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annotated-CURRICULAR20ASSIGNMENT20.pptx2.pdf CURRICULUM PLANNING AUTHENTIC ASSESSMENT && DIFFERENTIATION OF INSTRUCTIONDIFFERENTIATION OF INSTRUCTION Course Number: EDU 5210Course Number: EDU 5210 Professor Name: Sherone Smith-SanchezProfessor Name: Sherone Smith-Sanchez Student Name: Guzel KalimullinaStudent Name: Guzel Kalimullina The Curriculum Design Wheel Excellent Curricular Planning is the result of child-centered Action- Research PLANNING BY DAP Standards, Goals & Objectives to meet individual & group needs (Some published curricula use goals & objectives derived from the state and national standards. E.g., The Creative Curriculum © &TSG Gold ® System. RESPONSIVE, BIG-PICTURE PLANNING Thematic/Project Based with children & parents RESPONSIVE WEEKLY ACTIVITY/LESSON PLANNING Includes individualization & giving children opportunities to revisit information. EVALUATING LEARNING with child assessment instruments, Child Observations, Portfolio & informal assessments AUTHENTIC ASSESSMENT & DIFFERENTIATION Joel Umoja is a a 4-year-old Pre-Kindergartner, who is an Urdu /English Dual Language Learner. It is his third week of school. His parents were unable to attend an orientation or transition period with him. His comfort-blankie was put in his cubby by his father. He uses it at nap time. Screening: Sensory & Developmental Screening has caused a concern regarding speech and hearing. In addition, there are some concerns regarding small motor development. Joel has not yet been evaluated. Portfolio Assessment: Joel’s drawings are all in the scribbling phase. There are not yet, any recognizable shapes or figures. He does not yet appear to be able/willing to dictate the depictions he creates. Anecdotal Observations: Initial observations have revealed that Joel engages mostly in Parallel Play. He however, last week, attempted to initiate play with a child. A fight ensued when that child refused to relinquish a toy of which there was only one. The child bit Joel. Since then, he spends most of his time in school, sucking his thumb, hugging his ‘Blankie’ and/or drawing. Planning: Use the Standards, Goals & Objectives to plan for Joel and his class. First plan a Unit using the blank Curriculum Web Provided here. Then, create a weekly lesson plan for the class on the Weekly Planning Form. While completing Page 2 of the form, write the plan to differentiate instruction for this child on the section titled: Individual Child Planning. In that section, list the standards, goals & objectives on which you will focus individualized instruction for Joel. The Curriculum Frame Respect and Kindness Math: Counting kindness tokens Sorting and pattern activities with "kindness stickers." Measuring and comparing "helpful hands" cutouts. Literacy: Read-aloud books on kindness and emotions. Create a kindness journal with pictures and words. Interactive storytelling with felt board characters. Outdoor Play/Gross Motor: "Helping Hands" relay race. Kindness scavenger hunt to find items for each other Yoga poses that encourage self- regulation and calmness. Art/Music: Making “Kindness Cards” for family and friends. Group mural on "Ways to Be Kind." Singing and dancing to "friendship" songs. Science/Sensory: Sensory bins with calming textures (soft fabrics, smooth stones). Experiment: Mixing "kindness colors" with paint. Exploring emotions with mirror reflections. Dramatic Play: Role-playing scenarios about kindness (e.g., helping a friend, sharing). puppet show on friendship and respect. Dress-up with community helper costumes. Teacher______________ Week of February 17th – 23rd 2025 Individualization Plan #s: J.U. (S/E): Extra support in group sharing activities. M.K.: Visual cues to assist with transitions. T.L. (S/E): One-on-one reading support. A.R.: More gross motor activities to encourage movement The Early Childhood Lesson Plan Frame Lesson Plan Lesson Plan: Respect and Kindness Timefram e: Week of February 17th – 23rd 2025 Age Group 6 weeks to 24 months Activity Type Monday Tuesday Wednesday Thursday Friday Large Group Read Let’s Be Kind, sing "I Love You" Read Uh-Oh, sing "Baby’s Wearing" Read The Rainbow Fish, sing "Five Little Ducks" Read How Much I Love You, sing "Five Little Hearts" Read Let’s Share, sing "A Kind Hug" Small Group Heart painting activity Counting friends activity Face puzzles Sharing tray with