Early Childhood Activity Plan

Refer to the rubric for specific information about requirements for each section.

NAME OF ACTIVITY TEACHER AGE GROUP

Spider’s New Home Olivia Slatton 1st Grade
NUMBER of CHILDREN in LEARNING CENTER DATE OF ACTIVITY
the GROUP for ACTIVITY
4 English Language Arts September 25, 2018
BRIEF DESCRIPTION of ACTIVITY SPACE and MATERIALS NECESSARY
(NAEYC 1a; InTASC 4, 7; SC 4.0/E-ADEPT: SO, IP) (NAEYC: 5a; InTASC: 3, 4, 5, 8; SC 4.0/E-ADEPT: EN,
AM )
In this activity, students will learn their sight • Yellow kidney table in the back-left
words for the week as they spell out corner of the classroom with 4 red
predetermined words using magnetic letters. chairs
They will then take a picture walk through, and • Pink rolling teacher chair
read A New Home. The students will write a • Magnetic baking pans with letter
guided sentence and draw a picture about the placemat
book. Scaffolding will occur throughout the • Blue and red magnetic letters
entirety of the lesson as they work with the (specifically used p, o, h, t, s, d, r)
teacher, in small group, and individually. • A New Home- Reading Level D book
• Small standing white board
• Expo Dry Erase marker- orange
• 4 plain white pieces of copy paper
• 4 Crayola SuperTips Markers- purple,
green, lime green, blue
• Crayola Crayons
• Post-It Correction Tape

NAEYC STANDARDS SUPPLEMENTARY INSTRUCTION FOR

(NAEYC : 6c; InTASC : 7; SC 4.0/E-ADEPT: SO, DIVERSE LEARNERS:
IP)
Standard 5. Using Content Knowledge to Build (NAEYC: 1b,c; InTASC: 1,2,3,4)
Meaningful Curriculum (SC 4.0/E-ADEPT: MSB, MS, IP, EX, RC, LSP,TKS,GS, EN)

5c: Using own knowledge, appropriate early GUIDANCE

learning standards, and other resources to The teacher will explain to the students that
design, implement, and evaluate they will be working on building words using
developmentally meaningful and challenging their magnetic letters. They will only need
curriculum for each child. specific letters, so only take off the ones that
are called out.
 Early Childhood Activity Plan

LEARNING STANDARDS When building their words on the table, their

(NAEYC: 5c; InTASC: 4, 7; SC 4.0/E-ADEPT: SO, other letters should be pushed away so they do
IP) not get them all mixed together.
Reading Literary Text- Principles of Reading The teacher will inform the students -before
Standard 1: Demonstrate understanding of the handing them their book- to wait to open it
organization and basic features of print. until instructed.
1.1 Recognize the distinguishing features of a
sentence. The lesson will last 30 minutes total during
normal center rotation. 25 minutes of
Standard 2: Demonstrate understanding of instructional time and 5 minutes are allotted
spoken words, syllables, and sounds. for drawing and coloring their picture. Toward
2.3 Isolate and pronounce initial, medial, and the end of the lesson, the students will get up
final sounds in spoken single-syllable words. to go get their own crayon boxes. This gives
them a chance to move and get their wiggles
Writing- Language out.
Standard 5: Demonstrate command of the
conventions of standard English capitalization, ACCOMMODATIONS
punctuation, and spelling when writing.
5.1 Capitalize the first word of a sentence, Cognitive Levels:
dates, names, and the pronoun I. The four students in this group are the
5.2 Use: a. periods, question marks, and ‘average first grade’ level for this time of the
exclamation marks at the end of sentences; year. The book is level D, which is an end of
the year K5, beginning of the year 1st grade
reading level.

Rates for Completing Tasks:

The students who spell the sight word quickly
will be able to move on to the next one.
Students who do not understand or are
continually missing the words will be given an
opportunity to work one-on-one with the
teacher after the lesson.

Students with Exceptionalities:

There are no students with 504 plans in this
group, but one student has a speech IEP. This
student will be accommodated for during the
whisper read portion of the activity- only
having to read out loud at 70% accuracy
instead of 80%.
The students will be able to take a brain break
to go and get their crayon box toward the end
of the lesson. 1st grade attention spans, while a
little longer, are still short and need some time
to get the wiggles out.
 Early Childhood Activity Plan

No students in this group have any hearing or

physical impairments.

Other Expectations:
A seating arrangement will be set for two
students who do not learn their best when
sitting next to each other. They will be seated
on opposite sides of the table.
The teacher will have the baking sheets with
the magnetic letters already out on the table
before the students arrive to the back table so
the lesson can begin immediately. This
eliminates any down time that could bring on
distractions to the lesson.
Correction tape will be used for any mistakes
during the writing portion of the lesson. This
allows the student to be able to continue
writing without wasting time erasing or
crossing through, instead, they can focus on
thinking of the correct word or letter that they
need to write down.

