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EDU 603 Final Project: Language/Communication Learning Skills For Young Children

Aniekpeno Udofia

Post University

EDU 603 FINAL PROJECT

EDU 603 Final Project: Language/Communication Learning Skills For Young Children

Part I: Statement of Educational Philosophy

Education Philosophy on Language/Communication Learning Skills

The development of language is a phenomenon that has been perceived as an unresolved

mystery by many educational researchers who have delved into its study, aiming to discover its

in-depth origin (Whitehead, 2007). Constructivist/progressivist educational theory requires

learners to be active in their learning process. That is, learning by doing, in order to be able to

explore the world around them and connect the pieces that are relevant to their existence

(Wojcik, 2016). Developing communication skills can be considered constructivist/progressivist

in nature because this is an on-going skill that learners build upon as they advance through life

(Wojcik, 2016). In studying early language development, one is also considering how each

unique individual becomes a great communicator, talker, or thinker. At the same time, it is

paramount to consider how individual families play into the mental processes involved in

language and thinking (Whitehead, 2007). Literacy development is not solely the work of the

teacher because families and children’s communities also play a role in its pedagogy. However,

teachers have to use effective strategies for creating educator-family partnerships to further

extend the participation of families beyond the home (Newman et al., 2016). Language and

communication are not confined to the walls of the classroom; they are present in all realms of

life although, the classroom plays a vital role in assisting with its development, its application,

and proper usage. Offering language support strategies and teaching young children the proper

means of communication enhances the acquisition of receptive and expressive language skills

and minimizes developmental delays in these areas (Roberts et al., 2014).

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Philosophically, when one thinks of the future, the two terms, constructivism; a term

often used to refer to educators who help their students “Learn how to learn” by incorporating

inquiry, multiple intelligence and collaborative learning in their classrooms, and education are

very important (Ruiz, 2015; Educational Broadcasting Corporation, 2004). A student constructs

literacy ideas through constant education from birth and through life; this process may occur

formally or informally. A child’s first communicative action is as a result of an extended period

of active listening to teachers, parents, peers and everyone alike who serve as role models for the

child to emulate in formulating communication skills. Wiggins and McTighe (2005) explained

that in designing a curriculum that uses understanding by design, a teacher has to set clear goals

for his/her students. Therefore, the teacher will be responsible for setting expected goals for what

students should understand, know, and the skills they should develop about

communication/language by the end of the unit (Wiggins & McTighe, 2005).

Kotzee (2014) explained that in language philosophy, learning occurs in three ways,

firstly, the learner learns about the causal grounding role of fixing words, then he/she learns

about the methodological role before learning about the constitutive/basic concepts. Having this

background knowledge, the teacher can then use the universal design for learning which require

that he/she should “create instructional goals, methods, materials, and assessments” that are

flexible and commiserate with every student’s needs and interests (CAST, 2014). When these

processes are set in place, the teacher can then use his/her prerogative to determine which

language learning skills are required for individual learners.

One area of development that cannot be undermined in a classroom of young children,

especially when planning a unit that aims to promote communication, is social skills. Children

attend and engage better when they are within a social group and when they are able to imitate

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the actions of others (Howard et al., 2015). So, to promote language learning and the use of

communication skills, especially amongst a diverse group of learners, teachers have to model

(demonstrate) to children how learn to play cooperatively with others. The children also have to

be taught ways through which they can manage their own feelings as well as those of others so

that they can better handle the influx of emotions that come with social interactions amongst

peers.

Overall, the main reason for teaching children about the importance of

language/communication is to ensure that they are developmentally equipped to tackle the

hurdles that come with life and are able to properly communicate when necessary. The purpose

of education is to empower individuals who are able to think for themselves and have a powerful

understanding of what happens around them, be it in school or the world at large. Teachers,

parents, caregivers and peers all play a major role in the development of this individual.

Language/communication learning skills require that learners be actively engaged, a view that

resonates with the constructivist theory (Wojcik, 2016). Since language occurs in several

parameters of society, this theory more than likely fits with the goal of this unit and will be

extensively applied as the different strategies are utilized.

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Part II: Rationale of Curriculum

This unit is designed for a classroom of toddlers and twos. The classroom comprises of

8 students, 5 boys ages 20 months to 30 months and 3 girls, ages 26 months to 31 months. Of the

8 students, 3 are verbal and the rest require adult prompts and other assistance to help them

engage in any form of communication. This unit is planned in consideration of children who are

verbal and those who are not and require other cues to assist them in communicating.

