Montes Early Childhood Education Plan

Running Head: EARLY CHILDHOOD EDUCATION PLAN
Early Childhood Education Plan
Gaby Montes
SPED/ TLT 411: Early Childhood Education
Instructor Suzanne Mulhern
August 4, 2020
Running Head: EARLY CHILDHOOD EDUCATION PLAN 1
Description of Classroom
The classroom is a mixed grouping preschool classroom with ten students. Most of the
students fall into the younger age groupings as four students are three years old, four students are
four years old, and two students are five years old. The class is evenly split by gender with five
students identifying as male and five identifying as female.
One student, Robert, is four and a half years old and has been diagnosed with Autism.
Robert loves hugs and tickles from teachers, as he is not aggressive in nature. A large
developmental focus for Robert is of practicing verbal communication skills with him regularly,
specifically as a means of communicating his frustrations. He is a visual learner who responds to
pictures as visual cues to model appropriate behaviors like staying seated on the carpet. Robert
has good large motor skills, though his fine motor skills are still emerging. In terms of sensory
stimulation, he does not like touching new textures nor feeling the sensation of glue on his hand.
The greatest area of development for Robert is in social skills, as he has trouble sharing with
peers and communicating rather than taking.
Another student, Maria, is four years old and is a dual language learner. She speaks both
Spanish and English within her home, as her and her brother Marc were born in Puerto Rico and
emigrated to the United States three years ago. It is very important to Maria’s family that both
she and her brother maintain their knowledge of the Spanish language as a method of
communicating with their extended family. Maria is skilled in code-switching and will respond
to an individual in the language she is spoken to – as her father speaks to her in Spanish, while
her mother speaks to her in English at home.

The classes occur on a five-day schedule from Monday to Friday from 9:00 am to 12:00
PM. The adults present within the classroom include a head teacher, two assistant teachers and a
speech language therapist.

Expectations of Lead Teacher in the Classroom
The lead teacher is responsible for creating weekly lesson plans that describe the
schedule and activities for the classroom. These lesson plans shall align with the learning
objectives and standards of the state and school. These lessons shall be developmentally
appropriate for the level of the children within the classroom and be both engaging and
educational. They must ensure all materials are present in the classroom prior to the lesson.
In addition to creating lesson plans, they must create announcements and updates to send
to families to keep them updated with the upcoming events and lessons within the classroom.
They shall provide families with completed weekly update papers on their child’s learning,
growth, and activities within the classroom.
The lead teacher creates the routine and schedule for the classroom, as well as the
classroom rules. They are responsible for enforcing these routines and rules to ensure children
are being provided with a safe, predictable, and ideal classroom environment for learning,
growth, and exploration to occur. They are in charge of behavior management within the
classroom.
The lead teacher provides assistant teachers and staff within the classroom with guidance
and expectations to ensure all of the adults within the classroom are on the same page about the
classroom rules and routines.
Most importantly, the lead teacher must take time to cultivate personal relationships and
rapport with the students within their classroom to ensure the students feel comfortable with
them and trust them. In doing so, they will also learn the individual needs of each child within
the classroom so they can best support each child in their process of growth and learning. The
lead teacher must support students’ academic needs – in addition to their cognitive, socio-
emotional, and behavioral needs. This will ensure students grow holistically and feel supported
in all ways.
Expectations of Assistant Teacher in Classroom
The assistant teacher is responsible for collaborating with the lead teacher to carry out
daily classroom activities, manage behaviors within the classroom, and provide students with the
individualized support they need to succeed. They work alongside the lead teacher to cultivate a
positive, organized, structured classroom environment that is ideal for learning.
The assistant teacher must cultivate close relationships with the students within the
classroom to ensure that the students trust them and feel comfortable with them. These
relationships will help them to know the unique needs of each students within the classroom,
enabling them to work alongside the lead teacher to satisfy these needs.
Expectations of the Speech Therapist in the Classroom
The speech therapist is expected to enter the classroom quietly and on-time, so they do
not interrupt student learning nor the classroom routine. They shall get a visitor pass, if needed,
prior to entering the classroom.
They shall sit or stand near the child they are working with in the classroom or can take
the child to another approved room if necessary.
Their primary responsibility within the classroom is to work with identified children on
the production or comprehension of language – including both spoken language and hand signs.
If students are struggling to communicate their needs verbally, the speech therapist shall work
with them to use gestures and hand signs to communicate with others. While students are
engaging in their normal routine, the speech therapist will observe student behavior and
interactions with others in the classroom environment, remind the student to use their learned
gestures to communicate, and to determine student progress.
The speech therapist shall leave a completed form for the parents and teacher where any
updates to student progress, newly learned gestures to reinforce, among other information about
the visit shall be written.

Daily Classroom Schedule

• 9:00 – 9:15 am ~ Arrival & Breakfast
• 9:15 – 9:20 am ~ Clean Up & Move to Rug Spots
• 9:20 – 9:35 am ~ Morning Circle
• 9:40 – 10:10 am ~ Learning Centers / Small Group Activity
• 10:10 – 10:25 am ~ Morning Snack
• 10:30 – 10:50 am ~ Whole Group – Language Arts/ Story
• 10:55 – 11:15 am ~ Play Outside/ Gym
• 11:20 – 11:40 am ~ Whole Group Lesson – Math
• 11:40 – 11:50 am ~ Yoga & Goodbye Music
• 11:55 – 12:00pm ~ Pack Up/ Dismissal
Routine for the Opening Circle of the Day

