English Language Arts In a Transitional Kindergarten (TK) Classroom

English Language Arts

In a Transitional Kindergarten (TK) Classroom

Acknowledgements

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With contributions from:

Funding provided by:

Coordinated by:

The following county offices of education developed the TK professional development modules:

Contra Costa County Office of Education

Humboldt County Office of Education

Orange County Department of Education

Sacramento County Office of Education

Santa Clara County Office of Education

Shasta County Office of Education

Fresno County Office of Education

Merced County Office of Education

CCSESA’s CISC School Readiness Subcommittee

Sacramento County Office of Education

WELCOME

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Language and Literacy Development

“Intentional teachers use their knowledge of child development and literacy learning to supply materials, provide well-timed information, guide discussions, make thoughtful comments, ask meaningful questions, and pose calibrated challenges that advance children’s learning.”

Source: Epstein, The Intentional Teacher, p. 40

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Norms

Start and end on time

Silence cell phones

Listen to and contribute thoughts and ideas

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Session Outcomes

Examine the Preschool Learning Foundations and the California Kindergarten Common Core Standards for English Language Arts

Review English Language Development for English learners and the English Language Arts Common Core Standards

Identify instructional strategies for transitional kindergarten (TK) to support a modified kindergarten curriculum that is age and developmentally appropriate

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Background

California was one of just four states (along with Connecticut, Michigan, and Vermont) with a cut-off date later than December 1. In most states, children must turn five by September 1 in order to start kindergarten

Research indicates that beginning kindergarten at an older age improves children’s social and academic development

(Cannon, J.S. & Lipscomb S., 2008)

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Senate Bill 1381 (Simitian)

The Kindergarten Readiness Act of 2010

Source: Early Edge California 8

Developmentally Appropriate Practice


“…involves teachers meeting young children where they are (by stage of development), both as individuals and as part of a group; and helping each child meet challenging and achievable learning goals”

Knowing about child development and learning

Knowing what is individually appropriate

Knowing what is culturally important

National Association for the Education of Young Children (www.naeyc.org/DAP)

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Principles of Child Development and Learning – Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8

Copple, C., & Bredekamp. S., (Eds.). (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8. 3rd ed. Washington, DC: National Association for the Education of Young Children, (pp. 10-15).

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Universal Design for Learning

Provide Multiple Means of Representation Perception Language expressions and symbols Comprehension

Provide Multiple Means of Action and Expression Physical action Expression and communication Executive function

Provide Multiple Means of Engagement Recruiting interest Sustaining effort and persistence Self-regulation

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http://www.udlcenter.org/aboutudl/udlguidelines

The Alignment of the California Preschool Learning Foundations with Key Early Education Resources

All domains of the Preschool Learning Foundations correspond to the California Kindergarten Content Standards

Preschool Learning Foundations Language and Literacy domain aligns with the California Common Core State Standards (CCSS) for English Language Arts

Preschool Learning Foundations Mathematics domain aligns with the California Common Core

State Standards for Mathematics

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Overview of Alignment

California Preschool Learning Foundations

California Kindergarten Content Standards

Common Core State Standards

Social-Emotional Development Health, Education Mental, Emotional, and Social Health

Language and Literacy English-Language Arts English-Language Arts

English-Language Development English-Language Development

Mathematics Mathematics Mathematics

Visual and Performing Arts Visual and Performing Arts

Physical Development Physical Education

Health Health Education

History-Social Science History-Social Science

Science Science

Source: The Alignment of the California Preschool Learning Foundations with Key Early Education Resources, CDE, 2012. 13

Overview of Language and Literacy


Overview of Language and Literacy


2012 English Language Development (ELD) Standards

Key Ideas

Align with the California Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Highlight and amplify the key language knowledge, skills, and abilities in the CCSS critical for English learners to access, engage with, and achieve in grade-level academic content while learning English

Use in tandem with the CCSS and not in isolation

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1999 ELD Standards 2012 ELD Standards5 proficiency levels: Beginning, Early Intermediate, Intermediate, Early Advanced, and Advanced

3 proficiency levels:Emerging, Expanding, and Bridging

Description of ELs’ abilities within each language proficiency level and domain (L-S-R-W)

Descriptions of what ELs can do as they enter, progress through, and exit proficiency levels, and early and exit descriptions for language modes

Standards for four grade-level spans: K-2, 3-5, 6-8, 9-12

Standards for the same grade levels/spans as ELA CCSS: one set for each level K-8, and spans for 9-10 and 11-12

Standards organized by ELA domain: listening, speaking, reading, and writing

Standards organized by mode (collaborative, interpretive, productive) and learning about how English works. Alignment with CCSS/strands is integrated and explicitly noted

ELD Standards: Organization and Elements

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ELD Continuum

Extent of Linguistic SupportSubstantial Moderate

Light

ELD Proficiency Levels

Emerging Expanding Bridging

Use appropriate scaffolding strategies for each level of the ELD continuum

to help English learners

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Interdisciplinary Approach to Literacy

“The interdisciplinary approach to literacy … is [based on] extensive research establishing the need for college and career ready students to be proficient in reading complex informational text independently in a variety of content areas.”

