For this artifact, the lesson that I chose promotes sounds in a spoken language. This lesson follows the birth-through five model because it supports empathy, kindness, and respec
I need someone to modify my portfolio, It has three parts, and I've already completed it and turned it in, My professor gave me feedback on it and I need someone familiar with the NAEYC/CEC standards to do this. I'm only paying $30 because there's not a lot that needs to be completed. I'm uploading all the information to be looked over.
Name of Artifact: Literacy Lesson: That Rhymes
Date: April 3, 2024
Course: BRFV 4390 Methods for Young Children
Standard Numbers/Name: NAEYC standard 5: Knowledge, Application, and Integration of
Academic Content in the Early Childhood Curriculum
CEC standard 3: Curriculum Content Knowledge
Rational:
For this artifact, the lesson that I chose promotes sounds in a spoken language. This lesson follows the birth-through five model because it supports empathy, kindness, and respect. Phonological awareness is a critical skill for early literacy development, and ensuring it is culturally responsive in the classroom is essential. In my classroom we acknowledge and celebrate the diverse cultural identities of students. Even though I have students whose home language is Spanish, however, there aren’t any ELL students in the class. We embrace language variation and encourage students to share words and sounds from their native languages, for example we say Hola and Adios. Phonological awareness provides the foundation for understanding how spoken language translates into written words. The students and I did a rhyming activity, we listened to the Jack Hartman Rocco the Rhyming Rhino Song, then we sat on the floor and I called out two words if it rhyme they gave me the thumbs up. If it didn’t they put their thumbs down. Then the students made up their own words. I selected this artifact because it shows what I have learned about NAEYC Standard 5 I understand that phonological awareness plays a crucial role in early literacy development, especially for preschool-aged children. From years of doing my own personal research, I have found different ways to incorporate phonological awareness into the classroom. I wanted to create a lesson that would be fun, enjoyable and engaging in a small group setting. This learning experience connected to their previous learning of singing nursery rhymes (ex. Jack & Jill, Wheels on the Bus). This artifact also demonstrates CEC Standard 2 Learning Environment, I do not have any students in my class with disabilities. The activity was created for all students regardless of their ability. The learning environment is safe, inclusive, and culturally responsive so that my students will become effective learners. The learning objective is to make learning relevant for all students. At the end of the activity, we looked for pictures in our classroom, and created rhyming words for them. Afterwards, we continued to play the rhyming word game during recess.
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B-5 STUDENT NAME |
Tasha Green |
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DATE OF LESSON |
4/3/2024 |
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CLASSROOM/AGE |
PRE-K 4-5 8:30am-9:00am |
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How does this learning experience connect to previous learning? What do you know about the children’s everyday experiences, cultural backgrounds, practices, and interests? |
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Children have everyday experiences with rhyming through the music that they hear. As babies they listened to nursery rhymes and lullabies. Rhyming words play a crucial role in children’s language development. When children encounter rhyming words, they engage in mental processes that require them to remember the previous word and match it to the next one. This cognitive activity strengthens their memory and helps them recognize patterns in language. |
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Cite research you used to plan your learning experience? Include research that informed your teaching practices or theory about how children learn. (Consider theories and research other than Piaget, Gardner & Vygotsky) |
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Cox Campus Rhyme with me words- are rhythm, and rhyme come together to spark children’s imaginations, build strong relationships, and encourage learning. Teachers learn how they can pair rhythm and rhyme with powerful, brain-building moments. https://learn.coxcampus.org/courses/rhyme-with-me/ |
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How does the learning experience follow the Birth-Five equity model? How will the lesson engage young children in culturally responsive and anti-bias educational experiences? |
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In order to engage my students in a culturally responsive and anti-biased educational experience, we listen to multicultural music and music from different genres that promotes empathy, kindness, and respect. While listening to the music, we are listening for the words that rhyme with each other. |
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What is the GELDS or CCGPS indicator(s) for this learning experience? Include the code and written text for each indicator. |
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CLL6.4b: Identifies and produces rhyming words |
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What is the learning objective? State in your own words what learning outcomes will be achieved by the end of this learning experience.
