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ABOUT ME:

ABOUT BOBBY:

 Stephanie Cutler

 Turned 4 in October

 Teach preschool (3-4

 Easily distracted

   

year-olds) at Prairie Lane Elementary 2nd year at Prairie Lane Married almost 6 years! New mom (8-27-2012) Future: WIDE OPEN

 Hard to keep focused/on

task  Seems to not understand expectations  Loves hands-on activities

Bobby’s name has been changed for confidentiality.


RATIONALE: These lessons are to help Bobby* improve in many developmental areas. Using 21st century skills, I know that I am providing the most up-to-date opportunities for my students in the classroom.

Prairie Lane Elementary The mission of Prairie Lane Elementary, as a Pre-K – 6 school, is to provide a positive, safe and supportive learning environment that prepares all students to reach their highest potential, now, and in the future.

Westside Early Childhood Center The mission of the Westside Early Childhood and the Club 66 school programs is to provide a safe, engaging educational environment for children ages eighteen months through sixth grade. The programs offer developmentally appropriate opportunities for children to grow and develop socially, emotionally, intellectually and physically with the support and guidance of competent and compassionate adults.


Standard I: Using Knowledge of Child Development to Understand the Whole Child - Accomplished early childhood teachers use their knowledge of child development to understand young children and to foster each child’s development and learning.

Standard IV: Knowing Subject Matter for Teaching Young Children - Accomplished early childhood teachers integrate the foundational ideas of the subjects they teach, the ways young children think about these ideas, and effective approaches to support each child’s learning.

Standard VII: Planning for Development and Learning - Accomplished early childhood teachers plan for children’s development and learning by setting developmentally appropriate goals and designing learning activities to achieve those goals.

Standard VIII: Implementing Instruction for Development and Learning Accomplished early childhood teachers skillfully implement strategies and use resources to support young children’s development and learning.

Standard IX: Reflecting on Teaching Young Children - Accomplished early childhood teachers engage in systematic reflection on their teaching to enhance their professional knowledge and skill and to benefit young children’s development and learning.

Standard X: Exemplifying Professionalism and Contributing to the Profession Accomplished early childhood teachers are leaders, collaborators, and advocates in improving early childhood programs, practices, and policies.


Goal: Ninety percent of the children will understand different sizes of clothing. *Different sizes (small, medium, large) of children’s clothing were shown *Read Goldilocks and The Three Bears – asking many questions and investigating the clothing they wear and all the different sizes in the story *Small group – Children draw things that are bigger and smaller than them. Assessment: Through the discussions and activities planned for the students, observation, the drawings and writing the children complete, will be the means for evaluating for students’ understanding of different sizes.


Nebraska Early Learning Guidelines: Language and Literacy: Listening and Understanding  Child listens to directions and conversations with understanding 

Demonstrates understanding of the meaning of stories, songs and poems

Child follows directions in sequences of actions 

Follows single and multi-step or complex directions

Book Knowledge and Appreciation  Child demonstrates interest in and appreciation of reading-related activities  

Shows interest when stories are read Relates events in story to own knowledge and experience

Child learns to sequence and predict a story 

Picture reads; tells about the story from the pictures on the cover or in the book

Early Writing and Alphabet Knowledge  Child shows an interest in early writing 

Child progresses in the identification of letters  

Uses scribbles, shapes or pictures to represent specific thoughts, ideas, stories Identifies some letters and numbers Uses pretend writing in play as a purposeful activity

Child recognizes and/or writes own name on artwork or possessions

Research says:  “Reading books promotes

concentration, comprehension, critical thinking, and perseveration” (Barsotti, 2010).  “Even before they can read, children should see reading a way to explore human adventure” (Shagoury, 2010).


Goal: Eighty percent of children will independently learn the difference between a straight line and a curvy line. *Straight and curvy lines were drawn on the white board. The students made them in the air. *Line hunt around the room. *Small group – investigating different ice cubes. Assessment: Through our discussions and activities planned for the students, observation, written documentation, and recording their answers and dialogue, will be the means of evaluating that the students understand the difference between straight and curvy lines.


