Christy Reece

March 5, 2020
ECED 330

Culturally and Linguistically Responsive Practices Plan

Part Five: Revisions to Parts 3 and 4

Part One: Background Information

Child’s Pseudonym: Olivia Nunez

Family Member(s) Pseudonym(s):

Father: Miguel Nunez

Mother: Sylvia Nunez
Younger Brother: Carlos

Description:

For this assignment I selected, Olivia Nunez, a lively 5 year old Latina little girl, with long brown
hair, brown eyes, and above average height. Olivia is a dual language learner and enrolled in a
public Transitional Kindergarten elementary school. The classes are from 8:15 am – 12:15 pm
Monday through Friday. Wednesdays are minimum days. In listening to her use spoken
language, I could hear she mixes both English and Spanish, and sometimes doesn’t pronounce
some of the English words correctly. The teacher suspects she may have speech issues. I also
observed her quietly listening but not verbally participating during some of the teacher-
directed academic exercises. I did notice she is learning to write sentences. In free play she has
many friends and likes the dramatic play area. She lives with her parents and 10 month baby
brother. I was able to ask Olivia’s mother, Sylvia, for some background information on their
family. Sylvia shared that she has been married to Olivia’s father, Miguel, for 5 years, and
described how they are very close with their large extended family. Olivia’s father works
fulltime as a gas equipment salesperson and her mother works as a school office secretary.
Together, they share parental responsibilities. Both parents have a Mexican heritage. Sylvia’s
parents came to America illegally from Jalisco, Mexico 40 years ago. According to Sylvia, they
have since “fixed” their papers. When they arrived they lived in southern California, but did not
find much work. They eventually found work in Salinas, California. Her mother worked in a
packing company and her father found irrigation work in the fields. He has since opened his
own car dealership business and doing well financially. All of their 5 children, including Sylvia
were born in California. Her husband’s parents are from Michoacan, Mexico. Personally as a
child, Sylvia grew up in a Spanish speaking family. When she entered kindergarten she learned
to speak English for the first time. Her husband, Miguel, spoke Mixtec, and said he did not
begin learning English until he was around 2 nd or 3rd grade. Sylvia explained that both Spanish
and Mixtec are very similar in dialect. They both want their children to remember their
Mexican heritage and learn how to speak both Spanish and English well.
 Part Two: Family Perspectives - Interview of Family Member
Date of Interview: Monday, January 27, 2020 at 4:30 pm
Interviewee: Mother of child
General questions about the early
learning setting
1. In thinking about your child’s
experiences in the early learning
setting what is most important to
you?
2. What are your expectations for
your child in the early learning
setting?
3. What are your expectations of the
early learning program?
Summaries of family member’s
responses
1. Right now for her speech
development, it is also my husband’s
concern. To verbally express herself.
Language in general. English and
Spanish. We can tell she can’t think of
the word that she wants to say. It’s kind
of our fault we use Spanglish. Old habit.
2. Get the best education possible, feel
safe and welcome.
3. Provide a safe and welcoming
environment for her to be happy and
good learning environment. So far so
good.
Related questions for you to consider
(Please respond to the questions
below)
In thinking about the early learning
setting, what is most important for
the child? What is most important
about the early learning setting for the
child, is for them to be excited to
come to class, and feel it is a place of
acceptance of all cultures and
diversities with social/emotional,
cognitive, and physical growth
opportunities.
What are your expectations for the
child? My expectations for the child
are to feel happily welcomed, safely
secure, and socially accepted.
What are your expectations for the
family? My expectations for the
family are for them to help me
understand their child and be willing
to share their desires and for their
education.
What personal and professional
experiences have shaped your
perspectives? In my personal and
professional experiences, I learned it is
important to create a warm and
inviting learning setting for families to
feel confident their child will be able
to be welcomed and accepted so they
can develop academic growth. I
learned parents are the best experts
of their child and are full of
information to help me know their

