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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Language and Literacy Foundations & Framework
Listening & Speaking Listening & Speaking
WritingWritingReading Reading
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Agenda• Welcome.• A guided tour of the language and
literacy domain sections.• Using the Preschool Curriculum
Framework (PCF) to support all children’s learning in the areas described in the Preschool Learning Foundations (PLF).
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Session Outcomes• Become familiar with the language and
literacy sections in the Preschool Learning Foundations (PLF) and the Preschool Curriculum Framework (PCF).
• Consider the relationship between the language and literacy domain, the English-language development domain, and the DRDP 2010.
• Consider how to use the PCF to support all learners.
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Welcoming Activity
• Think of a short story consisting of as many sentences as you have tickets.
• Tell this story to your elbow partner.
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Language Use and Conventions
1.1 Use language to communicate with others in both familiar and unfamiliar social situations for a variety of basic and advanced purposes, including reasoning, predicting, problem solving, and seeking new information.
1.2 Speak clearly enough to be understood by both familiar and unfamiliar adults and children.
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Language Use and Conventions
1.3 Use accepted language and style during communication with both familiar and unfamiliar adults and children.
1.4 Use language to construct extended narratives that are real or fictional.
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Norms• Start on time and end on time.• Turn off cell phones.• Help the group stay on task.• Listen to thoughts and ideas of others.• Contribute your thoughts and ideas.
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Parking Lot
Please write questions on post-its and place them on chart paper titled “Parking Lot”.
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
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What’s in Volume 1?
• Social-Emotional Development
• Language and Literacy
• English-Language Development
• Mathematics
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
The purpose of the foundations…is to promote understanding of preschool children’s learning and to guide instructional practice.
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
The foundations…are for all children, including children learning English and children with disabilities. They describe the knowledge and skills that young children typically exhibit:
– at around 48 and 60 months of age;– as they complete their first or second year of
preschool;– with appropriate support; and– when attending a high-quality preschool program.
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
High-Quality Programs Include:• Environments and experiences that
encourage active, playful exploration and experimentation• Purposeful teaching to help children gain
knowledge and skills • Specific support for children learning English• Specific accommodations and adaptations for
children with special needs
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Including Children with Disabilities“The 2004 amendments to the Individuals with Disabilities Education Act (IDEA) require that all children, regardless of ability, have access to the general curriculum, and have the opportunity to participate and make progress in the general curriculum.”
Sandall et al.2005. as cited in Promoting Positive Outcomes for Children with Disabilities. Division for Early Childhood. 2007. pg.4.
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Indicators of a High-Quality Preschool Program Include:
• Staff Experience and Training
• Staff-to-Child Ratios
• Environment and Materials
• Program Structure and Activities
• Adult-Child Interactions
• Use of Language and Reasoning
• Parent Involvement© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Foundations and the DRDP
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Foundations and the DRDP
PCF• A guide and teaching
tool• At around 48 months
and 60 months• For all children,
including English-language learners and children with disabilities
DRDP• An observational
assessment instrument• Developmental
continuum• For all children,
including English-language learners and children with disabilities
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
The DRDP is the Assessment Instrument
DRDP-R
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
A Guided Tour
The Language and Literacy Foundations
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
The Sections• Introduction (pp. 47-55)• The Foundations (pp. 56-70)• Bibliographic Notes (pp. 71-88)• Glossary (p. 89)• References and Source Material (pp. 90-101)
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
DomainDomain
Map of the FoundationsLanguage and Literacy
StrandStrand
SubstrandSubstrand
AgeAgeFoundationFoundation
ExamplesExamples
SubstrandDescription
SubstrandDescription
Includes notes for children
with disabilities
Includes notes for children
with disabilities
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Practices of Universal Design
• Ensures curriculum access, participation and progress for all learners
• Promotes active engagement and learning• Individualizes instructional supports and adapts
practices for each child based on ongoing data• Provides opportunities for children’s learning
within regular routinesSandall, S., Hemmeter, M. L., Smith, B.J., & McLean, M. (2005). DEC
recommended practices: A comprehensive guide for practical application. Missoula, MT: DEC.
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Foundations Organization
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
DomainDomain
StrandStrand
SubstrandSubstrand
AgeAge
Substrand DescriptionSubstrand Description
FoundationFoundation
ExamplesExamples
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Strand - Substrand Order• There is a developmental progression
from age three to four years within a substrand.
