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

• 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

Foundations

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

• 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

• 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

• 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

• 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

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

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

OWL

a curriculum overview

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?

• 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

• 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 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”

• 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• 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

Scavenger Hunt

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

• Welcome• Preview the Day• Center Materials

Demonstration• Simple Modeled Writing• Transition to Centers

What do you notice MISSING from Morning

Meeting?•Calendar

•Helpers

•Weather

•“Today is…”

Morning Meeting sets the stage for the day!

BREAK

Centers

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 Times1. 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

• 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

BOOK AREA

WRITING CENTER

ART TABLE AND EASEL

SAND AND WATER TABLES

MANIPULATIVES CENTER

BLOCK CENTER

DRAMATIC PLAY CENTER

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

When: During arrival timeTime: Approximately 30 minutes• The children engage in self-

selected activities.• Materials selected are easily

cleaned up.

Guidelines for Center Time

• Time• OWL• Quantity• Additional activities• Diversity• KEYS TO SUCCESS• Adults

Planning for CentersProgram Guide gives overview, pp. 12-

13

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

1. Materials2. Preparation3. Vocabulary4. Interaction Guidance

Managing Center Time

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

Center Area Signs

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 Manipulative Signs

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.

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.

Well established routines help:

•children become independent.

•teachers have more time to interact and have conversations with students.

PLANEVERY routine

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

INSTRUCTModel each step of

the routine.

Classroom Schedule Picture Cards

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.

ROUTINES…

are so important!!

Plan

Instruct

Practice

For a GREAT year, you must:

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?

•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?

•Plan!•Coordinate teacher and assistant.•List transitions. •Give warnings! •Begin activities before last child arrives/is ready.

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 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

Transition Card Package

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.

Let’s Find Out About It

& Let’s Talk About

It

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)

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?

• Materials from home• Websites• Magazines• Local library• School library (if available)

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”

Introduce key vocabulary

Build comprehension

Use “Think Aloud” strategy

Maintain flow of the story

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”

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”

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

• 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

1. Read and analyze the story ahead of time.

2. Review the Purposes, Vocabulary, and Guidance in the Teacher’s Guide

3. 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.)

4. Read the Story Time Model in the Teacher’s Guide.

5. Plan your own read.

6. Practice out loud until you are confident.

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!

Practice for Story Time Reads

QUESTIONS

BREAK

Small Group Time

• 3 groups

• 6-7 children per group

• Usually at tables

• 25 minute block

SMALL GROUP CHART

Small Group• activities include games,

writing, books, experimentsmath 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

EXPLORING 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)

• 20 minute whole group activity - songs, poems, literacy games

• Purpose – to develop phonological awareness

• Tone – Make it enjoyable!

SWPL FormatUse 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.

Songs, Word Play, and LettersActivities (SWPL)

• Exploring SWPL activities

QUESTIONS