Weekly Activity Schedule
Time/ Activity Monday Tuesday Wednesday Thursday Friday
9:00 – 9:15 am Teachers greet children Teachers greet children Teachers greet children Teachers greet children Teachers greet children
Arrival & Breakfast and their families as and their families as and their families as and their families as and their families as
they arrive into the they arrive into the they arrive into the they arrive into the they arrive into the
classroom. Children classroom. Children classroom. Children classroom. Children classroom. Children
store belongings and store belongings and store belongings and store belongings and store belongings and
wash their hands. The wash their hands. The wash their hands. The wash their hands. The wash their hands. The
child may choose to eat child may choose to eat child may choose to eat child may choose to eat child may choose to eat
breakfast if they choose, breakfast if they choose, breakfast if they choose, breakfast if they choose, breakfast if they choose,
otherwise they may go otherwise they may go otherwise they may go otherwise they may go otherwise they may go
play in one of the open play in one of the open play in one of the open play in one of the open play in one of the open
centers. centers. centers. centers. centers.
The teacher writes the The teacher writes the The teacher writes the The teacher writes the The teacher writes the
child’s name on the child’s name on the child’s name on the child’s name on the child’s name on the
board or moves their board or moves their board or moves their board or moves their board or moves their
name into the “Who’s name into the “Who’s name into the “Who’s name into the “Who’s name into the “Who’s
here today” section of here today” section of here today” section of here today” section of here today” section of
the board as they come. the board. the board. the board. the board.
9:15 – 9:20 am Teacher sings the clean Teacher sings the clean Teacher sings the clean Teacher sings the clean Teacher sings the clean
Clean Up & up song to cue the up song to cue the up song to cue the up song to cue the up song to cue the
transition to morning transition to morning transition to morning transition to morning transition to morning
Move to Rug Spots circle time. Students circle time. Students circle time. Students circle time. Students circle time. Students
clean up and move to clean up and move to clean up and move to clean up and move to clean up and move to
their rug spots. their rug spots. their rug spots. their rug spots. their rug spots.
9:20 – 9:35 am Who Came to School Who Came to School Who Came to School Who Came to School Who Came to School
Morning Circle Today song, Weather Today song, Weather Today song, Weather Today song, Weather Today song, Weather
song, & Days of the song, & Days of the song, & Days of the song, & Days of the song, & Days of the
week song. Teacher will week song. Teacher will week song. Teacher will week song. Teacher will week song. Teacher will
have students work to have students work to have students work to have students work to have students work to
figure out the date and figure out the date and figure out the date and figure out the date and figure out the date and
weather. They will weather. They will weather. They will weather. They will weather. They will
practice the letter practice the letter practice the letter practice the letter practice the letter
sounds they have sounds they have sounds they have sounds they have sounds they have
learned thus far and learned thus far and learned thus far and learned thus far and learned thus far and
practice counting. practice counting. practice counting. practice counting. practice counting.
9:40 – 10:10 am The teacher will The teacher will The teacher will The teacher will The teacher will
Learning Centers / indicate which centers indicate which centers indicate which centers indicate which centers indicate which centers
are open versus closed. are open versus closed. are open versus closed. are open versus closed. are open versus closed.
Small Group The teacher will allow The teacher will allow The teacher will allow The teacher will allow The teacher will allow
Activity students who are sitting students who are sitting students who are sitting students who are sitting students who are sitting
quietly to choose their quietly to choose their quietly to choose their quietly to choose their quietly to choose their
centers first. centers first. centers first. centers first. centers first.
Center options: Center options: Center options: Center options: Center options:
Blocks, Dramatic Play, Blocks, Dramatic Play, Blocks, Dramatic Play, Blocks, Dramatic Play, Blocks, Dramatic Play,
Computers, Listening, Computers, Listening, Computers, Listening, Computers, Listening, Computers, Listening,
Puzzles & Games, Cars, Puzzles & Games, Cars, Puzzles & Games, Cars, Puzzles & Games, Cars, Puzzles & Games, Cars,
Classroom Library Classroom Library Classroom Library Classroom Library Classroom Library
If there’s a small group If there’s a small group If there’s a small group If there’s a small group If there’s a small group
activity, the teacher will activity, the teacher will activity, the teacher will activity, the teacher will activity, the teacher will
call students to the call students to the call students to the call students to the call students to the
teacher’s table. teacher’s table. teacher’s table. teacher’s table. teacher’s table.
10:10 – 10:25 am Students will wash Students will wash Students will wash Students will wash Students will wash
Morning Snack hands and then find hands and then find hands and then find hands and then find hands and then find
their names at the table their names at the table their names at the table their names at the table their names at the table
and sit for snack. If they and sit for snack. If they and sit for snack. If they and sit for snack. If they and sit for snack. If they
finish snack early, they finish snack early, they finish snack early, they finish snack early, they finish snack early, they
may read a book in their may read a book in their may read a book in their may read a book in their may read a book in their
seat. seat. seat. seat. seat.
10:30 – 10:50 am Students will gather in Students will gather in Students will gather in Students will gather in Students will gather in
Whole Group – their rug time spots and their rug time spots and their rug time spots and their rug time spots and their rug time spots and
the teacher will read the the teacher will present the teacher will present the teacher will present the teacher will do
Language Arts/ story of the week – the lesson on what the lesson on the lesson on methods practice activities on
Story Glad Monster, Sad feelings are. differentiating between for coping with identifying feelings and
Monster. feelings. different feelings. coping mechanisms.
10:55 – 11:15 am Students will go outside Students will go outside Students will go outside Students will go outside Students will go outside
Play Outside/ Gym and play on the and play on the and play on the and play on the and play on the
playground if the playground if the playground if the playground if the playground if the
weather is nice, weather is nice, weather is nice, weather is nice, weather is nice,
otherwise they will play otherwise they will play otherwise they will play otherwise they will play otherwise they will play
in the gym. in the gym. in the gym. in the gym. in the gym.
11:20 – 11:40 am Students will gather in Students will gather in Students will gather in Students will gather in Students will gather in
Whole Group their rug time spots and their rug time spots and their rug time spots and their rug time spots and their rug time spots and
the teacher will present the teacher will present the teacher will present the teacher will present the teacher will present
Lesson – the math lesson. the math lesson. the math lesson. the math lesson. the math lesson.
Math
11:40 – 11:50 am Students will do a yoga Students will do a yoga Students will do a yoga Students will do a yoga Students will do a yoga
Yoga & stretch together and stretch together and stretch together and stretch together and stretch together and
then sing a goodbye then sing a goodbye then sing a goodbye then sing a goodbye then sing a goodbye
Goodbye Music song together where song together where song together where song together where song together where
they say goodbye to they say goodbye to they say goodbye to they say goodbye to they say goodbye to
each of their peers. each of their peers. each of their peers. each of their peers. each of their peers.
11:55 – 12:00pm Students will collect Students will collect Students will collect Students will collect Students will collect
Pack Up/ Dismissal their belongings from their belongings from their belongings from their belongings from their belongings from
their cubbies in their cubbies in their cubbies in their cubbies in their cubbies in
preparation for preparation for preparation for preparation for preparation for
dismissal. dismissal. dismissal. dismissal. dismissal.
Expectation Matrix
Arrival Circle Learning Whole Outside Snack Time Transitions Departure
Time Centers Group Play
Lesson
Be -Say good -Use a quiet -Share and -Use a quiet -Take turns -Say thank -Use an inside -Say goodbye
respectful morning to raised hand if play with raised hand when you. voice. to your
teacher and you have a your friends if you have playing with -Eat only your -Use listening teacher and
peers. question or a question toys and snack. ears when the peers.
comment or comment equipment teacher is -Wait until the
-Show -Show -Use your giving you teacher calls
listening ears listening words directions. on you.
when your ears when
friends are your friends
talking are talking
Be -Place your -Show the -Clean up -Show the -Clean up -Sit at the -Use walking -Make sure to
responsible bookbag teacher that your center teacher that when you table with feet to go to get your
and your brain when you are your brain are finished your chair the next area. bookbag and
belongings and body are finished and body playing with pushed in. -Clean up all of your
in your ready to learn -Place your are ready to something -Keep your before moving belongings
cubby -Keep your name tag on learn -Stay in the snack on the to a new area. from your
neatly. body on your the center -Keep your area your table. cubby.
rug spot you choose body on teacher told -Throw your -Tell the
your rug you to play snack away teacher before
spot in. when you are leaving the
-Participate finished. room.
Be patient -If you -Wait for the -Wait your -Wait for -If you feel -If you feel -If you feel -If you feel
need help teacher to turn if a the teacher frustrated, frustrated, frustrated, take frustrated,
or have a call on you center is full to call on take some take some some time take some
question, before and play at you before time. time time
wait for the speaking. another in speaking. -If someone -Be patient ad -Color or read
teacher to -If you feel the meantime -If you feel is playing wait for the quietly while
be free. frustrated, frustrated, with teacher to you wait for
take some take some something finish giving your family.
time. time. you want, you and all of
wait your your friends
turn. snack.
Classroom Routines
Attention Signal
Three attention signals will be utilized to gain children’s attention. The silent wolf fingers
will be used to signal to the class that they must transition to silence and use listening ears to
listen to the teacher’s directions. The clap pattern with be used to get student attention and
provide them with instructions or expectations. Students will repeat the pattern made by the
teacher. The final signal is a set of chimes, which will be used to signal that it is time to
transition from one place to another.
Adaptations to Routines for Children with Disabilities
The adaptations will be based on the individual needs of each student and the IEPs in
place for the student. General adaptations to routines include the option for flexible seating
during rug time and timed breaks. The classroom routines and rules will also be posted in a
picture format for students who are visual learners or need pictures as a visual cue.
During circle time, various children will be given jobs to encourage their participation
and increase motivation during circle time. To illustrate, a job would be checking the window
and reporting on the weather. Students will also be provided with a mini schedule for circle time
so that they know exactly when to expect each activity and the sequence of events. The child’s
sitting area will be clearly marked using masking tape to encourage them to keep their bodies
within their area. There will be a picture of a child sitting next to their spot to remind them of the
expectation of what appropriate behavior looks like.
During any activities that involve glue or other messy, sticky substances – the child will
have the option to grab gloves to wear prior to starting the activity. In addition, the child will
have wet wipes available for them to use to wipe their hands immediately after finishing the
activity.
During centers, each table will have a picture of a child looking confused and raising
their hand as a visual cue for the child to raise their hand quietly if they need the teacher. If the
child wants to switch centers before it is time to do so, the teacher will show them a visual “first,
then” cue to communicate with them that they must remain in the current center for now, but will
have the opportunity to go to the desired center next. To prevent this, the teacher will show the
child a visual mini schedule of the centers that child will be going to that day, as well as the
order in which they will be doing so, and that they must wait to hear the chimes before
switching. This will be shown through a series of visual image cues. These visual cues will be
printed so the child can carry it with them to centers and reference it as needed.
Adaptations to Routines for Dual Language Learners
The classroom routines and rules charts will have both English and Spanish translations
on them to ensure dual language learners are on the same page as everyone and to help facilitate
positive transfer from the L1 to the L2. The teacher will integrate Spanish language into different
lessons and activities.
A classroom routine made solely out of pictures will be created and given to dual
language learners so they are aware of the sequence of events and what to do at each point in the
day even if they do not understand the language. Further, centers and objects in the room will be
labeled in the native languages of the dual language learners in the room to support the building
of connections and meaning across words in both their L1 and L2.

If possible, dual language learners will be paired into rotation groups with other students
who speak their native language. This will help facilitate their comfort and enable them to ask
the peer for help or clarification as needed.
Songs for Transitions
Two songs that will be used to support children during traveling and transition times
include “If You’re Happy and You Know it” and “How Are You Feeling Today.”
If You’re Happy and You Know It Lyrics
If you’re happy and you know it, clap your hands.
If you’re happy and you know it, your face will surely show it.
(Make up additional verses with other feelings; such as; If you’re angry and you know it, stomp
your feet, or If you’re scared and you know it, hide your eyes.)
How Are You Feeling Today Lyrics
How are you feeling today?
Oh how are you feeling today?
I’m happy and glad, happy and glad,
That’s how I’m feeling today.
How are you feeling today?

