Part 1: Introduction to Frameworks - Early Care and ...
Pre-K ELLA
Material Organized by Topic
|Notebook of Pre-K ELLA In-service Resource Enrichment Materials |
|At each in-service workshop, various materials are distributed. After each session, I place these in a notebook including my personal notes. The following articles|
|have been handed out in past workshops. Some of these are available on the ECEP website (ecep.uark.edu) while others are on public sites. Please note that some|
|will require a subscription to access. |
|Family Literacy: Starting out together: A home-school partnership for preschool and beyond (by J. R. Paratore & G. Jordan) |
|Home Storybook Reading in Primary or Second Language With Preschool Children: Evidence of Equal Effectiveness for Second-Language Vocabulary Acquisition (by T. A.|
|Roberts) |
|Missing in Action: Vocabulary Instruction in Pre-K (by S. B. Neuman & J. Dwyer) |
|Oral Language Development in Children: The Importance of Social-Emotional Precursors (courtesy K. Baker) |
|Playing Within and Beyond the Story: Encouraging Book-Related Pretend Play (by J. G. Welsch) |
|Social Contracts for Writing: Shared Understandings About Text in the Preschool Years (by D. Wells) |
Topic 1 – The Foundation for Language and Literacy Learning (2 hours)
|Essential Materials |Materials Prepared by Trainer |Materials Provided for Participants |
|Transparencies/slides |Introductory Activity: *My Hope Chest Poster; p.1 |Pre-Ella Participants’ Manual; p.1 (One for each; |
|Self-stick notes |I Spy Language and Literacy in This Classroom; Obj. 4,|participants must bring to each class) |
|Highlight Markers |p.7 (List of Pre-K ELLA Topics) |Learning to Read and Write: Developmentally |
|Flip chart paper & Colored Markers |B.A.M.M.M.! – Activity #7; Obj. 6, p.16 |Appropriate Practice for Young Children; Obj. 4, p.11|
|TV/VCR and Screen |Colored Scarves |(One for each; participants must bring to each class)|
|Video: Welcome to Pre-K ELLA; |Color Dance, by Ann Jonas | |
|Obj. 4, p.3 |Music and CD player |Association of Measurements (AOM); Obj. 5, p.12 (One |
|Learning to Read and Write: Developmentally |(Download this activity from: |for each; participants must bring to each class) |
|Appropriate Practice for Young Children; Obj. 4, p.9 | and Movement—A Magical Mix B.A.M.M.M.!; Obj. 6,|
|Association of Measurements (AOM); Obj. 5, p.10 |/pdf/bammm/BAMMM.pdf) |p.15 (One for each participant) |
|Early Childhood Environment Rating Scale (ECERS); | | |
|Obj. 5, p.13 | | |
|Start Smart! Building Brain Power in the Early Years,| | |
|Pam Schiller; Obj. 6, p.15 | | |
|Books and Movement—A Magical Mix B.A.M.M.M.!; Obj. 6,| | |
|p.15 | | |
Topic 2 – Creating Learning Environments That Are Literacy Rich (2hours)
|Essential Materials |Materials Prepared by Trainer |Materials Provided for Participants |
|Transparencies/slides |Topics of Study resource books; |Learning to Read and Write: Developmentally |
|Self-stick notes |Obj. 9, p.39 |Appropriate Practice for Young Children; Obj. 11, |
|Highlight Markers |Assorted literacy props for different centers; Obj. |p.42 |
|Flip chart paper & Several different Colored Markers |12, p.43 (books that would work in different | |
| |centers) | |
| |7 different Center signs; Obj. 12, p.43 (Includes the| |
| |5 learning strands with varied Arkansas Early | |
