Supporting Young Children’s Home Language
This section contains a brief welcome to the “Supporting Young Children’s Home Language” session by the facilitator.
1.1 | Welcome: Local Facilitator (00:19)
2. Getting Started
This section contains greetings, a pause for participants to share their thoughts and questions, and the song “I had a mouse in my house.”
2.1 | Greetings and Wonderings and Wishes (00:35)
2.2 | Song: I Had a Mouse in My House / Había un ratón en mi casa (9:28)
3. Review of the POLL strategies
This section contains a brief review of the components of POLL and how they are used to support oral language development.
3.1 | Review POLL Components and Instructional Supports (1:45)
The components of POLL and how they are used to support oral language development.
4. Planning for POLL using your planning tools and strategies
This section explores tools and strategies that can be used in planning for POLL.
Use planning tools to integrate POLL strategy work in your daily schedule
4.1 | Planning Tools and Strategies (6:54)
5. Hands-on work with planning tools for POLL
This section consists of an activity in which participants review the POLL planning tools and reflect on how they might incorporate planning for POLL in their current planning. Included in this section are the activity introduction, a breakout segment with participants, and a share back with the facilitator. The activity is followed by a review of key points highlighted during the activity.
Reflecting on how we might incorporate planning for POLL in our current planning
5.1 | Activity Introduction (00:21)
5.2 | Breakout (7:48)
5.3 | Share Back (1:23)
5.4 | Review Key Points in Planning for POLL (3:50)
6. Questions and Wonderings
This section provides a pause for participants to share their thoughts and questions.
6.1 | Questions and Wonderings: Local Facilitator (00:11)
Take a moment to consider what we've just gone over
7. Supporting home language
This section focuses on key considerations to support young children in developing, using, and maintaining home language. It includes a discussion introduction, participant sharing, and a review of key points from the discussion.
This section also contains an activity in which participants identify their language models. It includes the activity introduction, a breakout session with participants, and a share back with the facilitator, followed by a review of key points from the activity.
Also included in this section is a demonstration of previewing and reviewing texts in home language and key points from the demonstration.
Considerations, activity and demonstration of how we can support home language
7.1 | Discussion introduction (00:50)
7.2 | Discussion Responses (12:50)
7.3 | Review Key Points in Home Language Support (00:46)
7.4 | Language Models (2:25)
7.5 | Activity Introduction (00:47)
7.6 | Breakout (11:43)
7.7 | Share Back (3:50)
7.8 | Review Key Points for Identifying Good Language Models for Home Language Support (00:43)
7.9 | The How: Supporting concepts in home language (1:53)
7.10 | Preview/Review: Monolingual Provider (4:21)
7.11 | Preview/Review: Bilingual Provider (3:32)
7.12 | Review Key Points from Demo Videos (1:26)
7.13 | Supporting Home Language: When? What? (2:07)
8. Hands-on work planning for home language support
This section consists of an activity in which participants discuss how they plan for and support home language and how they will plan for language models in their learning setting. Included in this section are the activity introduction, a breakout segment with participants, and a share back with the facilitator. 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 supporting children’s home language.
8.1 | Activity Introduction (00:32)
8.2 | Breakout (5:45)
8.3 | Share Back (2:47)
8.4 | Review Key Points from Today’s Session (1:41)
This section contains a brief closing by the local facilitator.