Caregiving practices
1. How do you comfort/soothe
your child when he/she is
upset?
2. Does your child feed
him/herself? If so, what
methods does he/she use?
3. What is/was your family’s
approach to toilet training?
(e.g., age, approach, language
used)
4. Tell me about your daily
routines. Include sleep
schedules and other routines
Role of language
1. When she gets upset, usually it’s
needing attention because of the baby.
She has been extra upset lately. She gets
upset a lot. We say, “Okay we can’t talk
if you are crying, relax let us know what
is wrong.” It’s frustrating, but we
understand, maybe her emotions are a
little high. Try and comfort her.
2. She feeds herself, getting her own
snacks, independent, spoon and fork.
We cut up the foods she can’t.
3. Potty trained at 2 years. She got it
right away. 3 days. I wasn’t sure at first professional experiences, I learned it is
because she wasn’t very verbal, almost
gave up. She got it. Pointing to her butt. partnerships in order to work with
Hardly any accidents, the one’s I can
remember they were devastating to her. the benefit and welfare of the child.
4. We wake up at 6:25-30ish. I make her
breakfast, usually a cereal, brush teeth,
goes to bathroom, then I help her get
dressed. If we are on time, let her watch
5 – 10 mins. of TV. Leave by 7:15 wait in
office until time to go to class. After
school, I take her to grandma’s house.
My husband has been doing picks up.
They are home around 5- 5:30. Play
with puzzles, TV, dinner around 6. By 7
brushing teeth 7:30 pm. Son is ready to
and sleeps until 5 am. She calls Daddy
sometimes.
1. Spanish and English. In school I know
child better.
What values and beliefs do you think
inform your perspectives? What I
value is the uniqueness of families.
They are all different and dynamic. I
want them to feel good about the
early learning setting for their child’s
education.
What are your expectations for the
child? My expectations for the child
are for her to feel care and support,
and to be able to grow healthy socially
and emotionally.
What are your expectations for the
family? My expectations for the
family are for them to share any
important priorities or issues they are
having with their child.
What personal and professional
experiences have shaped your
perspectives? In my personal and
important to develop trusting
families on their priorities or issues for
What values and beliefs do you think
inform your perspectives? What has
informed my perspectives is the belief
that young children need caring and
loving people in their life to
understand and help them as they
develop.
What are your expectations for the

1. What language(s) are spoken in
the home?
2. What is the child’s home
language?
3. With whom does he/she
communicate in this language?
4. Tell me about the ways you use
the child’s home language at
home?
Discipline
1. In thinking about your child’s much,” but we all think it’s important.
behavior, what are your
expectations?
2. When your child’s behavior does under table. Not okay. I am not raising,
not meet your expectations,
what do you do?
3. What are your overall goals for mom to give excuses, saying they are in a
your child’s behaviors?
she’ll learn English eventually. child? What I expect for the child is
for them to feel comfortable to use
2. Spanish. She is with her grandmas a their language(s).
lot, they are 100% Spanish. We should
do more. Over there quite a bit. Want What are your expectations for the
her to know Spanish. Priority. These family? What I expect for the family is
days kids can’t talk to their grandparents. to realize they are valued. Also that
I don’t want my kids like that. I feel very their culture, family background, and
strongly about that. Respecting and nice, language(s) are respected and
knowing her Hispanic side. My parents accepted in the school.
and his parents taught us. Want her to
know fluently. What personal and professional
experiences have shaped your
3. Uncles and Aunts both sides speak perspectives? The personal and
Spanish. Communicating regularly with professional experiences that have
Uncle daily. There is one friend in class. shaped my perspectives are from
working closely with different and
4. Show on Net Flix, “Miraculous Lady diverse cultures in our community.
Bug.” I switched it to Spanish. She also The more I get to know them, the
listens to music in Spanish. We listen to better our relationships build.
all our music in Spanish and she knows
the songs. What values and beliefs do you think
inform your perspectives? What I
think informed my values and beliefs
have come from my own multi-ethnic
background. I wish as a child my
community would have helped me
feel accepted and not feel different.
1. Respectful, well behaved. My What are your expectations for the
mother- in-law, says, “Don’t expect too child? I expect the child to learn
proper behavior in the classroom.
She won’t cry in her time out chair. If she That it is an environment of kindness
misbehaves in front of my mother-in-law, and respect.
mother, or she is not listening and going
What are your expectations for the
a mal criada. I tell her to say hello and family? I expect the family to know
sorry. I don’t let it go. My parents say that at school we teach the children
“it’s okay.” But it’s not okay. I’m not a moral character and good conduct.
“mood.” I don’t believe in that. It’s not What personal and professional
too much to say Hi. experiences have shaped your
perspectives? What has shaped my
2. Sending her to a time out chair, in personal and professional experiences
living room. Sat for 10 minutes. Random is knowing children do better when

