curriculum in early childhood programs guide - final version - middlesex community college · 2019....

MIDDLESEXCommunity College

B E D FO R D • MAS SAC H US ET TS • LOW E L L

Strategies for SuccessCOURSE GUIDE

Sponsored by the U.S. Department of Education Title III Grant, Strategies for Success: Increasing Achievement, Persistence, Retention & Engagement, 2008-2013.

Curriculum in Early Childhood Programs

Title III Strengthening Institutions Project Strategies for Success: Increasing Achievement,

Persistence, Retention and Engagement The Strategies for Success Title III initiative is a major, five‐year project (2009‐2013) funded by a two million dollar grant from the U.S. Department of Education. This initiative is intended to transform Middlesex Community College by improving the academic achievement, persistence, retention, and engagement of its students. The project focuses on reformed curricula and comprehensive advising. Reformed Curriculum involves the design of developmental and college Gateway courses and learning communities embedded with Core Student Success Skills related to critical thinking, communication, collaboration, organization, and self‐assessment. Overall, 45 courses will be impacted over the five years of the project. Comprehensive Advising involves the design of integrated advising services to include identification of academic and career goals, creation of realistic educational plans, and continuous tracking and intervention with an emphasis on the Core Student Success Skills. Comprehensive Advising Services will be specifically tailored to each program of study. Cross‐division curriculum and advising design teams composed of faculty and staff are designing, piloting, and assessing the curriculum and advising initiatives. The Title III grant provides resources to support faculty professional development related to designing and piloting new curriculum and advising students. The grant also supports the purchase of advising software programs and the hiring of a Pedagogical Instructional Designer, Learning Engagement Specialist, Advising Coordinator, and two academic advisors. The resources provided by the grant offer an exciting opportunity for the college community to work together to develop the strong programs and services that will increase student success.

1

Contents Introduction ..................................................................................................................................... 4

Unit 1: Overview of Course Requirements and Course Subject ..................................................... 8

Learning Activity 1.1: Preparing for Curriculum in EC Programs ................................................ 9

Handout: Syllabus Quiz.......................................................................................................... 10

Learning Activity 1.2: Getting to Know Your Classmates .......................................................... 13

Learning Activity 1.3: My Favorite Things ................................................................................. 14

Handout: What's Your Learning Style ................................................................................... 15

Handout: Three Different Learning Styles ............................................................................. 17

Learning Activity 1.4: The Typical Units .................................................................................... 18

Unit 2: The Theories behind the Design ........................................................................................ 19

Learning Activity 2.1: Early Childhood Theories and Theorists ................................................. 20

Learning Activity 2.2: If You Build It….They will Come .............................................................. 21

Learning Activity 2.3: Creating a Curriculum Unit ..................................................................... 22

Learning Activity 2.4: MA Learning Guidelines ......................................................................... 23

Handout: Early Learning and Preschool Learning Experience Sheet .................................... 24

Handout: Preschool Learning Experiences Scavenger Hunt ................................................. 25

Handout: Cleaning Your Room Grading and Skill Rubric Handout ........................................ 27

Unit 3: How to Write Curriculum .................................................................................................. 29

Learning Activity 3.1: Writing Goals and Objectives ................................................................. 30

Learning Activity 3.2: Categorize the Objectives ....................................................................... 31

Handout: Objective Categories ............................................................................................. 32

Learning Activity 3.3: What’s wrong with the Lesson Plan? ..................................................... 33

Handout: Lesson Plan Write up ............................................................................................. 34

Handout: Lesson Plan Write Up Answers .............................................................................. 36

Learning Activity 3.4: Teaching Techniques .............................................................................. 38

Handout: List of Teaching Techniques/Strategies by Lori Harries ........................................ 39

Learning Activity 3.5: All Mixed Up Lesson Plan ....................................................................... 40

Handout: Invisible Snowman Content and Teaching Techniques Pieces to Cut Up ............. 41

Unit 4: English Language Arts: Language, Literacy, and Literature ............................................... 43

Learning Activity 4.1: Language and Literacy Terminology ....................................................... 44

Handout: Language and Literacy Terms ................................................................................ 45

2

Handout: Hierarchy of Phonological Awareness Tasks ......................................................... 46

Learning Activity 4.2: Connecting Written and Spoken Language ............................................ 47

Handout: Making the Connection between Written Language and Spoken Language ........ 48

Learning Activity 4.3: I c‐n rht. c‐n u. (I can write. Can you?) ................................................... 49

Handout: Marie Clay's Principles and Concepts of Early Writing ......................................... 50

Handout: Learning about Children’s Writing Styles .................................................................. 51

Learning Activity 4.4: Book Smarts ............................................................................................ 53

Handout: Literacy Experiences in the Early Childhood Classroom ....................................... 54

Handout: Book Reading Skills ................................................................................................ 55

Learning Activity 4.5: Putting Together Language and Literacy ................................................ 56

Learning Activity 4.6: Teaching Young Children Reading Skills ................................................. 57

Handout: Strategies for Teaching Reading to Young School Age Children Lecture Notes ... 58

Handout: Young Children’s Reading Handout ...................................................................... 59

Handout: Making the Classroom a Print Rich Environment ................................................. 60

Unit 5: Creative Arts and Imaginary Play ...................................................................................... 61

Learning Activity 5.1: Let the Creativity Flow ............................................................................ 62

Learning Activity 5.2: Prop Boxes .............................................................................................. 64

Unit 6: Sensory Areas .................................................................................................................... 65

Learning Activity 6.1: The Six Senses ......................................................................................... 66

Learning Activity 6.2: You Don’t Need a Stove to Cook ............................................................ 67

Handout: Cooking Theme Integrated Learning Centers ....................................................... 68

Learning Activity 6.3: You’re It! ................................................................................................. 70

Handout: Game for Early Childhood ..................................................................................... 71

Learning Activity 6.4: You’re a Blockhead ................................................................................. 75

Unit 7: Math, Science, Engineering, and Technology .................................................................... 76

Learning Activity 7.1: One Hundred Days of Math .................................................................... 77

Learning Activity 7.2: What I Don’t Like about Science ............................................................ 78

Learning Activity 7.3: Building a Card Tower ............................................................................ 79

Learning Activity 7.4: Introducing Engineering is Elementary .................................................. 80

Handout: EiE Unit Handout ................................................................................................... 81

Unit 8: Creative Expression: Music, Puppets, and the World Around Us ..................................... 82

Learning Activity 8.1: Music, Music Everywhere ....................................................................... 83

Learning Activity 8.2: Today’s Puppets ..................................................................................... 84

3

Handout: Today’s Puppets Handout ..................................................................................... 85

Learning Activity 8.3: People in Your Neighborhood ................................................................ 86

Learning Activity 8.4: Places in Your Neighborhood ................................................................. 87

Handout: Field Trip Checklist ................................................................................................ 88

Appendix ........................................................................................................................................ 89

Sample Syllabus ......................................................................................................................... 90

Curriculum Guideline Packet EDU 101 ‐ Curriculum in ECE Programs .................................... 103

Middlesex Community College Honor Code ........................................................................... 126

Overview of the NAEYC Accreditation Project at Middlesex Community College .................. 127

NAEYC Accreditation Study ..................................................................................................... 129

at Middlesex Community College Publication Release Form.................................................. 129

NAEYC Curriculum Key Assessment Rubric ............................................................................. 130

Extended Lesson Plan .............................................................................................................. 134

Assessment Rubric: Extended Lesson Plan and Teaching Demonstration ............................. 136

4

Introduction

EDU 101 Curriculum in Early Childhood Programs will explore the creative experiences for young children through awareness of children's individual interests, strengths, and needs. Students will learn to plan and modify activities based on children's individual needs, inclusion and the environment. Major areas to be explored are: English Language Arts, Reading Readiness, Math, Science, Technology, History, Social Science, and Health Education. These major areas will be reflected in course work and discussions based on the Massachusetts Department of Education Pre‐K Standards and Experiences. The course prerequisite is Child Growth and Development (PSY 122). The Intensive Value covered in this course is Written Communication. As a part of the Title III grant, Strategies for Success: Increasing Achievement, Persistence, Retention and Engagement, this course has been redesigned to incorporate the following College Student Success Skills (CSSS): Critical Thinking, Collaboration, Communication, Organization, and Self ‐Assessment. The course materials and activities focus on helping students to develop these key skills which have been linked to success in college classrooms. The purpose of the grant is to help students apply these skills as they learn the course content. Students will have an opportunity to think more explicitly about these skills, apply them while learning about and engaging with theories and concepts of society, and then demonstrate how they have improved their communication, critical thinking, collaboration, organization and self‐reflection skills by the end of the semester. What are Key Student Success Skills? 1. Critical Thinking includes the ability to use and analyze information gathered from multiple sources and form conclusions based on evidence rather than assumption. Critical Thinking involves a variety of means for integrating knowledge, using reasoning and solving problems. At its “Developing” Level (Application) it requires that students identify and use relevant information and reach conclusions consistent with evidence presented. At more “Proficient” and “Advanced” Levels it requires that students compare and contrast differing views, analyze and evaluate information logically, and make inferences based on testable hypotheses. 2. Communication skills can include the ability to write, speak, use numbers, and/or use technology effectively. Communication entails the ability of students to explain ideas related to what they are learning in clear oral or written forms. Such information may be presented individually or in groups. Skills may include the ability to break content down into smaller pieces, organizing and summarizing information, and demonstrating informational, technological, and quantitative literacy.

5

3. Collaboration includes participating as a member of a community, either as part of a group of students in the class, and/or a group of people outside of the classroom. Collaboration rests on the skills necessary for students to work together in group activities and projects. This includes direct skills such as dividing tasks into parts, collecting and sharing information, and making group decisions. It also includes skills related to the processes for learning in community with others such as learning to appreciate differences, negotiating, compromising, and reaching consensus. 4. Organization skills related to time management, note‐taking, test‐taking, and studying are important for success in college. Organization involves a variety of related abilities. These include the ability to systematically relate areas of content to each other, the ability to take an overarching piece of information and to present concepts in a logical manner, and the ability to come up with an outline to show how concepts relate to one another. It may also include the ability to read and follow the syllabus, time management, and the use of effective study skills. 5. Self‐Assessment skills include setting academic and career goals, developing and following a plan to achieve those goals, and utilizing college resources to help students achieve their goals. It involves the ability to assess oneself to gain insight into how one learns, plans, makes decisions, and studies. It also involves the ability to examine how relevant theories apply to real life. How do Skills Connect to Course Content? Each Curriculum Unit contains four learning activities that have the Student Success Skills incorporated into the lessons. Most of the activities contain at least two Student Success Skills. The activity ideas try to use a variety of methodologies such as handouts, videos, websites, small group work, large group work, as well as reflective individual work. The team felt that a variety of methodologies would keep students from getting bored and unproductive. Make sure if the students participate in‐group work that the groups are rotated so students will build relationships with all the class members not just some of the same classmates. One technique that has been proven successful is to put each student’s name on a Popsicle stick. Every time group work is required, the sticks are chosen randomly according to the number of students in each group. We wish you success and congratulate you on your willingness to try new ways to engage student success. Course Guide Design This resource guide was developed by a team of instructors that currently teach or have taught Curriculum in Early Childhood Programs. The activities were a collaboration of ideas we consider “best practices” for teaching the content for Curriculum. These activities are suggestions for ways to keep students engaged and interactive in the learning process. The suggested time management of the course content dictates the class should have 20 minutes of content, followed by 20 minutes of the suggested unit activity, and then finish with 20 minutes of content. Each unit is designed to take two weeks to complete (except the Overview of Course Requirements, which can be combined to last one week.) Any activities that require right and wrong answers have a correct answer sheet after the handout.

6

The Course Guide is divided into units based on the Hilda Jackman textbook‐ Early Childhood Curriculum: A Child’s Connection to the World. The course guide is broken into nine units: Overview of Course Requirements and Course Subject, The Theories Behind the Design, How to Write Curriculum, English Language Arts: Language, Literacy, and Literature, Creative Arts and Imaginary Play, Sensory Areas, Math, Science, Engineering, and Technology, and Creative Expression: Music, Puppets, and the World Around Us. Each unit contains the following information:

• Unit Description • Unit Information • Unit Objectives • Key Terms to Know in the Unit • Learning Activities • Attachments

There are Learning Activities within each unit. The Learning Activities are suggestions and as the instructor, you can modify the activity by shortening it or lengthening it. Each Learning Activity Unit is subdivided into:

• Student Learning Outcomes • College Student Success Skills Addressed • Context in the Course • Activity Description • Materials for Lesson • Assessment

The Attachment Section relates to policies adapted by the Early Childhood Education and Early Childhood Education Transfer Programs. The Re‐design team created a Sample Syllabus, which is a combination of policies based on years of college level teaching. There are Early Childhood mandate syllabi content policies (Course Goals, REACH Framework, Course Textbook, Student Learning Outcomes, Instructional Methods, and Topics Covered and the Child Observation Description), assignment expectations, and written assignments. The mandated syllabi information cannot be changed because it is part of the NAEYC Accreditation Process. Each instructor can adapt the assignment expectations, written assignments, and course policies to their specific course. In 2007, The Early Childhood Education and Early Childhood Education Transfer Programs were accredited by NAEYC (National Association for the Education of Young Children). If you are unfamiliar with the accreditation process, an overview of the accreditation process can be found in the attachment section. Part of the accreditation process involves measuring a student’s skill level in what is referred to as a key assessment. There are five NAEYC key assessments throughout the MCC early childhood courses. In this course, the key assessment is the Activity Plan and Teaching Demonstration. The key assessment requires that all Curriculum students be measured for certain skills attainment at the completion of an assignment. Because all students in every section of Curriculum have to be rubriced, the description of the

7

Activity Plan cannot be changed nor can the skill rubric. Instructors that teach Curriculum in Early Childhood Programs should familiarize themselves with the NAEYC information found in the Attachment Section. This process can be confusing to new instructors so please feel free to contact, Maureen Goulet for help with the NAEYC Accreditation data collection. We hope you enjoy the activities that we chose. Please feel free to provide the team with input as to the successfulness of the activities and any adaptations that were successful. We look forward to hearing from you. Have a good semester. Team Members: Maureen Goulet, Team Leader ([email protected]) Lisa Daunais, Team Member ([email protected]) Lori Harries, Team Member ([email protected]) Nancy Tyler‐Higgins, Team Member ([email protected])

8

Unit 1: Overview of Course Requirements and Course Subject

Unit Description Welcome to the world of Curriculum in Early Childhood Programs. This week you will be introduced to your fellow classmates, as well as the classroom instructor. The syllabus contains important information about the course assignments, due dates and descriptions of written assignments, as well as the instructor’s policies and procedures. Review the syllabus for important information about the Curriculum class. You will also discuss the unit you will create for the class. All of your written assignments will relate to your theme so at the end of the semester, you will have twenty‐five different curriculum unit ideas that you can use in your child care educational setting. Unit Information The reading assignment for this unit is to: Re‐read they syllabus, purchase the textbook, and begin looking over the text. Unit Objectives At the completion of this unit, the student should be able to: 1. Highlight the important information and due dates in the syllabus 2. Talk about interesting ways teachers can present course content to engage learners 3. Discuss the typical ECE curriculum units and explain why you cannot choose those ideas for

your curriculum unit 4. List different possible units you could use for your theme topic 5. Name the ways that you can be successful in the Curriculum course Key terms to know for this unit:

• Student Success Program • Critical Thinking • Communication • Collaboration • Organization • Self‐Assessment • Early Alert Program • Honor Policy

9

Learning Activity 1.1: Preparing for Curriculum in EC Programs Learning Objectives: After successfully completing this activity, students should be able to:

• Name four of the different written assignments due in class • Discuss some of the ways a student can be prepared for class • Explain how the responsibilities in college are different from high school • Identify ways a student can stay organized in a college classroom

College Student Success Skills Addressed: Communication, Organization, Self‐Assessment Context in the Course: This activity should be used in the first class to prepare students for the upcoming semester and the requirements for completing the Curriculum class. Activity Description: After going over the class syllabus, students will get a list of questions that relate to the syllabus. Students will answer the syllabus questions, either individually or in a group. Each student is responsible for turning in the assignment. Instructors can change questions based on their syllabus. Materials for Lesson:

• Class Syllabus

• Sample Syllabus Hunt (instructor can change questions if needed)

Assessment: Students will complete a syllabus hunt to be collected as part of the class participation grade.

10

Handout: Syllabus Quiz NOTE: This quiz is specifically for Maureen Goulet’s syllabus. Please feel free to change the questions to fit your syllabus. Name of Student: _______________________ Day/Class Meeting Times: _________________ 1. If you are sick and do not attend class, what do you need to do? How many times can you be absent without it effecting your grade? 2. How often should you check your MCC email? Do I send emails to addresses other than MCC addresses? 3. What do you have to do every time after you submit an assignment electronically? 4. What is the format that is acceptable to send a file in? .docx? .rtf? .doc? or other? 5. What does “being prepared” for class mean? 6. How many lesson plan write‐ups are required? Extended lesson plans? Language and Literacy units? 7. Can you bring cell phones to class? What do you need to do with cell phones? 8. How do you know when an assignment is due? Can you turn in a curriculum write‐up late? 9. What happens if you do not document your sources? Can you fail an assignment if you do not document your sources? 10. Do I take off points for grammar errors such as comma mistakes and sentence structure errors? 11. When should you buy the textbook? When should you read the chapters in the book? 12. What is the Early Alert Program? When do I turn in your name to Early Alert Program? 13. When you send me an email, what do I always do? What do you put in the subject line of an email? 14. Where do you have to put a copy of all of the assignments from the Curriculum class? 15. What is the correct procedure for officially withdrawing from class?

11

Syllabus Quiz Answers 1. If you are sick and do not attend class, what do you need to do? How many times can you be absent without it effecting your grade? Should an emergency occur and you cannot attend class, it is your responsibility to email the instructor AND get all the class notes and assignments. Students are allowed to miss no more than 25 percent of class content (example: two class meetings in a Tue/Th class). 2. How often should you check your MCC email? Do I send emails to addresses other than MCC addresses? Can you send assignments thru email? Students should check their MCC email account twice a week on a regular basis. Students will be contacted by the instructor thru the MCC email system ONLY. Assignments will not be accepted by email. 3. What do you have to do every time after you submit an assignment electronically? Students submitting items electronically must check for ! in Student Tools, My Grades after item was sent to see if items was sent correctly. 4. What is the format that is acceptable to send a file in? .docx? .rtf? .doc? or other? Papers submitted electronically must be in .rtf, .doc, or docx formats 5. What does “being prepared” for class mean? • Arrive for class on time and prepared‐ have notebook, pencil/pen and homework • Read required chapters in textbook before class and come prepared to participate in class discussions 6. How many lesson plan write ups are required? Extended lesson plans? Language and literacy units? There are five lesson plan write‐ups, one extended lesson plan and one language and literacy unit. 7. Can you bring cell phones to class? What do you need to do with cell phones? Yes. Cell phones must be turned off or set to vibrate and should be stored out of site, during class time. 8. How do you know when a paper is due? Is there a penalty for late papers? What happens after the one‐week late paper deadline? Check the due dates in the syllabus. It is the responsibility of the student to keep track of all required assignments and due dates. Curriculum write‐ups cannot be turned in late. Activity plans and language and literacy units will be accepted late but not past a one‐week deadline. 9. What happens if you do not document your sources? Can you fail an assignment if you do not document your sources? Taking and using ideas or writings of anther without clearly and fully crediting the source is plagiarism, a violation of the academic code, and if it is proven that a student, in any course in which he/she is enrolled, has knowingly committed such a violation, suspension from the course and a failing grade in the course may result. Any student ideas need to be stated as their own idea. 10. Do I take off points for grammar errors such as comma mistakes and sentence structure errors? Yes. Points are taken off for grammar and spelling errors. 11. When should you buy the textbook? When should you read the chapters in the book?

12

Buy the textbook as soon as possible. Read required chapters in textbook before class and come prepared to participate in class discussions. 12. What is the Early Alert Program? When do I turn in your name to Early Alert Program? The program is designed to promote student success through coordination and communication between students, instructors, advisors, and campus support service departments. If I observe that you are experiencing difficulties in the course (in terms of attendance, test scores, or participation, for example), I will turn in your name. 13. When you send me an email what do I always do? What do you put in the subject line of an email? I will always send a response when I get an email. If you did not get a reply, I did not get your email. Make sure to put your name, class day and time in the subject line of an email. 14. Where do you have to put a copy of all of the assignments from the Curriculum class? Copies of all written assignments need to be put in your Early Childhood Portfolio. 15. What is the correct procedure for officially withdrawing from class? What happens if you do not follow the stated procedure? If you are withdrawing, you have to fill out a withdraw form at the Student Information Center located in the Lowell and Bedford campuses. I will fail a student that does not follow the correct withdraw procedure.