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Students will be able to manipulate words and sounds to create simple rhymes. Students will be able to recognize rhyming words in nursery rhymes, poems, and stories. |
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How will you integrate language and literacy development in this lesson? |
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Concentration Skills: Engaging with rhymes enhances focus and attention. Auditory Discrimination: Children learn to distinguish sounds and recognize rhymes. Use familiar nursery rhymes and songs that contain rhyming patterns. |
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What vocabulary will you introduce in this learning experience? Includes developmentally appropriate sounds, words and phrases that you want children to use or learn |
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Rhyme: Explain what rhyming means—when words have similar ending sounds. (e.g., cat, hat, mat). Funny Eight Bunny Nine Foggy Ten Birdy Dad Pig Share One Two Three Four Five Six seven |
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How will you teach this objective using multiple modalities? Multiple modalities refer to teaching practices for young children that promote learning through the engagement of all their senses, utilizing varied approaches to learning and to demonstrating that learning. |
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Rhyming Picture Books: Read rhyming picture books together. Point out words that rhyme as you read. For example, "Goat and boat rhyme! They sound the same at the end: seven, heaven. Chants and Songs: Use rhythmic chants and songs to reinforce rhyming patterns. Encourage active participation and movement. |
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How will you adapt the learning experiences to meet the needs of individual children? Adaptations may include children with special needs, are struggling, gifted learners or dual language learners. |
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Special needs- show the students the pictures, have them to point to the ones the rhyme (none). Struggling- picture cards (ex. car, star) individualization Gifted learners- Allow the students to move at a much faster pace (initial sounds). DDL-use pictures (none) |
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What are the key instructional materials used for this learning experience? |
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Book: Who Stole the Cookie from the Cookie Jar? Pictures |
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PROCEDURE Provide sufficient detail in this section whereas a substitute teacher could teach this lesson in your absence. Include introduction, teaching strategies, conclusion, prop use, etc. |
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· The teacher will explain the lesson. · Ask the children if they remember what Rhyming words are. · Go over rhyming words (thumbs up if rhyme, thumbs down if it doesn’t) · Show the students the book. · Ask about the cover, back, side. · Read the book. · Pull out the rhyming words. · Make up their own rhyming song. |
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How will you assess the children? Describe your assessment procedures including what documentation you will collect of student learning (i.e. work samples, observational notes, photo documentation, etc.) |
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The children will be assessed using a matrix for rhyming words and notes will be included. ie: rhyming: yes/no notes: the child said, “cat rhymes with bat.” |
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How will you evaluate student learning according to the lesson objectives and standards? Describe your evaluation criteria. Are you using a checklist, rubric, anecdotal note to document whether children have met the learning objective (s)? How do you know whether children have met or not met the standard(s)? |
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Evidence of Student Learning – ensure that evidence aligns with objective. Include multiple methods of assessment throughout the lesson (e.g., scoring guide) responses to questioning, audio/video-recordings, and matrix) |
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AFTER THE IMPLEMENTATION of LESSON |
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Reflect on your teaching practice. How would you adapt your activity and improve your instruction next time? I will listen to the children’s feedback while trying to observe their engagement levels during activities. If they seem disinterested or confused, I will adjust the activity to make it more engaging or clear. Include in your upload of the final lesson plan the child assessment(s) you collected for this lesson and evaluation criteria that identifies if the child met, did not meet or exceeded expectations. |
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Developmentally Effective Approaches Standard Cluster
Name of Artifact: Math Lesson: Exploring Money
Course: BRFV 4390 PRE-K Practicum
Standard Number/Number: NAEYC Standard 4: Professional Learning and Ethical Practice & CEC Standard: 2 & 5 Instructional Planning and strategies
Rational:
I chose to use a small group math activity that I lead for my artifact. The activity was designed around Mrs. Stone’s (my mentor teacher) weekly math lesson which was exploring money. The purpose of this activity was not only for entertainment purposes but to teach students how to identify coins and grasp their relative value in terms of purchasing. I designed the activity for small groups 1-4 because I felt that I could reach the students better if I knew the areas where they are struggling to meet their standards. Each student received four different coins to differentiate which coins were which. I played the Jack Hartman Money Song, the students danced, sang, and held up the coins while listening to the song. After the song was over, I asked the students one at a time to hold the coins up and name them. So that I could have a more meaningful understanding of what they knew . This artifact demonstrates my understanding NAEYC standard 4. I used multiple modalities that were age appropriate. The students were given a worksheet to complete. I observed the students as they identified and counted coins. I demonstrated my understanding of CEC 2 & 5 standards learning environment and instructional planning and strategy by designing an activity for all students to be able to participate in the classroom environment. The students that were struggling were allowed to focus on one coin at a time. When they were able to identify a penny, they were able to purchase an item for that amount. When they were able to identify a nickel, they were able to purchase an item for that amount. Once they were able to identify a dime, they were able to purchase an item for that amount. They were also given a money book instead of a worksheet to color the coins and write the number.