cornstarch/water "Love" canvas painting Movement Ball rolling activity Sensory: Color mixing bottles Outdoor Play: Playground balance activities Dramatic Play: Dress-up role- play Movement: Color streamer dancing weekly Planning form Monday Tuesday Wednesday Thursday Friday Interest Areas Add pictures of children and teachers to blocks Introduce play clothes and diverse baby dolls in dramatic play Update sensory bin with circle objects Create a baby drum circle Place non- breakable mirrors for self-exploration Large Group Read Let’s Be Kind, sing "I Love You" Read Uh-Oh, sing "Baby’s Wearing" Read The Rainbow Fish, sing "Five Little Ducks" Read How Much I Love You, sing "Five Little Hearts" Read Let’s Share, sing "A Kind Hug" Read Aloud Let’s Be Kind by P.K. Hallinan Uh-Oh by Scholastic The Rainbow Fish by Marcus Pfister How Much I Love You by Sam McBratney Let’s Share by P.K. Hallinan Small Group Painting of the heart Counting friends activity Sensory: Color bottles Sharing tray with cornstarch/water "Love" canvas painting Outdoor Experiences: Balance bar Musical instruments exploration Baby yoga Sandbox play Balance beam Family Partnerships: Mommy Moments Buggy Ride Daddy Drop-In Day Buggy Ride Family Potluck WOW Experiences: Ball rolling Face puzzles Mirror self-recognition Color streamer dancing Sensory feel chart Weekly planning form Contd. Reflecting on the Week Regarding the learning children had quite a lot of interaction with the sensory materials but they especially liked the color bottles. Increased interest in mirror self-recognition and social play. A few children could need more help in how to share activities. Outdoor activities included swing and balance as well as music, and these were preferred by the students. To Do List • Collect more substantiations (fabrics, objects with smell). • Order more flyer notices for Daddy Drop In Day for your family. • Increase social-emotional selections in the reading area by rotating books. • Social observation and documentation of peers as part of their social learning progress. • Discuss with families about how you may revisit the concept of kindness at home in the following meeting. Individual Child Planning J.U. (S/E): Needs additional support in turn-taking during group activities. Encourage sharing through role-play scenarios. M.K: was eager to engage in activities that involved his sense organs but had difficulty in movements between different activities. Provide visual cues. The reader T.L. (S/E) mentioned they liked I&I because of extra practice during reading Skills. Continue personalized story time. A.R.: Shown concern about specific types of activities, such as movements; want more dance and play that involves whole body. Interest Areas Observation Journals •My observations and experiences have shown that teachers record anecdotes in order to observe children’s examples in demonstrating manners, friendliness, generosity, and compromise. • These assessments are particularly beneficial in considering each child’s and young adult’s social-emotional development for providing them with the appropriate intervention and learning styles. Goal and Objectives • Social-emotional development: Provide opportunities for positive social interactions and behaviors between children. • CAD: Encourage emerging communication skills for infants and toddlers; promote the use of gestures, sounds, and the first words. • Promote Social Participation: Introduce activities that demand the children to take turns and engage in collective play. •When infants engage with familiar caregivers and peers they will respond positively through smiling, making eye contact, or extending their hands. • At this stage they will learn to notice positive stimuli like a caregiver smiling or comforting touch or a peer sharing a toy. • Toddlers between 12-24 months will engage in various compositions of kindness including gently touching/patting a friend or giving a toy to a peer. • It should be noted that infants will participate in play activities in many ways, inclusive of parallel play, imitation, or joint attention. Read Aloud Books Monday Tuesday Wednesday Thursday Friday webassign3.pptx CURRICULUM PLANNING AUTHENTIC ASSESSMENT & DIFFERENTIATION OF INSTRUCTION The Curriculum Design Wheel Excellent Curricular Planning is the result of child-centered Action-Research PLANNING BY DAP Standards, Goals & Objectives to meet individual & group