ABOUT ME:

Stephanie Cutler

Teach preschool (3-4 year-olds) at Prairie Lane Elementary

2nd year at Prairie Lane

Married almost 6 years!

New mom (8-27-2012)

Future: WIDE OPEN

Turned 4 in October

Easily distracted

Hard to keep focused/on task

Seems to not understand expectations

Loves hands-on activities

ABOUT BOBBY:

Bobby’s name has been changed for confidentiality.

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.

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.

Westside Early Childhood Center

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.

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 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

“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).

Research says:

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

“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 self-esteem; results in greater sensitivity and trust toward others; and increases motivation (Kohn, 1992; Pica, 2011)”.

Research says:

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: 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).

Research says:

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.

Castañeda, 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.