The students have had a prior exposure to varying modes of communication throughout their

daily routines but most are not very conversant with the proper way to get information across to

the other person. In the course of communicating, several unacceptable behaviors have been

noted because students do not understand the proper ways to express themselves. However, the

class has been working with students to help ease this process for them. Since this concept is still

partly vague to this age group, this unit wishes to reinforce this concept and help guide the

students through this process as they engage in their learning experiences.

This unit’s goal is for students to have knowledge of language and how it can be applied

to daily use. It wishes to help students know how to express their thoughts through

communication and be able to control how they feel and build strong relationships using

language. Students will learn about effective ways to communicate with their peers both in and

outside the classroom. They will exhibit both receptive and expressive language skills,

participate in conversations, effectively communicate needs and wants, show awareness of

pictures and prints, and experiment with drawing and writing (Head Start, 2015). Students will

also understand that they can use their language skills to communicate their emotions and engage

in collaborative play with their peers.

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In developing this unit, the technique of backward design was applied in outlining the

understanding, knowledge and skills that the students are expected to have by the completion of

the unit. These were backed up by the essential questions properly aligned to support each

learning goal and experience. This unit also adopts the style of differentiating instruction to

ensure the effective implementation and an excellent outcome in results. This technique will be

applied at the initial stage to ensure that the planning of this unit is flexible enough to meet the

needs of each student. In this method, each student will be observed to see where they are in their

language skills and based off of that, a plan for their individual language needs will be

developed. This observation will comprise of past and present assessments, it will take into

consideration any other languages spoken in the home and the means of communication most

prevalent in the communities that the child is exposed to. Individual plans along with some set

strategies will be developed to support each learner based on these observations.

Universal design for learning (UDL) requires that for a curriculum to be deemed

effective, it has to provide a variety of skills, needs, and interests as well as an equal opportunity

for every student to learn (CAST, 2014). Hence, due to the variability and diversified nature of

the students for which this unit was designed, the lessons planned included a variety of

experiences and materials that will afford them the opportunity to learn according to their needs

and preferences. The choice of the lesson plan was decided upon after carefully considering each

student’s preferred learning methods, diversity, individual differences and the best way to offer

instruction that will positively influence learning. Understanding students’ backgrounds as well

as their individual strengths, interests and needs is key to planning an exemplified UDL

curriculum.

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Essential questions serves to extend a learner’s imagination beyond the obvious and

raise inquiries in the minds of learners. It also allows the teacher to carefully consider the unit

contents by asking many thought-provoking questions. The concept of using essential questions

really proved fruitful in developing this unit plan because it created chances for questions like

“what is the overall endpoint of this unit, what will the learners derive from it, and what skill set

are they expected to develop by the end of the unit?” to be asked. These questions were further

broken down to the student’s level and included in planning for the authentic performance tasks

to ensure that learning will be thought provoking and authentic for each learner. The rationale

behind this approach was that authentic learning will align with the student’s understanding in

such a way that they will be able to simplify the questions and relate them to real life experiences

which will aid in their understanding of the topic. They will also be able to use the knowledge

they obtained from previous experiences in tackling some of the problems they encounter during

the course of this unit.

Applying the authentic learning techniques will give students the knowledge they need

to assess every learning situation and then decipher the approaches they need to improve their

learning. They will exhibit critical thinking skills as they try to find the answer to these

questions. Another important skill they will portray is being able to attain and engage as well as

cooperatively interact with peers during these learning experiences. Some of the tasks integrated

for learners such as using puppets to retell a story, setting up a grocery store for the students to

replay a familiar scenario they have previously experienced, will serve to invoke inquiries in the

minds of learners while not negating the purpose of the unit. The teacher being the moderator in

some of these experiences will give young children the courage to explore and be creative in

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their imagination because the teacher will serve as the secure base for which trusting

relationships have been established.

Finally, to ensure a complete adherence to the stated features of this unit, the creation of

learning profiles and planning pyramids (Appendix B & D) was considered absolutely necessary.

Although, this unit only includes the profile of one student, the teacher will follow the same steps

in creating learning profiles for all the other students. The creation of learner profiles and

planning pyramids helps to focus the curricula on the needs and interests of students to ensure

the maximum utilization of their skills and learning opportunities. Planning pyramids helps to

completely and adequately evaluate each student based on his/her understanding, knowledge and

skill levels. Learning profiles, on the other hand, allows for evaluation/assessment of students

based on their strengths, needs, interests, and preferences. When both of these methods are

combined/applied, the teacher is able to set the appropriate criterion that addresses each learner’s

strengths and weaknesses and proffers ways to bridge any learning gaps that may exist amongst

students (Wiggins & McTighe, 2005). The reason for including the learner’s profiles and the

planning pyramids is so that the teacher can create an equitable and flexible curriculum that is

inclusive of all students and addresses their needs at an individual level as required by the

universal design of learning principles (CAST, 2014).

