I. Language Development Project (30%) (This project must be uploaded to Foliotek) A. Standards Addressed 1. NAEYC 2a, 2b, 3a, 3b, 3c, 3d, 4b, 4c, 5c, 6c B. For this project, you will be assessing the language development of two young children based on: 1. Halliday’s Theory of Language Development 2. Morrow’s Checklist for Assessing Language Development 3. Summative Curricular Assessments 4. Other informal assessments are welcomed, and may be used with approval from your professor before administering (NAEYC 3a, 3b, 3c, 3d) C. Assessment Section 1. As you will not be able to meet one on one with students, you are going to create a scenario for your students that you will be assessing. The two students must have at least one specific learning need: for example, a child with an IEP (Individualized Education Program) or 504 plan, an English language learner, a struggling reader, or a child at a different point in the developmental continuum in relation to the other children in the class/group. With this project, you are demonstrating your professional ability to use assessment for 2 children that would have either one of these specific learning needs. 2. What should this look like?: a. Analyze the results of all the assessments administered to the young children b. Construct a written narrative explaining the assessments that would be administered; the results, and the analysis c. The Assessment Section should explain what assessments that would be utilized and what data would be found. d. The in-depth data report should present a thorough analysis of your self-created students’ performance, the levels of development achieved, and the type of instruction necessary to scaffold each student during further instruction. The analysis should be written in paragraph format. e. Checklists used should be placed in the Appendix of the final project draft f. The assessment data will be used to form a rationale and objectives for the lessons that will scaffold the language development of the children assessed. D. Lesson Plans: 1. With the results of the assessment analysis, design 2 content lesson plans for science or social studies that will scaffold the children to continued language development. 2. All science or social studies lessons are to be focused on language development level of the children assessed within your created scenarios. 3. All science or social studies lessons are to be focused on Vygotsky’s Sociocultural Theory of Language Development. 4. All science or social studies lessons should connect to each other. 5. All science or social studies lessons should include developmentally appropriate practices that intentionally promote the active and multimodal nature of young children’s learning, and language and literacy development in an interdisciplinary context. 6. One of the lessons must include your teaching the children to use technology of some sort. 7. The lesson plans should be in the following format (a template has been loaded on the course eCampus): 1. Grade level/Subject 2. Lesson Title 3. Duration 4. Learner Outcomes 5. Standards: i. New Jersey Core Curriculum Standards (Grades K-3) ii. The Preschool Teaching & Learning Standards which can be found online at https://www.nj.gov/education/ece/guide/standards.pdf 6. Materials: this should include, but not be limited to texts, non-print materials, technology, games, hands on materials, and manipulatives 7. Procedures: must include and be labeled as follows: i. Modeling/thinking aloud – this is where a concept is modeled for a child. Specifically indicate how you would model the skill, how to think the skill out loud, and model the strategy for the skill 8. Guided Practice: describe how you would briefly model the concept and guide the students in using the concept 9. Peer Practice: describe how you would support the students to work cooperatively to understand the new concept 10. Individual Practice: describe how you would support the students to work independently with this new concept 11. Assessment: State the specific assessments that you would utilize 12. Modifications/Accommodations and Cultural Diversity i. Identify some types of modifications that could be implemented in a classroom setting ii. Identify how you would include cultural diversity 13. Home-School Connection i. Describe how you would provide parents with ideas, materials, or resources about a new topic. ii. You will create and include a newsletter with strategy information and hands-on activities to do at home for each lesson 14. Reflections: Describe and explain your thoughts about each lesson? 15. Research base i. The readings, research, and NAEYC Standards must be cited to support your ideas ii. Cite how you would capitalize on the student’s interest and how you would tie the instruction into his/her daily life. iii. Your instruction should be linked to the assessment data and prior analysis/reflection and connections to NAEYC Standards. 