ECE 450 Grand Canyon University Pre Assessment for Teachers Essay

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ECE 450

Grand Canyon University

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The first step in implementing solid reading instruction is to determine a baseline for the students in the classroom. It is important to keep in mind that students enter the classroom with diverse backgrounds and literacy skills; some students may enter the classroom with special needs that require basic skills review, while other students may have to have their literacy instruction designed at a higher level than what the teacher initially intended to teach. Pre-assessments provide teachers with the necessary information to develop appropriate lessons and improve instruction for all students.

-Use grade level K and identify a PA state standard in two of the following areas: phonological awareness, alphabetical code, print concepts, and/or oral language. Create a developmentally appropriate pre-assessment aligned to each standard.

How to Conduct a Preassessment,” by Gallavan, located on the Corwin Connect website (2016).

http://corwin-connect.com/2016/10/how-to-conduct-a-preassessment/


-In 250-500 words, reflect on how pre-assessments might help you to meet individual student needs and allow for differentiation in the classroom. How do pre-assessments help support, verify, and document student learning? Provide examples.

Support your reflection with 2-3 scholarly resources.

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Pennsylvania Learning Standards for Early Childhood KINDERGARTEN Office of Child Development and Early Learning 2016 TABLE OF CONTENTS Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 The Learning Standards Continuum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Guiding Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 The Learning Standards for Early Childhood Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 KEY LEARNING AREA: Approaches to Learning through Play – Constructing, Organizing, and Applying Knowledge Standard Area AL.1: Constructing and Gathering Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Standard Area AL.2: Organizing and Understanding Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Standard Area AL.3: Applying Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Standard Area AL.4: Learning through Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Approaches to Learning Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 KEY LEARNING AREA: Language and Literacy Development – English Language Arts Standard Area 1.1: Foundational Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Standard Area 1.2: Reading Informational Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Standard Area 1.3: Reading Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Standard Area 1.4: Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 Standard Area 1.5: Speaking and Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Language and Literacy Development Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 KEY LEARNING AREA: Mathematical Thinking and Expression – Exploring, Processing, and Problem-Solving Standard Area 2.1: Numbers and Operations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 Standard Area 2.2: Algebraic Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39 Standard Area 2.3: Geometry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40 Standard Area 2.4: Measurement, Data, and Probability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41 Mathematical Thinking and Expression Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42 KEY LEARNING AREA: Scientific Thinking and Technology – Exploring, Scientific Inquiry, and Discovery Standard Area 3.1A: Biological Sciences – Living and Nonliving Organisms . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 Standard Area 3.1B: Biological Sciences – Genetics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46 Standard Area 3.1C: Biological Sciences – Evolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47 Standard Area 3.2A: Physical Sciences – Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 Standard Area 3.2B: Physical Sciences – Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50 Standard Area 3.3A: Earth and Space Sciences – Earth Structures, Processes, and Cycles . . . . . . . . . . . . . . . . .52 Standard Area 3.3B: Earth and Space Sciences – Origin and Evolution of the Universe . . . . . . . . . . . . . . . . . . . .54 Standard Area 4.1: Environment and Ecology – Ecology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 Standard Area 4.2: Environment and Ecology – Watersheds and Wetlands . . . . . . . . . . . . . . . . . . . . . . . . . . . .55 Standard Area 4.3: Environment and Ecology – Natural Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56 Standard Area 4.4: Environment and Ecology – Agriculture and Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57 Standard Area 4.5: Environment and Ecology – Humans and the Environment . . . . . . . . . . . . . . . . . . . . . . . .58 Standard Area 15.4: Computer and Information Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59 Scientific Thinking Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61 Environment and Ecology Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61 Computer and Information Technology Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62 2 KEY LEARNING AREA: Social Studies Thinking – Connecting to Communities Standard Area 5.1: Civics and Government – Principles and Documents of Government . . . . . . . . . . . . . . . . . 64 Standard Area 5.2: Civics and Government – Rights and Responsibilities of Citizenship . . . . . . . . . . . . . . . . . . 65 Standard Area 5.3: Civics and Government – How Government Works . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Standard Area 5.4: Civics and Government – How International Relationships Function . . . . . . . . . . . . . . . . . 67 Standard Area 6.1: Economics – Scarcity and Choice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Standard Area 6.2: Economics – Markets and Economic Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Standard Area 6.3: Economics – Functions of Government . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Standard Area 6.4: Economics – Economic Independence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Standard Area 6.5: Economics – Income, Profit, and Wealth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Standard Area 7.1: Geography – Basic Geographic Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Standard Area 7.2: Geography – Physical Characteristics of Places and Regions . . . . . . . . . . . . . . . . . . . . . . . . 72 Standard Area 7.3: Geography – Human Characteristics of Places and Regions . . . . . . . . . . . . . . . . . . . . . . . . 72 Standard Area 7.4: Geography – Interactions Between People and the Environment . . . . . . . . . . . . . . . . . . . . 72 Standard Area 8.1: History – Historical Analysis and Skills Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Standard Area 8.2: History – Pennsylvania History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Standard Area 8.3: History – United States History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Standard Area 8.4: History – World History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75 Social Studies Thinking Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76 KEY LEARNING AREA: Creative Thinking and Expression – Communicating through the Arts Standard Area 9.1.M: Production and Performance – Music and Movement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Standard Area 9.1.D: Production and Performance – Dramatic and Performance Play . . . . . . . . . . . . . . . . . . . 79 Standard Area 9.1.V: Production and Performance – Visual Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Standard Area 9.2: Historical and Cultural Context of Works of Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Standard Area 9.3: Critical Response to Works of Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Standard Area 9.4: Aesthetic Response to Works of Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Creative Thinking and Expression Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 KEY LEARNING AREA: Health, Wellness, and Physical Development – Learning About My Body Standard Area 10.1: Concepts of Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Standard Area 10.2: Healthful Living . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86 Standard Area 10.3: Safety and Injury Prevention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87 Standard Area 10.4: Physical Activity – Gross Motor Coordination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Standard Area 10.5: Concepts, Principles, and Strategies of Movement – Fine Motor Coordination . . . . . . . . . . 89 Health, Wellness, and Physical Development Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 KEY LEARNING AREA: Social and Emotional Development – Student Interpersonal Skills Standard Area 16.1: Self-Awareness and Self-Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Standard Area 16.2: Establishing and Maintaining Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Standard Area 16.3: Decision-Making and Responsible Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Social and Emotional Development Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 KEY LEARNING AREA: Partnerships for Learning – Families, Schools, and Communities Standard 1: Families are supported and connected to community resources . . . . . . . . . . . . . . . . . . . . . 99 Standard 2: School communities and families build partnerships that are affirming, reciprocal, and respectful . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Standard 3: Families have the knowledge and understanding to encourage and support their students’ learning and development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Standard 4: Family members have support from other families, empowering and strengthening the entire school community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Standard 5: Families are supported by the school community to develop and use leadership and advocacy skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Standard 6: Families are supported in times of transition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109 3 Learning Standards Development Pennsylvania Learning Standards for Early Childhood were originally constructed as a joint project of the Departments of Education and Human Services . The Office of Child Development and Early Learning in collaboration with the Office of Elementary and Secondary Education have overseen revisions to the standards . Each set of standards has been formulated with help and guidance from practitioners and program specialists who represented early childhood programs, school districts, higher education, family leaders, policy analysts, and researchers . A group of Pennsylvania educators, in conjunction with the Office of Child Development and Early Learning, created a set of Pennsylvania Core Standards beginning with Pre-Kindergarten . The Pennsylvania Core Standards start in Pre-Kindergarten and continue through 12th grade . The Pennsylvania State Board of Education adopted the Pennsylvania Core Standards in March 2014 . The 2014 revisions include updates related to the Pennsylvania Core Standards; Science, Technology, Engineering, and Math (STEM) supportive practices; and current research trends . Learning Standards for Early Childhood are used to: • Inform professionals about curriculum and assessment • Guide the selection of instructional materials and the design of interactions/goal setting • Inform families of appropriate expectations for children • Provide a common framework for community-based birth–grade 3 alignment work