Planning for Learning by Emily Bailey

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Planning for Learning by Emily Bailey by Mind Map: Planning for Learning                by Emily Bailey

1. Early Childhood Education & Classroom Profile

1.1. Literacy Objective 16: Demonstrates knowledge of the alphabet; a.) Identifies and names letters, specifically at least ten letters in their name

1.2. Literacy Objective 19: Demonstrates emergent writing skills; a.) Writes name, partially accurate

1.3. Classroom of children between the age of three to five, developmental preschool setting meaning that they are a mix of typically developing children and children with disabilities.

1.4. 17 children total

1.5. 5 with an IEP

1.6. 4 with behavior plans

1.7. 5 ESL children

2. Related Objectives & Big Ideas

2.1. Motor Objective 7: Demonstrates fine-motor strength and coordination; a.) Uses writing and drawing tools-grips drawing tools with whole hand and may use whole arm movements to make marks

2.2. Cognitive Objective 11: Demonstrates positive approaches to learning; d.) Practices an activity many times until successful

2.3. Obj. 16 Big Idea: Identifying letters

2.4. Obj. 19 Big Idea: Demonstrates writing skills

2.5. Obj. 7 Big Idea: Uses writing tools

2.6. Obj. 11 Big Idea: Repeats an activity/action until mastered

3. Scaffolding Ideas

3.1. Literacy Scaffolding Ideas

3.1.1. Individualize small group activities to focus on children's names and individual knowledge. Make sure to show the children what will be taking place at each small group. Use the "I Do It, We Do It, You Do It" method of teaching to promote learning.

3.1.2. For handwriting activities: Model the activity and provide support as needed. Some children my benefit from verbal cues and being talked through how to perform the task. Others may need hand-over-hand assistance that eventually allows them to take over and try on their own.

3.1.3. Encouragement allow with academic prompts helps children continue a task that is challenging. For example, the teacher can say things like, "I like the way that you are holding your pencil. Now try starting each letter at the top." Giving children reminders allow them to be successful, especially since these activities are challenging.

3.2. Fine Motor Scaffolding Ideas

3.2.1. Allow children to experiment with different ways of holding a pencil. If they appears to be struggling, provide the child with a thicker marker or short pencil. Model holding markers and pencils and perform the task with the children.

3.2.2. Provide activities throughout the day that encourage the children to practice this skill and use these muscles. Play dough helps children build-up their muscles and sign-in sheets for activities give children the chance to practice hand writing multiple times.

3.3. Cognitive Scaffolding Ideas

3.3.1. Give children activities that are interesting to them so that they practice repeating a task. Ask children to try things a different way and in general encourage them to repeat activities. Talk about how we learn a task and explain that we need to do things multiple times in order to learn.