11 © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012 Language and Literacy Foundations & Framework.

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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012

Language and Literacy Foundations & Framework

Listening & Speaking Listening & Speaking

WritingWritingReading Reading


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Agenda• Welcome.• A guided tour of the language and

literacy domain sections.• Using the Preschool Curriculum

Framework (PCF) to support all children’s learning in the areas described in the Preschool Learning Foundations (PLF).


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Session Outcomes• Become familiar with the language and

literacy sections in the Preschool Learning Foundations (PLF) and the Preschool Curriculum Framework (PCF).

• Consider the relationship between the language and literacy domain, the English-language development domain, and the DRDP 2010.

• Consider how to use the PCF to support all learners.


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Welcoming Activity

• Think of a short story consisting of as many sentences as you have tickets.

• Tell this story to your elbow partner.


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Language Use and Conventions

1.1 Use language to communicate with others in both familiar and unfamiliar social situations for a variety of basic and advanced purposes, including reasoning, predicting, problem solving, and seeking new information.

1.2 Speak clearly enough to be understood by both familiar and unfamiliar adults and children.


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1.3 Use accepted language and style during communication with both familiar and unfamiliar adults and children.

1.4 Use language to construct extended narratives that are real or fictional.


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Norms• Start on time and end on time.• Turn off cell phones.• Help the group stay on task.• Listen to thoughts and ideas of others.• Contribute your thoughts and ideas.


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Parking Lot

Please write questions on post-its and place them on chart paper titled “Parking Lot”.


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What’s in Volume 1?

• Social-Emotional Development

• Language and Literacy

• English-Language Development

• Mathematics


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The purpose of the foundations…is to promote understanding of preschool children’s learning and to guide instructional practice.


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The foundations…are for all children, including children learning English and children with disabilities. They describe the knowledge and skills that young children typically exhibit:

– at around 48 and 60 months of age;– as they complete their first or second year of

preschool;– with appropriate support; and– when attending a high-quality preschool program.


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High-Quality Programs Include:• Environments and experiences that

encourage active, playful exploration and experimentation• Purposeful teaching to help children gain

knowledge and skills • Specific support for children learning English• Specific accommodations and adaptations for

children with special needs


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Including Children with Disabilities“The 2004 amendments to the Individuals with Disabilities Education Act (IDEA) require that all children, regardless of ability, have access to the general curriculum, and have the opportunity to participate and make progress in the general curriculum.”

Sandall et al.2005. as cited in Promoting Positive Outcomes for Children with Disabilities. Division for Early Childhood. 2007. pg.4.


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Indicators of a High-Quality Preschool Program Include:

• Staff Experience and Training

• Staff-to-Child Ratios

• Environment and Materials

• Program Structure and Activities

• Adult-Child Interactions

• Use of Language and Reasoning

• Parent Involvement© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012

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Foundations and the DRDP


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Foundations and the DRDP

PCF• A guide and teaching

tool• At around 48 months

and 60 months• For all children,

including English-language learners and children with disabilities

DRDP• An observational

assessment instrument• Developmental

continuum• For all children,

including English-language learners and children with disabilities


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The DRDP is the Assessment Instrument

DRDP-R

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A Guided Tour

The Language and Literacy Foundations


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The Sections• Introduction (pp. 47-55)• The Foundations (pp. 56-70)• Bibliographic Notes (pp. 71-88)• Glossary (p. 89)• References and Source Material (pp. 90-101)


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DomainDomain

Map of the FoundationsLanguage and Literacy

StrandStrand

SubstrandSubstrand

AgeAgeFoundationFoundation

ExamplesExamples

SubstrandDescription

SubstrandDescription

Includes notes for children

with disabilities

Includes notes for children

with disabilities

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Practices of Universal Design

• Ensures curriculum access, participation and progress for all learners

• Promotes active engagement and learning• Individualizes instructional supports and adapts

practices for each child based on ongoing data• Provides opportunities for children’s learning

within regular routinesSandall, S., Hemmeter, M. L., Smith, B.J., & McLean, M. (2005). DEC

recommended practices: A comprehensive guide for practical application. Missoula, MT: DEC.

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Foundations Organization


DomainDomain

StrandStrand

SubstrandSubstrand

AgeAge

Substrand DescriptionSubstrand Description

FoundationFoundation

ExamplesExamples

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Strand - Substrand Order• There is a developmental progression

from age three to four years within a substrand.

• The order in which the strands and substrands are presented is NOT meant to indicate a developmental progression.

