1. Comprehension and Analysis of Age-Appropriate Text Foundations and Framework Volume 1
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/12/12

2. Outcomes Become familiar with the language and literacy
foundations with a focus on the comprehension and analysis of age-appropriate text substrand.
framework strategies with a focus on the comprehension and analysis of age- appropriate text substrand.
Identify the operations by which children demonstrate comprehension and analysis of age-appropriate text.
Consider strategies for fostering comprehension and analysis of age-appropriate text in all children.
These are the outcomes for today.
Consider posting the outcomes on a chart for reference while going through each agenda item.

3. Early Learning Development System
Briefly go over the 5 elements.
Element 1: At the center of the system are the Learning and Development Foundations which describe the learning and development infants and toddlers typically demonstrate with appropriate support at around 8, 18 and 36 months. It also describes the learning and development for preschool children that is typically demonstrated with appropriate support at around 48 and 60 months of age. Having statewide foundations provides all teachers and programs with knowledge of the expectations and goals for children in California to use as they plan activities, the environment, and interactions.
Element 2: Infant and Toddler and Prekindergarten Learning and Development Guidelines present information about how to provide high-quality early care and education, including recommendations for program policies and day-to-day practices that will improve program services. In addition, the Preschool English Learner Guide provides teachers with the knowledge and tools they seek to educate preschool English learners most effectively.
Element 3: The first and second volumes of the Curriculum Frameworks. These publications are a resource for teachers to support setting up environments, selecting appropriate materials, supporting children’s self initiated play and learning, and planning and implementing teacher guided learning activities. The frameworks are not a curriculum.
Element 4: The fourth component of the system is the Desired Results System. It is a continuous improvement system that is intended to improve program quality. The system consists of: the Desired Results Developmental Profile© which measures children’s progress towards the Desired Results, the Parent Survey which measures parents’ satisfaction with the program, the Environment Rating Scales which assesses the classroom environment, and the Program Self Evaluation which assesses program quality.
Element 5: In California, numerous professional development opportunities are available to assist programs. These include the Program for Infant/Toddler Care (PITC), California Preschool Instructional Network (CPIN), California School-
Age Consortium (CalSAC), Family Child Care at Its Best, the mentor programs, pre-service, the CDE/ECE Faculty Initiative Project, the Child Development Training Consortium and the Desired Results Training and Technical Assistance Project. 3 3

4. Two California Department of Education Resources
We will be using two CDD resources during this session.
(Click to reveal Preschool Learning Foundations, Volume 1)
This is the Preschool Learning Foundations, Volume 1 (PLF). The foundations describe how children develop, grow, and learn. The preschool foundations are for all children and reflect the diversity found in California.
(Click to reveal Preschool Curriculum Framework, Volume 1)
This is the Preschool Curriculum Framework, Volume 1 (PCF). This framework presents strategies and information to help teachers enrich learning and development opportunities for all of California’s preschool children. 4

5. Domain Organization Reading Language and Literacy Reading
Concepts about Print
Phonological Awareness
Alphabetic and Word/Print Recognition
Comprehension and Analysis of Age-Appropriate Text
Literacy Interest and Response
Writing
Writing Strategies
Domain Organization
Language and Literacy
Reading
Comprehension and Analysis of Age Appropriate Text
Turn to page 53 in the PLF and read the section titled comprehension and analysis of age-appropriate text.

6. Using Comprehension Skills
Look at the pictures and short stories on your table with your tablemates.
When was the last time you had a similar experience?
What comprehension and analysis skills did you use?
What experiences do you remember as a small child that may have laid the groundwork for those skills?
Ice Breaker-Using Comprehension Skills
INTENT: The intent of this activity is to warm-up the participants and facilitate their reflection on a personal experience that involved reading comprehension skills.
OUTCOMES: Participants will discuss the skills involved in reading comprehension. Participants will reflect on daily activities that involve reading comprehension.
MATERIALS REQUIRED: Reading picture/story cards
TIME: 10 minutes
PROCESS: Invite groups to explore the reading picture/story cards on the table. Ask participants to choose the card that they most relate to. It can be the picture they like best, or the picture that depicts the reading experience they have most frequently. Looking at the picture/story cards that they chose, have participants use the following questions to prompt discussion regarding reading comprehension within their table groups (allow 5 minutes for discussion): Is comprehension taking place in the picture? If so, how is it occurring, and what skills are being used? When was the last time you had a similar experience? What comprehension and analysis skills did you use? What experiences do you remember as a small child that may have laid the groundwork for those skills? Bring participants back together as a large group and debrief by holding up each picture/story card and asking participants to stand up when they see the card they chose. The following are possible questions and prompts to use during the debriefing as presenters best see fit: Which cards are more popular? Why might that be? Which specific comprehension skills are used frequently? What emotions correlate to the pictures? What personal meaning do some of these pictures have?
OPTIONS: Instead of allowing participants to choose the picture/story card they most connect with, pass out the cards and tell them to find a partner with the same card. Then follow the directions above. Post pictures/story cards around the room on chart paper and have participants walk around the room, choosing which card they want to stand by. Then complete the activity with the groups that have formed around the room.

