Introduction to Personalized Oral Language(s) Learning (POLL) Strategies
Session 2
1. Welcome
This section contains a brief welcome to the "Introduction to the Personalized Oral Language(s) Learning (POLL) Strategies" session by the facilitator.
1.1 | Welcome: Local Facilitator (00:15)
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 | Â 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' experiences during the activity. The activity is followed by a review of key points highlighted during the activity.
3.1 | Activity Introduction (00:35)
3.2 | Breakout (9:42)
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)
4.2 | Breakout (10:34)
4.3 | Share Back (4:23)
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 Toddlers (1:05)
5.2.2 | Environment for Preschool (1:17)
5.2.3 | Commentary  (3:00)
5.3 | Activity Introduction (00:39)
5.4 | Breakout (5:28)
5.5 | Share Back (1:38)
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.Â
6.1 | Instructional Supports (13:24)
Promoting vocabulary development through anchor texts/experiences
1. Demonstration Videos
6.2.1 | Anchor Experiences for Toddlers (1:55)
6.2.2 | Anchor Texts for Preschool (00:41)
6.2.3 |Â 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)
7.2 | Chat Box Responses with Commentary from Facilitator (1:24)
7.3 | Review Strategies for Selecting Targeted Vocabulary (2:26)
7.4 | Next Steps (1:02)
8. Closing
This section contains a brief closing of the "Introduction to the Personalized Oral Language(s) Learning (POLL) Strategies" session by the facilitator.
8.1 | Closing: Local Facilitator (00:22)
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Anchor Texts & Experiences
Anchor Texts
Early Care and Education Providers use interactive reading to enchance vocabulary and support language development and early literacy skills. This repetitive reading of books that reflect children’s identity, family, and language helps providers focus their learning activities and environment.
Anchor Experiences
Early Care and Education Providers use repetitive vocabulary to map language on to children’s everyday experiences. These verbal interactions support language growth and develop into more complex conversations.
Anchor Texts & Experiences Overview (PDF) Play VideoAnchor Texts & Experiences Demonstration for Center-Based Childcare (toddlers)
Demo Video (FCC)
Play VideoAnchor Texts & Experiences Demonstration for Center-Based Childcare (preschool)
Demo Video (FFN)