13

Learning Activity 1.2: Getting to Know Your Classmates

Learning Objectives: After successfully completing this activity, students will be able to: • Discuss personality traits in terms of colors of the rainbow • Identify a color of the rainbow that represents their personality trait • Tell how the colors of a rainbow relate to the different personalities of children • Name the MCC Core Commitments that are addressed by this activity

College Student Success Skills Addressed: Communication Self‐Assessment Context in the Course: This activity can be used in the Overview of Course and Course Subject Unit. Activity Description: The instructor will put a rainbow on the whiteboard. Students will describe character traits that they associate with the colors of the rainbow. After describing the traits, students will think of the color that best represents their personality. The students will then come up to the rainbow and put their name in the color semi‐circle that represents their personality. The instructor will emphasize how different colors make up the beauty of a rainbow and how one color alone is not responsible for its beauty. The instructor can relate how the classroom composition and is similar to a classroom of children made up of many different personalities. The instructor can discuss that everyone is entitled to an opinion and “one size does not fit all” and disagreements may occur but it is important to listen to others’ opinions. The instructor should also stress the importance of confidentiality in classroom discussions and explain that what happens in the class stays in the class. The topic can connect to the MCC Core Commitment – Choose to… Respect Diversity, Strive for Excellence, Contribute to Society, Develop Strong Ethics, and Act with Integrity. Materials for Lesson: A large picture of a rainbow Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.

14

Learning Activity 1.3: My Favorite Things

Student Learning Outcomes: After successfully completing this activity, students should be able to:

• List their favorite educational units • Explain why some students enjoy some units and dislike other units • Discuss unit success or failure depends on how unit is presented by teacher • Compare and contrast positive and negative teaching techniques and their effect on learning

College Student Success Skills Addressed: Communication Collaboration Self‐Assessment Context in the Course: This activity can be used in the Overview of Course and Course Subject Unit. Activity Description: Students divide into groups that will brainstorm the units that they enjoyed learning about in preschool or elementary school. Students will explain what they liked about the unit and what knowledge they retained in the unit. Students will present the findings to the class. Next, the students will address the topics that challenged them to learn in school. Students should also address and tell why those units were challenging for them. Students will report findings to the class. Students should take the Learning Styles Inventory on next page to see about their personal learning style. Instructors should emphasize that not everyone learns best by the “one size fits all” philosophy, and that for students to be successful, information needs to be presented in different modalities. Materials for Lesson: What’s Your Style Learning Inventory quiz? Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.

15

Handout: What's Your Learning Style For these questions, choose the first answer that comes to mind and mark on A, B, or C. Don't spend too much time thinking about any one question. 1. When you study for a test, would you rather:

a) read notes, read headings in a book, and look at diagrams and illustrations

b) have someone ask you questions, or repeat facts silently to yourself

c) write things out on index cards and make models or diagrams 2. Which of these do you do when you listen to music?

a) daydream (see things that go with the music)

b) hum along

c) move with the music, tap your foot, etc. 3. When you work at solving a problem do you:

a) make a list, organize the steps, and check them off as they are done

b) make a few phone calls and talk to friends or experts

c) make a model of the problem or walk through all the steps in your mind 4. When you read for fun, do you prefer?

a) a travel book with a lot of pictures in it

b) a mystery book with a lot of conversation in it

c) a book where you answer questions and solve problems 5. To learn how a computer works, would you rather:

a) watch a movie about it

b) listen to someone explain it

c) take the computer apart and try to figure it out for yourself 6. You have just entered a science museum; what will you do first?

a) look around and find a map showing the locations of the various exhibits

b) talk to a museum guide and ask about exhibits

c) go into the first exhibit that looks interesting, and read directions later 7. What kind of restaurant would you rather not go to?

a) one with the lights too bright

b) one with the music too loud

c) one with uncomfortable chairs 8. Would you rather go to:

16

a) an art class

b) a music class

c) an exercise class 9. Which are you most likely to do when you are happy?

a) grin

b) shout with joy

c) jump for joy 10. If you were at a party, what would you be most likely to remember the next day?

a) the faces of the people there, but not the names

b) the names but not the faces

c) the things you did and said while you were there 11. When you see the word "d ‐ o ‐ g", what do you do first?

a) think of a picture of a particular dog

b) say the word "dog" to yourself silently

c) sense the feeling of being with a dog (petting it, running with it, etc.) 12. When you tell a story, would you rather:

a) write it

b) tell it out loud

c) act it out 13. What is most distracting for you when you are trying to concentrate?

a) visual distractions

b) noises

c) other sensations like, hunger, tight shoes, or worry 14. What are you most likely to do when you are angry?

a) scowl

b) shout or "blow up"

c) stomp off and slam doors 15. When you aren't sure how to spell a word, which of these are you most likely to do?

a) write it out to see if it looks right

b) sound it out

c) write it out to see if it feels right

17

Handout: Three Different Learning Styles Count up the number of A’s, B’s and C’s. If you scored mostly A's, you may have a visual learning style. You learn by seeing and looking.

Visual Learners

• take numerous detailed notes • tend to sit in the front • are usually neat and clean • often close their eyes to visualize or remember something • find something to watch if they are bored • like to see what they are learning • benefit from illustrations and presentations that use color • are attracted to written or spoken language rich in imagery • prefer stimuli to be isolated from auditory and kinesthetic distraction • find passive surroundings ideal

If you scored mostly B's, you may have an auditory learning style. You learn by hearing and listening.

Auditory Learners • sit where they can hear but needn't pay attention to what is happening in front • may not coordinate colors or clothes, but can explain why they are wearing what they are

wearing and why • hum or talk to themselves or others when bored • acquire knowledge by reading aloud • remember by verbalizing lessons to themselves (if they don't they have difficulty reading maps

or diagrams or handling conceptual assignments like mathematics)

If you had mostly C's, you may have a kinesthetic learning style. You learn by touching and doing. Kinesthetic Learners

• need to be active and take frequent breaks • speak with their hands and with gestures • remember what was done, but have difficulty recalling what was said or seen • find reasons to tinker or move when bored • rely on what they can directly experience or perform • activities such as cooking, construction, engineering and art help them perceive and learn • enjoy field trips and tasks that involve manipulating materials • sit near the door or someplace else where they can easily get up and move around • are uncomfortable in classrooms where they lack opportunities for hands‐on experience • communicate by touching and appreciate physically expressed encouragement, such as a pat on

the back

18

Learning Activity 1.4: The Typical Units


• Name 10 typical units done in childcare centers or early elementary schools • Discuss why typical units cannot be chosen for the Curriculum class units/themes • Choose an ‘atypical’ theme for their curriculum unit • Tell why the curriculum instructor needs to approve of all theme units

College Student Success Skills Addressed: Critical Thinking, Communication, Organization Context in the Course: This activity can be used in the Overview of Course and Course Subject Unit. Activity Description: The instructor will write September on the dry erase board. The instructor will explain that most preschools and elementary schools start their school year in September. Students will think of the typical themes or units that are taught in September. Some common themes are: Getting to Know You, Friendship, The color red, Apples etc... When September is finished, the instructor will write October and the exercise is repeated until all the months have been completed. Instructors can combine the months of June, July and August, as some centers have summer programs and change to a weekly theme rather than monthly. The instructor will stress that ‘typical’ units cannot be chosen for theme units for the Curriculum class. This way, at the completion of the Curriculum class, the student will have so many more unit ideas to create their own unique classroom curriculum. After this exercise, students will choose a unit for their curriculum. Themes for the Curriculum unit need to be approved by the instructor to avoid duplication of ideas. Materials for Lesson: There are no materials required for this lesson. Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.

19

Unit 2: The Theories behind the Design

Unit Description: Over the years, early childhood professionals have often been referred to as babysitters and that the only thing that early childhood professionals do all day is “play.” Early childhood educators are professionals! The work is based on the proven theories of Piaget, Erikson, Montessori, Vygotsky, and Gardner. Using the theories, early childhood educators create lessons and teach skills necessary to set the stage for life‐long learning. In this unit, you will learn about the theorists, the different curriculum models, and how the theory provides the backbone of early learning. Using that information, you will learn how to plan the activities and experiences that are developmentally appropriate for the different ages and stages of development. Unit Information: The reading assignment for this unit is to: Read Chapter 2, Written Guideline Packet and Preschool Learning Experiences. Unit Objectives: At the completion of this unit, the student should be able to: 1. Explain how curriculum and developmentally appropriate practice is connected back to the early

childhood theorists 2. List the different curriculum models for early childhood programs 3. Discuss the role of the classroom environment in creating curriculum 4. Name the components of an Early Childhood Curriculum unit 5. Identify the names of standards used in Massachusetts to assess the skills of the different age groups

from infants to high school students. Key terms to know for this unit:

• Theory of Multiple Intelligences • Developmentally Appropriate Practice • Goals • Curriculum • Curriculum Model • Theme Web • Lesson Plan • Evaluation • Rubric • Preschool Learning Experiences • Early Learning Experiences for Infants and Toddlers • Anti‐bias • Inclusion • Multicultural • Open ended • Child Centered

20

Learning Activity 2.1: Early Childhood Theories and Theorists


• Name four early childhood theorists and name their theory • Discuss the components of the following theories: Erikson’s Psychosocial, Piaget’s

Cognitive Development, Vygotsky’s Socio‐cultural, and Gardner’s Multiple Intelligences

• Explain the concept of developmentally appropriate practices and give examples of developmentally appropriate materials and supplies for each age group: infants, toddlers, preschoolers, kindergartners, and school age children

• Give examples of each of the seven different stages of play • List the skills children learn thru play

College Student Success Skills Addressed: Communication, Collaboration, Organization Context in the Course: This lesson is used in Unit 2‐ Theories Behind the Design. Activity Description: This PowerPoint is an overview of the main Early Childhood theorists and their theories: Erikson, Piaget, Vygotsky, and Gardner. The concept of developmentally appropriate practice and the stages of play are included in the PowerPoint. There are small group activities within the PowerPoint in the areas of developmentally appropriate practices and stages of play. Students will be given index cards with the descriptions of stages of play and the names of the stages of play. Students are to match the stage to the description of the stage of play. After the stages of play are discussed, students will list the skills learned by playing. Materials for Lesson: • PowerPoint Presentation‐ Go to NAEYC Accreditation Blackboard Site‐ Curriculum

Redesign‐Unit 2.1

• Index cards with description of stages of play and the names of the stages of play

Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.

21

Learning Activity 2.2: If You Build It….They will Come


• Describe the Student Success step ladder for building a solid foundation • Name the components of the WHERE Elements • Discuss the six Strands in the Preschool Learning Experiences • Explain the concepts in ‘The Big Picture” of Curriculum • List four ways to measure student assessment • Explain the concept of Differentiated Instruction

College Student Success Skills Addressed: Communication, Collaboration, Organization Context in the Course: This lesson is used in Unit 2: The Theories behind the Design. The PowerPoint discusses the Foundational Steps for Building Curriculum and connecting the steps to the Massachusetts Preschool Learning Experiences. Activity Description: The activity is a PowerPoint that discusses the ‘why’ behind writing curriculum and assessment. The concepts of open ended, anti‐bias curriculum, process focus, and differentiated instruction are discussed. After the PowerPoint, students will pick one standard and discuss the terminology within that standard. Materials for Lesson: PowerPoint Presentation‐ Go to NAEYC Accreditation Blackboard Site‐ Curriculum Redesign‐Unit 2.2 Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.

22

Learning Activity 2.3: Creating a Curriculum Unit Student Learning Outcomes: After successfully completing this activity, students should be able to:

• Name four different curriculum models and/or programs and give a brief description of each program

• Explain why curriculum is an ‘ongoing’ process • List the components of a curriculum unit • Tell the difference between a curriculum unit, theme web, lesson plan, and activity

plan • Discuss the difference between a grading rubric and a skill rubric

College Student Success Skills Addressed: Communication, Collaboration, Organization Context in the Course: This lesson can be used in Unit 2: The Theories behind the Design. The PowerPoint discusses the various components in a Curriculum Unit. Activity Description: This PowerPoint is an overview of the components of a curriculum unit. The instructor will discuss two different types of rubrics: skill rubric and grading rubric. The instructor can show the skill rubric used by the Education Department for the NAEYC Accreditation. The instructor will give the ‘Cleaning Your Room’ Rubric Handout and have student create rubrics for a clean bedroom. Materials for Lesson: • PowerPoint Presentation‐ Go to NAEYC Accreditation Blackboard Site‐ Curriculum Redesign‐Unit 2.3

• Grading and Skill Rubric Handout


23

Learning Activity 2.4: MA Learning Guidelines


• Identify the Guideline Categories in the Massachusetts Preschool Learning Experiences

• Explain how one activity can meet two different Preschool Guidelines. • Discuss the alignment between the Early Learning Guidelines and the Preschool

Learning Guidelines • Name the different age groups in the Early Learning Guidelines for Infants and

Toddlers College Student Success Skills Addressed: Critical Thinking, Communication, Collaboration Context in the Course: This activity can be used in Unit 2: The Theories behind the Design. It should be used after Unit 2.3: Creating Curriculum. Activity Description: After discussing the MA Early Learning Guidelines for Infants and Toddlers & the MA Preschool Learning Experiences, students will complete a Scavenger Hunt using the Massachusetts Preschool Learning Experiences. The students will be divided into groups of four. Each group will be given a preschool activity. Students will analyze the activity to determine how it meets two different Preschool Learning Experiences. Materials for Lesson:

• Massachusetts Early Learning Guidelines for Infants and Toddlers

• Massachusetts Preschool Learning Experiences booklet

• Preschool Learning Experiences Scavenger Hunt

• Preschool Learning Guideline Exercise Sheet Assessment: Students will complete a scavenger hunt to be collected as part of the class participation grade.

24

Handout: Early Learning and Preschool Learning Experience Sheet

Activity One: A group of infants/toddlers or preschoolers is playing with play dough. Activity Two: A group of infants/toddlers or preschoolers is taking a walk outside. Activity Three: A group of infants/toddlers or preschoolers is playing with felt pieces to the Very Hungry

Caterpillar. Activity Four: A group of infants/toddlers or preschoolers is making an age appropriate snack. Using the Early Learning Guidelines for Infants and Toddlers, figure out‐‐ Pick an age group: Development Guideline: Learning Guidelines: (# ) Indicator: Pick an age group: Development Guideline: Learning Guidelines: (# ) Indicator: Using the Guidelines for Preschool Learning Experiences, figure out‐‐ Guideline: Category: Learning Guidelines: (# ) Guideline: Category: Learning Guidelines: (# ) If time, make up your own activity. Description of Activity: Using the Early Learning Guidelines for Infants and Toddlers, figure out‐‐ Pick an age group: Development Guideline: Learning Guidelines: (# ) Indicator: Using the Guidelines for Preschool Learning Experiences, figure out‐‐ Guideline: Category: Learning Guidelines: (# ) Guideline: Category: Learning Guidelines: (# )

25

Handout: Preschool Learning Experiences Scavenger Hunt

1. Name the six main guidelines:

1. 2.

3. 4.

5. 6.

2. How many categories does the English Language Arts guideline have? _____________

_________________________________________________________________________

3. Name the categories in the Mathematics guideline: ____________________________

_________________________________________________________________________

4. How many learning guidelines are in the Earth and Space Science category? ________

_________________________________________________________________________

5. How many categories in History and Social Science Guideline? ____________________

6. How many learning guidelines are in the History and Social Science Guideline?

________

7. Which of the following categories is not in the Arts?

Music Visual Arts Theatre Arts Movement & Dance Physical Arts

8. What does framework #23 in the Health guideline cover?

___________________________________________________________________________

9. What does framework #14 in the Life Science category of the Science and Technology/ Engineering guideline cover?

___________________________________________________________________________

10. Name the six categories in the Science and Technology/Engineering guideline.

1. 2. 3.

4. 5. 6.

26

Preschool Learning Experiences Scavenger Hunt Answers

1. Name the six main guidelines:

The six main guidelines are: English Language Arts, Mathematics, Science and Technology/Engineering, History and Social Science, Health Education and the Arts.

2. How many categories does the English Language Arts guideline have?

There are three categories in English Language Arts: Language, Reading and Literature, Composition.

3. Name the categories in the Mathematics guideline:

The categories in the Mathematics Guideline are: Number Sense, Patterns & Relations, Shapes & Spatial Sense, Measurement, and Data Collection & Analysis.

4. How many learning guidelines are in the Earth and Space Science category? There are five learning guidelines in the Earth and Space Science category. 5. How many categories are in History and Social Science Guideline?

There are no categories in the History and Social Science Guidelines. It was a misprint.

6. How many learning guidelines are in the History and Social Science Guideline?

There are thirteen learning guidelines in the History and Social Science Guidelines.

7. Which of the following categories is not in The Arts? Physical Arts is not a category in the Arts. 8. What does framework #23 in the Health guideline cover?

The Health #23 Learning Guideline covers dental health: flossing, brushing, and healthy foods.

9. What does framework #14 in the Life Science category of the Science and Technology/ Engineering guideline cover?

The Life Science #14 covers living things that inhabited earth years ago.

10. Name the six categories in the Science and Technology/Engineering guideline.

The six categories are: Inquiry Skills, Earth and Space Sciences, Life Sciences, Living Things & Their Environment, Physical Sciences, Technology & Engineering.

27

Handout: Cleaning Your Room Grading and Skill Rubric Handout Grading Rubric: A parent’s idea of a clean room is not the same as the child’s idea. You are the parent. Describe what a child’s room should look like if you were to inspect it and give it a point value. Areas: 1 Point 3 Points 5 Points

Bed

Floor

Closet

Child’s Name: Date of Inspection: Bed Total: out of 5 points Floor Total: out of 5 points Closet Total: out of 5 points What would determine if a child got a grade of an A or the grade of a C‐? Skill Rubric: Now, design the skill rubric, what would the room look like if the child’s skills were evaluated on each area.

Skill 0

Does Not Meet Expectations

1 Minimally Meets Expectation

5 Exceeds Expectations

Does the child have the skills to clean his/her room? How did you determine it? What is the difference between the two rubrics?

Cleaning Your Room Grading and Skill Rubric Handout Answers

28

Grading Rubric: A parent’s idea of a clean room is not the same as the child’s idea. You are the parent. Describe what a child’s room should look like if you were to inspect it and give it a point value. Areas: 1 Point 3 Points 5 Points

Bed

• Bed is not made • Pillow missing or on

floor

• Covers are pulled up • Wrinkles evident • Pillow is thrown on bed

• No wrinkles in sheets • Corners tucked in • Pillow is centered on bed

Floor • Objects out of place • Floor is dirty

• No toys on floor • Under bed is clean • Floor is not vacuumed

• Floor is spotless • Floor vacuumed • No items under bed

Closet • Dirty and clean

clothes in closet • Items on closet floor

• Clothes are hung up • Items on floor of closet• Dirty laundry in closet

• Clothes are hung up • Dirty clothes in hamper • Toys put neatly away

Child’s Name: Date of Inspection: Bed Total: out of 5 points Floor Total: out of 5 points Closet Total: out of 5 points What would determine if a child got a grade of an A or the grade of a C‐? You need to figure out the maximum number of points then divide by 15 then times 100 points. For example: 13 points equals a grade of 86.6 (B+), while 10 points would equal a 66.6 (D+).

A Range A+ = 96.0 to 100 A= 93.1 to 100 A‐ = 90 to 93.0 B Range B+ = 86.0 to 89.9 B= 83.1 to 85.9 B‐ = 80.0 to 83.0 C Range C+ = 76.0 to 79.9 C= 73.1 to 75.9 C‐ = 70.0 to 73.0 D Range D + = 66.0 to 69.9 D= 63.1 to 65.9 D‐ = 60.0 to 63.0 F Range F= below 59.9

Skill Rubric: Now, design the skill rubric, what would the room look like if the child’s skills were evaluated on each area.

Skill 0

Does Not Meet Expectations

1 Minimally Meets Expectation

5 Exceeds Expectations

Making Bed Bed is not made Bed made but not neat Bed made no wrinkles

Toys Toys all over the room Toys in closet or under bed Toys away neatly

Clothes Away Clothes on floor Clothes in closet but on floor Clothes in hamper or in closet.

Pillow Pillow is on floor Pillow is thrown on bed Pillow centered in bed

Does the child have the skills to clean his/her room? How did you determine it? What is the difference between the two rubrics?