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A Closer Look: The Three Strands

Listening and Speaking

Reading

Writing

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Purpose of the Language and Literacy Foundations

These preschool learning foundations identify key competencies typical of children who are making progress toward being ready for kindergarten and becoming fluent communicators and readers. PLF, Vol. 1, p. 47

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Purpose of the Language and Literacy Foundations

Language and literacy learning depends on children’s functioning in the other domains, including social-emotional development, physical development, and for English learners, English-language development. PLF, Vol. 1, p. 47

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Underlying AssumptionChildren should experience the kinds of interactions, relationships, activities, and play that research has shown to support successful learning and development. PLF, Vol. 1, p. 47


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Accessible CurriculumAs early childhood educators, our challenge is to make the curriculum accessible to all children through meaningful participation across daily routines and activities by:

Promoting Positive Outcomes for Children with Disabilities. Division for Early Childhood. 2007. p.4.

•Varying the content•Providing instructional supports•Designing developmentally appropriate activities•Adapting materials as needed

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The Nine Substrands• On your table, you will find nine blank

index cards.• Look through the introduction on pages

48-54.• Find the three strands of listening and

speaking, reading, and writing to identify the nine substrands.

• Print one substrand on each of the nine index cards.

• We will use these cards for an activity at a later time.

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Listening and Speaking

• Language Use and Conventions

• Vocabulary

• Grammar

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ELD – Listening and SpeakingListening

• Children listen with understanding.

Speaking• Children use nonverbal and

verbal strategies to communicate with others.

• Children begin to understand and use social conventions in English.

• Children use language to create oral narratives about their personal experiences.

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Reading

• Concepts about Print• Phonological Awareness• Alphabetics and Word/Print

Recognition• Comprehension and

Analysis of Age-Appropriate Text

• Literacy Interest and Response

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ELD - Reading• Children Demonstrate an appreciation and

enjoyment of reading and literature.• Children show an increasing understanding of

book reading.• Children demonstrate an understanding of print

conventions.• Children demonstrate awareness that print

carries meaning.• Children demonstrate progress in their

knowledge of the alphabet in English.• Children demonstrate phonological awareness.

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Match ‘Em Up – The Reading Strand

• Use the cards in the Match ‘Em Up envelope

• Yellow cards are LLD

• Blue cards are ELD

• Pink cards are DRDP 2010 Measures 17 - 21

• In your table groups, match the

3 cards up by substrands and DRDP measures

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Writing

• Writing Strategies (LLD)• Children use writing to communicate

their ideas. (ELD)

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What’s in Volume 1?

• Social-Emotional Development

• Language and Literacy

• English-Language Development

• Mathematics


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What Does the Framework Do?Created as a companion to the California Preschool Learning Foundations, Volume 1, this framework presents strategies and information to enrich learning and development opportunities for all of California’s preschool children. PCF, Vol. 1, p. v

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In this Volume, Discover Ideas for:

• Environments

• Building on children’s play

• Materials

• Teacher-guided learning activities


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The Curriculum Framework Strategies Are:

• Developmentally appropriate• Reflective of thoughtful observation

and intentional planning• Individually and culturally

meaningful• Inclusive of children with disabilities

and other special needs

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Becoming an Expert

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Becoming an Expert

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Introduction

1. Read about your assigned substrand in the introduction (beginning on page 49 of the PLF).

2. Complete the “What is it?” section of the Becoming an Expert handout for your substrand.

3. Share the highlights from your handout with your table group.

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Expert Task Step Two

• Turn to the foundations section of the PLF and read the examples for your substrand (beginning on page 56).

• Complete the “What might you observe children doing?” column.

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Becoming an Expert

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What It Looks Like In the Classroom

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Name that Substrand

1. Watch the video clip.

2. Talk in your table groups and decide which substrand is demonstrated in the video clip.

3. Write your answer on the paddle.

4. Be ready to share what you saw in the video that exemplifies your answer.

5. Correct answers will be awarded $100.00.

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Phonological Awareness

What is …What is …

$100

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Alphabetics and Word/Print Recognition


$100

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Writing Strategies


$100

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5555




$100

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5757


Writing Strategiesand

Concepts about Print


$100

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Comprehension and Analysis of Age-Appropriate Text

andLiteracy Interest and Response


$100

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Becoming an Expert

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What is 39%?

