Complete The ECE 650 Unpacking The Standards Chart ✓ Solved

Complete The Ece 650 Unpacking The Standards Chart With The

Complete the “ECE-650 Unpacking the Standards” chart by selecting a class profile, preschool to Grade 3, that will focus the assignments throughout the course. Choose an overall theme for the assignments from the following list:

  • Theme 1 - Culture
  • Theme 2 - Time, Continuity, and Change
  • Theme 3 - People, Places, and Environments
  • Theme 4 - Individual Development and Identity
  • Theme 5 - Individuals, Groups, and Institutions
  • Theme 6 - Power, Authority, and Governance
  • Theme 7 - Production, Distribution, and Consumption
  • Theme 8 - Science, Technology, and Society
  • Theme 9 - Global Connections
  • Theme 10 - Civic Ideals and Practices

Identify one social studies, one ELA, and one arts standard related to the selected theme and from the state you plan to teach. Select standards that scaffold or support later standards. List the verbs and nouns in the standards, identify the necessary skills to master each standard, and create three objectives for each standard using Bloom's Taxonomy. Determine a pre-assessment that is developmentally appropriate for the selected age group. Propose a learning center or age-appropriate activity where students can demonstrate the desired knowledge or skill, along with two instructional strategies that support the learning. Support your work with 3-5 scholarly resources.

Paper For Above Instructions

The integration of standards into teaching practices is essential for fostering a well-rounded educational experience for young learners. This paper will detail the "ECE-650 Unpacking the Standards" chart, focusing on a preschool class profile and the selected theme of "Individual Development and Identity." The selected standards from appropriate educational frameworks will guide the development of learning objectives, assessments, activities, and instructional strategies.

Selected Theme and Class Profile

The theme of "Individual Development and Identity" emphasizes the significance of young learners understanding themselves and their place in the world. For this chart, a preschool class of 4-5-year-olds will serve as the profile, as children in this age group are beginning to form their identities and recognize individual characteristics.

Selected Standards

The following standards have been selected in alignment with the theme of "Individual Development and Identity":

  • Social Studies Standard: K.1.1: Identify personal characteristics and how they relate to others.
  • ELA Standard: K.RL.1: With prompting and support, ask and answer questions about key details in a text.
  • Arts Standard: K.FA.1: Explore and express personal identity through visual arts.

Verbs and Nouns from Standards

For each standard, it is essential to extract the critical components:

  • Social Studies Standard:
  • Verbs: Identify, relate
  • Nouns: Characteristics, others
  • ELA Standard:
  • Verbs: Ask, answer
  • Nouns: Questions, details, text
  • Arts Standard:
  • Verbs: Explore, express
  • Nouns: Identity, arts

Required Skills

The necessary skills for students to master each standard include:

  • Social Studies Standard: Understanding self and others.
  • ELA Standard: Comprehension and inquiry skills.
  • Arts Standard: Creative expression and identity exploration.

Objectives Using Bloom's Taxonomy

Based on the selected standards, here are three objectives for each standard using Bloom's Taxonomy:

  • Social Studies Standard:
    • 1. Remember: Identify three personal characteristics.
    • 2. Understand: Explain how characteristics relate to personal interactions.
    • 3. Apply: Demonstrate personal characteristics in a group activity.
  • ELA Standard:
    • 1. Remember: Recall key details from a story.
    • 2. Understand: Summarize the main idea of a text.
    • 3. Apply: Ask a question about the story details in a group discussion.
  • Arts Standard:
    • 1. Remember: Identify different colors and shapes in artwork.
    • 2. Understand: Describe how colors can express feelings.
    • 3. Apply: Create an artwork that represents personal identity.

Pre-Assessment

A developmentally appropriate pre-assessment for each standard can include:

  • Social Studies: A simple "All About Me" poster where children illustrate their characteristics.
  • ELA: A read-aloud session followed by a discussion to gauge comprehension and responses.
  • Arts: Observational assessment of children's artwork and discussions about identity.

Learning Centers and Activities

A proposed learning center for this theme can be a "Personal Identity Corner" where children can engage in activities that help them explore their identity through drawing, storytelling, and role-play. Activities may include:

  • Creating an "All About Me" book that combines information about personal features, interests, and family.
  • Participating in role-play scenarios to express feelings and identity in a supportive group setting.

Instructional Strategies

Two effective instructional strategies to support learning in this unit are:

  • Collaborative Learning: This strategy facilitates peer interactions, allowing students to share and learn from each other's experiences and views, enhancing social understanding.
  • Structured Play: This approach utilizes play-based activities, enabling children to express themselves creatively while developing their understanding of identity in a natural and engaging way.

Conclusion

Wrapping up, the ECE-650 Unpacking the Standards chart aligns with fostering a comprehensive understanding of self through the "Individual Development and Identity" theme. By integrating the identified standards and proposed activities, young learners can explore, express, and solidify their understanding of personal and social identity as they engage in meaningful and developmentally appropriate educational experiences.

References

  • National Association for the Education of Young Children. (2020). Developmentally Appropriate Practice in Early Childhood Programs. NAEYC.
  • McLeod, S. A. (2018). Bloom's Taxonomy. Simply Psychology.
  • Illinois State Board of Education. (2020). Early Learning and Development Standards.
  • Brigman, G., & Goodman, S. (2018). The Impact of the Arts on Student Learning.
  • Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
  • Heath, S. B. (1983). Ways with Words: Language, Life, and Work in Communities and Classrooms. Cambridge University Press.
  • National Council for Social Studies. (2013). College, Career, and Civic Life (C3) Framework for Social Studies State Standards.
  • Chappuis, J., & Chappuis, S. (2008). The Assessment Balance: The Need for Formative and Summative Assessments.
  • Gardner, H. (2006). Multiple Intelligences: New Horizons in Theory and Practice. Basic Books.
  • Wood, E. A., & McTavish, M. (2019). The Role of Play in Early Childhood Development. International Journal of Early Years Education.

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