CHS 298 Unit 5 The age group is 2-3 years. The unit of study is buildings however this does not need to be incorporated into the LEP.

CHS 298 Unit 5 The age group is 2-3 years. The unit of study is buildings however this does not need to be incorporated into the LEP.
Due: Sunday 11:59 pm EST Overview: You will analyze the three videos located in the Readings and Resources for this assignment to gain insight into best practices in early childhood education by responding to reflection questions. Watch the videos and respond to the reflection questions. Refer to the attached document for complete instructions and grading rubric. View the sample for guidance. Evaluation Rubric for Learning Experience Plan As signment CRITERIA Outstanding Good Needs Improvement 4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology 8-10 4-7 1-3 All four criteria are appropriate and complete: Title, Age, Objective, Materials The component is mostly complete and appropriate. The component is incomplete or inappropriate. 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children 8-10 4-7 1-3 The P rompt component is appropriate and thoroughly addressed. The component is mostly complete and appropriate. The component is incomplete or inappropriate. 12-15 7-11 1-6 CHS 298, 298V Uni 5 L earning Experience Plan – Assignment and Rubric CRITERIA Outstanding Good Needs Improvement 5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines The Main Activity of the LEP is thoroughly appropriate and addressed. The component is mostly complete and appropriate. The component is incomplete or inappropriate. 4c: Using a broad repertoire of developmentally appropriate teaching /learning approaches 8-10 4-7 1-3 The Wrap -Up component is appropriate and thoroughly addressed. The component is mostly complete and appropriate. The component is incomplete or inappropriate. 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children . 8-10 4-7 1-3 The Clean -up component is appropriate and thoroughly addressed. The component is mostly complete and appropriate. The component is incomplete or inappropriate. 8-10 4-7 1-3 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 The Assessment component is appropriate and thoroughly addresse d. The component is mostly complete and appropriate. The component is incomplete or inappropriate. 8-10 4-7 1-3 5a: Understanding content knowledge and resources in The Book and the Vocabulary components are appropriate and thoroughly addressed. The component is mostly complete and appropriate. The component is incomplete or inappropriate. CRITERIA Outstanding Good Needs Improvement academic disciplines . 8-10 4-7 1-3 2a: Knowing about and understanding diverse family and community characteristics The Home, School, Community component is appropriate and thoroughly addressed. The component is mostly complete and appropriate. The component is incomplete or inappropriate. 8-10 4-7 1-3 5a: Understanding Content Knowledge. The Learning Center component is appropriate and thoroughly addr essed The component is mostly complete and appropriate. The component is mostly complete and appropriate. 8-10 4-7 1-3 4c. Using a broad r eperto ire of DAP . Modification for Special Needs component is appropriate and thoroughly addressed . The component is mostly complete and appropriate. The component is mostly complete and appropriate. 8-10 4-7 1-3 4d: Reflecting on own practice to promote positive outcomes for each child (implementation component) The “Next Time” component is appropriate and thoroughly addressed. And a Safety Alert is included if applicable. The component is mostly complete and appropriate. The component is incomplete or inappropriate. SS3 Students have effective sills in written and verbal communication. Students are technologically literate. (5 Points) (3 Points) There are fewer than three errors. There are more than three errors.
CHS 298 Unit 5 The age group is 2-3 years. The unit of study is buildings however this does not need to be incorporated into the LEP.