Independence and Interdependence
1. Tell me about your child’s bed
time/nap time routine?
2. What types of things do you
expect your child to do for
him/herself (e.g., brush teeth,
put on shoes)? [May ask follow-
up questions about what age
the family member expects the
child to do these things]
3. Does your child have any
responsibilities at home (e.g,
putting things away)?
Learning and Development
1. What do you expect your child
to learn this year?
2. How do you believe children
things come up. Tell her what she did
wrong. She tries to reason with us. Tell
us we did something wrong, you laugh at
us. I’m sorry I laughed.
3. For her to be likeable, respectful and
likeable. Don’t want parents to think
that when she comes into room, they
say, “Oh no, not that kid.”
1. Brushes her teeth. Dad reads story
together, pray with him. Turn off light
and he lays in bed until she falls asleep,
she can be talkative in bed.
2. Brush teeth, get boots ready by door,
then I’ll help you. Sometimes she acts
lazy. She says, “Can you get me this or
that?” She has learned to clean up her
plate, put in sink, and likes to help wash
dishes.
3. Whatever toy she plays with taught to
put away before moving on. Pick up for
herself.
1. To learn. She is doing really well. She
writes her name. Every day she surprises
me what she learns. Keep her learning.
Keep a positive attitude. We were
they all learn how to get along and
treat each other with respect and
kindness.
What values and beliefs do you think
inform your perspectives? What
informed my perspectives is the belief
to develop strong moral character it
has to be taught and modeled.
What are your expectations for the
child? I expect the child to learn self-
sufficiency by taking care of
themselves and asking if they need
anything. I also expect the child to
learn how to work with others.
What are your expectations for the
family? I expect the family to foster
independence and interdependence
by having responsibilities and
expectations. This will flow over into
the classroom atmosphere and make
them more teachable.
What personal and professional
experiences have shaped your
perspectives? What personal and
professional experiences that have
shaped my perspectives, is from
working with capable children, they
learn faster and develop skills.
What values and beliefs do you think
inform your perspectives? I believe
that children need to have self-esteem
and feel good about themselves.
When they do, they do better in
school.
What are your expectations for the
child? I expect the child to come to
class eager, full of wonder, and
curiosity. With a willingness to learn
and try new things.
 learn?
3. What do you expect from your
child’s teacher/caregiver?
4. What is your role in your child’s
learning and development?
Communication with Adults
1. What are some common
greetings or interactions you use gets cuddly, she will call me “Mommy”
at home?
2. Are there times when you
encourage your child to talk
(e.g., at meals)? Are there times TV or phones. We ask, “Tell me how
when you encourage your child
to be quiet (e.g., at meals, while today?” She can express herself.
adults are talking)
3. How do you expect your child to
address adults who are not
family members (e.g., by first
name)
nervous before she started school. We
tried to go over the numbers, shapes, she
would say, “Stop, no.” It could not be
from mom or dad. We were worried
when she went to school. Complete
opposite! We want her to understand.
2. They learn by example, watch every
day. Teach respect. Set a good example.
3. Set a good example for them and
respectful to them. I saw that she
watches people.
4. I learned to model apologizing.
Learning, I realize show by example, if I
want her to apologize too.
1. She calls me “Mom”, her
grandmothers, “Mama Eva.” When she
and her dad “Popi”, grandpa is granpa.
Everyone else is “Tias or Tios.”
2. When we have dinner, our rule is no
your day went? What did you learn
3. Pretty much she calls them how she
wants to. “Tia.” The school supervisor,
teachers, anyone she calls them “Tias.”
Very friendly. She thinks everyone as
What are your expectations for the
family? I expect the family to
encourage their child to want to come
to class eager to learn.
What personal and professional
experiences have shaped your
perspectives? From personal and
professional experiences that have
shaped my perspectives, I have
discovered that without the family’s
encouragement and willingness to
support their child’s learning, the child
will not have a good attitude when
they come to class. We need their
help.
What values and beliefs do you think
inform your perspectives? I believe
what has informed my perspectives, is
the importance of knowing child
development, learning effective
teaching techniques, and creating
interesting learning opportunities for
the child to best learn.
What are your expectations for the
child? I expect the child to call me
“Mrs. Reece” or “Teacher.”
What personal and professional
experiences have shaped your
perspectives? The personal and
professional experiences that have
shaped my perspectives are, from
working in centers and programs,
children need to know the protocol or
standard of what to call their teachers.
Otherwise, they could be confused
and start calling you whatever they
want. Sometimes, the children would
ask my name.