16. References i. List the research sources utilized to support your ideas ii. The project must be written and organized in APA formatting and guidelines iii. It is strongly recommended that the written narrative be submitted to the Monmouth University Writing Center before final submission to the Ecampus drop box. E. Each of the headings listed above should be original for each lesson plan. Do not write responses to each heading for one lesson and then cut and paste for the remaining lessons. F. Maintain a log of your reflections during the time you designed the lessons. The lesson reflections are to be linked to research, readings, NAEYC Standards, and class or online discussions. Before answering the reflection log questions, write a Philosophy of Education for Teaching Science and Social Studies to P-3 Learners that is explicitly described and supported by research and standards. In addition, the reflection log should contain the following information for each lesson (NAEYC: 5c, 6a, 6c): 1. How do your lessons fit in with your philosophy about teaching social studies and or science to P-3 learners? State your philosophy of teaching social studies or science to P-3 learners first. Then explain how your philosophy of teaching is connected to the lessons you constructed based on the assessment analysis. 2. Does your philosophy match the research in these areas? How? 3. How would your lessons impact student engagement and motivation? 4. How would your lessons impact student learning? 5. How would your assessment measures inform your teaching? i. Summarize what the learning would look like for the 2 focus children within the learning segment. ii. Analyze what the learning would look like for the class and the focus children to identify quantitative and qualitative patterns of learning (Include any charts used in the Appendix-this should be a comparison that explains typical development/learning and how your focus children may possibly deviate from that continuum). iii. Use your analysis of the class/group and focus children and plan for next steps. 6. How would you provide modifications and activities specifically for culturally diverse students? 7. How would you address the needs of special education students with mild, moderate, and severe disabilities? 8. How would you inform and involve parents? 9. How would you train and inform paraprofessionals? 10. How would you share and model for other teachers? ❖ You are not to cut and paste any of the reflection responses from one question to the next in the log. ❖ A one sentence response to the list of questions is not a reflection. ❖ All reflection ideas must be supported by standards and research cited in APA formatting. G. The project should be organized as follows: 1. Title page 2. Table of Contents 3. Introduction: This should include the following components: i. You will fill out the Early Childhood Context for Learning Information form, and include it in narrative form in your paper. (You can find this under the course resources tab on eCampus, and in the Appendix of this syllabus) ii. In narrative form: 1. write and submit a plan for each learning experience. 4. Assessment Results 5. Lesson Plans (Objectives, standards, materials, procedures, evaluation) (Label each plan-Learning Experience 1, Learning Experience 2) 6. Reflection Log with separate sections for how your Philosophy of Teaching Science and Social Studies to P-3 Learners relates to each lesson and the 10 questions for each lesson 7. Bibliography 8. Appendix: You must attach: i. Newsletters for parents ii. self-evaluation scoring guide iii. colleague sharing and attendance form iv. Early Childhood Context for Learning Information (filled out) v. Writing Center submission confirmation II. The Language Development Project Scoring guide, Standards Addressed: NAEYC 3a, 3b, 3c, 4b, 5c ELEMENTS INDICATOR NOT MET 1 THEORY a. 3a, 3b, 4b b. Limited or no use of language theories and other readings; Limited citation on the research base, the readings, and the NAEYC Standards that grounds your thinking and plans. INDICATOR MET 2 a. b. Good use of language theories, but no evidence of other readings; Cited some of the research base, the readings, and the NAEYC Standards that grounds your thinking and plans. TARGET 3 a. b. In-depth use of Halliday’s theory of language development and other reading to frame assessment and lessons; Cited the research base, the readings, and the NAEYC Standards that SCORE 2-6 grounds your thinking and plans. ASSESSMENT a. b. 3a,3b, 3c, 3d c. d. e. f. Limited assessment; Limited analysis or discussion of the results from the language development assessment; Limited strengths and weaknesses were identified in your selfcreated scenario. Did not include the adaptations to individual developmental, cultural, and linguistic differences for each child; There is a link to only research, only curriculum, or only the NAEYC Standards. Limited citation of the research base, the readings or the NAEYC Standards using correct APA format. a. b. c. d. e. f. The assessment is based exclusively on Morrow’s checklist; only used one student; Some