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Part III: Unit PlanStage I

Teaching Toddlers and Twos Communicative Language

This unit serves to help toddlers and two realize the importance of language and how it can be used in its various forms. It will ensure that imperative measures are taken to adequately prepare and support students in order for them to properly develop communication skills and be able to properly utilize them. The unit will address the steps and foster the strategies needed for the students to attain their developmental and educational standards as required by early childhood programs (Scarinci et al., 2015).

STAGE 1- STANDARDS/GOALSWhat should students understand, know, and be able to do? Stage one identifies the desired results of the unit including the related state content standards and expected performances, enduring understandings, essential questions, knowledge and skills.

Content Standard(s)

Generalizations about what students should know and be able to do.The following content standards come from the Creative Curriculum for Infants, Toddlers & Twos (Third Edition) as designed by Teaching Strategies and written by Heroman et al., (2011) and Connecticut’s Early Learning and Developmental Standards, Early Language, Communication and Literacy Domain (CTELDS, 2014):

Content Standards Primary Expected Performances

Show interest in the speech of others and identify familiar people, animals, and objects when prompted

Strand A: Word Comprehension- L.24.2.Point to familiar objects, people and body parts

Strand A: Language Comprehension- L.24.3. Respond to questions and follow simple directions

Students will identify and name family objects and persons through pictures and picture books. They will describe and tell the use of many familiar items and talk about the familiar adults in their lives.

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Through adequate adult modeling, respond appropriately to specific vocabulary and simple statements, questions, and stories

Strand A: Word Comprehension- L. 36.1. Demonstrate an understanding of an increased vocabulary, influenced by experiences and relationships

Teachers will guide students on how to respond to questions asked in books and the questions they encounter as they go about their daily activities. Students will be asked open-ended questions to evaluate their use of vocabulary and understanding of speech, cues or gestures.

Vocalize and gesture to communicate as well as use one or two word sentences or phrases.

Tell about simple statements about recent events.

Strand A: Word Comprehension- L.24.1. Demonstrate in a variety of ways understanding of most of what is communicated through gestures, signs or oral language

Teachers will work in small group with children or one-on-one when necessary to identify what cues and gestures are used and what they signify. They will also assess if students are recalling recent events by the use of vocabulary or cues and gestures.

With constant reminders, uses acceptable language and social rules while communicating with others.

Engage in simple back-and-forth exchanges with others.

Strand C: Conventions of conversation- L.24.8. Take turns in conversations by initiating and sustaining a simple conversation over two turns

Strand C: Conventions of conversation- L. 36.10. Have conversations with adults and peers that include four or more exchanges

Through daily interactions, students will be encouraged to and reminded to use appropriate eye contacts, pauses, and simple verbal prompts when communicating.

Enduring UnderstandingsInsights learned from exploring

generalizations via the essential questions (Students will understand THAT…)

K-12 enduring understandings are those understandings that should be developed

over time, they are not expected to be mastered over one unit or one year.

Essential Questions

Inquiry used to explore generalizations

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Overarching Enduring Understandings: Students will understand that

communication is an act and that it exists in many forms (spoken, written, use of sign-language or context related)

Students will understand that communication is a two-way process; it involves a speaker and a listener

Students will understand that in order to get an information across to another person, a form of communication, which relays the thoughts of the speaker is required

Students will understand that communication can be used to let others know our state of minds, make our concerns known to others, and pass across any type of messages we wish to our listeners

Unit Specific Enduring Understanding Students will understand that

communication can be used for their benefits such as in claiming ownership of what rightfully belongs to them during a social interaction (Ross et al., 2015)

Students will understand that communication can be used to get their needs met easily and in a timely fashion

Students will understand that communication can be used to engage in a peer-to-peer interaction as well as communicate with adults

Students will understand that communication is vital as they participate/engage in the day to day classroom routine

How will communication help me to express myself better?

How does my communication skills influence the people around me?

How will I use communication to help me perform better at tasks and get more rewarding results?

To what extent does communication play a role in my daily life?

Knowledge and Skills

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What students are expected to know and be able to do

KnowledgeThe students will know…

That what they hear, see or understand from the speech and action of others (receptive language) can be put into words or gestures in order to effectively communicate with others (expressive language).

