Design

In this assignment, you will design original learning experiences that connect to the four categories of vocabulary learning.

Refer to the attached document for complete details and grading rubric.

 

 

 

Due Date: 11:59 pm EST Sunday of Unit 4
Points: 100
Overview:
In this assignment, you will design original learning experiences that connect to the four
categories of vocabulary learning: listening, reading, writing, and speaking.
Instructions:
Using the lesson plan template, each student will create a lesson plan based on a
children’s book where the focus will be teaching vocabulary. The related center-based
activities will be where you will develop the activities that support the categories of
vocabulary development. Design a lesson plan to teach higher order vocabulary words
from a story of your choosing. In your plan create activities to teach these words that
incorporate at least 3 of those categories. Be sure to use early learning standards either
from your own state or from the CT Early Learning Development Standards.
Requirements:
Submit the lesson plan document through blackboard with any related documents you
wish to include.
Be sure to read the criteria by which your work will be evaluated before you write
and again after you write.
CHS320– Emergent Literacy
Unit 4 Assignment: Discover Strategies for Vocabulary Development
Evaluation Rubric for Unit 4 Assignment
CRITERIA Outstanding Good Fair Needs Improvement
(20 points) (16-19 points) (12-15 points) (0-11 points)
1c: Using
developmental
knowledge to create
healthy, respectful,
supportive, and
challenging learning
environments for
young children
The objective(s)
explicitly states what
children will say and
do. The objective(s)
are measurable,
realistic and
attainable. The
objective(s) connect
with early learning
standards.
The objective(s)
clearly states what
children will say and
do. The objective(s)
are measurable,
realistic, and
attainable. The
objective(s) connect
with an early learning
standard.
The objective(s) are
stated vaguely and/or
not measureable,
realistic, or attainable
and do not match
early learning
standards and/or
content of the lesson.
The objective(s) are
unclear and/or
unmeasureable,
unrealistic, or
unattainable or do not
match early learning
standards and/or
content of the lesson.
2c: Involving
families and
communities in
young
children’s
development
and learning
Family and
community
connections are
planned, specific, and
inclusive.
Family and
community
connections are
planned, specific, and
inclusive. Three of
these factors are
included.
Family and community
connections are
planned, specific, and
inclusive. Only two of
these factors are
included.
There is no plan to
include families
and/or community in
the classroom
activities.
3b: Knowing about
and using
observation,
documentation, and
other appropriate
assessment tools
and approaches,
including the use of
technology in
documentation,
assessment and data
collection.
All of these factors
are considered and
planned for. The
mode of assessment
for the lesson is
connected to early
learning standards
and is measureable.
At least three of these
factors are
considered and
planned for. The
mode of assessment
for the lesson is
connected to early
learning standards
and is measureable.
Only one these factors
are considered and
planned for. The
mode of assessment
for the lesson is
connected to early
learning standards
and is measureable.
There is no planned
assessment and
documentation of
children’s learning or
it is so vague that
learning cannot be
documented.
5c: Using own
knowledge,
appropriate early
learning
standards, and
other resources
to design,
implement, and
evaluate
developmentally
meaningful and
challenging
curriculum for
each child.
Student knowledge of
emergent literacy is
demonstrated by
creating a learning
experience plan that
includes early
learning standards
matched with
appropriate emergent
literacy activities,
resources, and is
meaningful and
challenging for
children.
Student denstrates
some new learning of
emergent literacy by
creating a learning
experience plan but
does not show a
strong connection
between the
following: early
learning standards
matched with
appropriate emergent
literacy activities,
resources and is
meaningful and
challenging for
children.
Student denstrates
very little new learning
of emergent literacy by
creating a learning
experience plan but
does not show a
strong connection
between the following:
early learning
standards matched
with appropriate
emergent literacy
activities, resources
and is meaningful and
challenging for
children.
No new knowledge of
emergent literacy is
demonstrated.
Professional
Communication: SS3
Grammar, spelling,
Polished
responses; zero to
one error:
Well-written
responses;
maximum of two to
Adequate
responses:
maximum of four or
Inadequate or
poorly written
responses: Six or
sentence structure.
Proficiency in
reading, writing and
mathematics.
Sources of all
information
obtained from
course materials
and researched
resources. If
known, proper APA
use: in-text citations
and references
preferred.
grammar, spelling
and sentence
structure.
Sources of all
information obtained
from course materials
and researched
resources.
three errors:
grammar, spelling
and sentence
structure.
Sources of most
information obtained
from course materials
and researched
resources.
five errors: grammar,
spelling and
sentence structure.
Sources of some
information obtained
from course materials
and researched
resources.
more errors:
grammar, spelling
and sentence
structure.
Sources of
information not
provided.