Learning Standards for Early Childhood are NOT used as: • A specific curriculum • A means to prohibit children from moving from one grade or age level to another • A specific assessment of the competence of children or teachers C INTRODUCTION hildren are born with an incredible capacity and desire to learn . More than 40 years of research confirms the foundational importance of early education and care for children’s school and life success . It is essential that children’s first experiences are robust ones, steeped in activities that develop critical thinking and problem-solving skills, a deep understanding about themselves in a social society, and age-appropriate content . web-based portal including more information and resources related to these elements is accessible at www .pdesas .org . STANDARDS ALIGNED SYSTEM (SAS) STANDARDS Instructional practices must embed the domains of development— cognitive, social-emotional, language, and physical—with approaches to learning that enable children to explore, understand, and reach beyond the “here and now” to challenge themselves, experiment, and transform information into meaningful content and skills . SAFE AND SUPPORTIVE SCHOOLS Professionals interacting with young children have the critical task of providing rich information and experiences . Such experiences build skills and understanding in the context of everyday routines and within intentionally-designed play opportunities that capture children’s interests and curiosity . Pennsylvania Learning Standards for Early Childhood are designed to support and enhance the learning environment; responsive relationships; age, cultural, and linguistically-appropriate curriculum; and practices being used to assess children, classrooms, and programs . The Department of Education and the Office of Child Development and Early Learning use a Standards Aligned System . The Standards Aligned System is a collective body of research that identifies six elements which, when used together, provide a framework for program improvement and child success . The elements identified are standards, assessments, curriculum framework, instruction (including interventions), safe and supportive schools, and materials and resources . A ASSESSMENT STUDENT ACHIEVEMENT MATERIALS AND RESOURCES CURRICULUM FRAMEWORK INSTRUCTION 4 1. Standards at birth is supported by research in neuroscience and other developmental sciences . This research shows that the basic architecture of a child’s brain is constructed through an ongoing process that begins before birth and continues through adulthood . Research also confirms that the brain is predominantly receptive to learning math and logic between the ages of 1 and 4, and that early math skills are the most powerful predictors of later learning . Providing children with opportunities to have early experiences in STEM supports children in their academic growth, develops early critical thinking and reasoning skills, and enhances later interest in STEM careers . The foundations of STEM learning lie in the natural inquiry and exploration of young children, as well as intentionally-designed activities which build scientific and mathematical concepts, and the effective use of available technologies . Positive interactions early in life, in an environment intentionally designed to provide STEM experiences where children explore, ask questions, and receive support from educators, will help to lay this foundation . Early-learning STEM experiences are based on the Pennsylvania Learning Standards for Early Childhood for infants and toddlers, prekindergarten, and kindergarten through grade 2 . STEM subjects are supported within these standards and are noted by the symbol throughout the supportive practices . Science, Technology, Engineering, and Math are not separate subjects broken down into their own time slots . These topics of study are incorporated and encouraged within all activities throughout the day . In addition, laying this early foundation will help to bridge the educational gap between birth to age 5 and K-12 educational programs . Learning standards provide the framework for learning . They provide the foundational information for what children should be able to know and do . Pennsylvania Learning Standards for Early Childhood build on information learned previously, creating a continuum of learning that assures consistent and linked learning that begins in infancy, increasing in complexity as it extends through graduation . Pennsylvania also uses program standards that assure children’s experiences are being offered in high-quality settings . Pennsylvania’s state-funded programs all offer similar sets of standards that provide guidance on program operation that exhibit best practices . 2. Assessments Professionals must use both informal and formal assessments to understand children’s progress . In early childhood, formative assessments that provide information about how children are progressing allow professionals to make adaptations or adjustments in the individualized learning plans for every child . Early childhood professionals observe and assess children using the materials that are found in the learning environment . Professionals must use the information they have documented during observation, along with information from the family, to identify goals and next steps for children’s learning . 3. Curriculum framework A curriculum framework reminds us what information should be taught to young children within each of the Key Learning Areas . It assures the continuum of learning that begins at birth and continues through graduation . Pennsylvania’s curriculum framework includes big ideas, essential questions, concepts, and competencies that further define the learning standards . Interventions • Early Childhood Special Education Early childhood classrooms should be inclusive ones where children with disabilities and developmental delays are enjoying learning experience alongside their typically developing peers . Professionals may need to adapt or modify the classroom environment, interactions, and/or materials and equipment to help children with disabilities fully participate . 4. Instruction including interventions Instruction in the early years often looks different than instruction in the older grades . Learning occurs within the context of play and active learning strategies where children are engaged in concrete and handson discovery; experimentation; and interaction with materials, their peers, and nurturing adults . Pennsylvania Learning Standards for Early Childhood are designed to be used for all children . The content within these standards provides the breadth of information from which to create goals and experiences for all children that will help them reach their highest potential while capturing their interests and building on what they already know . Professionals must emphasize and celebrate all children’s accomplishments and focus on what all children can do . Professionals help construct knowledge during these active learning times by designing activities that build on children’s prior knowledge to create new understandings and information . Direct instruction should be combined with child-initiated play to produce optimal conditions for young children’s learning . Adults become facilitators who interact with children throughout the day . Adults ask open-ended questions that encourage children to think about what comes next . With this approach, adults support children’s creativity, problem-solving, intuition, and inventiveness (approaches to learning) by challenging and encouraging them . Professionals design focused instruction that is based on the identified individual needs of every child and assure these experiences encompass their interests, abilities, and culture . • English Language Learners/Dual Language Learners STEM (Science, Technology, Engineering, Math) STEM (Science, Technology, Engineering, Math) education is an intentional, integrative approach to teaching and learning, in which students uncover and acquire a comprehensive set of concepts, competencies, and thinking skills of science, technology, engineering, and mathematics that they transfer and apply in both academic and real-world contexts . Education in Science, Technology, Engineering, and Math beginning 5 Children develop language much the same way they acquire other skills . Children learn native and second languages using an individual style and rate. Differences among English Language Learners/ Dual Language Learners such as mixing languages or a silent period are natural . Each child’s progress in learning English needs to be respected and viewed as acceptable and part of the ongoing process of learning any new skill . Children can demonstrate proficiency in most of the standards using their dominant language . Use of home language in the classroom environment, and in simple phrases, validates a child’s place in the classroom, encouraging the child to see him/ herself as a learner . Working alongside English-speaking adults and peers in authentic learning experiences which respect home language is an effective means of learning English . Similar to all young children, English Language Learners/Dual Language Learners benefit from use of visuals, props, and realia (objects from real life used in classroom instruction to improve children’s understanding of other cultures and real life situations) . The skills needed for young English Language Learners/Dual Language Learners to become proficient in English are fully embedded in the Pennsylvania Learning Standards for Early Childhood . a program . Classroom assessment instruments that help providers assess the arrangement of indoor space, the provision of materials and activities, and their development of class schedules are useful in a sharing best practice implementation and alignment to Pennsylvania Learning Standards for Early Childhood . The academic environment is the climate set within a program that values and promotes learning and self-fulfillment . Wellness within a program supports good physical and mental health, including the promotion of a proper diet, exercise, and healthy habits . 5. Materials and resources Every early-learning setting, whether it is in a home atmosphere or center-based classroom, must be a comfortable, safe, and nurturing environment where children can learn through their play . Children discover and understand science, social studies, and math information when they actively explore materials and ideas that are guided by professionals who intentionally design activities that engage children in critical thinking and processing . Children also learn about their own abilities and learning styles, how to get along with others, and how to appreciate others’ contributions in classrooms that include a diverse set of materials and experiences . EARLY CHILDHOOD CONNECTIONS High-quality early care and education programs also promote connections that assure children’s school success . Programs that build relationships with children and families and coordinate their work with other early-learning programs and school districts create strong partnerships for success . 1. Connections to children School environments should be linked to a child’s home environment, incorporating cultural and ethnic materials and children’s home language, and provide experiences that are inclusive for all children, regardless of ability, socio-economic status, or family background . Well-designed environments demonstrate a commitment to the whole child by offering materials and activities that promote social, physical, cognitive, and language learning . Resources provided within the Standards Aligned System (SAS) portal include Pennsylvania educatorcreated lesson plans, instructional strategies, digital media resources, and other valuable information . Relationships are the key to successful connections between the adult and the child . Professionals must take time to know every child, to understand the way in which each child learns best, and to identify the special talents and skills each child possesses . Adults who work with young children must be students themselves . They must learn about children’s home experiences and culture so they can design learning environments that support the home-school connection and expand prior learning into new knowledge . 