Introduction to CKLA for PreK: Session 5 – Listening & Learning
Sequence of Sessions
Overarching Objectives of this February 2013 Network Team Institute
This session is the first training for CKLA-PreK. At the conclusion of this session,
1. All participants will be able to accurately identify the instructional and support materials (e.g., cards, posters) required for implementation of Preschool CKLA.
2. Participants will be able to identify areas of the daily routine employed by CKLA-PreK.
a. Preschool educators will be able to identify adjustments / shifts that can be made to their current practices, routines, and schedules to support Preschool CKLA.
b. Administrators will consider additional program level shift that will support classroom educators as they make adjustments / shifts at the classroom level.
3. All participants will learn and practice language stimulation and support strategies to support high-quality adult-child interactions within implementation of Preschool CKLA.
High-Level Purpose of this Session
· The purpose of this session is to orient partcipants to the CKLA-PreK materials, portions of the day, and best practices for implementation.
Related Learning Experiences
· This is the first PD for the CKLA-PreK program. Participants can prepare for this session by viewing the CKLA-PreK Overview Webinar.
Session Outcomes
What do we want participants to be able to do as a result of this session? / How will we know that they are able to do this?Session Objective(s): (Teachers and Principals)
1. Participants will gain familiarity with the structure of the "Listening & Learning" portion of the CKLA-PreK daily routine
2. Participants will gain familiarity with the scope and sequence of the Listening & Learning strand, including key concepts of domain based instruction and support for coherence within and across grades.
3. Participants will describe how the read-aloud and picture talk work together to support language and concept development.
Session Description: Participants will learn the design principles behind the Listening & Learning strand and begin to develop an understanding of how a content rich curriculum supports language and literacy development. Participants will consider the general pacing and scope and sequence of Listening and Learning lesson types for Preschool CKLA. Participants will focus deeply on two lesson types (read-aloud and picture talk) and will gain practice of key instructional strategies used within varied lessons. Participants will also consider how adjustments may be made within current practices to support Preschool CKLA. / In-session activities
Session Overview
Section / Time / Overview / Prepared Resources / Facilitator PreparationOverview of the lesson format / 10 / In this section, you will present the layout of the listening & learning lesson type. / CKLAPreKListening&Learning.ppt
All About Me Teacher Guide (participants are to have brought this)
Importance of Vocabulary / 15 / In this section, you will present background on vocabulary development and how some vocabulary is addressed in CKLA-PreK. / CKLAPreKListening&Learning.ppt
All About Me Teacher Guide (participants are to have brought this)
Model Reading / 20 / In this section, you will present a model L&L reading and discuss how the reading supports vocabulary development based on what was learned in the last section. / CKLAPreKListening&Learning.ppt
All About Me Teacher Guide (participants are to have brought this)
Additional Vocabulary Supports / 40 / In this section, you will present additional ways that L&L supports vocabulary development and provide participants with an opportunity to practice the Picture Talk. / CKLAPreKListening&Learning.ppt
All About Me Teacher Guide (participants are to have brought this)
Session Roadmap
Section: / Time:[10 minutes] In this section, you will present the layout of the listening & learning lesson type. / Materials used include:
CKLAPreKListening&Learning.ppt
All About Me Teacher Guide (participants are to have brought this)
Time / Slide #/ Pic of Slide / Script/ Activity directions / GROUP
/ Key Points:
1. A main focus of CKLA Preschool is developing young students’ oral language skills, including their vocabulary and narrative skills. Oral language skills are the foundation for listening comprehension during the preschool years and reading comprehension in the later grades.
2. In CKLA Preschool, oral language skills are modeled and practiced as teachers read aloud to students and engage them in rich, content related discussions. Students build content knowledge and vocabulary by listening to developmentally appropriate texts that build in complexity across the preschool year.
3. Students are also given the opportunity to practice using the language they are hearing by participating in meaningful content-related activities and discussions throughout the school day.
/ Key Points:
1. click>At-a-Glance chart for listening & learning indicates the parts of the lesson <click>, the group format <click>, the pacing <click>, and the materials needed.