 

 

 

Complete Items a-d.
a) Title of the Lesson: Sharing b) Number of Children in Group: 6
c) Children’s Age Group: 4-year-olds d) Length of Lesson: 25 minutes
Complete Components 1-5.
1. Identify Three Early Learning Standards (ELD):
Early Learning Standard #1:
Domain: Language and Literacy
Strand: D: Early learning experiences will support children to gain book appreciation and
knowledge
Learning Progression: Understanding of Stories or Information
Indicator: L.60.14 Use connections between self and character, experience and
emotions to increase comprehension
Early Learning Standard #2:
Domain: Language and Literacy
Strand: B: Early learning experiences will support children to use language (expressive
language).
Learning Progression: Vocabulary
Indicator: L.60.5 Use more complex words learned through books and personal
experiences (e.g., label favorite shirt as chartreuse, or know that a paleontologist
studies dinosaurs)
Early Learning Standard #3:
Domain: Creative Arts
Strand A: Early learning experiences will support children to engage in and enjoy the arts
Learning Progression: Visual Arts
Indicator: CA.60.5. Use a variety of tools and materials to represent ideas through the visual
arts
Connecticut Office of Early Childhood (2014, April). CT ELDS Connecticut
early learning and development standards: What children, birth to 5, should
know and be able to do. Retrieved from:
http://www.ct.gov/oec/lib/oec/earlycare/elds/ctelds.pdf
Child Studies and Early Childhood Education
Sample LEP: Guided Steps 1 – 9
2. Identify Three Key Objectives:
1. The children will listen and respond to a story to learn about sharing.
2. The children will practice new vocabulary.
3. The children will create their own rainbow fish to add to a Friendship Pond.
3. Identify All Materials Needed:
• Book: Pfister, M., & James, J.A. (1992). The rainbow fish. New York, NY: North-SouthBooks
 Multi-colored tissue paper
• Shiny pieces of paper (such as aluminum foil)
• Large paper plates
• Children’sscissors
• Glue sticks
4. Vocabulary (5 words):
• sharing
• starfish
• octopus
• scales
• friends
5. Six Higher Order Thinking (HOT) Questions:
Write six HOT questions about the story to ask to children while you read the
story and at the end of the story. Use the sample questions below to create a
question to correspond with each of the six levels of Bloom’s Taxonomy:
1) Understanding 2) Remembering 3) Applying 4) Analyzing 5) Evaluating and 6)
Creating
Level 1. Remembering
• Rainbow Fish has beautiful scales of many colors. What are
some of the colors of his dazzling scales? Besides Rainbow
Fish, who are some of the other characters in the story?
Where does the story take place?
Level 2. Understanding:
• What was special about Rainbow Fish that made him different from the
other fish in the ocean?
• Why didn’t Rainbow Fish want to give Blue Fish one of his beautiful
glimmering scales?
• How do you think Rainbow Fish was feeling at the end of the story?
Level 3. Applying
• Besides giving away all his beautiful scales, how could Rainbow Fish
have become friends with the other fish? Why was Rainbow Fish lonely?
What would happen if Rainbow Fish never learned to share?
Level 4. Analyzing
• Why is it important to be kind to others?
If you were Rainbow Fish, and the other fish admired your beautiful
scales, what would you do? How would you feel if no one wanted to play
with you?
Level 5. Evaluating
• Do you think it was wrong for Rainbow Fish to not want to share his
beautiful scales in the beginning of the story? Do you think Rainbow Fish
should have kept more of his scales at the end of the story?
• Do you think it was fair that Rainbow Fish was born with so many
beautiful scales?
Level 6. Creating
• How would the story be different if the octopus had not been in his cave?
What if the story was about a Rainbow Pony or a Rainbow Frog- what
would that be like?
If you were going to make-up a poem about Rainbow Fish, what words
would be important to include?
6. Instructional Procedures:
A. Introduction and Story Reading
• Using a visual (such as a puppet, stuffed animal, picture, interesting
item) capture the children’s attention, and make connections to their
background by asking questions related to the theme, setting, or
characters in the story you are about to read. For The Rainbow Fish,
you might ask the children what they know about fish. You should
introduce the theme of friendship with questions such as: How does
it make you feel when someone shares something with you? Or, why
is it sometimes hard to share?
• Hold up the book for the children to see. Tell and show the children the
title and the name of the author of the book.
• Read the book and emphasize the vocabulary words.
• Ask the six HOTS (open–ended questions) throughout the lesson.
B. Related Activity
• Excite the children about the opportunity to make their own
rainbow fish.
• Gather the children around a table on which you have
scattered felt and shiny foil pieces. Give the children a
chance to see and feel the materials.
• Show picture of the Rainbow Fish from the book pointing
out its body, mouth and scales.
• Distribute materials, and let the students begin. While
they are creating, talk with each child and encourage
correct scissors grasp, being sure left-handed students
are using the appropriate tool.
• The one-to-one conversations would include the use of
vocabulary. For example:
• “Charlotte, your scales are so colorful! I can’t wait to
see where you are going to put the one shiny scale!”
• “Jimmy, your rainbow fish looks all set to catch an
octopus! What other types of fish do you think she
willeat?”
• “Michael, you are being so kind when you share your glue
stick.”
• For those children who can tear, encourage them to tear
their own tissue paper. For those who need help,
encourage students to help one another and provide help
as needed.
• Guide the children with gluing the tissue and foil pieces
and creating the eye and other features ontheir fish–
however they wish! If you wish, you can provide 3-
dimensional items for eyes making sure that the items are
large enough not to be a swallowing hazard or draw eyes
with paint or markers.
C. Closing:
Ask the children to help you create a Friendship Pond where they
can display their rainbow fish. Have them tape their fish onto the
pond display.
7. Home-School Connection:
Send home a photograph of the Friendship Pond along with a short description of the
plot of The Rainbow Fish book and the activity. This could be done by posting the photo
and information on a class web page or printing copies of the photo and other
information for the families. Ask the families to encourage their child to tell them about
the story and their experience of making the fish and the friendship pond.
8. Modification:
To modify the lesson for a child with autism, I will do the following:
• be sure the child is comfortable with the seating arrangement.
• speak in clear precise sentences using words the child understands.
• provide one-on-one assistance
• pair the child with a friend who could help them create their Rainbow Fish.
9. Assessment:
Assessment Chart for The Rainbow Fish LEP
Child’s Name Listened and
responded to the
story about
sharing.
Practiced new
vocabulary
Created own
Rainbow Fish to
add to
Friendship Pond.
Notes.
Ramona x x x Used the
vocab word
starfish to
describe the
drawing added
to Rainbow
fish.
QuMere x x x Had a
stomachache
but persisted.
Syeed x Not observed x Helped
classmate with
autism.
Toneisha x x x Enjoyed the
colorful felt
and shiny
paper and
made two fish.
Adam
x
x
x He told a
detailed story
about a fish
that he
caught.
Ryan
x
x
x Ryan wanted
to take his fish
home and
reluctantly
agreed to let it
float in the
pond for a few
days.

