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Foundations• North Carolina Early Learning

Standards– Widely Held Expectations

• Approaches to Learning• Emotional and Social• Physical and Health• Language and Communication• Cognitive

Foundations• Guiding Principals

– Each child is unique.– Development occurs in predictable patterns.– 4 year olds are active learners– Many factors influence a child’s

development– Children with disabilities learn best in an

inclusive environment

Foundations• Active Learning

– “learning to learn”– Importance of Environment– Making connections across domains– Imprinting a positive attitude toward

learning

Approaches to Learning• Children begin to:

– Draw on everyday experiences and apply it to new situations

– Demonstrate an eagerness in learning while playing, listening, questioning and interacting

– Use multiple senses to explore

Social/Emotional• Children begin to:

– Show self-confidence– Use pretend play to express thoughts and

feelings– Show persistence– Enjoy playing alone or near others– Follow simple classroom rules– Interact easily with familiar children and

adults

Health and Physical• Children begin to:

– Increase independence of self help skills

– Help care for the environment (pick up toys, wipe tables)

– Take care of own belongings

Physical• Children begin to:

– Gain control of small and large muscles– Uses pincer grasp to hold crayons or pencils– Develop body strength, stamina, and

balance– Develop eye-hand coordination through

activities (blocks, play dough, puzzles, etc.)

Language• Children begin to:

– Understand increasingly complex sentences– Understand and use a growing vocabulary– Attend to language for longer periods of

time (story time, conversations, etc.)– Comprehend and use language for multiple

social and cognitive purposes

Communication• Children begin to”

– Initiate and engage in conversations– Use increasing complex language– Use language as part of pretend play

Cognitive• Children begin to:

– Use numbers and counting in play– Sort by 1 or 2 attributes– Recognize simple patterns and

shapes– Understand the passage of time

within their daily routines

CurriculumCurriculumCurriculumCurriculum

Opening the World of LearningOpening the World of Learning

OWL• The OWL acronym stands for…• Opening the World of Learning• Developed by Pearson Early Learning • from authors Judy Schickendanz, Ph.D. • and David Dickinson, Ed. D. along with• CMS

OWL• Develops language and early literacy

skills• Builds a foundation in mathematics,

science, and social studies• Prepares every child to succeed• Provides a research- based and field-

tested curriculum• Provides instruction for whole-group,

small-group, and individual activities

Daily Components• Morning Meeting• Centers• Transitions• Story Time • Songs, Word Play, and Letters (SWPL)• Small Groups• Let’s Find Out About It/ Let’s Talk About

It

Study Units Unit 1- Family Unit 2- Friends Unit 3- Wind and Water Unit 4-The World of Color Unit 5-Shadows and Reflections Unit 6-Things That Grow

Teaching Materials• 6 Teacher’s Guides• OWL Program Guide• 48 Children’s Books• 100 full-color pictures• The Big Book of Poetry• A Sing-Along Songs and Poems CD

Additional Teaching Materials

• Evaluating Language and Literacy in Four- Year- Olds: A Practical Guide for Teachers

• Math Activity Aids• Preschool – 4 Developmental Guidelines:

The Work Sampling System• A Professional Development DVD• Family Connections

Adaptation Resources• Adaptations for English Language

Learners• Adaptations for Children with

Special Needs• Adaptations for Mixed-Aged Groups

Morning Meeting• Short meeting before Center Time to

demonstrate centers to children.

Sets the stage for the day, especially Center Time.

• Enables children to make informed center choices and use center activities purposefully

Sample Morning Meeting

•Welcome•Preview the Day•Center Materials Demonstration/s

•Simple Modeled Writing•Transition to Centers

What do you think is MISSING from Morning

Meeting?• Calendar

• Helpers

• Weather

Morning Meeting sets the stage for

the day!

Story Time

• Central to the OWL Curriculum

• Purposeful and planned

• Whole group, 20 minutes daily

• High quality children’s literature

• Multiple “reads”

First Read“Introduction”

Introduce key vocabulary

Build comprehension

Use “think aloud strategy”

Maintain the flow of the story

Second Read“Reconstruction”

Guide the “reconstruction” of the story as the book is read

Prompt children to recall events and sequence with questions as the story is read

Ask questions that support comprehension

Enrich and review vocabulary from 1st read

Third Read“Chime In”

Invite all children to “chime in” with key storybook text.

Provide prompts as needed.

Ask questions about characters’ thoughts, feelings, and actions.

What are the reasons for them?How they relate to story events?How do they relate to child’s experiences?

