book embedded vocabulary instruction
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Book Embedded Vocabulary Instruction: Introducing new words and enhancing children’s
language using books By Mary Ann Goodrich, West Central VPK Regional Facilitator
There are many strategies teachers can use to increase children’s language and vocabulary. One of them is a small group activity called, Book Embedded Vocabulary Instruction, that uses words and illustrations in children’s books to teach new vocabulary to young children. Book Embedded Vocabulary Instruction involves four parts which include: Planning, Pre-teach, First Encounter and Second Encounter. During the Planning step the teacher previews the book and chooses the target words they wish to
teach. Then they create a simple, child friendly definition for each word using synonyms and words that young children understand. For the Pre-teach step the children are introduced to the target words. The teacher turns to a page where each word and illustration can be seen. She then tells the children the definition of each word, showing the illustration. The story is read for the first time during the First Encounter step, calling attention to each new vocabulary word as it is read. The teacher asks the children to recall the definition of each word. The final step is the Second Encounter. The teacher reads the book for the second time, once again calling attention to the new vocabulary words in various parts of the book. Book Embedded Vocabulary Instruction is an engaging strategy to enhance children’s language and increase their vocabulary knowledge. For more detailed information on this strategy and classroom resources view the Language and Vocabulary folder on the VPK Teacher Toolkit at http://www.flvpkonline.org/teachertoolkit/langVoc/section_5/5a.htm.
A newsletter for VPK providers, directors, teachers and administrators in Florida May 2018, Volume 2, Issue 10
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listing of proposed rules
and notices of dates and
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www.FloridaEarlyLearning.com
Changing Math Mindsets By Cassandra Jackson, VPK Educational Policy Consultant
If you have ever taken one of our Early Math trainings, you may
remember being asked the question, “How do you feel about
math?”
When asked this question, many responses include “I don’t like
math”, “I’m not a math person, never have been” or “Math is
confusing” and “I’m not good in math”
The next question we ask is, “Why do you feel this way about
math?” and often the answers revolve around personal
experiences with previous teachers, classmates or even close
family members that resulted in the negative feelings around the
subject.
Many teachers openly admit to spending very little to no time focusing on key early mathematical skills because they
themselves are uncomfortable with the subject or simply don’t enjoy it. When teachers adopt this “fixed mindset” the
don’t provide the meaningful experiences children need to explore key early mathematical concepts which research
shows are some of the best predictors of later academic success. These experiences provide opportunities for
children to develop positive attitudes towards math and build the foundation for their own growth mindset. So how
can you help children develop a positive attitude towards math and foster a growth mindset in the classroom?
Provide children with opportunities to learn from their mistakes.
Reinforce the idea that learning comes from trying new things.
Only talk about your own math experience as a positive learning opportunity.
Highlight connections between math and the real world.
If you would like more information about early math training available in your area, please download our Early
Childhood Math Training flyer available at http://www.floridaearlylearning.com/sites/www/Uploads/files/Oel%
20Resources/Publications/Early%20Math%20Flyer_FINAL04.13.07_ADA.pdf.
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www.onegoalsummerconference.org https://familychildcare.org
NOW AVAILABLE!!!
Early Learning and Developmental
Standards Website
The Office of Early Learning is pleased to share informatioabout the new Florida Early Learning and Developmental Standards website which can be accessed at flbt5.floridaearlylearning.com.
This site includes the revised Early Learning and Developmental Standards: Birth to Kindergarten (2017) anrelated resources through the collaboration of the Child Care Resource and Referral, School Readiness and VPK program units within the Office of Early Learning.
The following features and resources will be added to the new website over the next few months as new informationbecomes available.
Educator guides
Standard examples
Links to resources including videos
Family resources
Please feel free to contact Melinda Webster at [email protected] with questions.
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“It takes a big heart to help shape little minds.”
Be in the Loop!
VPK Learning Circles are ongoing opportunities for early childhood
professionals to share strategies, research and best practices in VPK
classrooms. Learning Circle activities include
— Practicing new ideas and skills.
— Professional networking.
— Sharing resources and experiences.
— Discussion and brainstorming solutions for challenges faced in the
field.
Who should attend?
VPK providers, directors, teachers and administrators who would like
an opportunity to network with other professionals in early childhood
education.
Who do you contact for more information about Learning
Circles?
Your local VPK regional facilitator organizes and facilitates the
Learning Circles. You can find contact information for your regional
facilitator on the OEL website.
April
Circles
April
Participants
Total Learning
Circles in
2017-18
Total
Participants in
2017-18
Face-to-Face 15 120 128 1309
Web-Based 0 0 23 219
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Florida’s Office of Early Learning in collaboration with the Florida Department of Children and
Families (DCF) offers a variety of online and instructor-led training opportunities. To register for
any of these training opportunities, please visit DCF’s training website at http://bit.ly/1oHgYPm.
Professional Development
Online Courses April 2017-18 Total
Completers Completers
Standards for Four-Year-Olds 265 2782
Integrating the Standards: Phonological Awareness 68 403
Emergent Literacy for VPK Instructors 530 4484
Language and Vocabulary in the VPK Classroom 150 1122
Mathematical Thinking for Early Learners 229 1448
Working to Create Positive Learning Environments: Preventive Strategies 140 850
Developing the Socially and Emotionally Competent Child 115 602
English Language Learners in the VPK Classroom 85 622
How to Administer the Florida VPK Assessment 96 769
VPK Assessment Instructional Implications 58 409
VPK Director Credential Course 103 830
Instructor-led Courses April April 2017-18 Total Participants
Classes Participants
Standards for Four-Year-Olds 0 0 112
Integrating the Standards: Phonological Awareness 1 8 252
How to Administer the Florida VPK Assessment 0 0 351
VPK Assessment Instructional Implications 0 0 259
*EMEL: Making Sense of Sets and Numbers 6 60 847
*EMEL: Counting and Operating with Numbers 6 70 740
*EMEL: Patterns, Measurement and Data 7 51 804
*EMEL: Shapes and Spatial Relationships 13 141 515
*EMEL– Early Mathematics for Early Learners
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