7. Comprehension and Analysis of Age-Appropriate Text Foundations
Demonstrate knowledge of familiar story details (e.g., characters, settings, events, and event sequences).
PCF, Vol. 1, p. 146
Demonstrate and use knowledge from information texts (e.g., label and describe an animal, take on the role of astronaut, explain what a seed needs to grow). PCF, Vol. 1, p. 146

8. A Deeper Look at the Foundations
Ask participants to find this page in the PLF.

9. After 1st or 2nd year of preschool With appropriate support
At 48 and 60 months
After 1st or 2nd year of preschool
Foundations
With appropriate support
High-quality program
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

10. Series of Stages Preschoolers’ development of narrative thinking
goes through a
series of stages that
ultimately lead to
their making sense
of stories and the
world around them.
PLF, Vol. 1, p. 53
At the earliest stage, preschoolers construct narrative scripts, or primitive accounts of story plots that focus on familiar events and routine activities. In the next stage, children construct narrative schemas, which include knowledge about the main elements of stories (such as characters and settings) and about the sequence of events (such as time, order, and causal progression). Then preschoolers come to understand and relate to characters’ internal responses, such as their mental processes and experiences. Ultimately, children recognize both the external and internal features of narrative. Preschoolers’ competence with narratives can be greatly expanded through instructional activities guided by teachers. PLF, Vol. 1, p. 53
We need to use all of our resources to best understand and support these stages. Our resources include the PLF, the PCF, and the DRDP 2010.
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 10

11. DRDP-2010 Measure 13
Use the DRDP 2010 measures to better understand the “series of stages that ultimately lead to their making sense of stories and the world around them”. Slide 10 & PLF, Vol. 1, p. 53
You may choose to pose the following questions:
-What examples that you read on this measure do you also see in your classroom?
-Think about the kind of teacher facilitation that has occurred when you observe these examples?
-Where do you see these examples occuring?

12. DRDP 2010 Measure 18 You may choose to pose the following questions:
Use the DRDP 2010 measures to better understand the “series of stages that ultimately lead to their making sense of stories and the world around them”. Slide 10 & PLF, Vol. 1, p. 53
You may choose to pose the following questions:
-What examples that you read on this measure do you also see in your classroom?
-Where do you see these examples occurring?
-Are there specific environment and materials that support these examples happening?

13. ELD Measure 23 You may choose to pose the following questions:
-What examples that you read on this measure do you also see in your classroom?
-What might this information tell you about how to support the child’s development of comprehension?
The next slides discuss facets of intentionality and planning to facilitate student development of comprehension skills. As we think about the teachers role reflect back on this slide and children in your class that reflect various places in development. This will help you consider the information in the context of your classroom and the specific needs of your children.

14. Interaction and Strategy
Preschoolers’ competence
with narratives can be
greatly expanded through
instructional activities
guided by teachers.
PLF, Vol. 1, p. 53
This is a transition toward emphasis of the importance of utilizing the PCF as a teacher resource.
Preschoolers’ competence with narratives can be greatly expanded through instructional activities guided by teachers. PLF, Vol. 1, p. 53
Children’s comprehension and production of narrative is an important foundation for learning to read (Burns, Griffin, and Snow 1999; Whitehurst and Lonigan 1998). Narratives are pervasive in children’s language, play, and thinking and tend to be naturally supported by parents and teachers. However, narrative competence can be expanded through designed interventions (Yussen and Ozcan 1996). PLF, Vol. 1, p. 84
It is important that adults who read with young children provide this structure consistently and systematically, so that they support children’s engagement with certain aspects of the text (e.g., causal flow of events) that children may not be drawn to incidentally or of their own accord (Ezell and Justice 2000). PLF, Vol. 1, p. 85
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 14