4. In your family, are there ways of
communicating that are
considered disrespectful?
family.
4. Eye rolling. In Spanish there is a way
to use usted or tu. We have her talk in
usted. Formal. With teacher, Mrs.
Greer. Aunts and uncles, tio and tia.
What values and beliefs do you think
inform your perspectives? What I
value the most for children to learn,
are terms of respect for adults.

Additional questions to support CLR

Practices
1. How do you identify yourself
culturally?
2. What role does your home
culture play in your family life?
3. What about your culture would
be helpful for me to know?
4. Do you have any customs that
you would like me to know
about to be able to care for and
teach your child?
5. What are some of the core
values of your culture? Which
are most important to you?
6. Which, if any, of the holidays do
you celebrate have special
cultural or religious significance?
How would you like your
family’s holidays into our
program?
1. Hispanic culture and beliefs. How we
go to Mexico, I don’t want her not liking
it. Make sure she is Hispanic and proud
of it.
2. I would say my parents raised me hard
core, Mexican. They would say, “You’re
going to like this.” No option. Had to be
respectful and well behaved. I feel like
we are kind of like that. Maybe not to
the same extent. We got spankings and
had to take a knee, facing wall. We are
not that dramatic. I do expect a certain
behavior. Maybe that is from being
Hispanic. Mexicans are expected to be
like that. We don’t want our kid to be
that kid.
3. I guess to know she is very family
oriented. My mom and his mom raise
her. They are more lenient. That is okay,
share stories. Just know that she has a
big support group and very well loved.
4. Biggest to be respectful. One of my
biggest thing. To be respectful in the
classroom. She pretends to spank my
butt. Not okay. Be respectful no matter
what. No horsing around.

5. Respect and be close to God. We pray

every day. Taught her how to sign the
cross. Catholic. When we are leaving to
go home. She signs the cross toward
grandma and grandpa. Think of God. He
wants you to behave good.
 6. Celebrate all holidays, Christmas,
Thanksgiving. Sometimes we put shoes
at the end of the bed. Dia de Los
Muertos. We have an alter. We will
participate in Bread with baby Jesus.
Whoever gets baby Jesus they throw a
little food gatherings. Make tamales.

Part Three: Culturally and Linguistically Responsive Practices

A. Identify two or three (2 or 3) culturally responsive learning objectives. Provide a brief

( 1-2 sentence) rationale for why you selected these objectives for this child and
family.

