Trainer S Agenda (4-Hour Session)

Comprehension

Trainer’s Agenda (4-hour session)

Time / Facilitator / Content/Activity /

Materials

60 – 90 minutes before training / Set up:
Set up registration table
Place participant folder on table or handout at registration if someone is there to monitor
Set up LCD, computer & speaker TEST SOUND BEFORE SESSION BEGINS
Place tabletop materials as listed in notes section on tables
Blow up balloons, 1/pair + extras and set aside
Mark yarn pathway on floor with tape (see Activity Plan 6 for directions)
Place rhythm sticks on tables, 2/person
Place yarn ropes on each table, 1/person + a 3-4 extras
Place hoops in open space in several piles for quick distribution
Prep music
Extra props can be left by trainer table or in open space area – trainer’s choice
Post parking lots charts on the wall – 1 on each side of the room
Optional Trainer Resources:
The Alignment of the California Preschool Learning Foundations with Key Early Education Resources (CDE, 2012)
Transitional Kindergarten Implementation Guide – A Resource for Public School District Administrators and Teachers (CDE, 2013)
Developmentally Appropriate Practices in Early Childhood Programs, Serving Children from Birth through Age 8(NAEYC, 2009)
Desired Results Developmental Profile—Kindergarten (2015)
California Common Core State Standards (CDE, 2013) /

AV set up –computer, LCD, speakers, power strip, ex. cords, CDs, trainer’s toolbox
See inventory sheet for individual table briefcases
Put table boxes under table

30-45 minutes before training / Registration /

Stick on name tags, dark color marker for name tags, pens, and sign-in sheets

8:30-8:35 a.m.
Slide 1 / Welcome
Welcome, logistics, parking lots, walk through folders, handouts, agenda /

HO: PowerPoint slide

8:35-8:40 a.m.
Slide 2 / Objectives:
•Read about and discuss the developmental progression of the foundations for the Comprehension and Analysis of Age-Appropriate Text substrand.
•Practice, plan, and apply various interactions, strategies, and environment opportunities.
•
8:40-8:45 a.m.
Slides 3-4 / Comprehension
8:45-8:55 a.m.
Slides 5-8 / California’s Early Learning and Development System
8:55-9:05 a.m.
Slides 9-10 / ACTIVITY 1: Guess Your Character
OUTCOMES: Participants will utilize simple questions to determine their game character. /

Sticker labels with character names for registration table;
List of possible questions;
Boom box and CD

9:05-9:12 a.m.
Slides 11-13 / Foundations Maps /

Handout 1: Foundations Maps and Notes Page

9:12-9:15 a.m.
Slide 14 / Lessons from Research
9:15-9:30 a.m.
Slide 15 / Activity 2: Story of Bibliographic Notes
OUTCOMES: Participants will each become an expert regarding one section from the bibliographic notes and will listen to each other share information from the remaining sections of the bibliographic notes. /

Pre-made chart paper with three categories: Story Title, Main Character, Story Details;
Markers;
Preschool Learning Foundations, Vol. 1—Bibliographic Notes;
Table-tents

9:30-9:35 a.m.
Slides 16-19 / Stages of Development for Comprehension and Analysis of Age-Appropriate Text
9:35-9:40 a.m.
Slides 20-21 / A Closer Look at Foundation 4.1 (Watch video)
9:40-9:45 a.m.
Slide 22 / DRDP (2015) and PLF Correspondence /

Handout 2A: DRDP (2015) Measure LLD 6

9:45-9:47 a.m.
Slide 23 / Considerations for English Learners
9:47-9:57 a.m.
Slide 24 / Let’s read a story! /

The Little Mouse, The Red-Ripe Strawberry,
and the Big Hungry Bear Book

9:57-10:13 a.m.
Slide 25 / Activity 3: Making Foundations Examples
OUTCOMES: Participants will create examples that can be utilized as reflection tools. /

Preschool Learning Foundations, Vol. 1;
Handout 1: Foundations Maps and Notes Page;
Highlighters; Pens and markers;
Popsicle sticks (with foundation examples pre-attached—see Support Materials: Popsicle Stick Labels for Activity 3: Making Foundations Examples)

10:13- 10:20 a.m.
Slides 26-27 / Interaction and Strategy /

Handout 3: Children’s Story Retelling

10:20-10:35 a.m.
Slide 28 / Activity 4: Being Prepared: Finding the Evidence
OUTCOMES: Participants will read a vignette from the Preschool Curriculum Framework (PCF) and analyze that information in relation to their personal planning practices. /

Page 147 of the Preschool Curriculum Framework (Vol. 1);
Sticky notes;
Sticky Wall
Handout 4A: Finding the Evidence

10:35-10:40 a.m.
Slide 29-30 / Recognize existing language and literacy strengths /

Handout 4B: Comprehension Strategies for Supporting English-Language Learners

10:40-10:55 a.m.
Slide 31 / Activity 4: Being Prepared: Finding the EvidencePart 2
OUTCOMES: Participants will read a vignette from the Preschool Curriculum Framework (PCF) and analyze that information in relation to their personal planning practices. /

Page 147 of the Preschool Curriculum Framework (Vol. 1);
Sticky notes;
Sticky Wall
Handout 4A: Finding the Evidence

10:55-10:58 a.m.
Slide 32 / Universal Design for Learning
10:58-11:05 a.m.
Slide 33-34 / Revisiting The Little Mouse, The Red-Ripe Strawberry and the Big Hungry Bear /

The Little Mouse, The Red-Ripe Strawberry and the Big Hungry Bear Book
Popsicle stick puppets

11:05-11:07 a.m.
Slide 35 / Environment Interaction and Strategy
11:07-11:22 a.m.
Slide 36-37 / Activity 5: Environment Map
OUTCOMES: Participants will create a map with examples, share thoughts, and use their gathered ideas as resources to support them during story retelling time in their classrooms. /

Story telling books;
Handout 5A: Environment Strategies;
Chart paper;
Handout 6: Environment Maps;
Pens and markers;
Corduroy prop trays (one per table)

11:22-11:25 a.m.
Slide 38 / Environment Strategy /

Handout 7: Story Retelling Motivators

11:25-11:35 a.m.
Slide 39-40 / Foundation 4.2 & Foundations Video
11:35-11:45 a.m.
Slide 41-45 / Interaction and Strategy
11:45-11:50 a.m.
Slides 46-47 / Guiding Principles
11:50-12:15 p.m.
Slide 48 / Activity 6: Planning for Comprehension
OUTCOMES: Participants use their personal knowledge in conjunction with information from the PowerPoint and the California Department of Education (CDE) resources to practice planning. /

Short, developmentally appropriate book;
Handout 7: Story Retelling Motivators,
Handout 10: Planning for Comprehension,
Handout 11: Choosing Books

12:15-12:25 p.m.
Slide 49 / Reflection and questions
12:30 p.m.
Slide 50 / Thank you for planning a variety of movement opportunities!
Thank participants for participating and remind everyone to intentionally facilitate movement experiences for young children.