Early Childhood Lesson Plan

Abstract

Early Childhood Education Lesson Plan Learning Experience 1 [Instructor Name] Date of lesson planning:_________________________ Classroom grade: Kindergarten Date of lesson implementation:____________________ School/center:____________________________ Cooperating teacher signature:____________________ Name [Author] Field supervisor signature:________________________ Content areas: Language arts, Letters and Sounds Context of The Lesson (1) Briefly explain how is this lesson related to the classroom’s ongoing curriculum and where does this lesson fit in a sequence of lessons? (2) Provide a brief description of your knowledge about the personal/cultural/community assets of this group of children and their prerequisite skills related to language and literacy development. This is the first of three lessons on letters, sounds, and sentences that will improve the students’ ability to recognize and construct words and sentences. The first lesson is on introduction to letters and sounds where students will identify the sounds that correspond to familiar letters on the alphabet. Teaching phonics at an early age improves the students’ ability to read and write familiar words and communicate effectively. This lesson is part of a three lessons that will allow students to practice their written and spoken language using materials provided in the classroom. The students have prior language of the letters of the alphabet and are able to relate visual presentations to the letters. They can identify the positions of various letters in the alphabet and distinguish between vowels and consonants. This knowledge will be essential in their ability to recognize sounds that correspond to the alphabet and contribute to their learning in subsequent lessons. Central Focus of The Lesson List 2-3 professional learning standards (see websites below) that your lesson will meet: CC.K.R.F.2 Phonological Awareness: Demonstrate understanding of spoken words, syllables, and sounds CC.K.R.F.2.d Phonological Awareness: d. Isolate and pronounce the initial, medial vowel, and final sounds Please articulate: (1) what SPECIFIC, measurable core concepts, skills, and vocabularies from the learning standards that children will learn from this lesson? What do you want to accomplish in this lesson? (2) What content area does this lesson fit into? Lesson objectives Students will be able to identify letters of the alphabet Students will be able to match letters of the alphabet with alphabet flashcards Students will be able to identify letters on alphabet flashcards with their corresponding sound Vocabulary: Letters, Sounds, flashcards, The core content area for the lesson is English Language Arts Pre-Assessment of Core Concepts/Skills (1) Assess what children already know about the specific core concepts, skills, and vocabularies that you aim to teach in this lesson BEFORE its implementation. Revise the central focus of the lesson if it is too hard or too easy for children based on the assessment. (2) The assessment can be formal or informal, and in the format of rubric, rating scale, checklist, frequency count, anecdotal recording, and etc; Check off to confirm: ___X____ The pre-assessment has been done before the lesson implementation. Design an assessment to evaluate exactly where children are in terms of the skills that you aim to teach in the lesson (you will evaluate again after the lesson implementation to see how much children have learned). I will ask students to identify some of the letters of the alphabet prior to the lesson to test their pre-assessment knowledge prior to implementation of the lesson. Planning for Instruction Describe the ways in which the lesson addresses the active and multimodal nature of children’s learning and language/literacy development Students will actively participate in the lesson by identifying letters of the alphabet, matching them with flashcards, and identifying matching sounds to the letters. They will apply their prior knowledge in letters and sounds while listening to instructions and observing as I demonstrate the lesson activities. The learners will use their existing knowledge in phonics to respond to group questions and participate in individual activities during the lesson. Describe the developmentally appropriate materials supporting the central focus/learning goals of this lesson. The materials for the lesson will include: Alphabet blocks for the students Alphabet flashcards Chart and markers Wargin, K. J. (2010). L is for Lincoln: An Illinois Alphabet. Sleeping Bear Press. (1) Describe at the beginning of the lesson, how would you introduce its central focus to children and engage their interests? (2) Describe at the end of the lesson, how would you summarize and loop back to ensure that children understand its central focus and extend their language and literacy development? The first step during the introduction of the lesson is to engage the learners and capture their attention to the learning activities. The introduction will entail the use of flashcards to introduce each of the letters of the alphabet. At this age, most of the students are aware of the alphabet and the introduction would bring their attention to the learning tools for the lesson. During the lesson, I would introduce familiar words and ask the students to identify the sounds at the beginning of each word. They would then identify a letter from the flashcards that corresponds to the beginning of a particular word, such as A for “apple.” Towards the end of the lesson, I will give alphabet blocks to the students and ask the learners to match some of the letters with picture objects that correspond to the sound. The students will then take turns to reflect on what they have learnt with examples of words, sounds, and letters in the alphabet. (1) What kind of active and multimodal activities would be available for the variety of learners in your classroom (2) How would you modify materials, activities, and procedures to accommodate a variety of learners? Recognizing the role of diversity in modern classrooms is an important part of the learning process that ensures the accommodation of all learners in my classroom. The lesson is designed to accommodate students whose first language is Spanish and may experience difficulties unique to their first language. I will use differentiated instruction that takes their challenges into consideration to improve instruction and their learning experience. I intend to provide students with relatable examples from their homes and culture to improve their learning