1. The family values personalism. A culturally responsive learning objective will be for
the family to know their child is safe and welcomed in the classroom and teacher. By
creating a warm friendly environment, the child will be able to demonstrate happiness,
warmth, and affection toward his peers, teachers, and visitors.

2. The family values respect for authority figures. A culturally responsive learning
objective will be for the family to see their child’s growth in academics, respect, and
obedience for their teacher. By being a good role model and holding high standards of
behavior and conduct, the child will be able to show respect authority, obey the
classroom rules, and learn in her class environment.

3. The family values respect for elders, family, and ancestors. A culturally responsive
learning objective will be for the family to recognize their child’s growth in appreciation
for their family, elders, and relatives. By demonstrating interest and respectful behavior
toward the child, her family, and the other children and their families, the child will be
able to show interest and appreciation for their family, teachers, adults, elders, and her
relatives.

B. In three to five (3 to 5) sentences, describe how you will incorporate the child’s home
language in the classroom.

In class, I will find ways to shift back and forth between the languages in the day. At the
beginning of the morning, I will greet the child in Spanish and English. During circle
time, I will sing songs both in Spanish and English. I will incorporate the child’s home
language, Spanish, in academic enrichment activities such as colors, counting, or words,
verbally and written work. I will find developmentally appropriate Spanish and English
books to read aloud. I will support the child’s use of her home language in the class,
 between her own classmates, and find my own opportunities to listen and respond
verbally back in her home language.

C. In three to five (3 to 5) sentences, describe how you consider the family’s style of
interaction when planning for the child’s early care and education.

The child’s family style of interaction is considering everyone as family. I learned when
their child addresses other adults she will normally call them tia or tio (aunt or uncle). I
will understand that if she calls me tia, this will be an endearing title. Farewells are
important to the family. I will make sure I reciprocate and say goodbye warmly, and
learn how to incorporate her home language. I also will make it a point to get to know
the family, know them by name, and build a relationship with them. I want them to
know I care about them and their daughter’s academic success and her over all well
being.

D. In five to seven (5 to 7) sentences, describe how you will represent the child’s culture
in the learning environment. Be specific, including the types of materials you will
include.

I will learn about the country the child’s family is from and ask her parents to approve
my material selections. I will encourage them to offer suggestions for what is
appropriate and meaningful, not only for the universality of the classroom but also
during holiday times. The child enjoys playing in the kitchen and dramatic play area. I
will provide pretends foods, such as tamales and tacos, and dishes and utensils that are
familiar to the child’s culture. I will supply the dramatic play area with dolls with various
shades of skins and hair color,s, materials, fabrics, and throw rugs that have cultural
designs. She also likes games and singing. I will ask her parents for recommendations,
so I can provide Spanish music selections that she will identify with and find games that
represent diversity. Around the classroom, I will put up real pictures depicting children
and people of all cultures and ethnicities considering equity. and posters depicting
children and people of all cultures and ethnicity with various shades of hair, including
brown. On the walls I will also place culturally relevant language such as words,
numbers, phrases, or sayings that would support the children’s home languages.

E. In five to seven (5 to 7) sentences, describe the culturally responsive teaching

methods you will use and how you will use them.

The child’s family desires for her to feel secure and happy at school so she will want to
learn. They honor independence and personalism. They want her to learn to treat
people with respect, love her family and others, be proud of her heritage, have a
positive attitude about learning, at the same time develop good behavioral skills. The
culturally responsive teaching methods that would be effective for the child is provide
instructions and opportunities that support her cultural development, enhance her
home language, teach empathy, care for class and community, promote good self-
 esteem, as well as provide learning experiences that are fun and interesting. During
arrival and departure, I will use both Spanish and English in greetings and farewells. At
circle time, I will incorporate songs in Spanish and English. When I teach academics
building, I will incorporate words in both Spanish and English, such as colors, days of the
week, and numbers. I will schedule free play time for the child to use her home
language with other classmates. I will provide teacher-directed group activities for the
children to get to know each other.