• The order in which the strands and substrands are presented is NOT meant to indicate a developmental progression.
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
A Closer Look: The Three Strands
Listening and Speaking
Reading
Writing
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Purpose of the Language and Literacy Foundations
These preschool learning foundations identify key competencies typical of children who are making progress toward being ready for kindergarten and becoming fluent communicators and readers. PLF, Vol. 1, p. 47
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Purpose of the Language and Literacy Foundations
Language and literacy learning depends on children’s functioning in the other domains, including social-emotional development, physical development, and for English learners, English-language development. PLF, Vol. 1, p. 47
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Underlying AssumptionChildren should experience the kinds of interactions, relationships, activities, and play that research has shown to support successful learning and development. PLF, Vol. 1, p. 47
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Accessible CurriculumAs early childhood educators, our challenge is to make the curriculum accessible to all children through meaningful participation across daily routines and activities by:
Promoting Positive Outcomes for Children with Disabilities. Division for Early Childhood. 2007. p.4.
•Varying the content•Providing instructional supports•Designing developmentally appropriate activities•Adapting materials as needed
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
The Nine Substrands• On your table, you will find nine blank
index cards.• Look through the introduction on pages
48-54.• Find the three strands of listening and
speaking, reading, and writing to identify the nine substrands.
• Print one substrand on each of the nine index cards.
• We will use these cards for an activity at a later time.
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Listening and Speaking
• Language Use and Conventions
• Vocabulary
• Grammar
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
ELD – Listening and SpeakingListening
• Children listen with understanding.
Speaking• Children use nonverbal and
verbal strategies to communicate with others.
• Children begin to understand and use social conventions in English.
• Children use language to create oral narratives about their personal experiences.
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Reading
• Concepts about Print• Phonological Awareness• Alphabetics and Word/Print
Recognition• Comprehension and
Analysis of Age-Appropriate Text
• Literacy Interest and Response
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
ELD - Reading• Children Demonstrate an appreciation and
enjoyment of reading and literature.• Children show an increasing understanding of
book reading.• Children demonstrate an understanding of print
conventions.• Children demonstrate awareness that print
carries meaning.• Children demonstrate progress in their
knowledge of the alphabet in English.• Children demonstrate phonological awareness.
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Match ‘Em Up – The Reading Strand
• Use the cards in the Match ‘Em Up envelope
• Yellow cards are LLD
• Blue cards are ELD
• Pink cards are DRDP 2010 Measures 17 - 21
• In your table groups, match the
3 cards up by substrands and DRDP measures
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Writing
• Writing Strategies (LLD)• Children use writing to communicate
their ideas. (ELD)
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What’s in Volume 1?
• Social-Emotional Development
• Language and Literacy
• English-Language Development
• Mathematics
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
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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. PCF, Vol. 1, p. v
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In this Volume, Discover Ideas for:
• Environments
• Building on children’s play
• Materials
• Teacher-guided learning activities
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
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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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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Becoming an Expert
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Becoming an Expert
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Introduction
1. Read about your assigned substrand in the introduction (beginning on page 49 of the PLF).
2. Complete the “What is it?” section of the Becoming an Expert handout for your substrand.
3. Share the highlights from your handout with your table group.
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Expert Task Step Two
• Turn to the foundations section of the PLF and read the examples for your substrand (beginning on page 56).
• Complete the “What might you observe children doing?” column.
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Becoming an Expert
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What It Looks Like In the Classroom
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Name that Substrand
1. Watch the video clip.
2. Talk in your table groups and decide which substrand is demonstrated in the video clip.
3. Write your answer on the paddle.
4. Be ready to share what you saw in the video that exemplifies your answer.
5. Correct answers will be awarded $100.00.
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Phonological Awareness
What is …What is …
$100
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Alphabetics and Word/Print Recognition
What is …What is …
$100
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Writing Strategies
What is …What is …
$100
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Language Use and Conventions
What is …What is …
$100
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Writing Strategiesand
Concepts about Print
What is …What is …
$100
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Comprehension and Analysis of Age-Appropriate Text
andLiteracy Interest and Response
What is …What is …
$100
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Becoming an Expert
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
What is 39%?
