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OWL TRAINING

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

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  1. OWL TRAINING Gaye Hunter & Carrie Metcalfe CMS Literacy Coaches

  2. Ice Breaker

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

  4. 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

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

  6. 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

  7. 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

  8. 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

  9. 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.)

  10. 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

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

  12. 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

  13. Opening the World of Learning OWL a curriculum overview

  14. 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

  15. 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

  16. 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

  17. 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

  18. 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

  19. 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

  20. Scavenger Hunt

  21. 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

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

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

  24. Morning Meeting sets the stage for the day!

  25. BREAK

  26. Centers

  27. 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.

  28. 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

  29. 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

  30. BOOK AREA

  31. WRITING CENTER

  32. ART TABLE AND EASEL

  33. SAND AND WATER TABLES

  34. MANIPULATIVES CENTER

  35. BLOCK CENTER

  36. DRAMATIC PLAY CENTER

  37. 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

  38. 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.

  39. Guidelines for Center Time • Time • OWL • Quantity • Additional activities • Diversity • KEYS TO SUCCESS • Adults

  40. 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

  41. Managing Center Time • ALLOW choices • Transition smoothly • Establish a system • Teach and re-teach • Ensure a floater • Allow time for clean up

  42. 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

  43. 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

  44. ROUTINES

  45. 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.

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

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

  48. INSTRUCT Modeleach step of the routine.

  49. 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

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