Oh how are you feeling today?
I’m grumpy and cross, grumpy and cross,
That’s how I’m feeling today.
(repeat the verse with ‘sleepy and tired’, ‘frightened and scared’ or any other feelings that you
might want to add)
(sing to the tune of Hickory Dickory Dock)
Fingerplays for Transitions
Two fingerplays that will be used during traveling and transition times include “The Ants
Go Marching” and “Five Green Speckled Frogs.”
The Ants Go Marching Lyrics
The ants go marching one by one (hold up one finger)
Hoorah! Hoorah!
The ants go marching one by one,
Hoorah! Hoorah!
The ants go marching one by one,
The little one stops to suck his thumb (pretend to suck thumb)
And they all go marching down to the ground to get out of the rain.
The ants go marching two by two (hold up two fingers)
Hoorah! Hoorah!
The ants go marching two by two,
Hoorah! Hoorah!
The ants go marching two by two,
The little one stops to tie his shoe (pretend to tie shoe)
The ants go marching three by three (hold up three fingers)
Hoorah! Hoorah!
The ants go marching three by three,
Hoorah! Hoorah!
The ants go marching three by three,
The little one stops to climb a tree (pretend to climb a tree)
The ants go marching four by four (hold up four fingers)
Hoorah! Hoorah!
The ants go marching four by four,
Hoorah! Hoorah!
The ants go marching four by four,
The little one stops to shut the door (pretend to shut a door)
The ants go marching five by five (hold up five fingers)
Hoorah! Hoorah!
The ants go marching five by five,

Hoorah! Hoorah!
The ants go marching five by five,
The little one stops to take a dive (pretend to dive)
Five Greek Speckled Frogs Lyrics
Five green and speckled frogs (hold up five fingers)
Sat on a speckled log,
Eating the most delicious bugs,
Yum, yum! (rub tummy with other hand)
One jumped into the pool (tuck one finger down)
Where it was nice and cool,
Then there were four green speckled frogs,
Glub, glub!
Four green and speckled frogs…
(Continue until there are no speckled frogs on the log).

Classroom Diagram Image
Description of Classroom Centers

Art Center
The Art center has been strategically placed between the Library and Computer Center
and the Science and Math Center because it is a center that does not require complete silence, but
that the students are mainly quietly focused on their artwork during. It was placed in close
proximity to the general classroom tables to allow for students to take artwork or coloring pages
to the tables to work on, providing greater flexibility in seating options. The Art center is located
on tile flooring because art can often get messy and this allows for easy cleaning of the area.
List of Equipment
In the Art center, there will be a sink to allow students to easily wash their hands and
paintbrushes. This will also allow the teacher to easily clean any messes that occur while
students are doing arts and crafts. There will be one small table with four chairs within the
center, but students will also have the option to work on their art at the general classroom tables
in the middle of the room. There will be a bulletin board with examples of the art projects
highlighted for that week that students can reference. There will also be student artwork all over
the walls of the center to give students a feeling of ownership in the classroom. Finally, there
will be a shelf full of different art supplies that the students can easily access.
List of Materials
• Different colored construction paper

• Long rolls of paper: this can be used to cover the table so that students can freely cover
or paint on a table without worrying about the edges of the paper
• Scrap paper
• Paper towels
• Paintbrushes
• Paint
• Crayons
• Markers
• Plastic Cups
• Paper Plates
• Colorful Pipe Cleaners
• Scissors
• Glue
• Glue Sticks
• Stickers
• Googly Eyes
• Stencils
• Gems
• Glitter
• Foam Sheets
• Coloring Sheets
Theme Related Activities
The three featured art projects of the week that relate to the book, Glad Monster, Sad Monster
will be: Emotion Monster Cup Puppets, Cupcake Liner Monster Puppets, and Monster Paper
Plates.
Resource: Danielle’s Place Resource: I Heart Crafty Things Resource: Pinterest
Dramatic Play Center
The Dramatic Play center will be in a large, carpeted area close to the classroom door and the
classroom tables. Since this tends to be one of the loudest centers, it was placed here to prevent
distraction of students in other, quieter centers. The center closest to it is the Math and Science
center, which also tends to be a tad bit noisier. There is a shelf containing the dress up attire that
will block off the center from the exit of the room to ensure student safety. There will be a lot of
open space in the middle of the center to allow space for students to play. This open space will
support student play as they enjoy exploring a variety of themes and activities.
List of Equipment
In the Dramatic Play area, there will be a kitchen set, a small table, a shelf filled with different
dress up clothes, baby dolls, cash register, and a miniature chalkboard that students can draw on.
The chalkboard will be mounted on the wall next to the kitchen area, allowing for students to
create a menu or something similar. This chalkboard will also support students’ fine motor
development.
List of Materials
• Dress up clothing {firefighter, police officer, doctor, construction worker, chef, teacher,
suit, janitor, fancy clothes, coats, jackets, monster masks to go with the theme of the
week, etc.}
• Kitchen set
• Kitchen food set and cooking utensils
• Shopping cart
• Cash register
• Baby dolls
• Crib
• Chalkboard on wall
Science Center
The Science and Math Center will be located in the corner of the room, in between the art and
dramatic play areas. It is an enclosed and defined space, allowing students to safely engage in
any science or math experiments of the week. This center will be on tile floor to allow for messes
and spills to be easily cleaned. The students in this center will be able to easily access and use the
sink in the Art Center that falls directly next to the Science Center.
List of Equipment
There will be a U- shaped table in the center because the teacher will often have small group
activities in this center where students work with the teacher on an experiment. This table allows
the teacher to observe and be present to assist students as needed. There will also be a small
square table and shelves with the mathematics and science materials for students to explore.
There will be a bulletin board with the mathematics and science focus and inquiry of the week.
List of Materials
• Tubes with liquid and different solid items that students can flip and watch the movement
of
• Connecting cubes
• Natural findings bin: contains things the class adds to it such as acorns, leaves, etc.
• Magnifying glasses
• Magnetic wand kit
• Blocks
• Science goggles
• Fake insects
• Gloves
• Scrap paper
• Pencils
• Observation Sheets
• Paper Towels
• Scientific nature books
• Fish tank with live fish
• Worm farm
The teacher will do a Self-Inflating Monster Balloon experiment with students in small groups
throughout the week (see below).
Resource: Artsy Mama
Literacy & Computer Center
The Literacy and Computer Center has been strategically placed next to the large carpet meeting
are to enable students to easily grab a book and bring it to the carpet to read if they desire. It was
also placed next to the art center because the art center is one of the quieter centers, enabling
students in the Literacy and Computer center to have silence as they read or write. As is evident
in the diagram, the Literacy and Computer Center will be a carpeted area to enable students to
get comfortable and cozy as they read or write. The bookshelves in the literacy center will be
organized by theme to allow students to easily locate books that discuss topics that they have an
interest in – promoting a love of reading.
List of Equipment
The center will have a long but low bookshelf full of books and magazines that are
organized by theme and students can easily access. In front of this bookshelf will be a few
beanbag chairs to provide a comfortable option for reading. There will be two computers in the
area, on which students can play alphabet and other literacy computer games. There will be a
small table with four chairs for students who want to practice writing their letters or spelling their
name. Next to the small table will be a shelf with all of the literacy materials students need.
List of Materials
• Laminated name cards: one for each student so they can practice writing and spelling
their name
• White blank paper
• Three lined paper
• Paper with a picture box and lines
• Thick pencils
• Big pink erasers
• Audio book tapes and headphones
• Reading pointer sticks: a variety of different kinds for students to use to point to words as
they read to make it more fun
• Feeling exploration sheets
• Books and magazines organized by theme