29

Unit 3: How to Write Curriculum

Unit Description: In this unit, you will learn about the components of lesson plans. This unit is very important! Students should be strongly encouraged to attend all the classes in this unit because all of the required written assignments due in the Curriculum class are discussed, as well as all the required components within those assignments. Topics covered in this unit include: Curriculum areas, Preschool Learning Guidelines, goals, objectives, diverse learning objectives, content, teaching techniques, and evaluation. After this unit is complete, students will choose a theme for their Curriculum Unit assignments. Unit Information: The reading assignment for this unit is to: Read Chapter 2, Written Guideline Packet and Preschool Learning Experiences Unit Objectives: At the completion of this unit, the student should be able to: 1. Explain the importance of “why” and evaluation in lesson planning 2. Name the components of a curriculum unit 3. Write a Weekly Overview for a theme (chosen by the student) 4. Discuss how the guidelines, goals, objectives, and diverse objectives are circular and connect

back to each other 5. Write an Extended Lesson Plan for a theme (chosen by the student) Key terms to know for this unit:

• Objectives • Goals • Student Learning Outcomes • Teaching Techniques • Measurability • Physical, social, emotional and cognitive domains • Evaluation • Emergent Curriculum • Differential Learning • Inclusive Curriculum • Integrated Curriculum

30

Learning Activity 3.1: Writing Goals and Objectives


• Name the different types of objectives and the three types of diverse learning objectives

• Describe how goals and objectives are interrelated • Discuss the term “measurable” and how ‘measurability” relates to objectives and

not goals • Write one physical, social, emotional, cognitive, auditory, visual, and kinesthetic

objective College Student Success Skills Addressed: Communication, Collaboration, Organization Context in the Course: This lesson is used in Unit 3‐ How to Write Curriculum. The Goals and Objectives PowerPoint introduces students on how to write goals, objectives, and diverse learning objectives used in the written assignments in the Curriculum class. Activity Description: Students will be shown the Goals and Objectives PowerPoint. At the completion of the PowerPoint, the class is divided into four groups. The instructor will hand out four completed art activities. Using the Written Guideline Packet, each group has to write one objective for each of the four categories: physical, cognitive, social, and emotional. Each group will present the objectives to the class. When completed, student will write three diverse learning objectives: visual, auditory and kinesthetic for each art activity. The groups will present the diverse learning objectives to the class. Materials for Lesson:

• PowerPoint Presentation‐ Go to NAEYC Accreditation Blackboard Site‐ Curriculum Redesign‐Unit 3.1

• Curriculum Guideline Packet

• Four sample art activities

Assessment: The goals and objectives written by the students will be the assessment. Students will be assessed for their participation as part of the class participation portion of their grade.

31

Learning Activity 3.2: Categorize the Objectives


• Discuss why one objective verb can be used in two categories • Classify twenty objective words into the corresponding objective categories • Explain how to determine if an objective is a social or an emotional objective • Write four complete objectives for each category‐ physical, social, cognitive, and

emotional College Student Success Skills Addressed: Critical Thinking, Communication, Collaboration Context in the Course: This lesson is used in Unit 3‐ How to Write Curriculum. It is used after the PowerPoint on How to Write Goals and Objectives. Activity Description: The class is divided into four or five groups. Students will be given the sheet with the objective categories. The students use the Curriculum Guideline Packet to write the objectives in the correct category: social, emotional, cognitive, or physical. Once a word is placed in a category, students justify placement of the word by writing an objective using that word. Make sure to explain that one word can be used in more than one category but it must have correct wording to match the one objective category. For example: “Explain” in the cognitive category would be – “Explain” why the Rainbow Fish gave away his shiny scales. “Explain” in the emotional category would be‐ “Explain” how the Rainbow Fish felt when he gave away his scales. Materials for Lesson:

• A copy of the objective category sheets for each group

• Curriculum Written Guideline Packet

Assessment: The objectives written by the students will be the assessment. Students will be assessed for their participation as part of the class participation portion of their grade.

32

Handout: Objective Categories

PHYSICAL COGNITIVE

SOCIAL EMOTIONAL

33

Learning Activity 3.3: What’s wrong with the Lesson Plan?


• List 10 errors in the lesson plan

• Correct the errors in the lesson plan

• Discuss how to use the Preschool Learning Guidelines for a curriculum piece write‐up

• Explain the difficulty level in the cognitive‐based question section and discuss how the difficulty levels of the questions have to relate to the age group

College Student Success Skills Addressed: Critical Thinking, Communication, Collaboration Context in the Course: This lesson should be used in Unit 3‐ How to Write Curriculum. This lesson should be used after lesson 3.1: Writing Goals and Objectives, or 3.2: Categorize the Objectives. Activity Description: Students will be given the lesson plan. The lesson is poorly written and has 10 mistakes in it. The students try to find the 10 mistakes. Once a mistake is found, students have to tell why it is a mistake and how to fix the mistake. Materials for Lesson: The Snowman on a Stick Lesson Plan Assessment: The corrections to the lesson plan will be the assessment. Students will be assessed for their participation as part of the class participation portion of their grade.

34

Handout: Lesson Plan Write up Name of Student: Mary Moo Cow

A. Name of Activity: Snowman on a Stick Main Curriculum Area: Teacher to Child Ratio: 1 Teacher to 4 Children Age Group: Preschool Length of Activity: 20 Minutes B. Curriculum Frameworks for Preschool Experiences: Guideline: Science and Technology/Engineering Category: Earth and Space Sciences Learning Guidelines: (# 7) Identify the characteristics of local weather based on first‐hand observations. Guideline: Science and Technology/Engineering Category: Living Things and Their Environment Learning Guidelines: (# 16) Observe and describe seasonal changes in their personal lives. C. Describe the Activity in Detail: The children get a tongue depressor. They will paint the depressor white and wait until it dries. When the stick is dry, they will glue a black felt hat and googly eyes. With a magic marker, they will draw three buttons and a carrot nose. The last step is to cut yarn and wrap around the stick for a scarf. D. Goals of Lesson: At the completion of this activity, the learner should be able to: 1. Understand the parts of a snowman: eyes, hat, scarf, eyes, nose, buttons, etc. 2. Name the type of snow needed to make a snowman: heavy sticky snow E. Objectives: At the completion of this activity, the learner should be able to: Physical: Be able to wrap the yarn around the stick to make a scarf. Emotional: Children will discuss their likes/dislikes about winter and snow. Cognitive: Remember the number of buttons on their snowman. Social: Name the materials in the project. F. Objectives to Accommodate Diverse Learning Styles: At the completion of this activity, the learner should be able to: Visual: Draw the nose and buttons on the snowman. Auditory: Describe what happens to weather in winter months. Kinesthetic: Point out where they are going to draw the nose and buttons.

35

G. Materials and Preparation: Black felt cut in the shape of a hat, tongue depressors, white paint, black magic markers, orange magic marker, yarn and googly eyes. H. List seven cognitive based questions and answers you would ask during the activity:

1. How many buttons did you use? 2. What color is snow? 3. What color is the scarf? 4. Why is the paint white? 5. What is your favorite color? 6. What did you do last night? 7. What do you do in the winter?

I. Name 10 “words of the week” associated with this lesson: button, popsicle stick, yarn, eye, and scarf. J. Reference Source:

36

Handout: Lesson Plan Write Up Answers

A. Name of Activity: Snowman on a Stick Main Curriculum Area:

ERROR: No curriculum area list CORRECTION: Art

Teacher to Child Ratio: 1 Teacher to 4 Children Age Group: Preschool Length of Activity: 20 Minutes B. Curriculum Frameworks for Preschool Experiences: Guideline: Science and Technology/Engineering NOTE: This guideline is written correctly Category: Earth and Space Sciences Learning Guidelines: (# 7) Identify the characteristics of local weather based on first‐hand observations.

Guideline: Science and Technology/Engineering Category: Living Things and Their Environment Learning Guidelines: (# 16) Observe and describe seasonal changes in their personal lives. ERROR: Science and Technology/Engineering Guideline used twice

CORRECTION: Guideline: The Arts (must be another guideline than science) Category: Visual Arts Learning Guidelines: (# 18) Explore a variety of age‐appropriate materials and media to create two and three‐dimensional artwork.

C. Describe the Activity in Detail: Remind students that they will lose points for grammar errors. The description should include a description of winter weather. D. Goals of Lesson: At the completion of this activity, the learner should be able to: 1. Understand the parts of a snowman: eyes, hat, scarf, eyes, nose, buttons, etc.

ERROR: This goals does not relate to any guideline CORRECTION: Understand the characteristics of winter weather 2. Name the type of snow needed to make a snowman: heavy sticky snow

ERROR: Name is an objective word not goal word CORRECTION: Be more aware of age appropriate art materials for 2 and 3 dimensional

artwork. E. Objectives: At the completion of this activity, the learner should be able to: Physical: Be able to wrap the yarn around the stick to make a scarf.

ERROR: The objective should start with wrap not be able to CORRECTION: Wrap the yarn around the stick to make a scarf. Emotional: Children will discuss their likes/dislikes about winter and snow. ERROR: Children is not an action word CORRECTION: Discuss their likes/dislikes about winter and snow.

37

Cognitive: Remember the number of buttons on their snowman. ERROR: Remember is a goal word not an objective word and it does not match science goal (math goal) CORRECTION: Tell characteristics of winter weather needed to make snowman. Social: Name the materials in the project. ERROR: Name is an objective word but in this context, it is not used a social objective.

CORRECTION: Share and pass the art materials to the person sitting on the right. F. Objectives to Accommodate Diverse Learning Styles: No errors in this section G. Materials and Preparation: No errors in this section H. List 10 cognitive based questions and answers you would ask during the activity: ERROR: 10 questions are not listed. CORRECTION: Add three more questions ERROR: Answers are not listed CORRECTION: Make sure answers to questions are listed. I. Name 10 “words of the week” associated with this lesson: button, popsicle stick, yarn, eye,

and scarf. ERROR: 10 words are not listed CORRECTION: Add five more vocabulary words (relating to winter weather) J. Reference Source:

ERROR BONUS: No references are listed CORRECTION: List a reference source. If it is your own idea, state this is my own idea.

38

Learning Activity 3.4: Teaching Techniques


• Describe the difference between active and inactive teaching approaches • Name four ways to add visual aides to the classroom • Discuss the advantages of the four different group sizes • List five ways the classroom teacher can maximize the class’s attention

College Student Success Skills Addressed: Communication, Collaboration, Organization Context in the Course: This lesson should be used in Unit 3‐ How to Write Curriculum. Instructors should emphasize that some of the techniques should be listed in the Extended Lesson Plan assignment. Activity Description: The PowerPoint describes various ways to keep students engaged in the learning process. The instructor should show the PowerPoint and emphasize the important parts of the lecture. On slide 5 (Bulletin Board‐ March 2003), have the students name the different activities on the board and list the curriculum area. Materials for Lesson:


• Handout of Lori Harries’ List of Teaching Techniques/Strategies Assessment: Students will be assessed for their participation as part of the class participation portion of their grade. Students will also be assessed in the Extended Lesson Plan Write‐Up.

39

Handout: List of Teaching Techniques/Strategies by Lori Harries • Guest speakers (other teachers, community members, parents, other children, etc.) • Ask open‐ended questions • Props • Field trips • Singing (directions, what comes next, etc.) • Social story • Physical activity before you start or during activity • Hands‐on exploration • Flashcards and/or other visuals • Involve children in decision‐making – give choices • Have the children help with set‐up and clean‐up – gives them ownership • Act out the lesson; dramatize; role play • Oral repetition • Acrostics, puzzles, poems • Get on children’s level – eye level • Small groups • Musical transitions • Games (bees, large group, I Spy, charades, etc.) • Speaking with enthusiastic voice • Be prepared – smooth transitions • Write down ideas on chart paper • Art projects • Know when to abandon ship! • Show and tell • Use names and eye contact to draw back in • Catch them being good • Media – videos, tapes, computer • Humor • Consider attention span • Preferential seating • Non‐verbal cues • Discussions • Lectures • Teamwork; group work; large group; pairs • Pose critical thinking questions – thinking outside the box • Have children teach you what they know • Room adjustments to create new interest • K‐W‐L chart (Know, What they want to know, What they Learned)

40

Learning Activity 3.5: All Mixed Up Lesson Plan


• Determine if an index card is a “content” card or a “teaching technique” card • Put the content cards in the correct order for the mixed up lesson plan • Match the various teaching techniques cards to the correct content column • Demonstrate a technique for determining if a card is a content card or teaching

technique card College Student Success Skills Addressed: Critical Thinking, Communication, Collaboration, Self‐Assessment Context in the Course: This lesson should be used in Unit 3‐ How to Write Curriculum. This lesson should be used after the instructor has discussed how to write content and teaching techniques for the Extended Lesson Plan. Activity Description: The instructor cuts up the content and teaching techniques in the Invisible Snowman Lesson Plan and glues them to index cards. Students read the index cards and determine if the card is a content card or a teaching technique card. After the content cards are separated from the teaching technique cards, students try to figure out the correct order so that the lesson content is in logical order. Once the content card order is determined, students try to figure out the correct teaching techniques to match to the content. Students should be reminded that they should employ these techniques when they write their activity plans. Materials for Lesson:

• Index Cards

• Cut‐up pieces of Invisible Snowman Lesson Plan


41

Handout: Invisible Snowman Content and Teaching Techniques Pieces to Cut Up

Content of Lesson Teaching Techniques

Today we are going to make an invisible snowman. Does anyone know what the word invisible mean?

Praise the correct answer. Explain the invisible means "see thru.”

In what season do we make snowmen? That's right; we make snowmen in the winter when it snows outside. What clothes do you wear in the winter?

Discuss that the temperature has to be below 32 degrees. Tell children that no two snowflakes are alike because of weather conditions.

Has anyone ever made a snowman? What are some of the items we need to make the snowman?

Show the items needed to make a snowman. Point out the items on the table that we are going to use in the activity.

The first thing we need to do is make the invisible head of the snowman. Here is a piece of contact paper. Can you see how you can see my hand thru the contact paper? If you can see my hand thru the paper, what is the new word we learned to describe the contact paper?

Model and demonstrate the new word "invisible.” Let children experiment with the contact paper being invisible by putting objects under contact paper.

We are going to trace a circle on the contact paper. I can't make circles very well so I am going to take a plate and put it on the contact paper and trace the plate to make a circle. After you have traced the plate, take the scissors and cut out the circle.

Demonstrate how to trace the plate. Model how they can have a friend hold the plate while they trace it. Remind children about scissor safety.

When you are finished cutting out the circle, hand the contact paper to me. I have to pull apart the two halves so that you can put the face pieces inside the invisible snowball. I will put the top piece of contact paper to the side and give it to you when you need it.

Show children that contact paper is sticky. Separate the front and back of contact paper.

While I am trying to separate the contact paper, get your face pieces. What pieces do you need for the face? Carefully, put your face pieces on the sticky side of the contact paper. Make sure you leave room at the top of your circle for the hat and room at the bottom for the bow.

Count the correct of face pieces ‐ two eyes, one carrot nose and three black circles for the mouth.

42

Once you are done with the face, you can put the hat on your snowman. Make sure you put the hat and bow on the sticky side of the contact paper.

Ask the children why they will not need glue for the hat and the bow. Demonstrate what happens if they don't put the hat and bow inside the contact paper.

Now we are going to take the other piece of contact paper and put it on top of the other piece. When the pieces are together, press the pieces together by rolling your hands all over the circle.

Ask if the snowman will be sticky anymore. Why not?

Now poke a hole in the top of the hat so that we can hang up the snowman all around the classroom. After your hole is poked, take a piece of yarn and string it thru the hole.

Demonstrate how to hold the hole puncher. Poke a hole too close to edge to show children that the string will not go thru the hole.

43

Unit 4: English Language Arts: Language, Literacy, and Literature

Unit Description: This unit begins the start of the individual curriculum areas. In each of the six English Language Art activities, you will learn about the various topics in the English Language Arts. The topics covered in this unit are: terminology associated with ELA, connecting written and spoken language, early writing, and reading experiences. You will also learn about the variety of activities you can do with the children to promote ELA knowledge, even if English is not the child’s first language. Unit Information: The reading assignment for this unit is to: Read Chapter 3, and 4. The written assignment due in this unit: Language and Literacy Unit. Lesson Plan Write Ups due for this unit: Rebus Chart, Flannel Board, and Book Activity. Unit Objectives: At the completion of this unit, the student should be able to: 1. Explain Marie Clay’s Principles and Concepts of Early Learning 2. Define the English Language Arts terms: phonics, phonemic awareness, and phonological

awareness 3. Name four activities that can be made for an English Language Arts unit 4. Discuss the importance of early reading experiences in the early childhood classroom 5. Describe how children learn to read by sight word recognition 6. Write the components for the Language and Literacy Unit for their theme Key terms to know for this unit:

• Literacy • Literacy Development • Phonological Awareness • Phonemic Awareness • Phonics • Phonemes • Rhyming • ELL‐ English Language Learners • DLL‐ Dual Language Learners • Flannel board • Rebus chart • Genre • Word wall

44

Learning Activity 4.1: Language and Literacy Terminology


• Define the following terms: phonics, phonemic awareness, phonological awareness

• Give two examples of each language and literacy term: phonics, phonemic awareness, phonological awareness

• Design a rebus chart or flannel board to enhance a language and literacy concept

• Explore websites that can be used as research for the Language and Literacy Unit College Student Success Skills Addressed: Communication Collaboration Organization Context in the Course: This activity can be used in the Unit 4: English Language Arts: Language, Literacy, and Literature. This lesson has to be the first lesson in the unit. Activity Description: This lesson introduces all the language and terms that students will need to know regarding language and literacy. After going over the terms, the instructor should go to the website: http://phonologicalawareness.org/. This website gives examples of activities to do to with the students to enhance phonological awareness, rhyming, segmenting, manipulation, blending, etc. Students will be introduced to the concept of rebus charts and flannel boards as part of the curriculum unit components. Materials for Lesson:

• Handout on Language and Literacy Terms

• Handout of Hierarchy of Phonological Awareness Tasks


45

Handout: Language and Literacy Terms Emergent Literacy ‐ the process of developing awareness about reading and writing before they can actually read and write Language ‐ human speech, the written symbols for speech, or any means of communicating Language Development ‐ developmental process of a predictable sequence, which includes both sending and receiving information It is related, but not tied, to chronological age Literacy ‐ the ability to read and write, which gives one the command of a common native language for the purpose of communicating Literacy Development ‐ a lifelong process that begins at birth and includes listening, speaking, reading, and writing

Listening Speaking Reading and Writing Phonemic Awareness ‐ the ability to hear, think about, and rearrange the sounds of spoken language Phonological Awareness ‐ the ability to hear and manipulate sounds Phonics ‐ emphasizes the sound‐symbol relationship or “sounding out” Phonics includes rhyme awareness, sound similarities, and syllables Whole Language ‐ introduces literacy by building on what children already know about oral language, reading, and writing while highlighting experiences and meaningful language rather than isolated skill development Phoneme ‐ the smallest unit of speech Rhyming ‐ the ability to hear two words that end the same way Manipulation of sound ‐ children change words by substituting or omitting sounds Separations of sound ‐ children determine the number of phonemes in a word and segment words into phonemes Sequence of sounds ‐ children identify where a sound occurs within a word and determine the initial, medial, or final sound of a word

46

Handout: Hierarchy of Phonological Awareness Tasks Use this hierarchy as a guide for locating skills/activities that range from easiest at the top to hardest at the bottom.

Preparatory Activities

Develop listening habits Tune in to print

Rhyme Awareness Activities

Identify words that rhyme Produce words that rhyme

Phoneme Awareness Activities Identify the beginning sound of a word Identify the ending sound of a word Identify the middle sound of a word

Segmenting Activities Segment sentences into words Segment words into syllables Segment words into sounds Blending Activities Blend syllables into words Blend sounds into words

Manipulation Activities Delete syllables from words Substitute syllables in words Delete sounds from words Substitute sounds in words

Source: http://phonologicalawareness.org/

47

Learning Activity 4.2: Connecting Written and Spoken Language Student Learning Outcomes: After successfully completing this activity, students should be able to:

• Explain how children acquire Phonemic Awareness • List ways to incorporate Phonics and Phonemic Awareness activities into the classroom routine

• Describe a pocket chart and name five ways it can be used in the classroom • Write a Language and Literacy Unit

College Student Success Skills Addressed: Communication Collaboration Context in the Course: This activity can be used in the Unit 4: English Language Arts: Language, Literacy, and Literature. Activity Description: The instructor will go over the Making the Connection between Written Language and Spoken Language handout. Next, students will make pocket chart activities. The instructor will go over the Language and Literacy Unit due later in the semester. Materials for Lesson:

• Pocket Chart

• Language and Literacy Write‐Up

• Index Cards Assessment: The Language and Literacy Unit written by the students will be the assessment.

