Essential Learning Experiences
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ESSENTIAL LEARNING EXPERIENCES
October 16, 2012
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Today’s Agenda Round Table – Celebration Ministry Update What is Using & Understanding Language?
Review ELE with SLP’s What is Developing Language? Unpack ELE and
create continuum of learning Lunch Application - Intake – Orientation (Process) COR – Q & A What is Social & Emotional Domain? Unpack ELE
and create continuum of learning
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Environments; Projects; Family Engagements; Partnerships; Interactions; Experiences; Resources; Reflection
Let’s Celebrate!!!
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MINISTRY UPDATE
Essential Learning Experiences
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The Hundred Languages of Children
What is Using & Understanding Language?
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Table Shuffle
Rachelle (Facilitator)
Nicole Andrea Evelyn
Kristen (Facilitator)
Inga Laurelyn Wendy
Review and enhance the unpacking and rubrics of the Using (UL) and Understanding (UN)
Language and Literacy Experiences.
Patricia (Facilitator)
Jill Krystal Stephanie
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What is Developing Language?
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Developmentally Appropriate While the preschool years are the prime time
for developing the emergent reader’s literacy skills, we need to emphasize that we are not advocating the “push down” of the kindergarten or first-grade curriculum. - Wolfe & Nevills, 2004 – Building the Reading Brain, PreK-3
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Language and literacy development in the preschool years should not stress isolated skills development or formal instruction in phonics. Linguistic awareness is best developed within the context of the child’s work and play. The environment, whether at home or in preschool, should provide many opportunities to hear and play with language. These opportunities should, whenever possible, be a part of the child’s natural experiences - Bredekamp, 1987
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Beginning writing skills are enhanced when children draw, color (but not within the lines), copy, and invent their own spelling – Chomsky, 1979
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DLP.1 Engaging with Stories and Books
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Enhancing Comprehension through Story Time Being read to aloud in an expressive
manner from an appealing book has been associated with improved literacy learning – Clay, 1979
The preschool child still needs and wants to be read to. This develops two important literacy skills: print exploration and comprehension.
Children develop a sense of story – beginning, middle, end
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Reading promotes positive feelings about books and purpose of reading.
Reading from a variety of books develops children’s background knowledge
Builds vocabulary Engages children in inferential thinking Engages children in “pretend” reading
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BeforeBefore DuringDuring AfterAfter•Activating and building upon prior knowledge and experiences•Previewing text•Setting a purpose•Anticipating the author’s or creator’s intention
•Making connections to personal knowledge and experience•Using the cueing systems to construct meaning from the text•Making, confirming, and adjusting predictions and inferences•Constructing mental images•Interpreting visuals (e.g., illustrations, graphics, tables)•Identifying key ideas and supporting ideas•Self-questioning, self-monitoring and self-correcting•Drawing conclusions•Adjusting rate or strategy to purpose or difficulty of text
•Recalling, paraphrasing, summarizing, and synthesizing•Interpreting (identifying new knowledge and insights)•Evaluating author’s or creator’s message(s)•Evaluating author’s or creator’s craft and technique•Responding personally, giving support from text•View, listen, read again, speak, write, and use other forms of representing to deepen understanding an d pleasure
Important Cognitive Strategies for Comprehending and
Responding Goal
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DLP.2 Gaining Meaning from a Variety of Visual Formats and Text Materials
Print is everywhere! Print is print no matter where it is found! As adults, we use print in many ways. Print can be produced by anyone. Print is different from other kinds of visual
information. Print holds information. Print symbolizes information, and what we
say can be written. Adams, 1990
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Unpack and Build the Continuum
StephanieEvelynKrystal
Jill
RachelleNicoleAndrea
Laurelyn
KristenInga
WendyPatricia
DL P.2 & DL P.3 DL P.4 & DL P.5
DL P.6 & DL P.7
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Application – Intake - Orientation
How can we improve the process?
With your group and the topic listed, email me your suggestions.
NicoleKrystal
RachelleEveleyn
Andrea Jill
IngaKristen
LaurelynWendy
Stephanie
Patricia
Application Intake Orientation
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COR - Q&A
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2011-2012
Child Observation Record Data
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Social & Emotional Domain
Social emotional competence has been shown to be one of the greatest determinants of future success both in school and life.
- Riley et al, 2008, CEECD, 2009, NIEER, 2007
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Graffiti Activity In a large group, identify all the social
and emotional concerns your students are exhibiting in your classroom. Do not mention student names. Write these in the circle.
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Outside your circle write the interventions, strategies, and other supports you have in place for eliminating these social and emotional concerns.
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Relationships Video (1:48-18:41)
SEP.1 Developing Self Awareness SEP.2 Developing Self Worth SEP.3 Developing Sense of
Others
SEP. 7 Identifying and Regulating Emotion
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Unpack & Build the Continuum
NicoleKrystalStepha
nieEvelyn
Andrea Jill
IngaKristen
Laurelyn
WendyPatriciaRachell
e
SEP.1 SEP.2 SEP.3
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Resources
Social and Emotional Foundations for Early Learning
Saskatchewan Prevention Institute