In the center, students will have the option to engage in reading or writing about the
week’s theme, feelings. The activities available at the center for this theme include: Roll and
Draw Feelings and Right Now I Feel ___ worksheets. These two worksheets (pictured below)
would allow students to continue to explore how they are feeling and the idea of matching
feeling faces to feeling words. The images below are examples from online; however, the ones in
my classroom would utilize monster faces to connect more seamlessly with the book of the
week, Glad Monster, Sad Monster.
Resource: Teachers Pay Teachers Resource: Simply Kinder
Exploration of Centers
During free play, students will have the freedom to move between the centers independently.
During center time, the students will be at each center for a pre-determined amount of time.
Students will be assigned to a different center rotation each week to ensure that all students have
an opportunity to engage with and explore each of the different centers. Students will be able to
see what this rotation is on a bulletin board in the classroom that utilizes images of the children
& of the centers to showcase the order for the day. Both during free play and during centers,
students will take their Velcro name tags and stick them to the center they are in. Students are
expected to remove and re-stick their Velcro name tags when moving to a new center. This will
especially help during free play, as only a certain number of students will be allowed in each
center at a time.
During center time, students will know it is time to move to the next center when they
hear the teacher ring the set of chimes during center time. If needed, they can check the
aforementioned image with the rotation on the bulletin board.
Prior to transitioning into center time or free play, the teacher will explicitly tell the
students which centers are open that day. In addition, to aid student memory, closed centers will
have a “Closed” sign on top of the center’s label.
Students will know how many students are allowed in each center at one time by the
number of shapes with Velcro where they can put their name. For example, four students are
allowed in the science center at a time, so under the science center label – there will be four
circles where students can attach their Velcro names.
Students with Disabilities: Centers
Children with disabilities will have access to flexible seating options and modified center
materials. To illustrate, in the Literacy Center, students will have access to audio or technology-
based versions of the books within the center. Students will also always have the option to go to
the Quiet Area when they need to take some time. In the quiet area, there will be a cube for
students to go in when they need a moment of silence alone – in addition to various fidget toys
and coloring pages. In addition, all materials will be placed on low shelves to ensure that all
students within the classroom have equal access to the materials in the centers.
Dual Language Learners: Centers
All classroom signs will be written in English and in all of the first languages of the dual
language learners within the classroom to promote inclusivity and access. Further, all classroom
signs and instructions will have visual pictures accompanying the words. Children will also have
access to literacy materials written in both their first language and English.
Lesson Plan: Social/ Emotional Activity
1. Lesson: Identifying & Expressing Feelings Subject: Social Emotional Learning
2. Target Grade/Age Level (whole group instruction):
3. Pennsylvania Content, ELPs, and Common Core Standards:

• Standard - 16.1 PK.A
o Distinguish between emotions and identify socially accepted ways to express
them.
• Standard - AL.3.PK.A1
o Use music, art, and/or stories to express ideas, thoughts, and feelings.
4. Learning Objective(s) and Aligned Summative Assessment(s):
Learning Objective(s) Aligned Formative/ Summative

Assessment(s)
Given a picture or verbal scenario, the • Having students lift up the feeling
pre-K student will choose the emotion popsicle sticks during guided practice
serves as a great formative assessment
picture that corresponds with how
that enables the teacher to scan and see
someone would feel with an accuracy of which students may be struggling with
3/3 on a teacher-created checklist. identification of certain feelings. It also
demonstrates if there is confusion with
a specific feeling.
Given a feeling, the pre-K student will • Having students complete the
identify at least one strategy that could be matching feelings worksheet during
used when feeling that way with an independent practice.
• Having students draw a picture of a
accuracy of 2/2 on a teacher-created
strategy they could use when they feel
checklist. angry.
5. Materials Needed:
• Glad Monster, Sad Monster book by Ed Emberley
• Somewhere to play the video
• Jordan the monster puppet & Red the monster puppet
• 10 sets of 7 Feelings Monster Popsicle Sticks with each child’s feelings faces on them
(Appendix A)
[The day before when they read the book, the teacher would have taken a photo of each child
with the following emotions on their face: happy, angry, sad, worried, sleepy, hungry, silly & put
it on colored monsters corresponding with that emotion]
• 10 printed Matching Feelings Worksheets & Feeling Face Pictures (Appendix B)
• 10 printed Strategy Drawing Worksheets (Appendix C)
• Crayons
• Scissors
• Glue sticks
6. Expectations for Behavior and Class Activities:

• Be respectful
o Use a quiet raised hand if you have a question or if you would like to say
something.
o Use your listening ears when the teacher or friends are talking.
• Be patient and open-minded
o If you feel frustrated, take some time.
o Use listening ears when friends are talking and wait your turn.
• Be responsible
o Participate in the class lesson.
o Keep your bottom on the floor and your hands in your lap when sitting on the rug.
• Follow directions
o Follow the teacher’s directions.
o If confused, ask the teacher questions or use the board as a guide.
7. General or Specific Accommodations for Learners with Special Needs:

• Integration of pictures and videos in the lesson will help Robert a lot since he is a visual
learner.
• Integration of additional timed breaks every five to ten minutes for Robert, in addition to
the whole-class stretch breaks.
• Allowing Robert to wear gloves to prevent the glue from getting on his hands.
8. Description of Learning Activities:
Lesson Implementation (Include specific discussion questions you will use)
Description of Introductory Activity: {5 minutes}

The teacher will welcome the kids to the rug and remind them of the Glad Monster, Sad
Monster book that they read yesterday together in class and how they started talking about
different feelings yesterday.
The teacher will say “You know, at different times, I feel different ways – kind of like the
monsters in our book yesterday. Today we are going to watch a video that my monster friends
made for our class to remind us of things we may do when we are feeling different ways! Then
afterwards our puppet friend and favorite monster friend, Jordan, is going to visit our class to
talk about those different feelings with us! Isn’t that super exciting?!”
“Now our expectations for the video is that we are all watching it with quiet lips and while
keeping our bottoms still on the rug. We want to keep our hands still on our laps while we
watch so we do not disturb our rug buddies, okay? Give me a thumbs up when you feel your
body is ready to follow our expectations and see the video. Our monster friends cannot show
us their video until everyone shows me a thumbs up.”
*The teacher will play this video: https://youtu.be/eMOnyPxE_w8 *
As the video is playing and discussing each of the different emotions the teacher will say to
the class – “Can you show me how your face looks when you feel ____.” (ex: happy, sad,
angry, sleepy, etc.)
When the video is over, the teacher will compliment the class on their following of the
expectations and have them all stand on their spots and follow the teacher as she models a
stretch. Then they will jointly smell the flowers, and blow the bubbles.
Then the teacher will ask the class if their brains and bodies feel ready for Jordan the puppet to
join them in a discussion about feelings.
Accommodations for Students with Disabilities

• Robert will get timed breaks every 5 – 10 minutes or more often if needed.
• The video will help Robert, as he is a visual learner.
Accommodations for Dual Language Learners

• The teacher will say the emotions in both English and Spanish during the video to help
Maria continue to transfer knowledge from her L1 to her L2 and gradually get more
comfortable with speaking English in the classroom setting.
Modeling/Demonstration: {5 minutes}
The teacher will grab Jordan the monster puppet and have the puppet say “Wow good morning
class. You are all following expectations so well that I almost did not even see you there!
Today we are going to talk about feelings and the different ways we may feel when different
things happen.”
“Your teacher was so nice that she took pictures of my different feeling faces and put them on
the different colored monster faces yesterday – so I have a popsicle stick with each feeling.
Your teacher made these for you too with your face! But we will use those later.”
“Let’s talk about feelings. *Lifts the happy feeling face* - How do you think I am feeling in
this one? What are some things that may make you feel happy? Please raise a quiet raised
hand.” (Repeat this process for each of the feelings: happy, sad, angry, silly, sleepy, hungry).
“Wow you students are awesome! You know how to identify each feeling! Now its important
to think about things we can do when we feel each way. Do you mind if my puppet friend, red
joins us to help us think about this?”
*Take out red monster puppet* Have the red puppet say, “ROAR. ROAR.” And have the red
puppet knock down blocks and rip a piece of paper.

Then, have Jordan the puppet say, “Woah, woah. Red, what’s wrong? I think you may be
feeling something right now. Which of these cards do you think you are feeling right now?
*shows the feeling popsicle sticks*”
Have Red pick up the angry one and say, “I feel this one. Angry. That’s why I’m throwing
toys and ripping paper.”
Have Jordan respond, “No Red. When you are angry, you can tell a friend how you are feeling
by saying ‘I am feeling angry right now’ and then you can smell the flowers and blow the
bubbles to help yourself calm down and feel better.”
Have Red ask, “I should tell my friends how I’m feeling?”
Have Jordan respond, “Yes Red. You have to tell your friends how you are feeling otherwise
they won’t know. Do you want to try doing that?”
Have Red say, “Yes. Jordan, today I feel angry because my toy fell and broke.”
Have Jordan say, “Great job telling me how you are feeling Red! Want to try smelling the
flowers and blowing the bubbles with me?”
Have Red say, “Yes please. I think that will help me feel better” *Red breathes in and out*
“Wow I feel a little bit better now! Thank you, Jordan!” *Red leaves*
Have Jordan talk to the class and say “It is important that we identify how we are feeling and
tell our friends that by saying “I am feeling ___.” Then we can use a strategy that we know
like smelling the flowers and blowing the bubbles to help us feel better.”
“I have a challenge for you class. I am going to give you your feeling popsicle sticks with your
feeling faces and I am going to describe something that happened and your job will be to
choose the right feeling popsicle stick and put it in the air. Then we can talk about strategies
for those feelings!! Are you up for the challenge?”

• The puppet will be another great visual cue to support Robert’s visual learning style.