48

Handout: Making the Connection between Written Language and Spoken Language Terminology in Reading Awareness:

• Phonological Knowledge • Phonological Awareness • Phonemic Awareness • Phonics

How Children Acquire Phonemic Awareness:

• Relate letters to sounds‐segmenting words into smaller units • Manner of articulation‐placement of mouth, tongue, and teeth when speaking • Identity of sound‐associate letter and sound name • Letter name strategy‐use letter name with a known sound segment in a word • Inventive spelling‐hear a phoneme and represent it with a letter • Phonetic cue reading‐attempt to sound out new words • Functional experiences with written language‐recognize sight words

Ways to Incorporate Phonics Instruction and Phonemic Awareness:

• Naming words with same initial sound (onset) Same onset a M: macaroni, mouse, machine, mice, mole, Mickey Mouse, monitor

• Naming words with same final sound (rime) Same rime as p: clip, dip, hop, map, nap, cap, chip

• Naming words with the same blend Same blend as “St”: start, staple, stick, stuff, stage, still

• I can hear the sound ___ in the word ____ I hear the “P” sound in the word “principal”

• Can you show us activity It is Sunday, April 15, 2012. It is my birthday. I am 10 years old! Can you show us the word birthday? Can you show us the capital letters? Can you show us the punctuation marks? Let children experiment with inventive spelling. Ask a question of the day and students answer it. First, the children check off answer, then as the school year progresses the students write answers to the questions.

• Spell out words during calendar time D‐e‐c‐e‐m‐b‐e‐r‐; M‐o‐n‐d‐a‐y

• Play rhyming games Rhymes with cat: hat, bat, fat, rat, vat, mat

• Analyzing onset, rime, spelling patterns, vowels, and letter recognition • Matching pictures and words • Putting sentences in mixed up order and students put in correct order

The around the bowl. Swam in fish • Have shared writing activities

Have students bring in a blue objective. Make a Blue Object Book. On each page, I have a blue . Students inventive spell the word and draw a picture of the blue object.

• Encourage list making and story writing “My favorite snack is…….”

49

Learning Activity 4.3: I cn rht. cn u. (I can write. Can you?)


• Discuss the concept of inventive spelling • List five of each of Marie Clay’s Principles and Concepts of Early Writing • Analyze a child’s writing sample

College Student Success Skills Addressed: Critical Thinking, Communication, Collaboration, Organization Context in the Course: This activity can be used in the Unit 4: English Language Arts: Language, Literacy, and Literature. Activity Description: The instructor will go over Marie Clay’s Principles and Concepts of Early Writing and give examples of each principle. Next, the instructor will go over the Handout of Learning about Children’s Writing Styles and give the students samples of children’s writing. The students will be divided into groups. Each group will analyze one of the three children’s writing samples. The students will present the information to the class. The instructor will go over the concept of inventive spelling. A child’s book called C D B, by William Steig, is funny and the entire book is inventive spelling. Materials for Lesson:

• Handout of Marie Clay’s Principles and Concepts of Early Writing

• Handout of Learning about Children’s Writing Styles and Analysis of Children’s Writing

• Samples of Children’s Writing (David, Michael and Peter). For copies of these samples, please contact Maureen Goulet at [email protected].

• Optional Book: C D B, by William Steig Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.

50

Handout: Marie Clay's Principles and Concepts of Early Writing

1. Sign Concept: Writing carries a message. 2. Message Concept: Child realizes that the messages that she/he speaks can be written down. 3. Copying Principle: Some letters, words, and word groups must be imitated or copied in a slow and laborious way to establish the first units of printing behavior. 4. Flexibility Principle: Children create a variety of new symbols by repositioning or decorating the standard forms which enables them to explore the limits within which each letter form may be varied and still retain its identity. 5. Inventory Principle: Children organize or take stock of their own learning by making lists of what they know. 6. Recurring Principle: Writing will be repeated to help establish habitual response patterns and to produce pleasant feelings of competence. 7. Generating Principle: The learner will extend his/her writing repertoire by combining or arranging elements in an inventive fashion. 8. Directional Principle: Development of the patterns of left to right and top to bottom is required. 9. Reversing the Directional Pattern: Mirror writing suggests the need to learn more about body space in relation to the book pages. 10. Contrastive Principle: Contrasts can be made between units at several levels ‐ shapes, meanings, sounds, and word patterns. 11. Space Concept: A space is needed to signal the end of one word and another. 12. Page and Book Arrangement: The child will often use up left‐over spaces with his/her left‐over utterances ignoring directional principles. 13. Abbreviation Principle: Child comprehends that words are constructed out of letters that stand for fuller forms.

Source: http://www.learningtowrite.ecsd.net/principles%20and%20concepts.htm

51

Handout: Learning about Children’s Writing Styles

Understanding Developmentally Appropriate Beginning Writing Experiences: • Special shapes and lines make up letters • Learn about alphabet before naming them • Associate unique shapes of letters with places they have seen shape • Don’t think of letters as parts of words • Mock letters represent features of conventional alphabet letters • Don’t conceive signatures as words • Combine both writing and drawing • Don’t differentiate between drawing and writing • Use different lines to differentiate between writing and drawing • Don’t make a connection between sounds and letters

Analysis of Children’s Writing Samples Name of Child Analyzing: ________________________________ Child’s Age: ____________________________ 1. What does this child know about written language? Be specific. 2. What would you tell a parent about this child’s writing skills and ways to enhance writing? 3. What could a teacher do to encourage writing in the classroom?

52

Analysis of Children’s Writing Samples Answers

David (age 3.5 years) What does this child know about written language?

• Lettering goes top to bottom • Lettering goes left to right • Letters, numbers and pictures make up pages • Left handed (look at O’s) • Combines drawing and writing • Knows how to spell mom • There are spaces between letters • He is writing with a marker (look at thickness of letters) • Does not know how to spell house (teacher wrote it)

Michael (age 3.9 years) What does this child know about written language? Be specific.

• Lettering goes top to bottom • Lettering goes left to right • Theme is farm • Copies words • Combines upper case and lower case letters • Asks teacher to write words • There are spaces between letters • Farmland, sheep, cow and pool are in child’s handwriting • Tries to erase by scratching out letter • He is writing with a pencil or pen (thin lines) • NOTE: teacher does not correctly write a G.

Peter (age 5.6 years) What does this child know about written language? Be specific.

• Each upper case letter has a lower case letter • Some upper case and lower case letters match, only size is different • Most of time, upper case letters are on left; lower case on right • He did not write the letter W that is circled‐ dark writing and W’s don’t match • He does not hold pencil correctly‐ some letters dark; some are light • He is right handed • He is writing with a pencil or pen (thin lines) • He knows that lower case i’s and lower case j’s have dots on top • He starts to write his name on bottom of page

53

Learning Activity 4.4: Book Smarts Student Learning Outcomes: After successfully completing this activity, students should be able to:

• List 10 different genres of literature • Identify five different considerations when selecting classroom literature • Discuss five different book‐reading skills

College Student Success Skills Addressed: Critical Thinking, Communication, Collaboration, Organization Context in the Course: This activity can be used in the Unit 4: English Language Arts: Language, Literacy, and Literature. Activity Description: After going over the Literacy Experiences in the Early Childhood Classroom handout, the instructor will handout various children’s books and the Book Reading Skills Handout. Students will divide into groups and complete the handout. When the students are finished, the students will present the book and describe the book skills for the children’s book. Materials for Lesson:

• Lecture Notes on Literacy Experiences in the Early Childhood Classroom

• Various children’s reading books

• Book Reading Skills Handout Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.

54

Handout: Literacy Experiences in the Early Childhood Classroom Selecting Literature for Early Childhood Classrooms:

• Different types of illustrations • Length of stories are appropriate for age • Choose books that don’t stereotype • Choose variety of genres • Provide different prospective • Expand vocabulary • Reinforce learning concepts • Different writing styles‐poetry, rhyme • Pick books that are humorous

Genres of Books:

• Alphabet Books • Beginning to Read Books • Big Books • Board Books • Concept Books • Counting Books • Traditional Literature • Interactive Books • Historical Fiction Books • Multicultural Books • Picture Books • Poetry • Predictable Books • Realistic Books • Reference Books • Series or Chapter Books • Wordless Picture Books • Biographies or Autobiographies

Book‐Reading Skills:

• Showing pictures • Asking open‐ended questions • Enhancing critical thinking skills • Making predictions • Understanding points of view • Recalling events • Making inferences • Connecting book to real life • Noting character traits • Book handling skills • Taking turns when talking

55

Handout: Book Reading Skills

Name of Children’s Book: 1. How would you discuss book handling skills? 2. Besides the name of the book and the author, what other parts of the book would you

discuss? 3. What predictions would you ask the children about the cover of the book? 4. Could the children connect this book to a real life situation? 5. Pick out two examples of when you could have the children name the feeling that the main

character is experiencing. 6. At what page (be specific) would you have the children make predictions about the story? 7. How would you enhance critical thinking skills when reading this book? 8. After the story, what recall questions would you ask? 9. In what theme units could you “integrate” this book?

56

Learning Activity 4.5: Putting Together Language and Literacy


• Design the MCC classroom as a print rich environment

• Name five ways to change play centers to include reading and writing experiences

• Discuss developmentally appropriate ways to add language and literacy into the everyday classroom activities

• Make a list of developmentally appropriate materials and supplies for each age group: infants/toddlers, preschool, and school age

College Student Success Skills Addressed: Critical Thinking, Communication, Collaboration, Organization Context in the Course: This activity can be used in the Unit 4: English Language Arts: Language, Literacy, and Literature. Activity Description: The instructor will hand out and discuss the Making the Classroom a Print Rich Environment. After the handout, the students will be divided into groups and make the MCC classroom a print rich environment by recreating the ideas in the handout. Materials for Lesson:

• Lecture Notes on Making the Classroom a Print Rich Environment

• Assorted shapes and sizes of colored paper

• Various writing materials: markers, colored pencils, etc.

• Sticky notes Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.

57

Learning Activity 4.6: Teaching Young Children Reading Skills


• Name five ways to incorporate reading into the daily routine • Discuss how children learn sight word recognition • Explain a Pocket Chart and name five different types of pocket chart activities • Demonstrate and describe four ways a children’s book can teach young reading skills

College Student Success Skills Addressed: Critical Thinking, Communication, Collaboration Context in the Course: This activity can be used in the Unit 4: English Language Arts: Language, Literacy, and Literature. This activity should be used as the last lesson in the unit so that the students have the basic knowledge about language and literacy concepts. Activity Description: After going over the lecture notes on Strategies for Teaching Reading to School Age Children, student will break up into groups of four students. Each group will be given a children’s reading book. Each group will complete the Young Children’s Reading Handout. The results will be discussed in the large group setting. Materials for Lesson:

• Lecture Notes on Strategies for Teaching Reading to Young School Age Children

• Various children’s reading books

• Young children’s reading handout Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.

58

Handout: Strategies for Teaching Reading to Young School Age Children Lecture Notes How Children Learn Sight Word Recognition:

• Make mental connections between a few letters • Encounter same word over and over • Connect memory of word to spoken word • Seeing predictable text in stories • Repeated exposure to word • Relate letter sequences with spoken word parts • Decode words by knowing pronunciation parts • Sound‐letter relationships to sound out unknown words

Ways to Incorporate Reading Skills into Daily Routine:

• Daily oral language • Words of the week • Word wall • Flashlight reading • Teaching word families • Shared and partner reading • Patterned writing • Pocket chart activities

Rhyming words, Naming words with same initial sound (onset) Naming words with same final sound (rime), Recognizing blends Letter recognition, Matching pictures and words, Discussing long and short vowels sounds, Putting mixed up sentences in correct order, “I can hear the sound ___ in the word ____,” Can you show us activity? Let children experiment with inventive spelling, Word play books

• Take home books • Linking familiar to unknown • Make a word activity • Word sorts

Academic Strategies for Teaching Reading:

• Language experience approach • Teaching word spacing • Sound letter correspondences • Discuss punctuation • Connect written language with spoken language • Encourage critical thinking by writing down hypotheses • Use word frames which help with letter recognition • Teach patterns in rhyming words • Write sentences so children can see structure and punctuation • Say it and move it activities when teaching syllables • Have teacher and child reading time • Make text reconstruction cards

59

Handout: Young Children’s Reading Handout Name of Children’s Book:_______________________________ Author: _____________________________________________ In what unit could you use this book? Choose five vocabulary words and tell how you would describe these words to children: 1.

2. 3. 4. 5.

Write five words using word frames: Write a simple question that you could ask each child to answer about the story. Are there any words with the same onset? Are there any words with the same rime? Pick out three words that have more than two syllables.

1. 2. 3.

Pick out three long vowel words and three short vowel words. Pick a letter of the week. Write down any words from the book that starts with that letter. Make a word wall of all the words from the book. Is there any punctuation besides periods at the end of sentences? Name the other punctuation marks.

60

Handout: Making the Classroom a Print Rich Environment Ways to Facilitate Print Exposure in Centers:

• Filling a classroom with print • Web themes in center areas • Label classroom materials and supplies • Have children make signs (in own handwriting) • Separate individual centers by furniture • Make prop theme boxes • Have realistic writing materials • Discuss how to correctly use materials and supplies • Asking questions to encourage thinking skills • Invite children to interact with print • Plan activities that involve reading and writing

Changing Play Centers to Include Reading and Writing:

• Clipboard and estimate sheets in block areas • Library book check out center • Restaurant center with bill of sale, signs, menus etc. • Adding stamp and inkpads • Classroom mailbox • Writing center with greeting cards, messages, signs, and envelopes • Journal and letter writing • Writing children’s own books using their ideas • Sign in sheets • Children survey questions and having them write daily answer • Drawing attention to concepts of print • Encourage inventive spelling • Read stories more times in the day and reread children’s favorite stories

Classroom Materials that are Developmentally Appropriate:

• Helper board • Tooth graph • Calendar • Weather chart • Pocket chart • Carpeted area • Easels • Various writing tools • Soft cushions • Posted daily schedule

61

Unit 5: Creative Arts and Imaginary Play

Unit Description: This unit focuses on the creativity and imagination. Art and dramatic play are two of the most active areas in the classroom, which is developmentally appropriate for all ages: infants, toddlers, preschool and school age. Creative art ideas encourage children to express their imaginative side and to create lovely works of art, worth of hanging on a refrigerator for months! Dramatic play allows children to be children. Let the fun begin. Unit Information: The reading assignment for this unit is to: Read Chapter 8 and 12. Lesson Plan Write‐Ups due for this unit: Art Activity Unit Objectives: At the completion of this unit, the student should be able to: 1. Name the different categories in “The Arts” Preschool Learning Experiences 2. Discuss why art is developmentally appropriate for every age group 3. Explain how art can be used as an outlet for expressing emotions 4. Categorize the dramatic play materials and supplies according to the stages of development 5. Describe the teacher’s role while children are playing in the creative arts and dramatic play

areas Key terms to know for this unit:

• Open ended • Process focus • Product focus • Color • Line • Shape • Texture • Prop box • Dramatic play • Socio‐dramatic play • Symbolic play

62

Learning Activity 5.1: Let the Creativity Flow


• Explain the difference between process vs. product approach to art

• Name two skills learned in the art center for each developmental domain: physical, social, emotional, and cognitive

• Discuss why art is developmentally appropriate for infants and toddlers and why safety should be your main concern when planning art activities for infants and toddlers

• List 15 different materials that can be used in the art center (not including the usual items such as crayons, paint, markers, paper, paint brushes, etc.)

College Student Success Skills Addressed: Communication, Collaboration

Context in the Course: This lesson can be used in Unit 5: Creative Arts and Imaginary Play. The PowerPoint discusses the skills involved in art.

Activity Description: After viewing the Art for Young Children PowerPoint, students will divide into groups of three or four. The groups will brainstorm unusual materials that can be used to create art projects. Part I ‐ The students will be given a piece of paper and five colored circles. The students must follow these directions exactly and cannot deviate from the directions. The students are to glue the five circles together in a straight line. The circles must touch each other and not overlap. The circles are to be in this order: green, blue, yellow, red, and green. Next, the students will glue on one eye in the middle of the first green circle. When complete, students will draw one antenna (teacher will demonstrate how to draw the antennae). Students will now be given all different colors of circles. Part II ‐ The students can choose any number of circles, any number of eyes, any number, and any type of antennae they want. Students will be told to draw other things on the page that tells a story of the caterpillar. The instructor will walk around the classroom and ask questions such as‐ where does your caterpillar live, does it live alone, what does it eat. When complete, the instructor will have students come to the front of the classroom, explain their caterpillar art, and tell the story of their caterpillar. The instructor will explain that one activity is based on process focus and product focus. Students will have to figure out the difference.

Materials for Lesson: • Small colored circles in these colors: red, green, blue, yellow, purple, orange; googly

eyes

63

• Colored 8.5 x 11 sheets of paper



64

Learning Activity 5.2: Prop Boxes


• List materials and supplies that can be placed in a theme prop box • Discuss the advantages of making several prop boxes for an ECE classroom • Given a prop box idea, make a specific prop box list for that idea • List some characteristics of the “box” and organization techniques to use with prop box

College Student Success Skills Addressed: Communication, Collaboration Context in the Course: This lesson can be used in Unit 5: Creative Arts and Imaginary Play Activity Description: Instructor will teach the students about prop boxes. The instructor will give a simple idea such as ‘Christmas’ to have students create ideas for the prop box. After the discussion, the students will be given a more complex theme: Travel Agency, Beauty Salon, Doctor’s Office or Grocery Store. Students will make a list of materials, books, props, dress‐up clothes, etc. related to the theme. The students will share the sample prop boxes with the rest of the class. Materials for Lesson: If available, a prop box (can be borrowed from a childcare center or library) Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.

65

Unit 6: Sensory Areas

Unit Description: The sensory areas include: Sand/Water Table, Woodworking, Computer/Technology, Cooking, Blocks, and Outdoor Play. These centers encourage students to explore and experiment. Block area is most common area for boys during free time. Sand and water table is one of the messiest areas. Keep children engaged by changing the focus of the sensory centers by adding theme related materials and supplies. Outdoor time is required in a childcare setting. Engage students in outdoor games as recommended in unit 6.3? Unit Information: The reading assignment for this unit is to: Read Chapter 9 The written assignments due in this unit: Extended Lesson Plan Lesson Plan Write Ups due for this unit: Cooking and Cooperative Game Unit Objectives: At the completion of this unit, the student should be able to: 1. Describe the skills that are learned in the Sensory Centers 2. Discuss the teacher’s role during Sensory Center play 3. List some of the positive effects of outdoor physical exercise in the childcare setting 4. Brainstorm ways to change the focus of three sensory centers 5. Explain the importance of “anticipation” in a classroom environment Key terms to know for this unit:

• Sensory Awareness • Nutrition • Five Senses‐ hearing, sight, smell, touch and taste • Food guide pyramid • Physical exercise • Stretch • Flexibility • Heart rate • Muscles • Anticipation

66

Learning Activity 6.1: The Six Senses


• Name the six sensory areas in an ECE classroom: Sand/Water Table, Woodworking, Computer/Technology, Cooking, Blocks, and Outdoor Play

• Discuss how the sensory areas meet the Preschool Learning Experiences Guidelines

• Explain the safety hazards that exist in some of the Sensory Areas and how to make safety a top priority in those centers

• Identify the teacher’s role in each of the Sensory Areas College Student Success Skills Addressed: Communication, Organization Context in the Course: This lesson can be used in Unit 6: Sensory Areas. This lesson is a good introduction to the different sensory areas in a classroom. The activities in units 6.2, 6.3 and 6.4 are specific to the Outdoor Play Area, Cooking Area, and Block Area. Activity Description: Show the students the PowerPoint. After the Sensory and Curriculum Slide (#3), have the students look through the Preschool Learning Experiences and align the Sensory Area experiences to the Learning Guidelines. After the sand/water table slide (#5), students will brainstorm other materials that can be added to the table. Try to remind students if they add rice or popcorn, some parents may get upset because it is a waste of food. After Woodworking slide (#6), students will name 10 materials and 10 tools that can be located in the woodworking center. After Software slide (#10), students will discuss how to keep children safe online. The instructor should lead a discussion on Cyber bullying. Materials for Lesson: PowerPoint Presentation‐ Go to NAEYC Accreditation Blackboard Site‐ Curriculum Redesign‐Unit 6.1 Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.