 

 

 

 

CHS320 Emergent Literacy
CHS490 – Capstone Field Experience

 

 

Name: (Your Name)

 

                         

Title of Learning Experience Plan (LEP):
Domain:

 

 

Size of Group:
Ages/Grade:

 

Length of Lesson:

 

 

 

  1. Identify Two or Three Early Learning Standards. Properly cite the source of your early learning standards.
    • Students in Connecticut should utilize the CT ELDS. Reference the source in APA format as follows: Connecticut Office of Early Childhood (2014, April). CT ELDS Connecticut early learning and development standards: What children, birth to 5, should know and be able to do. Retrieved from: http://www.ct.gov/oec/lib/oec/earlycare/elds/ctelds.pdf
    • Students in other states, may use their states’ early learning standards or the CT ELDS. For each specify:

Early Learning Standard #1

Domain:

Strand:

Learning Progression:

Indicator:

Source:

 

Early Learning Standard #2

Domain:

Strand:

Learning Progression:

Indicator:

Source:

 

Early Learning Standard #3

Domain:

Strand: 

Learning Progression:

Indicator: 

Source:

 

  1. Identify Two or Three Key Objectives

Each objective must be measurable.

 

Objective #1:

 

Objective #2:

 

Objective #3:

 

  1. Identify All Materials Needed:

(including all materials for your related extension activities)

 

  1. Identify Vocabulary Words:

Plan at least 5 – 7 words connected to the planned topic and key objective.

 

1.

2.

3.

4.

5.

6.

7.

  1. Plan Six Higher Order Thinking Questions

Incorporate all six levels of Bloom’s Taxonomy: Understanding, Remembering, Applying, Analyzing, Evaluating, Creating

 

  • Before reading the story: two questions

Question #1:

Question #2:

 

  • During the story reading: two questions

Question #1:

Question #2

 

  • After reading the story: two questions

Question #1:

Question #2:

 

  1. Identify Instructional Procedures:

 

  1. Introduction

 

  1. Learning Experience

 

  1. Closing

 

  1. Family Literacy Home-School Connection 
  2. Community-School Connection  
  3. Modifications 

Define the child’s exceptional learning need.

Explain the modification. State specifically how will you instruct the child.

 

  1. Technology 

 

  1. Related Center-Based Activities 

Activity 1.

Activity 2.

Activity 3.

Activity 4.

Activity 5.

 

  1. Assessment 

Specifically state the type of assessment you will use and include an example.

 

 

 

Complete Answer:

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