needs (Some published curricula use goals & objectives derived from the state and national standards. E.g., The Creative Curriculum © &TSG Gold ® System. RESPONSIVE, BIG-PICTURE PLANNING Thematic/Project Based with children & parents RESPONSIVE WEEKLY ACTIVITY/LESSON PLANNING Includes individualization & giving children opportunities to revisit information. EVALUATING LEARNING with child assessment instruments, Child Observations, Portfolio & informal assessments AUTHENTIC ASSESSMENT & DIFFERENTIATION Joel Umoja is a a 4-year-old Pre-Kindergartner, who is an Urdu /English Dual Language Learner. It is his third week of school. His parents were unable to attend an orientation or transition period with him. His comfort-blankie was put in his cubby by his father. He uses it at nap time. Screening: Sensory & Developmental Screening has caused a concern regarding speech and hearing. In addition, there are some concerns regarding small motor development. Joel has not yet been evaluated. Portfolio Assessment: Joel’s drawings are all in the scribbling phase. There are not yet, any recognizable shapes or figures. He does not yet appear to be able/willing to dictate the depictions he creates. Anecdotal Observations: Initial observations have revealed that Joel engages mostly in Parallel Play. He however, last week, attempted to initiate play with a child. A fight ensued when that child refused to relinquish a toy of which there was only one. The child bit Joel. Since then, he spends most of his time in school, sucking his thumb, hugging his ‘Blankie’ and/or drawing. Planning: Use the Standards, Goals & Objectives to plan for Joel and his class. First plan a Unit using the blank Curriculum Web Provided here. Then, create a weekly lesson plan for the class on the Weekly Planning Form. While completing Page 2 of the form, write the plan to differentiate instruction for this child on the section titled: Individual Child Planning. In that section, list the standards, goals & objectives on which you will focus individualized instruction for Joel. The Curriculum Frame Use these blank frames to plan for Joel. Add more bubbles and additional pages if you need them for the Curriculum Web. The Early Childhood Lesson Plan Frame Use this blank frame to plan for Joel. Use the Lesson Plan Frame as is.. Remember to show individualization and differentiation plans by inserting initials and standard numbers where needed. weekly Planning form Monday Tuesday Wednesday Thursday Friday Interest Areas Large Group Social Emotional: Students will begin the kindness challenge. Throughout the week when students complete a kind act teacher will write it down and put it on a bulletin board. This will show students how they can be everyday helpers too. Self-Awareness & Self-Management: Recognize and understand their emotions and thoughts and how they influence behavior, KSL.6 Literacy: Students will participate in a whole group discussion on who they already know are community helpers and what they think they do. KSL1, J Movement: Act out different movements community helpers do like drive the police car, spray the hose, check patient. Movements are directed similar to Simon says. 2.1.K Social Studies: Students will take a field trip to the local firehouse station. Students will learn directly from firefighters about what they do to help the community and see and feel firefighter gear. K.5b Music: students learn and sing the Hurry, Hurry, Drive the Firetruck VA:Cn10.1.1 Social Studies: after a read aloud of Hello! Hometown Heroes parents, family members, and guests will be invited into the classroom to speak to the class about their job. K.5a Science: Students will learn about how fire is put out by a lack of air by watching a candle in a jar go out when the lid is put on. Students will also learn the safety procedure “Stop, drop, and roll” for fires. K-ESS3-3 Math: As a class, students will vote for who their favorite community helper is. Students will have a choice between firefighter, police officer, doctor, teacher, and cashier. As we vote and count, teacher will fill out a graph to demonstrate the class votes. NY-K.MD.3 Literacy: Students will participate in another discussion about what they have learned about community helpers. KSL1,J Read Aloud Read What Do People Do All Day? By Richard Scarry Learn about different community jobs and how they help everyone RI.K.3 Read Who Do You