me too!!! publication3 (3)
TRANSCRIPT
Me Too!
P o l k C o u n t y S c h o o l s E x c e p t i o n a l S t u d e n t E d u c a t i o n
P r e - K i n d e r g a r t e n P r o g r a m
S t r a t e g i e s a n d To o l s f o r I n c r e a s i n g P a r t i c i p a t i o n o f
S t u d e n t s w i t h S i g n i f i c a n t D e v e l o p m e n t a l D e l a y s
What’s inside!
Learning Environment
The Daily Routine
Activities
Forms
Resources/Credits
2
The School Board of Polk County, Florida
Pre-Kindergarten ESE Program
Table of Contents
Title Page Number(s)
-Introduction 3
-Learning Environment 4
-Classroom Sample Design & 5-21
Suggested Center Materials List
-The Daily Routine 22-34
-Activities 35-42
-Forms 43-53
-Resources/Credits 54
3
Introduction This guide is a condensed compilation of ideas, strategies, tools, and resources to enable
the Polk County Schools Pre-Kindergarten ESE Teacher to increase the participation of
students who are functioning significantly below other students in the self-contained
classroom. These students often have lower interactive participation with other peers
and adults due to significant cognitive delays, multi-sensory delays, and/or physical
limitations. It is my hope that a quick guide to the school day routine will assist in
planning and increasing skills/goal mastery for these students and enhance the classroom
culture.
We welcome more ideas to share with our classrooms! If you have an activity or strategy
that has worked for you with a specific student or group of students, please share it with
me at [email protected]. I will be sure to send it out to everyone!
See you in your classrooms!
Carmen
“Self-motivation will flow out of a desire that resides deep in the heart of a child. It is worth everything to
help him find that desire, and then give him the freedom to go for it.”
Posted on September 08, 2011 at 10:21 AM in Executive Function, Teaching & Learning | Permalink | Technorati Tags: education
4
The Learning Environment
Setting up the classroom and materials
for various needs...
-Place mats or carpets to let students know there are changes in areas.
-Place tactile labels in areas to identify parts of the classroom.
-Provide a space for equipment (wheelchair, stander, cube chair, walker, etc.).
-Provide consistent aisles for traffic patterns (no jam zones).
-Integrate special equipment into areas/centers that are accessible to students when they need them.
-Use picture and word labels, photos, PECS, textured word labels to help students know where
materials are located.
-Cover or turn over Daily Routine pictures to indicate when parts of the day are finished and students can know what comes next. Be consistent with the Daily Routine.
-Use Velcro or built up handles (foam pvc pipe covers can be found at Lowes or Home Depot to create handles).
-Define area/center boundaries. Increase/decrease space when needed.
-Provide soft building toys in the block area/center
-Rotate and provide materials when students are developmentally ready for them.
-Sensory tables (rice, beans, noodles, sand, water).
-Attach Velcro, clamps, duct tape to materials to furniture for students.
-Use Transition Songs to provide consistency and help in moving from one activity to another.
-Set up a Safe Place using cushions, pillows, books, sensory materials.
Please Remember :
Only put developmentally appropriate items/displays on the walls and only at children's levels. This would include items that are used daily/weekly in the routine of the classroom; student work; pictures and vocabulary that are relevant to the classroom areas/centers; pictures of the children and/or their families. Things that are not developmentally appropriate would be the Alphabet that you would buy at an educational site and themed décor that are used for room decorations. Make sure you get on the child’s level and look around to see what is relevant and meaningful to them and you can let them help make the room awesome! More significantly delayed students could respond to pictures from home of their families, pictures of themselves, and pictures of pets.
