· web view: fill in the missing word- you take one line from the rhyme and you say the line...

Observation Help Sheet

Morning Message Purpose: to help introduce the children to the learning of the day, this also supports DLL and ELL learners by having repetition of the phrase. Teacher starts the first large group with this message by stating it in English. The goal is to eventually have the children say the phrase. You can observe if the children who are ELL and DLL have learned the phrase to say on their own.

Objectives to observe for: # 12-a, 37 & 38

Nursery Rhymes Purpose: to help build phonological awareness in children- through the sequence the children will learn repetition, memory, rhyme, and segmentation. The rhyme is to be read to the children following the rhythm and focusing on rhyming words. Choose one rhyme for the week and follow the sequence of implementation:

Week 1 – introduce the rhyme of the week and read the rhyme several times- you can read the rhyme at different times of the day, it does not need to be done all at one time.

Week 1: Ask open – ended questions, meaning ask the children what happened in this rhyme, who do you remember was in this rhyme, where did they go or what did they do? You need to start with reading the rhyme first and then asking the questions.

Week 2: Fill in the missing word- you take one line from the rhyme and you say the line leaving one word out of the rhyme for children to recall what word is missing, for example “ Twinkle Twinkle little ….. (star) see if children know what is missing, you can pick which line and which word and you can use several lines and words depending how well the children know the rhyme.

Week 3: Identify the Rhyming words- after you have read the rhyme you will select two lines that have rhyming rods in the end, you will focus on the two ending words telling children these are rhyming words and rhyming words are words that sound the same.

For example “twinkle twinkle little star, how I wonder what you are”. Star and Are are rhyming words, then you could do another set of words from the rhyme. Teachers can even color code the rhyming words.


Objectives to observe for: # 15, 18, and 23

Week 4: Segmentation – After you have read the nursery rhyme to the child you will then take the first line of the rhyme and you will add a movement to it like clapping of hands, stomping of feet, tapping of toes. This helps children identify alliteration of words and discriminate unit of sounds.

Objectives to observe for: 15b, 15c, 23, 37, 38

Second Step Purpose: to help develop social and emotional skills in children. One lesson card weekly and implemented daily – each day has the scripts on the card and puppets and instructions on what to do and say. Each lesson card has an assigned book that is to be read on Friday. Children who do not build on their social and emotional skills first will not learn any other concepts. Teachers must start first with the social and emotional area and build on those children’s skills before introducing other learning concepts. This domain should be worked on all year long with children in order to prepare them for kinder.

Objectives to observe for: # 1, 2, 3, 12, 36, 29

Math Monday Purpose: is to be implemented to teach children the basic math concepts needed for kindergarten. Teachers are to introduce one of the concepts on Monday and then repeat that concept throughout the week. Teachers will repeat the concepts all year long. Teachers should teach in a group of 5 and then move to 10 and then to 15. Children should be able to identify the number, say the number and now how many makes that number before they move to the next set of 5.

Counting- children being able to count to 10 for 3yr olds and 20 for 4-5 yr olds. They are able to count out at least 5 to 10 objects and can identify the numerals 1- 10 and can tell you what number is next between 1- 10. Objective # 20b

Cardinality- Children being able to tell how many are in a set or in a group by counting the objects- so if there are 3 in the group then the cardinality is 3 even if the set is organized different the cardinality or the element is still 3 (Tells how many are in the set). Objectives to observe #

Subitizing – Being able to recognize a small group of objects without counting them. Objectives to observe # 20

eyes


Operations and Algebraic thinking- Being able to understand that addition as putting together and adding to and understanding that subtraction is taking apart and taking from. Staying within 10 for 4-5 yr olds and using objects, fingers, images, sounds to help teach addition and subtraction. Objectives to observe# 20, 22

Measurement and Data – Identifies and describes measurable attributes of objects, utilizing labels like big/ little/same, distinguishes between weight , area, and length. Using tools to measure items like ruler, sight, scale, and measuring tape.

Objective to observe for: #13, 21, 22

Geometry and Spatial Relationships- Able to puts things together (puzzle, nesting cups), recognizes shapes and also real world shapes. Can name three dimensional shapes cubes and a sphere for an example. Can simple directions related to position in, on, beside, below, etc.)

Objectives to observe for: # 13, 21, 20

My Story Purpose - Allows for children to develop their language skills and build on their vocabulary. Children are using their creative thinking and imagination. Drawing gives children a way to express themselves and share their how they feel. Develops their fine motor skills. Teachers should start with asking children to first label their drawing, and as their skills progress then children can begin to tell a story from their picture. Teachers should not tell children what to draw but give them the concept and let children develop their imagination from the concept given.

