Chs320 Emergent Literacy Learning Experience Plan Template

Chs320 Emergent Literacylearning Experience Plan Templatechs490 Caps

Design an original lesson plan based on a children’s book focused on teaching vocabulary. The plan must include activities that support listening, reading, writing, and speaking vocabulary development, incorporating at least three of these categories. Use established early learning standards from your state or the Connecticut Early Learning and Development Standards to guide your objectives. Develop related center-based activities, formulate higher order questions based on Bloom’s Taxonomy, and include assessment methods. Address how you will modify instruction for children with exceptional needs, integrate family and community involvement, and plan appropriate assessments. Include related classroom activities and plan for technology and community connections.

Paper For Above instruction

Vocabulary development is fundamental to emergent literacy, serving as a bridge for children to access content across reading, writing, listening, and speaking domains. An effective lesson plan designed to foster vocabulary growth must be grounded in developmental standards, employ engaging activities, incorporate higher-order thinking, and involve the community and families. This paper details a comprehensive approach based on a children’s book to develop age-appropriate vocabulary that supports emergent literacy skills.

Selection of Early Learning Standards

The foundation of the lesson plan is aligned with the Connecticut Early Learning and Development Standards (CT ELDS), which specify essential skills and knowledge for children from birth to five years. For instance, Standard 13 in the Language Development domain emphasizes vocabulary and language richness, stating that children should demonstrate increasing vocabulary and language skills for effective communication (Connecticut Office of Early Childhood, 2014). If the lesson plan is for children in other states, similar standards from the state's early learning frameworks would be adopted, such as the Common Core State Standards or state-specific early childhood standards.

Measurable Objectives

The objectives in the lesson plan are specific, measurable, and attainable, aimed at enhancing vocabulary in a developmentally appropriate way. For example:

• Objective 1: Children will be able to correctly identify and use five new vocabulary words from the story during classroom activities.
• Objective 2: Children will demonstrate understanding by using new words in oral sentences during small-group discussions.
• Objective 3: Children will match vocabulary words to their corresponding pictures with 80% accuracy in a center-based activity.

Materials Needed

A variety of materials are essential for supporting vocabulary development, including:

• Children’s book selected based on targeted vocabulary words
• Picture cards corresponding to vocabulary words
• Write and wipe or physical worksheets for matching activities
• Recording sheets for assessment
• Technology such as tablets or computers for digital vocabulary games

Vocabulary Words

Key vocabulary words for this lesson focus on the story’s theme and new concepts. They include:

1. Brave
2. Courageous
3. Adventure
4. Discover
5. Excited
6. Challenging
7. Curious

Higher-Order Thinking Questions

Questions are crafted following Bloom’s Taxonomy to promote critical thinking:

Before Reading

1. Understanding: What does it mean to be brave? Can you think of a time you showed bravery?
2. Remembering: Have you ever gone on an adventure? What did you discover?

During Reading

1. Applying: How is the character feeling when they face a challenge? Why do you think they feel that way?
2. Analyzing: What are some reasons the story’s setting is important to the story?

After Reading

1. Evaluating: Do you think the character was courageous? Why or why not?
2. Creating: Can you make up your own adventure story using some of the new vocabulary words?

Instructional Procedures

Introduction: Begin by discussing what vocabulary words mean, asking children if they have experienced similar feelings or events. Show picture cards to introduce new words.

Learning Experience: Read the selected children’s book aloud, stopping to highlight vocabulary words and engage children with questions. Use physical props or gestures to reinforce understanding. Conduct center activities such as matching words with pictures, storytelling using new vocabulary, and digital games.

Closing: Review vocabulary words through a class discussion or song. Encourage children to share a story or a personal experience involving one of the new words.

Family Literacy Home-School Connection

Send home a vocabulary list with simple definitions and fun activities, such as storytelling prompts or word search puzzles, that families can do with children to reinforce learning.

Community-School Connection

Invite community members, such as local storytellers or storytellers from cultural organizations, to share stories that incorporate the new vocabulary, broadening children’s cultural and language experiences.

Modifications

For children with exceptional learning needs, such as speech delays or learning disabilities, modifications include simplified language, visual supports, and additional time. For example, for a child with speech delay, incorporate visual prompts and give extra wait time during activities.

Technology Integration

Utilize digital tools such as story apps or vocabulary games to enrich learning and provide multisensory engagement.

Related Center-Based Activities

1. Matching Game: Match vocabulary words to pictures using cards.
2. Story Retelling: Children retell parts of the story using key vocabulary.
3. Digital Vocabulary Practice: Use tablets for interactive matching or quiz games.
4. Role Play: Act out scenarios from the story to reinforce understanding of words.
5. Creative Drawing: Draw a scene representing a vocabulary word.

Assessment

The assessment will include observational checklists during activities and a simple matching or use-in-sentence task. For example, children will be asked to match a vocabulary word to the correct picture and then use it in a sentence. A rubric will assess accuracy and understanding, with a goal of 80% accuracy for mastery.

Conclusion

Implementing a well-structured vocabulary-focused lesson grounded in early learning standards fosters important language skills. By including diverse activities, higher-order questions, and family and community engagement, educators can promote meaningful vocabulary acquisition that supports emergent literacy development and lifelong learning.

References

• Connecticut Office of Early Childhood. (2014). Connecticut 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/publications/ct_elnds.pdf
• National Association for the Education of Young Children. (2015). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. 3rd Edition. NAEYC.
• Pianta, R. C., & Kraft-Sayre, M. (1999). Successful kindergarten transition: Your guide to connecting children, families, and schools. Paul H. Brookes Publishing.
• Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. ASCD.
• Tompkins, G. E. (2014). Literacy for the 21st century: Connecting research, theory, and practice. Pearson.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
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• Gibbons, P. (2015). Scaffolding language, scaffolding learning: teaching English language learners in the mainstream classroom. Heinemann.
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