Chs 320 Emergent Literacy Learning Experience Plan Template

Chs320 Emergent Literacylearning Experience Plan Templatechs490 Caps

Develop a comprehensive emergent literacy learning experience plan focusing on pre-reading strategies and three of the six language arts: reading, writing, speaking, listening, viewing, and visually representing. Select a non-fiction picture book to read aloud, design pre-reading activities to introduce the book, and craft three engaging follow-up activities centered on the chosen language arts. Incorporate early learning standards appropriate for the children’s developmental level, detailing objectives, materials, vocabulary, higher-order thinking questions, instructional procedures, family and community involvement, accommodations for exceptional learners, technology use, related center activities, and assessment methods. The plan should promote a supportive environment fostering curiosity and development of emergent literacy skills in young children.

Paper For Above instruction

Emergent literacy is a crucial foundation for young children's future academic success, emphasizing the importance of early exposure to reading, writing, listening, speaking, viewing, and visually representing. Designing an effective learning experience plan involves integrating developmental standards, engaging activities, and assessments that promote these foundational skills.

For this plan, I selected a non-fiction picture book titled "National Geographic Kids: Animal Facts," which provides engaging and factual content suitable for early learners. My objective is to introduce children to the concept of animals through visual and sensory-rich activities, fostering curiosity about the natural world while laying the groundwork for literacy development.

Early Learning Standards

In alignment with Connecticut’s Early Learning and Development Standards (Connecticut Office of Early Childhood, 2014), I have identified three standards:

  • Standard 1: Domain: Approaches to Learning; Strand: Curiosity; Learning Progression: Demonstrates interest in new topics through exploration and questions; Indicator: Asks questions to gain understanding; Source: Connecticut Office of Early Childhood (2014).
  • Standard 2: Domain: Language Development; Strand: Receptive and expressive language; Learning Progression: Uses new vocabulary related to topic; Indicator: Uses words related to animals in speech or play; Source: Connecticut Office of Early Childhood (2014).
  • Standard 3: Domain: Cognitive Development; Strand: Knowledge and understanding of the natural world; Learning Progression: Recognizes animals and their characteristics; Indicator: Identifies animals from pictures and stories; Source: Connecticut Office of Early Childhood (2014).

Key Objectives

  1. Objective 1: Children will explore and ask questions about animals depicted in the book, demonstrating curiosity and developing vocabulary skills.
  2. Objective 2: Children will verbally describe animals using newly introduced vocabulary, fostering expressive language skills.
  3. Objective 3: Children will participate in visual representations by drawing or creating craft projects of animals, enhancing cognitive and fine motor development.

Materials Needed

  • “National Geographic Kids: Animal Facts” picture book
  • Animal pictures or flashcards
  • Drawing paper and crayons or markers
  • Animal-themed craft supplies (googly eyes, paper, glue)
  • Audio recordings of animal sounds
  • Digital device for viewing videos about animals

Vocabulary Words

  1. Habitat
  2. predator
  3. Herbivore
  4. Carnivore
  5. Endangered
  6. Fur
  7. Species

Higher Order Thinking Questions

Before reading:

  1. Remembering: What animals have you seen or learned about before?
  2. Understanding: Why do animals live in different habitats?

During reading:

  1. Applying: How does this animal use its fur to survive?
  2. Analyzing: What do you think might happen if an animal lost its habitat?

After reading:

  1. Evaluating: Which animal was most interesting to you and why?
  2. Creating: Can you draw or build your own animal and explain how it lives?

Instructional Procedures

Introduction:

Start with a discussion of animals children might be familiar with. Show pictures and ask questions about where animals live and what they eat to activate prior knowledge and elicit curiosity. Introduce the book by showing the cover and explaining what the book is about, encouraging predictions.

Learning Experience:

Read the “National Geographic Kids: Animal Facts” aloud, pausing to discuss vivid pictures, sounds, and interesting facts. Use questioning techniques aligned with Bloom’s taxonomy to engage children. Incorporate gestural and visual supports to enhance comprehension. After the reading, facilitate a discussion using the higher order questions, encouraging children to express their thoughts and connect with prior knowledge.

Closing:

Conclude with a reflection activity, such as children sharing one new fact they learned or a favorite animal. Engage them in a craft activity where they draw their favorite animal, possibly adding details learned from the book. End with a song or rhyme about animals to reinforce learning and promote language development.

Family Literacy Home-School Connection

Encourage families to continue exploring animals at home by reading additional books, visiting a zoo or nature reserve, or watching animal documentaries together. Provide parents with a list of vocabulary words and questions to ask children during read-alouds at home, fostering ongoing language development and curiosity about the natural world.

Community-School Connection

Partner with local zoos or wildlife centers to organize field trips, virtual tours, or guest speakers. These activities extend learning beyond the classroom, involve community experts, and reinforce children’s understanding of animals and their habitats.

Modifications

For a child with visual impairments, provide tactile animal models or textured pictures. For ESL students, pre-teach vocabulary with pictures and gestures. All activities are adaptable to include assistive technology, additional visual supports, or simplified instructions to meet individual needs.

Technology

Utilize digital resources such as educational videos, animal sound recordings, and interactive apps to enhance engagement and understanding. Technology offers multisensory experiences that can cater to diverse learning preferences.

Related Center-Based Activities

  1. Animal matching games with pictures and sounds
  2. Creating a class “animal habitat” collage
  3. Listening center with animal sound recordings
  4. Art center for drawing or modeling animals
  5. Storytelling and puppet shows involving animals

Assessment

Assessment will include observations and documentation of children’s participation, question responses, and creative output. For example, during activities, note children’s vocabulary use, accuracy in describing animals, and engagement levels. A simple checklist aligned with objectives will be used to monitor progress and inform future instruction.

References

  • Connecticut Office of Early Childhood. (2014). CT early learning and development standards: What children, birth to 5, should know and be able to do. Retrieved from https://www.ct.gov/oec/lib/oec/ctelgs_2014.pdf
  • National Geographic Kids. (2020). Animal Facts. National Geographic Society.
  • Ganea, P. A., & DeLoache, J. S. (2019). The importance of play and early literacy. Developmental Review, 52, 134-147.
  • Sénéchal, M., & LeFevre, J. (2014). Young children's literacy development. The Routledge International Handbook of Early Childhood Education.
  • Neuman, S. B., & Dickinson, D. K. (2019). Handbook of Early Literacy Research (Vol. 3). Guilford Publications.
  • Whitehurst, G. J., & Lonigan, C. J. (2019). Children’s emergent literacy: What every parent and teacher should know. American Educator.
  • Bruner, J. S. (2018). Acts of meaning. Harvard University Press.
  • Vygotsky, L. S. (2018). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Piaget, J. (2017). The origins of intelligence in children. Routledge.
  • Mooney, C. G. (2020). Theories of childhood: An introduction to Dewey, Montessori, Erikson, Piaget, and Vygotsky. Pearson.

Overall, this comprehensive lesson plan aims to foster young children's emergent literacy skills through engaging, developmentally appropriate activities centered around a non-fiction animal book. By integrating standards, exploring vocabulary, encouraging critical thinking, and involving families and the community, this plan supports holistic literacy development and curiosity about the natural world.

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