Tutorial 2: Early Childhood Interdisciplinary Long-Term Plan ECE Tutorial 2 Logistics
You spent the first part of Tutorial Tutorial 2 working in the online course, but for the majority majority of your work on your your long term plan you’ll be be working from this PDF document. At the end of this document, you will return to the online course. The icons used in this document are the same as you saw in the Big Goal tutorial, but here’s a refresher:
This icon indicates when it’s your turn to perform a step in the planning process. You’ll be provided with instructions and possibly an example of what a product looks like for this step. Please reference the instructions and sample products in this document, as well as model tools on the Student Achievement Toolkit, for guidance as you are working. This icon is used in cases where a frequently asked question or concern may be holding you back from completing the step at hand. If you identify with the question or header of a question-mark passage, read it to find out more about how or why to proceed. This icon indicates a key resource you should use to help you complete the task at hand. Usually there will be a link provided so that you can download the resource.
Ready? Let’s get started!
learning goals so that you can compare that to your scripted curriculum and determine whether it actually teaches everything your students need to learn in order to achieve your goals. You will likely find that while your curriculum will tell you how to teach some things thoroughly, it may not include other things comprehensively or even at all. As we just said, it’s your responsibility to ensure that your students achieve all of their learning goals, so you will have to supplement your scripted curriculum as necessary in order to teach your students what they need to know. A scripted curriculum is a resource, and it will guide you in how to teach daily lessons, but remember that it’s not a long term plan. Even if you have a scripted curriculum, you will still need a long term plan, and you will complete this tutorial in its entirety. entirety.
I don’t feel qualified to write a long term plan! It’s understandable to feel like you’re not prepared to write a long term plan, but you can do it because:
1. You’re 1. You’re notnews in it isalone. alone. The great – this tutorial will take you through it step by step. You also a lso have the support and expertise of your regional staff, fellow corps members, alumni, and veteran veteran teachers in your school and district to help you out. 2. You 2. You have a lot of valuable valuable experience experience as a learner. learner. I’m sure you remember a class where the material was logically sequenced so that your learning built on itself over time. I’m sure you also remember a class where it didn’t. These experiences will help you consider the potential opportunities you have sequence your courses in a way that makes sense for you and your students. 3. You’re 3. You’re an experienced experienced problem problem solver.
In a lot of ways writing a long term plan is like putting together a puzzle – you have all of the th e pieces in front of you (the learning goals given to you by your state) and you need need to group them together (the edge pieces, all the pieces pieces of the same color etc.), and them sequence them (putting the pieces together). The great news is – there is no “right” or “wrong” answer – just some options that may be better for you and your students; if you have reasoning reasoning to back up your decisions then you’ll be fine. fine. You’ve successfully solved many problems problems before. This is an opportunity for you to apply those great problem solving skills in a new situation. Please move on to complete your long term plan now!
Steps to Your Completed Long Term Plan In this tutorial, you will work step on by instructional step to develop your long term plan. Step 1: Gather information periods Step 2: Sequence your learning goals Step 3: Break down learning goals into desired student outcomes Each step will provide brief examples to illustrate the process. If you would like to see a more complete sample of part of a long term plan, please scroll to Appendix 1 at the end of this document. Before you get started, please download the long term plan template, template, which is available on the Resource Exchange: http://www.tfanet.org:80/wps/myportal/teachinglearningc http://www.tfanet.org: 80/wps/myportal/teachinglearningcenter/resourceexchange/resource enter/resourceexchange/resourceprofile?resource_id=c6fdebb1c867415a: profile?resource_id=c6fdebb1c867415a:-69da1ee2:121f4354728:-29a4 -69da1ee2:121f4354728:-29a4
Step 1: Gather information on instructional periods Your long term plan will be bassessment e organizedperiods, by whatever yourthey school school uses breakYou up the year : grading periods,atquarters, quarter s, semesters, reporting periods, marking periods, or anydivisions other name may calltothem. willyear: assess your students the end of each of these periods of time, so these become natural benchmark points to divide the year into smaller pieces. In school-based settings, you may give grades on report cards at the end of each of these periods of time. In early childhood centers, you may have an “assessment window” which marks the end of a time of instruction—this would become the end of your instructional period. Your first step in the tutorial is to divide your long term plan into instructional periods. These instructional periods will align with your school’s division of the year.
Here is a sample of how this will look in the long term plan template (information you insert is highlighted):
Table A Instructional Period #1 <8/24/09-10/23/09>
Learning Goals
Instructional Period #2 <10/26/09-1/8/10>
Instructional Period #3 <1/11/10-3/12/10>
Instructional Period #4 <3/15/10-5/21/10>
Here are your action steps: Find out how many instructional instructional periods your school has. It should be somewhere between three and six. Find out the dates dates of of those instructional periods. Take out your long term plan template. You need just enough columns for the number of instructional periods you have; delete unnecessary columns if columns if you have fewer than 6 instructional periods. Record the dates of dates of the instructional periods in the top row of the table (as shown in the example above).
