Family Consumer Science

Name characteristics of language development in preschool age children
Identify ways to promote language development with preschool aged children
Discuss strategies for language development in preschool children that are learning more than one language

PRIORITY STANDARDS:

Content Standards:

4.1.6 Analyze the role of professional organizations in education and early childhood.

4.2.5 Analyze strategies that promote children’s growth and development

4.3.2 Implement learning activities in all curriculum areas that meet the developmental needs of children.

Common Core Learning Standards:

SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

TIME FRAME:

This lesson will last approximately 48 minutes/1 class period

MATERIALS:

PROCEDURE:

The class will begin with a group discussion on brainstorming a list of 5 ways to encourage language development in a preschooler.
Review with the class: Literacy refers to all the activities involved in speaking, listening, reading, writing and appreciating both spoken and written language.
Students can work individually or with a partner to answer the following questions in the second chart of the document.
With a group students will read aloud to a group/complete the 5 steps.

ASSESSMENT:

Formative: Check-ins throughout the period will take place to assess student knowledge and retention.

Summative: Students will complete the google document, which will serve as their summative assessment.

Posted in Early Child Development, Family Consumer Science | Tagged 11

Children’s Book Project

Published July 12, 2018 | By Jennifer Maldonado

Course Name	Grade Level	Subject Represented (highlight)
Child Development	9-12	Math Writing

GOALS

Students will write and illustrate a book or perform a children’s literature presentation that is appropriate for preschool children.

OBJECTIVE:

Students will be able to become an author, create, and express themselves by writing a children’s book or performing a literature presentation.

PRIORITY STANDARDS:

Content Standards:

4.5 Demonstrate techniques for positive collaborative relationships with children.

4.6 Demonstrate professional practices and standards related to working with children.

12.1, 12.2 & 12.3 Analyze principles, conditions, and strategies of human growth and development across the lifespan (part of this standard is taught in child development & human development).

TIME FRAME

This lesson will last approximately 5 class periods (48 minutes each)

MATERIALS :

Document to assignment that is shared with students.
Computer

PROCEDURE:

Explain the assignment to the students.

Option 1: CREATE A STORYBOOK

Write a rough draft of a children’s book that is appropriate for preschoolers. Your story needs to be created about one of the specific emotions that preschoolers face (anger, fear, phobias, separation anxiety, jealousy, sibling rivalry, love/affection, empathy, worry). It is your job to create a story in which a preschoolers can easily walk away from the story understanding the message that you are trying to convey! Remember to keep it simple and use ideas, characters, and vocabulary words that they are familiar with.
To start:

- Before beginning to write your story, create a graphic organizer/outline to make sure that your story has a clear focus. In your graphic organizer, include your beginning, middle, end, and the overall message of the book After you have that created, get to work on filling in the details

REQUIREMENTS:

Create an original story and characters.

10-15 pages in length, not including the cover.
Words are appropriate and simple for children.
1-3 complete sentences per page using correct sentence structure.
Correct spelling, grammar and punctuation.
Colorful pictures on each page. Pictures may be computer art, public domain pictures from the Internet, or hand illustrated.
Be creative

* The final draft must be neatly typed in an appropriate font style & size.

* Use font size 14 or larger, capitalizing only the first letter of sentences and proper names. Use bold or larger print for titles.

* Can use StoryJumper website to help you create your book (take screenshots when done so it is free!)

OPTION 2: CHILDREN’S LITERATURE PROJECT

Write a rough draft of your presentation that is appropriate for preschoolers.

REQUIREMENTS:

Select a story
Complete a basic lesson plan
Demonstrate acceptable and creative techniques while presenting a book to an imaginary group of three to five year olds.
Must use teaching aids: skits, big books, posters, aprons, games, story boxes, costumes, flannel boards, puppets, etc.
When presenting you are required to interact with your imaginary audience such as: positive encouragement, short responses, and the use of children’s names.
View this video on strategies for reading aloud or this video as an example of the literature project.

2. Give the students 5 working days.

:ASSESSMENT:

Students will be graded using the rubric on the document.

Posted in Early Child Development, Family Consumer Science | Tagged 11

Preschool: Reflection

Published July 12, 2018 | By Jennifer Maldonado

Preschool: Reflection

Course Name	Grade Level	Subject Represented (highlight)
Preschool	10-12	Math Writing

GOALS

For students to communicate effectively and reflect on their preschool experience.

OBJECTIVES:

Students will be able to clarify, express, and demonstrate their thoughts, ideas, and emotions during the modified circle reflection activity.
Students will be able to model appropriate circle protocol during the reflection activity.
Students will be able to apply concepts and ideas from the reflection circle to their upcoming lesson plans.

PRIORITY STANDARDS:

Content Standards:

4.1.6 Analyze the role of professional organizations in education and early childhood.

4.2.5 Analyze strategies that promote children’s growth and development

4.3.2 Implement learning activities in all curriculum areas that meet the developmental needs of children.

Common Core Learning Standards:

SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

TIME FRAME:

This lesson will last approximately 48 minutes/1 class period

MATERIALS:

A piece of ribbon for each person
Slides Presentation

PROCEDURE:

The class will begin with students participating in a modified circle activity. During this, students will reflect on the past week with the preschoolers and how various lessons went. We also will touch on other aspects of the normal “running” of the preschool and answer any questions that need to be answered.

Opening:

Circle Questions: Presentation link here!
	Explain a specific day this year when you felt inspired/happy/joyful/proud about the work you did?
2.	What was the biggest mistake you made this year? How can you avoid making the same mistake in the future? (Write list on the board) (Form connections with peers)
3.	What is the most valuable thing you learned this year in Preschool?
4.	Give a shout out→what was something you saw when you were helping that you liked?

Closure:

Option 1:Hold up your hand with fingers raised to reflect how you’re feeling after this circle. 5 being amazing…..1 not so good.

Option 2: Distribute one piece of ribbon to each person. Turn to the person to the left. While tying your ribbon to that person’s ribbon, give some words of encouragement to that person. When you have finished, invite the person to your left to turn to the person to his/her left, tie the ribbon to the next person’s ribbon, and say something encouraging to that person. Repeat around the circle, until the ribbon is tied all the way around, and each person has both given and received encouragement.

ASSESSMENT:

Formative: Check-ins throughout the period will take place to assess student knowledge and retention.

Self-assessments that ask students to think about their own learning process, to reflect on what they do well or struggle with, and to articulate what they have learned or still need to learn to meet course expectations or learning standards.

Posted in Early Child Development, Family Consumer Science | Tagged 11