outcomes in my classroom. Using relatable words such as “Hello” and “Animal” will ensure accommodate a variety of learners in the lesson. Post-Assessment of Core Concepts/Skills [Address the following 4 components if the lesson was implemented; Address the 5th component ONLY if the lesson was NOT implemented] (1) Please repeat the SAME assessment that you used during pre-assessment to evaluate children again. (2) Compare children’s knowledge/skills at pre- vs. post-assessments, and use graphic presentations, narrative summary, and/or descriptive statistics (e.g., score differences) to analyze learning growth. This is a way of demonstrating the effectiveness of your teaching. The post-assessment showed that the teaching goals of the lesson were met and students were able to identify sounds corresponding to letters of the alphabet. The learners successfully used the words provided to identify sounds and match them to the flashcard alphabet letters provided. They successfully matched letters with minimal support to sounds during the group activity at the end of the lesson. Please specify how you provided feedback to children based on the assessment, including praise to young children for their comprehension or accomplishment. I repeated that the goal of the lesson was to help students identify sounds corresponding to letters of the alphabet. I offered praise to the students for accomplishing this goal and described the importance of the lesson to their overall learning goals. I told the students that they learned a lot and they will be able to apply the new skills in future lessons. Please specify how children used or reacted to your feedback for further development in language understanding, use, or other skill mastery. The students recognized the feedback as their teacher’s satisfaction with their learning experience and the outcome of the lesson. They demonstrated pride in their accomplishment and recognition that they had made progress during the lesson. Final Reflection (1) How did the assessment inform you about future activities? (2) What kind of home-school connections would be made to reinforce learning outcomes? The assessments before and after the lesson provided critical insights on the progress the students had made prior and during the lesson. I learnt that they found the lesson interesting and improved on their use of sounds and letters of the alphabet in sounds. I would encourage parents to continue practicing with their children using more examples of words to improve their knowledge on the subject. Learning Experience 2 [Instructor Name] Date of lesson planning:_________________________ Classroom grade: Kindergarten Date of lesson implementation:____________________ School/center:____________________________ Cooperating teacher signature:____________________ Name of the lesson: Letters and Sounds, Rhyming words Field supervisor signature:________________________ Content areas: Language arts, Arts, Rhyming words Context of The Lesson (1) Briefly explain how is this lesson related to the classroom’s ongoing curriculum and where does this lesson fit in a sequence of lessons? (2) Provide a brief description of your knowledge about the personal/cultural/community assets of this group of children and their prerequisite skills related to language and literacy development. During the second of the three lessons on letters, sounds, and sentences, I will introduce the students to rhyming words. The goal of the lesson is to further demonstrate how letters in the alphabet form sounds and the words they had learnt in the previous lessons. The students in the class have prerequisite knowledge on identifying letters on the alphabet, matching letters with corresponding sounds, and identifying the sounds in words. They are able to identify the beginning sounds in words and match them to the corresponding letters in the alphabet. The goal of the lesson is identify as well as generate rhyming words from reading materials and the resources I will provide during the lesson. After observing and learning examples of rhyming words, students will be able to give examples of their own from reading materials and examples from their environment. Central Focus of The Lesson List 2-3 professional learning standards (see websites below) that your lesson will meet: CC.K.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words CC.K.R.F.3.d Phonics and Word Recognition: Distinguish between similarly spelled words by identifying the sounds of the letters that differ Please articulate: (1) what SPECIFIC, measurable core concepts, skills, and vocabularies from the learning standards that children will learn from this lesson? What do you want to accomplish in this lesson? (2) What content area does this lesson fit into? The objectives of the second lesson are: Students will be able to understand rhyming words Students will be able to give examples of rhyming words from a list of words in art Students will be able to generate rhyming words from their environment Vocabulary Rhyme, poem The core content area for the lesson is English language arts Pre-Assessment of Core Concepts/Skills (1) Assess what children already know about the specific core concepts, skills, and vocabularies that you aim to teach in this lesson BEFORE its implementation. Revise the central focus of the lesson if it is too hard or too easy for children based on the assessment. (2) The assessment can be formal or informal, and in the format of rubric, rating scale, checklist, frequency count, anecdotal recording, and etc; Check off to confirm: ___X____ The pre-assessment has been done before the lesson implementation. Design an assessment to evaluate exactly where children are in terms of the skills that you aim to teach in the lesson (you will evaluate again after the lesson implementation to see how much children have learned). The pre-assessment involves students identifying letters and corresponding sounds. They will demonstrate that they understand how sounds can form words and identify the corresponding letters in the alphabet. Planning for Instruction Describe the ways in which the lesson addresses the active and multimodal nature of children’s learning and language/literacy development Students will participate in active learning by engaging with their peers in groups to identify rhyming words in the provided text containing nursery rhymes and poetry. In addition to learning the words I present as examples, the learners will actively engage with the learning materials to use sounds to identify rhyming words in the text. The multimodal nature of...