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Early childhood literacy lesson planning
- 1. Early Childhood Literacy Lesson Planning Muriel K. Rand, Ed.D. New Jersey City University
- 2. Getting Started with Standards Start with Standards ◦ NJ Preschool Standards ◦ Common Core State Standards, K-3 Choose one or two standards to focus lesson
- 3. Objectives What doyou want the children to learn? (NOT what you want to teach!) What will the children be able to do as a result of the lesson? Align objectives to standards Stay focused on one or two Write in measurable, behavioral terms
- 4. Objectives Examples Measurable/ Observable ◦ “The children will be able to identify the rhyming words in the story” NOT: The children will understand rhymes. ◦ “The children will write complete sentences using proper capitalization. NOT: The children will learn about capitalization.
- 5. Objectives' Checklist Doyour objectives directly relate to the standards for the lesson? Are they appropriate for the age group/ ability level of the children? Are they written in measurable/observable terms (“the children will be able to….”) Are there one or two objectives that are focused on throughout the lesson?
- 6. Materials All materialsthat are needed for the lesson Books require complete citations
- 7. Introduction/ Anticipatory Set Connect to previous knowledge Motivate children to participate Hands-on Multisensory NOT discussion
- 8. Procedures Main portionof the lesson Step-by-step description of what the teacher does and what the children do Align procedures with objectives Think through classroom management ◦ Whole group? Small group? Center? ◦ Transition? Seating?
- 9. Guided or Independent Practice How will children be able to use or practice what they have learned? Independent work/ Seatwork/ Centers
- 10. Check for Understanding How will you know that your objectives are met? Reword objectives as questions Provide method of assessment ◦ Observation? ◦ Checklist? ◦ Rubric? ◦ Quiz?
- 11. Sample Storytelling LessonPlan Subject Area: Listening, Emergent Reading Grade Level: Preschool Lesson Title: “Mouse Paint” Objectives : • Students will show interest and pleasure in the story by mixing play dough and participating in the storytelling • Students will be able to identify the letter M and the sound it makes Preschool Standards: 3.1.4 Show interest, pleasure, and enjoyment during listening activities by responding with appropriate eye contact, body language, and facial expressions. 3.3.A.3 Identify some alphabet letters, especially those in his/her own name.
- 12. Materials: Book: Stoll Walsh,Ellen. (1989). Mouse Paint. California: San Diego. Supplies: Cut out and laminated all the important characters in the story, to include: nine mice, one set of three white mice, one mouse of each color: red, yellow, and blue, one red mouse with bottom half orange, one yellow mouse with bottom half green, and one blue mouse with bottom half purple. Nine puddles in red, yellow, blue, yellow with orange stripes, orange, blue with green stripes, green, red with purple stripes, and purple. Three jars of paint in red, yellow, and blue. Seven rectangle shapes to represents walls in red, yellow, blue, orange, green, and purple; and one black cat with its milk bowl.
- 13. Introduction: I willgather students together for “Circle Time.” I will give each child three small pieces of Play Dough, one red, one yellow, and one blue. I will ask the children to name the color for each piece of Play Dough given to them. The children will have time to play with the Play Dough and discover how the colors mix. Finally, I will tell the students that they will listen to a story about three mice and how much fun they have playing with different colors.
- 14. Procedures: I will tellthe story using the laminated cut outs. I will stop at the appropriate points and ask them to predict what color will result from the mixture. Closure I will ask the following questions during and after the story: What are the animals in the story? How many mice were in the story? What is the first letter in the word “mouse” and “mice?” What sound does the letter “M” make? What is the difference between the words “mouse” and “mice?” Did your colors mix the same way the colors in the story did? Why do you think the mice mixed the colors? How else can we mix colors? Is this a true story? Can mice really play with colors?
- 15. Guided Practice Art Center:I will divide children into groups of three like the three mice in the story. On a large sheet of white paper will be "puddles" of yellow, blue, and red paint, and I will instruct the students to use their two fingers as mouse feet to "dance" in the puddles like the mice in the story. Students will then be asked how they made new colors, and will be encouraged to create as many new colors as they want. When dry, the pictures will be hung on the wall. Writing Center: The students will be asked to think about words that start like “mouse” and “mice” and write them on the paper, drawing a picture and underlining the letter “M” for each word. The teacher will give students red, yellow, and blue mouse-shaped paper with the letter “M” written on it, and ask them to draw pictures of objects that start with the letter “M.” I will also encourage them to try to write the words to label their pictures or I will write it for them.
- 16. Check for Understanding: Iwill use anecdotal records to evaluate which students: Showed interest and pleasure in the story by mixing play dough and participating in the storytelling. Were able to identify the letter M and the sound it makes.