| |Childhood benchmarks for the individual centers.) | |
| |Download this from | |
| |Art ( Blocks | |
| |Discovery ( Dramatic Play | |
| |Library ( Music | |
| |Sand and Water | |
Topic 3 – Supportive Social and Emotional Environments (2 hours)
|Essential Materials |Materials Prepared by Trainer |Materials Provided for Participants |
|Transparencies/slides |Can You Name this Book?; Obj. 6 p.72 |Goodnight Moon; Obj. 6, p.73 (One for each |
|Flip chart paper and Markers |Additional Children’s Books for Social/Emotional |participant) |
|Oral Language Development in Children: The Importance|Learning: |Corduroy; Obj. 6, p.73 (One for each participant) |
|of Social-Emotional Precursors |(Some examples are) | |
|Arkansas Early Childhood Education Framework Handbook|The Chocolate-Covered-Cookie Tantrum | |
|for Three and Four Year Old Children; Obj. 2, p.60 |Guess How much I Love You | |
|Getting Children Ready Kindergarten: A Guide for |Have You Seen My Duckling? | |
|Teachers and Caregivers of Preschool Children; Obj. |Hello? How Are You? | |
|6, p.69 |How Are You Peeling? | |
|Goodnight Moon; Obj. 6, p.73 |Let’s Go Home, Little Bear | |
|Corduroy; Obj. 6, p.73 |Little Red Rhupert | |
| |Pancakes for Breakfast | |
| |Today I Feel Silly & Other Moods That Make My Day | |
| |The Way I Feel | |
| |Whose mouse are you? | |
Topic 4 – The Role of Play in Promoting Language and Literacy (1 hour)
|Essential Materials |Materials Prepared by Trainer |Materials Provided for Participants |
|Transparencies/slides |Just Playing; Obj. 6, p 93 |Miss Tizzy (One for each participant); Obj. 5, p.90 |
|Self-stick notes |(Some examples are) | |
|Flip chart paper and Markers |Collection of play items: | |
|Young Children and Play, The Lasting Value of True |Small animals | |
|Play, by David Elkind; Obj. 1, p.85 |Small cars | |
|Miss Tizzy, by Libby Moore Gray; |Shells | |
|Obj. 5, p.90 |Items from nature: | |
| |Pine cones | |
| |Bark | |
| |leaves | |
| |Fabric swatches: | |
| |Different textures and colors | |
| |Stripes | |
| |Plaids | |
| |Flower | |
| |Children’s Musical instruments: | |
| |Horns | |
| |Sticks | |
| |Flutes | |
Topic 5 – Fostering Children’s Emergent Literacy Development Through the Family (2 hours)
|Essential Materials |Materials Prepared by Trainer |Materials Provided for Participants |
|Transparencies/slides |Take home Literacy Packs; Obj. 4, p.110 |AECE Framework Handbook; Obj. 3, p.104 (One for each;|
|Flip chart paper and Markers |1. Ask Mr. Bear |participants must bring to each class) |
|Video: Ready to Learn; Obj. 1, p.103 |2. The Big Hungry Bear |The Family Connection; Obj. 3, p.106 |
|TV/VCR |3. Corduroy |Handout with the web address for the Arkansas |
|AECE Framework Handbook; Obj. 2, p.104 |Books for Take Home Literacy Packs; Obj. 4, p.113 |Department of Human services so they can order |
|The Family Connection; Obj. 2, p.106 | |materials for their classes; Obj. 3, p.107-108 |
|Resources from the Division of child Care and Early |Examples of Children’s Books for Spanish Speaking |childcare/ |
|Childhood education: Obj. 3, p. 107-108 |Families; Obj. 5, p.114 (Some Examples are) |(One of the following for each participant) |
|Getting Ready for Kindergarten: A Calendar of Family |Buenas Noches, Luna |Getting Ready for Kindergarten: A Calendar of Family |
|Activities (Sept-Aug) |Adivina Cuanto Te Quiero |Activities (Sept-Aug) |