Table B Learning Goals
Instructional Period #1 <8/24/09-10/23/09>
Instructional Period #2 <10/26/09-1/8/10>
Instructional Period #3 <1/11/10-3/12/10>
Instructional Period #4 <3/15/10-5/21/10>
1.A.ECa – Understand that pictures and symbols have meaning and that print carries a message. Demonstrate proficiency in other print concepts: book handling, parts of a book, punctuation, elements of text 1.A.ECb – Understand that reading progresses from left to right and top to bottom 1.A.ECc – Identify labels and signs in the environment Read 25 sight words; Recognize own name and 80% of names of classmates 1.A.EC.d – Identify some letters, including those in own name Identify 95% of letter names (uppercase and lowercase) 1.A.ECe – Make some letter-sound matches Identify 95% of letter sounds (uppercase and lowercase)
Here are your action steps:
Take out your list of learning goals for the year, which you developed in the Big Goal tutorial. Transfer all of your learning goals to your long term plan template. template. Be sure to copy and paste each learning goal into the section for the appropriate domain domain (e.g., (e.g., literacy learning goals go in the literacy domain section). Also be sure that you include all of your notes notes about about ambitious, measurable student outcomes—you’ll need these next. Ensure that all of your learning goals are Grouped by component or strand and and Ordered sequentially from simple to complex . o
o
o o
parts of a book, punctuation, elements of text
Identify front cover of a book Identify words
correct direction Identify front and back covers of a book Identify punctuation: periods Identify elements of text: words, letters and spaces
correct direction starting at beginning of book
Identify front cover, back cover, and spine of a book Identify punctuation: periods, exclamation mark Identify elements of text: words, letters, spaces, sentences
correct direction starting at beginning of book
2
Recognize separable and repeating sounds in spoken language.
Clap/tap correct number of syllables in their name and common classroom words/phrases of up to 4 syllables Identify pairs of words that begin with the same sound, and isolate that sound Orally blend two syllables to
make a word (What do you get when you put /bas/ and /ket/ together? Basket) Orally segment the phonemes in a word (What (What sounds do you hear in mouse? Stretch the word out. /m/ /ow/ /ow/ /s/) Recognize, duplicate and extend
Identify the beginning sound of a given word
Identify pairs of words that start with the same sound
Identify the beginning sound of a given word
Identify pairs of words that start with the same sound, and isolate that sound Clap/tap correct number of syllables in their name, or common classroom words up to 2
syllables
simple patterns, such as sequences of sounds, shapes and colors. Identify, extend, and create
2
Identify pairs of words that start with the same sound, and isolate that sound Clap/tap correct number of syllables in their name, or common classroom words up to 3 syllables Orally blend 2 syllables to make a word Orally blend 3 phonemes to make a word
Identify front cover, back cover, spine, and title page of a book Indicate directionality of print from left to right Identify punctuation: periods, exclamation mark, question mark Identify elements of text: words, capital letters, lowercase letters, spaces, sentences Identify pairs of words that start with the same sound, and isolate that sound Clap/tap correct number of syllables in their name, or common classroom words up to 3 syllables Orally blend 2 syllables to make a word Orally blend 3 phonemes to make a word Orally segment the phonemes in a word
Recognize and duplicate
Extend AB, ABB, and
Create AB, ABB, and
AB, ABB, and ABC patterns
ABC patterns Create AB patterns
ABC patterns
time, you should have At this time, have a fully complete complete interdisciplinar interdisciplinaryy long term plan plan including all domains (Literacy, Cognitive/M Cognitive/Math, ath, SocialSocialEmotional, and Physical), which Physical), which includes includes your list of learning goals, with student outcomes broken down over the instructional periods. This is a milestone on your road towards being fully prepared for the start of school. All of your hard work to this point will surely pay off over the course of the year, as your students get closer and closer to achieving their Big Goal! Now you should return to the online course for further instructions on how to submit your plan.
Appendix 1: Expanded Sample Long Term Plan Please note: This sample provides some learning goals in each domain, but not all of them. This sample is PARTIAL. Literacy Learning Goals Demonstrate proficiency in print concepts: book handling, parts of a book, punctuation, elements of text Hold a book right side up and turn
pages one at a time time starting at the front of the book Indicate directionality of print from left to right Identify parts of a book: front and back cover, spine, title page Identify punctuation: period, exclamation point, question mark Identify elements of text: capital
Assessment Period #1 <8/24/09-10/23/09>
Hold a book right side up Identify front cover of a book Identify words
Assessment Period #2 #2 <10/26/09-1/8/10>
Hold a book right side up, turn pages in correct direction Identify front and back covers of a book Identify punctuation: periods Identify elements of text: words, letters and spaces
Assessment Period #3 <1/11/10-3/12/10>
Hold a book right side up, turn pages in correct direction starting at beginning of book Identify front cover, back cover, and spine of a book Identify punctuation: periods, exclamation mark Identify elements of text: words, letters, spaces, sentences
Assessment Period #4 #4 <3/15/10-5/21/10>
letters, sentences lowercase letters, spaces, words, 1.A.ECc – Identify labels and signs in the environment Read 25 sight words; Recognize own name and 80% of names of classmates
Recognize own name in print
Recognize own name in print Recognize 4 other classmates’ classmate s’ names in print Read 5 sight words
Recognize own name in print Recognize 10 other classmates’ names in print Read 15 sight words
Hold a book right side up, turn pages in correct direction starting at beginning of book Identify front cover, back cover, spine, and title page of a book Indicate directionality of print from left to right Identify punctuation: periods, exclamation mark, question mark Identify elements of text: words, capital letters, lowercase letters, spaces, sentences Recognize own name in print Recognize 80% of other classmates’’ names in print classmates Read 25 sight words