Objectives to observe for: # 1, 7, 9, 12, 17, 19, 29, 30, 3, 37, 38,

I am Moving, I am Learning Purpose - To help develop health in young children and their families. Giving children the opportunity to have gross motor movement throughout the day both indoor and outdoor. IMIL is only required to be on your lesson plan once, but you can do several gross motor activities in your classroom as needed for children to move and stretch. Not all gross motor activities need to be linked to a Choosy CD song, movements like excising, stretching, hokey pokey, tiptoeing around the room, bean bag tossing are all activities that require movement. IMIL requires physical movement.

Happy mouth


Objectives to observe for: # 1, 2, 4, 5, 6, 11, 21, 29, 30, 34, 35, 36, 37, 38

Question of the day Purpose – To help children recall events helps children with memory and with expressing their thoughts, motivates children to talk. Informs teachers how much information a child retained and next steps for instruction or support.

Objectives to observe for: # 2, 3, 8, 9, 10, 11, 12, 37, 38

Who is here chart Purpose - to help with children developing their literacy skills by using the letters to their name first? Children do not need to be taught the alphabet in order they need to start with the letters they will see the most. Begin instructing the child with the first letter to their name and a child should recognize the letter and sound before the move to the next letter of their name. The name chart gives them a visual of their all the letters to their name so begin the year by having a picture next to the child’s name and then as child begins to identity their name remove the picture.

Objectives to observe for: #15, 12, 16, 17, 18

Classroom Helpers Purpose- Assigning children classroom jobs teaches them responsibility, gives them pride in a job well done, and helps to build the classroom community. Teachers can select new helpers on a daily basis or on a weekly basis. This should be a quick process and should take up the majority if your large group time.

Objectives to observe for: # 1, 8, 12, 28, 37 38

Learning Centers Purpose- are areas within the classroom where children learn about specific subjects by playing and engaging in hands on activities. Play is an active form of learning that involves the whole self. Children need to learn certain strategies and skills, such as making decisions, carrying out plans, cooperating and sharing with others, and problem-solving, in order to play and learn independently. While children are exploring and engaging in the learning centers the teachers should be: Observing, Listening to children talk, asking questions, Show what to do when help is needed, Support first attempts, Participate in activities, Talk and have discussions with your students, Help your children make discoveries and connections, Share your knowledge and


expertise. Your job is not to take ownership of the activity or play, but instead to try to figure out what children are trying to achieve.

Objectives to observe for: you could observe all objectives through the learning centers and watching children explore and engage with the classroom material and with one another.

Word Box Purpose- The word box is used as a tool to support emergent literacy instruction. It can help students learn letters, sounds of words and build on their vocabulary, it supports in teaching children how to read.

Objectives to observe for: #11, 12, 14, 15, 16, 17, 18

Story Approach Purpose- reading aloud to children promotes a source of enjoyment to children, it builds on their vocabulary and oral language and builds skills in phonological awareness. Children will learn knowledge of print, letters and words and most importantly children can begin to develop the sense of a story (they begin to picture settings, characters, plot and resolution).

First Read: introduce book and author- this teaches expanded language (title/ author/ illustrator). It teaches children that a book is read from left to right and how to correctly hold and open a book.

Second Read: Recall and predict- by showing children pictures from the book or stating “do you remember what happened” allows children recall and predict events and to help build on their prior knowledge.

Third Read: Vocabulary- identify new words to children from the book and explain the new words by saying beautiful is another word that means pretty or angry is another word for mad”. When you can give new words motion or a picture then children will take more interest. Example if you use the word swooping then you could move your arms in a swooping motion. Teachers should use new words throughout the day and week so that children can remember them and use them.

Fourth Read: Extend- how else can you add to this story or what can the children add, ideas would be like can you make this book a flannel story or a picture story, maybe adding props to the story. Letting the children retell the story in their words just by looking at the pictures. Children could draw a character from the story or they could add a new


character. It is being able to see what the children retained from the story.

Objectives to observe for: #3, 8, 9, 10, 11, 12, 14, 15, 17, 18, 21, 36, 37, 38

Small Group Time Purpose- allows for teachers to plan for and work with children in smaller group’s every day. Small groups are meant to help children meet individual goals or meet children’s individual needs. Small group should be from 10- to 20 minutes. Teachers can have various small groups going on at this time, this is not choice time. Not all of the interest areas should be open to the children. This is a time were the teachers have selected either the materials or the interest areas based on the needs of children to work on.

Objectives to observe for: will be based on goals and needs of children

Choice Time Purpose- is the time where children are able to select where they want to play, who they want to play with and what materials they want to explore. Choice time should be at least 60 minutes of uninterrupted time. Teachers should have all interest areas available for children to explore and materials should be easily accessible. This when the classroom staff should be moving throughout the classroom and observing what the children are doing and saying and provide support if needed. Specific activities can be offered to the children, but it is their choice if they choose to engage in the activity or not.

