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OWL TRAINING. Gaye Hunter & Carrie Metcalfe CMS Literacy Coaches. Ice Breaker. Foundations. North Carolina Early Learning Standards Widely Held Expectations Approaches to Learning Emotional and Social Physical and Health Language and Communication Cognitive. Foundations.

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owl training

OWL TRAINING

Gaye Hunter & Carrie Metcalfe

CMS Literacy Coaches

foundations
Foundations
  • North Carolina Early Learning Standards
    • Widely Held Expectations
      • Approaches to Learning
      • Emotional and Social
      • Physical and Health
      • Language and Communication
      • Cognitive
foundations1
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
foundations2
Foundations
  • Active Learning
    • “learning to learn”
    • Importance of Environment
    • Making connections across domains
    • Imprinting a positive attitude toward learning
approaches to learning
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
social emotional
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
health and physical
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
physical
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.)
language
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
communication
Communication
  • Children begin to”
    • Initiate and engage in conversations
    • Use increasing complex language
    • Use language as part of pretend play
cognitive
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
opening the world of learning

Opening the World of Learning

OWL

a curriculum overview

introduction to owl

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

introduction to owl what is owl
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
owl components parts of the day
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
owl thematically organized units
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

the owl tool box
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

teacher s guide
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
morning meeting
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

sample morning meeting
Sample Morning Meeting
  • Welcome
  • Preview the Day
  • Center Materials Demonstration
  • Simple Modeled Writing
  • Transition to Centers
slide24

What do you notice MISSING from Morning Meeting?

  • Calendar
  • Helpers
  • Weather
  • “Today is…”
slide28
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.

3 center times
3Center Times
  • Start the Day Centers –

30 minutes at arrival

2. Center Time –

about 65 minutes in the morning

3. End the Day Centers –

30 minutes before departure

classroom centers
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
additional areas in the classroom
Additional Areas in the Classroom
  • A large group area
  • Tables for small group activities
  • A quiet/cozy area
  • A science center
  • Cubby space for students’ belongings
  • Teacher space for belongings
  • Computer area
  • Music area
start the day centers
Start the Day Centers

When: During arrival time

Time: Approximately 30 minutes

  • The children engage in self-selected activities.
  • Materials selected are easily cleaned up.
guidelines for center time
Guidelines for Center Time
  • Time
  • OWL
  • Quantity
  • Additional activities
  • Diversity
  • KEYS TO SUCCESS
  • Adults
planning for centers
Planning for Centers

Program Guide gives overview, pp. 12-13

Teacher’s Guide provides descriptions of activities for each week:

  • Materials
  • Preparation
  • Vocabulary
  • Interaction Guidance
managing center time
Managing Center Time
  • ALLOW choices
  • Transition smoothly
  • Establish a system
  • Teach and re-teach
  • Ensure a floater
  • Allow time for clean up
slide43

These signs can be posted in your designated center areas. The bottom of each card has plenty of space to allow for hooks, velcro, or any other system used for posting student tags for check-in.

Center Area Signs

slide44

Two copies of each type of manipulative has been provided to allow for dual labeling. The first label would go on the front of the bin and the second label would go on the shelf. This will assist students in returning items to the correct location.

Center Manipulative Signs

routines
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.
slide47

Well established routines help:

  • children become independent.
  • teachers have more time to interact and have conversations with students.
slide48

PLAN

EVERY routine

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

slide49

INSTRUCT

Modeleach step of the routine.

slide50

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

slide51

ROUTINES…

are so important!!

slide52

For a GREAT year, you must:

Plan

Instruct

Practice

transitions

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.

why do we use transitions

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

how do we make transitions work

How do we make transitions work?

Plan!

Coordinate teacher and assistant.

List transitions.

Give warnings!

Begin activities before last child arrives/is ready.

targeted transitions

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

targeted transitions1

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

slide58

The transition cards are labeled as to which part of the day use of the card would be most appropriate. The cards are not numbered but on a ring so that you can add to them as you acquire more transition activities.