Fourth Read“Dramatization”

Invite children to participate actively

Assign speaking parts to all children

or

Choose an alternate book if a fourth read is not appropriate

Story Time Format

• Summary of the story and link to unit theme

• Purpose

• Read the Story/Story Discussion

• Suggested Vocabulary & Definitions

• ELL suggestions and Extensions

Story Time Model

• Cover: Introduction

• Model (not a script)

• Story Discussion

• Transition activity

Prepare for Story Time Reading

1. Read the story ahead of time.

2. Review the Purposes, Vocabulary and Guidance in the Teacher’s Guide

3. Choose which vocabulary words you will explain.

4. Read the Story Time Model in the Teacher’s Guide.

5. Plan your own read.

6. Practice out loud until you are confident.

Making Story Time Work

• Remember the Story time model in the Teacher’s Guide is a model, NOT a script.

• Consider your children’s background knowledge and interest in the book.

• Prepare-prepare-prepare

ENJOY the book!

Songs, Word Play, and Letters(SWPL)

Whole Group activity (songs, poems, literacy games)

Purpose – To develop phonological awareness

Enjoyable

About 20 minutes every day

Songs, Word Play, and Letters

Activities (SWPL) Songs “Five Green and Speckled Frogs”

Word Play

Poems “Diddle Diddle Dumpling”

Predictable Books Over in the Meadow

Letters (Literacy Skills) Alphabet Memory Pocket Game I’m Thinking of ____ Clue Game

Early Literacy Skills in SWPL

• Phonological awareness– Syllables– Rhyme– Beginning sounds

• Phonemic awareness– Blending– Segmenting– Substituting

• Alphabet knowledge– Uppercase and lowercase letters

• Print awareness– Poems and predictable books

• Vocabulary– New story words

SWPL = Phonological Awareness

• Phonological Awareness = – the ability to attend to sounds of speech

– No letters, just sounds

Phonemic awareness = – speech is made up of a sequence of small units of sound –

phonemes – the ability to manipulate those sounds

– No Letters, just sounds

What is the difference?

Developmental progression – from large units of speech

• (phonological awareness)

– to the small units of speech • (phonemic awareness)

Successful SWPL

Songs, poems, and other activities

PLAY with sound, print, and letters.

This is not drill.

SWPL should be engaging and FUN!

SONGS, WORD PLAY AND LETTERS

SWPL FormatUse the unit curriculum guide and read

carefully and completely!

•List of songs, Word Play & Letter activities for each day

•Purposes – combined for the entire component

•Suggested sequence

•Description of activities – Look for little changes used for important learning

CentersCentersCentersCenters

The purpose of centers is to allow thechildren to have first hand contact

with many materials, to explore and experiment, and to learn to conduct themselves appropriately in a group

of peers.

4 Center Times1. Start the Day Centers –

30 minutes at arrival. Only a few centers open.

2. Center Time – about 60 minutes in morning

3. Lunch/Quiet Time/Centers – 10 minutes after lunch. Also may only open a few

4. End the Day Centers – 20 minutes at departure. Only a few centers open

Classroom Centers• Book Area• Writing Center• Art Area: Table and Easel• Sand and Water• Puzzles and Manipulatives (math

too!)• Blocks• Dramatic Play Area

BOOK AREA

Writing Center

Art Table and Easel

SAND AND WATER TABLES

BLOCK CENTER

DRAMATIC PLAY CENTER

Additional Areas in the Classroom

• A large group area• Tables for small group activities• A quiet/cozy area• A science center• Cubby space for student’s

belongings• Teacher space for belongings• Computer area• Music area

Start-the-Day Centers

When: During arrival timeTime: Approx. 30 minutes• The children engage in self-

selected activities• Materials selected are easily

cleaned up.

End-the-Day Centers

When: During staggered dismissal time and as children prepare to go home.

Time: Approx. 20 minutes• The children engage in self-

selected activities.• Materials selected are easily

cleaned up.

LUNCH/QUIET TIME/CENTERS

• When• Purpose• Quiet/Independent• ECERS• REMINDER

Guidelines for Center Time

• Time• OWL• Quantity• Additional activities• Diversity• KEYS TO SUCCESS• Adults

Planning for CentersProgram Guide gives overview, pp. 12-13

Teacher’s Guide provides descriptions of activities for each week:

1. Materials2. Preparation3. Vocabulary4. Interaction Guidance

Center Reminders• Define areas• Neat and logical organization• Easily accessible• Display• Arrangement • Materials

These signs can be posted in your designated center areas. The bottom of each card has plenty of space to allow for hooks, velcro, or any other system of posting student tags for check-in.