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
The Daily Routine Opening Group/Morning Circle/Greeting Circle/Closing Group
-Provide consistent opening and closing songs
-Use carpet squares, cube chairs to help identify space
-Use adaptive chair/wedge/prone stander
-Use rocking chair for vestibular input
-Use props/puppets/instruments
-Provide a variety of activities for movement (sitting/moving and standing/moving)
-Use real objects/pictures/song boards
-Use sign language
-Proximity of Teacher and Para to specific children
-Use verbal, physical, picture prompts
-Allow child to hold a sensory toy (squish ball, teething toy, plush toy)
-Use technology (Big Mack, Cheap Talk, pictures)
-Use braille or tactile symbols
-Have a removable boards for non-ambulatory children
-Allow a favorite material brought to circle/group to encourage child to join
-Have children hold hands while sitting/standing and swaying to slower songs
(Use an Energy Stick: http://www.amazon.com/Be-Amazing-Toys-Energy-Stick/dp/B004K0DSDC)
23
24
25
26
27
28
Plan, Do, Review
-Limit number of choices
-Provide pictures/objects from areas/centers for plan/recall
-Role play
-Use technology (Big Mack, Cheap Talk, recording device)
-Use eye gaze board for choices
-Follow child to area/center
-Suggest an area/center and allow child to negate the option
-Use sign language, braille
-Allow and encourage children to write/draw plans/recalls
-Bring materials used by children for recall and use to scaffold
-Record plans/recalls for children to hear
-Shorten Work-Time/Do
-Provide high interest materials that are rotated in/out of storage
-Lower/raise child to level of materials using adaptive equipment
-Provide cause and effect materials
-Use communication pictures
-Label using words
-Use photos of materials
-Use interactive activities
-Use switches to activate toys
-Provide sensory materials in all areas/centers (beans, rice, various fabric textures, water, sand)
-Remove some materials from the room for periods of time
-Use a “role model” work-time buddy
-Create a developmentally “safe” area/center where specific children can explore more independently
-Make sure that materials are labeled and shelves are labeled to assist children in putting materials away
29
-Shorten length of time for developmental levels
-Proximity of Teacher/Para to children or specific child
-Plan out at least 2 small groups, rotate adults or groups after a period of time. Some students may need to stay with a particular adult.
-Small groups can be inside or outside
-Small groups should be planned from children’s interests
-Individualize materials, time, directions and expectations for specific children (may have to use bigger blocks, soft blocks, built up handles, Velcro, switches or other technology, adaptive furniture, water instead of paint, larger manipulatives, high contrast or bright
colors, PECS)
-Use eye gaze/objects/pictures(PECS)
-Use therapy ball or rocking chair, adaptive chairs, wedges, bean bags
-Let child help pass out materials
-Use open ended materials: focus on the process, not the product
-Define each child’s space
-Use technology/switches
-Use a “role model” buddy
-Use rolling standers, walkers, scooter boards or other adaptive/positioning equipment
-Consider activity level, volume of music
-Repeat songs/movement over several days
-Large group can be inside or outside
-Use pictures for choices
Small Group and Large/Movement
30
-Use hand over hand
-Provide pictures and picture prompts
-Use appropriate storage containers and shelves
-Keep expectations (sorting, color matching, etc.) appropriate for the level of each child
-Team clean with a buddy
-Use motivating activity to follow clean-up
-Use tactile symbols, sign language, technology (Big Mack, Cheap Talk)
-Use a warning timer
-Use a consistent clean-up song/music
-Use the “If…., then…..” strategy
-Use block or step to reach toilet and sink
-Use and post schedule
-Use verbal, picture, or signing cues, Big Mack that says “I have to go to the bathroom”
-Allow child to go to toilet with a book
-Use a picture sequence for washing/toilet (girl/boy)
-Direct child’s attention to the way they move to the bathroom (hop, tip-toe, etc.)
-Coordinate and communicate with family on using diapers/pull-ups/underwear and clothes that children can easily manipulate (elastic waist pants, no belts, etc.)