15. Framework Strategies Developmentally appropriate
Reflective and intentional
Individually and culturally meaningful
Inclusive
Teachers address ideas and concepts that children can grasp at their developmental level and then progressively build on what children already know and understand. This approach applies to all children, including children with various abilities, disabilities, or other special needs (such as delays in language, cognition, or physical ability). PCF, Vol. 2, p. 227
The following is an example idea for creating an inclusive environment:
Some children may need assistance in holding a book or turning the pages either through assistive technology or with the help of an adult or peer. For example, a book can be mounted so that a child need not hold it, and sturdy tabs can be placed on a book’s pages make them easier to turn.
PCF, Vol, 1, p. 106
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

16. Curriculum Framework Routines, environments, and materials
Planning learning opportunities
Teachable moments
Interactions and Strategies
Topics in the PCF include guiding principles (in particular, the vital role of the family in early learning and development); the diversity of young children in California; and the ongoing cycle of observing, documenting, assessing, planning, and implementing curriculum.
The framework takes an integrated approach to early learning and describes how curriculum planning considers the connections between different domains as children engage in teacher-guided learning activities. (PCF, Vol. 2, Message from the State Superintendent, p. v)
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 16

17. Environment and Materials
Use Information Texts
Information books, placed in the indoor science area as well as outside in suitable tubs or on a cart, extend children's firsthand science experiences.
PCF, Vol. 1, p. 107
Create a science area.
The science area is full of items that spark curiosity and wonder and prompt children to explore and find out.
Information books, placed in the indoor science area as well as outside in suitable tubs or on a cart, extend children’s firsthand science experiences. As children explore science content, they learn rich vocabulary, ask questions, and describe what they see and hear.
They also can learn to document investigations with drawings or writing, some of which they dictate to teachers.
PCF, Vol. 1, p. 107
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

18. Interaction and Strategy
Read information books:
That support children’s current interests
In conjunction with firsthand experiences
In the context of children’s families
PCF, Vol. 1, p. 149
Read information books.
Find books that support children’s current interests and the development of new ones. Read them in conjunction with firsthand experiences (e.g., growing plants, caring for fish or other animals, playing doctor’s office), in support of interests that emerge at preschool, or in the context of children’s families (e.g., finding a worm outside, seeing new leg braces worn by a peer, birth of a new baby, a grandmother’s visit, soccer, or some other sport they like). PCF, Vol. 1, p. 149
Invite participants to discuss first hand classroom experiences they have used that have enhanced reading in the past.
It would be important to note that not all informational books are meant to be read from cover to cover. Sometimes they are better as resources and vocabulary aids. In addition they do not build narrative understanding (in most cases)—so there may need to be some way to connect back to comprehension and analysis of age-appropriate text. Faith Polk 2012
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

19. Interaction and Strategy
Discuss a story after reading it.
Be prepared to guide and scaffold children’s language and thinking as they respond in any a language.
PCF, Vol. 1, p. 149
Discuss a story after reading it.
A short discussion after the reading of a story can also increase children’s understanding.
Questions that require only recall of small details (e.g., the teddy bear’s name, the color of Corduroy’s overalls) rarely lead to back-and-forth discussions and do little to help children engage in the kind of inferential thinking that stories require (i.e., piecing information together to determine why a character did something or what a character will likely do next).
Instead of asking primarily literal questions, use questions that prompt children to think and to use their language (e.g., “Why do you think Corduroy wanted to find his missing button?” “How do you think Corduroy felt when the night watchman took him back to the shelf in the toy department?”).
Be prepared to guide and scaffold children’s language and thinking as they respond in any language.
PCF, Vol. 1, p. 149
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

20. VIDEO
Play Shark Movie Clip and discuss examples of interaction and strategy on the previous slide:
Be prepared to guide and scaffold children’s language and thinking as they respond in any a language. PCF, Vol. 1, p. 149
You may want to ask:
-what did you see?
-what examples of guiding and scaffolding did you see?
-of these was there one of particular interest?
-have you done something similar?
-would you like to expand your reading time in a similar way?
-how might you plan for that type of activity? 20

21. Being Prepared as a Teacher
Understand Storyline
Characters
Plot
Transitions
Connect to interests of children
Plan an introduction
Identify possible points of confusion
Provide prompts
Provide visual and tactile cues
See CELL reviews Children’s Story Retelling as a Literacy and Language Enhancement Strategy (Dunst, Simkus, and Hamby, Center for Early Literacy Learning 2012, Volume 5, Number 2).