Objectives to observe for: # 1, 2, 3, 8, 20, 29, 37, 38

Music and Movement Purpose: to allow children to have a sense of creative energy. Music and movement helps develop both sides of the child’s brain. Children are able to express their feelings and actions through music. Music helps develop gross motor skills, language and literacy skills and social and emotional skills. Music and movement is different from IMIL because it does not always require children to be physically active. Music and movement can be a finger play, can be done with musical instruments, with a cd or sang alone. Can be conducted outside, inside, in transitions, or at large group or meals. For the lesson plan the teacher selects one music and movement song to focus on all week with the children. Other music or songs can be used


and they do not have to be on the lesson plan. Music should only be played or sung when it is used with purpose. Playing music in the background during small group, choice time or meals is not appropriate as it interferes with language that is being modeled by the classroom staff or other children.

Objectives to observe for: can be various objectives depending on when and how the music and movement is being used.

Management Chart Purpose: is to help balance how many children are in an interest area. During choice time children are allowed to select where they choose to engage and learn in. The management charts help children identify how many children can be in one area and teaches children to wait and take turns. Each interest area should have a chart where children can place their name tag. Management charts must be utilized during choice time and if needed during small group time.

Objectives to observe for: # 1, 2, 3, 4, 8, 11, 12, 13, 14, 20, 21, 30 37, 38

Science and Technology:

#24- when children put their curiosity skills into place: the child will observe, make predictions, look for details, ask questions about what is going on, look for changes, a child identifies problems, makes predictions, thinks of ways to solve problems, and tries possible solutions

#25- child sees the plant needs water, or they have to feed their pet or people eat to grow and be healthy, child can identify if a plant is dying, or their pet is sick, they can distinguish what is living and nonliving, they know the life cycle of a plant or of animal

#26- a child is able to identify when an object takes change in their form- for example when snow melts into water, or when you add sand to water or when you have a cooking experience and your ingredients change into a finished product, or when you make playdough

#27- the child identifies it is raining outside or there is wind or it is snowing, the sun is out, the flowers are growing, they identify mud, or can identify what is dirt, mud, grass, rocks, water. The child says look the teachers the leaves are turning colors or can say it is fall or winter.

#28 -As children use a variety of tools, such as thermometers, funnels, magnifying lenses, balances, hammers, tape measures, measuring cups, cameras, and computers, they learn to select the most appropriate tools for the job. A child can also use shovels pails, water or dirt sifter, a water can to water plants.


Social Studies:

#29 the child can say what color of hair or eyes they have if they are tall or short, if a child looks at themselves in the mirror and identifies something about themselves or smiles. When a child compares how they look different from their friends. When a child talks about their family like my cousin, my grandma, they are able to identify different family members.

#30 child can say where they live, they recognize buildings or stores around them, they talk about going places and coming back- examples: Teacher I live by the Walmart, I live by the house that is green, we are going to Mexico. Also children are able to identify jobs that people do like a fire fighter, a doctor, or a dentist. Children understand that we have basic needs like eating, brush their teeth, showering, going to work or school.

#31- demonstrates understanding that people and things change over time, like people getting older. Child can see that time can be measured, for example a timer a calendar, through pictures. The child can communicates about time and uses words such as yesterday, today, tomorrow, day, week, month, minute, hour.

#32 - demonstrates understanding of geographical features, e.g.,mountain, hill, desert, lake, or a river. The child can communicate an understanding of what a map is for or a globe, children can identify that there are other places far away where you need a boat or a plane or a train to get to those places.

The Arts: #33- the child makes visual art experiences include painting, drawing, making collages, modeling

and sculpting with playdough, building with craft sticks or popsicles sticks, making paper puppets,or scribble drawing. The child is also able to identify that a paint brush is for painting a crayon is for coloring, glue is for sticking objects together, and a pencil is for writing.

#34 – Child participates in singing songs, or humming the song, they use musical instruments in the classroom, they create their own songs or musical instruments they create ways to make sounds.

#35 – Child participates in dancing, or child dances on their own or creates their own dance, child uses puppets or dolls to have movement. Child uses props like scarves, ribbons, clothing or streamers to dance or move with.

#36 - Extend the play of children by encouraging additional scenarios. Provide a variety of props for the exploration of different roles. Child is playing with puppets, child is playing in the block area making a farm and uses animals as props, or child is playing in the dramatic area pretending


to cook or be a parent. It is any type of pretend playing that a child is engage with whether it is indoor or outdoor. Child can be by themselves or with others.

· web view: fill in the missing word- you take one line from the rhyme and you say the line...

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