39% is the percentage of children in California between three and five years old who are English-language learners.Children Now, 2007
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Supporting the English-Language Learner
Language and Literacy
Language and Literacy
English - Language
English - Language
Development
Development
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
LLD• Describe
development of language and literacy skills for all children.
• Describe children’s English-language development of language and literacy skills as they develop English proficiency.
ELD
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Supporting the English-Language Learner
The development of language and literacy skills in a child’s first language is important for the development of skills in a second language. PLF, Vol. 1, p. 104
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Interactions and Strategies• Use body language• Use visuals• Repeat common phrases slowly and clearly• Learn key words, phrases in home language• Summarize or provide key phrases of a story in
a book in home language before introducing it in English
• Use language and literacy activities that contain repetitive refrains
• Use running commentary
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Literacy Links• Build on existing strengths and interests• Connect literacy to home culture and
community• Point out print features during reading &
writing • Draw attention to sounds• Build on letter knowledge• Make books and stories come alive
PCF, Vol. 1, Interactions and Strategies SectionsA World Full of Language: Supporting Preschool English Learners CDE Child Development Division
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Meet Francisco• Francisco is 56 months old and just
began attending the program.• His family speaks Spanish at home and
he speaks no English. Therefore, his teacher is referring to the ELD foundations to understand language and literacy development so that she can scaffold his learning.
• As you watch the Three Billy Goats Gruff clip again, think about strategies you might use to support Francisco’s language and literacy development.
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Becoming an Expert
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Meet the Children1. Review the information about the child you
have been given.2. Review the footnotes from the LLD
foundations which provide information for children with disabilities.
3. Record the suggestions from the footnotes for meeting the needs of the child you have been given.
4. If there are no suggestions, record your own ideas.
5. You have 15 minutes.
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
3-2-1 Action for Teachers
My first step
will be
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
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Q & A
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
CDE Web site
• At the Web address, the underlined Preschool Learning Foundations link takes you to the publication. There you will have easy access to the chapters and sections within the 192 page publication.
• The PLF appendix, found on pages 173-192, provides a summary list of the foundations.
• Frequently Asked Questions (FAQ) are posted on the Web site. Questions can be sent to [email protected].
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
http://www.cde.ca.gov/sp/cd/re/psfoundations.asp
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
To Purchase Preschool Learning Foundations and Framework books• The Preschool Learning Foundations and
Preschool Curriculum Framework publications are available for purchase from the CDE Press for $19.95 plus shipping and handling.
• Ordering information can be found at the CDE Web site www.cde.ca.gov/re/pn/rc or by calling 1- 800-995-4099.
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
To Purchase PEL Guide• Preschool English Learners: Principles
and Practices to Promote Language, Literacy and Learning publication is available for purchase from the CDE Press for $15.95.
• Ordering information can be found at the CDE Web site www.cde.ca.gov/re/pn/rc or by calling 1-800-995-4099.
• Appendix A has been translated into Chinese, Hmong, Korean, Spanish, Tagalog, and Vietnamese, and is available on the CDE Web site.
NOW in Spanish!NOW in Spanish!
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
References & Resources• California Department of Education (2008).
California Preschool Learning Foundations: Volume One. Sacramento, CA: Author.
• California Department of Education (2007). Preschool English Learners: Principles and Practices to Promote Language, Literacy and Learning. Sacramento, CA: Author.
• Promoting Positive Outcomes for Children with Disabilities. Council for Exceptional Children, Division for Early Childhood. 2007.
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Please complete an evaluation form.
Fill-in the bubbles completely
Use pencil, black, or blue ink
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
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Thank you for coming!
• Insert Local Information Here
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
The following are the optional slides available for your use.
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Optional - Grounding Activity
What was your favorite story as a child?
Which character in the story would you most like to be and why?
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Optional - Grounding Activity
What is your favorite children’s story?
What is it in the story that you relate to? What character in the story would you most like to be and why?
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
The Very Busy Spider
This story reflects my life now…always so busy with work, family, and traveling.
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Accessing the Language and Literacy Curriculum
You are preparing a “Read Aloud” for your group. In the group there are typically developing peers, English-language learners, and a child with a disability.
How will you meet the needs of the child with a disability so he or she can participate and access the language and literacy curriculum?
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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012
Adaptations and Accommodations for Children with Disabilities