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Courses of Action-Accreditation, ELL, Music and Literacy. Courses run February through June.
Feb 11 2008 - 8:30am
Feb 11 2008 - 12:00pm
Etc/GMT-5
COURSES OF ACTION!
You can enroll in just one course or all five in the series!
All courses are $45 for members and $50 for non-members.
(For course descriptions, dates, times, and locations, please click on the desired series option)
Accreditation Workshop Series presented by Agnes Kovacs
Course 1: Overview: The Four Steps of NAEYC Center Accreditation
Course 2: Curriculum and Teaching
Course 3: Assessment of Child Progress and Health
Course 4: Relationships, Families and Community Relationships
Course 5: Physical Environment, Teachers, Leadership & Management
English Language Learners Series presented by Dr. Sonia Soltero and Marta Moya-Leang
Course 1: Overview: Addressing the Needs of ELL's in the Pre-K Classroom
Course 2: Instructional Approaches and Curricular Considerations
Course 3: Instructional Approaches and Assessment
Course 4: Understanding Families and Supporting Involvement with Schools
Course 5: Connecting the Curriculum with the Home
Music and it Connection to Literacy Series presented by Brigid Finuacane
Course 1: Introduction
Course 2: Getting the Beat / Gathering Songs / Piggybacking
Course 3: Songs/Musical Books for Learning
Course 4: Time for a Story: How to Sing a Musical Book
Course 5: Graduation: Special Books/Songs for Special Times
All Accreditation workshops will be held from 8:30 a.m.-12 p.m. at St. Vincent DePaul, 2145 N. Halsted St. Chicago, IL 60614
February 11
Overview: The Four Steps of NAEYC Center Accreditation
Participants will learn about the accreditation process, review accreditation required forms, and discuss required materials such as the program and classroom portfolios.
February 29
Curriculum and Teaching
Participants will discuss NAEYC standards 2 and 3. Classroom application for the standards criteria, understanding of criteria indicators, and discussion of tools for these criteria will be covered. Methods for involving staff in the accreditation process will also be discussed. IL Early Learning Standards: 1.A. ECa, 2.A.ED, 6.A.EC
March 10
Assessment of Child Progress and Health
Participants will discuss NAEYC standards 4 and 5. Classroom application for the standards criteria, understanding of criteria indicators, and discussion of tools for these criteria will be covered. The continued building of the classroom portfolio will also be covered. IL Early Learning Standards 20.A.EC, 21.A.EC, 22.A.EC
April 14
Relationships, Families and Community Relationships
Participants will discuss NAEYC standards 1, 7, and 8. Classroom application for the standards criteria, understanding of criteria indicators, and discussion of tools for these criteria will be covered. Participants will also make a "performance gap" analysis on these criteria for their center. IL Early Learning Standards 14.A.EC, 14.C.EC, 14.D.EC
May 12
Physical Environment, Teachers, Leadership and Management
Participants will discuss NAEYC standards 6, 9, and 10. Classroom application for the standards criteria, understanding of criteria indicators, and discussion of tools for these criteria will be covered. IL Early Learning Standards 11.B. ECa, 13.B.ECa, 13.B.ECb
English Language Learners Workshop Series
All ELL workshops will be held from 8:30 a.m.-12 p.m. at the Salvation Army Temple, 1 North Ogden Avenue, Chicago, IL 60607
February 21
Overview: Addressing the Needs of English Language Learners in the Pre-K Classroom
This presentation covers some of the fundamental issues surrounding the early education of children whose first language is not English. The presentation begins with a review of the current demographic realities of the Chicago Metro area, implications, and recommendations for educators. A brief discussion on second language acquisition theories as they relate to the cognitive and socio-cultural development of young English language learners is also presented. (This is a repeat presentation from the 2007 Linguistic and Cultural Diversity Workshop.)
March 13
Instructional Approaches and Curricular Considerations
This session introduces best instructional practices for English language learners in the early childhood classroom such as: literature based instruction, shared reading and shared writing, retelling and dramatization, use of rhymes and songs, etc. This session will also present ideas on how to improve the curriculum by making it more culturally relevant and sensitive, as well as integrating academic content into language and literacy development. Best instructional materials are also discussed and presented.
April 24
Instructional Approaches and Assessment
This session builds on the previous workshop on Instructional Approaches and Curriculum by continuing to present ideas on instruction to support students’ language, literacy and content knowledge development. The session leads into the best way to assess the growth and development of children whose first language is not English. Authentic assessment and performance based assessment measurements will be presented and connected to best practices.
May 22
Understanding Families and Supporting Involvement
with Schools
This session focuses on raising awareness about the English language learners’ families and their lives outside of school. Familial cultural and social structures and norms, the immigrant and refugee experience, assimilation vs. acculturation approaches to integration, challenges faced due to a new unfamiliar language and culture, differing understandings of the notion of parent involvement, and more will be discussed. Ideas on how to improve family involvement and how to help parents support their children’s education are also presented.
June 19
Connecting the Curriculum with the Home
Parents play an essential role in their children’s education. This workshop will focus on how to empower families to take an active role in their children’s education by helping them extend their school lessons at home. A child’s learning throughout his school years will be supported when family members spend time learning together and developing relationships.MUSIC AND LITERACY- A Sound Connection
All Music and Literacy workshops will be held from 8:30 a.m. -12:00 p.m. at St. Augustine College, 1333-1345 W. Argyle St. Chicago, IL 60640
April 5
Introduction
The connection between music, literacy and brain development will be explored with an overview of course activities and concepts. Brigid will demonstrate songs, poems, book presentation and movement activities which can be immediately put to use in the classroom.
April 19
Getting the Beat / Gathering Songs / Piggybacking
Feel the beat! Language is rhythmic – and so are we! Along with beat activities, Brigid will give a simple ‘speed reading’ intro to decode musical note reading. Gathering songs, their uses, expansions, and fine and gross movement opportunities will be explored. The final topic will be how to ‘piggyback’ an idea, concept or need (lining up) onto an existing melody the children are familiar with for magical and immediate results.
April 26Songs/Musical Books for Learning
Tried and true books / songs which highlight feelings, rhyming, days of week, opposites, animals, alphabet, colors, numbers, and seasons, with attention to sequencing and pattern recognition and phonemic awareness (dog or duck?) are the focus of this workshop. Transition songs and music that promote community (classroom) and cooperation are also presented.
May 3
Time for a Story: How to Sing a Musical Book
Thousands of books for the young child are published every year. What books are right for you and your classroom? We will look at elements to consider including illustrations, expressive language, rhyming, meter, vocabulary, concepts, and purpose. We will look at books within Brigid’s collection which have their own melody (ex: May There Always be Sunshine, Today is Monday) and you will learn how to create a song/melody/chorus/chant for a non-musical book. How to customize heritage storytelling not supported by a book will also be examined. (Gingerbread Boy, Little Red Hen, etc.)
May 10
Graduation: Special Books/Songs for Special Times
Participants will present a book of their choice to our community using the new methods learned. We will take a final look at resources that support experiential and movement-base learning, helpful websites and Brigid’s booklist. A very special good-bye song will also be presented!