comprehension and analysis of age-appropriate text in all children.


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Early Learning Development System


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Two California Department of Education Resources


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Domain Organization

• Language and Literacy– Reading

• Comprehension and Analysis of Age Appropriate Text


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Using Comprehension Skills• Look at the pictures and short stories on

your table with your tablemates. • When was the last time you had a similar

experience?• What comprehension and analysis skills did

you use?• What experiences do you remember as a

small child that may have laid the groundwork for those skills?


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Comprehension and Analysis of Age-Appropriate Text Foundations

• Demonstrate knowledge of familiar story details (e.g., characters, settings, events, and event sequences). PCF, Vol. 1, p. 146

• Demonstrate and use knowledge from information texts (e.g., label and describe an animal, take on the role of astronaut, explain what a seed needs to grow). PCF, Vol. 1, p. 146


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A Deeper Look at the Foundations

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FoundationsAfter 1After 1stst or 2 or 2ndnd year of year of

preschoolpreschool

With appropriate supportWith appropriate support

©2012 California Department of Education (CDE) California ©2012 California Department of Education (CDE) California

Preschool Instructional Network (CPIN)Preschool Instructional Network (CPIN) 04/17/201204/17/2012

At 48 and 60 monthsAt 48 and 60 months

High-quality programHigh-quality program

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Series of StagesPreschoolers’

development of

narrative thinking

goes through a

series of stages that

ultimately lead to

their making sense

of stories and the

world around them.PLF, Vol. 1, p. 53

©2012 California Department of Education (CDE) California ©2012 California Department of Education (CDE) California



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DRDP-2010 Measure 13


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DRDP 2010 Measure 18


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ELD Measure 23

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Interaction and Strategy

Preschoolers’ competencePreschoolers’ competencewith narratives can bewith narratives can begreatly expanded throughgreatly expanded throughinstructional activitiesinstructional activitiesguided by teachersguided by teachers..

PLF, Vol. 1, p. 53PLF, Vol. 1, p. 53 ©2012 California Department of Education (CDE) California ©2012 California Department of Education (CDE) California


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Framework StrategiesFramework Strategies

• Developmentally appropriateDevelopmentally appropriate• Reflective and intentionalReflective and intentional• Individually and culturally Individually and culturally

meaningfulmeaningful• InclusiveInclusive ©2012 California Department of Education (CDE) California ©2012 California Department of Education (CDE) California


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Curriculum Framework

•Routines, environments, and materials

•Planning learning opportunities

•Teachable moments

•Interactions and Strategies

©2012 California Department of Education (CDE) California

Preschool Instructional Network (CPIN) 04/17/2012

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Environment and Materials• Use Information Texts

– Information books, placed in the indoor science area as well as outside in suitable tubs or on a cart, extend children's firsthand science experiences.PCF, Vol. 1, p. 107



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Interaction and StrategyInteraction and Strategy

• Read information Read information books:books:– That support That support

children’s current children’s current interests interests

– In conjunction with In conjunction with firsthand firsthand experiences experiences

– In the context of In the context of childrenchildren’’s familiess families

PCF, Vol. 1, p. 149PCF, Vol. 1, p. 149

©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN)©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/201204/17/2012

19Interaction and StrategyInteraction and Strategy

• Discuss a story after reading it.Discuss a story after reading it.

– Be prepared to guide and scaffold childrenBe prepared to guide and scaffold children’’s s language and thinking as they respond in any language and thinking as they respond in any a language.a language.PCF, Vol. 1, p. 149PCF, Vol. 1, p. 149


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VIDEO


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Being Prepared as a Teacher

• Understand Storyline– Characters– Plot– Transitions

• Connect to interests of children• Plan an introduction• Identify possible points of confusion• Provide prompts• Provide visual and tactile cues


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Being Prepared as a Teacher

• Find the Evidence:– Read page 147 in

the PCF.– Working with your

tablemates, look for evidence in the vignette that the teacher was prepared.


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Interaction and Strategy• Read a story several

times over a few days.PCF, Vol. 1, p. 148


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Shared Reading

……the practices and styles of interaction that the practices and styles of interaction that emerge during shared reading set the foundation emerge during shared reading set the foundation for the types of cognitive processing and problem for the types of cognitive processing and problem solving that characterize comprehension in the solving that characterize comprehension in the elementary grades… elementary grades… PLF, Vol. 1, p. 84PLF, Vol. 1, p. 84


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Planning Your Reading

• Identify your children’s book.• Find the Planning Reading

handout.• Together with your tablemates,

complete the Planning Reading handout.

• Be prepared to share with another group.

©2012 California Department of Education (CDE) California Preschool

Instructional Network (CPIN) 04/17/2012

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Scaffolding for Instruction

Scaffolding involves the performance of some task Scaffolding involves the performance of some task elements by the teacher when a child is just beginning to elements by the teacher when a child is just beginning to learn how to do something.learn how to do something. PCF, Vol. 1, p. 309PCF, Vol. 1, p. 309 ©2012 California Department of Education (CDE) California Preschool ©2012 California Department of Education (CDE) California Preschool

Instructional Network (CPIN)Instructional Network (CPIN) 04/17/201204/17/2012

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Interaction and Interaction and StrategyStrategy

• Plan the environment to Plan the environment to support independent story support independent story retellings. retellings. PCF, Vol. 1, p. 150PCF, Vol. 1, p. 150


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Scaffold Reading

©2012 California Department of Education (CDE) California

Preschool Instructional Network (CPIN) 04/17/2012©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

Find an elbow partner and share with each other about one focus child.

Revisit your Planning Reading handout.

Discuss potential opportunities in the environment that would enhance the learning of this child.

Use all of your resources (PLF, PCF, & DRDP-2010).


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Video Reflection


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If you had a moment to If you had a moment to be calm and think, what be calm and think, what would you take away would you take away from today?from today?



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Literacy Bill of Rights

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Thank you for coming!Thank you for coming!

©2012 California Department of Education (CDE) ©2012 California Department of Education (CDE)

California Preschool Instructional Network (CPIN)California Preschool Instructional Network (CPIN) 04/17/201204/17/2012

1 Comprehension and Analysis of Age-Appropriate Text Foundations and Framework Volume 1 © 2012...

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