• The teacher will have the puppet say the emotion words in both English and Spanish
during the modeling to help Maria continue to transfer knowledge from her L1 to her
L2 and gradually get more comfortable with speaking English in the classroom setting
Guided Practice and Feedback: (7- 10 minutes)
The teacher will say “wow my students you are all so smart and brave to be so willing to
accept this challenge! Before you take on the challenge, we must make sure your brain and
bodies are completely ready for it. *Teacher has everyone stand and guides them through a
yoga stretch*
After the stretch, the assistant teacher helps pass out each child’s bag of monster feeling sticks
with their feelings faces on them.
The teacher tells students to place their feeling sticks in front of them in a line so they can see
all of the feelings at the same time. Then the teacher explains the activity “Just like Jordan
realized that Red was feeling angry and showed him that feeling stick, we are going to listen to
different things that could happen and think about how the person would feel when that
happened. Once you decide how the person would feel, find that feeling stick with that feeling
and put it in the air quietly. Are you ready class? Listening ears and thinking brains on!”
Then the teacher would read a number of different scenarios for students to lift their monster
feeling sticks to. The scenarios include:
▪ How would you feel if your friend said they didn’t want to play with you? (sad)
▪ How would you feel if the teacher gave you a sticker for good behavior? (happy)
▪ How would you feel if you could not remember where you left your favorite toy?
(worried)
o Note: students may confuse this one for sad. Be prepared to clarify the
difference between feeling worried and sad for them.
▪ How would you feel at the end of the day if you woke up really early in the morning
and played all day long? (sleepy)
▪ How would you feel if you could not eat breakfast in the morning and had to wait all
the way until snack time to eat? (hungry)
▪ How would you feel if you wanted to laugh, tell jokes, and dance around? (silly)
▪ How would you feel if someone snatched your crayon out of your hand without
asking? (angry)
After reading each scenario, the teacher would wait for every student to choose their feeling
stick and lift it up. This serves as a formative assessment, allowing the teacher to scan the
room to ensure all students are understanding the differences between each emotion and can
identify the different feelings accurately.
For all emotions except for happy, after all students have lifted their sticks, the teacher will ask
students “What is something you can do to make yourself feel better when you feel this way?
What are some strategies you could use that we use in the classroom?”
Discuss the strategies that they use regularly in the classroom that they could use when they
are feeling each negative emotion with them. (these are strategies the students already know
and use in the classroom)
▪ Smell the flowers, blow the bubbles

▪ Use your words to say how I feel or what I wish would happen
▪ Take some time by myself to calm down
▪ Balloon breathing
As each strategy is discussed with the students, have the whole class practice using the
strategy together.
Once all of the scenarios have been gone through and the class has discussed a strategy for
each, the teacher will praise students for following expectations and doing a great job of
identifying the emotions and strategies. The teacher will tell students to “kiss their brains.”
Then the teacher will say – “Now that you all are experts on identifying different feelings and
strategies that you can use when you are feeling the different feelings, you are each going to
practice doing that at your table spots! Just like we did here on the carpet, you are going to
look at a picture and choose which feeling face the person in the picture would be feeling.
Then, you will draw a strategy you would use if you are feeling angry.”
“Are you ready? Stand up and touch your toes and stretch your bodies out since we have been
sitting quietly on our bottoms for so long. Now take your hands and turn your thinking brains
on. Now when I call you - you can get up and walk like a butterfly to your table spot.”

• Practicing the strategies alongside the class will be great for Robert, specifically
practicing saying how one is feeling.

• Repeating the emotion words with the class in English will help Maria to continue to
gain comfort in speaking in English within the classroom.
• The integration of the feeling picture sticks will help maria to associate the feelings
with both the English and Spanish words for them.
Independent Practice/Exploring: (10 minutes)
Students will go to their table spots and work on their Matching Feelings Worksheets
(Appendix B) and then will draw a picture of a strategy they could use if they are feeling angry
(Appendix C). If children are unable to draw their strategy, they will have the option to work
with the teacher to describe their strategy and print out an image of it.
When they finish the Matching Feelings Worksheet, they will place it in the turn it in bin.
They will hold on to their Strategy Drawings.

• Robert will wear gloves when using glue to prevent the uncomfortable sensation of
glue from getting on his hand.
• Robert will have a flexible seating option.

• N/A – the use of pictures and drawings serves as a great built in scaffold for Maria.
Review and Preview: (5 minutes)
The teacher will have students meet back on the rug in their rug spots and bring their strategy
drawings with them. The teacher will have two volunteers share their picture with the class
and explain their strategy. Then, the teacher will have each student hang up their strategy
drawing on a designated area.
The teacher will tell the students that they can reference this wall as a reminder for strategies if
they are ever feeling angry. In the center of the wall will be teacher created strategy images,
surrounded by the student drawings.
Then the teacher will say “Great work today class. Kiss your brains. Tomorrow we will
continue to talk about other strategies we can use when we are feeling certain ways and even
learn new strategies!”
• N/A

• N/A
9. Potential Areas of Difficulty with the Content and Correction Procedures:
• The main potential area of difficulty may be with understanding the idea of the feeling
“worried.” To correct this confusion, the teacher will have to explicitly explain the
difference between feeling sad and feeling worried by demonstrating what each feeling
looks and feels like, in addition to describing situations where you feel each. This will
help to clarify the concept for the students.
10. Summative Assessment(s): Provide actual assessment materials here (items, assignment
sheets, rubrics, scoring criteria, answer keys). Include any modified assessment items for
students with disabilities and English language learners.

Appendix A: Feelings Monster Popsicle Sticks

Appendix B: Matching Feelings Worksheet

Appendix C: Strategy Drawing

Lesson Plan: Math Activity
1. Lesson: Modeling Number Data Subject: Mathematics Date: July 28, 2020
• Content Standard 2.1 PK.MP

o Use mathematical processes when quantifying, comparing, representing, and
modeling numbers
• ELP Standard 16.3.PK-K.3W
o Describe measurable attributes of objects using a pre-printed worksheet.

Assessment(s)
Given tally mark data, a graph, and a • The Monster Graph Paper and playdoh
activity will serve as a formative
stamper, the Pre-K student will represent assessment during guided practice
because it will allow the teacher to
the data in the form of a pictograph with
walk around the room and identify any
an accuracy of at least two out of three students who are struggling with the
concept so the teacher can work
pictograph bars correct. individually with them.
• The Monster Pictograph Worksheet
will serve as a formative assessment
because students will turn it in to the
teacher at the end of the lesson,
enabling the teacher to determine
whether the students understand the
concept or if reteaching is needed.
• Easel
• How Many of Our Friends Song (Appendix A)
• 10 Red, Blue, Green, Yellow circle stickers
• Pre-printed Monster graph paper (Appendix B)
• 10 Laminated Monster Graph Paper Sheets (Appendix B)

• Playdough in each monster color (yellow, red, blue, pink,
• Colorful stampers (red, blue, orange)
• 10 Printed Monster Pictograph Worksheet (Appendix C)

• Be respectful
something.
• Be responsible
• Integration of pictures and videos in the lesson will help Robert a lot since he is a visual
learner.
• Integration of additional timed breaks every five to ten minutes for Robert, in addition to
the whole-class stretch breaks.
• Flexible seating option for Robert.
The teacher will sing the teacher-created song: “How Many of Our Friends” (Appendix A).
This song basically asks “How many of our friends are feeling ___” for each of the feelings
that the students have learned. This song serves as a great introduction to the idea of gathering
and representing data on how each person is feeling.
Then, the same monster puppet from the social-emotional learning lesson will pop out and say
“Friends! It’s nice to see you today! I am happy you are all here. You know how we have been
learning about our feelings and the importance of identifying how we are feeling? Well, today
we are going to learn a special way that we can represent how many of us are feeling each way
using a special kind of picture called a pictograph. Can you say pictograph?” *Students will
repeat the word pictograph*
The puppet will say “Raise your hand if you remember our lesson on tally marks from last
week… WOW you my friends have great memories! Before we can learn about our special
new pictograph, we need to gather tally marks about how many of our friends are feeling each
way!”
The puppet will say “We are going to sing the ‘How Many of Our Friends’ song again, but this
time we will freeze and friends who are feeling that way today will raise a quiet raised hand.
As friends raise their hands, I will say their name and place a tally mark. Are you ready
friends?”
*The class will sing the song and pause after each emotion for students to raise their hands. As
students raise their hand, the puppet will say their name and mark a tally mark on the board in
that emotion category*
The puppet will say, “Wow friends, great job identifying how you are feeling today! Kiss your
brains. Now Miss Gaby will introduce our special mathematical way of representing how
many of us feel each way … a pictograph.”