|Picture This: Framework for Quality Care and |Music Music, For Everyone |Picture This: Framework for Quality Care and |
|Education for Children Three to Five |Eight Animals on the Town |Education for Children Three to Five |
|Link for Parents | |Link for Parents |
|Link for Teachers | |Link for Teachers |
| | |Handouts of: Books for Take Home Literacy Packs (One |
| | |for each participant); Obj. 4, p.110 |
| | |Ask Mr. Bear (One for each participant); Obj. 4 p.110|
| | |The Mouse, The Red Ripe Strawberry, and The Big |
| | |Hungry Bear (One for each participant); Obj. 4, p.110|
Topic 6 – Assessment Through Observation and Portfolios (2 ½ hour)
|Essential Materials |Materials Prepared by Trainer |Materials Provided for Participants |
|Transparencies/slide |Activity: Chart: Fact or Interpretation? You Decide!;|Learning to Read and Write; Obj. 2, p.129 |
|Flip chart paper and Markers |Obj. 4, p.137 (Set up before class) |AECE Framework Handbook; Obj. 4, p.132 |
|Self stick notes |Two Children’s Books: |Guess How Much I Love you (One for each Participant);|
|Learning to Read and Write; Obj. 2, p.129 |Guess How Much I Love you |Obj. 4, p.134 |
|TV/VCR |The Mouse, The Red Ripe Strawberry, and The Big | |
|Video: Child Observation: The Core of Assessing |Hungry Bear | |
|Language and literacy Development; Obj. 3, p.131 | | |
|AECE Framework Handbook; Obj. 4, p.132 | | |
Topic 7 – Language Development (2 hours)
|Essential Materials |Materials Prepared by Trainer |Materials Provided for Participants |
|Transparencies/slides |Family Photo to share (your choice); Obj 9, p.163 |Learning to Read and Write; Obj. 9, p.161 |
|Self-stick notes |Language materials and games; Obj. 9, pp.165-167 |Pancakes for Breakfast (One for each participant); |
|Flip chart and Markers |(Some examples are) |Obj. 9, p.162 |
|Getting Ready for Kindergarten: A Calendar of Family |It Looked Like Spilt Milk: Homemade Milk Cow, PVC |Deep in the Forest (One for each participant); Obj. |
|Activities (English & Spanish version); Obj. 7, p.157|pole, heavy twine, latex gloves, & fresh skim milk |9, p.162 |
|Wordless books; Obj. 9, p.160 |Feely Box/Bag | |
|Pancakes for Breakfast |Loto/Bingo | |
|Deep in the Forest |Discussion Pictures | |
|Learning to Read and Write; Obj. 9, p.161 |Telephone (PVC pipe phone & tube phone) | |
Topic 8 – Phonological Awareness (1 hours)
|Essential Materials |Materials Prepared by Trainer |Materials Provided for Participants |
|Transparencies/slides |Magnet Literacy : Rhyming Words, & (Onset and Rime) |AECE Framework Handbook; Obj.2, p.173 |
|Flipchart paper and markers |Beginning & Ending Consonants; Obj. 4, p.181-182 |In the Tall, Tall, Grass; (One for each participant);|
|Self-stick notes |Baby Bumblebee; Obj. 5, p.184 |Obj. 5, p.183 |
|AECE Framework Handbook; Obj.2, p.179 |The Sound Story: Gracie the Cow, Obj. 5, p.188 |The Sound Story: Gracie the Cow (One for each |
|Put Reading First; Obj. 4, p.181 |(Laminated pictures of the animals to hold display) |participant); Obj. 5, p.183 |
|Listen to the Rain, by Bill Martin; Obj. 5, p.183 |Rhyming Box: “Knock, knock, What do I have in my | |
|In the Tall, Tall, Grass; Obj. 5, p.183 |rhyming box?”; Obj. 5, p.190 | |
| |Laminated pictures of Hickory, Dickory, dock; Obj. 5, | |
| |p.190 | |
| |Laminated pictures of Little Bo Peep; Obj. 5, p.190 | |
