Pre-K ELLA RevisionsIn-service, June 18, 2014

Before we Begin

The Book of Your Life

• If they wrote a book about your life what kind of book would it be and what would it be called? Or do you have a favorite book that you feel describes your life?

• Directions: Review the next slide “Book Genres” and write down your answer to the question above. Place your sticky note on the dry erase board at front of the room

Book Genres• Science fiction• Drama• Romance• Mystery• Horror• Self help• Guide• Travel• Children's

• Religious• Science• History• Poetry• Encyclopedias• Dictionaries• Comics• Art• Cookbooks

• Prayer books• Series• Biography• Autobiography• Fantasy• Diaries• Journals

General OverviewWhat’s New? • Reflection section to each lesson. AECE Framework Handbook benchmark categories:

Developmental Learning Strand 1- Social /Emotional Emotional Literacy, Emotional Regulation

Developmental Learning Strand 3- Cognitive/Intellectual Learning Technology and Tools

More information books Adventures in Learning Brochure• What’s Changed?

• Deleted some books. Some brochures no longer given, can be found online at Division website: Literacy, It’s a Family Affair Language is Discovery

• Updated changes in: AOM (2012), ECERS-Revised Edition (2005), AECE Framework (2013) – New benchmarks

What’s New? Appendices

• Appendix B: An Overview of Adventures in Learning

• Appendix C: Books for Take Home Literacy Packs

Lesson 1 What’s Changed? • Remeber to do Pre-test in class- if at all possible before teaching any course

material.• Added: MATERIALS: List of Pre –K ELLA topics for posting

DVD- Welcome Pre- K ELLAMedia PlayerClassroom copies of revised AOM & AECE Framework HandbookECERS- Revised Edition -2005

• What’s Revised? AOM (2012) changes, AECE FWHandbook 2013

• What’s New? Trainer Note: Refer to Benchmark Summary Table, Framework Handbook and

definition of benchmark Refer participants to Benchmark Summary Table pg. 75 new FH.

AOM RevisionsActivity -Review of AOM- page 11

• Review of the AOM. Page 71 Language Development Benchmarks

• State that on page 20 the AOM also shows the continuum of these early childhood education benchmarks with the Common Core State Standards for English Language Arts.

• Of particular interest to all preschool teachers is connecting the Kindergarten Readiness Indicators with the Arkansas Early Childhood Education Benchmarks found on page 15.

• Some may be interested in the correlation with the Work

Sampling System which is found on page 61 or with the Head Start Child Outcomes Framework which is found on page 1.

Lesson 2 What’s New? • What’s New?• Materials- added: Adventures in Learning Overview -Fact Sheet &Activity.• -Deleted Trainer note and Fact Sheet 1 (Adventures in Learning replaces this)Adventures in Learning. Refer participants to Appendix B, An Overview of Adventures in Learning and Featured Books. Invite them to read the brief description of the curriculum.• Allow participants time to review the overview, paying particular attention to some

of the featured books. Explain that the topics of study have a language and literacy focus and activities that are based on the Arkansas Early Childhood Education Framework Learning Strands and Benchmarks. Of importance to many programs is the fact that Adventures in Learning is an Arkansas approved comprehensive early childhood curriculum. Invite a show of hands from participants who are using Adventures in Learning in their program and allow a few minutes of discussion about their experiences with the curriculum.

• See Fact Sheet 2- books deleted -some added for each centers –• Added to Activity before Fact sheet 2: Review Fact Sheet 2 and invite participants to

compare their charts with the fact sheet.

Lesson 3 What’s Changed?• What’s Been Added?: Materials-

AECE Framework Handbook- classroom set Books for participants: Corduroy, Goodnight Moon, Guess How Much I

Love You Strengthening Families Protective Factors Framework after Objective 2

• What’s been deleted? – Activity 1- Social- Emotional Acrostic-

Replace with -Activity under Objective 1 : Characteristics of a Socially Emotionally Healthy Child).