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(CDE, 2013, Common Core State Standards for English Language Arts and Literacy, p. v)

“…when taking an in-depth look at one domain, one needs to keep in mind that, for young children, learning is usually an integrated experience. For example, a young child may be concentrating on mathematical reasoning, but at the same time, there may be linguistic aspects of the experience.”

Preschool Learning Foundations, Volume 1, 2008, p. xii

Integration of Language and Literacy

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The TK Learning Environment: A Reflection of Languages, Cultures,

and Community

The TK Learning Environment

Sample Learning Area

Reading Area (Books displayed at eye level):

A variety of fiction & informational books with engaging illustrations and simple text, including books in home languages representative of classroom population

Simple alliteration books so students can learn beginning sounds while playing with language

Photo albums & class books made by the students to help them connect reading to their own lives and also support language development as children discuss the photos and compose captions

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Dramatic Play Area:

Costumes and theme-based props to engage children in hands-on, social interactions that support language and literacy development

Dramatic play areas are intentionally designed to: Support the development of oral language and vocabulary Provide opportunities for purposeful and playful encounters with peers

and adults Contribute to the print-rich environment. Provide sheltered opportunities for English

learners to practice their English.

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Children learn best when instruction is relevant and meaningful to them. When children can apply language and literacy learning to their everyday interests and activities, that learning will be genuine, deep, and lasting.

Source: Epstein, Intentional Teacher, 2007, p. 24



Writing Area:

Assortment of paper, envelopes, and a variety of writing tools, including but not limited to, pencils, pens, markers, paint, crayons, and chalk neatly displayed along with easels for children to practice writing

Environmental print, books, word/name cards, letter-making tools, student name cards, and alphabet strips

Variety of writing tools that have been adapted to provide access for all children

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Alignment between Preschool Learning Foundations and CCSS for ELA

28Source: The Alignment of the California Preschool Learning Foundations with Key Early Education Resources, CDE, 2012.

Source: The Alignment of the California Preschool Learning Foundations with Key Early Education Resources, CDE, 2012.

Alignment Comparison (Cont.)

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ELA - Early Literacy Strategies

Promote oral language and vocabulary development Extend conversations and use open-ended questions to expand

students’ language development and comprehension Introduce new vocabulary words using realia or concrete

examples Provide multiple opportunities for students to express their ideas

and use new vocabulary words in small- and large-group settings

“Young children need to be exposed to a rich and varied vocabulary and the rules of discourse in order to develop the language facility that underlies the late acquisition of literacy, interpersonal problem-solving skills, and other cognitive and social abilities.”

Source: Epstein, The Intentional Teacher, 2007, p.15

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Strengthen interest in print Environmental Print

Food packages and coupons Newspapers, magazines, and catalogs Greeting cards and calendars Menus and recipes

Connect sounds to words Make charts of poems Create word walls Use pointers

Build knowledge of concepts about print

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Support writing development Provide multiple opportunities for fine motor development Provide a variety of writing instruments and materials in all

learning areas Model and engage students in interactive writing Provide opportunities for drawing, dictating, and writing Display students’ writing

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Support phonological awareness through: Playful and interactive experiences to manipulate sounds Alliteration through songs, chants, and books Interactive opportunities to blend and segment onsets and rimes Clapping syllables, using snapping blocks for word counts Exposure and practice with rhyming words

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Build letter knowledge with… Songs Books Poems Name cards and common words Letter matching activities Tactile experiences to identify and form letters Letter sounds tied to movement

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Read aloud books in a variety of genres

Confirm students’ understanding of text by providing opportunities to: respond to questions identify characters and major events retell familiar stories

Provide family literacy opportunities create lending library including books in the child’s home

language

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Differentiating Instruction

Provide a variety of open-ended materials to engage students in multi-sensory experiences

Adapt instructional materials and learning activities to address the diverse needs of students

Vary the degree of scaffolding to extend learning opportunities for students who need additional time to build competence and to increase rigor for students who demonstrate mastery

Use flexible grouping and various instructional formats to maximize support for students’ individualized needs

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Strategies for English Learners

Scaffolding: Make/use talking sticks and/or provide toy microphones for children who

may be more reluctant to attempt using expressive language

Use manipulatives, realia, or photos to support vocabulary and language development

Move from non-verbal responses to one-two words, yes/no, frame sentences, simple answers

Provide clear signs and picture cues for interest areas

Encourage families to play with language and count syllables in songs/chants/rhymes in their home language because those skills will transfer to English

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Universal Design for Learning

Goal: Create accessible environments and experiences for all students.

