APPENDIX OVERVIEW Presenter Notes Learning Environment Module The Appendices are intended as a guide for the presenter. It may be necessary to share some of the information with individuals, teacher teams, district officials, or other ESD personnel depending on who might be interested in modifying the content of the module and/or those interested in participating in a book study session. Included in the following section are appendices A-D Appendix A List of all handouts used in the module Lists both those for individual participants and group activities Listed in order of use Appendix B Suggested ways to modify the module Ways to shorten to 3.5 hours Ways to extend the module for PLC or individual study Appendix C Book study: Developmentally Appropriate Practice: Focus on Kindergarten Study Guide Questions included Only portion of book will be used for this module; will be utilized in other modules as well Appendix D Book Study: K Today Teaching and Learning in the Kindergarten Year   Spring 2014

APPENDIX A: Module Handouts Presenter Notes Learning Environment Module APPENDIX A: Module Handouts Environmental Component Cards (listed below) in manila envelope Slide 5 (1 card/pair of participants): Physical Environment/Materials and Equipment Interpersonal Relationships Daily Schedule and Routines Brainstorming and Reflecting Slide 5 Environment Video Reflection Slide 6 Connections to TPEP and Learning Standards Slide 9 Classroom Environmental Principles Slide 10 Environment Checklist Slide 10 Environment Checklist Reflection Slide 11 Classroom Floor Plans (4 different ones in all) (1 to 2 packets per table) Slide 12 NC Guide List of Materials and Equipment Slide 27 Bellingham Guide Appendix C Slide 27 Learning Environment Plan for Next Steps Slide 30 Schedule Video Reflection Slide 31 NC Guide Chapter 4 Making the Most of Each Day Slide 34 (1 copy/participant-recollect when finished ) Sample Kindergarten Schedules (Include Bellingham sample) Slide 33 Suggestions for Integrated Daily Schedule Slide 34 Building a Community of Learners Slide 40 Component Cards (from morning activity)(1 component card/participant) Slide 46 Environmental Component AHAs/Take Aways Slide 46 From a Child’s Perspective Slide 47 Perspectives for Differentiating Slide 48 Learning Environment Closing Reflection Slide 49 Tools for Administrators Tools for Teachers Tips for Teachers Blue indicates Individual Participant Handouts Red indicates Group or Facilitator Handouts Spring 2014

Module Differentiation Suggestions Presenter Notes Learning Environment Module APPENDIX B: Module Differentiation Suggestions Suggestions for Modifying the Module to a 3 ½ hour session: Opening and Entry Task Slides 1-5 20 minutes May need to modify Entry Task so that participants are completing it while waiting to begin session. If so, have slide 5 as first slide Slides 6 & 7- Watch video clip and reflect 10 minutes Components of Effective Learning Environments: Physical Environment Slides 8, 9, 11, 12 Modify to 30 minutes Slides 14-24 Eliminate Slide 25 Modify to 10 minutes Slides 26-28 Slides 30-32 Modify to 15 minutes Break (10 minutes) Components of Effective Learning Environments: Schedules & Routines Slide 33 - Watch video clip and reflect Modify to 20 minutes Slide 34-36 (may only have time for Slide 35) Components of Effective Learning Environments: Relationships & Interactions Slides 38-40 Eliminate Slide 39 Slides 41-45 Eliminate Slide 46 Wrap Up / Closing Differentiation Slide 47-48 Slide 49   Spring 2014

Module Differentiation Suggestions (Cont.) Presenter Notes Learning Environment Module APPENDIX B: Module Differentiation Suggestions (Cont.) Suggestions for extending the module for possible PLC work or individual study by content focus area: Components of Effective Learning Environments Book Study** See Appendix C Developmentally Appropriate Practice: Focus on Kindergartners Carol Copple, Sue Bredekamp, Derry Koralek, and Kathy Charner, editors NAEYC (2014) Study Guide questions provided NJ Kindergarten Implementation Guidelines Section 3: High Quality Kindergarten In Action pgs. 48–86 Basics of Developmentally Appropriate Practice: An Introduction for Teachers of Kindergartners. Phillips & Scrinzi, NAEYC (2013) Teach to Enhance Development and Learning pgs. 40–51 Physical Environment NC Public Schools (2009). Chapter 3: Creating a Learning Environment for ALL Children, NC Guide for the Early Years Basic Premises of Classroom Design: The Teacher’s Perspective http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=531 NJ Kindergarten Guidelines (particularly Section III) http://www.nj.gov/education/ece/guide/KindergartenGuidelines.pdf Natural Playspace https://www.youtube.com/watch?v=GV4bk4e_D-U   Spring 2014

Module Differentiation Suggestions (Cont.) Presenter Notes Learning Environment Module APPENDIX B: Module Differentiation Suggestions (Cont.) Suggestions for extending the module for possible PLC work or individual study by content focus area: Schedules and Routines NJ Kindergarten Guidelines pg. 58 http://www.nj.gov/education/ece/guide/KindergartenGuidelines.pdf Teaching in the kindergarten year http://www.naeyc.org/files/naeyc/file/Play/Ktodayplay.pdf Contact: Bellingham, WA School District or Sumner, WA School District for district guidelines, classroom materials, and typical daily schedules Relationships and Interactions NJ Kindergarten Guidelines http://www.nj.gov/education/ece/guide/KindergartenGuidelines.pdf pgs. 9–11 FirstSchool Brief: FirstSchool Learning Environments Supporting Relationships http://firstschool.fpg.unc.edu/sites/firstschool.fpg.unc.edu/files/LearningEnvironments.pdf NJ Kindergarten Guidelines (particularly Section III) http://www.nj.gov/education/ece/guide/KindergartenGuidelines.pdf   Spring 2014