2. Connections to families 6. Safe and supportive schools Families of young children have much to offer in the learning process . When a partnership is formed between professional and family, the connection has been strengthened, assuring that children receive consistent messages about learning and skill development . Families should be given opportunities to learn about their children’s day at school, to provide input into the information they want their children to learn and master, and to understand what they can do at home to enhance the learning experience . To assure effective family engagement strategies, professionals can reference the Partnerships for Learning Standards . The safe and supportive schools element found on the Standards Aligned System portal showcases resources and exemplars that promote active child engagement in a safe and positive learning environment . The three areas of focus within safe and supportive schools are: Engagement—Program engagement is essential for child success and building a positive program climate . Engagement within a program is a process of events and opportunities that lead to children gaining the skills and confidence needed to cope and feel safe within their environment . These events and opportunities include relationships, respect for cultural diversity, and family participation . Relationships are the connection between two or more people or groups and their involvement with and behavior toward one another . Respect for diversity shows an understanding, appreciation, and response to differences in individuals or groups . Family participation includes the active involvement within classroom and school events . At-home resources for families such as Kindergarten, Here I Come; Kindergarten, Here I Am; Learning Is Everywhere; Building Blocks for Babies; Every Day I Learn through Play; and Recipes for Readiness provide professionals and families tools to share age-appropriate expectations and to connect learning experiences . Family ethnicity and culture must be interwoven into the life of an early childhood program and classroom . Professionals must embrace all children’s heritages and provide activities, materials, and experiences that help children become aware of and appreciate their own culture while learning about and appreciating the similarities and differences of others . Families can provide authentic cultural experiences and resources that support cultural awareness and appreciation . Such opportunities foster family and school relations and partnerships . Communications with families should be made in the home language . Professionals in high-quality, early education programs know and understand their own attitudes and biases and are culturally sensitive and supportive of diversity . Safety—Program safety refers to the security of the setting and program-related activities as perceived and experienced by all stakeholders, including families, caregivers, children, school staff, and the community . Program safety encompasses both emotional and physical safety, and is influenced by positive and negative behaviors of children and staff . Emotional safety focuses on the feeling of connection, comfort, and acceptance within a secure setting . Physical safety ensures children are free from danger or threatening circumstances . Environment—Program environment refers to the extent to which program settings promote child safety and health . Environment is inclusive of all aspects of a program—academic components, its physical and mental health supports and services, and its physical building and location within a community . The physical environment looks at the external surrounding and physical conditions within 3. Connections with other early-learning programs Children and families often have other needs and priorities in addition to participation in high-quality early care and education programs . 6 4. Connections for learning Families may need to coordinate their early care and education program services with health services or early intervention services, as well as with their other children’s school experiences . Programs within a community that support families’ single point of contact or help to coordinate services for children demonstrate a strong understanding and respect for families . Providers that reach out to neighborhood schools to facilitate transition into the public school or who have developed a working relationship with their intervention provider assure linkages that support children’s school readiness and ongoing success . To assure effective family engagement strategies, professionals can reference the Partnerships for Learning Standards . W Young children make learning connections through authentic handson experiences . Professionals that allow children time to explore and discover both inside and outside, optimize children’s capacity to internalize and generalize content by making their own connections to prior knowledge . All children, regardless of age and ability, need opportunities to engage in practice activities and experiences that are steeped in play . Adults should design learning experiences with connections among multiple domains . Integrated learning experiences support both content and social and cultural learning . THE LEARNING STANDARDS CONTINUUM ithin all Pennsylvania Learning Standards for Early Childhood, the Key Learning Areas define the domains or areas of children’s learning that assure a holistic approach to instruction . All children, regardless of age and ability, should be exposed to experiences that build their skill development in approaches to learning, social and emotional development, language and literacy development, health wellness and physical development, creative expression, and the cognitive areas of mathematics, science, and social studies . The Standards within each Key Learning Area provide the information that children should know and the skills children should be able to do when they leave the age level or grade . and young toddlers may be exploring mathematical estimation as they interact with materials, but intentional instruction would not be appropriate for that age . Adults should continue to introduce these concepts whenever appropriate for the individual child without expectation of mastery . Learning Standards for Pre-Kindergarten Professionals will find the skills that pre-kindergarteners (ages three to five) are practicing and mastering within the pre-kindergarten standards . Younger preschoolers will be learning the content, while older children will be mastering the skills and showing proficiency . Classroom environments, materials, and activities that are developed for this age will be appropriate for both three- and four-year-olds; expectations for mastery will be different . Pennsylvania Learning Standards for Early Childhood are connected through a continuum of learning and link to the 3rd grade academic standards . Some skills will not emerge in a noticeable way until a child is older . These standards will be intentionally blank or identified as emerging . Learning Standards for Kindergarten Students who complete kindergarten should demonstrate mastery of the skills within the kindergarten standards . This document is designed for full-day kindergarten classrooms . Half-day kindergarten teachers will need to modify the amount of content that is introduced to children during the kindergarten year, but the cognitive processing that children must develop and the holistic instruction will remain constant regardless of the length of the kindergarten day . Professionals who view children’s skill development across ages and grades will be able to understand the sequential way children learn and become familiar with the way in which teachers at higher grade levels support learning . AGE GROUPING IN PENNSYLVANIA LEARNING STANDARDS FOR EARLY CHILDHOOD It is critical that kindergarten instruction occurs through an active learning approach where teachers use differentiated instructional strategies and focus on learning centers and play as key elements of the daily schedule . Child-initiated investigation should be predominant with supportive direct instruction in content areas infused throughout the day . Kindergarten children should be given opportunities to develop social and emotional skills, physical skills, and their creative expression within the course of a kindergarten day . Learning Standards for Infant-Toddler The Infant-Toddler Standards are divided into three age levels: infant (birth through 12 months), young toddler (9 months–27 months), and older toddler (24 months through 36 months) . These age divisions are arbitrary as a means for organizing the content; very young children’s development is uneven and may span two or all three of the age levels in different Key Areas of Learning . This is reflected by the overlap of the age 9 months–27 months in younger toddlers . Learning Standards for Grades 1 and 2 Students who complete grades 1 and 2 should demonstrate mastery of the skills within the grades 1 and 2 standards . It is critical that grades 1 and 2 instruction occurs through an active learning approach where teachers use differentiated instructional strategies and focus on hands-on experiential learning that is meaningful to young learners . Child-initiated investigation should be coupled with supportive direct instruction in content areas infused throughout the day . Students should be given opportunities to develop social and emotional skills, physical skills and their creative expression within the course of a typical day . The Standards in each Key Area of Learning are displayed on an InfantToddler continuum with the content within one strand presented together . Practitioners can look down each level to determine the skills that best match their children’s current development, identifying additional concepts and competencies, and supportive practices to scaffold children’s learning . When strands include “emerging,” these concepts are beginning to emerge but are not expected to be mastered . For example, infants 7 GUIDING PRINCIPLES H skills, and concepts children need to make progress socially and academically . High-quality early care and education programs maintain high developmentally achievable expectations for all children using clear performance standards with a continuous cycle of assessment understood and used by staff, children, and families . igh-quality early care and education programs offer learning opportunities that have a significant impact on the success of all children . A warm, responsive relationship with a highlytrained teaching staff is foundational . It is expected that teachers will intentionally integrate developmental knowledge with the attitudes, 1 2 6 High-quality early care and education programs have a significant impact on children’s future successes . 7 All children can learn and deserve high expectations that are age-, individually-, and culturallyappropriate . Children’s learning development and opportunities are supported when their teachers are trained in early childhood development and education, including professional training and ongoing professional development, and are intentional in their relationships and work with children and families . Early care and education programs must address the individual needs of a diverse population of children, e .g ., children with special needs, children from diverse cultural backgrounds, children from all socio-economic groups . 