Communication can occur in many forms; written, vocal or sign-language and that all forms are equally as important with the end point being to get a message across and ensure that there is an understanding between the parties involved.

That they can connect what they hear with their background knowledge and experiences

SkillsThe students will be able to…

Point to different body parts when indicated in a song or story or when I verbal request for such is made. For example, when the song “head, shoulders, knees and toes” is sang (Heroman et al., 2011).

Combine words into two-word sentences Answer simple questions about familiar events or persons. Use a questioning intonation to ask a question Use signs or pictures in a sequence to express an idea Begin to use language to get information by asking who, where, and why questions Communicate ideas and express feelings (Heroman et al., 2011).

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Stage 2

Stage 2 – Assessment Evidence

Performance TaskThrough what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning activity in “story” form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their understanding in a real life situation. Describe your performance task scenario below)By what criteria will performances of understanding be judged?GRASPS Elements of the Performance TaskG – GoalWhat should students accomplish by completing this task?

Students performance task will be using verbal or non-verbal language to engage in conversations/interactions with peers or teachers during daily routines. They will participate in many learning experiences of their choice to prompt these interactions. Many areas in the classroom such as the block area, dramatic play, sand/water table, arts etc. will be opened to encourage full participation and engagement.

GRASPS elements outlined for students:Goal: To create a flexible and age appropriate curriculum that will teach learners the effective communication skills using verbal and non-verbal cues. The verbal cues will include written or spoken language while the non-verbal cues will include sign language or context-related cues.Role: The teacher will oversee this process and will serve as a role model on how communication skills should be used.Audience: Toddlers and twos ages 18 to 36 monthsSituation: Explore various ways in which language/communication can be used to get information across to a target audienceProduct/Performance/Purpose: Students will have opportunities to engage in learning experiences of their choice that will require them to explore various ways that they can use communication skills. Some of these experiences will include:Using props to retell storiesOrganizing their own puppet showCooperatively set up and participate in pretend play

R – RoleWhat role (perspective) will your students be taking?A – AudienceWho is the relevant audience?

S – SituationThe context or challenge provided to the student.

P – Product, Performance

What product/performance will the student

create?

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Participating in read-alouds and answering open-ended questions afterwardsThe purpose of this task is to show students that language/communication exists in practically all of our daily activities and that there are acceptable ways that these skills should be used.

S – Standards & Criteria for Success

Create the rubric for the Performance Task

See Appendix A

Other EvidenceThrough what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results? Formative and summative assessments used throughout the unit to arrive at the outcomes.

Student Self-AssessmentHow will students reflect upon or self-assess their learning?

Throughout this unit, teachers will keep a portfolio on each student that details how the student communicates throughout the day. This portfolio will list the scenario the student was involved in, who he/she was interacting with and the method of communication that was used. Weekly observations will also be taken to help teachers to effectively adjust the strategies as needed for each student. Also, bi-weekly feedbacks will be collected from families through a questionnaire that will be sent home to evaluate child’s language/communication skills at home. The teacher will assess and evaluate all pieces of information and accordingly plan to best meet the needs of each student.

Have students create scenarios where they figure out the appropriate communication responses to peers reaction over something. For example: if they want to join a group play, what steps should they follow? Or they want an adult to assist them in doing something, what will be the way to go about it? That will help them self-assess what they have learned in the course of the unit.Students will partner up and fit in the missing pictures from their daily schedule. This experience will allow them put to use the communication skills they have learned in the course of this unit and self-assess themselves in the process.Teachers can also help students self assess by asking questions such as “What do you do when…?“What did you learn from that?”“What would help you do better?” Etc.

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EDU 603 FINAL PROJECT 15


\ Stage 3

Learning Plan (Stage 3)Where are your students headed? Where have they been? How will you make sure the students know where they are going?

Students are headed towards establishing and maintaining healthy communication skills that will help sustain positive relationships with adults and other children. Students already get information across by various means such as crying, snatching, hitting and so on but will now learn that there are appropriate and acceptable communication methods. The teacher will clearly explain and demonstrate the goals of using verbal cues gestures or sign language and help students connect these to the essential questions.

How will you hook students at the beginning of the unit?

Young children enjoy experiences that makes learning come to life such as puppet shows, playing a familiar character in pretend play etc. Hence, incorporating ways in which they can actively engage in their favorite activities will get them very interested and sustain their attention.

What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?

