1. Full-day Kindergarten November/December 2014

2. agenda Context - Full-day kindergarten in the CBE Closing the Word Gap Viewing picture books Classroom Environment Centre-based Learning 2

3. Full-day Kindergarten in the CBE 2005 Decision by the Trustees allocate CBE resources for those children most at-risk for success in school FDK children to meet the learner expectations as outlined in the Kindergarten Program Statement 3

4. Inequality at the starting gate… Full-day Kindergarten can provide an opportunity to ensure that learners needs are better met from the beginning of their formal schooling and that there is a greater opportunity for equality at the starting gate.

5. Key components of FDK developmentally appropriate intentional development of oral language strong focus on literacy and numeracy centre-based learning/purposeful play inquiry/project work success oriented, safe & caring environments parents as partners

6. Closing the word gap disadvantaged children hear significantly fewer words (the 30 million word gap by age 3) The quality of what they hear is quite different. https://www.youtube.com/watch?v=Qj0Nm3YKpEY 6

7. Literacy and Language conversation and book reading building vocabulary building story comprehension development of print knowledge phonological awareness using language for thinking and learning reference text: Weitzman, E. & Greenberg, J. (2010) ABC and Beyond: Building Emergent Literacy in Early Childhood Settings 7

8. conversation and book reading What role are you currently playing in conversation and book reading?

9. strategies OWL observe, wait and listen STRIVE FOR 5 extend conversations for 5 turns THINK-PAIR-SHARE can improve quality of responses 9

10. set a goal for next session Identify one thing that you will do differently next week. Write it down and share it with your teaching partner. We will discuss these goals at the start of our next session. 10

11. Sharing children’s books Suggestions… read the book in the morning then again in the afternoon pre-read to ELL and children with language delays 11

12. classroom environment environment as the “third teacher” (Reggio) “Classroom space impacts everything: instruction, behaviour and our (children’s and teachers’) well- being.” Spaces and Places” Debbie Diller 12

13. Designs for living and learning What values do you want to communicate through the environment you create? How do you want children to experience their time in your program? How do you want to experience your time in that space? 13

14. Classroom environment is more than the arrangement of the room Physical Space SocialTime EmotionalMaterials IntellectualRoutines Role of the teacher 14

15. space Welcoming, warm and calm environment? Esthetically pleasing? Well organized? Space to play and work? Encourages independence? 15

16. How are children using the environment? How does the arrangement and organization of the environment impact the children's focus and attention? How does it provide for varied interests and learning styles? How can the environment accommodate children working individually as well as working in small groups? What new elements might create a sense of calm, magic and wonder and reflect the natural world? What additional materials will offer children open-ended opportunities to explore and invent using their own ideas and imagination? 16

17. Consider the Walls What is the purpose of the materials I am putting on display? What image of the learner is conveyed by the materials displayed? Who is the display for? How do the displays honour children’s work? 17

18. Engaging children’s voice How do we engage children in thinking about the environment and how it might be changed? What makes our space beautiful? What makes it a good place for children? Draw your favourite centre or part of our classroom. What would you like to see in a centre? 18

19. Space How have you organized your classroom space to promote student ownership and independence? 19

20. Time for play-based learning Minimum of one hour in the morning Minimum of one hour in the afternoon Centres a priority 20

21. CMEC statement on play-based learning Learning through play is supported by science. Learning through play is supported by experts. Learning through play is supported by children and parents. When children are playing, children are learning. 21

22. Opportunities for purposeful play Purposeful play is: “…an important mode of learning for children. Children at play are highly motivated and capable of intense concentration. Through…purposeful play, children explore and experiment with their environment. They clarify and integrate information and concepts encountered in their previous experiences.” Kindergarten Program Statement, Alberta Education

23. What is the value of dramatic play? 23

24. Dramatic Play

25. Restaurant 25

26. A hospital…

27. Veterinarian clinic 27

28. Underwater explorers 28

29. Space and camping 29

30. possibilities House Hospital Space Grocery store School Restaurant Toy shop Pet store/veterinarian Castle Camping Post office Farm/garden Birthday party 30

31. Dramatic Play How do you effectively design the dramatic play area? How do you incorporate student voice in planning for the dramatic play centre? How can you incorporate the dramatic play centre into your inquiry work? How do you incorporate literacy into the dramatic play centre? How do you support the play in the dramatic play centre? 31

32. Thank you! Next session: Continue to explore language and literacy Continue to explore centres (writing and story corner?) 32

33. Think about… What will you do next to enhance your dramatic play centre? 33