3 Young children learn best when they are able to construct knowledge through meaningful play, active exploration of the environment, and thoughtfully planned activities . 8 Early care and education programs are defined by a set of comprehensive standards that maximize a child’s growth and development across cognitive and non-cognitive domains . 4 The learning environment for young children should stimulate and engage their curiosity of the world around them and meet their physical and emotional needs so that they feel safe and secure . 9 There must be a system of research-based assessments that documents children’s growth and development in relationship to a defined set of standards and is used to inform instruction . 5 10 Language and early literacy development must be supported and integrated throughout all aspects of early care and education programs . 8 Children’s learning is enhanced when families, schools, and communities work together . THE LEARNING STANDARDS FOR EARLY CHILDHOOD FORMAT Scientific Thinking and Technology Exploring, Scientific Inquiry, and Discovery ESSENTIAL QUESTIONS – Linked to the BIG IDEAS and provides the questions that support children’s inquiry BIG IDEAS – Describes the information that children should acquire across all age levels TAG LINE STANDARD AREA – Organizes the content within KEY LEARNING AREAS into smaller topics KEY LEARNING AREA – The domains of learning that assure child’s holistic development 3.1 Biological Sciences BIG IDEAS: Living things have unique characteristics which differ from nonliving things . The characteristics of living things can be observed and studied . ESSENTIAL QUESTIONS: In what ways do living and nonliving things differ? What are similarities, differences, and patterns of living things? A. LIVING AND NONLIVING ORGANISMS 1. Common Characteristics of Life Standard Concepts and Competencies Supportive Practices 3.1 K.A.1 Recognize the difference between living and nonliving things. The learner will: • Sort objects by living and nonliving. • Categorize common living things into plants and animals . The adult will: • Include live animals and plants along with models, stuffed animals, plastic animals and plants, and pictures/posters in the classroom. • Display worm farms, bird feeders, or ant hills for observation. • Read books about living and nonliving things. • Set up a science table or exploration area, stock with both living and nonliving things . STRAND CONCEPTS AND COMPETENCIES – Skills that help to define the construct of the STANDARD SUPPORTIVE PRACTICES – Practitioners can employ these strategies to help children learn or make progress with particular skills 2. Energy Flow Standard Concepts and Competencies Supportive Practices 3.1 K.A.2 Identify basic needs of plants (water and light) and animals (food, water, and light). The learner will: • Categorize common living things into plants and animals . • State that living things need air, food, and water to survive . • Observe the effect of darkness and light on growing plants . The adult will: • Display worm farms, bird feeders, or ant hills for observation. • Provide living things within the classroom that children actively care for . (e .g ., nontoxic plants, classroom pet) • Explicitly discuss what living things need to survive. STANDARD – A specific skill a child should know by the end of the developmental age range 9 Approaches to Learning through Play Constructing, Organizing, and Applying Knowledge AL.1 Constructing and Gathering Knowledge AL.2 Organizing and Understanding Information AL.3 Applying Knowledge AL.4 Learning through Experience A taking, pleasure, knowledge construction, absorption in the moment, and the desire to return to this state of mind, which is what we call play . Therefore, play is a powerful learning tool that enables the child to grow and develop a lifelong love of learning . Play is the child’s natural state of mind and therefore influences all of the child’s domains of development including physical, cognitive, language, social, aesthetic, and emotional . And equally as important, play as a focused state of mind provides the child with a context and positive attitude in which to develop their Approaches to Learning skills, which are shown to lead to lifelong success . pproaches to Learning through Play Standards describe the essential life skills that enable a child to grow, learn, develop, and become a successful member of the community . The use and development of these skills begin at birth and continue across the human life span . Approaches to Learning through Play Standards addresses how a child gathers and constructs knowledge, organizes and understands information, applies that knowledge, and transfers the selfconstructed learning beyond the immediate moment . The child must develop these imperative capacities to understand and use the content of literacy, mathematics, science, and social studies, as well as necessary emotional well-being and lifelong success . It is essential to provide children with optimal learning opportunities that feature the development of these skills as the key component of 21st century classrooms across our state . T Play, Play, and Play Some More! he best way to support children’s learning in the early years is to provide hands-on, active learning experiences that include play activities . Play enables children to weave together past knowledge and new information to acquire new understanding and skill development . A child who discovers the characteristics of apples through manipulating, investigating, and exploring them understands the depth of apples better than a child who colors a worksheet picture of an apple . Children can cooperate in the block area to determine how many blocks can be added to a structure before it falls . This type of play enhances children’s social and creative thinking sequences . Play sequences and activities expand across all Key Areas of Learning and can build social, cognitive, and physical skill development when they are intentionally planned and facilitated by teachers who interact with children, asking openended questions to scaffold children’s thinking and problemsolving . F rom the moment of birth, healthy children are in a continuous state of exploring, discovering, and constructing meaningful relationships with the world around them . These innate qualities support children as they venture out to connect with and understand the world in which they live . When children are encouraged to follow their innate inquisitiveness, they develop processes that enable them to succeed in answering important self-constructed “how” or “I wonder” questions . While children follow their own self-directed leads, they may be unsure of the outcome but are willing to take that risk to find out what will happen next . This outlook provides children with great pleasure as they interact successfully to understand their world; therefore, they desire to return to this preferred state of mind again and again . Children enjoy learning that includes active self-direction, positive anticipation, risk10 APPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING, AND APPLYING KNOWLEDGE AL.1 Constructing and Gathering Knowledge BIG IDEAS: Children actively construct knowledge through routines, play, practices, and language . Children use a variety of strategies to gather information based upon their own individualized approach to learning . ESSENTIAL QUESTIONS: What strategies can be used to gather information? What can I learn from my everyday experiences, including play? A. CURIOSITY AND INITIATIVE Standard Concepts and Competencies Supportive Practices AL.1 K.A Explore and ask questions to seek meaningful information about a growing range of topics, ideas, and tasks. The learner will: The adult will: • Use senses to explore and learn from Stimulate students’ curiosity using “provocation” strategies the environment . when introducing new topics or ideas . (e .g ., ask students to guess what an unfamiliar object might be used for, place new • Show interest and inquire about others’ materials in sensory table and encourage exploration, ask “I work . wonder” questions) • Ask questions to understand something. Provide real objects that can be manipulated or explored to (e .g ., “How does that work?”) understand a concept . • Use play to practice new skills and Respond to students’ questions (inquiry) with explanations . knowledge . Model and encourage use of vocabulary within context of play/ • Demonstrate interest in new materials learning experience . and experiences that are introduced into the classroom . (e .g ., use play to Encourage students to discuss, inquire, engage in learning practice new skills and knowledge, use experiences, and research answers to questions on topics . vocabulary words or concepts learned in Provide a classroom with clearly defined interest areas and class during play) materials that invite students to explore, discover, and create . • Watch others engaged in a task and ask Provide ample time to practice new skills and knowledge to join in . through playful experiences . Regularly rotate classroom materials and formally introduce new objects and activities into the classroom by showing excitement . (e .g ., “Look what I brought for us to do today!”) B. RISK-TAKING Standard Concepts and Competencies Supportive Practices AL.1 K.B The learner will: The adult will: Demonstrate a • Actively explore new materials that are Introduce materials and activities by explaining what they are willingness to introduced into the classroom . and providing instructions on use . participate in new • State discomfort at trying something Support students when activity becomes challenging . (e .g ., and challenging new, but make attempts to try with active listening, encouragement, offer specific feedback) experiences. encouragement . Engage students in “what if” scenarios to discuss potentially • Listen attentively to learn proper dangerous or inappropriate responses to situations . techniques for a new skill, and follow Rotate materials in the classroom often to provide a variety of through using the learned technique . diverse experiences . • Deal with success in a positive way and Demonstrate enthusiasm when introducing new materials view challenges as growing experiences . and challenges . • Differentiate between appropriate and inappropriate methods for learning information . (e .g ., understand that jumping from a high wall is a dangerous way to discover its height) 11 APPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING, AND APPLYING KNOWLEDGE C. STAGES OF PLAY Standard Concepts and Competencies Supportive Practices AL.1 K.C Engage in elaborate, interactive play sequences that include acting out roles and negotiating play themes. The learner will: The adult will: • Use materials and props to support an Observe and explicitly point out when students are ongoing play experience . referencing prior learning in their play scenarios . Observe play scenarios for use of new vocabulary, knowledge, • Initiate and sustain play scenarios related to prior learning . (e .g ., rainforest and/or for misconceptions/interests that can be addressed theme, space theme) through instruction . • Extend play scenarios over more than Provide props and materials to support play experiences . one day . Join in pretend play scenarios with students . • Engage in simple games containing Understand the stages of play (solitary, parallel, associative, rules demonstrating the ability to plan and cooperative) and recognize that students will engage in all ahead and to develop strategies . stages at various times . • When appropriate, allow structures or scenario props to stay in location for several days without clean-up . • Engage students in game play with peers. AL.2 Organizing and Understanding Information BIG IDEA: Strategies for filtering and organizing information are important to the learning process . ESSENTIAL QUESTIONS: How do I decide what information/task to attend to? What strategies do I use to organize information? A. ENGAGEMENT AND ATTENTION Standard Concepts and Competencies Supportive Practices AL.2 K.A Complete a task, despite interruptions or classroom disruptions. The learner will: • Complete simple activities or tasks from beginning to end with independence . • Follow multi-step directions. • State when frustrated by a challenge. • Ignore distractions to complete a task. The adult will: Save students’ work for later completion if transition to a new activity is necessary . Encourage students to complete tasks that are challenging . Allow ample time for students to complete tasks and activities in which they are engaged . • Give clear and simple directions or explanations. • Minimize interruptions and disruptions for students who are concentrating on a specific task or activity . • Offer help to students who are demonstrating difficulty completing a task or activity . • Differentiate based on student needs. • Model self-monitoring behaviors. 