2. click>Each interactive read-aloud is preceded by a brief introduction to the content that will be addressed in the text.
3. By intentionally introducing the read-aloud, teachers help students make connections to things they already know, introduce words or ideas that might be unfamiliar, and help students make predictions.
4. click>Teachers always end the introduction by giving students a specific purpose for listening to the read-aloud.
/ Key Points:
1. Teachers present read-alouds <click> to the entire class by reading the text from the Teacher Guide and showing the accompanying images in the Flip Book <click>.
2. Preschool read-alouds are designed to be interactive—meaning that teachers engage students in a conversation about the text, as the read-aloud is delivered.
3. Teachers conducting interactive read-alouds pause frequently to allow students to ‘interact’ with the text by sharing their own ideas, answering questions, or moving their bodies.
4. You’ll find ideas for interactive reading supports in the gray boxes under the text.
5. We will learn more about these later today.
6. Teachers present trade books by reading from the book using the Teacher Guide as support.
Section: / Time:
/ Key Points:
1. After each interactive read-aloud or trade book reading, there are two or three teacher-led activities designed to help students engage with the core content of each text. Typically, these activities progress from less to more difficult by requiring students to first use receptive language skills, then expressive language skills, and finally to refer back to the text to respond.
2. These activities provide excellent opportunities for teachers to quickly gauge whether students have grasped key concepts of the text they just heard.
3. The Big Idea provides an opportunity to discuss the read aloud.
4. click> Some questions review content, and <click> some review vocabulary.
/ Key Points:
1. Extension activities provide opportunities for teachers to reinforce and for students to apply content knowledge presented in the read-alouds.
2. These activities are designed to be conducted by the teacher or classroom aide during Learning Center time across a period of 3–5 days.
3. Since these activities cover certain Core Content and Language Arts Objectives, it is important that every student have an opportunity to participate in each activity.
4. Teachers are active facilitators of extension activities in that they provide the appropriate materials and model and facilitate the language needed to complete an activity. Nevertheless, these activities are intended to be primarily child-led.
5. That is, once the general instructions have been explained, the teacher strategically supports students’ learning by a) following the students’ lead, b) scaffolding their language, and c) providing content-related information.
/ Key Points:
1. The extension activity on p. 63 illustrates another feature of CKLA-PreK.
2. There are notes in the margins that document opportunities to use the language support strategies we learned earlier and provide guidance on setting up learning centers to reinforce the concepts in the read-aloud.
3. You will also find a variety of other “teaching tips” in the margins.
/ Key Points:
1. Finally, remember, the core content and language arts objectives are located at the beginning of each day’s lessons.
2. Understanding the objectives will allow NYS educators, who know their students best, to make sound decisions about adaptations, extensions, and supports.
Section: / Time:
[15 minutes] In this section, you will present background on vocabulary development and how some vocabulary is addressed in CKLA-PreK. / Materials used include:
CKLAPreKListening&Learning.ppt
All About Me Teacher Guide (participants are to have brought this)
Time / Slide #/ Pic of Slide / Script/ Activity directions / GROUP
/ Key Points:
• Vocabulary learning takes place primarily through implicit exposure rather than explicit instruction.
• This example serves as an expedited model of how word learning occurs.
Presenter’s Notes:
1. Ask participants if they can read the word on the screen.
2. Many of them will be able to decode the word, but how many of them know the meaning of the word?
3. Demonstrate how word learning occurs through repeated exposure using the following examples:
• To calculate fuel efficiency, the aerospace engineers needed an accurate estimation of excrescence drag caused by the shape of plane’s cabin.
• Excrescences on the valves of the heart have been known to cause a stroke.
• The wart, a small excrescence on his skin, had made Jeremy self-conscious for years.
• At the far end of the bay was what, at first glance, I thought was a huge domed building but then saw was an excrescence from the cliff itself.
4. The typical 4-year-old has a vocabulary of 1500-1600 words. A typical high-school student graduates with vocabulary of about 40,000 words.