APPENDIX C: Suggested Book Study Presenter Notes Learning Environment Module APPENDIX C: Suggested Book Study Created to accompany FDK Module Series Developmentally Appropriate Practice: Focus on Kindergartners Carol Copple, Sue Bredekamp, Derry Koralek, and Kathy Charner, Eds. National Association for the Education of Young Children This 2014 resource has been chosen for use with multiple FDK modules. For Child Development Module # 2, Chapter 2 and 6 are the suggested reading for this book study. Other chapters will be included within other FDK Modules. Spring 2014

Chapter 2: Teaching in the Kindergarten Year Presenter Notes Learning Environment Module Chapter 2: Teaching in the Kindergarten Year By Cate Heroman and Carol Copple In the first scenario (page 59), how does the kindergarten teacher support children’s success? What are the 6 dimensions of teaching an effective kindergarten program? What does it mean to know a child developmentally, individually and culturally? What are some strategies for promoting a sense of community? In what ways do kindergarten classrooms look different from preschool or first grade classrooms? In what ways do they look the same? What are general elements of an effective physical environment for kindergarten children? Why is the organization of the school day so important for kindergarten children? Describe the following learning contexts… Whole group Small group Learning centers Daily Routines   Spring 2014

Chapter 2: Teaching in the Kindergarten Year Presenter Notes Learning Environment Module Chapter 2: Teaching in the Kindergarten Year By Cate Heroman and Carol Copple (Cont.) Describe some ways to individualize learning for all learners. Describe some strategies to establish positive relationships with families. What is one AhHa you have had from reading this chapter? What is one question that you have after reading this chapter? In what ways did this chapter challenge your thinking about kindergarten age children? Reflections:   Spring 2014

Chapter 6: Young Children Articles Presenter Notes Learning Environment Module Chapter 6: Young Children Articles Family Involvement: Challenges to Consider, Strengths to Build On By Mariana Souto-Manning (pg. 154 – 160) What challenges do the families in your community face in regards to participating in their child’s education? Discuss the differences in “inviting” families to be involved and “expecting” families to be involved? In what ways do you “invite” or “expect” involvement of your families? Is there a difference between family involvement and family engagement? If so, describe the difference. What are some ways (from this article and from your own experiences) that you can build on a family’s expertise and strengths? What is your understanding of “family meaning making”? Suggest some ways that kindergarten teachers can encourage families to engage in meaningful and effective literacy practices at home. Spring 2014

Chapter 6: Young Children Articles Presenter Notes Learning Environment Module Chapter 6: Young Children Articles Family Involvement: Challenges to Consider, Strengths to Build On By Mariana Souto-Manning (Cont.) (pg. 154 – 160) Suggest ways in which kindergarten teachers demonstrate a value of and a respect for the diverse cultural backgrounds and practices. What does it mean to share ownership of knowledge and how can you, as a teacher, facilitate that process? Discuss ways in which you foster meaningful and authentic conversations with families. What is one AhHa you have had from reading this article? What is one question that you have after reading this article? In what ways did this article challenge your thinking about working with families? Reflections: Spring 2014

APPENDIX D: Suggested Book Study Presenter Notes Learning Environment Module APPENDIX D: Suggested Book Study Created to accompany FDK Module Series K Today: Teaching & Learning in the Kindergarten Year Dominic F. Gullo, D. Ed. (2006) Washington DC: National Association for the Education of Young Children North Carolina Department of Public Instruction Primary Team 2008 This resource has been chosen for use with multiple FDK modules. For Learning Environment Module # 2, Chapter 6 is the suggested reading for this book study. Other chapters will be included within other FDK Modules. Spring 2014

Chapter 6: Teaching in the Kindergarten Year Presenter Notes Learning Environment Module Chapter 6: Teaching in the Kindergarten Year By Cate Heroman and Carol Copple In the first scenario (page 59), how does the kindergarten teacher support children’s success? What 3 domains are at the core of a kindergarten teacher’s decision making? What are the 6 dimensions of teaching an effective kindergarten program? What does it mean to know a child developmentally, individually and culturally? In what ways do kindergarten classrooms look different from preschool or first grade classrooms? What are general elements of an effective physical environment for kindergarten children? What are some ideas related to setting up learning centers? How do children use skills and concepts in play? Describe ways in which you might observe this happening in your kindergarten classroom. Why is the organization of the school day so important for kindergarten children?   Spring 2014

Chapter 6: Teaching in the Kindergarten Year Presenter Notes Learning Environment Module Chapter 6: Teaching in the Kindergarten Year By Cate Heroman and Carol Copple (Cont.) What are the three areas in which teachers must be knowledgeable in order to guide children’s learning effectively? Describe what it means to “scaffold” a child’s learning. Describe some instructional strategies that a teacher should have in his/her “tool belt”. Describe the following learning contexts and some strategies for using them effectively... Whole group Small group Learning centers Daily routines What serves as the foundation for all learning to take place? How are the ideas in this chapter important to my professional life? How can I use what I read? Reflections:   Spring 2014