1. ESSENTIAL LEARNING EXPERIENCES October 16, 2012

2. 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

3. Environments; Projects; Family Engagements; Partnerships; Interactions; Experiences; Resources; Reflection Let’s Celebrate!!!

4. MINISTRY UPDATE Essential Learning Experiences

6. The Hundred Languages of Children What is Using & Understanding Language?

7. 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

8. What is Developing Language?

9. 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

10.  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

11.  Beginning writing skills are enhanced when children draw, color (but not within the lines), copy, and invent their own spelling – Chomsky, 1979

12. DLP.1 Engaging with Stories and Books UnderstandDoKnow

13. 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

14.  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

16. BeforeDuringAfter 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

17. 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

19. Unpack and Build the Continuum Stephanie Evelyn Krystal Jill Rachelle Nicole Andrea Laurelyn Kristen Inga Wendy Patricia DL P.2 & DL P.3DL P.4 & DL P.5 DL P.6 & DL P.7

20. Application – Intake - Orientation How can we improve the process?  With your group and the topic listed, email me your suggestions. Nicole Krystal Rachelle Eveleyn Andrea Jill Inga Kristen Laurelyn Wendy Stephanie Patricia ApplicationIntakeOrientation

21. COR - Q&A

22. 2011-2012 Child Observation Record Data

23. 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

24. 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.

25.  Outside your circle write the interventions, strategies, and other supports you have in place for eliminating these social and emotional concerns.

28. 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

29. Unpack & Build the Continuum Nicole Krystal Stephanie Evelyn Andrea Jill Inga Kristen Laurelyn Wendy Patricia Rachelle SEP.1SEP.2SEP.3

30. Resources  Social and Emotional Foundations for Early Learning Social and Emotional Foundations for Early Learning  Saskatchewan Prevention Institute Saskatchewan Prevention Institute