F. In three to five (3 to 5) sentences, describe the culturally responsive caregiving

strategies you will use and how they relate to the child and family you selected for this
plan.

The family values respect, family, and cultural heritage. I plan to use culturally
responsive caregiving strategies that are also relationally based and family oriented.
One way is to set expectations and standards for the children’s behavior in the
classroom. I will set daily routines and schedules that are mindful of the values of the
family. I will provide a warm and friendly demeanor during arrival and departure. To do
this I plan to use a greeting and say farewell in the child’s home language. I will keep in
mind how important it is to the family their child builds character and learns to be well
behaved. In the class I will have written moral sayings and character behavior posters. I
will schedule a regular routine of talking about good character and behavior. To achieve
appreciation for diversity and cultural heritage, I will schedule for circle time and
teaching directed activities, I will to include familiar words and phrases in the child’s
home language.

G. Describe a minimum of two (2) culturally responsive learning experiences you will
implement. Be specific about how the learning experiences are responsive to the
culture of the child and family you selected for this plan.

The first culturally responsive learning experience I plan to implement is use of song.
During circle time, I will sing two songs in Spanish and English. I will sing Buenos Días,
Buenos Días, ¿Cómo estás?, ¿Cómo estás?” Good Morning, Good Morning, How are
you? How are you? The second song is Head and Shoulder, Knees and Toes. I will first
sing it in the English version and then sing it in Spanish. Both songs have hand motions.

The second culturally responsive learning experience is around literature. I plan to read
a book about how a family’s cultural diversity is accepted organically and naturally. I
selected this book specifically because the child’s family values their Mexican heritage,
home language, and family relationships; especially with the grandparents. It also
reinforces language usage from one of the earlier Spanish and English songs. The book
is called I Love Saturdays y Domingos by Alma Flor Ada. It is recommended for children 3
-7 years. It’s about a happy young bilingual girl’s Saturday and Sunday visits to both her
English speaking only and Spanish speaking only grandparents. She finds the similarities
in the experiences she has with each of them. In the book, the English speaking
 grandparents say, “How are you?” and the Spanish speaking grandparents say, “Cómo
estás?” which ties into the earlier song selection.

Next, I will focus on three or four or five English and Spanish vocabulary words from the
reading and reinforce by using a flannel board and flannel graphs. set up an activity
station based on the words. For example, the little girl goes with her Spanish
grandparents (abuelita y abuelito) to the circus. They see many animals including, tigers
– los tigres, elephants—los elefantes, and lions—los leones. I will further extend the
learning using the sentence, “abuelita loves animals” from the book. I plan to ask the
children to think of animals from the story and then place the animal flannel graphs
onto the board. After reviewing, I will ask the children to select one of the animals to
free draw on a piece of paper. Next, I will walk around asking them to tell me which
animal they chose, take dictation, and write it down on their paper. I will have a variety
of plastic circus animals, especially tigers, elephants, and lions for active exploration and
listen for any conversations that take place with the children.

Part Four: Planning for English Language and Literacy Development

In five to seven (5 to 7) sentences, describe the child’s experiences with his/her home
language and English.

Olivia was raised in a bilingual home with both parents speaking English and Spanish.
Due to her parents’ full-time work, Olivia and her younger brother are watched daily by
her Spanish speaking only grandparents. When she entered TK at 5 years old, she had
very little exposure to English. Since entering school, Olivia has built English language
skills rapidly. She is considered a successive bilingual according to Preschool English
Learners (2009). Successive bilingualism “applies to children who are learning their
second language after their first language has been established.” (p. 41) The stage of
second language acquisition that she appears to be in currently is called Fluid Language
Use. She is heard singing along in English with the teacher and counts numbers in
English. When she talks with her peers during dramatic play she practices social English
in her conversations.