| |Example of books that demonstrate alliteration; Obj. | |
| |5, p.191 | |
| |(Some examples are) | |
| |Oh, My Gosh, Mrs. McNosh! | |
| |Click, Clack, Moo Cows That Type | |
| |Llama, Llama Red Pajama | |
Topic 9 – Mother Goose Rhymes, Fingerplays, Poetry and Songs (2 hours)
|Essential Materials |Materials Prepared by Trainer |Materials Provided for Participants |
|Transparencies/ slides |*Mother Goose posters; Obj. 2, p.196 |Mother Goose charts to distribute to participants |
|Flip chart paper and markers |*Mother Goose Hat (and outfit if you can put one |(Two for each participant) |
| |together); Obj. 2, p.196 |Obj. 5, p.199 |
|A Collection Of Mother Goose Books; Obj. 4, p.198 |Mother Goose Match Mixer (Questions and answers cut | |
|(Some examples are) |into separate strips); Obj. 2, p.196 | |
|Mary Engelbreit’s Mother Goose |Several Examples of Mother Goose characters colored | |
|Tomie dePaola’s Mother Goose |and laminated chose from the following; Obj. 5, | |
|The Real Mother Goose |pp.199-201 (Appendix G) | |
|My Very First Mother Goose |Hickory Dickory Dock | |
|Will Moses Mother Goose |Little Miss Muffet | |
| |Humpty Dumpty | |
|Mother Goose charts (different one for each group); |Little Jack Horner | |
|Obj. 5, p.199 |Baa, Baa, Black Sheep | |
| |Hey Diddle, Diddle | |
|Read-Aloud Rhymes for the Very Young selected by Jack|Little Bo Peep | |
|Prelutsky, Illustrated by Marc Brown; Obj. 8, p.204 |Jack and Jill | |
| |One, Two Buckle My Shoe | |
|Over in the meadow Illustrated by Ezra Jack Keats; |Old Mother Hubbard | |
|Obj. 10, p.208 |Jack be Nimble | |
| |Little Boy Blue | |
| |*Our Favorite Mother Goose Book Graph; Obj. 5, p.200 | |
| |Home made Illustrated Rhyme Charts; Obj. 5, p.201 | |
| |*Homemade small Poetry Stand; Obj. 8, p.205 (Appendix| |
| |I) | |
| |The Frog on the Log, by Ilo Orleans; Obj. 8, p. 205 | |
| |Spin the Song Bottle, A collection of song starters; | |
| |Obj. 10, p.208 | |
| |Lollipops; Obj. 10, p.209 | |
Topic 10 – Storytelling (2 hour)
|Essential Materials |Materials Prepared by Trainer |Materials Provided for Participants |
|Transparencies/slides |Cards with story titles for storytelling charades; |The Little Red Hen; Obj. 4, p.227 (One for each |
|Flipchart paper and markers |Obj. 3, p. 227 |participant) |
|Flannel & or Magnetic story board |Materials for Storytelling: (Choose from the following| |
|Books for Storytelling |a selection of books and stories, have some laminated | |
|A Story A Month; Obj.7, p.231 |colored cutouts from A Story A Month either magnet or | |
|What a Wonderful World, by G. D. Weiss, B. Thiele, |flannel board ready) Obj. 4, p.227-228; | |
|Illustrated by Ashley Bryan; Obj. 7, p.232 |(Some examples are) | |
|CD and player for song: What A Wonderful World; Obj. |Participation: Caps for Sale; The Three Billy Goats | |
|7, p. 232 |Gruff | |
| |Predictable: The Little Red Hen | |
| |Classic Folk Tales & Fairy Tales: The Three Bears | |
| |Cumulative Tales: The Napping House; Are You My | |
| |Mother | |
| |Circle Stories: Pumpkin, Pumpkin; If You Give a Mouse | |
| |a Cookie | |
| |Picture Books: Corduroy | |
| |Cue Cards, The Three Bears, The Very Hungry | |
| |Caterpillar; Obj. 5, p.228-9 | |
| |Storytelling Chart; Obj. 6, p.230 | |
| |What A Wonderful World cut outs colored and laminated;| |
| |Obj. 7, p.232 | |
Topic 11 – Dramatic Play (2 hours)