• Robert will get timed breaks every 3-5 minutes or more often if needed.
• If Robert is having trouble remaining seated on the rug, the assistant teacher will show
him a picture of him sitting on the rug at home as a visual cue of appropriate behavior.
• Robert will have a flexible seating option of the rug or a chair.
• The teacher will sing the chorus in Spanish to help get Maria more comfortable with
speaking English in the classroom through the integration of her L1 and to foster
positive transfer from the L1 to the L2.
• During the song, the teacher will repeat the feeling word in the lyric in Spanish to help
Maria continue to draw connections between the feeling words in Spanish and English.
“Wow class, you all did an amazing job identifying your feelings and singing along with the
song!! Pat yourselves on the back! Before we learn our special mathematics pictograph, let’s
take a brain break. Everyone quietly stand up in your rug spot.”
*The teacher will guide the class through a quick yoga stretch*
“Okay class, great job. Now our brains and bodies are both ready to learn about pictographs!
First Miss Gaby will show you how to make a pictograph, and then you will all go to your
seats and we will work together to create our very own class pictographs!! But while Miss
Gaby is showing you how, I need to see listening ears and eyes on me. Give me a thumbs up
when your listening ears are turned on and your eyes are on me, ready to learn.”
*Once students have put their thumbs up, the teacher will begin*
“So for the example we are going to use this tally mark data from last week because we are
going to use our new data later when we work together to create pictographs. When we make a
pictograph, we want to represent our data one at a time.”

*The teacher will point to the first group of the example data*
“So I will start with this first group. *Points to it * There are four tally marks in this group,
meaning that four people said their favorite monster was the red one. So now I am going to
find the picture of the red monster on my graph *teacher points to it* and next to the red
monster, I am going to put four red circle stickers – one in each box next to the monster. I am
going to count as I place each sticker next to the monster. One, two, three, four. “
“Next, I am going to look at the second group. *Teacher points to it* There are six tally marks
in this group, meaning that six people said their favorite monster was the blue monster. So
now I am going to find the blue monster on my graph *teacher points to it* and next to the
blue monster, hmm how many circle stickers should I put? Let me look at my data again.
Ahhh, since there were six tally marks for this group, I will put six blue circle stickers next to
my blue monster. I am choosing blue stickers because it matches the picture of my blue
monster.”
The teacher will follow this same process for two more groups.
“Wow. Now we can look at our data and know which monster was our class’ favorite because
the blue monster has the most stickers next to it.”
“Now we are going to move to our table seats and work together to make our own pictographs
with the data our puppet friend collected earlier about how each of our friends was feeling
today.”
• The images on the pictograph will serve as a great built in scaffold for Robert.
• The teacher will say the color words in Spanish during the modeling to continue to
help get Maria more comfortable with speaking English in the classroom through the
integration of her L1 and to foster positive transfer from the L1 to the L2.
Guided Practice and Feedback: {15 minutes}
The teacher will dismiss students based on who sounds ready and tell them to use walking feet
to go to their table seats. On the tables, the assistant teacher will have placed playdoh of each
monster color in the middle of the table and one Laminated Monster Graph Paper Sheets
(Appendix B) in front of each student’s seat.
The teacher will say “Class, we will work together with our data from earlier to create our own
pictographs using playdoh! Miss Gaby will be making them with all of you up here on the
easel.”
The teacher will show the tally mark data on the easel. “So class, let’s all count the tally marks
together to determine how many of our friends were feeling happy this morning!” *class
counts aloud together* “Wow so {insert number} of our friends were feeling happy this
morning! Next to which monster should we record our data class? … Yes, next to the happy
yellow monster! And what color playdoh should we use? … correct we will use yellow
playdoh because it matches the monster of the data we are representing!”
*Students will use their playdoh to represent the image that is usually in a pictograph. They
can roll their playdoh into balls or squish it to make it fit in each box of the worksheet to
represent one monster*

“Now I want you to all use your playdoh to place playdoh in each box and count the correct
number of friends who were feeling happy. Miss Gaby will be walking around and you can
raise a quiet raised hand if you have a question or need some help!” *the teacher will walk
around and scan how students are doing and use this time to work with struggling students*
*Then, the teacher will place the number of stickers next to the yellow monster on the easel
graph so that students can check their work*
The teacher will do this same process for the rest of the feeling data (sad, angry, worried,
hungry, sleepy, silly)
When the class has finished, the teacher will say, “Wow. You are all so intelligent and have
created your very own pictographs just like real mathematicians! Kiss your brains for all of
your hard work”
• Robert will be shown a picture of a child placing playdoh on the graph paper to cue
what appropriate behavior looks like.
• The teacher will say the color words of each monster and the feeling words in Spanish
during the modeling to continue to help get Maria more comfortable with speaking
English in the classroom through the integration of her L1 and to foster positive
transfer from the L1 to the L2.
Independent Practice/Exploring: {10 minutes}
For the independent practice, students will be given a Monster Pictograph Worksheet
(Appendix C). The data on the worksheet will simply be a picture of each of 3 monsters and
the tally marks next to it. None of the tally marks will go beyond 5. Students will use different
color stampers (which they have experience using within the classroom) to represent the data.
• Robert will be shown a picture of a child stamping the graph paper to cue what
appropriate behavior looks like with the stamper.
• N/A because everything on the worksheet is visual imagery – which serves as a built in
scaffold.
Review and Preview: {3 minutes}
The teacher will have students meet back on the rug in their rug spots and bring their Monster
Pictograph Worksheets with them. The teacher will have two volunteers show their pictograph
with the class.
The teacher will use the volunteer’s pictograph to ask the class which monster had the most
tally marks. Then the teacher will say, we are going to explore that more next class when we
learn about using our pictographs to compare each group of data!
Then the teacher will say “Great work today class. Kiss your mathematician brains.

• Robert will be shown the photo of him sitting on the rug at home as a cue for
appropriate behavior.
• Prior to coming to the rug, the teacher will ask Maria if she would be a volunteer and if
so, will provide her with sentence starters to help with her production of English in the
classroom. This will empower Maria to begin to try to use English within the
classroom. (in alignment with the ELP)
• If students seem confused as to how the pictograph represents the same data that was
shown in the tally marks, the teacher can help clarify by counting the tally marks for one
group and counting the number of stickers for that same group to demonstrate that they
are the same.
10. Formative/ Summative Assessment(s): Provide actual assessment materials here (items,
assignment sheets, rubrics, scoring criteria, answer keys). Include any modified assessment items
for students with disabilities and English language learners.

Appendix A: How Many of Our Friends Song

Appendix B: Monster Graph Paper Worksheet

Appendix C: Monster Pictograph Worksheet

Lesson Plan: Literacy
1. Lesson: Identifying Letters & Letter Sounds Subject: Literacy Date: August 3, 2020
• Content Standard 1.1 PK.B

o Identify basic features of print.
• ELP Standard 16.2.PK-K.3L
o Perform physical actions independently in response to verbal prompts in
rehearsed songs or chants.

Assessment(s)
Given five popsicle sticks with lowercase • Having students raise up the correct
letters, the Pre-K student will raise the lowercase letter popsicle stick that
lowercase letter popsicle stick that matches the uppercase letter monster
matches the capital letter the teacher during Guided practice will serve as a
shows them with an accuracy of at least formative assessment because the
three out of four correctly identified. teacher will be able to scan to identify
which students are having trouble
matching lowercase and uppercase
Given a Monster Bed Matching worksheet letters.
• The Monster Bed Matching Worksheet
and pre-cut capital letter monsters, the
and pre-cut capital letter monsters
Pre-K student will place the capital letter
during Independent practice will serve
monster on the bed with the matching
as a formative assessment because
lowercase letter with an accuracy of at students will turn in their worksheets,
least four out of five correctly placed. allowing the teacher to see which
students are still struggling to match
the lowercase and uppercase letters –
as well as whether specific letters seem
to be more confusing for students.
• 8 Capital Letter Monsters (Appendix A)
• 10 sets of 5 lowercase letter Band-Aids on popsicle sticks (Appendix A)
• Teacher’s Easel/ Whiteboard
• Magnets/ Tape
• Method to play the 2 YouTube videos

• 10 Monster Bed Matching Worksheets (Appendix B)
o Pre-cut the capital letter monsters that accompany the worksheets
• 10 Paper plates
• 10 paint brushes
• Bottle of liquid glue
• Be respectful
something.
• Be responsible

• Robert will receive timed breaks every five minutes, or more often as needed.
• Pictures of appropriate behavior will be used to prompt appropriate behaviors from
Robert.
• Robert will receive flexible seating options.
The teacher will say “Hello friends! I hope you are excited for another activity with our
favorite monster friends! Today our monster friends will be helping us explore our letters!
Isn’t it nice of our monster friends to prepare two videos just for our class today?!”
“If you feel excited about watching the video that our monster friends made for us, I want you
to sit with your bottoms on the floor, quiet lips, and show me quiet jazz hands like this
*teacher does jazz hands*”
Once the students are doing jazz hands and looking ready to learn, the teacher will play the
Monster’s ABC jumping on the bed video two times
(https://www.youtube.com/watch?v=uuNK36vs-A0). The first time the teacher will tell
students to just use their listening ears and the second time will encourage them to sing along!