Center Area Signs

Managing Center Time

• ALLOW • Transitions • Establish a system• Teach and re-teach• Floater• Clean-up

Remember the “tone” of the classroom environment is nurturing and supportive.

InteractionsInteractionsInteractionsInteractions

In the ClassroomIn the Classroom

Adult-ChildInteractions

• Positive, pleasant tone• Aware of whole group even when

working with one child• Talk is related to children’s play• Extend thinking and add

information• Let children explore and discover

Interactions• Warm and nurturing• Respectful• Expectations

– Reasonable and appropriate for age

• Supportive– Help children solve problems

• Positive– “Walk, please” rather than “don’t run”.

Supervision• Careful supervision indoors and outdoors• Aware of whole group even when working with

one child• Circulate on playground and among center areas• Concentrate on children rather than

“housekeeping tasks”.• Quickly finish necessary tasks.• Minimize time away from classrooms.• Cell phone and computer before and after school.

Conversations• When?

– Centers– Meals and Snack– Arrival and Dismissal– Playground

Conversations• What?

– Events at school and at home– Play– Open ended Questions

Conversations• Why?

– Builds relationships– Builds vocabulary– Builds oral language

• Key to literacy

Teacher Assistants Teacher Assistants Teacher Assistants Teacher Assistants

Small GroupsSmall Groups

Small Group Time• Class is divided into 3 groups

• 6-7 children per group

• Usually at tables

• Lasts about 25 minutes

SMALL GROUP CHART

Small Groups• Activities include: games,

writing, books, experimentsmath activities, manipulatives

• Provides hands-on experiences and focused instruction.

• Each group participates in only ONE Small Group activity per day, for whole 25 minutes

Successful Small Groups

• Be Prepared!• Monitoring independent small group • Expectations of children’s behavior• Grouping children appropriately• Book browsing and other options• Visibility of all 3 groups• Pacing of the activities• Absent adult = 3 independent small

groups

Let’s Find Out About It

and Let’s Talk About It

Highlights of LFOAI & LTAI

• Whole group activity (typically)

• 20 minutes long

• Themes - science and social studies related

• Content - books read during Story Time lay the groundwork for specific kind of information text

• Social-emotional development – promoted through oral language and literacy discussions

**LTAI is featured more towards the end of the year due to RECAP lessons.

Let’s Find Out About It(Unit One)

Examples: folding paper airplanes, science exploration, advertisements, recipes from cookbooks, game directions, birth announcements, etc.

Turn to page 30 for your first look at LFOAI.

Where do I find LFOAI/LTAI resources for

my lessons?• Supplemental books - provided

to support this component • Materials from home• Websites• Magazines• Local library• School library (if available)

This is my mother.This is my father.

This is my brother . . . tall.

This is my sister.This is the baby.

Oh, how I love them all!

RecapRecapRecapRecapReinforcing Positive BehaviorReinforcing Positive BehaviorTeaching Appropriate Social Teaching Appropriate Social

SkillsSkills

PURPOSE of RECAPTeach children appropriate social

skills Teach children how to behave

appropriately in social settings.Give teachers a tool for teaching

social skills and behavior management.

Putting it into Practice

Structure Clear Expectations Flexibility Keep children Engaged in learningBe Proactive

The RECAP Curriculum

Lessons Other ComponentsFriendly Skills Self-EsteemFeelings CommunicationRelaxation Positive Attention Problem-solving Logical

Consequences

VS.

One of the first lessons is . . .

Suns • Talk with your teacher about when to

give out suns to children.• In general:

– When child demonstrates desired behavior (or even a part of the behavior)

– Don’t threaten.– Once given, don’t take sun away.– Remember to follow through with reward

when child has reached “5 Suns”.

Behavior Management:Helpful Vocabulary

Rational detachment Positive reinforcement Specific praise Setting Limits Logical ConsequencesCorrective Feedback

Rational Detachment Crisis Prevention and Intervention (CPI)

Rational detachment is the ability to stay calm and in control—to maintain your professionalism—even in a crisis moment.

It means not taking things personally.

Positive Reinforcement

Remain consistent Give positive attention as soon as a

positive behavior is observed Give positive attention as often as

possible when the behavior occurs

Tips for Focusing on the Positive

Use specific behavior praise to recognize and reinforce appropriate behavior. (intangible reinforcement)

Use ‘suns’ to recognize and reinforce appropriate behavior. (tangible reinforcement)

Specific Praise Happy Talk, Keep Talking Happy Talk!