|Essential Materials |Materials Prepared by Trainer |Materials Provided for Participants |
|Transparencies/slides |Prop Boxes for the Dramatic Play Area; Obj. 4. p.239 |AECE Framework Handbook; Obj. 2, p.237 |
|Self-stick notes |(Make two to four; some examples are) |Learning to Read and Write: Developmentally |
|Highlight Markers |Birthday |Appropriate Practice for Young Children; Obj. 2, |
|Flip chart paper & Several different Colored Markers |Flower Shop |p.238 |
|AECE Framework Handbook; Obj. 2, p.237 |Medical |Drama is Natural: Don’t Squelch It!! (One copy for |
|Learning to Read and Write: Developmentally |Garden |each participant); Obj. 6, p.241 |
|Appropriate Practice for Young Children; Obj. 3, |Drama is Natural: Don’t Squelch It!!; Obj. 6, p.241 |The Three Billy Goats Gruff (One for each |
|p.238 |Free mask templates; Obj. 6, p.239 |Participant); Obj. 8, p.243 |
|Early Childhood Environmental Rating Scale-Revised |Make four flip charts one for each season: Fall, | |
|[ECERS]; Obj. 3, p.238 |Winter, Spring and Summer; Obj. 6, p.241 (Make for | |
|The Creative Curriculum® for Preschool; Obj. 3, |each class) | |
|p.238 |*Creative Drama: Goldilocks and the Three Bears | |
|10 children’s books Appropriate for Creative Drama; |(Three sizes of bowls, towels [for Beds], and 3 | |
|Obj. 8, p.243 |chairs of different sizes); Obj. 8, p.243 | |
|The Three Billy Goats Gruff; Obj. 8, p.243 | | |
Topic 12 – Read Aloud (2 hours)
|Essential Materials |Materials Prepared by Trainer |Materials Provided for Participants |
|Over Transparencies/slides |4 Posters “Welcome to Read Aloud”; Obj. 1, p.253 |Caps for Sale; Obj. 7, p.268 (One for each |
|Flipchart paper and markers |Mr. Giggles; Obj.1, p.253 |participant) |
|Flannel & or Magnetic story board |A Selection of Favorite Books for Reading Aloud with |Pumpkin, Pumpkin; Obj. 7. p.269 (One for each |
|TV-VCR |Children; Obj. 5, p.261 (Some Examples are) |participant) |
|Video: Read It Again! Experience the Joy of Reading |Picture books |Mr. Gumpy’s Outing; Obj. 7, p.269 (One for each |
|Aloud with Children; Obj. 3, p.255-7 & Obj. 5, |Participation stories |participant) |
|p.259 |Predictable stories | |
|Collection of children’s books for read aloud; Obj. |Concept books | |
|5, p.261-2 |Interactive books | |
|On the Go, by Ann Morris, Photographs by Key Heyman; |Alphabet books | |
|Obj. 6, p.265 |Cumulative tales | |
|Caps for Sale; Obj. 7, p.265 |Circle stories | |
| |Folk and Fairy Tales | |
| |A Selection of Information Books for Reading Aloud | |
| |with Children; Obj. 6, p.265 (Choose your own) | |
| |Some examples of themes are: | |
| |Science | |
| |Our World | |
| |Me | |
| |Differently Abled child | |
Topic 13 – Shared Reading (2 hour)
|Essential Materials |Materials Prepared by Trainer |Materials Provided for Participants |
|Transparencies/slides | |AECE Framework Handbook; Obj. 3, p.279 |
|Self-stick notes | | |
|Highlight Markers | | |
|Flip chart paper & Several different | | |
|Colored Markers | | |
|AECE Framework Handbook; Obj. 3, p.279 | | |
|Big Book: | | |
|*I Went Walking, by Sue Williams, Illustrated by | | |
|Julie Vivas; Obj. 6, p.280 | | |
|*Several Big Books to share; Obj. 6, p.280 | | |
|(Some examples are) | | |
|Silly Sally, | | |
|Early Emergent: Miss Wishy Washy | | |
|Emergent: Miss Wishy Washy | | |
|*Mother Goose rhyme chart: Humpty Dumpty; Obj. | | |