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B-5 STUDENT NAME |
Tasha Green |
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DATE OF LESSON |
04/16/24 |
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CLASSROOM/AGE |
Kindergarten 5/6 yrs. old 11:10 am-11:28am |
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How does this learning experience connect to previous learning? What do you know about the children’s everyday experiences, cultural backgrounds, practices, and interests? |
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The students have experience of going to stores and making purchases with their family. This learning experience connects with students’ prior knowledge of identifying coins (penny, nickel, dime and quarter) and being able to count money. |
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Cite research you used to plan your learning experience? Include research that informed your teaching practices or theory about how children learn. (Consider theories and research other than Piaget, Gardner & Vygotsky) |
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https://www.generationgenius.com/ https://www.khanacademy.org/ |
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How does the learning experience follow the Birth-Five equity model? How will the lesson engage young children in culturally responsive and anti-bias educational experiences? |
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I used diverse examples (coins from different countries) to teach money concepts, promoting cultural awareness. I also encouraged children to share their experiences with money at home, allowing them to connect their learning to their family context. |
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What is the GELDS or CCGPS indicator(s) for this learning experience? Include the code and written text for each indicator. |
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K.NR.1.4 Identify pennies, nickels, and dimes and know their name and value. |
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What is the learning objective? State in your own words what learning outcomes will be achieved by the end of this learning experience. |
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My hope is that children will be able to count a small set of coins (e.g., pennies, nickels, dimes) to determine their total value. |
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How will you integrate language and literacy development in this lesson? |
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By pushing vocabulary words penny, nickel, dime and quarter. |
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What vocabulary will you introduce in this learning experience? Includes developmentally appropriate sounds, words and phrases that you want children to use or learn |
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· Worth · Purchase · How much · Penny · Nickel · Dime · Quarter · Value |
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How will you teach this objective using multiple modalities? Multiple modalities refer to teaching practices for young children that promote learning through the engagement of all their senses, utilizing varied approaches to learning and to demonstrating that learning. |
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I will provide the students with coins that I made, while playing The Money Song by Jack Hartman, the students can hold up their coin. |
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How will you adapt the learning experiences to meet the needs of individual children? Adaptations may include children with special needs, are struggling, gifted learners or dual language learners. |
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Struggling students- focus on one coin at a time. DLL- none Gifted- Relate money to everyday situations (buying a snack, paying for a toy). |
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What are the key instructional materials used for this learning experience? |
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Big paper coins (Each student will get 4 coins) Jack Hartman “Money Song” on Promethean Board Worksheets (match the coins with the correct amount of money) Pencils |
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PROCEDURE Provide sufficient detail in this section whereas a substitute teacher could teach this lesson in your absence. Include introduction, teaching strategies, conclusion, prop use, etc. |
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· The teacher will pass out the paper coins. · Play the Money Song (Jack Hartman) · Hold up one coin at a time and ask students if they know what they are. · Show each coin, discuss its name, value, and appearance. · Practice counting with coins (e.g., count five pennies, two nickels). · Show the students the worksheets. · Explain to them what they will be doing. · Allow the students to complete the worksheets. · Give them real coins and allow them to buy a piece of candy. |
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How will you assess the children? Describe your assessment procedures including what documentation you will collect of student learning (i.e. work samples, observational notes, photo documentation, etc.) |
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Since there are struggling and gifted students in the group, I will be using anecdotal notes and matrix.
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