12 APPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING, AND APPLYING KNOWLEDGE B. TASK ANALYSIS Standard Concepts and Competencies Supportive Practices AL.2 K.B Complete multistep tasks with independence. The learner will: The adult will: • Attend and follow through with threeAsk students to describe the steps required to complete a step directions . certain task . • Explain the steps necessary to complete Model goal-setting and breaking tasks into steps using explicit a task . vocabulary . (e .g ., first, next, last) • Share the desired outcome or end goal Encourage students to explain the sequence, steps, and of a task or activity . desired outcomes of self-initiated tasks and activities . • Break task into smaller components and • Use clear and concise directions (visual and/or verbal) for the complete one at a time . completion of tasks . • Review steps of a task with students prior to asking them to complete the task and give them time to complete the task without reminders . • Differentiate based on student needs. C. PERSISTENCE Standard Concepts and Competencies Supportive Practices AL.2 K.C Accomplish challenging tasks by employing familiar and new strategies as needed. The learner will: The adult will: • Determine alternative ways to complete Model and discuss a variety of strategies that can be used to a task when the first attempt is follow through on a challenging task . (e .g ., using materials in unsuccessful . (e .g ., using materials in new ways, trial and error, breaking tasks into steps, asking for new ways, trial and error, breaking tasks help from a competent peer or adult) into steps, asking for help) Encourage students to develop alternative solutions to • Implement familiar and new strategies accomplish a task . independently . Ask students open-ended questions to help develop alternative • Stick to a task after experiencing solutions without giving them the answer . frustration . • Offer constructive feedback on students’ efforts to work through • Show pride in completion of a challenging tasks . challenging task . • Acknowledge students’ completion of a challenging task. D. PATTERNING Standard Concepts and Competencies Supportive Practices AL.2 K.D Recognize and create simple patterns. The learner will: • Identify patterns in the environment. (e .g ., decode or read common signs or logos) • Identify patterns in literacy. (e.g., word families) • Recognize, describe, extend, and transfer a two- and three-element pattern . (e .g ., AB, ABC) • Reproduce an existing pattern and verbalize the pattern . The adult will: • Engage students in finding patterns. (e.g., in the environment, literacy, mathematical, scientific, arts) • Model creating patterns. • Provide opportunities to create and extend patterns. • Discuss patterns. (e.g., “Why do you think that is a pattern?” “What is missing from this pattern?”) 13 APPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING, AND APPLYING KNOWLEDGE E. MEMORY Standard Concepts and Competencies Supportive Practices AL.2 K.E Retain and recall information presented over a short period of time. The learner will: • Recall information and/or experiences from the past . • Engage in use of mnemonic devices. (e .g ., sing songs to remember the days of the week) • Recall details from stories, events, and experiences . • Share family experiences using stories, pictures, photos, and/or videos. The adult will: Encourage students to talk about past experiences and events . Ask questions which challenge students to recall the details of experiences they are relating . Maintain documentation of past events through pictures, photos, videos, and/or quotes from students. Post and explore this documentation with the students over time . Make connections between previous learning and new information . • Introduce mnemonic devices as a strategy to promote recall. • Encourage families to make and share memory books highlighting student’s past experiences . AL.3 Applying Knowledge BIG IDEA: Prior knowledge and experiences can be used to express and create new understandings . ESSENTIAL QUESTIONS: How do I use what I already know to understand new things? How do I represent new understandings? A. CREATIVITY Standard Concepts and Competencies Supportive Practices AL.3 K.A Use music, art, and/or stories to express ideas, thoughts, and feelings. The learner will: • Use a variety of materials to explore and express ideas and emotions . • Recognize imagination and creativity in others . • Communicate own ideas. See also 9.1.M K.E; 9.1.D K.E; 9.1.V K.E; 1.4 K.M; 1.5 K.E The adult will: Provide opportunities to use materials in uncommon ways . Provide a variety of materials to use in creating . Use “I wonder” statements to encourage creativity with use of objects . Model how to elaborate, refine, evaluate, and communicate ideas, thoughts, and feelings . Reference 9.1.M K.E; 9.1.D K.E; 9.1.V K.E; 1.4 K.M; 1.5 K.E Standard Concepts and Competencies Supportive Practices AL.3 K.B Create an object to serve a functional purpose. The learner will: The adult will: • Explore different ways to use everyday Provide opportunities to engage in creative activities . objects . Encourage children to pre-plan their creative efforts . • Describe plan to create a functional Provide opportunities to present and describe creations . object . (e .g ., develop a blueprint prior to • Ask questions about students’ creations. (e.g., “How did you building a block structure) make that?” “What is that used for?”) • Answer questions to explain the purpose • Offer specific feedback on students’ creative efforts. of a creation . • Show pride in a creation. B. INVENTION 14 APPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING, AND APPLYING KNOWLEDGE C. REPRESENTATION Standard Concepts and Competencies Supportive Practices AL.3 K.C Use materials and objects to represent new concepts. The learner will: The adult will: • Combine different types of materials to Provide a variety of loose parts that can be combined to create represent a scenario or situation . (e .g ., an end-product . represent a community using a variety Provide opportunities for children to use materials in nonof objects) conforming ways . • Use real life objects to represent makeUse “I wonder” statements to encourage children’s creativity believe or fantasy objects . (e .g ., paper for with use of objects . money, magazine for a menu) AL.4 Learning through Experience BIG IDEA: Experiences provide the context in which learning is constructed . ESSENTIAL QUESTIONS: In what ways does an experience in one setting influence my learning and experiences in another setting? How do I learn from my mistakes and/or from challenging situations? A. MAKING CONNECTIONS Standard Concepts and Competencies Supportive Practices AL.4 K.A Relate knowledge learned from one experience to a similar experience in a new setting. The learner will: • Relate personal (e.g., home, cultural, community) experiences during school activities . • Connect information and/or experiences from the past . • Understand differences in activities and events from home to school . • Share new skills or tasks learned or practiced outside of school setting in the classroom . • Practice skills learned in whole group demonstration or role-play during center exploration . • Apply a skill to multiple tasks. (e.g., use measuring cups in science activity, math exploration, and cooking) The adult will: • Encourage families to continue school activities at home. • Provide families regular updates about activities that are occurring in school . (e .g ., message boards, newsletters, classroom websites, journals) • Talk with families about what students are working on at home and incorporate those goals in the school day . • Ask students to describe out-of-school activities they participate in and show what they are learning . • Provide “take home” activities that connect material learned that day to home environment . (e .g ., after practicing patterns in the classroom, identify patterns at home) • Acknowledge, value, and use diversity that students bring to the classroom . (e .g ., culture, family structure, community) • Provide materials, including text, in centers that encourage practice of skills demonstrated during instruction . Concepts and Competencies Supportive Practices B. RESILIENCY Standard AL.4 K.B Recognize that everyone makes mistakes and that using positive coping skills can result in learning from the experience. Reference 16.1 K.C Reference 16.1 K.C 15 APPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING, AND APPLYING KNOWLEDGE C. PROBLEM-SOLVING Standard Concepts and Competencies Supportive Practices AL.4 K.C Use problemsolving strategies to achieve a positive outcome. The learner will: The adult will: • Try new ways to complete an unfamiliar Explicitly discuss and present/model a variety of strategies task . that can be used to solve problems . (e .g ., using materials in new ways, trial and error, breaking tasks into steps, asking for • Attempt to complete a task in more than help from a competent peer or adult) one way (e .g ., using materials in new ways, trial and error, breaking tasks into Create and provide opportunities for students to engage in steps) before asking for help or stopping problem-solving activities . (e .g ., role-play) due to frustration . Encourage students to use a variety of materials to solve • Ask questions to clarify problems. problems or complete a task . (e .g ., “I wonder if we could use this box to catch the worm?”) • Discuss the different ways used to accomplish a task or to solve a problem . Engage students in interactions that use known strategies in new situations . • Recall and use a previously successful strategy . Display a variety of materials and ask students to complete a task, allowing them to choose the materials that best suit the • Change plan if a better strategy presents activity . itself . Ask open-ended questions that require thought and creative thinking (e .g ., “What is another way you could solve this problem?”) to facilitate problem-solving . Observe how students solve problems in the classroom and offer assistance when needed . 