• Robert loves visual images, so the video itself will serve as a great scaffold for his
learning.

• During the song, the teacher will repeat the letter of the alphabet in Spanish to help
Maria begin to draw connections between the alphabetical letters in Spanish and
English.
The teacher will tell students “Now that we have seen the fun and silly ABC video our
monster friends made for us, we are going to watch one more that they made for us to help us
learn our capital and lowercase letters. We have been talking about these kinds of letters! Who
can raise a quiet raised hand to tell me which is the big letter – capital or lowercase? … Great
job! Yes, capital are the big letters and lowercase are the baby letters.”
“Now I’m waiting to see my friends sitting with their bottoms on the rug, quiet lips, listening
ears on, eyes on me, and hands on their lap – this is how a body that is ready to learn looks
like. Can you all make your bodies look ready.” Once all students look ready, the teacher will
play the next video that is Monster ABCs with capital and lowercase letters
(https://www.youtube.com/watch?v=Zalq4CSq0X8).
As the video is playing, the teacher will model drawing each letter in the air using their finger.
As the teacher draws it in the air, they will say whether it is capital or lowercase and the name
of the letter.
Then the teacher will say “Notice how each capital letter belongs with one lowercase letter.
Those two make a letter pair because they represent the same letter.”
“Now we have some capital letter monster friends from earlier who got hurt when they fell off
of the bed that they were jumping on. I will be their doctor. As their doctor, I need to find the
Band-Aid that matches them. Each Band-Aid has a lowercase letter on it, I need to find the
one that goes with each of the capital letter monsters. (Appendix A) Hmm first up we have
capital letter F. *teacher places F on the board with a magnet* I have these three Band-Aids I
could use to help capital F but I have to choose the one that is its lowercase letter. Ahh I will
choose this Band-Aid with the f on it because it matches it!”
*The teacher will repeat this process with 3 more letters*

• The images of the monster letters will serve as a great scaffold since he is a visual
learner.

• The teacher will say the alphabet letters in Spanish during the modeling to continue to
help get Maria more comfortable with speaking English in the classroom through the
integration of her L1 and to foster positive transfer from the L1 to the L2.
• The teacher modeling how to draw the letters in the air serves as a great built-in
scaffold for Maria to see how the teacher does it. This will help Maria to know what
action to do during guided practice.
Guided Practice and Feedback: {10 minutes}
The teacher will say: “Now it is your turn to be doctors, class! Are you up for the challenge?
Can you put on your imaginary doctors’ jackets? Great job class! I know you will all be
amazing doctors.”
“Before doctors can help their patients, they go to a special medical school for doctors. So,
before you can help our injured monster friends, you will need to practice! Just like Miss Gaby
did early, we are all going to practice drawing the capital and lowercase letters in the letter pair
in the air with our fingers! This will prepare us to know which lowercase Band-Aids our
capital letter monster friends need to help them feel better.”
The teacher will say to the students “Show me that your bodies look ready to learn, just like
you did earlier and I will start our doctor training!” *The teacher will play the same video
played during modeling: Monster ABCs with capital and lowercase letters
(https://www.youtube.com/watch?v=Zalq4CSq0X8).
As the video is playing, the teacher will pause the video at each letter set and say “Let’s draw
capital __ in the air using our finger, let’s draw lowercase __ in the air using our finger!” All
of the students will lift their fingers and draw the letters in the air alongside the teacher.
At the end of the video, the teacher will say “Great job doctors! Now you are ready to help
your patients – the injured capital letter monsters who fell off of the bed.”
“So I am going to hand you each five popsicle sticks with a Band-Aid with a lowercase letter
on it. (Appendix A) I want you to lay your Band-Aids in front of you on the rug so you can see
them. When I show you our capital letter hurt monster, you are going to look at your popsicle
sticks and quietly decide which Band-Aid the monster needs. Then, when Miss Gaby says to
lift your Band-Aids, you will put the Band-Aid you chose in the air.”
*The teacher will do this process with 4 total capital letter monsters*
At the end, the teacher will say “Great job doctors. You helped all of the capital letter
monsters that fell off of the bed feel better! Kiss your doctor brains! Now, once your body
looks ready, I will call your name and you will use walking feet to go to your table seat. Then
you will continue to use your doctor brain to match the capital letter monster patients to their
beds because they need some rest now. You need to match them with the bed with the correct
lowercase letter.”
*The teacher will call on students by name as they look ready*

• Robert will have a flexible seating option. He may sit on the rug or in a chair.
• Robert will be shown a picture of a child raising a popsicle stick in the air and one of a
child lifting their finger in the air to demonstrate what is expected of him.

• The teacher will say the alphabet letters in Spanish, alongside English, during the
modeling to continue to help get Maria more comfortable with speaking English in the
classroom through the integration of her L1 and to foster positive transfer from the L1
to the L2.
• The teacher will say the words “capital” and “lowercase” in Spanish to help Maria
transfer her knowledge from her L1 to her L2.
Independent Practice/Exploring: {10 minutes}
Once all of the students are at their table spots, the teacher will give each student their Monster
Bed Matching Worksheets, alongside the precut capital letter monsters (Appendix B). The
students will work independently to match the lowercase letter bed pieces with the capital
letter monster each belongs with. The students will be given a paper plate with liquid glue and
a paintbrush to utilize to stick their precut capital letter monsters onto the appropriate beds.

• Robert will have a flexible seating option. He may sit at his table spot or alongside the
assistant teacher at that table.
• Robert will have the option to wear gloves to ensure no glue gets on his fingers.

• The pictures of the letters will serve as a great built-in scaffold for Maria.
Review and Preview:{3 minutes}
The teacher will have students gather back on the rug at the end of independent practice time.
This transition will be signaled using a ringing of a set of chimes. Once on the rug, the teacher
will say “Great job doctors. You all successfully got your capital letter monster patients into
their beds so they can get some rest. Kiss your brains! Can I have one volunteer raise a quiet
raised hand to stand up and share the name of one letter set they matched? … Great job!
{insert name of student} matched the lowercase and uppercase letter ___! Did you know that
letter makes the sound ___? Say that sound with me class ____.”
“Great job! Next week we are going to start exploring the sounds that our letters make!”

• Robert will be shown the photo of him sitting on the rug at home as a cue for
appropriate behavior.

• The teacher will say the letter name in Spanish so that Maria can connect that letter
name with the associated sound. This will help get her brain making those connections
for next week.

• Students may show confusion with the similarity that exists between the letters I and l. If
the teacher notices this, the teacher will show the students both letters side by side and
point out how to tell the differences between the two letters.
• Students may want to match the Band-Aids based on the color of the Band-Aid and the
color of the monster. If this occurs, the teacher will tell students that the monsters like all
different colors of Band-Aids and don’t care whether the Band-Aid matches their fur.
They just want the Band-Aid with the matching lowercase letter.
10. Summative Assessment(s): Provide actual assessment materials here (items, assignment
sheets, rubrics, scoring criteria, answer keys). Include any modified assessment items for
students with disabilities and English language learners.

Appendix A: Capital Letter Monsters & Lowercase Band -Aids

Appendix B: Monster Bed Matching Worksheet

Daily Communication with Families

o Describe how daily communication will be provided for families to inform them of their
child’s day at school.
Communication About Child Progress with Families
To ensure that all of the families remain updated on and involved in their child’s progress
and learning within the classroom consistently, communication with families will occur utilizing
a variety of different methods.
Verbal Communication
The lead teacher will make an effort to speak with every parent when they drop off and/
or pick up their child. This frequency of casual conversations, alongside updates on their child’s
progress will forge a strong parent-teacher relationship and enable parents to feel that the teacher
wants them to play a role in their child’s education. This will allow the parent to feel valued by
the teacher and enable them to play the role of an ally in the child’s classroom learning.
Weekly Update Sheets
These sheets will be updated by the lead and assistant teachers throughout the course of
the week and given to families in their hand on Friday when the child is being picked up to
ensure that all parents see them. These sheets will also be emailed to the family members labeled
as legal guardians of the child to ensure access. These sheets will be paperclipped in front of any
of the child’s artwork or projects that are ready to be taken home. The main purpose of these
sheets is to keep parents updated on new activities the child is doing, new things they are
learning, and general updates about their adjustment and successes within the classroom
throughout the week.
I could not find an example of a weekly update sheet that matched my vision, but I was
able to find inspiration for the different components I would like to be present on my sheets.
Each week, the update sheets will be personalized to each child and will include: a glow section,
a grow section, a new things I’ve learned section, and an activity I really loved section. This
weekly update sheet provides families with a holistic outlook on their child’s week by
highlighting behavior, learning, and activities.
In addition to the weekly update sheets, the teacher will send home special glow notes on
days where the child demonstrated exceptional behaviors. This is so that parents are not only
receiving notes about challenging behaviors, but also for excellent behaviors.
Source: 3rd Grade Thoughts Source: Teaching Exceptional Kinders
Monthly Newsletters
These sheets will be given to parents when they pick up their child the week prior to the
beginning of a new month. The sheets will also be emailed to the individuals listed as the legal
guardians of the child to ensure access. The main purpose of these sheets is to make guardians
aware of what their children will be learning in the month, any special celebrations or dress up
days, holidays, etc.