67

Learning Activity 6.2: You Don’t Need a Stove to Cook Student Learning Outcomes: After successfully completing this activity, students should be able to:

• Discuss the safety precautions that need to be taken when “cooking” with children • Explain what is meant by the term “anticipation” • Tell how and why you don’t need a stove to cook with children • Name four food projects that can be created without using heat

College Student Success Skills Addressed: Communication, Collaboration, Organization Context in the Course: This lesson can be used in Unit 6: Sensory Areas. NOTE: This lesson requires the use of computers. Instructors can book the Library but make sure to give the Library advance notice. Activity Description: Students will prepare a list of safety considerations that need to be anticipated when cooking with children. Remember to highlight – check to see if there are any allergies! The instructor will explain why some childcare centers will not allowed food in any play centers. Another important point is highlight is to family beliefs and food restrictions (such as vegans). The instructor will have the students name kitchen appliances that can be used in a cooking lesson. Students will use the categories in the Theme Integrated Learning Center to list the skills learned in cooking activities. Students will go to the library and research different recipes that can be made in childcare centers that don’t involve heat. Some examples are: Ants on Logs, Frogs on Lily pads (English muffins), and non‐cook play dough. Students will pick out their favorite recipe, copy it, and give it to the instructor. The instructor will check for duplication. If the recipe is not a duplicate, the instructor will copy all the recipes and make a Non‐Cooking Curriculum Book. If time, have the students make a rebus chart using their recipe. Materials for Lesson: Handout of Integrated Theme Centers Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.

68

Handout: Cooking Theme Integrated Learning Centers Directions: Try to think of five skills or ideas (per box) to use in the different Learning Center.

Use Cooking as the theme.

Math:

Science:

Sensory (Sand/Water/Blocks):

Dramatic Play:

Vocabulary:

Children’s Literature:

Art:

Diversity/Multicultural:

Writing Center:

69

Cooking Theme Integrated Learning Centers

Examples of Possible Answers

Math:

Measurement Greater than Less Than

Fractions Temperature

Order of Ingredients

Science:

Food Groups Solid, Liquid, Gas

Above/Below the Ground Healthy vs. Unhealthy

Five Senses


Put different materials in sand table: rice, popcorn, bird seed Boiled chicken bones buried in

sand (anthropologist) Measuring Scales Put egg in soda

Dramatic Play:

Add these props:

Cereal boxes Egg Beaters

Strawberry Baskets Pots and Pans Milk Containers

Vocabulary:

There are tons of Vocabulary Words for Cooking- let

students go wild!


Cook with Kids by R. Kirby Fun Recipes by C. Rodgers Sesame Street Silly Snacks Family Fun: Cooking w/Kids

Cheerios Cookbook

Art:

Potato Grass Heads Apple Stamps

Pudding Painting


Multicultural Food Festival Name of Foods in Languages

Sort vegetables by color Foods with Seeds

Parents cook favorite foods

Writing Center:

Make Food Shopping Lists Make Party Invitations

List Pizza Toppings Design Lunch Menus

Favorite Food List

70

Learning Activity 6.3: You’re It!


• Discuss the negative impact of the “school yard pick” to determine team players • Name five other activities that can be done outdoors besides play games and use

playground equipment • Talk about the concept of “teachable moment” • List five outdoor games for each age group: infants/toddlers, and preschool/school

age • Explain the difference between Competitive and Cooperative games

College Student Success Skills Addressed: Communication, Collaboration, Organization, Self‐Assessment Context in the Course: This lesson can be used in Unit 6: Sensory Areas. If possible, have a big classroom space booked so you can play some of the games. Activity Description: The instructor will ask the students about their favorite outdoor activity. The instructor will list the positive and the negative things about outdoor activities. Using the positive and negative list, the instructor will ask the student to connect the concept of competition and cooperation. Have the students move back the tables and chairs in the classroom. The students will play games in the handout. The instructor handout describes the directions to the games. Materials for Lesson:

• Handout on Game Ideas

• Props for Games Assessment: Students will be assessed for their participation as part of the class participation portion of their grade. NOTE: Maureen Goulet used these games when she worked in childcare and school age centers. The ideas came from books written a while ago but the games would stand the test of time.

71

Handout: Game for Early Childhood Game Ideas from: Foster, David R. and Overholt, James L., Indoor Action Games for Elementary Children. New York: Parker Publishing Co., 1989. Larson, Nola, and Henthorne Mary., Transition Magician: Strategies for Guiding Young Children in Early Childhood Programs. Minnesota, Red Leaf Press, 1994. Games for Infants and Toddlers:

1. What’s in the Egg? 2. Step on It 3. Peek‐a‐Boo Folder Games 4. Animal Parade 5. Clown Sponge Balls 6. You’re in the Spotlight 7. Go Fly a Plane 8. Box Ball 9. Dinosaur Eggs 10. Cooperating Cube

Games for Preschoolers and School Age:

1. Alphabet Game 2. Birthday Bash 3. Ring on a String 4. Clandestine Clothespin 5. Yarn Shapes 6. Fill it Up 7. Invisible Sports 8. Spot Check 9. Herd Hunt 10. It’s a Toss Up

72

Games for Infants and Toddlers:

1. What’s in the Egg? Take a bunch of plastic eggs. Put a small slip of paper with directions to follow such as take three steps backwards, shake hands with the friend on each side of you.

2. Step on It‐ You make footprints (dinosaur, paw prints). Each footprint has the direction on how to get to the next footprint. For example‐ jump up and down three times, two giant steps, etc.

3. Peek‐a‐Boo Folder Games‐ Get manila folders, cut small circles in the top then open the folder and put pictures from magazines in a strategic spot so children can guess the picture from the clues.

4. Animal Parade‐ Pick a line leader and give the child a picture of an animal. The line leader walks around the room making the sounds of the animal. Switch to another person.

5. Clown Sponge Balls‐ Make a clown on a pieces of cardboard. The clown should have big features so that the toddlers can aim at the body part successfully. Children throw balls at the named part.

6. You’re in the Spotlight‐ Make the room dark. Spin a flashlight on the floor. The chosen child answers a question such as favorite color, favorite food, etc..

7. Go Fly a Plane‐ Children decorate a paper airplane and you go out and fly them on the playground. You can make targets and put them on the ground and in the air.

8. Box Ball‐ Take a big box of assorted colored pom poms. Scatter the balls on the floor. Name a color. Children try to get the color of the ball. You can also name a certain number of balls for each child to get. Repeat several times.

9. Dinosaur Eggs‐ Take rocks and cover with aluminum foil. Make dinosaur footprints clues out of paper and leave them as clues to the location of the dinosaur eggs.

10. Cooperating Cube‐ Cover a cardboard cube with small Velcro circles. Put clues to common songs on the cube. For example, put a sun, which would signify the song ‐ You are My Sunshine. When the cube is rolled, the group sings that song. The songs can be switched as the children learn new songs.

73

Games for Preschoolers and School Age:

1. Alphabet Game ‐ Students line up alphabetically by their last name.

2. Birthday Bash ‐ Using non‐verbal skills, students line up by the month and day of their birthday.

No cheating!

3. Ring on a String ‐ Using yarn or string, make a big circle (big enough for the group to all hold the

string at the same time). Put a paperclip on the string. One person is it. “It” turns their back around. The paperclip is moved back and forth around the circle until the teacher says “Stop.” Each person holds the string with a closed fist. “It” takes three turns to try to guess who has the paperclip. If the hand is guessed, the child opens only one hand. Each hand is one guess. Another child is chosen to be “it” for the next round.

4. Clandestine Clothespin ‐ Get three colored big paperclips. The teacher explains that he/she will

be hiding paperclips somewhere on somebody’s body. The teacher explains the rules. The teacher walks around the room and “clips” the different colors of paperclip on the students. If a student is tapped on the shoulder by the teacher, it signifies that the student has a colored paperclip and has to walk around until everyone sits down. Everyone closes his or her eyes. The teacher can put the clips in the hair, bottom of jeans, sticking out of a pocket. When ready, everyone opens their eyes. The teacher calls out a color, students walk around the room and when they see the certain color, they sit on the floor. The game continues until the last person finds the right color. The teacher can call out another color.

5. Yarn Shapes ‐ Divide the group into four groups. Make a yarn circle. The teacher calls out a

shape. Each group races to try to be the first group to make the shape. This activity can be simplified or complicated (hexagon, pentagon).

6. Fill it Up ‐ Great game to play on a summer hot day. The students get into their bathing suits.

Put a line around a paper cup. Students are divided into teams. Students are given a spoon (to put in mouth) or put a small paper cup (to put on their head). They fill up the object with water. Race to another area and transfer the water to the lined cup. First team to fill up the designated cup wins. Keep playing the game over and over. The children get soaked and they love it.

7. Invisible Sports ‐ The group spreads out. The teacher yells out a sport. Everyone pretends to be

playing that game. Try playing this game while you are waiting for a bus to pick up the children. Call out names like tennis, baseball, basketball, polo.

74

8. Spot Check ‐ Divide the group into teams of two. Give each team a numbered circle. Four

groups will participate at one time. One member of the team closes their eyes. The teacher put the circles on the floor. The partner tries to guide the closed team member to the circle. The trick is everyone in four groups of students is calling out directions at the same time.

9. Herd Hunt‐ Make index cards with the names of animals. On the count of three, everyone

closes their eyes and makes the sound of the animal. The animals try to get with other children making the same sound.

10. It’s a Toss‐Up‐ The teacher tosses a box of assorted pom poms all over the classroom. The

teacher calls out a certain color. Students race around the room trying to find the correct color or shape.

75

Learning Activity 6.4: You’re a Blockhead


• List the developmental stages of block play • Discuss the teacher’s role while children are playing with blocks • Name five different ways to extend block play • Explain some of the cognitive skills children learn when playing in the block area

College Student Success Skills Addressed: Communication, Collaboration, Organization Context in the Course: This lesson can be used in Unit 6: Sensory Areas. Activity Description: Instructors will explain the different stages of block play: carrying place‐to‐place, pile blocks, row making, bridging, and representation. After each stage, students will name the appropriate age group for the developmental stage. Students will list the different types of blocks that childcare centers purchase for the different age groups‐ fabric, Legos, cardboard, wooden, Lincoln logs, foam blocks, etc. Next, students will come to the board and try to draw the different shapes of wooden blocks‐ roman arches, curves, intersections, cylinders, ellipse, etc. Students will name math skills that can be learned in block play. Next, the students will brainstorm props that can be added to the block area to extend the activity. Ideas include‐ zoo animals, transportation vehicles, etc. Ideas can also include hand drawn props such traffic signs. If blocks are available, students will create a picture and see if they can make it out of blocks. If wooden blocks are not available, foam pieces can be substituted for the block pieces. Materials for Lesson: Wooden blocks (foam blocks can be substituted if needed) Samples of different types of blocks used in a childcare center Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.

76

Unit 7: Math, Science, Engineering, and Technology

Unit Description: Math, Science, Engineering and Technology are the areas that lend well for hands‐on instruction where experiments can be conducted; math materials can be manipulated. Basic science and math concepts can be taught to the early childhood students. It doesn’t take a rocket scientist to teach basic math and science! There are plenty of ideas or videos online to increase subject matter knowledge about science or math. Unit Information: The reading assignment for this unit is to: Read Chapters 5 and 6 Lesson Plan Write‐Ups due for this unit: Math and Science Activity Unit Objectives: At the completion of this unit, the student should be able to: 1. Name the categories in the Math, and Science/Technology and Engineering Preschool

Learning Guidelines. 2. Reinforce the idea that there are many ways to solve a math problem. 3. List manipulative math materials and supplies found in the ECE classroom. 4. Discuss “preparation” when conducting a science experiment. 5. Research a math or science activity related to a theme. Key terms to know for this unit:

• Manipulative • Classify • Patterning • Estimate • Attributes • Fractions • Measurement • Money • Experiment • Inquiry Method • Biology • Astronomy • Chemistry • Physics • Ecology • Technology

77

Learning Activity 7.1: One Hundred Days of Math


• Define common math terms/ topics: Estimate, Pattern, Positional Language, Ordinal Numbers, Attributes, Comparative Language, Classification, U.S. Coins , Nonstandard Unit, Measurement, Operations, Statistics and Fractions

• Design three activities that use a selected math topic

• List materials and supplies that can be added to the classroom to reinforce math concepts

• Discuss concepts and terminology associated with a given math word College Student Success Skills Addressed: Critical Thinking, Communication, Collaboration, Organization Context in the Course: This lesson can be used in Unit 7: Math, Science, Engineering, and Technology. Activity Description: The instructor will define math topics used in the Massachusetts Preschool Learning Guidelines. Using the theme of 100 days, students will think of activities using the following math topics and terminology associated with the term: Estimate Pattern Positional Language Ordinal Numbers Attributes Comparative Language Classification U.S. Coins Nonstandard Unit Measurement Operations Statistics Fractions Students will present the ideas to the class. After the presentations, students will list the materials and supplies that can be added to the classroom to enhance math skills. Materials for Lesson: Copies of Massachusetts Preschool Learning Guidelines Assessment: Three activities written by the students will be the assessment. Students will be assessed for their participation as part of the class participation portion of their grade.

78

Learning Activity 7.2: What I Don’t Like about Science


• Compare and contrast teaching styles of the student’s previous science teachers • List terminology associated with the biological and physical sciences • Define the following branches of science in terms of “the study of”: chemistry,

physics, geology, meteorology, astronomy, ecology, physiology, and biology • Brainstorm materials and supplies that can be added to enhance the science center • Discuss the importance of preparation when teaching science topics

College Student Success Skills Addressed: Critical Thinking, Communication, Collaboration, Organization, Self‐Assessment Context in the Course: This lesson can be used in Unit 7: Math, Science, Engineering, and Technology. Activity Description: Students will think about their past science experiences. The instructor will label two columns: What I liked about science and What I didn’t like about science. Next, the students will think about the science teachers, what did the science teachers do to make you enjoy or dislike science. The students will be divided into three groups: Earth and Space Sciences, Life Sciences, and Physical Sciences. Using the Massachusetts Preschool Learning Guidelines, the groups will list materials and supplies that could be used for that specific science area. When completed, students will make a list of the basic science concepts or terminology associated with that specific area of science. Students will talk about how to be “prepared” for teaching science. If time allows, students will discuss how they would conduct a science experiment to determine – Does using Miracle Grow increase the size and height of marigolds plants? Materials for Lesson: Copies of Massachusetts Preschool Learning Guidelines Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.

79

Learning Activity 7.3: Building a Card Tower


• Work cooperatively to build a tower made of index cards • Explain the design process that the group used to make the tower • Discuss the ways that succeeded or failed when building the tower • Identify ways to connect the index‐card tower experiment to the engineering

process College Student Success Skills Addressed: Critical Thinking, Communication, Collaboration Context in the Course: This lesson can be used in Unit 7: Math, Science, Engineering, and Technology. Activity Description: Students will be divided into groups of four. The students will be given 100 index cards. The concept of the idea is to build a card tower strong enough to support a Matchbox car for 5 seconds. The time limit to complete the task is 20 minutes. When the time is up, place the object on the top of the stack for five seconds. After five seconds, measure the tower. The students justify their strategies about the card design. Materials for Lesson:

• Index Cards

• Matchbox car or an object light enough to be put on the top of a tower made of cards.

• 36 inches of tape

• Scissors

• Ruler


80

Learning Activity 7.4: Introducing Engineering is Elementary Student Learning Outcomes: After successfully completing this activity, students should be able to:

• Name the steps in the Engineering Process • Discuss the dampening properties of felt, clay, aluminum foil, etc. • Research possible Museum of Science, Boston‐ Engineering is Elementary Units to

use in Theme Based Curriculum Units College Student Success Skills Addressed: Critical Thinking, Communication, Collaboration Context in the Course: This lesson can be used in Unit 7: Math, Science, Engineering, and Technology. It can be used after Lesson 7.3 ‐ Building a Card Tower. Activity Description: This activity was designed by the Museum of Science, as part of their Engineering is Elementary Curriculum. The Five Step Engineering Design Process is: Ask, Imagine, Plan, Create, and Improve. In each Museum of Science unit, a story presents a problem and a field of engineering is highlighted that is used to solve the problem. This lesson is adapted from the Museum of Science EiE Unit ‐ Sounds Like Fun!: Seeing Animal Sounds. The science topic is sound and the engineering field is acoustical engineering. Students will make rubber band guitars using three different widths of elastics and use various materials (clay, aluminum foil, flannel) to dampen the sounds made by the elastics.

NOTE: Education Department Faculty Maureen Goulet and Nancy Higgins are trained to use the Engineering is Elementary Materials. Maureen or Nancy will come‐in as guest speakers, read the EiE unit book, and teach the unit to your students. There are several EiE units at the college: Catching the Wind: Designing Windmills; Sounds Like Fun: Seeing Animal Sounds; A Work in Process: Improving a Play Dough Process. The MCC Science Department has additional units but to avoid overlap, the education department will use different EiE units from the Science Department. On the next page, you will find a list of all of the EiE Units. Materials for Lesson: All of the materials for this unit are contained in the Sounds Like Fun EiE Unit in Jessie Klein’s office. See Maureen Goulet to arrange pick‐up. Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.

81

Handout: EiE Unit Handout

82

Unit 8: Creative Expression: Music, Puppets, and the World Around Us

Unit Description: The focus of this unit is Creative Expression. Children love to sing and dance. There are so many fun songs and finger plays that teach the children to sing. Add musical instruments or puppets and you have your own musical production. Take your show on the road and play for the younger children or invite parents to enjoy the fun. Invite parents to come into the classroom, discuss their jobs, or chaperone a child’s field trip. Teach students that they need to see parents as partners in the child’s education. Unit Information: The reading assignment for this unit is to: Read Chapters 7, 10, and 11. Lesson Plan Write‐Ups due for this unit: Music/Puppet/Song and Social Science Activity. Unit Objectives: At the completion of this unit, the student should be able to: 1. Discuss the value of playing a variety of music in the early childhood classroom 2. Explain how puppets can help children work through emotional issues 3. Name ways to teach children about the community where they live 4. Anticipate the problems that could happen on a field trip 5. Discuss the preparations have to take place before students are taken off site Key terms to know for this unit:

• Locomotion • Non‐locomotion • Rhythm • Beat • Tempo • Tone • Voice • Marionette • Hand puppet • Chaperone • Professional • Training • Expertise

83

Learning Activity 8.1: Music, Music Everywhere


• List the different genres of music • Name and give examples of the five types of songs: repetitive chorus, repetitive

words or phrases, children supply sound effects or noises, ballads, or songs that tell stories, question and answer or name games

• Discuss how music and physical exercise can be combined • Make a small musical instrument out of common household items

College Student Success Skills Addressed: Communication, Collaboration, Organization Context in the Course: This lesson can be used in Unit 8: Music, Puppets, and the World Around Us. Activity Description: Students will name places that they hear music and the purpose of the music in that place. The instructor will list the different types of songs and the students will name common childhood songs that belong in that category. The students will name some of the common musical instruments in the classroom. The students will make their own musical instruments using common classroom materials. The students will combine their musical instruments with a song and physical movement. Materials for Lesson:

• Small objects that can make noise such as rice, beans, or beads

• Yarn

• Long plastic containers such as oatmeal or parmesan cheese containers

• Aluminum foil plates

• Sandpaper

• Wooden blocks

• Toilet paper or paper towel rolls

• Small round containers such as film canisters Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.

84

Learning Activity 8.2: Today’s Puppets


• Explain three ways a teacher can introduce puppets in the classroom • List six famous puppets and the TV show associated with that puppet • Discuss the different types of puppets: hand puppets, stick or rod puppets,

marionettes, shadow puppets, and paper mache heads • Name 20 arts and crafts materials that can used to make puppets

College Student Success Skills Addressed: Communication, Collaboration, Organization Context in the Course: This lesson can be used in Unit 8: Music, Puppets, and the World Around Us. Students are required to watch a TV show that has puppets so give advance warning of this activity. Activity Description: The students will watch an episode that has puppets such as Sesame Street. Students need to watch a current episode not remember an episode from their past. Explain that the focus and technology of puppets have changed greatly from years ago. Students will complete the Puppets Worksheet and be prepared to answer the questions in class. Materials for Lesson: Today’s Puppet Handout Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.