Students will be equipped with the skills and knowledge needed in this unit by:

Engaging in socio-dramatic play Participating in read-alouds Using props to tell a story Cooperatively playing with peers in various

areas of the classroom Organizing their won puppet show Engaging in activities that require the use of

gestures or sign language to clarify messages Use Karaoke machines/microphones to retell

stories and engage in other group time conversations.

Use apps on laptops and CDs on TV to have children practice their language/communication by imitating the action of the models.

How will you cause students to The teacher will ask students open-ended questions

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reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?

as they participate in the various learning experiences in order to create opportunities for them to think and reflect on their learning. Also, the children will be closely monitored and whatever difference noted will be pointed out to the child in a manner that explains if the approach taken was successful or not. Strategies not successful will be revisited and a different approach will be encouraged.

How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?

The teacher will help students make connections throughout the unit by asking open-ended questions. They will create a discussion forum where children can participate and engage with their peers in exchanging ideas concerning what they have learned in the unit. For children who are reluctant to speak or express themselves in a group, teachers will have one-on-one conversations with them and ask questions that will evoke understanding and skills obtained in the unit.

How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?

Students will be provided with many opportunities to engage in activities of their choice. All areas in the classroom such as the block area, dramatic play, art center, library etc. will be opened and students will be encouraged to play by themselves, in groups of two or larger groups or use props. As the play ensues, the teacher will go around the room and engage children in conversations, using the communication style in which the child is most comfortable with. Students will be given constructive feedbacks that will help them critically think about the principles of the unit.

How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?

Based on the information I have obtained from taking conceptual observations on my students, I will be able to determine where each of them is at on using communication/language skills. Hence, I will make individual learning plans that will take place in small groups to better support each child. Learning plans will include step-by-step directions on set learning experiences that is appropriate for the language developmental level of the student.

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The experiences will be customized to suit each students needs and help him/her advance in the usage and application of language/communication learning skills.

# Lesson Title Lesson ActivitiesAll of the following activities occur with

close adult supervision, modeling, or scaffolding (this method is used for the

students who need to move progressively toward stronger understanding and eventually greater independence in

performing the tasks)

ResourcesLessons 5-20 are derived from Creative Resources for Infants and Toddlers

(Second Edition) as written by Herr & Swim (2002) and Active Learning for

Twos by Cryer, Harms & Bourland (n.d.)

1 Intro to language/communication cues

Teachers will talk with children, using rich language to describe objects, events, and people in the environment. Students respond by contributing to the description, asking questions and answering questions.Teachers use gestures and concrete objects to clarify what they are saying to a child. Students show understanding of gestures by performing the action required.

A classroom environment composed of many familiar objects and family albums for each student.

2 Use of props Students will use props such as telephones and puppets and interact with peers.

Hand fitted puppets,Toy telephones,Large rectangular blocks

3 Tell stories using picture books

Students will retell stories from familiar picture books. They will assume the role of the teacher and tell the stories to their peers, who will serve as the students.

Picture books: suggested titles:The Three Little Pigs by Patricia SeibertLlama Llama Time to Share by Anna Dewdney

4 Use wordless picture books to tell stories

Students will partner up and select a wordless picture book of their choice. Then, they will select an area in the classroom they are most comfortable with, sit with partner, and use the pictures as a cue to tell the story in the book.

Suggested titles:Goldilocks and the three bears by James MarshallDog and Bear, Two’s Company by Laura Vaccuro soogerTruck by Donald CrewsEtc.

5 Acting out “Humpty Dumpty”

Teacher will create a poster that contains the words to humpty dumpty and hang it at child’s eye level. Invite the student to select

See Appendix E

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the material for acting out the rhyme. When a child selects this activity, the teacher will help the child engage in a conversation by admonishing him/her to discuss what the materials are and what they are used for. Then, encourage the child to recite the rhyme with the teacher, identifying the items in the process.

6 Rhyming books

After the student selects a book, the teacher will ask if he/she can join and if child says yes, the teacher will read the book. To attract the attention of the student, the teacher will use his/her voice as a tool to communicate delight in reading the story content. After reading, ask student questions about rhyming words in the book. Such as, “I noticed several words that sounded alike in the book. These rhyming words are fun to read. Which of the rhyming words did you like the best?”

Suggested text: Cardboard book, Hand, Hand, Finger, thumb by Dr. Seuss

7 Secret Pocket The teacher will model putting small objects in the pocket and invite student to make guesses of what the objects are. Clues will be provided if needed and whenever the child makes a guess, the teacher will provide feedback on the accuracy of the guess and encourage the child to keep going. When possible, the teacher will connect the given clue to experiences in the life of the student. When the student guesses the right object, show him/her the object and enthusiastically say: “You did it! What a great guess! You used the hints to figure out what I hid,” Repeat this activity for as many times as the child is interested.

