1. 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

2. 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

3. 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 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 (may only have time for Slide 35)
Components of Effective Learning Environments: Relationships & Interactions
Slides Eliminate Slide 39
Slides Eliminate Slide 46
Wrap Up / Closing
Differentiation Slide 47-48
Slide 49
Spring 2014

4. 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
NJ Kindergarten Guidelines (particularly Section III)
Natural Playspace
Spring 2014

5. 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
Teaching in the kindergarten year
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 pgs. 9–11
FirstSchool Brief: FirstSchool Learning Environments Supporting Relationships
NJ Kindergarten Guidelines (particularly Section III)
Spring 2014

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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