Transition Card Package

highlights of lfoai ltai
Highlights of LFOAI & LTAI

Whole group activity (typically)

20 minutes long

Themes - science and social studies related

Content - books read during Story Time lay the groundwork for specific kind of information text

Social-emotional development – promoted through oral language and literacy discussions

.

let s find out about it unit one
Let’s Find Out About It(Unit One)

Examples: folding paper airplanes, science exploration, advertisements, recipes from cookbooks, game directions, birth announcements, etc.

Turn to page 30 for your

first look at LFOAI.

where do i find lfoai ltai resources for my lessons
Where do I find LFOAI/LTAI resources for my lessons?

Materials from home

Websites

Magazines

Local library

School library (if available)

story time
Story Time
  • Critical piece of the OWL Curriculum
  • Purposeful and planned
  • Whole group, 20 minutes daily
  • High quality children’s literature
  • Multiple “reads”
first read introduction
First Read“Introduction”
  • Introduce key vocabulary
  • Build comprehension
  • Use “Think Aloud” strategy
  • Maintain flow of the story
second read reconstruction
Second Read“Reconstruction”
  • Guide “reconstruction” of the story as the book is read.
  • Prompt children to recall events and sequence (teacher questions) as the story is read.
  • Ask questions that support comprehension.
  • Enrich and review vocabulary from the first read.
third read chime in
Third Read“Chime In”
  • Invite all children to “chime in” with key storybook text.
  • Provide prompts as needed.
  • Ask questions about characters’ thoughts, feelings, and actions.
      • What are the reasons for them?
      • How do they relate to the story events?
      • How do they relate to children’s experiences?
fourth read dramatization
Fourth Read“Dramatization”
  • Invite children to participate actively.
  • Assign speaking parts to all children.

or

  • Choose an alternate book if a fourth read is not appropriate.
story time format
Story Time Format
  • Summary of the story and link to unit theme
  • Purpose
  • Read the Story/Story Discussion
  • Suggested Vocabulary & Definitions
  • ELL Suggestions and Extensions
prepare for story time reading
Prepare for Story Time Reading
  • Read and analyze the story ahead of time.
  • Review the Purposes, Vocabulary, and Guidance in the Teacher’s Guide
  • Choose which vocabulary words you will explain. (These are suggested words. You may or may not use all of them, and you may choose others based on the needs of your students.)
  • Read the Story Time Model in the Teacher’s Guide.
  • Plan your own read.
  • Practice out loud until you are confident.
making story time work
Making Story Time Work
  • Remember the Story Time model in the Teacher’s Guide is a model, NOT a script.
  • Consider your children’s background knowledge and interest in the book.
  • Prepare-prepare-prepare

ENJOY the book!

small group time
Small Group Time
  • 3 groups
  • 6-7 children per group
  • Usually at tables
  • 25 minute block
small group
Small Group
  • activities include games,

writing, books, experiments

math activities, and manipulatives.

  • activities provide hands-on experiences and focused instruction.
  • activities are designed for ONE group per day, lasting the entire 25 minutes.

NO rotation among activities during the same day

successful small groups
Successful Small Groups
  • Be prepared!
  • Monitor the independent small group.
  • Provide clear expectations of children’s behavior.
  • Group children appropriately.
  • Provide book browsing and other options.
  • Be sure that all three groups are visible.
  • Set an appropriate pace for the activities.
songs word play and letters swpl
Songs, Word Play, and Letters(SWPL)
  • 20 minute whole group activity - songs, poems, literacy games
  • Purpose – to develop phonological awareness
  • Tone – Make it enjoyable!
slide82

SWPL Format

Use the unit curriculum guide and read

carefully and completely!

  • List of Songs, Word Play & Letter activities for each day
  • Purposes – combined for the entire component
  • Suggested sequence
  • Description of activities – Look for little changes used for important learning.