1. Math: Algebra & Functions Foundations and Framework ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013)

2. Outcomes Participants will become aware of key concepts to be developed in the Algebra and Functions strand of the California Preschool Learning Foundations (PLF). Participants will become aware of key strategies in the California Preschool Curriculum Framework (PCF) regarding the development of Algebraic Functioning. Participants will consider how to support the development of the Algebra and Functions foundations for Children learning English as a second Language Participants will consider how to adapt curriculum to ensure access for children with varying needs. 2

3. ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013) Button-Button Choose Your Button ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013)

4. Two California Department of Education Resources 4

5. ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013) Early Learning Development System Start Here

6. ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013) Summary of Findings 6

7. ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013) Rolling on to the Math Foundations ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). 05/2013 ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013) 7

8. Foundations With appropriate support After 1 st or 2 nd year of preschool At 48 and 60 months High-quality program ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013)

9. Domain Organization 9

10. ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013) Algebraic Function Foundations Sort and ClassifySort and Classify Create and Understand PatternsCreate and Understand Patterns ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013)

11. Algebra and Functions Substrands and Foundations ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013) 11

12. ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013) Connections to Kindergarten Alignment Document 12

13. ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013) Early Intervention Early intervention has positive outcomes for mathematics in kindergarten. The Outcomes of Early Intervention for Infants and Toddlers with Disabilities and their Families, July 2011 13 ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013)

14. The developmental continuum for data analysis starts with classification and counting and evolves into data representation. PLF, Vol. 1, p. 162 ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013)

15. Museum Walk: Sorting Buttons Begin By: 1.As a group sort your buttons as many ways as you can (remember to use attributes) 2.Record the ways you sorted. 3.You have 5 minutes and remember to keep your sorting a secret) Next: 1. Rotate Tables (to the right). 2.Try and identify how the previous table group sorted their buttons. 3.Write your guess on a 3 by 5 card and leave face down. 4.Rotate Again. 15

16. ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013) Button Sorting Wrap Up 16

17. We practiced how to: Engage children in conversations about their sorting and classifying. PCF, Vol. 1, p. 262 17 ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013)

18. Conversations Considering Dual-Language Learners Scaffold communication by combining English words with some type of body gesture or visual cue. PCF, Vol. 1, p. 199 ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013)

19. Talk About the Here and Now Gives the child the chance to narrow down what the conversation is aboutGives the child the chance to narrow down what the conversation is about Allows child to focus in on a more restricted number of options to respondAllows child to focus in on a more restricted number of options to respond Share the same physical space and have reference to the same informationShare the same physical space and have reference to the same information Allows the teacher to provide some missing vocabulary informationAllows the teacher to provide some missing vocabulary information Stage 1: Home Language Stage 2: Observational/Listening Stage 3: Telegraphic/Formulaic Stage 4: Fluid Use ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013)

20. Teacher facilitation and modeling is particularly important ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013)

21. Framework Strategies Curriculum planning should offer children learning opportunities that are attuned to their developing abilities. PCF, Vol.1, p. 2 ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013) 21

22. Teach this through using rhythmn sticks and music Music is a highly social, natural, and developmentally appropriate way to engage even the youngest child in math learning. Music is a highly social, natural, and developmentally appropriate way to engage even the youngest child in math learning. (NAEYC The Patterns of Music 2013) ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013)

23. It may be necessary to make special adaptations to create access to learning. It may be necessary to make special adaptations to create access to learning. ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013)

24. 1.Find your rhythm sticks 2.Decide how to create a gripper 3.Follow instructions on handout 4.Get ready to learn about patterns ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013) 24

25. ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013) Types of Patterns in Preschool Repeating patterns Growing patterns

26. ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013) Repeating Patterns A certain sequencing of shapes, sounds, or other elements is repeated again and again. 26

27. ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013) Growing Patterns EXAMPLES: Patterns that change from one value to another in a predictable manner. 1 2 3 4 5 27

28. ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013) Playing with Patterns Find the Playing with Patterns handout. Turn to page 268 in the PCF. Now you are ready to complete this handout. 28

29. ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013) Playing with Patterns Patterns can be presented in different formats: sound through movement, sound, language, objects, or pictures. pictures. Expressing patterns through different modalitiesvisual modalities (kinesthetic, tactile, auditory and visual) provides different learning modes and facilitates preschool childrens understanding of patterns. There are numerous opportunities for children to duplicate, extend extend, and create patterns through art, music, movementscience. PCF, Vol. 1, p. 268 movement, literacy, and science. PCF, Vol. 1, p. 268 29

30. Lets try it! Rhythm patterns can be more engaging than verbal patterns. Rhythm patterns can be more engaging than verbal patterns. (NAEYC The Patterns of Music 2013) (NAEYC The Patterns of Music 2013) ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013)

31. Lets Think about Daily Routine Opportunities ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013)

32. Teacher can reflect on opportunities for classifying and patterning in the daily routine How could you integrate sorting and patterning experiences into the childrens current topic of study?How could you integrate sorting and patterning experiences into the childrens current topic of study? How do you, or could you, organize your classroom environment to facilitate classification activities?How do you, or could you, organize your classroom environment to facilitate classification activities? ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013)

33. To be effective teachers should: Respond to each child individually Build on the childrens individual strengths Build on the childrens individual ways of learning PCF, Vol.1, p. 236 Guiding Principle: Recognize and support the individual ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013) 33

34. ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013) Culminating Activity In what ways will children represent their knowledge? In what ways will teachers and children engage with this opportunity? (Use the framework, your handouts, and the sweat tool kit.) : On what daily opportunity for algebra functioning are you going to focus? (Use foundations to guide thinking.) Daily Opportunity (part of routine): Focus Skill (substrand): 34

35. Thank you for fitting us into your schedule! ©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (08/2013)