CHS 298, 298V Unit 5 L earning Experience Plan – Sample Description of the Items Fill -In this Column 1. Title of the Learning Experience Plan (LEP): A simple descriptive name to identify the lesson. The Box 2. Age: The age range for this assignment needs to be toddler, preschool, or Kindergarten. Preschool 3. Objective: The objective is the aim or outcome of the experience. You must from 1 -3 objectives. To increase active engagement and pretend play. 4. Materials: List the needed materials. This provides a framework for thinking about the plan from start to finish. A large cardboard box free of staples. Miscellaneous materials (e.g., newspapers, tape, crayons, markers, paper, pencils, blankets, scarves) . A decorated shoebox and small item like a finger puppet to hid inside it. 5. Pr ompt: Every lesson should have an introduction that captures children’s attention I will put the box in a place where the children see it. Description of the Items Fill -In this Column and causes them to engage, learn, explore, and play. 6. Play Experience: This is the main part of the LEP. It describe s the learning activity that the children will be doing. As the children begin to explore the box, I will observe what they are doing. Encouragement should not be necessary, but if children are not using the box, I will ask them what they can do with the b ox. I’ll be prepared to supply props and i nteract as /if needed to maintain the play. 7. Individualizing: Ideas to support children who are challenged by the activity or who need additional challenges. Identify a specific learning need and tell how you would adapt the activity for that child. For example, a gifted child with advanced skills, a child with ADHD, a child with autism, a child with a specific physical limitation. I will p rovide paper, pencils, markers, or crayons that the children can use to decorate the box. A s the play continues, I will add masking tape and additional boxes of all sizes. If children are hesitant, I will engage in co – play by asking them to pretend that the box is something else like a house or a car. 8. Wrap -Up: This is a brief closure activity that would signal the end of the LEP. For example, a finger play, song, dance, poem etc. I will p repare ahead by hiding an object in a shoebox. When it is time to end the activity, I will gather the children and build quiet suspense by showing them the decorated shoe box and reciting the little rhyme below. “I have a little shoe box : It’s as fancy as can be. I wonder if it is full of socks. Let’s peek and see.” As I lift the lid of the shoeb ox , I will reveal the item . Description of the Items Fill -In this Column 9. Clean -Up: Plan for how the children can help with the clean -up. I will h ave the children help put away the items used for the activity. I will ask W here do the newspapers go? Where does the tape go? the Crayons? Markers? Pape r? Pencils? Blankets? Scarves? 10. Assessment: The assessment enables you to know if the children are gaining skills and knowledge from the experiences that they are providing. The skills you are assessing must align with your objective(s) for the lesson. I will make a list with each child’s name with a column for noting active engagement and a column for imaginative play . I will put the list on a clipboard and observe the children at play. 11. Related Children’s Book: This section is for you to provi de the name and the author of a children’s book related to the theme or the objective of the LEP . Sitting in my Box by Dee Lillegard is a story about a little boy sitting in a cardboard carton reading a book about animals. I will read the book later during story time and make the book available in the reading corner. Sitting in My Box by Dee Lillegard 12. Vocabulary: Choose 3 -5 words to introduce and use repeatedly during the lesson so children can hear the words used in context. big bigger biggest hide wonder 13. Home, School, Community Connection: This section would encourage and help families extend the learning outside the classroom. I will send a message to families telling them about the Box Play activity and suggesting that they extend the learning in the following ways: • Together, search for three different size boxes. Description of the Items Fill -In this Column Worksheets and coloring sheets should not be used. Activities should not cause expense to the families. • Order the boxes by size – big, b igger, biggest • Use the vocabulary small, medium, large. • Toss a beanbag or small ball into a box Hide an item under a box and have the child guess under which box the item is hidden. 14. Learning Centers: This section briefly describes three (3) learning centers that relate to the topic of your LEP. One of the learning centers must include technology. The other two can be in water play, blocks, reading corner, dramatic play, art center, manipulative toy ce nter, music and movement, outdoor play, writing center. Provide a description and list the materials needed. Book Corner : I will have the two books related to children playing with boxes available to read in the quiet book corner . The books will be 1) Sitting in My Box by Dee Lillegard is a story about a little boy sitting in a cardboard carton reading a book about animals. 2) My Book Box by Will Hillenbrand is a playful story about fun and silly things you could do with a box. Manipulatives : I will provide several small boxes , little vehicles , small rubber balls, and other manipulatives to stimulate imaginative play. Art Center: I will provide a few big boxes for students to paint with sponges and several paint colors . I will put newspaper on the floor and have children wear smocks . 15. Modification for Special Needs: This section notes how you would support a student who has a spe cial need (s). For this assignment, choose , any special need, including offering advanced work for a gifted child. The accommodation might be a After the closure part of the LEP, I will encourage the student with low vision to handle the item hidden in the shoebox so they can use their other senses to help experience the object. Description of the Items Fill -In this Column modification such as low vision or hearing, ADHD, autism, etc. 16. Next Time: If you implemented the LEP, note what worked well and what you might do differently. If you planned the LEP but did not implement it, note an alternative(s) for some part of the LEP. My Book Box by Will Hillenbrand is a playful story about fun and silly things you could do with a box. Book: My Book Box by Will Hillenbrand 17. SAFETY ALERT: Note any necessary safety precautions if applicable. Check that there are no staples or sharp edges or materials in or on the box. Some of the Learning Experience Plan content is adapted from “The Box”, Creative Literacy in Action: Birth through Age Nine. Towel, J.L. Powell, K.C., & Brown, S.L. Cengage (2018).