16 APPROACHES TO LEARNING THROUGH PLAY: CONSTRUCTING, ORGANIZING, AND APPLYING KNOWLEDGE Approaches to Learning through Play Glossary Associative Play—A form of play in which a group of children participate in similar and/or identical activities without formal organization, group direction, group interaction, or a definite goal; children may imitate others in a group but each child acts independently . Parallel Play—A form of social play where children play with toys like those the children around them are using, but the child is absorbed in his/her own activity; usually play beside rather than with one another . Pattern—The regular and repeated way in which something happens or is done . Attention—An ability to focus; take all stimuli in environment and focus on one thing . Persistence—The steady continuance of an action in spite of obstacles or difficulties . Competence—The ability to perform a task, action, or function successfully . Play—A self-selected activity that may or may not have a specific purpose . Cooperative Play—Any organized recreation among a group of children in which activities are planned for the purpose of achieving some goal . Pretend Play—Using an object to represent something else while giving it action and motion; actively experimenting with the social and emotional roles of life; can build skills in many developmental areas . Culture—The way of life of a particular social, ethnic, or age group of people which includes beliefs, arts, customs, and behaviors . Provocation Strategies—strategies which promote thoughtful practices that enhance the teaching and learning of young children within and across diverse communities . Curiosity—A desire to learn or know about something; inquisitiveness . Engagement—Ability to express oneself physically, cognitively, and emotionally during an activity; to feel a connection or a strong bond to work . Resilience—The ability to cope with and bounce back from all types of challenges . A person thrives, matures, and increases competence by drawing on biological, psychological, and environmental resources . Extrinsic Motivation—Motivation that comes from factors outside an individual . Solitary Play—A form of play among a group of children within the same room or area in which each child engages in an independent activity using toys that are different from the toys of others; shows no interest in joining in or interfering with the play of others Initiative—A readiness and ability to be eager to lead an action . Intrinsic Motivation—Motivation that comes from inside an individual rather than from any external or outside rewards . Invention—An act of devising, creating, or producing using imagination (art, music) . Task Analysis—A process of breaking down complex behaviors into smaller, discrete, specific sub-behaviors to be performed in a certain order for maximum success . Memory—The mental capacity or faculty of retaining and retrieving facts, events, impressions, etc ., or of recalling or recognizing previous experiences . Temperament—The combination of mental, physical, and emotional traits of a person; natural predisposition . Mnemonic Device—a mind memory and/or learning aid. Commonly, mnemonics are verbal—such as a very short poem or a special word . 17 Language and Literacy Development English Language Arts 1.1 Foundational Skills 1.2 Reading Informational Text 1.3 Reading Literature 1.4 Writing 1.5 Speaking and Listening C ommunication occurs in different ways . It is a way to share one’s ideas and understand the ideas of others . Reading involves the use of pictures, symbols, and text to gain information and derive meaning, and writing is used for a variety of purposes . Children should be exposed to a variety of books to acquire new information and for personal fulfillment . Children apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate text . Children draw meaning from their prior knowledge and experience, their interactions with others, their knowledge of word meaning, and their word identification strategies . Children vary their use of the spoken and written language to communicate effectively with others . One of the first building blocks of reading is phonemic awareness; this is one of the best predictors of early reading achievement . Children should be developing this awareness in the early years by listening to rhyming stories and songs and engaging in word play activities . Diversity and Culture T oday’s early childhood programs include increasingly diverse groups of children, families, and teachers who represent many cultures, values, and lifestyles . Providers have a unique opportunity to create welcoming environments that emphasize respect for diversity and support families’ cultural and linguistic differences . Teachers must help assure the preservation of home language while supporting the acquisition of Standard English . Programs should create experiences and opportunities that honor all children’s cultures and values by developing creative strategies for including and expanding home-to-school connections and by providing students with varied ways to demonstrate their learning . Such experiences and opportunities assure all students’ success in school . 18 LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS 1.1 Foundational Skills BIG IDEA: Emerging reading involves the use of pictures, symbols, and text to gain information and derive meaning . ESSENTIAL QUESTION: How do I acquire and practice pre-reading skills? A. BOOK HANDLING Standard Concepts and Competencies Supportive Practices 1.1 K.A Use bookhandling skills. The learner will: • Orient a book properly. • Turn pages from left to right, one page at a time . • Track print from top to bottom and left to right . The adult will: • Model appropriate book handling practices. • Read to students daily. • Provide daily opportunities to look at and read books and magazines . • Provide hands-on experience (e.g., small groups, independent, learning stations) with texts . Concepts and Competencies Supportive Practices B. PRINT CONCEPTS Standard 1.1 K.B The learner will: Demonstrate • Follow words left to right, top to bottom, understanding of and page by page . the organization • Recognize that spoken words are and basic features represented in written language by of print. specific sequences of letters . • Understand that words are separated by spaces in print . • Recognize and name all upper and lower case letters of the alphabet . The adult will: • Model print concepts while using different forms of text and genre . (e .g ., big books, names, poems) • Read to students daily. • Provide opportunities to sort words and letters. • Provide hands-on experience (e.g., small groups, independent, learning stations) with text . • Use print and digital-text materials for functional purposes. C. PHONOLOGICAL AWARENESS Standard Concepts and Competencies Supportive Practices 1.1 K.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes). The learner will: • Recognize and produce rhyming words. • Count, pronounce, blend, and segment syllables in spoken words . • Blend and segment onsets and rimes of single-syllable spoken words . • Isolate and pronounce initial, medial vowel, and final sound (phonemes) in the three phoneme (CVC) . The adult will: • Provide oral practice with counting words, syllables, and phonemes . • Provide oral practice with identifying beginning and ending sounds . • Use pictures to identify rhyming words. • Provide opportunities to identify and produce rhyming words. D. PHONICS AND WORD RECOGNITION Standard Concepts and Competencies Supportive Practices 1.1 K.D Know and apply grade-level phonics and word analysis skills in decoding words. The learner will: • Demonstrate basic knowledge of one-toone letter-sound correspondence . • Associate the long and short sounds with common spellings for the five major vowels . • Read grade-level high-frequency sight words with automaticity . • Distinguish between similarly spelled words by identifying the sounds of the letters that differ . The adult will: • Ask students to verbally identify the letters out of sequence. • Ask students to identify the sound for each letter out of sequence . • Model and practice segmenting and blending. • Provide learning centers that focus on letters, sounds, words, and creating simple sentences . • Use print and digital-text materials for functional purposes. 19 LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS E. FLUENCY Standard Concepts and Competencies Supportive Practices 1.1 K.E Read emergentreader text with purpose and understanding. The learner will: • Identify and use high-frequency words to read emergent-reader text . • Decode and encode unknown words in a text . • Choose text based on identified need and purpose . The adult will: • Include self-selected reading opportunities. • Provide a variety of emergent-reader text. • Provide daily opportunities to practice reading emergent-reader text and high-frequency words . • Post high-frequency words in the classroom. (e.g., word wall) • Incorporate high-frequency words into meaningful context. 1.2 Reading Informational Text BIG IDEAS: Effective readers use appropriate strategies to construct meaning . Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information . An expanded vocabulary enhances one’s ability to express ideas and information . ESSENTIAL QUESTIONS: What is the text really about? How does interaction with the text promote thinking and response? Why learn new words? What strategies and resources does the learner use to figure out unknown vocabulary? A. KEY IDEAS AND DETAILS – MAIN IDEA Standard Concepts and Competencies Supportive Practices 1.2 K.A With prompting and support, identify the main idea and retell key details of text. The learner, with prompting and support, will: • Identify the main idea. • Know the details of a text can be used to support a topic or main idea . • Provide relevant details from a text which support the main idea . The adult will: Provide and read a variety of informational text . • Model identifying main idea and supporting details. • Provide multiple opportunities to identify main idea and supporting details . • Model retelling of key details. B. KEY IDEAS AND DETAILS – TEXT ANALYSIS Standard Concepts and Competencies Supportive Practices 1.2 K.B With prompting and support, answer questions about key details in a text. The learner, with prompting and support, will: • Use specific details from the text to answer questions . • Answer “who” or “what” the text is about . • Answer “how” and/or “why” questions using specifics from the text . The adult will: • Provide purposeful and playful exposure to a variety of informational text . (e .g ., nonfiction text, recipes, web pages, menus, phone books, maps, etc .) • Provide peer-to-peer opportunities to discuss informational text. • Ask students to identify facts from text. • Ask “who,” “what,” “how,” and “why” questions. • Provide verbal prompts and picture cues to assist in recall. C. KEY IDEAS AND DETAILS Standard Concepts and Competencies Supportive Practices 1.2 K.C With prompting and support, make a connection between two individuals, events, ideas, or pieces of information in a text. The learner, with prompting and support, will: • Find similarities and differences between two individuals, events, ideas, or pieces of information in a text . • Answer cause-and-effect questions about events, ideas, and information in a text . The adult will: • Model making connections. • Provide learning centers and a classroom library where students can interact independently with text . • Ask prompting questions. 