Nebraska Early Learning Guidelines Language and Literacy: Listening and Understanding  Child listens to directions and conversations with understanding  Demonstrates understanding of the meaning of stories, songs and poems  Child follows directions in sequences of actions  Follows single and multi-step or complex directions Early Writing and Alphabet Knowledge  Child shows an interest in early writing  Uses scribbles, shapes or pictures to represent specific thoughts, ideas, stories  Child progresses in the identification of letters  Identifies some letters and numbers  Uses pretend writing in play as a purposeful activity  Child recognizes and/or writes own name on artwork or possessions

Research says:  “Cooperation is conducive

to creating emotional health; leads to friendlier feelings among participants; promotes a feeling of being in control of one’s life; increases selfesteem; results in greater sensitivity and trust toward others; and increases motivation (Kohn, 1992; Pica, 2011)”.


Goal: Seventy-five percent of children will independently learn how to make letters of the alphabet identifying letters with straight and curvy lines. *Read Abuela’s Weave. Discussed lines of the clothing patterns. *Reviewed letters writing them in the air. *Small group – writing the letters that they know Assessment: Through our discussions and activities planned for the students, observation, written documentation, the large piece of paper used at small group, and participation from each student during the video will be the means of evaluating that the students understand what lines make up the letters of the alphabet.


Nebraska Early Learning Guidelines:

Research says:

Language and Literacy:

Listening and Understanding 

Child listens to directions and conversations with understanding  Demonstrates understanding of the meaning of stories, songs and poems

Child follows directions in sequences of actions  Follows single and multi-step or complex directions

Early Writing and Alphabet Knowledge 

Child shows an interest in early writing  Uses scribbles, shapes or pictures to represent specific thoughts, ideas, stories

Child progresses in the identification of letters  Identifies some letters and numbers  Uses pretend writing in play as a purposeful activity

Child recognizes and/or writes own name on artwork or possessions

“Children working with technology in teacher-led activities or in peer groups can be a powerful type of learning, particularly for additional language and social skills development” (McManis & Gunnewig, 2012).  “Technology is and will continue to be an integral part of classrooms, workplaces, and our everyday life. Using technology helps early learners to communicate, practice life skills, and better understand concepts. If used pragmatically in the early childhood classrooms, students will be better equipped to begin using 21st century tools independently as they enter elementary schools” (Hubbell, 2007; Keengwe and Onchwari, 2009).


 Bobby* most definitely likes the hands-on activities and materials  Early learning is an important “stepping-stone” for the future of our    

  

children More of the students are engaged in the more active engaging lessons and activities Asking questions is very important for critical thinking skills I need to work on implementing technology and digital literacy into my classroom Promoting the use of many materials in the classroom and allowing children to be creative on this own is important and developmentally appropriate Remaining positive, consistent, and firm with the children gains respect and knowledge of expectations Be very clear with objectives and assessment Prairie Lane was one of the 1st districts with whole day kindergarten – added Pre-K piece to the school’s mission statement


(2012). Early childhood generalist standards: For teachers of students ages 3-8 (3rd ed.). Arlington, VA: National Board for Professional Teaching Standards. Retrieved from: http://www.nbpts.org/userfiles/file/Early_Childhood_7_3_12.pdf (2005). Nebraska early learning guidelines, for ages 3 to 5. Lincoln, NE: Nebraska Department of Education. Retrieved from: http://www.education.ne.gov/oec/pubs/ELG/3_5_English.pdf Barsotti, S. (2010). Hanging on every word: The digital world has our kids reading like crazy...on screens. Where do books fit in?. Scholastic Parent and Child, 17(7), 63-64.

Casta単eda, O. (1993). Abuela's weave. Washington, D.C.: Teaching Strategies, Inc. Dobkin, B. (2010). Goldilocks and the Three Bears. Washington, DC: Teaching Strategies, Inc. Keengwe, J. & Onchwari, G. (2009). Technology and early childhood education: A technology integration professional development model for practicing teachers. Early Childhood Education Journal, 37(3), 209-218. McManis, L. & Gunnewig, S. (2012). Finding the education in educational technology with early learners. Young Children, 67(3), 14-24. Pica, R. (2011). Helping children cooperate. Young Children, 66(6), 60-61. Schoolmykid. (2012, September 22). Alphabet for kids and toddlers. [Video file]. Retrieved from: https://www.youtube.com/watch?v=RxJ5QpADu4g Shagoury, R. (2010). Making reading meaningful. Educational Leadership, 67(6), 63.


Adventures with Bobby*