22. Being Prepared as a Teacher
Find the Evidence:
Read page 147 in the PCF.
Working with your tablemates, look for evidence in the vignette that the teacher was prepared.
Finding the Evidence
INTENT: The intent of this activity is to provide an opportunity for teachers to become familiar with one way to use vignettes to enhancing their teaching.
OUTCOMES: Participants will read a vignette from the Preschool Curriculum Framework (PCF) and analyze that information in relation to their personal planning practices.
MATERIALS REQUIRED: PCF, Vol. 1, p Sticky notes. Sticky Wall or Finding the Evidence in Planning handout.
TIME: 15 minutes
PROCESS: Guide participants to read page 147 in the PCF. Ask participants to identify how the teacher planned ahead to increase story comprehension, jotting down the methods the teacher utilized on the sticky notes. Tell them their notes will be shared with the group. Allow 10 minutes for reading and note taking. After participants have finished, have them place their notes on the Finding the Evidence in Planning handout or the Sticky Wall. Debrief: Guide participant’s attention to the ways the teacher planned for story comprehension. Have participants identify a planning method that they already use to increase story comprehension. Have participants identify a planning method they will implement to increase story comprehension.
OPTIONS: If presenters are using a Sticky Wall, debriefing can be done as one large group or with individual table groups. The columns on the Finding the Evidence in Planning handout can be separated on chart paper and hung around the room so that participants can walk around to place their sticky notes.

23. Interaction and Strategy
Read a story several times over a few days.
PCF, Vol. 1, p. 148
Read a story several times over a few days.
Multiple readings help preschool children understand a story better. During a second reading of a book with a small group of children, teachers can prompt children’s thinking and verbal engagement by asking some questions.
For example, during a second reading of Corduroy, a teacher might ask on the first page, “So, where does Corduroy live?” A child might say “in there” or “at a store.” The teacher expands the child’s response (e.g., “Yes, Corduroy lives in the toy department of a big store”) and follows by encouraging the child to say, “toy department.”
On the page where Corduroy comments about his lost button and his plans to find it, the teacher might ask, ”What is Corduroy thinking here? What does he plan to do?” A child might say, “The but-ton.” The teacher expands what the child said: “Yes, you are right. Corduroy says, ‘Tonight, I’ll go and see if I can find it.’” Then, before turning to the next page, the teacher might ask, “What happens next?” With this approach, a teacher monitors a child’s understanding of a story, helps a child understand more of the story’s parts, and expands the child’s expressive language, all of which help a child learn to retell a story on his or her own.
PCF, Vol. 1, p. 148

24. Shared Reading
…the practices and styles of interaction that emerge during shared reading set the foundation for the types of cognitive processing and problem solving that characterize comprehension in the elementary grades… PLF, Vol. 1, p. 84
Shared Reading
While storybook reading has often been considered an introduction to literacy (Adams 1990), the practices and styles of interaction that emerge during shared reading set the foundation for the types of cognitive processing and problem solving that characterize comprehension in the elementary grades, with strategies such as self-questioning and use of mental imagery (Bauman and Bergeron 1993; Fitzgerald and Spiegel 1983).
Shared reading activities also help children become familiar with the nature of written language and help preschool children realize the developmental progression from an “oral” to a “written” type of language (Purcell-Gates 1988; Sulzby 1985).
PLF, Vol. 1, pp
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 24

25. Planning Your Reading Identify your children’s book.
Find the Planning Reading handout.
Together with your tablemates, complete the Planning Reading handout.
Be prepared to share with another group.
Planning for Comprehension
INTENT: The intent of this activity is to provide an opportunity for teachers to practice planning for comprehension using the interaction and strategy ideas from the Preschool Curriculum Framework (PCF).
OUTCOMES: Participants use information from the PowerPoint, the California Department of Education (CDE) resources, and their personal knowledge to practice planning.
MATERIALS REQUIRED: Short developmentally appropriate book. Planning for Comprehension handout.
TIME: 25 minutes
PROCESS: Invite table groups to the back table to choose the book that they will use for planning. Guide participants to find the Planning for Comprehension handout in their packet. Allow time for the participants to read their children’s book and to plan with their table group. Have them use the handout to guide their planning. Remind participants that they will have an opportunity to share out at the end. Debrief: Have each table group join another table group. Allow time for each table group to share a summary of their plan with the group they joined. Ask for highlights of the process: What was easy? What was hard? What are they taking away from the experience? Do they like the planning form?
OPTIONS: Have participants work in pairs instead of in table groups. Prior to the workshop, ask participants to bring their favorite children’s book with them to use for planning.
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

