Do Now…..

1. Do Now….. • Good afternoon! Please find a seat, get settled and complete the Do Now activity. • On the sticky notes at your table, write down 1 – 3 things that you hope to learn/know after our two sessions together. • When finished, post the sticky notes on the designated area in the room.

2. OWL TRAINING Ulanda James, CMS Literacy Coach Geneal Matheny, NC PreK Literacy Coach

3. Ice Breaker

4. The ABC’s of Me • Take a piece of paper and write you name vertically down the left side. • Choose a word that starts with each letter of your name. The word should describe something about you. Write those words horizontally across the paper, using the first letters of your name as the first letter of each descriptive word. • If time permits, draw a picture that illustrates each descriptive word. • When done, listen for further instructions.

5. Meeting someone new…. • Form a circle around the room. • Holding your paper, facing out, in front of you…..lock eyes with someone. • When directed, go to that person and introduce yourself to them and allow them to do the same. • Listen for further directions.

6. The ABC’s of Me • Unique • Loving • Animated • No-nonsense • Direct • Affecionate

7. The ABC’s of Me • Gigi • Energetic • Nostalgic • Excited about young children’s development • Adventurous • Loving

8. Foundations • North Carolina Early Learning Standards • Widely Held Expectations • Approaches to Learning • Emotional and Social • Physical and Health • Language and Communication • Cognitive

9. 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

10. Foundations • Active Learning • “learning to learn” • Importance of Environment • Making connections across domains • Imprinting a positive attitude toward learning

11. 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

12. 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

13. 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

14. 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.)

15. 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

16. Communication • Children begin to” • Initiate and engage in conversations • Use increasing complex language • Use language as part of pretend play

17. 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

18. Opening the World of Learning OWL a curriculum overview

19. Introduction to 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

20. Introduction to OWL What is 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

21. OWL Components/Parts of the Day • 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

22. OWL Thematically OrganizedUnits: 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

23. The OWL “Tool Box” • 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

24. Teacher’s Guide • Unit Overview: Theme, Concepts, Skills, Components, Other Books • Materials Lists • Suggested Resources • Weekly Planner • Activity Plans • Book Reading Guidance • English Language Learners • Unit Extensions • Glossary • Index

25. Scavenger Hunt

26. 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 CENTERS

27. Sample Morning Meeting • Welcome • Preview the Day • Center Materials Demonstration • Simple Modeled Writing • Transition to Centers

29. What do you notice MISSING from Morning Meeting? • Calendar • Helpers • Weather • “Today is…”

30. Morning Meeting sets the stage for the day!

31. ROUTINES

32. Routines • Activities that occur the same way every day are routines. • Establish your routines with the OWL Curriculum from the very beginning of when you start using it. • Be consistent and specific.

33. Well established routines help: • children become independent. • teachers have more time to interact and have conversations with students.

34. PLAN EVERY routine Break down the routine into each step needed to complete it.

35. INSTRUCT Modeleach step of the routine.

36. These cards can be used to create a posted daily schedule. It is recommended that you laminate the cards separately and post the time next to each card. This will allow you to use the cards over and over again through the years. Classroom Schedule Picture Cards

38. ROUTINES… are so important!!

39. For a GREAT year, you must: Plan Instruct Practice

40. Transitions Movement from one activity to another is used as an instructional opportunity. “Gathering transitions” bring the group together. “Targeted transitions” can be used for literacy skill instruction. Transitions are planned with instructional intention.

41. Why do we use transitions? Create structure as children move from one activity to another Prevent children from getting off task Eliminate waiting Keep children engaged Provide change of pace

42. How do we make transitions work? Plan! Coordinate teacher and assistant. List transitions. Give warnings! Begin activities before last child arrives/is ready.

43. Targeted Transitions Two per day for literacy skill instruction -between SWPL and lunch -between Small Groups and Let’s Find Out About It/Talk About it Two transitions per day = 50 minutes per week of focused literacy instruction time

44. Targeted Transitions Teach literacy skills as children move from one part of the day to the next Example: “If your name starts with D…” to move from Story Time to Outdoor Play

45. BREAK

46. Centers

47. The purpose of centers is to allow the children to have hands on practice with many materials, explore and experiment, and learn to conduct themselves appropriately in a group of peers.

48. 3Center Times • Start the Day Centers – 30 minutes at arrival 2. Center Time – about 80 minutes in the morning 3. End the Day Centers – 30 minutes before departure

49. Classroom Centers • Book Area • Writing Center • Art Area: Table and Easel • Sand and Water • Puzzles and Manipulatives (math, too!) • Blocks • Dramatic Play Area • Plus: Science, Music, Computer

50. BOOK AREA