OBJECTIVE(S) OF ACTIVITY ESSENTIAL QUESTION

(NAEYC: 5c; InTASC: 4, 5; SC 4.0/E-ADEPT: (NAEYC: 5c; InTASC: 4, 5)
SO, IP) (SC 4.0/E-ADEPT: SO, IP, QU, TH, TCK, TKS, MS)
Include Audience, Behavior, Condition and Degree What significant question(s) do you want the
Given a baking sheet with magnetic letters, the learners to be able to answer as a result of the
student will spell pre-determined CVC sight learning that takes place during this lesson? Be
sure that the EQ(s) is (are) based upon the
words with 90% accuracy. Once the student
curriculum standard(s) you have chosen for this
has spelled the word, he/she will tap out each lesson. The EQ must stimulate student thinking
sound of the word, then say the whole word and inquiry. (Use questioning such as how, why,
together. explain, describe, why do you think that?)
Given a book A New Home the student will be
able to talk about what they noticed on each
page, talk about the pictures, repeating words,
and sentence conventions. The student will
then be able to whisper read through the book
with 80% accuracy.
Given a piece of paper the student will write a
pre-determined sentence about the book A New
Home. After discussing parts of a sentence
with peers and teacher, the student will be able
to write the sentence with 100% accuracy.
 Early Childhood Activity Plan

APPLICABLE 21st CENTURY SKILLS -

PROFILE OF THE SC GRADUATE
• WCS 1) Creativity and innovation
• WCS 3) Collaboration and teamwork
• WCS 5) Knowing how to learn
• LCC 2) Self-direction
• LCC 4) Perseverance
• LCC 6) Interpersonal skills

ANTICIPATORY SET and PROCEDURES

(NAEYC: 4c; INTASC: 1, 2, 3, 8) (NAEYC: 4c; InTASC: 1, 2, 6, 7, 8)
(SC 4.0/E-ADEPT: QU, MS, PIC, LSP, AM, AF, TCK, TKS, GS, TH, PS, SW, SO, IP)
Anticipatory Set:
- Gaining Attention: Students will take a seat at the table and have magnetic letter boards
already in front of them. The teacher will instruct the students that they will be working
on building their sight words and that they will be magically turning the word ‘pop’ into
‘drop’ by the end.
- Accessing Prior Knowledge: Have students discuss what they see on the front cover of
the book. The teacher will ask students if they think a tea cup looks like a good home for
a spider. The teacher will also ask students what they think a good home for a spider
could be/ is.
- Stating the Objective: Explain to students that they will be building sight words, and
reading A New Home, then constructing a sentence and drawing a picture about the book.
- Relevance: Explain to students that being able to read and write a sentence is a skill that
they will use for their whole lives! Working on their sight words and reading their books
give them practice saying and reading the words that they have already learned to spell,
and will learn to spell.

Procedures:
Content Presentation
- Pass out A New Home to each student.
- The teacher will read the title of the book
- Discuss title and predict what the book will be about based on the title and front cover
Guided Practice
- The students will open to the title page. The teacher will ask the students to place their
finger on the word ‘home’ in the title.
- The students and the teacher will walk through the book page by page pointing out
words and sentence conventions that the students will need to know.
- The teacher will ask students to put their finger on sight words (home, box, book, look,
etc)
- Students can whisper read pages to themselves during times when the teacher is helping
another student find a word.
- Students can work with each other to sound out words if they become stuck
 Early Childhood Activity Plan

- The teacher will observe and prompt with questions, and to help students if they need
help
- The students will discuss sentence conventions and what is needed to write a complete
sentence.
Independent Practice
- Students will describe all of the sentence conventions needed in a sentence.
- The teacher will write what the students discussed on the white board so that they can
reference it while writing their sentence
- The teacher will speak the sentence out loud, and the students will write the pre-
determined sentence on a piece of paper
Closure
- Have students take a wiggle break to get their crayon boxes from their desks. The student
will then draw a picture of the big spider looking for his new home.
- The student will color the picture, once they are finished they will read the sentence back
to the teacher, pointing out all of their sentence conventions.

ASSESSMENT
(NAEYC: 3c; InTASC: 1, 6; SC 4.0/E-ADEPT: AS, AF, SW, SO)

Formative: The teacher will observe students as they whisper read, and question some of their
decisions on word choices, challenging them to take their time and think critically.

Summative: The teacher will individually assess each student as they write their sentences on the
sheets of paper.

RETEACHING - FOLLOW-UP AND EXTENDING THE ACTIVITY

(NAEYC: 3a; InTASC: 7; SC 4.0/E-ADEPT: AS, SW, AF, GS)

The teacher will scaffold the students who did not master the material in the small group. The
teacher will write a sentence on the white board and have the students point to the capital letter at
the beginning of the sentence. Next, the teacher will ask the students to point to the punctuation
at the end of the sentence.
The teacher will then write another sentence with no capital letter and no punctuation, and ask
the students to help fix it. The student will alert the teacher that there is no capital letter, and no
punctuation. Once they have mastered this, the teacher will then have the student write a
sentence on their own, using the same conventions. The teacher will provide a sentence orally,
and the student will write the sentence using a capital letter and punctuation at the end.
 Early Childhood Activity Plan

REFLECTION
(NAEYC: 4d; InTASC: 9; SC 4.0/E-ADEPT: GDP, RT)
During this lesson, I believe I could have paired the students with a more knowledgeable other
and have them work together to write their own sentence about the book A New Home. This
would have given the students the opportunity to reflect on whether they understood the content
of the book, as well as the conventions of a sentence.
I would have also changed the sight words used to fit more directly with the book. This way the
students would have a physical connection with the words before seeing them on paper.
This is the most in depth lesson that I have taught. I was very glad to see how engaged each of
my students were, and how eager they were to answer questions, make real-life connections with
the text, and apply their previous knowledge to this lesson. In teaching this lesson, I would make
sure to maintain good management. Whisper reading can get loud if not controlled properly, but
setting expectations beforehand made the difference.