20 LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS E. CRAFT AND STRUCTURE – TEXT STRUCTURE Standard Concepts and Competencies Supportive Practices 1.2 K.E Identify parts of a book (title, author) and parts of a text (beginning, details, and end). The learner will: • Relate that text is organized in a predictable format . • Identify title and author. • Identify the beginning, details, and end of a text . The adult will: • Identify and discuss parts of a book. • Ask students to identify parts of a book. • Model identifying parts of an informational text. F. CRAFT AND STRUCTURE – VOCABULARY Standard Concepts and Competencies Supportive Practices 1.2 K.F With prompting and support, ask and answer questions about unknown words in a text. The learner, with prompting and support, will: • Recognize that a word is unknown. • Ask “What does this word mean?” • Connect prior knowledge to unknown words . • Participate in discussions about unknown words . The adult will: Introduce vocabulary in the context of topics when using a variety of informational text . (e .g ., nonfiction text, recipes, web pages, menus, phone books, maps, etc .) • Model own connections to new vocabulary. • Model how use of picture cues can help determine the meaning of new words . • Respond with interest and support when students demonstrate interest in an unknown word . G. INTEGRATION OF KNOWLEDGE AND IDEAS – DIVERSE MEDIA Standard Concepts and Competencies Supportive Practices 1.2 K.G Answer questions to describe the relationship between illustrations and the text in which they appear. The learner will: • Retell a simple sequence in a text using picture support . • Describe pictures in a text in detail to answer specific questions in a text . The adult will: Provide various experiences to engage with picture/text connections . (e .g ., cooking, dramatic play, construction, gardening, posting picture schedule) • Ask questions to prompt students to relate illustrations to the text in which they appear . • Model and provide practice connecting illustrations with a text. H. INTEGRATION OF KNOWLEDGE AND IDEAS – EVALUATING ARGUMENTS Standard Concepts and Competencies Supportive Practices 1.2 K.H With prompting and support, identify the reasons an author gives to support points in a text. The learner, with prompting and support, will: • Identify the evidence an author uses. • Answer prompts using specific text details . The adult will: • Model and provide practice identifying text supports. (e.g., illustrations) • Prompt students to refer back to text. 21 LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS I. INTEGRATION OF KNOWLEDGE AND IDEAS – ANALYSIS ACROSS TEXTS Standard Concepts and Competencies Supportive Practices 1.2 K.I With prompting and support, identify basic similarities and differences between two texts (read or read aloud) on the same topic. The learner, with prompting and support, will: • Recognize that texts have similar components that can be compared and contrasted . (e .g ., main ideas, details) • Participate in strategies that provide opportunities to compare and contrast texts and/or components of texts. (e.g., Venn diagrams, T-charts) The adult will: • Provide opportunities to engage with a variety of text on the same topic . • Ask questions regarding similarities and differences after reading two or more texts on the same topic . • Use structural supports (e.g., graphic organizers) to compare and contrast texts . • Model and provide practice with a variety of texts on similar topics . J. VOCABULARY ACQUISITION AND USE Standard Concepts and Competencies Supportive Practices 1.2 K.J Use words and phrases acquired through conversations, reading, and being read to, and respond to texts. The learner will: • Talk about pictures and text using new vocabulary words or phrases . • Use new vocabulary in the context of dramatic play, daily routines, and classroom conversations . • Use new vocabulary when asking questions or describing situations or objects . • Use new vocabulary when answering questions or describing situations or objects . The adult will: Use Tier III vocabulary daily and throughout different contexts . Provide concrete materials in learning centers to assist students in connecting prior knowledge to new words or phrases . • Read appropriate informational text. • Provide opportunities for oral language practice. • Respond with interest and support when children seek clarification of a word or phrase . K. VOCABULARY ACQUISITION AND USE Standard Concepts and Competencies Supportive Practices 1.2 K.K With prompting and support, determine or clarify the meaning of unknown or multiple-meaning words and phrases based upon grade-level reading and content. The learner, with prompting and The adult will: support, will: Model researching unfamiliar words in a text . • Recognize words or phrases that are • Introduce vocabulary in the context of topics when using a unfamiliar to them . variety of informational text . (e .g ., nonfiction text, recipes, web pages, menus, phone books, maps, etc .) • Connect prior knowledge to unfamiliar words . • Model how use of picture cues can help determine the meaning of new words . • Make predictions about word meanings. • Use strategies to look up unfamiliar words . • Talk about connections between familiar and unfamiliar words or phrases that mean similar things . (e .g ., grass, lawn) • Participate in discussions about unfamiliar words . 22 LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS L. RANGE OF READING Standard Concepts and Competencies Supportive Practices 1.2 K.L Actively engage in group reading activities with purpose and understanding. The learner will: • Ask and answer questions about text being read aloud . • Share relevant prior knowledge about text being read aloud . • Respond to and build on comments from other children . • Use ideas gained in group reading activities in other daily routines, learning centers, and activities . The adult will: • Provide opportunities for group reading activities. • Teach and model appropriate active listening skills. • Use strategies prior to reading to involve children in the text being read . (e .g ., predict the topic of the text using front cover and/or illustrations, picture walk) • Attend to students’ questions and comments during reading. • Provide learning center materials and activities that extend the ideas explore in group reading . 1.3 Reading Literature BIG IDEAS: Effective readers use appropriate strategies to construct meaning . Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information . An expanded vocabulary enhances one’s ability to express ideas and information . ESSENTIAL QUESTIONS: What is the text really about? How does interaction with the text promote thinking and response? Why learn new words? What strategies and resources does the learner use to figure out unknown vocabulary? A. KEY IDEAS AND DETAILS – THEME Standard Concepts and Competencies Supportive Practices 1.3 K.A With prompting and support, retell familiar stories including key details. The learner, with prompting and support, will: • Retell story in sequential order. • Recall key details of a story. • Use a variety of strategies to retell a story . (e .g ., picture cards, dramatic play, illustration) The adult will: • Select appropriate literary text. • Model retelling with key details. • Provide multiple opportunities to practice retelling. • Provide students digital media opportunities to reinforce sequencing skills . • Ask questions that support the use of sequencing. (e.g., “What was the first thing that happened?” “What happened after?”) B. KEY IDEAS AND DETAILS – TEXT ANALYSIS Standard Concepts and Competencies Supportive Practices 1.3 K.B Answer questions about key details in a text. The learner will: • Respond to questions and discuss key details from literary text . • Use specific details from story to answer questions . • Answer “who” or “what” the story is about . • Answer “how” and/or “why” questions using specifics from the story . The adult will: • Select appropriate literary text. • Ask probing questions about literary text. • Provide verbal prompts and picture cues to assist in recall. 23 LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS C. KEY IDEAS AND DETAILS – LITERARY ELEMENTS Standard Concepts and Competencies Supportive Practices 1.3 K.C With prompting and support, identify characters, settings, and major events in a story. The learner, with prompting and support, will: • Identify narrative elements. (e.g., characters, setting, major events) • Demonstrate understanding that the “setting” is where the story takes place . • Demonstrate understanding that “characters” are people or animals who have a role in the story . • Respond to questions and prompts about characters, settings, and events . The adult will: • Select appropriate literary text. • Provide opportunities to identify narrative elements of a text. D. CRAFT AND STRUCTURE – POINT OF VIEW Standard Concepts and Competencies Supportive Practices 1.3 K.D The learner will: Name the author • Understand that an author writes the and illustrator of story . a story and define • Understand that the illustrator draws the the role of each in pictures . telling the story. The adult will: • Explicitly use the terms “author” and “illustrator” along with their definitions . • Credit students as “author” and “illustrator” of their own works (drawings and dictations) . • Provide opportunities to discuss the roles of the author and illustrator in telling the story . E. CRAFT AND STRUCTURE – TEXT STRUCTURE Standard Concepts and Competencies Supportive Practices 1.3 K.E Recognize common types of text. The learner will: • Engage with a variety of text. (e.g., fables, folklore, fairy tales, nursery rhymes, tall tales, dramas, poetry, picture books, storybooks, nonfiction text, recipes, web pages, menus, phone books, maps) • Understand that different types of text are used for different purposes . • Understand that a storybook has characters, setting, and actions associated with words and, most often, illustrations . • Understand that a poem consists of words arranged in patterns of sound . (e .g ., rhyming words, alliteration) The adult will: • Provide purposeful and playful exposure to a variety of texts. (e .g ., fables, folklore, fairy tales, nursery rhymes, tall tales, dramas, poetry, picture books, storybooks, nonfiction text, recipes, web pages, menus, phone books, maps) • Explicitly use the labels for different genres. (e.g., “storybook,” “poem,” “fiction,” “nonfiction) • Model how to determine a fiction or nonfiction text by comparing books on the same topic . F. CRAFT AND STRUCTURE – VOCABULARY Standard Concepts and Competencies Supportive Practices 1.3 K.F Ask and answer questions about unknown words in a text. The learner will: • Ask “What does this word mean?” • Connect prior knowledge to unknown words . • Participate in discussions about unknown words . The adult will: • Introduce vocabulary in the context of topics when using storybooks, finger plays, songs, or poems . • Model own connections to new vocabulary. • Provide multiple opportunities for practice with unknown words. • Model how use of picture cues can help one determine the meaning of new words . 24 LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS G. INTEGRATION OF KNOWLEDGE AND IDEAS – SOURCES OF INFORMATION Standard Concepts and Competencies 1.3 K.G The learner will: Make connections • Retell a simple sequence in a text using between the picture support . illustrations and • Describe pictures in a text in detail to the text in a story answer specific questions in a text . (read or read aloud). Supportive Practices The adult will: • Provide a variety of literary texts. • Provide opportunities to interact with literary text. • Model how to make text to illustration connections. H. INTEGRATION OF KNOWLEDGE AND IDEAS – TEXT ANALYSIS Standard Concepts and Competencies Supportive Practices 1.3 K.H Compare and contrast the adventures and experiences of characters in familiar stories. The learner will: • Understand that characters within the same story or characters from different stories can be compared and contrasted . • Participate in strategies that provide opportunities to compare and contrast the experiences of characters . (e .g ., Venn diagrams, T-charts, dramatic roleplay) The adult will: • Provide purposeful and playful exposure to a variety of fictional texts . (e .g ., fables, folklore, fairy tales, nursery rhymes, tall tales, dramas, poetry, picture books, storybooks) • Model finding similarities and differences between familiar stories . • Introduce strategies (e.g., Venn diagrams, T-charts) using concrete materials (e .g ., hula hoops, strings) to compare and contrast texts and components of texts in teacher-led, small group, and individual activities . I. VOCABULARY ACQUISITION AND USE – STRATEGIES Standard Concepts and Competencies Supportive Practices 1.3 K.I Determine or clarify the meaning of unknown or multiplemeaning words and phrases based upon grade-level reading and content. The learner will: • Recognize words or phrases that are unfamiliar to them . • Connect prior knowledge to unfamiliar words . • Make predictions about word meanings. • Use strategies to look up unfamiliar words . • Talk about connections between familiar and unfamiliar words or phrases that mean similar things . (e .g ., grass, lawn) • Participate in discussions about unfamiliar words . The adult will: • Introduce vocabulary in the context of topics when using storybooks, finger plays, songs, or poems . • Model own connections to new vocabulary. • Provide multiple opportunities for practice with unknown words. • Model how use of picture cues can help one determine the meaning of new words . 