*Replacement page: Activity Sheet 1- Part A- Individual Activity possible answers as activity,

-Added benchmarks: 1.25 Identifies one’s own feelings 1.26 Expresses thoughts and feelings in words

*Side note: The Getting Ready for Kindergarten: A Guide for Teachers and Caregivers of Preschool Children has not yet been revised- Benchmarks will not correspond to new AECE Framework Handbook. Also Work Sampling has been revised to add Language and Literacy for English Language Learners under II Language and Literacy Domain

Lesson 3- New Activity!• Added - Activity- Strategies and Activities that Support Benchmarks- pg

62. Explain to participants that in Section II of the Framework Handbook are strategies and activities that support children in achieving each of the Benchmarks. Invite participants to refer Section II of the Handbook. Note that Social/Emotional Benchmarks are listed in the left column and Strategies/Activities are listed in the right column.

Invite participants to review the following Benchmarks and Strategies and Activities that support the Benchmarks and identify the strategies and activities that support a child’s use of language in establishing positive relationships with others:• Benchmark 1.21 Becomes involved in solving social problems (conflicts).• Benchmark 1.24 Expresses care and concern for others.

Benchmark 1.26 Expresses thoughts and feelings in words.Allow a few minutes for participants to discuss the strategies and activities that they are using or might use to support the children in their classroom in achieving the three Benchmarks discussed.Collect the class set of Arkansas Early Childhood Framework Handbook for Three and Four Year Old Children. * Additional Trainer note: Remind Participants: Benchmark Summary Table

Lesson 4 What’s Changed? • PAGE NUMBER Changes!!!• Arkansas Early Childhood Education Framework Handbook for Three and

Four Year Old Children (2013) page 35: Plan the schedule to allow large blocks of time, from 45 to 60 minutes each, for independent play.

– Early Childhood Environment Rating Scale- Revised Edition. [ECERS] (2005), Page 63: 5.3 A substantial portion of the day is used for play activities.

Developmentally Appropriate Practice in Early Childhood Programs (2009), page 153: Teachers allocate extended periods of time in learning centers (at least 60 minutes) for children to engage in play.

The Creative Curriculum for Preschool (2002), page 93: In Daily Schedule Guidelines suggest that teachers plan at least 60 minutes a day for each choice time so that children can become deeply involved in their play.

Lesson 5 What’s Changed?Deleted: Activity Sheet 2- Objective 3 Connecting Pre-K ELLA Topic and The Family

Connection Activities.

Deleted: Activity- Review Links for Parents & Teachers activity . Reminder: When discussing Link for Parents and Teachers

remind participants KRI have been revised and will not be reflected (approved in April/May, 2014).

Added books to the lesson: The Kissing Hand by Audrey Penn Ask Mr. Bear by Majorie Flack

Added/ deleted: Books for themes in Activity Sheet 2

Lesson 6 What’s New?What’s been Added? Benchmarks to the portions of video scripts so trainers do not have to handout AECE Framework Handbook.

What’s Changed? : Terminology- Tape » Video etc.

Deleted: Activity Sheet 2 and activity: Connecting Learning Strands and Benchmarks.

Deleted: Last Activity: Prepare index cards with Benchmarks……

Lesson7 What’s NEW?New Books!! Deep in the Forest- Brinton Turkle Pancakes for Breakfast- Tomie de PaolaTrainer Note about distributing Deep in the Forest &Pancakes for Breakfast.

New Info!! Hart & Risley Landmark Study (1995; 2003).Pg. 153

NEW OBJECTIVE: Eliminating Inequality in Children’s Language Experiences. Pg 153

NEW FACT SHEET: Strategies for Promoting Rich Verbal Language Experiences. Pg 153

Deleted: Language is DiscoveryRevised Example of Language Development Benchmarks chart: Appendix E :

Lesson 8 What’s Changed?New Book! In the Tall, Tall Grass

by Denise Fleming

Deleted: Transparency 1 and Activity: ‘The rain in Spain falls mainly in the plain’Added: Figure 8-1 Listing strategies and Activities for Benchmark 5.1 instead of distributing AOM. Pg. 179Revised: removed page numbers for AOM Activity:

(that connect to benchmark for phonological awareness)• Head Start Child Development and Early Learning Framework in the Literacy