Several objects, small enough to fit inside your pocket

8 Sequencing Pictures

The teacher will obtain photographs of daily routine (e.g. eating lunch, getting dressed, or playing outdoors). Place them in a basket or table. When a student selects this activity, sit near him/her and observe if the child is speaking to himself. If he is, record the words as an anecdotal record. After a while, engage the child in a conversation about the activities in each photograph. Ensure that the questions are rich enough to make the student make connections to the action occurring in the picture.

Camera and filmBasket or table

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9 Words for how things are used

The teacher will make a set of picture cards that show familiar things the child or others use. It may include a cup, chair, toy, toothbrush, and others. Look at a few of the cards with the students and see if they can name them and describe what they are used for. Then, play a guessing game by naming what an item is used for and see if the students can correctly name what the object is. E.g. “Which one do we eat with?”

See Appendix F

10 Where Are We?

Teacher will divide up children in small groups and involve them in playing a game called “where are we?” This will help students learn the names of the different play areas. To go to each area, the teacher will model a different technique e.g. crawl, walk, tiptoe, and so on. Children will make suggestion on what area to go to next and describe what that area is for.

Different areas of the playground e.g. slide, blacktop, garden etc.

11 What to Wear Notice the different clothes that students have on. Encourage the children to talk about the clothes and see if they know what different outfits are for. “Good morning, Jamar. Look at what you are wearing! What are these? Yes shorts! Can you tell me what time of the year we wear shorts? That’s right, when it is hot.” We wear shorts in the summer.We are going in the sprinkler today, did you bring your bathing suit? Engage students in conversations about real life experiences that the outfit connects with.

Different sets of clothing for different occasions and time of the year.

12 Stroller Talk The teacher will secure student in the stroller using safety restraints. Begin pushing the stroller and take clues from the child for your behavior. If the child is excited and talking, join in the conversation. If, on the other hand, she is quiet and attentive to her surroundings, do the same. After a while of enjoying the quiet, initiate a conversation such as “Cynthia, you are really quiet. What are you thinking about?” When the child answers, elaborate on it to extend on conversation, helping the child make connections to past events.

Stroller

13 We are off to see the

The teacher will set up an area in the classroom with different play animals. She

Different zoo animals from pretend play area.

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animals will explain to the children that they will be taking a trip to the zoo. Ask them if they have ever been to the zoo. If they answer yes, ask what type of animals they saw at the zoo and if no, ask what type of animals they think are in the zoo. Engage them in several conversations that describes each animal, its habitat, what it eats etc. Sing songs like “Old McDonald had a farm” and invite the children to sing with you. Take a trip to the pretend zoo with the students.

See chart on Appendix G

14 Listening to a book on tape

Place all the items listed under resources in the canvas bag. Encourage adults, preferably the parents of the children to record their reading of the story. Once complete, adhere red circle on “stop” button and green circle on “play” button. Introduce this experience to the students in a small group. Play the tape as you turn the pages in the book to accompany the story. Engage them in a brief conversation by asking if they recognized who was reading the story and go on to discuss what the book is about and ask them open-ended questions to extend their learning.

Blank cassette tapeCassette tape recorder that is powered by batteriesGreen and red circlesBook: Quick as a cricket by Audrey WoodCanvas bag

15 Grocery Shopping

The teacher will create an entrance to the store with a sign, grocery carts, and weekly advertisements/coupons. Set up store area so that food is grouped like in a natural grocery store. Label several areas. Place cash registers on the table or shelf to create checkout lanes. Create a home area where the children can dress up and write grocery lists before going to the store.When a child selects this activity, allow time to explore the materials and if the child is engaging in functional play (e.g. pushing an empty grocery cart) prompt a conversation by asking a question such as “Nerida, you have a shopping cart. What are you going to buy at the store?” As children participate in this experience, encourage conversations with their peers and help them make connections to their experiences.

Advertisement/couponsPaper money (e.g. money used to play the monopoly game)Shopping paper bags2 shopping carts2 cash registersShelves and baskets for storing foodPurses/walletsDress-up clothesMany empty food containers (e.g., cardboard boxes, plastic containers, or frozen food bags stuff with paper and taped shutPlastic fruits and vegetables

16 Fruit Salad Clean fruit and place with the other supplies in a tray and place the tray on the table. Encourage students to wash their hands and

Fresh fruit such as pineapple, banana, apple, orange, and grapes

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come sit around the table. Introduce this activity to them by saying: “Look what we have for snack. I’m going to cut some fruit. Watch me.” After I cut the fruits, we can taste.” Hold up a piece of fruit and encourage the children to identify the fruit by asking: “What is the name of this fruit?” Discuss the appearance of the fruit, talk about the size, color, shape etc. Cut the piece of fruit and share some with the children. Encourage each of the students to taste each type of fruit and converse about how the fruit tastes.

