Subject: Literacy
Grade: Preschool- 3 to 5 years
Topic: The Very Hungry Caterpillar by Eric Carle
Duration: 45 minutes to 1 hour
Goals/Objectives:
Connecting circle time literacy experience to literacy activity. Through this lesson plan children are given the chance to develop: Self-regulation- including impulse control, taking turns, and shared use of space and materials.
Language- including comprehension of meaning, following complex instructions, and using language in conversation
Cognitive competence- including memory & knowledge, and cause & effect.
Math-includes number sense-quantity, counting, and math operations
Interest in literacy-includes letter and word knowledge, emerging writing, concepts about print and phonological awareness.
Standards Covered:
California Department of Education- Desired Results Developmental Profile (DRDP) Age 3 to Kindergarten
Done three times a year, a child’s developmental level is assessed by using the anecdotal notes taken through teacher observations.
Desired Result- Children are effective learners in language, literacy, math, and cognitive competences as well as children are personally and socially competent working on social interpersonal skills and self-regulation.
Materials:
The book The Very Hungry Caterpillar by Eric Carle
Crayons White Paper Markers
Simple book created by teachers, each page has the words from the book written or typed on it. (ex. “On Monday he ate through one apple”) Children then draw their own fruit, correlating the correct number of food to the number on the page. The number is made with dotted lines so children can trace the number
Introduction:
Read the book The Very Hungry Caterpillar during circle time using the PEER sequence. The PEER sequence is a way of reading a book that allows for the most interaction between the children and the teacher. Step 1- Prompt the child, ask a child a question about something on the page. This helps a child to focus on the story and be engaged. Step 2- Evaluate on what the child says, is it correct or do they need more prompts to understand? Step 3- Expand on what the child says, this allows the child to expand on what they already know. Sept 4-Repeat This encourages the child to use the added language to their vocabulary.
Lesson Development:
After circle time have a small group of children, no more than 5 children, proceed to the activity table. This is where the child gets to add to their knowledge acquired at circle time. Starting on the first apple he eats, talk about the healthy choices he is making by eating fruit. When the caterpillar gets to Saturday, he eats too much junk food and gets a stomach ache. Ask the children “Why did he get a stomach ache? Do you think it was a good choice for him to eat all that food? What could he have done differently? What does the caterpillar turn into after emerging from the cocoon?” Asking many open ended questions allows the children to problem solve and work on the concept of cause and effect. The conversations taking place will vary depending on the age of the child.
Practice/ Checking for
Understanding:
For the most part this is a guided activity. The teacher is there to help facilitate the conversations taking place and to expand on skills, like one-to-one correspondence. ESL students can work closely with peers and teachers to make sure they understand the materials being covered. Special needs children will have the support of a teacher or aide who is familiar with their particular needs.
Closing:
After children are done drawings their own pictures, the children can take them home and “read” their book to their families connecting the bridge from school to home.
Personal Reflection:
“Culturally enriched and linguistically sensitive family literacy programs can strengthen and expand these powerful parent-child dynamics.” By making sure that we have books in all of the children’s primary spoken language we are showing parents of ESL learners that we acknowledge their families culture.
Resources
Ordonez-Jasis, R., and Ortiz, R.W., (2006, January) Reading Their Worlds- Working with Diverse Families to Enhance Children’s Early Literacy Development. Young Children, Page 47.
Grade: Preschool- 3 to 5 years
Topic: The Very Hungry Caterpillar by Eric Carle
Duration: 45 minutes to 1 hour
Goals/Objectives:
Connecting circle time literacy experience to literacy activity. Through this lesson plan children are given the chance to develop: Self-regulation- including impulse control, taking turns, and shared use of space and materials.
Language- including comprehension of meaning, following complex instructions, and using language in conversation
Cognitive competence- including memory & knowledge, and cause & effect.
Math-includes number sense-quantity, counting, and math operations
Interest in literacy-includes letter and word knowledge, emerging writing, concepts about print and phonological awareness.
Standards Covered:
California Department of Education- Desired Results Developmental Profile (DRDP) Age 3 to Kindergarten
Done three times a year, a child’s developmental level is assessed by using the anecdotal notes taken through teacher observations.
Desired Result- Children are effective learners in language, literacy, math, and cognitive competences as well as children are personally and socially competent working on social interpersonal skills and self-regulation.
Materials:
The book The Very Hungry Caterpillar by Eric Carle
Crayons White Paper Markers
Simple book created by teachers, each page has the words from the book written or typed on it. (ex. “On Monday he ate through one apple”) Children then draw their own fruit, correlating the correct number of food to the number on the page. The number is made with dotted lines so children can trace the number
Introduction:
Read the book The Very Hungry Caterpillar during circle time using the PEER sequence. The PEER sequence is a way of reading a book that allows for the most interaction between the children and the teacher. Step 1- Prompt the child, ask a child a question about something on the page. This helps a child to focus on the story and be engaged. Step 2- Evaluate on what the child says, is it correct or do they need more prompts to understand? Step 3- Expand on what the child says, this allows the child to expand on what they already know. Sept 4-Repeat This encourages the child to use the added language to their vocabulary.
Lesson Development:
After circle time have a small group of children, no more than 5 children, proceed to the activity table. This is where the child gets to add to their knowledge acquired at circle time. Starting on the first apple he eats, talk about the healthy choices he is making by eating fruit. When the caterpillar gets to Saturday, he eats too much junk food and gets a stomach ache. Ask the children “Why did he get a stomach ache? Do you think it was a good choice for him to eat all that food? What could he have done differently? What does the caterpillar turn into after emerging from the cocoon?” Asking many open ended questions allows the children to problem solve and work on the concept of cause and effect. The conversations taking place will vary depending on the age of the child.
Practice/ Checking for
Understanding:
For the most part this is a guided activity. The teacher is there to help facilitate the conversations taking place and to expand on skills, like one-to-one correspondence. ESL students can work closely with peers and teachers to make sure they understand the materials being covered. Special needs children will have the support of a teacher or aide who is familiar with their particular needs.
Closing:
After children are done drawings their own pictures, the children can take them home and “read” their book to their families connecting the bridge from school to home.
Personal Reflection:
“Culturally enriched and linguistically sensitive family literacy programs can strengthen and expand these powerful parent-child dynamics.” By making sure that we have books in all of the children’s primary spoken language we are showing parents of ESL learners that we acknowledge their families culture.
Resources
Ordonez-Jasis, R., and Ortiz, R.W., (2006, January) Reading Their Worlds- Working with Diverse Families to Enhance Children’s Early Literacy Development. Young Children, Page 47.