Chapter 1: Introduction to the Resource Guide Preschool English Learners: Principles and Practices to Promote Language, Literacy, and Learning Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 1

Assumptions Wall On a large Post-it, record the one assumption that most influences the way you interact with English learners and their families. Place your Post-it on the “Assumptions Wall.” Read, and reflect on, the other posted assumptions. The “Assumptions Wall” is to be completed as participants arrive, during sign-in/registration. To set the mood, the trainer might play soothing background music during sign-in/registration, referring participants to the “Assumptions Wall” once they have checked in. You may want to guide participants in recording what they are learning and feeling on a notepad. Adapted from: Garmston, R. & Wellman, B. (1998). The Adaptive School: Developing and Facilitating Collaborative Groups. El Dorado Hills, CA: Four Hats Seminars. Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 1

Welcome & Introductions Trainers Participants: Do you work at a _________ program? State preschool Head Start Special Education Even Start First 5 Private Other… Trainers introduce themselves and survey the group of participants regarding the type of program with from which they come. Refer participants’ attention to the “Assumptions Wall.” Explain that some of the posted assumptions may change once we have explored and examined evidence to support or refute our beliefs. With an activity such as this one, some participants may post assumptions that are not supported by current and confirmed research. Even with evidence, it may be difficult for some participants to let go of their long-held beliefs. This training will offer participants an opportunity to examine their assumptions, reinforcing or replacing them with what current and confirmed research says about educating preschool English learners. Remind participants that this activity should be more than a one-time examination of one’s assumptions. It is truly about a stance towards one’s own teaching and viewing oneself as a lifelong learner. Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 1

Preschool English Learners The development of language and literacy skills in a child’s first language is important for the development of skills in a second language and, therefore, should be considered the first step in the range of expectations for children learning English as a second language. PLF, Vol.1, p. 104 After reading the quote on this slide, guide participants to think about how this quote relates to the core beliefs found on pages 3-4 of the resource guide. Invite participants to tab page 3 as we will often be referring back to the core beliefs. Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 1

Training Outcomes 1) Preschool teachers will recognize that preschool English learners bring an array of language skills, cognitive abilities, family resources, and life experiences that can serve as the foundation from which to begin their journey toward academic English mastery. In essence, this is what is stated the section titled, Principles and Practices: Children as Active Learners. PEL, Second Edition, p. 4 Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 1

Training Outcomes 2) Preschool teachers, administrators, consultants, and others playing a supporting role in the education of preschool English learners will gain knowledge and strategies that will enhance their programs in moving children toward academic English mastery. Review and discuss the outcomes for this training and explain that subsequent key points for each of the remaining chapters will tie back to these outcomes. Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 1

Training Outcomes 3) Participants will become familiar with the resources available on this topic through the California Department of Education: Preschool Learning Foundations (PLF) Preschool Curriculum Framework (PCF) PEL Resource Guide and DVD CPIN Web site: www.cpin.us Training materials Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 1

Learning Foundations What Children Know and Are Able to Do In beginning, middle, and later stages of English-language development; With appropriate support; and When attending a high-quality preschool program. At the center of the system are the learning and development foundations which describe the learning and development that preschool children typically demonstrate with appropriate support. The Infant/Toddler Learning & Development Foundations describe what children know and are able to do at around 8 months, 18 months, and 36 months The Preschool Learning Foundations describe what children know and are able to do at around 48 months, and 60 months, when in a high quality program. Early learning foundations are also known by the terms “early learning standards” in other states. 8 8

Curriculum Framework Strategies to Enrich Learning Opportunities Planning learning opportunities Routines, environments, and materials Building on children’s knowledge, skills, and interests Linguistically appropriate and culturally meaningful The PCF offers guidance on how programs and teachers can support the learning and development that is described in the foundations through the use of environments and experiences that are linguistically and developmentally appropriate, as well as individually and culturally meaningful. 9

Preschool English Learners: Principles and Practices to Promote Language, Literacy, and Learning Preschool English Learners: Principles and Practices to Promote Language, Literacy, and Learning, and the accompanying DVD: A World Full of Language, are available in English and Spanish. These resources provide information on how young children acquire English as a second language, and feature research-based teacher strategies that can be used to support English learners. The DVD is closed-captioned and formatted so that viewers can see it in its entirety or in sections. 10 10

Organization of the Guide Review the Key to the Resource Guide on page 7 to familiarize yourself with the icons found throughout the resource guide. Read the Ask Yourself questions on page 8 of the Resource Guide, noting that each chapter has such questions to prompt self-reflection. See the Additional References on page 8 of the resource guide, and note that several are free and downloadable. Have participants turn to page 7 of the PEL Resource Guide, following along as you provide an overview of the sections contained in each chapter. Call attention to each icon and formatting feature, as well as the Ask Yourself and Additional References sections on page 8 of the resource guide. Point out that several of the resources listed in the guide are available via the Internet at no cost. If possible, bring samples of these resources to display and/or distribute.

Organization of the Guide (continued) Refer to the last three sections of the resource guide: Appendixes Glossary References Appendixes are found starting on page 91 in this order: Appendix A, Principles for Promoting Language, Literacy, and Learning for Preschool English Learners--p. 93 Appendix B, Prekindergarten Learning and Development Guideline--p. 94 Appendix C, Desired results for Children and Families--p. 99 Appendix D, California Preschool Learning Foundations--p. 102 Appendix E, Transition to Kindergarten or Elementary School--p. 114 Includes Kindergarten English Language Arts Content Standards and excerpts from Map to ELD and ELA Standards Particularly important as it reminds us of our goal of helping build a strong foundation so that our preschool English learners have future success within the school system The glossary is found on p. 124. Might want participants to highlight a few key definitions The works cited is found on p. 129.

Core Beliefs and Principles Turn to the Core Beliefs section in the Resource Guide on page 3. Identify 2-3 principles from Appendix A on page 93 of the Resource Guide most closely related to your core beliefs. Have participants turn to page 3 in the Resource Guide. This is the section containing the core beliefs. Point out that these core beliefs will be expanded as the training day unfolds. [Note: Be respectful of participants whose dominant language may not be English. Reading aloud in English may put them in an awkward position.] Some trainers like to post the core beliefs on chart paper for easy reference. Have participants refer to Appendix A: Principles for Promoting Language, Literacy, and Learning for Preschool English Learners (page 93 of the PEL Resource Guide), and to the poster with the 10 principles. Assign one to two core beliefs per group. Each group will carefully read their core belief(s) and the key messages conveyed by their assigned core belief(s). Each group will also identify the two principles that most closely reflect the core belief(s).