Want to be When You Grow Up? by Paula Faris Explore different interests and careers RI.K.2 Read Pete the Cat: Firefighter Pete by James Dean Learn about firefighter gear and the role of firefighters RI.K.3 Read Officer Buckle and Gloria by Peggy Rathmann Learn about teamwork, role of police officers and safety rules RL.K.3 Read When I Grow Up by Mercer Mayer Learn about different careers SL.K.5 Small Group Dramatic Play: Post office: Students will be introduced to the new play area and how to sort and deliver kind letters from the class to their peers. VA:CR2.2.K, J Science: In small groups at the activity table, students will pretend to be a doctor cover their hands in glitter and lotion. Students will then try to wash with just water vs soap and water to understand a visual of how germs spread. K-ESS3-3. Social Emotional: Students will work in small groups to review one kind thing they have done or seen so far to contribute to the kindness challenge. Self-Awareness & Self-Management: Recognize and understand their emotions and thoughts and how they influence behavior, KSL.6 Social Studies: In small groups, students will discuss their favorite guests and what they found most interesting about the career day presentations. K.5a Art: Students will pick a community helper from a short list of choices. Teacher will paste a picture of the students head on the body of the helper. Students will fill out the sentence starter “My name is ____ and I’m a ___” and color the uniform. VA:Cr1.1.K, J Outdoor Experiences: Students take a field trip to the local firehouse station. There students will learn directly from firefighters about what they do to help and serve the community. Students will also get a chance to see and feel firefighter gear and the firetruck. Family Partnerships: Parents, Family members, and special guests are invited in to share their job and how they help their community. WOW Experiences: Field trip to firehouse station Objectives: -Familiarity w/ Fall colors -Hand/eye coordination -Understanding of different types of leaves while developing sorting skills 7 Weekly planning form Contd. Reflecting on the Week Learning Target: Community helpers are important Children were introduced to new vocabulary and career paths that we will continue to visit as we continue to explore “My community and the world around me” unit in the following weeks. Goal for next week: students will work together as a class to create a project that showcases how students, teachers, and helpers in the community make contributions to make both the community and the world a better place. To Do List Send out a weekly newsletter to families about our upcoming community helpers week including and invite to come and present to the classroom on Thursday. Send out permission slips for the trip to the firehouse. Add play mail satchels, envelopes, stamps, mail hats, letters, mailboxes, and postcards. Add posters and stuffed plushies of community helpers around the room. Print pictures of each child and cut out their faces for the art activity. Display read aloud books on the shelves. Individual Child Planning Differentiation: Joel Umoja will receive individualized instruction in the following areas: Literacy: Students will participate in a whole group discussion on who they already know are community helpers and what they think they do. KSL1 Goal: The goal for Joel would be to practice his listening and speaking skills in large group discussions. Dramatic Play: Post office: Students will be introduced to the new play area and how to sort and deliver kind letters from the class to their peers. VA:CR2.2.K Goal: The goal for Joel is to practice participating in associate/ cooperative play with his peers as opposed to only parallel play. Literacy: Students will participate in another discussion about what they have learned about community helpers. KSL1 Goal: The goal is for Joel to hopefully participate and practice his speaking and listening skills. Art: Students will pick a community helper from a short list of choices. Teacher will paste a picture of the students' head on the body of the helper. Students will fill out the sentence starter “My name is ____ and I’m a ___” and color the uniform. VA:Cr1.1.K Goal: The goal for Joel is to practice fine motor skills and attempt to dictate/label his drawing with the teachers and or his peers. media1.mp4 image1.png image2.jpeg image3.png