Large, non-breakable plastic bowlRegular Knife (and plastic knife for the kids)Cutting boardTray

17 Taking a trip with a friend

Pair up the children and have them decide where they are taking a trip to. Observe the type of conversations they have and what items they pack in their suitcases. Notice if the child is conversing with the peer or by himself, only dialog when necessary, otherwise note the type of conversations the children have with each other concerning the trip they are taking.

1 small suitcase with flip latches or 1 child-size backpack per child1 or more of the following items: shirts, hats, pairs of shoes, small dolls, or stuffed animals

18 Locating “Spot”

Trace and cut a dog shape for each student and print his or her name on it. As children are getting ready to transition for group time, briefly introduce the book by saying “I have a book about Spot. He is hiding. Let’s see if we can find him.” Read the story, ask the students to describe where Spot might be hiding, look where the children suggest. Provide positive reinforcement for guesses whether correct or not.

Book: Where Is Spot? By Eric HillFelt-tip markerBuff-colored paperDog stencil

19 Puppet Show Clear an area for the puppets. Set each puppet on a stand. Have student choose a puppet and join them in play by sitting on the floor. Model the puppet talking to the students, e.g. talk about what is happening. Address each child’s puppet by asking a question and encourage the child to converse using the puppet. Provide adequate positive reinforcement to motivate the child through this play.

6 multi-gender, multicultural hand puppetsPuppet stands: 6 cylindrical blocks or empty dish detergent bottles

20 Who Said That?

Insert the tape into the recorder and run an audio test to ensure the recorder is working properly. Carry the tape recorder and approach each student. Begin by introducing this activity, you may say: “I want you to talk.

Blank cassette tapeCassette tape recorder that is powered by batteriesPaper and pen

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Then I can save your words on this machine. When you are finished, we will listen to your words.” Show the child how the machine works and then ask a few questions to initiate speech. Rewind and play the tape of the child’s voice. Discuss how each student sounded on the tape. After everyone has had a chance to record, invite them to gather in in area in the classroom and play the tape. Engage them in conversations as they listen to each other on the tape and encourage them to connect this experience to their life experiences.

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Checking for UDL PrinciplesAssess and Reflect (Stage 4)

Considerations Comments

Required Areas of Study: Is there alignment between outcomes, performance assessment and learning experiences?

Performance assessment, learning experiences and student performance outcomes all center on the same idea of using language/communication skills. Essential questions bond this processes because it allows the learners to think of the big idea presented in the unit as they engage in the learning experiences. The lessons planned lines up with the standards listed and helps the learner go above and beyond in exhibiting the desired understanding, knowledge and skills outlined in the unit.

Adaptive Dimension:Have I made purposeful adjustments to the curriculum content (not outcomes), instructional practices, and/or the learning environment to meet the learning needs and diversities of all my students?

For struggling students:Adjustments have been made for struggling students by ensuring that every activity is modeled, supervised or scaffold by a teacher. That way, students that are struggling can easily be identified and the curriculum can be adjusted to cater better for their needs. Also, the lesson activities employ various learning methods such as using pictures, recording etc. to ensure that every student can easily identify with at least one lesson plan.

For students who need a challenge:For this group of students:Questions will be asked in multiple steps instead of just asking them one question and adding another when the answer has been suppliedMore props will be added to the learning experiences that require the use of propsMore advanced vocabulary will be used with themThey will serve as initiators in many group learning experiences and lead the conversations with other children

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Instructional Approaches:Do I use a variety of teacher directed and student centered instructional approaches?

Instructional approaches include teacher led, group collaboration, individualized, partnering, scaffolding in small groups or for individual students

Resource Based Learning: Do the students have access to various resources on an ongoing basis?

All resources are readily available and accessible to the students when they need it. Most are kept in areas in the classroom where the students can easily reach and others, such as the tape recorder and audio devices are provided upon request or when the task requiring that resource is being implemented. The latter is done to ensure continuous safety of the students.

FNM/I Content and Perspectives/Gender Equity/Multicultural Education:Have I nurtured and promoted diversity while honoring each child’s identity?

