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Early Childhood Education Learning Experience Plan Name: Sydney Beinlich and Anna Iannantuono Lesson Title: Big Red Barn Date: 4 March 2014 Grade Level: Preschool ECE Standard(s)/Guideline(s): Domain: Language and Literacy Development Strand: Listening and Speaking Topic: Social Communication Standard: With modeling and support follow typical patterns when communicating with others (e.g., listens to others, takes turns talking and speaks about the topic or text being discussed). Domain: Cognition and General Knowledge Sub-Domain: Science Strand: Science Inquiry and Application Topic: Inquiry Standard: Make careful observations. Pre-assessment of current knowledge: Kindergarten Entry Skills Checklist Instructional Objectives (1-2) One/Two Assessed Instructional Objective(s): The student will be able to... 1) Take turns in conversation. 2) State an observation about the animals. Assessment of Student Learning Identify Evidence: (What will you collect or record as data to demonstrate students have met your objective(s) and skill?) Developmental Skills Checklist Took turns in conversation. Stated an observation about the animals. Learning Experience Academic Language: Farm, pig, horse, sheep, donkey, geese, goats, mouse, rooster, pigeon, hen, cow, cat, bat Procedural steps: 1. After spending time with the live farm animals, teachers will gather the students for large group time inside the classroom, asking students to sit on their bottoms around the outside of the carpet. 2. Teacher 1 will introduce the book Big Red Barn by Margret Wise Brown by asking the students what they think the book is about based on the illustrations on the cover of the book. 3. Teacher 1 will complete a read-aloud with Big Red Barn by Margret Wise Brown while actively engaging students in conversation about the animals in the book as they relate to the animals they saw at the farm. Some questions may include: Does the farm have a barn for its animals? What animal is this? What do you know about cows? Have you ever seen a goat? Where have you seen a chicken before? Authentic Materials: (Describe authentic real life, hands-on materials.) Before the read-aloud, students will have the opportunity to interact with the live farm animals at the farm. The students care for these animals once a week with the farmer, and they spend time outside on the farm every day with these animals if the weather permits them to go outside.

One Assessed Developmental Skill: Cognitive: Science Language: Speaking

Program Monitoring: (How will you aggregate or compile your evidence into a class or group view?) Whole Class Data Sheet

Safety Considerations: No safety precautions are foreseen.

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Early Childhood Education Learning Experience Plan

Adult Roles: As Teacher 1 reads and facilitates discussion, Teacher 2 will collect the checklist. Other teachers in the room will sit on the carpet with the students and help remind students to listen to the read-aloud or sit still if they are misbehaving.

Resources & References: Big Red Barn by Margret Wise Brown

Reflection: (What have you learned about your students? How will this inform future instruction?) I learned that the students need to be reminded to raise their hand to take their turn in conversation. Most students were able to state an observation about an animal. I need to watch out for the students who want to participate every time there is a question asked because they overshadow their peers. In the future, I could call on the students for participation in a circle so that everyone has the same amount of turns and opportunity to answer.