25 LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS J. VOCABULARY ACQUISITION AND USE Standard Concepts and Competencies Supportive Practices 1.3 K.J Use words and phrases acquired through conversations, reading, and being read to, and respond to texts. The learner will: • Recognize words or phrases that are unfamiliar to them . • Connect prior knowledge to unfamiliar words . • Make predictions about word meanings. • Use strategies to look up unfamiliar words . • Talk about connections between familiar and unfamiliar words or phrases that mean similar things . (e .g ., grass, lawn) • Participate in discussions about unfamiliar words . The adult will: Use vocabulary daily and throughout different contexts . Model use of newly learned words or phrases . Support and acknowledge children’s use of new words or phrases . • Provide opportunities for oral language practice. • Scaffold the definition of words when introducing them before a story, being certain to provide several examples that help to demonstrate the meaning . • Encourage students to listen for new vocabulary words within the context of the story . K. RANGE OF READING Standard Concepts and Competencies Supportive Practices 1.3 K.K Actively engage in group reading activities with purpose and understanding. The learner will: • Ask and answer questions about text being read aloud . • Share relevant prior knowledge about text being read aloud . • Respond to and build on comments from other students . • Use ideas gained in group reading activities in other daily routines, learning centers, and activities . The adult will: • Provide opportunities for group reading. • Teach and model appropriate active listening skills. • Attend to students’ questions and comments during reading. • Ask questions about a story during reading. • Provide learning center materials and activities that extend the ideas explored in group reading . 1.4 Writing BIG IDEAS: Audience and purpose influence a writer’s choice of organizational pattern, language, and literary techniques . Effective research requires the use of varied resources to gain or expand knowledge . ESSENTIAL QUESTIONS: What makes clear and effective writing? Why do writers write? Who is the audience? What will work best for the audience? Where can one find information to answer questions? A. INFORMATIVE/EXPLANATORY Standard Concepts and Competencies Supportive Practices 1.4 K.A Use a combination of drawing, dictating, and writing to compose informative/ explanatory texts. The learner will: The adult will: • Create a picture about a nonfiction topic Model writing using a combination of drawing and writing . and talk about it . Provide frequent opportunities to dictate and/or write. • Use illustration/dictation to convey Provide opportunities to engage in shared, interactive, and meaning about a particular topic . independent writing . • Use phonetic spelling when writing. Use journals where students can write about specific topics of interest . • Encourage students to draw and talk about topics of interest. 26 LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS B. INFORMATIVE/EXPLANATORY – FOCUS Standard Concepts and Competencies Supportive Practices 1.4 K.B Use a combination of drawing, dictating, and writing to focus on one specific topic. The learner will: • Respond to writing prompts on a specific topic . • Choose a specific topic to write about. The adult will: Provide opportunities for whole group or small group discussion on a topic before writing . Provide opportunities to engage in shared, interactive, and independent writing . Create charts of students ideas about topics of interest to facilitate students choice of a particular topic . • Model writing on a single topic. C. INFORMATIVE/EXPLANATORY – CONTENT Standard Concepts and Competencies Supportive Practices 1.4 K.C With prompting and support, generate ideas and details to convey information that relates to the chosen topic. The learner, with prompting and support, will: • Brainstorm main ideas on a chosen topic . (e .g ., topic—bats, ideas—helpful, mammal, scary) • Choose a main idea to focus writing on topic . • Generate relevant details that support the chosen topic . The adult will: • Create a list of topics brainstormed by the students. • Facilitate discussion between small groups of students interested in a similar topic to organize thoughts and ideas . • Model how to differentiate between relevant and irrelevant ideas. D. INFORMATIVE/EXPLANATORY – ORGANIZATION Standard Concepts and Competencies Supportive Practices 1.4 K.D Make logical connections between drawing and dictation/ writing. The learner will: • Understand that words are connected to print . • Work with adult to create words or sentences that relate to drawings . The adult will: • Write the students’ words on the picture and read it out loud. • Encourage students to read their dictations. • Model making connections between drawings and dictation/ writing . • Provide frequent opportunities for writing and dictating stories. • Provide opportunities to engage in shared, interactive, and independent writing . E. INFORMATIVE/EXPLANATORY – STYLE Standard Concepts and Competencies Supportive Practices 1.4 K.E With prompting and support, illustrate using details and dictate/write using descriptive words. The learner, with prompting and support, will: • Add details to illustrations. • Use descriptive words in dictation and writing . The adult will: Model adding details to illustrations and writing . • Provide frequent opportunities for writing and dictating stories. • Provide opportunities to engage in shared, interactive, and independent writing . 27 LANGUAGE AND LITERACY DEVELOPMENT: ENGLISH LANGUAGE ARTS F. INFORMATIVE/EXPLANATORY – CONVENTIONS OF LANGUAGE Standard Concepts and Competencies Supportive Practices 1.4 K.F Demonstrate a gradeappropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. The learner will: • Capitalize the first word in a sentence and pronoun I . • Recognize and use ending punctuation. • Spell simple words phonetically. The adult will: • Model using grade-appropriate conventions. • Model using grade-appropriate proofreading skills. • Provide frequent opportunities for writing and dictating stories. • Provide opportunities to engage in shared, interactive, and independent writing . G. OPINION/ARGUMENTATIVE Standard Concepts and Competencies Supportive Practices 1.4 K.G Use a combination of drawing, dictating, and writing to compose opinion pieces on familiar topics. The learner will: • Participate in discussions about fact and opinion . • State an opinion. • Create a picture about an opinion and talk about it . • Use illustration/dictation to convey meaning about an opinion . • Use phonetic spelling when writing. The adult will: • Facilitate discussions about fact and opinion. • Model writing an opinion piece using a combination of drawing and writing . • Provide frequent opportunities for students to dictate and/or write . • Provide opportunities to engage in shared, interactive, and independent writing . H. OPINION/ARGUMENTATIVE – FOCUS Standard Concepts and Competencies 1.4 K.H The learner will: Form an opinion • Choose between two topics. by choosing • State an opinion. between two given topics. Supportive Practices The adult will: • Model choosing between two topics. • Model forming an opinion about a given topic. • Provide frequent opportunities for writing and dictating stories. • Provide opportunities for learners to engage in shared, interactive, and independent writing . I. OPINION/ARGUMENTATIVE – CONTENT Standard Concepts and Competencies Supportive Practices 1.4 K.I Support the opinion with reasons. The learner will: • Participate in discussions supporting opinions . • Generate relevant reasons that support the opinion . The adult will: • Model how to support an opinion. • Provide frequent opportunities for writing and dictating stories. • Provide opportunities to engage in shared, interactive, and independent writing . J. OPINION/ARGUMENTATIVE – ORIENTATION Standard Concepts and Competencies Supportive Practices 1.4...
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pre assessments
by HAL Lab

Submission date: 20-Jan-2021 10:30AM (UTC-0500)
Submission ID: 1490786667
File name: Pre_assessment.docx (17.55K)
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pre assessments
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Running Head: PRE-ASSESSMENTS

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Pre-Assessments
Name
Course
Date

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PRE-ASSESSMENTS
Pre-assessment
In the classroom settings, understanding the learners' needs allows the teacher to create
the right measures that may show the appreciation of the children's different needs. The most
effective method that helps teachers learn about the children's learning differences is the preassessments that allow teachers to gather the information that may allow them to develop the
right lessons plan with instructions favourable for all students. The pre-assessments allow
teachers to gain and learn the problems that may hinder the learners from attaining the overall
goal in school (Guskey, 2018). The reassessments' effectiveness allows the teachers to create
appropriate instructions that may benefit all students. Since ego issues among the learners may
affect their relationship with other colleagues, focusing on pre-assessment plays a critical role in
setting aside the powerful ego between learners and their teachers. For the teachers, completing a
pre-assessment allows them to develop the right attitude that may enable them to address the
learning differences that the children are likely to show.
Before deciding the method to consider when providing specific teaching, considering the
learners' comfort levels is a critical factor that may allow teachers to provide essential lessons,
the teachers' effectiveness of pre-assessment is that it allows them to measure the student’s
comfort levels and relate it with the learning goal in the respective unit. This knowledge allows
the teacher to document the significant student learning problems and the possible practices
needed to create the needed change. The other way that the pre-assessments are necessary for
supporting, verifying, and documenting the learning approach followed by a student is to help
the teacher gain knowledge about the learner’s interests. Before beginning a lesson, a teacher
who completes the pre-assessments learns about the learners' significant learning profiles, thus
determining the acceptable practices to follow when addressing their needs. The students'

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PRE-ASSESSMENTS
learning profile may also provide additional knowledge about the strengths and weaknesses of
the learners. For instance, through the learning profiles, the teacher can understand the areas of
interest for a learner and the possible problems the learner may encounter (Harper, 2018). Thus,
this information helps the teacher create a teaching method...


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