Tasks, O-E Questions, & Time Estimates

Prompt: What ways can teachers adapt their lessons to fit the needs of a student with a learning disability? How can you do this in our preschool?

-Relevance: Preschool 2 students are doing a presentation on Learning Disabilities.

1. Check in with Preschool 3 projects- each student is working independently throughout the semester on a project that is due at the end of the semester.

-10 minutes

Learning Disabilities

1. Presentation on Learning Disabilities for Preschool 2 students→ sit on the carpet and have presenters holding the laptop and presenting.

1. Preschool 3 students will be working on a scenario where they have to adapt various lessons for students with disabilities. They can work on this together at one table. The scenarios relate to what they know about learning disabilities and adaptations in the classroom.

*Preschool 2 and 3 students will be working on these tasks simultaneously. Once the presentation is done, we will reconvene and start on a project all together.
-20 minutes

Cross-Curricular Project

1. Project with Mrs. Kirby’s class about reading to preschool students. Give students handout with explanation and read through it→ creating a resources for Mrs. Kirby’s Written and Oral Communications 1 class about reading to preschool aged children.

Question: What do you think cross-curricular means?

1. Review reading to preschoolers with infographic→ this will refresh what students learned in Preschool 1
2. Students will each write one tip on the board about reading to young children. Then we will go over them as a class and discuss them. After the discussion we will choose what we want to be our top five rules to share with Mrs. Kirby’s class.
3. Break students into 5 groups and assign them a rule→ each group will make a video about each rule with an example. They must say why it is important to follow the rule.

-45 minutes

Example Reading

1. Each group will choose a book and record a member reading it following all of the rules. This will be a resource of how to read a book to young children for the Written and Oral Communications 1 class.

-14 minutes

Closure

1. 3rd block will be working on the other aspects of the project (making the handouts and looking through our books). Next week, we will focus on putting it all together and publishing it in an eBook format for Mrs. Kirby’s class.
   -1 minute

Assessment:

1. Students came up with 5 rules for reading to preschoolers in the third activity.

iPads for each group, props for videos

Learning Disability → break up the information into chunks for the student; provide a guided copy of the article.

GOALS

• To educate students on the various way to foster and enrich the areas of development for toddlers.

OBJECTIVES:

• Identify the importance of a stimulating environment & the benefits it has on the areas of development.
• Differentiate between fine and gross motor skills

PRIORITY STANDARDS:

• 12.2-Analyze conditions that influence human growth and development
• 12.3-Analyze strategies that promote growth and development across the lifespan.

RATIONALE/RELEVANCE:

• This lesson is an introductory lesson for the Toddler unit. It allows students to explore various ways in which toddlers primarily develop during years 1 through 3.  We will discuss the physical, emotional, intellectual, and social impacts of the types of development and their importance during this unit. To promote development toddlers must have a stimulating environment to assist in their development. This lesson will allow students to zone in on and understand the importance of fine and gross motor skills and apply it to the various areas development of toddlers.

MATERIALS:

Station 1:

• String
• Beads

Station 2:

• Q-tips
• Ziploc bag filled with paint
• Shaving cream

Station 3:

• Numbers paper

Station 4:

• Tongs
• Egg carton
• Pom pom balls

Station 5:

• Clothespin
• Cotton balls
• Paper
• Tray
• Paper plates

Station 6:

• Bucket
• Bean bags

Station 7:

• Hula hoops

Station 8:

• Balls

Station 9:

• Tic tac board
• Bean bags

Station 10:

• 3 bowls (small/medium/large)
• Bean bags

PROCEDURE:

1. Greet students
2. Review daily agenda/instructions
3. Students will think/pair share on what is a fine/small motor skill is and what a gross/large review as a class. Remind them that during this period, both gross and fine motor skills improve dramatically.  Keep in mind that not all children develop physical skills at the same time.
4. Introduce the stations activity students will be participating in. Explain what the students will be doing at each station and the process for each station.
5. After discussing each station, display a list of the groups on the board.  Students will start at the station of the number they were given. Students will get into their groups and begin!
6. Students will complete the various activities and will also be answering application questions for their activity.

• As students are completing the stations with their group, teacher is facilitating. Students will have about 3 to 4 minutes at each station and will rotate to the next station number.
• Students will be instructed to organize the last station they were at and return to their seats.

1. Teacher puts up the final questions plus they will be on their paper for students to reflect on and answer as they leave.  Students will individually complete the lesson summary and we will discuss the objective of the lesson as a class.

CLOSURE

• We will discuss (whole group) the importance of a stimulating environment for toddlers. Individual answers to the summary question will be used for individual evaluation and competency of the importance of a stimulating environment/understanding of fine and gross motor skills.

ASSESSMENT:

1. Informally assess students by participation and observation during the stations activity.
2. Formally assess students through completion of the questions presented for each station and through the unit exam.