CHS 298 Unit 5 The age group is 2-3 years. The unit of study is buildings however this does not need to be incorporated into the LEP.
Due Date: Sunday, 11:59 pm Total Points: 100 Overview: In this unit, you will create a Learning Experience Plan (LEP) for toddlers, preschool, or kindergarten children. Directions: Complete the below template by filling in the Title and items # 1-17 on the left column of the chart. For guidance, refer to the descriptions of each item that are provided on the right side of the template. Study the sample LEP for additional guidance. Description of the Items Fill-In this Column Title of the Learning Experience Plan (LEP): A simple descriptive name to identify the lesson. Title of Your LEP: Age: The age range for this assignment needs to be toddler, preschool, or Kindergarten. Objective: The objective is the aim or outcome of the experience. You must have at least two objectives. The children will… Materials: List the needed materials. This provides a framework for thinking about the plan from start to finish. Prompt: Every lesson should have an introduction that captures children’s attention and causes them to engage, learn, explore, and play. Play Experience: This is the main part of the LEP. It describes the learning activity that the children will be doing. Individualizing: Ideas to support children who are challenged by the activity or who need additional challenges. Identify a specific learning need and tell how you would adapt the activity for that child. For example, a gifted child with advanced skills, a child with ADHD, a child with autism, a child with a specific physical limitation. Wrap-Up: This is a brief closure activity that would signal the end of the LEP. For example, a finger play, song, dance, poem etc. Clean-Up: Plan for how the children can help with the clean-up. 10. Assessment: The assessment enables you to know if the children are gaining skills and knowledge from the experiences that they are providing. The skills you are assessing must align with your objective(s) for the lesson. Related Children’s Book: This section is for you to provide the name and the author of a children’s book related to the theme or the objective of the LEP. Vocabulary: Choose 3-5 words to introduce and use repeatedly during the lesson so children can hear the words used in context. Home, School, Community Connection: This section would encourage and help families extend the learning outside the classroom. Worksheets and coloring sheets should not be used. Activities should not cause expense to the families. Learning Centers: This section briefly describes three (3) learning centers that relate to the topic of your LEP. One of the learning centers must include technology. The other two can be in water play, blocks, reading corner, dramatic play, art center, manipulative toy center, music and movement, outdoor play, writing center. Provide a description and list the materials needed. Modification for Special Needs: This section notes how you would support a student who has a special need(s). For this assignment, choose, any special need, including offering advanced work for a gifted child. The accommodation might be a modification such as low vision or hearing, ADHD, autism, etc. Next Time: If you implemented the LEP, note what worked well and what you might do differently. If you planned the LEP but did not implement it, note an alternative(s) for some part of the LEP. SAFETY ALERT: Note any necessary safety precautions if applicable. Some of the Learning Experience Plan content is adapted from “The Box”, Creative Literacy in Action: Birth through Age Nine. Towel, J.L. Powell, K.C., & Brown, S.L. Cengage (2018).