Name and Overview of Learning Experience
brief description of the learning experience
Target Age Range
the age or grade level of the child
Preschool Learning Foundations, Vol. 1 –
Foun Foundation 4.1 (60 months) Demonstrate
knowledge of details in a familiar story including
Name: Song and Story Language
Connection. Plastic animal free play. Sing
bilingual songs with motions. Read a
bilingual story book. Flannel board
reinforcement. Draw picture of an animal
from the story.
Age: 5 years old. Grade: TK
Domain: Language & Literacy
Strand: Listening & Speaking
Substrand: 4.0 Comprehension and
characters, events, and ordering of events
through answering questions (particularly
summarizing, predicting, and inferencing),
retelling, reenacting, or creating artwork.
Focus: Vocabulary Production
Foundation 1.2 (Later) Use new English
vocabulary to share knowledge of concepts.
Objectives– Identify one objective related the
Language and Literacy foundation you selected,
and one objective related to the English
Language Development Foundation you
selected. State the objectives in measurable
terms: The child will…. Only include one
outcome per objective.
Materials Needed – a list of all materials needed
to do the activity, (and where to obtain them if
they are unusual.) Write this in a bulleted or
numbered list format.
Preparation/Set-up: Briefly describe what
materials will need to be ready, where and how
they will be set up.
Lesson Procedures
This is a script. Anyone should be able to pick up
your lesson plan and teach it exactly how you
would teach it. Be specific about the questions
you will ask, etc.
1. Anticipatory Set – how you will
introduce and engage the children in the
activity.
2. Step-by-step description of how to
Analysis of Age-Appropriate Text
Domain: English Language Development
Strand: Speaking
Substrand: 1.0 Children use nonverbal
and verbal strategies to communicate with
others.
1. Language and Literacy. The child will be
able to identify characters and animals in
the story.
2. English Language Development. The
child will be able to speak English and
Spanish words: Sunday is Domingo,
grandma and grandpa are abuelita y
abuelito, and dog is perro.
Materials List:
 Plastic toy lions, tigers, giraffes,
elephants, hens, chicks, and dogs.
 Book: I Love Saturdays y Domingos
by Alma Flor Ada.
 Flannel board, flannel graph images
of little girl, elephants, lions, dogs,
elephants, hens, chicks, and dogs.
 Crayons and white drawing paper.
Preparation/Set Up: Small table to set up
plastic animals for free exploration. Area
rug or small chairs for children to sit. Easel
to hold up book and flannel board.
Anticipatory Set:
Set up plastic toy animals to pique the
children’s interest. Clean up and call
children to the carpet.
Step by Step Description:
1. Open with greeting children by saying,
“Buenos Días!” “Good Morning!” “¿Cómo
Estás? “How are you?”
 execute all the procedures that are part
of your activity, how to interact with the
children during the activity, and any
instructions for ending the activity. Be
sure to include what the teacher does
and what the child does.
3. Assessment: Describe in specific detail,
how you will assess the children’s
progress towards your stated objective.
Do NOT restate the objective. For
example, Objective 1: while retelling the
story with puppets, the child will use the
character names and retell the story in
sequence.
2. While seated on a chair: prepare to
introduce first song, have children stretch
out their hands and wiggle fingers, locate
their pointer fingers and bend them up and
down while facing them inward, toward
each other. 3. Remain seated: begin
singing and moving one pointer finger up
and down, alternating as you sing: Buenos
Días, Buenos Días, ¿Cómo estás?, ¿Cómo
estás?” Good Morning, Good Morning, How
are you? How are you? Finish by saying,
“Muy Bien! Very good!”
4. Remain seated: Say, “Before we sing the
next song we have to do some more
stretches with our whole body!”
Demonstrate by having children stretch
arms up and over head, and down. Stretch
legs out and shake them. Before singing
Head and Shoulders, Knees and Toes, name
body parts in Spanish and English to song,
explain that we will first sing the song in
Spanish and next in English.
5. Begin by pointing to body parts: Cabeza,
Hombros, Rodillas y Pies, … then in English,
Head and Shoulders, Knees and Toes.
6. Say, “Muy Bien, very good, wasn’t that
fun?”
7. Tell children that you have a very special
book for them. Ask them if they know the
days of the week? Say them in English and
then Spanish.
8. Next, show them the book and read the
title. I Love Saturdays y Domingos. Tell
them Domingo means Sunday. Read the
next 10 pages and stop when you get to the
circus.
9. Close the book.
10. Bring out the flannel board. Ask
children if to put on their imaginary thinking
caps. Try to remember what Abueilta
loves… from the book. “That’s right!
Animals!”
11. Place one flannel image of an animal at
a time, naming in English and Spanish.