85

Handout: Today’s Puppets Handout Name of the TV Show: ___________________________________________ Date of TV airing: _______________________________________________

1. What are the names of the puppets on this show?

2. How many times do puppets appear?

3. Do the puppets appear during the show or at the end of the show?

4. What kind of technology is used to manipulate the puppets?

5. What are three skills that the TV puppet taught the children?

6. How could you incorporate this TV show into a Curriculum Unit?

7. What would be the goals of this puppet lesson?

8. What would be the objectives of this puppet lesson:

Physical: Emotional: Cognitive: Social:

86

Learning Activity 8.3: People in Your Neighborhood


• Name the different community helpers that could talk to a classroom of children

• Discuss the different props that can be added to the dramatic play area to promote community helpers

• Explain how Community Helpers are part of the History and Social Science Preschool Learning Experiences

• Create a template for a Community Helpers Book College Student Success Skills Addressed: Communication, Collaboration, Organization Context in the Course: This lesson can be used in Unit 8: Music, Puppets, and the World Around Us. Activity Description: The students will make a list of the various community helpers that could come into the ECE classroom as a guest speaker. The idea is to have an extensive list of many different occupations. Try to have the students be specific ‐ instead of being general and naming a police officer ‐ have the students name ‐ detective. Remember to ask any community members such as School Committee or Boards of Selectman. Students will design a template for a Community Helpers Book. The book should include some of the jobs that the person performs, skills required for the job, famous people or TV people in that occupation, etc. This activity can be adapted for students that work with school age children by having the Community Helper Book add what type of education is required for the job. Make sure to mention to students, as a common courtesy, they should send thank you notes (written by the children) or draw pictures to anyone who volunteers to come into the classroom and speak to the class. Materials for Lesson: There are no materials needed for this lesson. Sesame Street song “The People in Your Neighborhood” that is found on YouTube. Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.

87

Learning Activity 8.4: Places in Your Neighborhood


• Discuss the safety precautions that need to be taken for an off‐site field trip • Name the different field trips that can be taken by an ECE classroom of children • Explain why some childcare centers don’t go on fieldtrips • List educational field trip sites and discuss what the children can learn while on the

trip

College Student Success Skills Addressed: Communication, Collaboration, Organization Context in the Course: This lesson can be used in Unit 8: Music, Puppets, and the World Around Us. Activity Description: Before discussing any Places to Visit in the Neighborhood, the instructor should talk about safety concerns. The instructor should also mention any EEC Regulations concerning taking children off site. The instructor will hand out and discuss the EEC Field Trip Checklist. Next, the instructor will discuss the different types of field trips: walking to different classroom, around neighborhood, mini‐field trip, specific purpose field trip, and major field trip. Have the students try to remember some of the field trips that they went on with their schools or with family members and name some examples of each kind of field trip. When a trip is mentioned, discuss the possible educational purpose of the trip. Students should also mention any associated costs of the field trips (not including bus transportation) such as admission to the place. Materials for Lesson: Handout from the Department of Early Education and Care ‐ Field Trip Checklist Assessment: Students will be assessed for their participation as part of the class participation portion of their grade.

88

Handout: Field Trip Checklist

□ Contact Site

□Check date □Activities □Bathrooms □Costs / Discounts

□Meals / snacks / drinks □Group sizes

□ Visit Site

□ Check bathrooms □ Hazards □ Exits □ Parking

□ Plan

□Day □Time □Transportation □Chaperones □ Pre-trip activities

□ Ticket Purchase □ Group / Chaperone Assignments □ Lost child

□ Sick child/chaperone □ Disaster / weather emergency

□ Check

□ Volunteer background checks □ Drivers’ licenses □ Car seats / seat belts □ Vehicle registration, inspection, insurance □ Gasoline □ Permission slips

□ Pack

□ Emergency information □ Medications □ Food / water / snacks

□ First aid kits □ Telephones □ Group lists □ Clothing □ Sunscreen

□ Program name, phone number tags

□Supervise

□ Face to name count before leaving program

□ Face to name count after each activity

□ Face to name count before returning to program

89

Appendix

• Sample Syllabus

• Curriculum Guideline Packet EDU 101 ‐ Curriculum in ECE Programs

• Middlesex Community College Honor Code

• Overview of the NAEYC Accreditation Project at Middlesex Community College

• NAEYC Accreditation Study at Middlesex Community College Publication Release Form

• NAEYC Curriculum Key Assessment Rubric

• Extended Lesson Plan

• Assessment Name: Extended Lesson Plan and Teaching Demonstration

90

Sample Syllabus

Curriculum in Early Childhood Programs EDU 101 Section Semester/Year

Instructor: Maureen Conrad‐Goulet Email: [email protected] Course Description: This course will explore the creative experiences for young children through awareness of children's individual interests, strengths, and needs. Students will learn to plan and modify activities based on children's individual needs, inclusion and the environment. Major areas to be explored are: English Language Arts, Reading Readiness, Math, Science, Technology, History, Social Science, and Health Education. These major areas will be reflected in course work and discussions based on the Massachusetts Department of Education Pre‐K Standards and Experiences. Primary Core Competency Area: # 5: Learning Environments and Implementing Curriculum Age groups: Preschool Age Children, School Age Children Course Prerequisites: PSY 122 ‐ Child Growth and Development Required Text: Jackman, Hilda, L. (2011), Early Education Curriculum: A Child’s Connection to the World, Fifth Edition, New York: Delmar Thompson Learning. (You may use an earlier edition, just be sure to go by chapter topic not chapter number) Course Goals: a. Promote Child Development and Learning

• Know developmentally appropriate curriculum content for a particular age group • Understand process vs. product approach and open‐ended activities.

b. Build Family and Community Relationships • Discuss how parents can help increase language and literacy skills • Access community resources to help create an age appropriate curriculum

c. Observe, Document, and Assess to Support Young Children and Families • Recognize the importance of accessing the effectiveness of curriculum • Know the different ways to evaluate a curriculum

d. Using content knowledge to build meaningful curriculum • Understand how to write goals and objectives • Become more aware of the different curriculum content areas • Know the components of a curriculum

e. Build Meaningful Curriculum • Understand MA Curriculum Frameworks for Early Learning thru Grade 2 • Explore diverse learning styles and apply them to written lessons

91

f. Become a Professional • Understand the impact of standardized testing on teachers and children • Recognize the impact of accreditation and licensing on curriculum development

in ECE Student Learning Outcomes: At the completion of this course, the learner should be able to design an Individual Curriculum Unit, which contains: a. Curriculum Area Write Up for Five Different Subject Areas b. Weekly Overview c. Theme Integrated Learning Center d. Lesson Plans and Extended Lesson Plans e. Language and Literacy Unit REACH Conceptual Framework: Child Growth is a required class under the auspices of the Education Department. The Conceptual Framework, which has the acronym REACH, describes the necessary skills for teachers. • R = Research: The practice of research keeps the ECE Professional current with critical

data/information relevant to optimizing developmental outcomes for children of diverse backgrounds and abilities.

• E = Empathy: Through empathic responses to children, families, and colleagues we model developmentally and culturally appropriate practice (DCAP), promote equity, and foster high quality relationships with all stakeholders.

• A = Action: Initiating actions and engaging in advocacy which reflect high quality ECE training, research, empathy, and collaboration optimizes the growth and development of young children and is the hallmark of a professionally trained Early Childhood Educator.

• C = Collaboration: Uniting with families, schools, and community agencies, Early Childhood Educators create consistency and continuity of support and care for young children.

• H = Health: Through identifying and implementing educational and lifestyle practices which promote health physically, cognitively, socially, emotionally, and communicatively for young children, families, and Early Childhood Educators, we achieve meaningful, sustained holistic outcomes.

Instructional Teaching Methods: • Lecture and Discussion • Large and Small Group Cooperative Learning Activities • Student Presentations • Videos and Handouts • Demonstrations and Role Playing • Case Studies

92

Topics Covered: Curriculum Areas such as: Science, Math, Music, Language Arts, Literacy, etc.

• Massachusetts Curriculum Frameworks

• Massachusetts DOE Pre‐K Standards and Experiences

• NAEYC Standards for Curriculum

• Activity Planning for Preschool Classrooms

• Components in Writing Curriculum

• Goal and Objective Writing

• Integrating a Theme into Different Areas

Course Policies

NOTE: Instructors can tailor policies to individual course needs Attendance: Attendance is required at every class and is defined as being on time, prepared for class and participating throughout the lesson. Should an emergency occur and you cannot attend class, it is your responsibility to email the instructor AND get all the class notes and assignments. Keep in mind that attendance and participation count for 20% of your grade. Students are allowed to miss no more than 25% of class content (example: two class meetings in a Tu/Th class; three evening classes). Students that miss 25% or more class content will be asked to academically withdraw. More than 30% of missed class time will result in an automatic final course grade of F. Two late arrivals and/or two early departures will be counted towards a missed class meeting. I will respectfully listen to your excuse as to why you may be tardy or leave early. Please remember, that even though I am extending a courteous ear to your excuse, it does not mean that I agree with your decision. As an adult learner, you make your own decisions and are responsible for your own actions. If you are absent on the day a quiz is given, the make‐up quiz has to be taken at the beginning of the next class meeting ‐ no exceptions. If you are absent on the day of an assignment is due, you will be penalized one full grade for late work. Communication: I am available to address any concerns or questions that you may have. I encourage you to contact me as soon as an issue arises, not after you are experiencing difficulties. I am available before or after class if your issue is of a personal nature. Email is the most reliable way to reach me. I will always send a response when I get an email. If you did not get a reply, I did not get your email. Students will be contacted by the instructor thru the MCC email system ONLY. It is recommended that students check their MCC email account twice a week on a regular basis. Make sure to put your name, class day and time in the subject line of an email.

93

Code of Conduct: I feel it is my responsibility to model and support a code of classroom conduct that emphasizes courtesy, respect, confidentiality, and sensitivity. To accomplish these goals I ask students to observe the following guidelines: • Arrive for class on time and prepared‐ have notebook, pencil/pen and homework • Read required chapters in textbook before class and come prepared to participate in class

discussions • Ask questions to understand information and clarify points • Use active listening skills and avoid engaging in distracting side conversations • Allow all students to participate in class discussions; avoid monopolizing conversations • Respect diversity of opinion and experience; maintain an unbiased approach • Give whoever is talking your undivided attention • Respect confidentiality by omitting identifying information such as child’s name and

program names in written assignments and classroom discussions • Personal experiences shared with the class should stay in the classroom and not be

discussed outside of the classroom Cell Phone / Laptop Computers / Internet Access: Digital equipment can disrupt a learning environment. Cell phones must be turned off or set to vibrate and should be stored out of site, during class time. Please speak to me BEFORE class if you are expecting an urgent call. If you answer an emergency call, the conversation must take place out of the classroom. Laptops can be used for note‐taking purposes and legitimate class activities. Students are not permitted to engage in personal activities during class, including but not limited to: checking email, visiting social networks, participating in Instant Messaging, text messages, or chatting. Videotaping an instructor, without permission of instructor, is against Massachusetts state laws. Students with Disabilities: The Disability Support Service Office can assist students with differing learning abilities and medical needs by providing educational accommodation plan. You must register for these services and have a documented need. If you are on an educational plan, it is important that students share learning accommodations with instructors at the beginning of the semester, within two weeks of the start of class so accommodations can be made. Early Alert Program: This class has been selected to participate in the Strategies for Success Early Alert Program. The program is designed to promote student success through coordination and communication between students, instructors, advisors, and campus support service departments. If I observe that you are experiencing difficulties in the course (in terms of attendance, test scores, or participation, for example), I will: • send an email message to your Middlesex email account and will tell you about my

concerns • ask you to meet with an academic counselor who can work with you to create a Strategies

for Success Plan that will address any difficulties that you are having in the course

94

• ask you if you have taken advantage of various campus support services, such tutoring or advising

Course Withdraw Policy: Students failing class may withdraw, but there is a deadline date to withdraw without penalty of failure. If you are withdrawing, you have to fill out a withdraw form at the Student Information Center located in the Lowell and Bedford campuses. I will fail a student that does not follow the correct withdraw procedure. If you are going to drop the class, please notify me by email so that I do not send an Early Alert. Honor Policy: Adherence to ethical standards is obligatory. Cheating is a serious offense, whether it consists of taking credit for work done by another person, or doing work for which another person will receive credit. Taking and using ideas or writings of another without clearly and fully crediting the source is plagiarism, a violation of the academic code, and if it is proven that a student, in any course in which he/she is enrolled, has knowingly committed such a violation, suspension from the course and a failing grade in the course may result. Due process is accorded to students in the event of any alleged violation of college regulations. A copy of the MCC Honor Policy is found in the attachment section. Service‐Learning: Service‐Learning is an educational experience that integrates community service with classroom instruction. Students are encouraged to participate in Service‐Learning as part of this course. Students are required to spend 22 hours a semester (two to three hours a week) at their community site working with children in preschool and elementary schools for 11 weeks during the semester. Students are also responsible for reflecting on their service‐learning work and relating it to what they learn in their classes and textbooks. In exchange for completing community service and service‐learning journals, students participating in Service‐Learning, will not be required to take the final examination. Early Childhood Education Portfolio: Starting with Child Growth and Development, Early Childhood majors are required to begin the development of a portfolio of their education‐related work. Students are expected to begin compiling their written assignments and syllabi for each education course together in a binder for their portfolio as they progress working on their degree. The syllabus and graded written work should be placed in a two or three inch three ring binders with all work in plastic protector sheets. The portfolio will be reviewed at the end of the semester during the finals period. NOTE: This requirement does not apply to students that are not Early Childhood or ECE Transfer majors.

95

Tutoring Centers: Academic support/tutoring is available, free of charge, to all students in many subjects. Tutoring Centers are located at both the Bedford and Lowell campuses. Each Center provides a challenging and supportive environment, offering drop‐in and individual appointments, depending on the subject matter. Professional and peer tutors staff the Writing, Reading/Study Skills, Math, Science and Accounting/Business/Economics Tutoring Centers. Tutors assist students with assignments and projects, lead study groups, and provide guidance in the use of computers and other multimedia. Students are encouraged to take advantage of all the support early in the semester. Online tutoring is also offered in many subjects. Tutoring hours and locations differ from campus to campus. Students can also access computers and computer tutoring/support in the Academic Support Centers, Library and in the Language Arts Center in Lowell. For more information, call 781‐280‐3724 or 978‐656‐3279 and/or visit the Academic Support Website: www.middlesex.mass.edu/tutoringservices.

96

Assignment Expectations NOTE: Instructors can tailor policies to individual course needs.

Written Guidelines: All of the written assignments are in templates on the Blackboard website. All of the formatting is done, font sizes, etc. ‐ all you have to do is save the file on your desktop, then start typing. All assignments must be turned in on the appropriate due date for maximum credit. Familiarize yourself with the following written guidelines when turning in papers: • Grammatically written using spell‐checked papers • Pages stapled and not in any fancy folders • Papers submitted electronically must be in .rtf, .doc, or docx formats • Sources documented in MLA or APA format Late Assignment Policy: It is the responsibility of the student to keep track of all required assignments and due dates. Any papers turned in after the end of class will be considered late, the grade will be reduced by one full grade. No papers will be accepted past the one‐week deadline. Computer Issues: Assignments can be turned in electronically thru Blackboard or handed to the instructor. Students submitting items electronically must check for ! in Student Tools, then go to My Grades after item was sent, to see if item was sent correctly. Computer issues are not a valid excuse for late work. If your computer breaks‐down or gets a virus, MCC has computer labs for your use. If you are having printer issues, submit the paper electronically, this does not require printing. Assignments will not be accepted by email, they must be sent thought Blackboard. The instructor cannot assume responsibility for transmission errors, which may occur.

Written Assignment Rubric:

A Excellent

Writing clearly and effectively addresses the assigned task. Main idea is well developed and writing is organized.

Appropriate supporting details are utilized to develop main idea. Rare, if any, errors in spelling, grammar, or usage.

B Good

Writing addresses main idea. Some parts of assignments are addressed more effectively than other parts.

Generally well developed and organized but few supporting details. Errors in spelling, grammar, and usage are minimal.

C Average

Writing addresses only the main idea. Few supporting details are included and poorly organized work.

Minimally satisfies the assignment. Some errors in spelling, grammar, and usage occur.

97

D Inadequate

Writing does not adequately address the topic. Main point is not clear or correctly identified.

Supporting details are lacking. Writing is disorganized.

Frequent errors in spelling, grammar, and usage.

F Failing

Writing does not address the assigned topic. Main point is not identified.

No supporting details. No plan or organization is present

Severe errors in spelling, grammar, and usage. Assignment is not turned in.

98

Written Assignments Descriptions for EDU 101

NOTE: Instructors can tailor policies to individual course needs. The semester is designed to teach you about the different components that go into creating a curriculum unit. A curriculum consists of many parts: goals, learning centers (webbing), lesson plans, weekly overview, extended lesson plans, and language/literacy. You will be required to choose a theme for your Curriculum Unit and all written assignments will relate to this theme. Themes have to be approved by the instructor to avoid duplication of topics. It is extremely important to document your sources! Lesson Plans and Class Presentations: You are to create FIVE lesson plans of the following 10 activities to present to the class: Rebus Chart Flannel Board Story Book Activity Cooking Activity Cooperative Game Math Activity Science Activity Art Activity Musical/puppet/song Social Science You will be graded on: creativity, uniqueness, originality, complexity, attention to detail, and presentation to class. The activities are due on the due date and no late activities will be accepted. You choose which of the five activities to do. You can choose to do two activities on the same date, for example, the book activity and flannel board are due on the same day. Each activity is worth 20 points. The curriculum piece write‐up is worth 80 points and due on the day of the presentation. Remember the ideas you use have to relate to your theme! Weekly Overview: Students will complete five days of daily lessons for your Theme Unit. Make sure to research your topic. Try to come up with creative ideas, activities, and stories. Monday’s lesson plans must have MA Preschool Learning Experiences done. It is not necessary to do the frameworks for any of the other days. When you use a book, make sure to include the title of book and author. Make sure to include any attachments for projects and ideas in all of the blocks for all five of the days. Theme Integrated Learning Center: The Integrated Learning Center is a collection of activity ideas with at least five activity ideas for each curriculum area: math, science, dramatic play, art music, cooperative games, children‘s literature, sensory, writing experiences, vocabulary, diversity, etc. Make sure to have attachments to explain your ideas or cut and paste the internet address of the idea. You cannot duplicate the ideas from your daily lesson plan. Extended Lesson Plan: Using one idea from the Weekly Overview, you are to plan and teach an activity. The activity has to be developmentally appropriate for preschoolers. You cannot use the idea that you have done as one of your five activities.

99

Please use different standards for each lesson planned. Do not repeat any standards for any activities in any assignments. It is helpful to highlight standards that you have already used to help keep track as the semester progresses. Language and Literacy Unit: Enhancing language and literacy experiences is an important job of the classroom teacher. You are to design a language and literacy unit for your theme. The Language & Literacy assignment requires a great deal of research. It involves finding children’s book, vocabulary, phonics, and phonemic awareness activities. There is a full description in the Written Guideline Packet. Don’t worry ‐ we will go over every aspect of the Language and Literacy Unit in class. Weight of Points Scale:

Grading Instruments Percentage of Grade

Points/ Assignment

Total Point Scale

Five Lesson Plans & Presentations Weekly Overview and Integrated Centers Extended Activity Plan & Presentation

Language and Literacy Unit Portfolio, Attendance & Participation

20 % 20 % 20 % 20 % 20 %

100 pts 100 pts 100 pts 100 pts 100 pts

200 pts 200 pts 200 pts 200 pts 200 pts

Total Points 100 % 1000 points Final Grading Scale:

A Range B Range C Range D and F Range A= 931 to 1000 Total Points A‐ = 900‐930

B+ = 860‐899 B= 831 to 859

Points B‐ = 800‐830

C+ = 760‐799 C= 731 to 759

Points C‐ = 700‐730

D+ = 660‐699 D= 631 to 659 Points

D‐ =600‐ 630 F= Below 600 Points

Course Agenda and Written Assignments:

Class Date: Topics: Read: Assignments Due: Week 1 Course Introduction Week‐

Student and Instructor Introduction Syllabus MCC Student Services Service Learning NAEYC Process

Chapter 1 Purchase Textbook

Week 2 Philosophy Theory of Multiple Intelligences

Chapter 2

Week 3* Creating Curriculum Mass. Frameworks

Preschool Learning

Theme Topic Due

100

Weekly overview Theme Integration

Experiences

Week 4* Goals & Objectives Curriculum Guideline Packet

Week 5* Language and Literacy Chapter 3 Weekly Overview and Theme Integrated Learning Center

Week 6 Literature

Chapter 4 ____ rebus chart

Week 7 Art Chapter 8 ____ flannel board ____ book activity

Week 8 Dramatic Play

Chapter 12 ____ art activity

Week 9 Teaching Strategies and Techniques

Language & Literacy Unit

Week 10 Sensory Centers Chapter 9 ____ cooperative gameWeek 11 Math/Science Chapters 5 & 6 ____ cooking activity Week 12 Music/Puppets Chapters 10 &

11 ____ math activity ____ science activity

Week 13 ACTIVITY PLAN PRESENTATION Extended Lesson Plan Presentations

Week 14 Social Studies Chapter 7 ____ music/puppet/song ____ social science activity

Week 15 Portfolio Check Portfolio *Very important classes to attend – going over parts of written assignments

101

How to Upload Assignments to Blackboard

1. Go to “Grade Me” Button 2. Open the link for the assignment name. 3. If you have a comment, put a comment in comment box. 4. Attach a local file by using the “Browse” button to locate the saved location of the file

created. 5. Hit “SUBMIT” to send the attachment in to be graded. 6. Verify to see if you sent the file correctly, go to “Student Tools” then open “My Grades,”

look for a ! in the name of the sent assignment. 7. If you accidentally hit the “Save” button, you will see a padlock, not a ! in the My Grades

section.

