Introduction to Personalized Oral Language(s) Learning (POLL) Strategies

Session 2

2. Getting Started

This section contains greetings, a pause for participants to share their thoughts and questions, and the song “I nod my head.”

2.1 | Greetings and Wonderings and Wishes (1:10)

2.2 |  I nod my head / Inclino la cabeza (7:18)

3. Reflection on experiences with the family languages and interests interview

This section consists of an activity in which participants share their experiences using the family languages and interests interview form. Included in this section are the activity introduction and a breakout segment with participants. experience during the activity. The activity is followed by a review of key points highlighted during the activity.

3.1 | Activity Introduction (00:35)

3.3 | Review key points of experiences with family languages and interests interview (1:29)

4. Introduction to integrating home language support with POLL strategies

This section consists of an activity in which participants discuss the languages represented in their learning setting and how they currently support home language. Included in this section are the activity introduction, a breakout segment with participants, and a share back with participants and the facilitator. The activity is followed by a review of common practices seen in the field.

4.1 | Activity introduction (00:43)

4.4 | Review basic strategies that are being used in the field (1:21)

5. Area of focus with POLL environmental supports

This section focuses on environmental supports and how they are used to strategically support early language experiences. This section includes a demonstration of environmental supports in practice and an activity in which participants reflect on how they can enhance learning their learning environment. Included in this section are the activity introduction, a breakout segment with participants, and a share back with participants and the facilitator. The activity is followed by a review of key points highlighted in the activity.

Strategically supporting early language experiences

5.1 | Personalizing instruction (10:58)

1. Demonstration Videos

5.2.1 | Environment for Toddler (1:05)

5.2.2 | Environment for Preschool (1:17)

5.2.3 | Commentary (3:00)

5.3 | Activity introduction (00:39)

5.6 | Review key strategies for enhancing learning environments (4:21)

6. Area of focus with POLL: promoting vocabulary development through anchor texts/experiences

This section focuses on promoting vocabulary development through anchor texts/experiences. This section includes an introduction to the instructional supports components of POLL, anchor text/experiences and vocabulary planning, and a demonstration of anchor texts/experiences in practice. 

6.1 | Instructional Supports (13:24)

Promoting vocabulary development through anchor texts/experiences

1. Demonstration Videos

6.2.1 | Anchor Texts for Toddlers (1:55)

6.2.2 | Anchor Texts for Preschool (00:41)

6.2.3 | Commentary (1:43)

7. Hands-on work with anchor texts/experiences and vocabulary development

This section consists of an activity in which participants practice book walks to select key vocabulary from anchor texts. Included in this section are the activity introduction and participant sharing. The activity is followed by a review of key points highlighted during the activity and next steps for participants as they implement their learning around environmental supports, anchor texts/experiences, and vocabulary development in the field.

Implement your learning around environmental supports, anchor texts/experiences, and vocabulary development

7.1 | Activity introduction (2:43)

7.3 | Review strategies for selecting targeted vocabulary (2:26)

7.4 | Next steps (1:02)

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