Curriculum Planning Authentic Assessment

Curriculum Planning Authentic Assessment

Joel Umoja is a a 4-year-old Pre-Kindergartner, who is an Urdu /English Dual Language Learner. It is his third week of school.

Excellent Curricular Planning is the result of child-centered Action-

Research

Check tips on how to do your homework-help-services/

PLANNING BY DAP Standards, Goals & Objectives to

meet individual & group needs

(Some published curricula use goals & objectives derived from the state and national standards. E.g., The

Creative Curriculum © &TSG Gold ® System.

RESPONSIVE, BIG-PICTURE PLANNING

Thematic/Project Based with children & parents

RESPONSIVE WEEKLY ACTIVITY/LESSON PLANNING

Includes individualization & giving children opportunities

to revisit information.

EVALUATING LEARNING with child assessment instruments,

Child Observations, Portfolio &

informal assessments

AUTHENTIC ASSESSMENT & DIFFERENTIATION

Joel Umoja is a a 4-year-old Pre-Kindergartner, who is an Urdu /English Dual Language Learner. It is his third week of school. His parents were unable to attend an orientation or transition period with him. His comfort-blankie was put in his cubby by his father. He uses it at nap time.

Screening: Sensory & Developmental Screening has caused a concern regarding speech and hearing. In addition, there are some concerns regarding small motor development. Joel has not yet been evaluated.

Portfolio Assessment: Joel’s drawings are all in the scribbling phase. There are not yet, any recognizable shapes or figures. He does not yet appear to be able/willing to dictate the depictions he creates.

Anecdotal Observations: Initial observations have revealed that Joel engages mostly in Parallel Play. He however, last week,

attempted to initiate play with a child. A fight ensued when that child refused to relinquish a toy of which there was only one. The

child bit Joel. Since then, he spends most of his time in school, sucking his thumb, hugging his ‘Blankie’ and/or drawing.

Planning: Use the Standards, Goals & Objectives to plan for Joel and his class. First plan a Unit using the blank Curriculum Web

Provided here., Then create a weekly lesson plan for the class on the Weekly Planning Form. ,While completing Page 2 of the form,

write the plan to differentiate instruction for this child on the section titled: Individual Child Planning. ,In that section, list the

standards, goals & objectives on which you will focus individualized instruction for Joel.

The Curriculum Frame

Respect and Kindness

Curriculum Planning Authentic Assessment

Math: Counting kindness tokens Sorting and pattern activities with “kindness stickers.” Measuring and comparing “helpful hands” cutouts.

Literacy: Read-aloud books on kindness and emotions. Create a kindness journal with pictures and words. Interactive storytelling with felt board characters.

Outdoor Play/Gross Motor: “Helping Hands” relay race. Kindness scavenger hunt to find items for each other Yoga poses that encourage self- regulation and calmness.

Art/Music: Making “Kindness Cards” for family and friends. Group mural on “Ways to Be Kind.” Singing and dancing to “friendship” songs.

Science/Sensory: Sensory bins with calming textures (soft fabrics, smooth stones). Experiment: Mixing “kindness colors” with paint. Exploring emotions with mirror reflections.

Dramatic Play: Role-playing scenarios about kindness (e.g., helping a friend, sharing). puppet show on friendship and respect. Dress-up with community helper costumes.

Teacher______________ Week of February 17th – 23rd 2025 Individualization Plan #s:

J.U. (S/E): Extra support in group sharing activities. M.K.: Visual cues to assist with transitions. T.L. (S/E): One-on-one reading support. A.R.: More gross motor activities to encourage movement

The Early Childhood Lesson Plan Frame

Lesson Plan Lesson Plan: Respect and Kindness

Timefram e: Week of February 17th – 23rd 2025

Age Group 6 weeks to 24 months

Activity Type Monday Tuesday Wednesday Thursday Friday

Large Group Read Let’s Be Kind, sing “I Love You”

Read Uh-Oh, sing “Baby’s Wearing”

Read The Rainbow Fish, sing “Five Little Ducks”