of the results from the language development assessment were analyzed and discussed; A few strengths and weaknesses were identified in your self-created scenario; Included a few adaptations to individual, developmental, cultural, and linguistic differences as part of the selfcreated scenario; The data is linked to school curriculum, but not to the research and/or NAEYC Standards; Cited some of the research base, the readings, and the NAEYC Standards using mostly correct APA format. a. b. c. d. e. f. LESSON PLAN DURATION, LEARNER OUTCOMES, STANDARDS, AND REFLECTIONS a. b. c. 3b, 3c, 3d, 4b d. e. f. Inadequately identifies grade level/age appropriateness (subject), and lesson title; Inadequately links identifying information to outcomes, standards, and procedures/assessment; *Neither learner outcomes or procedures can be demonstrated within the time frame that has been identified; Learner outcomes are not developmentally appropriate; Learner outcomes are not measurable; Learner outcomes are not aligned with national, state, and/or local standards; a. b. c. d. e. Identifies grade level/age appropriateness (subject), and lesson title; Provides some indication that the identifying information is linked to outcomes, standards, and procedures/assessments; Learner outcomes can be achieved in the time frame that has been identified, but procedures cannot be completed or procedures can be implemented, but student outcomes cannot be achieved; Learner outcomes are appropriate for the subject, but not developmentally appropriate; An attempt to write a measurable outcome is a. b. c. d. The assessment is based on Morrow’s checklist for language development as well as other readings and research is used with both students; The results from the language development assessment were analyzed and discussed in great detail; Several strengths and weaknesses were identified in your self-created scenario; Included and explained in-depth the adaptations to individual, developmental, cultural, and linguistic differences as part of the self-created scenario; The data gleaned is linked to the NAEYC Standards, the readings, and classroom curriculum; Cited the research base, the readings, and the NAEYC Standards using correct APA format. Explicitly identifies grade level/age appropriateness, lesson title; Provides clear indication that the identifying information is linked to outcomes, standards, and procedures and or assessments; Learner outcomes and procedures can be achieved in the time frame that has been identified; Learner outcomes are written at an appropriate level for grade level/age (subject) as specified in the 6-18 11-33 g. h. i. j. k. Identifies appropriate NAEYC Standards & NJ Early Childhood Education Program Expectations for some procedures and assessment; Limited reflection on lesson components; Does not use the reflections to inform future instructional plans; Limited strategies for informing paraprofessionals and colleagues about learner outcomes and procedures; Does not identify a professional development goal. f. g. h. i. j. k. made, but not fully achieved; An attempt to align the learner outcome with national, state, and/or local standards is made, but not fully achieved; Identified appropriate NAEYC Standards & NJ Early Childhood Education Program Expectations for most procedures and assessments; Reflects on lesson components, but does not adequately identify strengths and weaknesses; Reflects, but does not adequately shape future instructional plans; Identifies strategies for informing paraprofessionals and colleagues about learner outcomes and procedures, but does not adequately explain them; Uses reflection to identify a future professional development goal, but the goal is not aligned with the instructional plan. e. f. g. h. i. j. k. SCAFFOLDING a. Some, but very limited use of scaffolding, but not consistent. a. Good use of scaffolding with knowledge of support levels, but limited modeling and guided practice and lack of explanation. a. a. Did not create scenarios that aligned with the guidelines of this project, which calls for each student to have one specific learning need None of the lesson plans were based on the data that was gleaned from the assessment; there is limited attention to the strategies utilized and a. Created scenarios that aligned with the guidelines of this project, and only one student had one specific learning need. Only one of the lesson plans were based on the data that was gleaned from the assessment; there is some attention to the strategies utilized and a. 3a, 3b, 3d, 4b CONTENT AREA 3b, 3c, 3d, 4b b. b. b. identifying information; Learner outcomes are expressed in measurable terms; Learner outcomes are aligned with national, state, and/or local standards; Identified appropriate NAEYC Standards & NJ Early Childhood Education Program Expectations for all procedures and assessments; Reflects on lesson components to identify strengths and weaknesses of the various components; Uses reflections to inform future instructional plans; Identifies