The diverse language/communication skill of each student, the diversity in their age ranges and developmental variations were considered in the development of this unit.The knowledge, understanding, and skills section were broken down in such a way that it was accommodative of all students in terms of what all, some or most of them should know at the end of the unit (see planning pyramid on Appendix D).

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References

CAST (2014). What is universal design for learning? Retrieved from

http://www.udlcenter.org/aboutudl/whatisudl

Connecticut’s Early Learning and Developmental Standards (2014). What children, birth to

five, should know and be able to do. Hartford, CT: Connecticut State Department of

Education.

Cryer, D., Harms, T. & Bourland, B. (n. d.). Activities for listening and talking. In Active

learning for twos, (pp. 52-100). Chapel Hill, NC: Addison-Wesley Publishing Company.

Dodge, D. T., Rudick, S., & Berke, K. (2010). Language development. In The creative

curriculum for infants, toddlers & twos, (2nd Edition, 32, 55-56), Washington, DC:

Teaching Strategies LLC.

Educational Broadcasting Corporation. (2004). What does constructivism have to do with my

classroom? Retrieved from

http://www.thirteen.org/edonline/concept2class/constructivism/index_sub2.html

Heroman, C., Diane, C. B., Berke, K., & Bickart, T. S. (2011). Language development. In The

creative curriculum for infants, toddlers & twos, (3rd Edition, pp. 43-57). Bethesda, MD:

Teaching Strategies LLC.

Head Start. (2015). Early childhood development. Early Childhood Education. Retrieved from

http://www.nemcsa.org/headstart/ECDHS_B.aspx

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Howard, L. H., Henderson, A. M., Carrazza, C., & Woodward, A. L. (2014). Infants’ and young

children’s imitation of linguistic in-group and out-group informants. Child Development,

86(1), 259-275. doi: http://dx.doi.org/10.1111/cdev.12299

Herr, J., Swim, T. (2002). Language and communication development. In Creative resources for

infants and toddlers, (2nd Edition, pp. 409-419). Albany, NY: Delmar Thomson Learning.

Kotzee, B. (2014). Language learning in Wittgenstein and Davidson. Studies in Philosophy

and Education, 33, 413-431. doi: http://dx.doi.org/ 10.1007/s11217-013-9395-y

Newman, L., Staples, K. & Woodrow, C. (2016). Recognition of family engagement in young

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on promoting language development in young children: A pilot study with early

childhood educators. Child Language Teaching and Therapy, 31(1), 37-51. doi:

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Whitehead, M. R. (2007). The development of communication and language. In Developing

language and literacy with young children (pp. 1-14). Sage Publications Ltd., London.

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Wiggins, G. P., & McTighe, J. (2005). Gaining clarity on our goals. In Understanding by design

(pp. 105-125). Alexandria, VA: Assoc. for Supervision and Curriculum Development.

Wiggins, G. P., & McTighe, J. (2005). Backward design. In Understanding by design (pp.

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Appendix A

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Appendix B

Learning Profile

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Appendix C

total------------/12

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Appendix D

Planning Pyramid: Some, Most, All Students

All students will be able to know and understand that…▪ What they hear, see or understand from the speech and action of others (receptive language)

can be put into words or gestures in order to effectively communicate with others (expressive language).

▪ Communication can occur in many forms; written, vocal or sign-language and that all forms are equally as important with the end point being to get a message across and ensure that there is an understanding between the parties involved.

▪ That they can connect what they hear with their background knowledge and experiences

All students will be able to…▪ Point to different body parts when indicated in a song or story or when I verbal request for

such is made. For example, when the song “head, shoulders, knees and toes” is sang (Heroman et al., 2011).

▪ Combine words into two-word sentences▪ Answer simple questions about familiar events or persons.▪ Use a questioning intonation to ask a question▪ Use signs or pictures in a sequence to express an idea▪ Begin to use language to get information by asking who, where, and why questions▪ Communicate ideas and express feelings (Heroman et al., 2011).

Most Students will know and understand that…▪ Communication and language usage can guide their exploration and learning (Dodge, 2010)▪ Learning to communicate with others takes practice▪ Communication can take many forms such as facial expression, gestures, body movements,

verbal or sign language (Dodge, 2010)

Most students will be able to…▪ Show understanding of increasingly complex and abstract language▪ Speak in two-word phrases▪ Use simple sentences and questions with three or more words

Some students will know and understand that…▪ Communication requires turn taking and two or more exchanges between the speakersSome students will be able to…▪ Initiate conversation by using words or gestures

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Appendix E

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Appendix F

Appendix G

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EDU 603 FINAL PROJECT 35

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