You’re doing such a great job of listening to [student

name]. Look at you helping [student name] clean up—what a

friend! Nice job of saying “Thank You.” Wow, what a caring attitude! [Student name,] everyone appreciates the way you’re

keeping your hands and feet to yourself! Bravo for walking in a straight line. [Student name] you’re doing such a great job of staying

in your seat while we are eating, thank you! [Student name,] thank you for remembering to walk.

Setting LimitsCrisis Prevention and Intervention (CPI)

Step 1—Explain to the child exactly which behavior is inappropriate.

Step 2—Explain why the behavior is inappropriate.

Step 3—Give reasonable choices or consequences.

Step 4—Allow time. Step 5—Enforce consequences

Logical Consequences:

Target the Behavior, Not the Child !!!

The behavior is what needs to change, not the child.

It is easier to change behaviors than to change a person.

Focusing on specific behaviors decreases the likelihood that the child will take it personally.

Focusing on solutions instead of punishment.

Consequence/Discipline Ideas

Redirection (verbal, physical, attention getting) Reminders (verbal, physical) Warnings Think Time Set Limits – give child a choice to change

behavior or to remove himself/herself from an activity

Set Limits – give child a choice to comply w/request or choose a consequence

Corrective Feedback…

Corrective Feedback Feedback that is intended to help

students correct their behavior or performance.

Feedback that teaches the child how to behave appropriately.

Feedback presented in such a way that the students can understand without becoming embarrassed, hurt, or angry.

RECAP Principles

Focus on the Positive!

Create clear, reasonable, and developmentally appropriate expectations.

Remain consistent and follow through.

Remain rationally detached when teaching desired behaviors through corrective feedback.

Recognize that our feelings affect our behavior.

Recognize that behavior is a choice.

Recognize that children and adults are responsible for our own behavior.

Expectations and Expectations and ResponsibilitiesResponsibilities

Expectations and Expectations and ResponsibilitiesResponsibilities

Before and After• Team Work!!

– Plan with your teacher what you both will take care of before and after school.• Cleaning, Straightening, Paint, etc.• Center Prep – Add supplies, etc.• Name tags

With Children• Take Home Reader• Folders• Lunch• Attendance

– Finish as quickly as possible

Whole Group Times• Morning Meeting• Story Time• LFOAI/LTAI/Recap• Songs, Word Play, and Letters

– Sit near back of group– Help with “crowd control”– Support children who need reminders– Speak quietly and/or use non-verbal signals

Small Groups• Study ahead of time the lesson for “medium

support” group. • Teach lesson as directed from Pacing Guide.• Have materials ready!• Plan how you will introduce the activity to

children.• Visually supervise independent group.• Plan a transition.• Reinforce good behavior with “suns”.

Center Time

• Interact and Engage with children.• Ask open-ended questions about play.• Use appropriate vocabulary

– As indicated from teacher’s guide– From current and past story book– High level names and action words– Complete sentences

• Support and extend child’s learning.– Guide through problem solving rather than telling.

Meals and Snacks• Walk with class in the hall - one person

in front and the other at the rear• Count children before leaving the room.

Check for stragglers.• Assist with meals, trays, utensils, milk• One adult at each end of the table.• Converse with children near you.

Quiet Time• Take Home Readers – exchange

quickly• Work with individual• Support children who are having

difficulty settling down.

Outdoor Time

• Accompany group to playground.• Remain with children.• Zone coverage• Circulate as needed• Support children’s efforts on

equipment.• Converse with children.

Program Responsibilities

• RESULTS – assist teacher with observation and notes as needed

• Planning– Assist with materials– Maintain and change centers as

directed– Plan for your small group– Be familiar with daily lesson plans

Classroom Management

• Reinforce positive behavior• Support children’s efforts to solve

problems and conflicts• Refer to classroom rules• Assist with making transitions

smooth and unregimented– “send and receive”

Interactions• Appropriate tone of voice and voice

level. – not “too loud” or “too soft”• Interact positively with children,

parents, and other staff.• Supervise children at all times.• Circulate indoors and out as needed.• Interact with children especially during

centers, meals, and outdoors.

Quiet Time• Maximum of 25 minutes• After 10 minutes, give children who are

not sleeping a quiet activity• Adequate lighting (shades open, some

lights on)• Use mats or towels• Everybody up after 25 minutes.**• **Let heavy sleepers rest an additional

15 minutes.

Environment• Display children’s art and writing• Classroom should be child-centered• Classroom should be neat, clean, safe,

and attractive.– Clean tables several times a day.– Sanitize at the end of the day.– Sanitize mats weekly.– Give hand washing reminders as needed.

Focus on Student Focus on Student Learning!Learning!