26. Scaffolding for Instruction
Scaffolding involves the performance of some task elements by the teacher when a child is just beginning to learn how to do something. Over time, as the child is able to do more parts of the task independently, the teacher removes some of the scaffolding, and then all. PCF, Vol. 1, p. 309
Invite participants to turn to page 309 in the PCF and read the section of Appendix B titled Scaffolding in Instruction, Not in Assessment.
Now invite participants to read the Meeting the Needs of All Learners handout.
Finally, invite participants to reflect on the game they played and consider how they might scaffold the game for specific children in their programs.
Scaffolding involves the performance of some task elements by the teacher when a child is just beginning to learn how to do something.
PCF, Vol. 1, p. 309
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

27. Interaction and Strategy
Plan the environment to support independent story retellings.
After children have heard a story read aloud several times, place copies in the book area for children to retell, perhaps to an audience of peers or stuffed animals.
Children also can retell by stories using flannel pieces or puppets, or they can dramatize stories by using simple costumes and props. Some retellings take place during quiet times, such as when children look at books as they rest. Others can take place as children read to a baby doll in the dramatic-play area, if small cardboard versions of familiar books are placed there.
Children also represent story ideas creatively in the art area through drawing, painting, or sculpting.
PCF, Vol. 1, p. 150
Plan the environment to support independent story retellings.
PCF, Vol. 1, p. 150
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

28. Scaffold Reading
Find an elbow partner and share with each other about one focus child.
Revisit your Planning Reading handout.
Discuss potential opportunities in the environment that would enhance the learning of this child.
Use all of your resources (PLF, PCF, & DRDP-2010).
As children have many experiences with print of all types, they gradually come to understand that all books share common elements. The knowledge that print in books is organized in specific ways for specific purposes is important for children’s development of reading skills.
Adults promote this skill development by pointing out the features of books, engaging in skillful storybook reading, and helping children to create books of their own.
PCF, Vol. 1, p. 209
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

29. Video Reflection
What Preschool to the Rescue video clip and discuss how the teacher must have planned for that activity.
Do you see examples of scaffolding for specific students in this activity?
Think back to the continuum of development we discussed with the DRDP measures; would any of the strategies in the video be beneficial to one of the specific children you thought about?

30. If you had a moment to be calm and think, what would you take away from today?
Think to yourself for 30 seconds, then share out with your group.
Turn to your elbow partner and commit to one new thing you will do with this information.
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

31. Literacy Bill of Rights
Guide participants to read handout 4, the Literacy Bill of Rights.
Comprehension is an integral component of these rights. What will you do to ensure these rights are had by your children?
“A Literacy Bill of Rights”
(Yoder, Erickson & Koppenhaver)
All persons, regardless of the extent or severity of their disabilities, have a basic right to use print. Beyond this general right, there are certain literacy rights that should be assured for all persons. These basic rights are:
The right to an opportunity to learn to read and write. Opportunity involves engagement in active participation in tasks performed with high success.
The right to have accessible, clear, meaningful, culturally and linguistically appropriate texts at all times. Texts, broadly defined, range from picture books to newspapers to novels, cereal boxes and electronic documents.
The right to interact with others while reading, writing, or listening to a text. Interaction involves questions, comments, discussions, and other communications about or related to the text.
The right to life choices made available through reading and writing competencies. Life choices include, but are not limited to, employment and employment changes, independence, community participation, and self-advocacy.
The right to lifelong education opportunities incorporating literacy instruction and use. Literacy educational opportunities, regardless of when they are provided, have potential to provide power that cannot be taken away.
The right to have teachers and other service providers who are knowledgeable about literacy instruction methods and principles. Methods include but are not limited to instruction, assessment, and technologies required to make literacy accessible to individuals with disabilities. Principles include, but are not limited to, the beliefs that literacy is learned across places and time, and no person is too disabled to benefit from literacy learning opportunities.
The right to live and learn in environments that provide varied models of print use. Models are demonstrations of purposeful print use such as reading a recipe, paying bills, sharing a joke, or writing a letter.
The right to live and learn in environments that maintain the expectations and attitudes that all individuals are literacy learners.
Makin, Laurie, PhD, and Criss Jones Diaz, eds. Literacies in Early Childhood: Changing Views, Challenging Practice. Baltimore: Brookes Publishing Company, 2002.

32. Thank you for coming! Thank you for coming.
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012