The Universal Design for Learning (UDL) model considers three principles for learning opportunities: Multiple means of engagement Multiple means of representation Multiple means of expression

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Assessment Approaches

Use multiple measures to monitor students’ progress

Observation and anecdotal notes

Work samples and portfolios

Video and audio recordings

Checklist of phonological awareness skills

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Supporting Phonological Awareness

Alliteration

Repetitive-Cumulative

Play with Language/Rime

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Let’s Begin

Strand: ReadingSub Strand: 2.0 Phonological Awareness

At around 48 months, the foundations for phonological awareness are written only for older four-year olds because much of the initial development of phonological awareness occurs between 48 months and 60 months of ageAt around 60 months

Orally blends and deletes words and syllables without the support of pictures or objects

Orally blends the onsets, rimes, and phonemes of words and orally deletes the onsets of words, with support of pictures or objects

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Let’s Practice

Review Sub Strand: 2.0 Phonological Awareness (at around 60 months)

Review Common Core State Standard for ELA

Phonological Awareness

Demonstrate understanding of spoken words, syllables, and sounds

(phonemes)

Recognize and produce rhyming words

Count, pronounce, blend, and segment syllables in spoken words

Blend and segment onsets and rimes of single-syllable spoken words

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Let’s Practice

Create a lesson that would differentiate for all the learners in your TK classroom. Be sure to include strategies to support English learners and children with disabilities

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Resources

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TK Online Resources

The Alignment of the California Preschool Learning Foundations with Key Early Education Resources http://www.cde.ca.gov/sp/cd/re/documents/psalignment.pd

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California County Superintendents Educational Service Association (CCSESA)Information and resources for early education are posted on the CCSESA Web site under School Readiness

Transitional Kindergarten (TK) Planning Guide – A Resource for Administrators of California Public School Districts

http://www.ccsesa.org/index/sp_prek.cfm http://www.ccsesa.org/index/documents/TransitionalKindergartenGuide-webversion.pdf

California Department of Education (CDE)Kindergarten in California

Transitional Kindergarten FAQs

Transitional Kindergarten Implementation Guide

http://www.cde.ca.gov/ci/gs/em/

California Kindergarten AssociationAn association to support kindergarten teachers

http://www.californiakindergartenassociation.org/transitional-kindergarten/

California Preschool Instructional Network (CPIN)CPIN, funded by CDE, conducts professional development on CDE publications such as the Preschool Learning Foundations, Preschool Curriculum Framework and Preschool English Learners Guide

http://www.cpin.us

Changing the Kindergarten Cutoff Date: Effects on California Students and SchoolsCannon, J. S. and Lipscomb, S.

www.ppic.org/content/pubs/op/OP_508JCOP.pdf

ResourcesTK Online Resources

National Association for the Education of Young ChildrenResources to promote Developmentally Appropriate Practice (DAP)

www.naeyc.org/DAP

Preschool Curriculum Framework, Volume 1, 2, and 3Aligned with the foundations, the curriculum framework provides guidance on planning learning environments and experiences for young children

http://www.cde.ca.gov/sp/cd/re/documents/psframeworkkvol1.pdf

http://www.cde.ca.gov/sp/cd/re/documents/psframeworkvol2.pdf

http://www.cde.ca.gov/sp/cd/re/documents/preschoolframeworkvol3.pdf

Preschool English Learners: Principles and Practices to Promote Language, Literacy, and LearningA resource guide to educate preschool English learners

http://www.cde.ca.gov/sp/cd/re/documents/psenglearnersed2.pdf

Preschool Learning Foundations, Volume 1, 2, and 3The foundations for preschool-age children identify key domains of learning and guide instructional practice

http://www.cde.ca.gov/sp/cd/re/documents/preschoollf.pdf

http://www.cde.ca.gov/sp/cd/re/documents/psfoundationsvol2.pdf

http://www.cde.ca.gov/sp/cd/re/documents/preschoolfoundationsvol3.pdf

Transitional Kindergarten (TK) CaliforniaOnline resources to support the successful implementation of transitional kindergarten

http://www.tkcalifornia.org/

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Questions?

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Thank You

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Documents

English Language Arts In a Transitional Kindergarten (TK) Classroom