5. So, how do children learn those 38,000+ words between PreK and college?
/ Key Points:
• Repetition is key to vocabulary learning
• Learning words in context makes word learning more efficient.
• Staying on topic, as the Listening and Learning strand does, facilitates word learning.
Presenter’s Notes:
1. Research tells us a great deal about efficient vocabulary learning. For instance:
2. Most vocabulary is learned implicitly.
3. Word learning is most efficient when the reader (listener) already understands the context well.
4. Tiny gains on a dozen words is more efficient than large gains on just one word at a time.
5. Staying on topic provides the context and repetition that fosters implicit learning of vocabulary. Staying on topic brings with it the language and vocabulary associated with the topic.
/ Key Points:
1. Core Vocabulary words and definitions are included in each Teacher Guide and are intended to provide teachers with child-friendly ways to teach key words to young children.
2. Teachers might use these words and definitions in a variety of ways. A teacher might refer to them when planning interactive Read-Alouds, and telling students the given definition as she reads aloud. If teachers are unsure how to define particular words in a child-friendly way, the core vocabulary definitions give examples of how to do so. If there are other words not included in the list that students need to learn, teachers might model their own definitions and example sentences after those given in the Teacher Guide.
3. Teachers are not expected to define every word that they think may be unfamiliar to students, or even every word included as Core Vocabulary. Teachers should define words that are central to the meaning of a particular Read- Aloud, particularly as that word relates to Core Content addressed in the domain. In this way, students’ vocabulary knowledge is built in a systematic way centering around domain-related content.
4. It should be noted that the inclusion of the words on this list does not indicate that students are expected to use these words on their own. Repeated exposure throughout the day, in activities such as Read-alouds, nursery rhymes, and Picture Talks, will provide students many opportunities to hear and understand these words. Encountering these words throughout the day will provide the contextual experiences students need to add words to their own vocabularies.
/ Key Points:
• Words about a topic are connected in a network.
• Connections among words are facilitated by materials, like the Listening and Learning strand, that are written explicitly to tell a story for the purpose of knowledge and vocabulary building.
Presenter’s Notes:
1. When I read a passage or hear text, the words begin to connect. One word made me think of other related words.
2. What we are doing here is visually showing how networks or webs of words begin building. Obviously we are not showing every word we can. These are the Core Vocabulary Words for All About Me.
3. Nor are we showing how the words that are ‘activated’ in your brain when you hear a story or paragraph also link to other words in your brain.
4. But we want to give you a flavor of how connections among words are facilitated by materials that are written explicitly to tell a story for the purpose of knowledge and vocabulary building.
5. The network of words grow fast and are intensely interconnected.
Transition: Let’s demonstrate more by reading from I Am Special.
Section: / Time:
[20 minutes] In this section, you will present a model L&L reading and discuss how the reading supports vocabulary development based on what was learned in the last section. / Materials used include:
CKLAPreKListening&Learning.ppt
All About Me Teacher Guide (participants are to have brought this)
/
/ Model Reading from I Am Special (p. 54)
SHOW FLIP BOOK PAGE 1-1: Cross-legged girl and boy
Girls are special. Boys are too.
Sisters and brothers; friends like you.
Have students raise hands to show whether they are girls or boys, and whether they have sisters
or brothers.
“Raise your hand if you are a boy. Raise your hand if you are a girl.
Raise your hand if you have a sister. Sisters are girls.
Raise your hand if you have a brother. Brothers are boys.”
/ SHOW FLIP BOOK PAGE 1-2: Three different families
Moms are special. Dads are too.
Aunts, uncles, grandparents, too.
Point to the mother in the picture.
“This is a mom. Are moms girls or boys?”
Point to the father in the picture.
“This is a dad. Are dads girls or boys?”
/ SHOW FLIP BOOK PAGE 1-3: Eight different children
What makes you special?
What makes you, You?
Point to the children in the pictures as you describe what makes them special.
“There are a lot of children on this page who are all special because they are different. This girl