102

Academic Information Policies

NOTE: For instructor use only. Do not disseminate to students.

Mid‐Semester Deficiency Reports: Mid‐semester deficiency notices are sent to students who are performing at the "D" or "F" grade level ONLY. The intent is to notify students of their academic status. The deficiency grades are also forwarded to the students' academic advisors. They are not recorded on the student's official academic record. Course Withdrawal: Students may officially withdraw from a course and be assigned a grade of "W" during the first 10 weeks of the semester. Faculty should advise students wishing to withdraw to contact the Student Information Center at either campus or to call 1‐800‐818‐3434. Failure to attend a course or section does not constitute formal withdrawal. Students who stop attending class and fail to complete the Add/Drop procedure will receive a grade of “F” for the course. Students who need to drop a class after the 10th week can do so only if they withdraw from all of their classes. They should be referred to the Student Information Center for assistance with this procedure. Early Alert Program: The Early Alert Program is an initiative that works toward improving student retention by creating a partnership between instructors, academic counselors, and campus service departments. The program enables instructors and staff members to identify students in jeopardy of academic failure as early as the first few weeks of the semester. Students are connected to support services such as advising, personal counseling, academic tutoring, disability support and any other appropriate services, with suggested interventions and followed up by tracked advisors. Most common reasons for Early Alert referral: attendance problems, inadequate class preparation, poor test results, poor writing skills, underdeveloped time management, underdeveloped study skills, personal issues affecting student’s academic success and adjusting to college life. More information on Early Alert can be found at https://www.middlesex.mass.edu/TitleIII/advtools.asp

103

Curriculum Guideline Packet EDU 101 Curriculum in ECE Programs

104

Goal Words: Broader the objectives, difficult to measure or see child perform.

At the completion of this lesson, the learner should be able to:

Increase Improve Gain insight Understand

Comprehend Recognize Help Know

Determine Realize Have a Better Understanding Be more aware

Developmental Objective Words: Objectives have to be measurable. You have to see the child perform the task.

The four types of developmental objectives are: physical, cognitive, emotional, and social.

At the completion of this lesson, the learner should be able to: Name Taste Complete Design Cut Give Perform Tear Draw Mix Label Define Express Explain Select Identify Make Stack Empty Separate Match Tell Smell Count Discuss Sort Look at Roll Combine Describe Classify Illustrate Slide Show Compare Order Prepare Catch Highlight Contrast Point to Solve Mark Pick Climb Sing Paint Guess Color Open/close Throw Take Apply Paste Experiment Finish Use Fill in Pour Demonstrate Balance Replace Explore Organize Put together Write Take apart Create List Put in order Feel Touch Lift Plan Categorize Ask Choose Collect Find Sequence

Objectives to Accommodate for Diverse Learners:

Visual Learners:

Draw Graph Outline Read

Write Look at Watch Make a Journal

Diagram Make a chart Check off List

Auditory Learners:

Describe Repeat Recite State

Explain Retell Express Tell a partner

105

Listen Read aloud Call out Interview

Kinesthetic Learners:

Build Make a model Take apart Write

Circle Draw Trace Check off

Construct Point to Underline Design

106

Weekly Overview Name of Student: Theme of Week:

Activity Monday Tuesday Wednesday Thursday Friday

English / Language Arts Activity:

Mathematics Activity:

Science or Health Education Activity:

Arts Activity:

History / Social Science Activity:

Monday’s Guidelines for Preschool Learning Experiences

English/Language Arts Activity: Guideline: Category: Learning Guideline: (# )

Mathematics Activity: Guideline: Category: Learning Guideline: (# )

Science/Health Activity: Guideline: Category: Learning Guideline: (# )

History/Social Science Activity: Guideline: Category: (N/A) Learning Guideline: (# )

Art Activity: Guideline: Category: Learning Guideline: (# )

107

Weekly Overview Guidelines

Activity Description Preschool Experience

Pages M T W R F

English /Language Arts Activity:

Activities that encourage children to be interested in books

7‐12

Mathematics Activity: Activities that teachmath skills

13‐18

Science or Health Education Activity:

Activities that encourage discovery in science or health

19‐26 and

31‐38

Art Activity: Activities that encourage creative development thru arts

39‐44

History / Social Science Activity:

Activities that relate to social skills or the world around us

27‐30

108

Monday’s Guidelines for Preschool Learning Experiences (See Curriculum Piece Write Up for In Depth Explanation)

English/Language Arts Activity: Guideline: Category: Learning Guideline: (# )

Mathematics Activity: Guideline: Category: Learning Guideline: (# )

Science/Health Activity: Guideline: Category: Learning Guideline: (# )

Art Activity: Guideline: Category: Learning Guideline: (# )

History/Social Science Activity: Guideline: Category: (N/A) Learning Guideline: (# )

109

Lesson Plan (Template)

A. Curriculum Piece: Name of Activity: Main Curriculum Area: Teacher to Child Ratio: Teacher to Children Age Group: Length of Activity: Minutes B. Guidelines for Preschool Learning Experiences Guideline: Category: Learning Guidelines: (# )

Guideline: Category: Learning Guidelines: (# ) C. Describe the Activity: D. Goals for Lesson: At the completion of this lesson, the learner should be able to: 1. 2. E. Objectives for the Lesson: At the completion of this activity, the learner should be able to: Physical: Emotional: Cognitive: Social: F. Objectives to Accommodate for Diverse Learners: Visual Learners: Auditory Learners: Kinesthetic Learners: G. Materials and Preparation:

110

H. List 10 cognitive based questions (and answers) you would ask during the activity: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. I. Name 10 vocabulary words associated with this lesson: J. Reference Source:

111

Lesson Plan Write Up Guidelines For each activity you present in class, complete this write up. You can single space.

Type only the bolded sections.

A. Curriculum Piece: Write which one of the 10 pieces you are presenting: Rebus Chart, Flannel Board, Book Activity, Art Activity, Cooking Activity, Science Activity, Math Activity, Social Science, Music or Puppet.

Name of Activity: Choose an intriguing name. Main Curriculum Area: Record the main curriculum area that is used during this activity. Curriculum

areas are: math, science, music/creative movement, art, cooperative games, dramatic play, sensory, and language arts.

Teacher to Child Ratio: ___Teacher(s) to ___Child (ren) Age Group: Please indicate the specific age group that this activity is geared for. Length of Activity: Record how long it is going to take you to teach one group of children.

B. Guidelines for Preschool Learning Experiences (pick two different guidelines): Guideline: Record one guideline that the activity meets: English Language Arts, Mathematics,

Science/Technological Engineering, Art, Health, and History/Social Science. Category: Look at the curriculum experiences. Find the subcategory that the experience falls under and

write the link in this part of the write up. Learning Guideline: Pick a learning guideline that the activity meets. Give a one‐sentence description

of the experience. Do not use the ideas column!

C. Describe the Activity: Give a detailed description of how the activity will be conducted. Imagine explaining the activity to a substitute teacher. Be sure to include any items you had to make for the activity.

D. Goals of the Lesson: (see Extended Lesson Plan for in depth explanation) Write two goals for the lesson. Make sure to connect with the objectives.

E. Objectives: (see Extended Lesson Plan for in depth explanation) Write one objective for each category: Physical, Emotional, Cognitive, Social, and Diversity.

F. Objectives to Accommodate for Diverse Learners: (see Activity Plan for in depth explanation).

Write one accommodation for each category: Visual, Auditory, and Kinesthetic.

G. Materials and Preparation: List every item or piece of equipment you will need to do the activity. For example: the name and author of a book, the words of a song, newspaper for the floor or table, measurements of ingredients, utensils, potholder, pans for cooking, materials for the science activity. Remember clean up!

Prepare materials prior to starting the activity. Record any materials that need to be premade to do an activity, such as a poster of words of a song, chart of recipe, flannel board characters, math pieces, etc.

H. List 10 cognitive based questions (include answers) you would ask during the activity: Cognitive based questions encourage critical thinking skills and knowledge. Make sure you write the answer to your question.

112

I. Name 10 vocabulary words associated with this lesson:

List 10 words that will help children develop new vocabulary. Relate the words to the theme of the week. It is not necessary to list each word on a separate line. Separate the words with a comma.

J. Reference Source: Give credit to the information source where you found the idea.

113

Extended Lesson Plan (Template) A. Name of Activity: Main Curriculum Area: Teacher to Child Ratio: Age Group: Length of Activity: B. Guidelines for Preschool Learning Experiences Guideline: Category: Learning Guidelines: (# ) Guideline: Category: Learning Guidelines: (# ) C. Describe the Activity in Detail: D. Goals of the Lesson: At the completion of this lesson, the learner should be able to: 1. 2. E. Objectives of Activity: At the completion of this lesson, the student should be able to: Physical: Emotional: Cognitive: Social: F. Objectives to Accommodate for Diverse Learners: Visual: Auditory: Kinesthetic: G. Materials, Preparation, and Set‐up:

114

H. Teaching of Lesson: Step #

Content of Lesson (What you are saying) Teaching Technique (What you are doing)

I. Reference Source: J. Evaluation:

115

Extended Lesson Plan Guidelines

Designing an Extended Lesson Plan: Acceptable Activity: Student selected an activity that is appropriate for the age group and individual children involved; student selected an activity that stimulates children’s interests, imagination, and creativity; student selected an activity that gives children choices and incorporates children’s ideas; children are actively involved in activity with tangible materials and hands‐on experiences; student selected appropriate group size for activity. Unacceptable Activity: Student selected an activity that is inappropriate for the age group and individual children involved; student selected a teacher‐directed activity that is close‐ended with few choices for children; student selected an activity that is a reproduction of someone else’s activity; children are expected to reproduce a teacher‐made model or complete worksheets and ditto sheets during activity; all children are expected to do activity at the same time. When typing over the form, all bolded section names need to be included. For example, group size, age group, length of activity, etc.

A. Name of the Activity: Choose an intriguing name for the activity Main Curriculum Area: Record the main curriculum area that is used during this activity. Curriculum areas are: science, math, music/creative movement, art, cooperative games, dramatic play, sensory, and language arts. Teacher to Child Ratio: Teachers to Children Ratio: Please indicate how many adults versus children doing the activity at a time. For example, there may be a class of 15 children but only four children are doing the activity at once thus, the ratio would be one adult to four children. Age Group: Please indicate the specific age group that this activity is geared for. Length of Activity: Record an approximate time activity may take during one day. You may also indicate if an activity will be repeated daily or weekly. B. Guidelines for Preschool Learning Experiences (see Lesson Plan for in depth explanation) C. Describe the activity in Detail: Give a description of the activity. Be specific so I can picture how the activity is going to be taught. Example: The children are going to make stained glass butterflies. Each student will be given a butterfly cutout with contact paper stuck to the back. The children will take pieces of different colored tissue paper and stick them to the contact paper. When the students are finished, another piece of contact paper will be placed on top of the tissue paper. Cognitive Objective: Create an objective for children that involve acquiring knowledge about theme concepts, thinking skills, learning skills, or understanding and completing tasks that involve theme concepts.

116

Social Objective: Create an objective for children related to the activity and theme that involves cooperation, teamwork, sharing, or interactions with others. F. Objectives to Accommodate for Diverse Learners: Every child learns differently. One learning style may be suitable for most classrooms but not for your classroom. The three specific learning styles are: visual (sight), auditory (hearing), and kinesthetic (movement). You are to come up with one accommodation for each of the learning styles. You have a worksheet in your packet with the verbs that will meet the needs of diverse learning styles.

A. Visual: B. Auditory: C. Kinesthetic:

117

G. Materials, Preparation and Set Up: List every item or piece of equipment you will need to do the activity. For example: the name and author of a book, the words of a song, newspaper for the floor or table, utensils, measurements of ingredients, potholder, pans for cooking, materials for the science activity, etc. Remember clean up. Prepare materials prior to starting the activity. Record any materials that need to be pre‐made to do activity such as a poster of words of song, chart of recipe, flannel board characters, math game pieces, etc. Some activities do not need a preparation step. Describe how you will set‐up your activity. Be specific about how to arrange materials, so children can independently use and share materials. Having all materials set‐up and ready to go before beginning activity can motivate children to want to do the activity and eliminates many behavior problems.

H. Teaching of the Lesson: Content: The content is also called the step‐by‐step teaching of the activity. The content states the exact words you are going to tell the children when you are teaching the activity. The content needs to be in logical order. For example: you would not tell the children to pick up the caterpillar before explaining how to hold the caterpillar correctly. The first step should include motivating the children about the activity and connecting to the theme. When you are done with the content section, it is helpful to read out loud your content section to see if you are forgetting any steps. Refer to the notes you took in class when doing this section. (There is an example content lesson after the evaluation page.) Don’t forget to ask open‐ended questions and include possible answers if your question is content related. Example: Name four parts of the body that contain three letters. Possible answers: eye, ear, hip, jaw, leg and arm. The content section needs to be in columns. Refer to the MS Works or MS Word sheets in the Guideline packet for help with the typing directions.

Teaching Techniques: Describe what you may say or do to interest the children and encourage their creativity or problem‐solving skills. Write some open‐ended questions or comments you may use to help the children engage in critical thinking, exploring, discovering, or using language skills. Ask questions about your theme concepts that relate to activity. Make sure you use a variety of teaching techniques throughout the activity. Use the wording on the objective sheet to help you to vary the technique.

Sample Content and Teaching Activity Step #

CONTENT of LESSONSTEP BY STEP TEACHING OF ACTIVITY

TEACHING TECHNIQUESUse a variety of styles; use objective

words What exactly are you saying to the children?

Begin with motivation. How will children be inspired or motivated to do the activity? List the sequence of steps to do the activity. Record specific words used with the children to describe and introduce the activity. If giving directions for a project, each step should be a separate line of

Write open ended questions or comments that you may use to help the children engage in critical thinking, exploration, discovering or using language skills. Include other techniques that

118

content. reinforce the content such as showing, demonstrating, etc.

EXAMPLE: 1 Yesterday we read the Very Hungry Caterpillar.

Does anyone remember what the caterpillar turned into?

Hold up a copy of the book.

2 That's right! The caterpillar turned into a beautiful butterfly.

Show picture of butterfly.

3 Let's see if we can name the different colors in this butterfly and compare them to the colors of the food the caterpillar in the story ate.

Praise the children as they answer the question.

4 Today we are going to make our own caterpillars and butterflies using egg cartons, pipe cleaners, and googly eyes.

Ask what did the caterpillar in the story eat?

5 What are the different body parts you see on the butterfly?

List the different body parts of the caterpillar on poster board. Discuss the functions of the parts. Talk about factual information such as: wing span, bad taste, markings on wings.

I. Reference Source: Give credit to the information source where you found the idea.

J. Evaluation: Using the evaluation sheet, provide the feedback that the students gave during your presentation.

119

Theme Integrated Learning Centers

Theme of Unit:

(List five Ideas per Block)

Math:

Science:

Music/Movement/Songs:

Dramatic Play:

Cooperative Games:


Art:

Vocabulary:

Writing Center:

Media/Technology:



120

Theme Integrated Learning Centers Guidelines

Theme of Unit:

Math:

Math games, puzzles, sorting, matching games

related to theme.

Science:

What things can be added to touch, smell, see or taste

related to theme.

Music/Movement/Songs:

Instruments, cassettes, songs, CD’s related to theme.

Dramatic Play:

Possible costumes, props, things related to theme‐

Be specific.

Cooperative Games:

Games children can play in small or large groups inside or outside. Adapt games to

your theme.


Books related to theme. List authors of books along with title. Make pieces to extend activity such as felt pieces,

etc.

Art:

Materials for creating projects related to theme.

Vocabulary:

A list of words that children associate with the theme. Create a play or book about

the theme.

Writing Center:

Ways to add writing experiences to the classroom

related to theme.

Media/Technology:

Ways to add media or technology related to the theme such as websites to visit, "apps" to download, videos to watch or computer games to play.


Ways to change sand, water and blocks such as adding materials related to theme.


Ways to discuss diversity when teaching children about

your theme.

121

Language and Literacy Unit Template

A. Theme of Unit: Age Group: B. List five ways to include language and literacy experiences throughout the learning centers.

1. 2. 3. 4. 5.

C. Choose 10 quality children’s books related to your theme. Document in MLA or APA format.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

D. Using two books in Section III, write five vocabulary words/book and define in children’s terms. Book 1 Words: Book 2 Words: E. Name five ways to incorporate phonics instruction and phonemic awareness into unit.

1. 2. 3. 4. 5.

F. Discuss five ways to include emergent reading skills into the daily theme.

1. 2. 3. 4.

122

5.

G. Create and list five pocket chart activities (five card / activity) for your theme unit. 1. 2. 3. 4. 5. H. Write a five page children’s book that relates to your theme.

123

Language and Literacy Unit Guidelines (When you are typing the unit, type only the bolded sections).

A. Theme of Unit:

Age Group: B. List 5 ways to include language and literacy experiences throughout the learning centers. C. Choose 10 quality children’s books related to your theme.

List books in APA or MLA form. Authors listed alphabetically by last name. Use Internet for help. • Single author: Last name of author, first initial. (Year of publication). Title of book. Where

published: Publisher.

• Two authors: Last name of author, first initial & last name of author, first initial. (Year of publication). Title of book. Where published: Publisher.

• More than two authors: Last name of author, first initial, last name of author, first initial & last name of author, first initial. (Year of publication). Title of book. Where published: Publisher.

D. Using two books in Section III, write five vocabulary words/book and define in children’s terms.

Give a brief explanation of how you would define the word for preschoolers. For example: slither”‐the way a snake crawls on its belly going in an S pattern. Remember preschool children might not understand a dictionary definition.

Book 1 Words: Book 2 Words: E. Name five ways to incorporate phonics instruction and phonemic awareness into unit.

For example: After reading the Very Hungry Caterpillar, have children list other foods the caterpillar could have eaten.

F. Discuss five ways to include emergent reading into the daily theme. For example: 1. Create a word of the day: Monday‐cocoon; Tuesday‐larva; Wednesday‐ pupa; Thursday‐ butterfly; Friday‐stages

G. Create and list five pocket chart activities (five card/activity) for your theme unit. List the five pocket chart activities. Bring to class the activities you created. Bring the pieces in Ziploc bags to keep the pieces together. Have five examples of each type of pocket chart. For example, if you are going to match words to pictures: have five words and five pictures.

H. Write a five page children’s book that relates to your theme. Bring the book outline to class. I realize that the book will not be completed because you will have the children’s input when the actual book is made. For example: After reading Brown Bear, Brown Bear, What do you see by Eric Carle, the children make a book cut in the shape of a bear. Inside the book, on the top of the page, says: Brown Bear, Brown Bear, this is what I see. I see a yellow….. in front of me (on the bottom of the page). The children cut pictures out of magazines that are the color yellow. The book is titled: Brown Bear, Brown Bear, this is what we see.

