Early Childhood Workshop

  • Philosophy

    The ECW framework understands that children are inherently competent, curious and social. ECW is a standards-based framework which uses child data and a variety of early childhood curricula resources to plan instruction. Teachers develop clearly defined learning objectives based on an identified standard, children’s individual data, teacher observations and formal assessments.

  • Guidelines

    Ease into the day: 15 minutes   

    • Make a personal connection and greet each child.  
    • Assist children as they sign in for the day, providing scaffolding supports based on individual needs.  
    • Create an environment for calm, quiet activities while engaging in extended conversations, facilitating peer interactions, monitoring the classroom and providing support as needed.

    Morning or afternoon meeting: 10-15 minutes

    • Sit in a circle with children to foster direct communication among all class members.  
    • Lead a greeting to ensure a teacher or a peer individually acknowledges each child.  
    • Create a Daily Message, with predictable text, with one clear teaching point.  
    • Scaffold children with comprehension and reading skills, using a read-aloud that reflects the Area of Study.  
    • Engage children in a conversation about the read-aloud.

    Small-group instruction: 10-20 minutes

    • Provide targeted skill instruction.
    • Implement a rotation schedule, based on areas of need revealed by data, to facilitate differentiated instruction in reading, writing, math and social skills.  
    • Facilitate small groups of 4-6 children, and provide independent learning tasks for children to practice skills.  
    • Monitor and document student learning.  
    • Maintain a small-group schedule that is fluid and based on data; change as necessary.

    Active learning: 45-60 minutes

    • Design activities to extend the daily lesson by inviting creative expression and providing independent practice for targeted literacy, math and science skill development.  
    • Engage in extended conversations with and between children.  
    • Join in children’s play when appropriate to extend learning while consistently scaffolding children to plan play and assist them in completing center activities independently.  
    • Provide many opportunities for children to engage in critical thinking with peers and/or adults.

    Regroup to revisit: 10 minutes

    • Gather with students in a large group to revisit an idea from the day and/or connect to the next day’s activities through one or more of the following methods:  
    • Review teaching point.  
    • Highlight children’s work/thinking.  
    • Participate in an interactive read-aloud.  
    • Create a plan for adding to existing work.  
    • Make suggestions for what children can do the next time they come to school.


    Teachers embed culturally responsive practice into all of the ECW components: Culturally Responsive Teaching in ECW

  • Areas of Study
    Pre-K students are immersed in learning through Areas of Study. Areas of Study allow children to construct knowledge by anchoring new information to something with which they are familiar. 

    Early Childhood Special Education
    ECSE students have access to Early Childhood Workshop through differentiated instruction, modifications and accommodations.

  • Assessment

    • Ongoing classroom formative and summative assessments, including observation and screening tools
    • Multiple data points to determine student needs and plan instruction
    • Progress monitoring and documentation for all students