|7, p.284 | | |
Topic 14 – Learning about Letters, Sounds and Words (2 hours)
|Essential Materials |Materials Prepared by Trainer |Materials Provided for Participants |
|Transparencies/slides |Introductory Activity: Alphabet manipulatives and |AECE Framework Handbook; Obj. 2, p.298 |
|Lakeshore products designed with learning in mind; As|Cookie sheets |Association of Measurements (AOM); Obj. 2,p.299 |
|introduction, p.293 |(Example: collect magnetic, foam, rubber, sandpaper |Learning to Read and Write: Developmentally |
|AECE Framework Handbook; Obj. 2, p.298 |letters, letter stamps, alphabet puzzles); As |Appropriate Practice for Young Children; Obj. 2-3, |
|LINK Booklets for Parents and Teachers: The |introduction, p.293 |p.298-300 |
|Kindergarten Readiness Indicator Checklist; Obj. 2, |Activities with Children’s Own Names to Make Letters |Chicka Chicka Boom Boom; (One for each participant) |
|p.298 |Meaningful; Obj. 5, p.300 |Obj. 4, p.302 |
|Association of Measurements (AOM); Obj. 2, p.299 |Textured Name Cards | |
|Learning to Read and Write: Developmentally |Name puzzles | |
|Appropriate Practice for Young Children; Obj. 2-3, |Names in a Red Box | |
|p.298-300 |Games to make Letters Meaningful; Obj. 5, p.303 | |
|Collection of alphabet books; Obj.4, p.302 |(Some examples of games are:) | |
|Alphabet bingo or lotto; Obj.6, p.307 |What Am I? | |
| |Basic Skills for Early Leaning | |
| |ABC accordion book; Obj.6, p.306 | |
Topic 15 – Environmental Print (1 hour)
|Essential Materials |Materials Prepared by Trainer |Materials Provided for Participants |
|Transparencies/slides |A Big Book made with Paper Sacks (With examples of |If time allows have each participant make “A Big |
|Self-stick notes |environmental print inside); Obj. 5, p.317 (Appendix |Book” out of Paper Sacks; Obj. 5, p.317 (Appendix N) |
|Highlight Markers |N) | |
|Flip chart paper |Teacher made books; Obj. 5, p.317(Some examples are:)| |
|The Impact of Environmental Print Instruction on |I can read Traffic Signs | |
|Early Reading Ability by Patricia Kuby and Jerry |Let’s Learn about safety, | |
|Aldridge; Obj. 3, p.315 |Accordion Book: I Like To Eat (Appendix J) | |
|Children’s books about environmental print; Obj. 5, |Big Book: My Favorite Cereals | |
|p.317 |Environmental Print Games; Obj. 5, p.317-19(Choose | |
|*Two large paper sacks for each participants, lots of|your own; some examples of themes are :) | |
|colorful duct tape; Obj. 5, p.317 (Appendix N) |Concentration | |
| |Puzzles | |
| |Coupon Match | |
| |I Went Shopping | |
| |Graphs of My Favorite Snack Food or Cereal | |
Topic 16 – Writing in the Preschool Classroom (2 ½ Hours)
|Essential Materials |Materials Prepared by Trainer |Materials Provided for Participants |
|Transparencies/slides |Collected samples representative of the sequence |Learning to Read and Write; Obj.14, p.343 |
|Self-stick notes |through which children progress as they begin to |The Kissing Hand; (One for each Participant) |
|Highlight Markers |write; Obj. 5, pp.328-31 | |
|Flip chart paper |Stage 1 – Scribbles | |
|The Inclusive Early Childhood Classroom; Obj. 4, |Stage 2 – Mock Letters | |
|p.324 |Stage 3 – Recognizable Letters | |
|Learning to Read and Write; Obj.14, p.343 |Stage 4 – Phonemic Spelling | |
| |Fold-a Page Book; Obj. 6, p.334 (Appendix O) | |
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