39% is the percentage of children in California between three and five years old who are English-language learners.Children Now, 2007

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Supporting the English-Language Learner

Language and Literacy

Language and Literacy

English - Language

English - Language

Development

Development

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LLD• Describe

development of language and literacy skills for all children.

• Describe children’s English-language development of language and literacy skills as they develop English proficiency.

ELD

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Supporting the English-Language Learner

The development of language and literacy skills in a child’s first language is important for the development of skills in a second language. PLF, Vol. 1, p. 104

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Interactions and Strategies• Use body language• Use visuals• Repeat common phrases slowly and clearly• Learn key words, phrases in home language• Summarize or provide key phrases of a story in

a book in home language before introducing it in English

• Use language and literacy activities that contain repetitive refrains

• Use running commentary

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Literacy Links• Build on existing strengths and interests• Connect literacy to home culture and

community• Point out print features during reading &

writing • Draw attention to sounds• Build on letter knowledge• Make books and stories come alive

PCF, Vol. 1, Interactions and Strategies SectionsA World Full of Language: Supporting Preschool English Learners CDE Child Development Division

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Meet Francisco• Francisco is 56 months old and just

began attending the program.• His family speaks Spanish at home and

he speaks no English. Therefore, his teacher is referring to the ELD foundations to understand language and literacy development so that she can scaffold his learning.

• As you watch the Three Billy Goats Gruff clip again, think about strategies you might use to support Francisco’s language and literacy development.

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Becoming an Expert

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Meet the Children1. Review the information about the child you

have been given.2. Review the footnotes from the LLD

foundations which provide information for children with disabilities.

3. Record the suggestions from the footnotes for meeting the needs of the child you have been given.

4. If there are no suggestions, record your own ideas.

5. You have 15 minutes.

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3-2-1 Action for Teachers

My first step

will be


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Q & A

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CDE Web site

• At the Web address, the underlined Preschool Learning Foundations link takes you to the publication. There you will have easy access to the chapters and sections within the 192 page publication.

• The PLF appendix, found on pages 173-192, provides a summary list of the foundations.

• Frequently Asked Questions (FAQ) are posted on the Web site. Questions can be sent to [email protected].

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http://www.cde.ca.gov/sp/cd/re/psfoundations.asp


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To Purchase Preschool Learning Foundations and Framework books• The Preschool Learning Foundations and

Preschool Curriculum Framework publications are available for purchase from the CDE Press for $19.95 plus shipping and handling.

• Ordering information can be found at the CDE Web site www.cde.ca.gov/re/pn/rc or by calling 1- 800-995-4099.

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To Purchase PEL Guide• Preschool English Learners: Principles

and Practices to Promote Language, Literacy and Learning publication is available for purchase from the CDE Press for $15.95.

• Ordering information can be found at the CDE Web site www.cde.ca.gov/re/pn/rc or by calling 1-800-995-4099.

• Appendix A has been translated into Chinese, Hmong, Korean, Spanish, Tagalog, and Vietnamese, and is available on the CDE Web site.

NOW in Spanish!NOW in Spanish!

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References & Resources• California Department of Education (2008).

California Preschool Learning Foundations: Volume One. Sacramento, CA: Author.

• California Department of Education (2007). Preschool English Learners: Principles and Practices to Promote Language, Literacy and Learning. Sacramento, CA: Author.

• Promoting Positive Outcomes for Children with Disabilities. Council for Exceptional Children, Division for Early Childhood. 2007.

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Please complete an evaluation form.

Fill-in the bubbles completely

Use pencil, black, or blue ink


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Thank you for coming!

• Insert Local Information Here


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The following are the optional slides available for your use.

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Optional - Grounding Activity

What was your favorite story as a child?

Which character in the story would you most like to be and why?

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Optional - Grounding Activity

What is your favorite children’s story?

What is it in the story that you relate to? What character in the story would you most like to be and why?

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The Very Busy Spider

This story reflects my life now…always so busy with work, family, and traveling.

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Accessing the Language and Literacy Curriculum

You are preparing a “Read Aloud” for your group. In the group there are typically developing peers, English-language learners, and a child with a disability.

How will you meet the needs of the child with a disability so he or she can participate and access the language and literacy curriculum?

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Adaptations and Accommodations for Children with Disabilities

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3-2-1 Action for Administrators

My First Step

Will Be


11 © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 5/23/2012 Language and Literacy Foundations & Framework.

Documents

language use

use language

instructional practice

literacy foundations

literacy sections

literacy domain sections

unfamiliar adults

unfamiliar social situations