Knowledge and Skills Domain, Phonological Awareness Element- pg 8

• Kindergarten Readiness Indicators- pg.17• Common Core State Standards Kindergarten English Language Arts

Kindergarten Level- pg. 31• Work Sampling System, Language and Literacy Domain, Listening

Component- pg. 68

Lesson 9 What’s New? Added: To Materials List:

Mother Goose Picture Puzzles - by Will HillenbrandSmall amount of varied art supplies(pom poms, pipe cleaners, glue)

Added: Poetry book A Child’s Calendar by John Updike.NEW: Fact Sheet: Introducing Poetry with Young Children- pg. 205

Added: More to the first Activity :Read the poem January by Maurice Sendak in Read- Aloud Rhymes for the Very Young to incorporate participants making a creation from the mental picture they got while listening to the poem- pg.206

Lesson 10 What’s Changed?LESSON 10: Added: The Three Billy Boats Gruff

The Little Red Hen A Story a Month Composite (per participant)

Reminder: A Story a Month & B.A.M.M.M!!!- Have been revised but not updated on website yet. Added: Trainer Note to distribute the new books to participants

Added: Appendix K list of Story a Month storytelling patterns and Mother Goose Rhymes available on Division website

Lesson 11 What’s New?Added: Objective 9: Book-Related Prop Boxes

Revised: Removed page numbers under Obj. 3 pg. 236AECE Framework Handbook 2013,Early Childhood Environment Rating Scale, 2005 & Developmentally Appropriate Practice in Early

Childhood Programs 2009.

Added: Prop Box Activity for The Gingerbread Man or The Gingerbread Boy

Lesson 12 What’s Changed?Added: Information books & definition to Key TermsAdded : Trainer Note: Discuss with Participants Two Resources available at

Division Website: CAL (Creative Adventures with Literature) CLAM (Connecting Literature and Math)-pg. 260

Added: Informational Books in the Preschool Classroom Section: which is a collection of curriculum guides paring informational books with storybooks and the implementation of CCSS requirement and ECERS-R in achieving Better Beginnings designation.( will also be available on DCCEC website)- pg .264 Deleted: Picture Book- A Very Special CritterAdded: Alphabet Books:

All the Awake Animals are Almost Asleep by Crescent Dragonwagon, Concept Books:The Artist Who Painted a Blue Horse by Eric Carle Information Books:Do You Know Which Ones Will Grow? By Susan A. Shea

Lesson 13 What’s Changed? • Revised: Benchmark activity-

(distribute AECE Framework Handbook)

review the benchmarks and give examples that support shared reading –pg. 278-279

added benchmark 3.2 : uses picture cues to tell a story

Lesson 14 What’s New?Added: Book: Chicka Chicka Boom Boom

Alphabet Under Construction

Deleted: Book: The Farm Alphabet book

Added: Book: LMNO Peas

NEW alphabet games: Activity Sheet 3:

Treasure Hunt with Shovel Alphabet Soup Letters on Lids Letter Memory Game

• Revised: There is a continuum of the Benchmarks with the Common Core State Standards for English Language Arts Kindergarten Level.

• In the Literacy Domain of the Head Start Child Development and Early Learning Framework are indicators that align with the Benchmarks just listed. In the Work Sampling System, Domain of Language and Literacy, are performance indicators that correlate with the Benchmarks. pg 299.

Lesson 15 What’s Changed?Deleted: books: • the signmakers assistant• Signs

Added: books: • Backseat A-B See by Maria Van Lieshout• Fact Sheet 2 Environmental Print games: -pg. 317

Lacing I can Read Chart

Lesson 16 What’s New?Deleted: Introductory activity

Added: New Activity:-What are your first memories of writing? How old do you think you were when you began to write? – allow time for discussion

Added: Dictated Writing• Dictate a Recipe – Ask a child their favorite food that a family member makes.

Have them dictate the recipe and then illustrate the recipe. These can be put together as a recipe book and share with families.

• Observation Log – Choose only one child a day to observe the classroom pet and enter their observation in the “Pet Log”. Have them dictate their observation and then illustrate to show what the pet is doing that day.

Added: under Objective 10 Ex. of Shared Writing– How to list– List of questions

Remember to do Post- test in class -if at all possible