Read How Much I Love You, sing “Five Little Hearts”

Read Let’s Share, sing “A Kind Hug”

Small Group Heart painting activity

Counting friends activity

Face puzzles Sharing tray with cornstarch/water

“Love” canvas painting

Movement Ball rolling activity

Sensory: Color mixing bottles

Outdoor Play: Playground balance activities

Dramatic Play: Dress-up role- play

Movement: Color streamer dancing

Curriculum Planning Authentic Assessment

weekly Planning form Monday Tuesday Wednesday Thursday Friday

Interest Areas Add pictures of children and teachers to blocks

Introduce play clothes and diverse baby dolls in dramatic play

Update sensory bin with circle objects

Create a baby drum circle

Place non- breakable mirrors for self-exploration

Large Group Read Let’s Be Kind, sing “I Love You”

Read Uh-Oh, sing “Baby’s Wearing”

Read The Rainbow Fish, sing “Five Little Ducks”

Read How Much I Love You, sing “Five Little Hearts”

Read Let’s Share, sing “A Kind Hug”

Read Aloud Let’s Be Kind by P.K. Hallinan

Uh-Oh by Scholastic The Rainbow Fish by Marcus Pfister

How Much I Love You by Sam McBratney

Let’s Share by P.K. Hallinan

Small Group Painting of the heart Counting friends activity Sensory: Color bottles Sharing tray with cornstarch/water

“Love” canvas painting

Outdoor Experiences: Balance bar Musical instruments exploration Baby yoga Sandbox play Balance beam

Family Partnerships: Mommy Moments Buggy Ride Daddy Drop-In Day Buggy Ride Family Potluck

WOW Experiences: Ball rolling Face puzzles Mirror self-recognition Color streamer dancing Sensory feel chart

Curriculum Planning Authentic Assessment

Weekly planning form Contd. Reflecting on the Week Regarding the learning children had quite a lot of interaction with the sensory materials but they especially liked the color bottles. Increased interest in mirror self-recognition and social play. A few children could need more help in how to share activities. Outdoor activities included swing and balance as well as music, and these were preferred by the students.

To Do List • Collect more substantiations (fabrics, objects with smell). • Order more flyer notices for Daddy Drop In Day for your

family. • Increase social-emotional selections in the reading area by

rotating books. • Social observation and documentation of peers as part of

their social learning progress. • Discuss with families about how you may revisit the

concept of kindness at home in the following meeting.

Individual Child Planning J.U. (S/E): Needs additional support in turn-taking during group activities. Encourage sharing through role-play scenarios. M.K: was eager to engage in activities that involved his sense organs but had difficulty in movements between different activities. Provide visual cues. The reader T.L. (S/E) mentioned they liked I&I because of extra practice during reading Skills. Continue personalized story time. A.R.: Shown concern about specific types of activities, such as movements; want more dance and play that involves whole body.

Interest Areas

Observation Journals

•My observations and experiences have shown that teachers record anecdotes in order to observe children’s examples in demonstrating manners, friendliness, generosity, and compromise. • These assessments are particularly beneficial in considering

each child’s and young adult’s social-emotional development for providing them with the appropriate intervention and learning styles.

Curriculum Planning Authentic Assessment

Goal and Objectives • Social-emotional development: Provide opportunities for positive social

interactions and behaviors between children. • CAD: Encourage emerging communication skills for infants and toddlers;

promote the use of gestures, sounds, and the first words. • Promote Social Participation: Introduce activities that demand the children

to take turns and engage in collective play. •When infants engage with familiar caregivers and peers they will respond

positively through smiling, making eye contact, or extending their hands. • At this stage they will learn to notice positive stimuli like a caregiver smiling

or comforting touch or a peer sharing a toy. • Toddlers between 12-24 months will engage in various compositions of

kindness including gently touching/patting a friend or giving a toy to a peer. • It should be noted that infants will participate in play activities in many

ways, inclusive of parallel play, imitation, or joint attention.

Read Aloud Books Monday Tuesday Wednesday Thursday Friday