124

Portfolio Representation

A portfolio is a representation of your personal and professional growth. Portfolio Set‐up:

three ring, three inch notebook Cover labeled with your title (i.e. “My Portfolio”) and tasteful professional looking clip art images or purposeful, related pictures (avoid applying stickers and cartoon like pictures)

Name, Address, and Phone Number on cover Dividers for five labeled sections:

1. Personal Information 2. Professional Knowledge and Abilities/Academic Artifacts 3. NAEYC Key Assessments 4. Professional Skills/Instructional Practices 5. Early Childhood Course Syllabi

Clipart or borders on title pages for each section Neat, all typed copies of assignments NO Handouts or handwritten work! Typed copies of all work All information placed in the right sections Plastic protection sheets to put each page of assignments in for easy viewing Multiple page papers in one sleeve

Required sections in portfolio‐ typed, labeled tabs (that extend beyond pages) are needed for sections 1‐ 5 Resume (put as first page‐unlabeled‐so when you open book you see resume)

Table of Contents ‐ list items found in each section‐ try to fit contents of portfolio on one page

1. Personal Information:

Transcripts CPR/ First Aid Certificates TB and MMR Results EEC Certification Reference Letters Workshop Certificates

2. Professional Knowledge and Abilities/Academic Artifacts:

This section should contain major assignments from Education classes such as Family Interview, Indoor or Outdoor Safety Check, Health and Safety Lesson Plan, Design a Center, Multicultural Lesson, and Children’s Literature Book.

125

3. NAEYC Key Assessments:

This section should contain the NAEYC Key Assessments: Child Observation, Philosophy of Education, Curriculum Unit, Advocacy Research Paper and Presentation.

4. Professional Skills/Instructional Practices: This section should contain assignments that you have presented in class, demonstrated to a group of students or children, lessons that have been evaluated by another teacher, and assessments of your teaching abilities such as Student Teaching Assignments: Exercises, Activity Plans, etc., MCC Faculty Evaluations, Cooperating Teacher Observation Checklists from Practicum Site, Final Evaluation from Site, and Service‐Learning Experiences

5. Syllabi from Early Childhood Education Courses ONLY if you took the course: Supervised Field Placement and Seminar

Child Growth & Development Curriculum in Early Childhood Programs Health & Safety in Early Childhood Programs Developmental Disabilities/ Children with Special Needs/ Young Children with Special Needs Planning Programs & Environments / Infant & Toddler Program Planning Multicultural Issues in Early Childhood Programs Guiding Children’s Behavior / Administration in ECE / Children’s Literature

126

Middlesex Community College Honor Code Middlesex Community College seeks to foster a climate for academic achievement, personal growth, and community engagement, based on a strong sense of mutual respect, integrity, and social responsibility. As individuals, we will be honorable and accountable for our own work and actions in all that we say, write and do. As a college, we will support and promote the integrity and well‐being of our community. The College’s honor code applies in the classroom, on the college campuses, and at college sponsored activities off‐campus.

127

Overview of the NAEYC Accreditation Project at Middlesex Community College

Founded in 1926, the National Association for the Education of Young Children (NAEYC) is the world's largest organization working on behalf of young children. NAEYC is dedicated to improving the well‐being of all young children, with particular focus on the quality of educational and developmental services for children from birth through age eight. NAEYC expresses its mission in three broad goals:

1. Improving professional practice and working conditions in early childhood education 2. Supporting early childhood programs by working to achieve high‐quality systems of early

childhood education 3. Building a high‐performing, inclusive organization of groups and individuals who are

committed to promoting excellence in early childhood education for all young children

NAEYC is developing a new accreditation system that will set a standard of excellence for Associate Degree programs that prepare early childhood teachers. Associate Degree programs are a crucial component of early childhood teacher preparation, yet no system currently exists for recognizing how well early childhood Associate Degree programs meet national standards. This accreditation system will recognize early childhood programs in colleges that meet NAEYC's Associate Degree Standards:

In the Fall of 2005, Middlesex Community College (MCC) began working toward NAEYC Accreditation of its Associate Degree program in Early Childhood Education. The Accreditation Team has formulated its Mission Statement and Philosophy, as outlined below: Middlesex Community College’s Early Childhood Mission Statement MCC’s Early Childhood Education program provides the educational background and supervised training for students interested in working with young children. The program is child‐focused, and emphasizes developmentally appropriate practice as set forth and recommended by NAEYC. The program also adheres to the mandates for Head Start, the Massachusetts Department of Early Education and Care, and the Massachusetts Department of Education. Students learn and apply theory with hands‐on experience in a 15‐week, semester long required practicum. The Associate Degree program includes a liberal arts component and meets the requirements for Lead Teacher as currently specified by the Massachusetts Department of Early Education and Care. Middlesex Community College’s Early Childhood Philosophy MCC’s Early Childhood Education faculty foster and teach developmentally appropriate practice curriculum frameworks. Our philosophy includes teaching students to be prepared to do the following:

• Describe young children’s characteristics and needs; • Demonstrate the multiple influences on development and learning;

128

• Demonstrate knowledge to create healthy, respectful, supportive, and challenging learning experiences for children in familial and school settings;

• Integrate knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes positive outcomes;

• Communicate the importance of understanding central concepts, strategies and inquiry tools for early childhood education;

• Analyze observation and assessment tools to assist children to develop and reach their potential;

• Demonstrate empathy and understand the issues facing schools in today’s diverse society, including socio‐economic distinctions, gender, race, ethnicity, special education challenges and the changing standards for future educators;

• Communicate the importance of family involvement in children’s learning and environment and collaborate with families and community agencies to promote continuity of support and care for young children;

• Define skills in identifying and using professional resources to become an advocate for children and families;

• Demonstrate in‐depth critical knowledge of the theory and research relevant to the professional role(s) and focus area(s) emphasized in the program;

• Engage in the practice of research and keep current with critical data information relevant to optimizing developmental outcomes.

For more information on MCC’s NAEYC Accreditation Project, contact Maureen Goulet at [email protected]

129

NAEYC Accreditation Study

at Middlesex Community College Publication Release Form

I grant permission to the Middlesex Community College Education Department (MCC) to use my written work listed below in the upcoming NAEYC Accreditation Study. I certify that this writing listed below is my own work. I hereby agree to release and hold harmless The Commonwealth of Massachusetts, The Board of Higher Education, the College, and their trustees, officers, agents or employees from and against any claims, damages or liability arising from the use of my writing listed below. I am 18 years of age and I am competent to contract in my own name. I have read this release before signing below, and I fully understand the contents, meaning and impact of this release. I understand that I am free to address any specific questions regarding this release by submitting those questions in writing to the MCC Education Department prior to signing, and I agree that my failure to do so will be interpreted as a free and knowledgeable acceptance of the terms of this release. Title of student written work (or description) Curriculum in ECE Written Assignments Student Name Student ID# Signature Date Address City, State Zip e‐mail (optional) Professor’s Name Course EDU 101‐ Curriculum in Early Childhood Programs If you have questions about this form, please contact Dr. Nancy Tyler Higgins, Education and Human Services Department Chairperson, Bedford House Room 106, Bedford Campus, Middlesex Community College, 591 Springs Road, Bedford, MA 01730, or by phone at (781) 280‐3563.

130

NAEYC Curriculum Key Assessment Rubric

Background: In 2007, Middlesex Community College’s Early Childhood Education and Early Childhood Education Transfer Programs were accredited by NAEYC (National Association for the Education of Young Children). For the 2007 NAEYC Accreditation Process, there were five key assessments and five aligning rubrics developed for some early childhood courses. The key assessments are: Child Observation (Child Growth and Development); Philosophy of Education (Discover Teaching and Program Planning and Environments); Activity Plan and Demonstration (Curriculum in Early Childhood Programs) and Student Teaching Observation and Advocacy Paper (Supervised Field Placement). The Early Childhood Department designed the skill rubric to measure whether or not students were attaining the NAEYC Accreditation Standards and Supportive Skills. Every section of class that has a key assessment has to use the exact description of the key assessment and the exact same skill rubric. By using the exact same description, graded weight and rubric, data can be gathered across each section of a class comparing, as the saying goes ‘apples to apples’. The rubric is a skill rubric not a grading rubric. The skills were aligned to the five NAEYC Standards and five Supportive Skills. Students are judged on whether or not their skill in an assignment exceeds expectations, meet expectations, or does not meet expectations. NAEYC wanted to ensure that Early Childhood Education and Early Childhood Education Transfer student’s grades are passing grades, so grades are recorded on the bottom of the rubric. The rubrics are totaled in each section of a class each semester and turned in Dr. Nancy Tyler‐Higgins along with three samples of student’s work: one sample of overall exceeds expectations, one sample of meets expectations, and one sample of does not meet expectations. The three samples are turned in at the same time as the skill rubric totals. The totals are added up for every section of a class to see where students need to improve to assure NAEYC that MCC students are attaining the NAEYC Standards and Supportive Skills. Once the scores are totaled, questions are asked‐ does the assignment need to be changed? does the rubric need to be changed? Etc. to help make sure MCC students attain the skills that the course requires. To assist instructors in keeping up to date with the yearly changes in the key assessments and rubrics, a NAEYC Accreditation Blackboard site was set up. To access the site, go to the MCC Portal; sign in using your username and password. Listed under My Blackboard Courses, you will see the NAEYC Accreditation site. You will need to re‐enter your username and password again at the BB entry point. In the NAEYC Accreditation site, on the left hand side, you will see a button for Rubrics 2011 (depending on current year), open that button, you will see a list of all the NAEYC key assessment descriptions, as well as rubrics. If you do not see the name listed, contact Maureen Goulet at [email protected] to have her add your name to the list of approved users. At the time on of this printing, MCC is up for re‐accreditation in 2014, so the key assessments and rubric will change to reflect changes in the current NAEYC Accreditation Process.

131

Directions for using Curriculum Key Assessment: The Curriculum in Early Childhood Program class has one extended lesson plan and teaching demonstration assignment that count for 20 percent of the total grade. Students are given the description of the Extended Lesson Plan, Extended Lesson Plan Template, and the Key Assessment Rubric. Students are given a grade and rubric results for the extended lesson plan. The rubric is given to the students so they have an idea of where their skills need improvement. If a student fails the key assessment (lower than a C‐), the student is given a second chance to improve their grade but the student must choose another lesson to write and cannot re‐write the same lesson.

Directions on How to Use Rubrics: Go to the NAEYC Blackboard site and get the Rubrics for the current year the open the Curriculum Key Assessment ‐ 4. Extended Lesson Plan Key Assessment. Download and print two copies of the rubric. It is easier to rubric the assessment if you have a printed copy in front of you. Print a copy for each section of the class that you teach. There are two parts to the rubric‐ the skills and the grades information. The rubric is divided into the Early Childhood majors and Early Childhood Transfer majors.

Part One: It is recommended that you do the grading part of the rubric first, after the grading has been completed. NAEYC only wants the rubric results for the Early Childhood Education students and Early Childhood Transfer students. It is not necessary to rubric the Early Childhood certificate, Elementary Education students or any other major. Separate the class papers according to the students major: Early Childhood Education and Early Childhood Education Transfer. For the grading part of the rubric, read the Extended Lesson Plan and give the assessment the grade that you think is appropriate based on your grading rubric. Once you have determined the grade, put a tally mark in the column at the bottom of the rubric where the grades are located. Academic Grades associated with this assessment: In this example, the total number of papers grades is 12, seven A papers; four B papers, etc.

Part Two: Next, with a hard copy of the rubric in front of you, look at the assignment, go down the different rows, and put a tally mark where, in your opinion, the assessment meets the description in that row of the rubric. If you give a paper a grade of a B, it does not necessarily mean that every column is a “2” or a “3.” You have to go thru each row to see where the key assessment falls in that row. For example, using the rubric below, if one student uses teacher directed activities only, the student would get a tally mark in the # section of the “2” column or if the student does not write a lesson plan, the tally would go in the # section of the “0” column. Go through each rubric row and put a tally mark. After one paper, start again with the next paper.

A Range = IIIIIII (7) B Range = III (4) C Range = I (1) D Range = F Range =

132

Standard or

Supportive Skill

Key Elements

0 Does Not Meet

Expectations

1 Minimally Meets

Expectations

2 Adequately

Meets Expectations

3 Exceeds

Expectations

Standard 5. Content Knowledge to Build Curriculum

5b: Understanding content knowledge and resources in academic disciplines.

Does not use a variety of teaching strategies. Activity write is not completed.

Teaching strategies are repetitive. Activities are simplistic and teacher directed. Activities are not complicated or creative.

Variety of teaching strategies used. Diverse learning styles are repetitive. Activities reflect teacher directed activities only.

Variety of teaching strategies used. Activities reflect diverse learning styles. Open ended and teacher directed activities are included.

# I I

Totaling the Rubric Scores: Before turning in rubric scores to Nancy Tyler‐Higgins: 1. Make sure you have two rubric result sheets‐ Early Childhood and Early Childhood Transfer. 2. Add each row across to make sure the total of each row equals the total number of assessments graded. 3. Add the total number of grades to make sure the total across the row should equal number of assessments. 4. Make sure to fill out the information at the bottom of the grades. Total number of ECE/ ECT students enrolled in course: Number of ECE/ ECT student turning in this assessment:

NOTE: Do not count students that have withdrawn from course or have not shown up for class and won’t be turning in an assessment. For any assignments turned in late, count the grade score BEFORE taking off points for lateness; the points taken off for lateness could skew the grading part of the rubric. Make sure to separate Early Childhood and Early Childhood Transfer majors from the other majors for purpose of rubrics.

5. Answer the Instructor Self‐Assessment Question. Next semester, I am going to improve my students rubric scores by…….. 6. Make sure to turn in the following for EVERY section of the class:

• Two rubric total sheets (one ECE and one ECT) • A total of three student work samples – one paper for each category ‐ meets, exceeds

and does not meet expectations. It does not matter whether the sample is an ECE or ECT major. The samples are for norming purposes.

133

“Norm”ing the Rubric Scores: To assure that instructors are on the “same page” for rubric‐ing, from time to time, the instructors that teach courses with a NAEYC Key Assessment get together to make sure that all instructors agree on what is considered a 3, 2, 1, or 0. Work samples are randomly chosen form all work samples submitted. Work samples have identifying information removed and samples are assigned a random letter. Instructors are given four work samples to rubric. Instructors put the letter of the sample in the tally mark column. When the instructors meet, instructors discuss why they feel that a particular work sample would be rated a 3, 2, 1, or 0. This process helps the instructor by removing some of the judgment calls in determining what would be a 2, and not a 3, 1, or 0, etc. Any questions about rubrics or the NAEYC process, please feel free to email Maureen Goulet.

134

Extended Lesson Plan A. Name of Activity: Main Curriculum Area: Teacher to Child Ratio: Age Group: Length of Activity: B. Guidelines for Preschool Learning Experiences Guideline: Category: Learning Guidelines: (# ) Guideline: Category: Learning Guidelines: (# ) C. Describe the Activity in Detail: D. Goals of the Lesson: At the completion of this lesson, the learner should be able to: 1. 2. E. Objectives of Activity: At the completion of this lesson, the student should be able to: Physical: Emotional: Cognitive: Social: F. Objectives to Accommodate for Diverse Learning Styles: At the completion of this lesson, the learner should be able to: Visual: Auditory: Kinesthetic: G. Materials, Preparation, and Set‐up:

135

H. Teaching of Lesson: Content Teaching Techniques

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

I. Reference Source:

136

Assessment Rubric: Extended Lesson Plan and Teaching Demonstration Assessment Name: Activity Plan and Teaching Demonstration

This assessment is used in every section of Course Number: EDU 101 This assessment is designed to focus on Standard Number: 1A, 3A, 3B, 4B, 4C, 4D

This assessment is designed to focus on Supportive Skill: Two and Three

Standard or Supportive Skill

Key Elements

0

Does Not Meet

Expectations

1

Minimally Meets

Expectations

2

Adequately Meets

Expectations

3

Exceeds Expectations

Standard 1. Promoting

Child Development and Learning

1a: Knowing and understanding young children’s characteristics and needs

Materials and supplies are not developmentally appropriate. Multicultural and diversity issues are not addressed.

Variety of teacher directed in daily lesson plan. Needs more child directed activities. Multicultural issues are addressed but not diversity issues.

Variety of child directed activities but needs some teacher directed activities. Diversity issues are addressed but not multicultural.

Balance of teacher and child directed activities in daily lesson plan. Variety of activities. Diversity and multicultural issues are addressed.

#

Standard 3.

Observing, Documenting, and Assessing to Support Children and Families

3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches

Student does not anticipate hypothetical problems.

Students anticipate hypothetical problems but not until prompted.

Students anticipate hypothetical problems and but do not plan to prevent.

Students anticipate hypothetical problems that could happen with lesson and make plans to prevent.

#

Standard 4. Teaching and Learning

4b: Knowing, understanding, and using effective approaches, strategies, and tools for early

Does not use a variety of teaching strategies. Activity write is not completed.

Teaching strategies are repetitive. Activities are simplistic and teacher directed. Activities are

Variety of teaching strategies used. Diverse learning styles are repetitive. Activities reflect teacher directed

Variety of teaching strategies used. Activities reflect diverse learning styles. Open ended and teacher directed

137

education. not complicated or creative.

activities only. activities are included.

#

4c: Knowing and understanding the importance, central concepts, inquiry tools, and structures of content areas or academic disciplines

Some goals and objectives do not relate to activity. Does not ask questions during activity. Children are passive participants.

Diverse learning styles are not addressed in content of lesson. Questions are too easy not challenging for group.

Writes goals, objectives, diverse learning styles for activity plan. Asks some knowledge based questions but could ask more to lengthen content.

Writes goals, objectives, diverse learning style objectives for activity plan. Asks knowledge based questions. Children are active participants.

#

4d: Using own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum to promote positive outcomes

Activity plan has gaps in sequence. Content is too short for length of time.

Activity plan has logical steps in content. Content does not contain enough steps.

Activity plan has logical steps in content. Content could be lengthened by adding more words.

Activity plan has logical steps in content. Content is adequate in length.

#

2. Mastering and Applying Foundational Concepts from

General Education

Central Concepts (science, math, literature, etc.)

Does not understand basic concepts in education. Daily Lesson Plan is not completed.

Understands basis concepts in education. Learning guidelines are not in daily lesson plan but all blocks in daily lesson plan are complete.

Understands some of the central concepts and theories in education. Some of the blocks in Daily Lesson Plan are empty but Learning Guidelines are

Understands central concepts and theories in education. All subject blocks and Learning Guidelines are complete in Daily Lesson Plan.

138

complete.

#

Developmentally Appropriate Practices (DAP)

Does not understand the concept of DAP.

Applies little developmentally appropriate practices to daily lesson plan.

Applies some developmentally appropriate practices to daily lesson plan.

Applies developmentally appropriate practices to daily lesson plan.

#

Diverse Learning Styles

Does not understand diverse learning styles.

Understands one or two diverse learning styles.

Understands diverse learning styles but put styles in wrong category.

Understands the diverse learning styles.

#

Challenge Level of Activities in DLP

Activities are close ended and not creative.

Activities are simple and not creative.

Activities are creative but not challenging.

Activities are challenging and creative.

#

Goal and Objectives Writing in Activity Plan

Many of objectives are worded incorrectly and not in correct category.

Uses the same objective word in two or more different categories. Uses goal words in objectives.

Some objectives are in wrong category. Confuses social and emotional objectives.

All objectives are in correct categories. Uses correct objective goal and objective wording.

#

Learning Guidelines in Daily Lesson Plan

Does not use Learning Guidelines.

Uses the same Learning Guidelines repeatedly.

Uses two of the same guidelines in one assignment.

Uses variety of Learning Guidelines in Daily Lesson Plan.

#

3. Written and Verbal

Technology Skills Does not access Blackboard.

Accesses Templates on



139

Communication Skills

Blackboard. Can’t make boxes for Content and Teaching Techniques.

Blackboard. Draw lines in boxes for Content and Teaching Techniques.

Blackboard. Knows how to make boxes for Content and Teaching Techniques.

#

Effective Teaching of Lesson

Absent for presentation

Appears nervous during and throughout presentation. Sometimes communicates with “students”

Nervous during presentation but is able to teach lesson effectively. Communicates with “students”

Information presented in organized fashion. Effective teaching style. Communicates effectively with “students”

#

Grammar, Spelling, and Usage Skills

Frequent errors in spelling, grammar, and usage.

Some errors in spelling, grammar, and usage occur.

Errors in spelling, grammar, and usage are minimal.

Rare, if any, errors in spelling, grammar, or usage.

#

NOTE: Please complete a separate rubric total sheet for each section of a class and do not count students that have withdrawn from course or MIA in totals. Additional Required Information‐

Total number of students enrolled in course: *Number of student turning in this assessment:

Academic Grades associated with this assessment: (*Total number should equal number of assessments collected) A Range = B Range = C Range = D Range = F Range =

Instructor Self‐Assessment Question: Next semester, I am going to improve my students rubric scores by (give specific examples)…

curriculum in early childhood programs guide - final version - middlesex community college · 2019....

Documents