Scaffolding strategies for working with DLL
Select two scaffolding strategies that are
appropriate for the stage of second language
acquisition at which the child you selected is
currently. Be sure that the strategies will
support the child toward progress in achieving
the objectives you stated for this lesson. Refer to
the Preschool English learners: Principles and
practices to support language, literacy and
learning (CDE, 2009), Roots and Wings (York,
2016), or videos such as A World Full of
Language (CDE, 2006) (embedded in course), or
Teaching at the Beginning
https://www.youtube.com/channel/UCKQ5FgGV
12. Finish by saying, “Abuelita loved a lot of
animals! Now it’s your turn.”
13. Show them the blank paper and say,
“Looking at the flannel board, pick an
animal you would like to draw from the
story.”
14. Dismiss children to sit at a table and
give them each a piece of paper. Refer
them back to the flannel board to pick an
animal to draw.
15. As children are busy drawing, ask them
what animal they selected and write the
word onto their drawing for
documentation.
Assessment:
Objective 1: While telling the story, the
child will identify by pointing and verbalizing
who the characters and animals are when
asked.
Objective 2: The child will demonstrate
new vocabulary development from the
story. The child will say “Sunday” when
asked what Domingo means. The child will
also say “grandma and grandma” when
asked what abuelita y abuelito means, and
say “dog” when asked what perro means.
Stage: Fluid Language Use
1. Strategy: Scaffold Communication
Source: CDE (2009). Preschool english
learners: principles and practices to support
language, literacy and learning.
Sacramento, CA.
Brief explanation: While reading the
bilingual story I Love Saturdays y Domingos
and use flannel board images to recall
animals and characters in the story.
2. Strategy: Use Repetition
Source: CDE (2009). Preschool english
learners: principles and practices to support
IFpdt36_sv9FL-Q .
Literature – In order to practice integrating
literature into all areas of the room, choose at
least one related, culturally relevant children’s
book to include in your interest area. Write the
book reference in APA format.
Family Engagement – Give one example of how
you would invite families to extend this
experience to the home. Be sure that the
example you include is culturally relevant to the
child and family you selected for this
assignment.
References
California Department of Education. (2009). Preschool english learners: principles and practices
to promote language, literacy, and learning-a resource guide, 2nd edition. Sacramento, CA
language, literacy and learning.
Sacramento, CA.
Brief explanation: Repeat words
throughout song and storytelling: Buenos
Días=Good morning, Domingo=Sunday,
Abuelita y abuelito=grandma and grandpa,
tigres=tigers, leones= lions,
elefante=elephant, perro= dog.
1. I Love Saturdays y Domingos. A little
girl’s weekend experiences spent with her
English and Spanish-speaking only
grandparents.
Ada, Alma, F. (2004). I love saturdays y
domingos. Aladdin Paperbacks. New York,
NY.
2. Home at Last a book about a little girl’s
family from Mexico adjusting to their new
life in America.
Elya, Susan M. (2006). Home at last. Lee &
Low Books. New York, NY.
1. Invite the families to plan a special time
on the weekend with relatives. For
example, Saturday, spend it with
grandparents. s,On Sunday, spend it with
another family member or another set of
grandparents. Compare the what were
similarities and differencest in the familyir
activities.
2. Invite the families to go visit animals at a
zoo with their child.
Formatted: Left
Formatted: Left