Source: Pinterest
Communication About Challenging Behavior with Fam ilies

The aforementioned methods of keeping families updated on student progress will foster
those positive parent-teacher relationships that become especially vital when dealing with and
alerting families about challenging behaviors exhibited by the student. Families will not only
hear from the teacher when the child is exhibiting challenging behaviors because they will
consistently be informed on the child’s learning and successes.
In the beginning of the school year, the teacher will send families a preference form
enabling them to select how they would prefer to discuss any challenging behavior that may arise
during the year. On this form they will both select how they would like to be notified that the
behavior occurred initially and how they would like to discuss the behavior further with the
teacher. Notification options about the initial behavior include: verbally upon pickup, a note in
the child’s folder, an email, a phone call, a text message. This will ensure that the teacher is
using the most effective and preferred method of communication, as indicated by the guardians.
Options for discussing the behavior include: a phone call, video chat call, or an in-person
conference. Further, the families will indicate who should be contacted when these behaviors
occur and provide that necessary contact information.
It is important to note that even when bringing up challenging behavior, the teacher will
always begin the conversation by celebrating the child’s newest successes. The teacher will make
it clear to the family that they want to work alongside the family to teach the child to overcome
the existing behavior. An emphasis on the teacher and the family as a team is important for
combatting these behaviors. The teacher will also emphasize that the main goal is to support the
child and teach them to overcome the behavior.
Strategies for Supporting Children with Disabilities & Their Families

The teacher will support children with disabilities and their families by providing them
with helpful resources and information to assist in their understanding of early intervention,
IEPs, and their child’s needs. The teacher will work alongside the parents to create specific goals
for the child based upon their IEP – goals that will be worked on both in school and at home. By
working as a team, the child will be able to work towards achieving their goals both in school
and at home. Further, in doing so, the parents will feel like they are playing an active role in
helping their child reach the goals and feel valued. Goal setting worksheets such as the one
below will be used to ensure the teacher and family are on the same page.
Source: Woo Jr
Strategies for Supporting Dual Language Learners & Their Families
The teacher will support dual language learners and their families by having open
communication with the family about their goals for their child within the classroom. As needed,
the teacher will seek a translator to be present in such communication to foster a better
understanding between the teacher and family. The teacher will meet with the parents to learn
more about their culture and traditions so they can capitalize on that information to better
integrate both into the classroom and provide opportunities for the child to share those aspects of
their identity with the class. This will allow the families to know that the teacher values their
culture and their wishes. It will show that the teacher values their input in their child’s learning.
The teacher will work with the family to identify appropriate language learning goals for
the child and break down the steps that will be taken to reach those goals.
References
o Provide a reference page listing the books, articles, websites, etc. used to prepare this
assignment: Early Childhood Education Plan.
•
References
3rd Grade Newsletter Template. (n.d.). Retrieved from
https://www.pinterest.com/pin/732679433117943757/
A. (2018, July 10). M is for Monster: Math & Science Preschool Activities. Retrieved from
https://artsymomma.com/m-monster-preschool-activities.html?utm_medium=social
Bredekamp, S. (2014). Effective practices in early childhood education: Building a foundation.
Upper Saddle River, NJ: Pearson.
Burnett, C., Pixelhazard, Bron, & Naz, F. (2020, January 22). 15 Preschool Counting Songs,
Fingerplays & Rhymes. Retrieved from https://childhood101.com/15-preschool-
counting-songs-fingerplays-rhymes/
D. (n.d.). Monsters and Wild Things Crafts. Retrieved from
https://www.daniellesplace.com/html/wild-things-monster-crafts.html
Draney, B. (Director). (2012, October 25). Letter Monsters ABC song [Video file]. Retrieved
from https://youtu.be/Zalq4CSq0X8
F. (Director). (2018, April 23). Feelings and Emotions Song for Kids | Kindergarten, Preschool
& ESL | Fun Kids English [Video file]. Retrieved from https://youtu.be/eMOnyPxE_w8
Feelings and Emotions- Roll and Draw- Literacy- Feelings Vocabulary Center. (n.d.). Retrieved
from https://www.teacherspayteachers.com/Product/Feelings-and-Emotions-Roll-and-
Draw-Literacy-Feelings-Vocabulary-Center-2183649
Feelings Songs. (n.d.). Retrieved from http://www.preschoolexpress.com/music-
station09/feelings-songs-april.shtml
Inside Out Writing Activity. (2017, February 26). Retrieved from
https://www.simplykinder.com/inside-out-writing-activity/
Lentini, R., Vaughn, B. J., & Fox, L. (2008). Creating teaching tools for young children with
challenging behavior [CD-ROM]. Technical Assistance Center on Social Emotional
Intervention, University of South Florida, 13301.
Monster masks from glad monster sad monster. (n.d.). Retrieved from
https://www.pinterest.com/pin/194991858839758239/
Mullett, S., Giegerich, R., & Reimers, S. (2020, January 27). Emotions Song : How Are You
Feeling Today? Retrieved from https://www.letsplaykidsmusic.com/emotions-song/
R. (2015, September 29). Cupcake Liner Monster Stick Puppets. Retrieved from
https://iheartcraftythings.com/cupcake-liner-monster-stick-puppets.html
S. (2017, October 16). Glow and Grow Goal-Setting. Retrieved from
https://www.3rdgradethoughts.com/2017/10/glow-and-grow-goal-setting.html
T. (2019, January 01). 3 Simple Ways to Improve Communication with Parents. Retrieved from
https://www.teachingexceptionalkinders.com/2019/01/3-simple-ways-to-improve-
communication-with-parents.html
W. (2019, December 16). Weekly Planner Sheet for Goal Setting. Retrieved from
https://www.woojr.com/goal-setting-worksheets-for-kids/goal-planner-weekly-for-kids/
Z. (Director). (2018, April 5). Monster Alphabets Jumping on the Bed l Halloween ABC song l
Nursery Rhymes l ZooZooSong for kids [Video file]. Retrieved from
https://youtu.be/uuNK36vs-A0

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Running Head: EARLY CHILDHOOD EDUCATION PLAN

Early Childhood Education Plan

SPED/ TLT 411: Early Childhood Education

Instructor Suzanne Mulhern

students identifying as male and five identifying as female.

specifically as a means of communicating his frustrations. He is a visual learner who responds to

peers and communicating rather than taking.

her mother speaks to her in English at home.

speech language therapist.

Expectations of Lead Teacher in the Classroom

growth, and activities within the classroom.

classroom rules and routines.

Expectations of Assistant Teacher in Classroom

positive, organized, structured classroom environment that is ideal for learning.

Expectations of the Speech Therapist in the Classroom

prior to entering the classroom.

the child to another approved room if necessary.

gestures to communicate, and to determine student progress.

the visit shall be written.

Daily Classroom Schedule

Routine for the Opening Circle of the Day

transition from one place to another.

Adaptations to Routines for Children with Disabilities

expectation of what appropriate behavior looks like.

Adaptations to Routines for Dual Language Learners

lessons and activities.

of connections and meaning across words in both their L1 and L2.

the peer for help or clarification as needed.

Songs for Transitions

If You’re Happy and You Know It Lyrics

If you’re happy and you know it, clap your hands.

If you’re happy and you know it, clap your hands.

If you’re happy and you know it, clap your hands.

How Are You Feeling Today Lyrics

How are you feeling today?

Oh how are you feeling today?

I’m happy and glad, happy and glad,

That’s how I’m feeling today.

How are you feeling today?

Oh how are you feeling today?

I’m grumpy and cross, grumpy and cross,

That’s how I’m feeling today.

might want to add)

(sing to the tune of Hickory Dickory Dock)

Fingerplays for Transitions

Go Marching” and “Five Green Speckled Frogs.”

The Ants Go Marching Lyrics

The ants go marching one by one (hold up one finger)

The ants go marching one by one,

The ants go marching one by one,

The ants go marching two by two (hold up two fingers)

The ants go marching two by two,

The ants go marching two by two,

The ants go marching three by three (hold up three fingers)

The ants go marching three by three,

The ants go marching three by three,

The little one stops to climb a tree (pretend to climb a tree)

The ants go marching four by four (hold up four fingers)

The ants go marching four by four,

The ants go marching four by four,

The ants go marching five by five (hold up five fingers)

The ants go marching five by five,

The ants go marching five by five,

The little one stops to take a dive (pretend to dive)

The teacher will play this video: https://youtu.be/eMOnyPxE_w8

shows the feeling popsicle sticks”