strategies for informing paraprofessionals and colleagues about learner outcomes and procedures and explains them indepth; Uses reflection to identify a future professional development goal that aligns with the instructional plan identified in the project. Constant use of scaffolding to provide challenging information with the necessary support; includes modeling and explanation, guided practice, peer practice, individual sharing. Created scenarios that aligned directly with the guidelines of this project, and each student had at least one specific learning need. All of the lesson plans were based on the data that was gleaned from the assessment; there is 1-3 7-21 c. d. e. f. g. their effects on student learning; The content that the lesson plans were created from were not developmentally appropriate for the age investigated; Some of the content in the lesson plans utilized effective and appropriate teaching strategies for the young children; There activities do not integrate listening, speaking, reading, writing, viewing, drama, art, music, and play; and none of the activities teach children to use technology of some sort; Did not include the adaptations to individual, developmental, cultural, and linguistic differences; Did not cite the research base, the readings, and the NAEYC Standards using correct APA format. c. d. e. f. g. their effects on student learning; The content area that the lesson plans were created from were somewhat developmentally appropriate for the age investigated; Most of the content in the lesson plans utilized effective and appropriate teaching strategies for the young children; The activities integrate listening speaking, reading, writing, viewing, drama, art, music, and play, but does not include a lesson that teaches young children to use some sort of technology; Some inclusion of the adaptations to individual, developmental, cultural, and linguistic differences throughout the lesson plans; Cited some of the research base, the readings, and the NAEYC Standards using mostly correct APA format. c. d. e. f. g. FAMILY INVOLVMENT a. Limited emphasis on parent involvement; a. 3b, 4b, 5c, 5d b. Did not include adequate support for families to complete activities and to understand the presented information; b. c. There was no citing of the standards or the research base. c. Good information presented for parents regarding language development; Includes some support for families to engage in developmentally appropriate activities with their children in the area of family literacy which were linked to NAEYC Standards and research in family early literacy; Some of the research was cited using correct APA format. a. b. c. apparent attention to the strategies utilized and their effects on student learning; The content that the lesson plans were created from was developmentally appropriate for the age investigated; All of the content in the lesson plans utilized effective and appropriate teaching strategies for the young children; The activities integrate listening, speaking, reading, writing, viewing, dram, art, music, technology, and play, and one of the lessons includes teaching the children to use technology of some sort; Included the adaptations to individual, developmental, cultural, and linguistic differences throughout all of the lesson plans; Cited the research base, the readings, and the NAEYC Standards using correct APA format. Excellent wellorganized information provided for parents regarding language development; Includes adequate support for families to engage in developmentally appropriate home activities to promote language development that were linked to the NAEYC Standards and research in early literacy; All research was cited using correct APA format. 3-9 LOG OF REFLECTIONS a. 3a, 3b, 3c, 3d, 4b, 5c, 5d b. The reflection log answered in detail four or less of the following ten questions for each lesson: 1. How do your lessons fit in with your philosophy about teaching social studies and science to P-3 learners? 2. Does your philosophy match the research in these areas? How? 3. How would your lessons impact student engagement and motivation? 4. How would your lessons impact student learning? 5. How would your assessment measures inform you teaching? 6. How would you provide modification and activities specifically for culturally diverse students? 7. How would you address the needs of special education students with mild, moderate, and severe disabilities? 8. How would you inform and involve parents? 9. How would you train and inform paraprofessionals? 10. How would you share and model for other teachers? Did not cite the research base, the readings, and the NAEYC Standards. a. The reflection log answered in detail five of the following ten questions for each lesson: 1. How do your lessons fit in with your philosophy about teaching social studies and science to P-3 learners? 2. Does your philosophy match the research in these areas? How? 3. How would your lessons impact student engagement and motivation? 4. How would your lessons impact student learning? 5. How would your assessment measures inform you teaching? 6. How would you provide modification and activities specifically for culturally diverse students? 7. How would you address the needs of special education students with mild, moderate, and severe disabilities? 8. How would you inform and involve parents? 9. How would you train and inform paraprofessionals? 10. How would you share and model for other teachers? b. Cited some of the research base, the readings, and the NAEYC Standards that grounds your thinking using mostly correct APA format. a. b. WRITTEN MATERIALS a. The project was organized and submitted with some of the following: -Table of Contents -Introduction - Assessment Results - Lesson Plans a. The project was organized and submitted with most of the following: Table of Contents - Introduction Assessment Results - Lesson Plans a. The reflection log answered in detail all of the following ten questions for each lesson: 1. How do your lessons fit in with your philosophy about teaching social studies and science to P-3 learners? 2. Does your philosophy match the research in these areas? How? 3. How would your lessons impact student engagement and motivation? 4. How would your lessons impact student learning? 5. How would your assessment measures inform you teaching? 6. How would you provide modification and activities specifically for culturally diverse students? 7. How would you address the needs of special education students with mild, moderate, and severe disabilities? 8. How would you inform and involve parents? 9. How would you train and inform paraprofessionals? 10. How would you share and model for other teachers? Cited the research base, the reading, and the NAEYC Standards that grounds your thinking using correct APA format. The project was organized and submitted in the following format: Table of Contents -Introduction - Assessment Results 2-6 6-18 - Log with separate sections for each of the ten points - Bibliography (APA Style) - Appendix Limited organization in most sections; Headings were not used; Five or more spelling and grammar errors; Did not follow APA format; Missing some components. b. c. d. e. f. b. c. d. e. f. - Log with separate sections for each of the ten points - Bibliography (APA Style) - Appendix Good organization in most sections; Headings were used for most sections; Four or less spelling and grammar errors; Followed APA format for most entries; Submitted all but one component. b. c. d. e. f. 1 x 38 = 38 114-109 108-103 102-97 96-91 90-85 84-79 78-73 72-67 66 and below III. 2 x 38 = 76 - Lesson Plans - Log with separate sections for each of the ten points - Bibliography (APA Style) - Appendix Exemplary organization with cohesiveness and clarity; Headings were used for all sections; One or no spelling and grammar errors; Followed APA format; Submitted all components including video evidence. 3 x 38 = 114 A AB+ B BC+ C CF Language Development Project Self-Evaluation Scoring Guide and Rationale: ELEMENTS Theory Assessment SELF ASSIGNED SCORE RATIONALE Lesson Plan Duration, Learner Outcomes, Standards, and Reflections Scaffolding Content Area Family Involvement Log of Reflections Written Materials TOTAL: GRADE: Lesson Plan Template Teacher Candidate’s Name: Date: Grade level and subject: Duration of lesson: Learner Outcomes: Academic Standards: Assessments: • • Formal (“Summative”) Informal (“Formative”) Materials / Use of Instructional Technology: • • Teacher Materials Student Materials (Include Adapted Materials for Differentiated Instruction) Procedures (include each component A-J as a main heading), labeled as follows: A. Modeling – thinking-aloud 1. Model a concept 2. Specifically indicate how you model, how you would think aloud to model the skill and strategy used B. Guided Practice 1. Explain briefly how the concept was modeled 2. Guide students in applying the practice C. Peer Practice 1. Students work cooperatively to understand the concept (explain) D. Individual Practice 1. Students work independently with the new concept (explain) E. Assessment 1. Explain the specific assessments (formal/informal) that was utilized F. Modifications, accommodations, and cultural diversity 1. Identify some types of modifications that could be implemented in the classroom 2. How was cultural diversity included in the instruction? G. Home School Connection 1. Provide parents with ideas, material, resources about the new concept 2. Create a newsletter with strategies, information, hands-on activities to do at home for each lesson H. Reflection 1. Discuss your thoughts about the assessments and lessons I. Research Base 1. Readings, research base, standards cites as references 2. Cite how students’ interest was capitalized 3. Explain how the instruction was tied into the children’s daily lives 4. Explain how the instruction was linked to assessment data and prior analysis/reflection 5. Address the standards (NAEYC) J. References 1. List all sources used to support your ideas 2. Follow APA formatting