Clean-Up Time/Self-Help Skills
31
Breakfast, Lunch, Snack Time
-Use adaptive equipment (handles, cups, dycem mats)
-Provide choice making (eye gaze board, objects/pictures)
-Use technology (Big Mack, Cheap Talk, Recording Device)
-Provide appropriate height tables and chairs for each child
-Use box, step, phone book under feet for stability
-Adjust length of time to meet the needs of the child
-Use hand over hand feeding
-Use strategies for feeling for vision impaired (also bright colors/contrast for viewing)
-Sit near children who require more assistance/supervision
-Provide a “Family Style” atmosphere to promote comfort, consistency, and the promotion of language
-Allow students/children to help
-Allow students/children to clean up
-Have a “Food Helper” on the job chart
-Allow students/children to make choices verbally and non-verbally
-Use a developmentally appropriate environment to adjust to the needs of each child for meals
32
Story Time/Lab
-Use large books/large print
-Have 2 groups in different areas of the room
-Use headphones/listening station
-Use props/puppets/Velcro books/flap books
-Use books with textures/tactile books
-Use talking/sound books
-Use technology
-Provide multiple copies of books
-Proximity of Teacher and Para to specific child
-Use positioning/adaptive equipment
-Provide shorter books /time for developmental level
-Provide handmade/teacher made books that include children’s pictures
-Make the story shorter or do a “Picture Walk”
-Allow child to help by holding a prop or turn pages
-Read predictable books for several days and have children “retell” the story
-Buddy readers
-Have a “Story Teller” job on the job chart
33
Outside Time
-Plan outside activities for shorter time frames (break outside time into two sessions, one in the a.m. and one in the p.m.)
-Use adaptive equipment: wagon, tandem bikes, scooter boards, etc. (Consult with your PT and OT for suggestions and possibilities for equipment to use outside.)
-Provide organized activities that involve social interaction
-Manipulate levels of structures, if possible
-Use mats, blankets, vinyl tablecloth, sheet, parachute
-Hang objects from playground/trees for children in wheelchairs or floor-bound children to bat or interact with
-Use the buddy system for play or for transitioning to and from outside
-Use sensory materials: sand, water
-Use balls that make sounds or light up
-Use a large cone to hold ball for T-ball
-Use bubbles!!
-Use cardboard boxes
-Use hoola-hoops, tunnels
-Hide objects in the sand for children to dig and find
34
-Allow materials on mats (for children who need it, such as security blankets, soft toys, stuffed animals, books to look at)
-Try to schedule therapy for students who do not nap
-Shorten the time for rest for those who need to get up earlier
-Have consistent rest spots
-Proximity of adults
-Use positioning equipment
-Consider changing the activity prior to rest time that facilitates gearing down the energy levels...maybe a story before rest
-Use soothing music
-Use picture routines
-Allow a favorite pillow from home
-Weighted blankets (consult with PT and OT first)
-Rocking or gentle motion
Rest Time
35
Activities Sample activities for students
36
Activity: Shape sorting
Materials: tunnel, shapes, containers for shapes to be sorted into
Description:
Set up the tunnel. You can use any large motor activity you choose to. (ex: spots to jump on, rope to jump over, chair to go under)
Place the shapes on the floor on one side of the tunnel.
Place the containers for the shapes to be sorted into on the other side of the tunnel.
The teacher will sit on the side of the tunnel where the containers for the shapes to sort them are located. If possible, have the para sit on the side where the shapes are located to help the children.
Each child will pick one shape, go into the tunnel, and tell the teacher the shape. The child will place the shape into the correct container and then sit down. For the children who need a smaller field, I will give the student two con-tainers to choose from instead of all the containers. As a child is going through tunnel, I will call the next student to go pick a shape. This will help the activity move along and less wait time for the children.
This activity could be done with a variety of manipulatives. I have used also stringing beads, building with unifix cubes, Legos, throwing letter bean bags, etc.
Submitted by Jen Ogle, Pre-K ESE Teacher at Loughman Oaks Elementary
37
Submitted by:
Jen Ogle, Pre-K ESE Teacher at Loughman Oaks Elementary
Activity: Shape sorting
38
Activity: Colors (label/identify, match)
Materials: Various colors of bean bags, basket or bucket, colored mats, picture cards with colors & name of color
Objective/IEP Goal options: 1. When presented with a set of [#] objects of various colors (list colors), _____ will match at least [#] of the re-
quested colors in __ out of __scheduled trials, as measured by [tracking form, checklist, anecdotal notes/records].
2. When presented with a set of [#] objects of various colors [list colors], _____ will [point to or select] at least [#]
of the requested colors in __ out of __ scheduled trials, as measured by [tracking form, checklist, anecdotal notes/records].
3. When presented with a set of [#] objects of various colors (list colors), _____ will verbally name at least [#] of the requested colors in __ out of __scheduled trials, as measured by [tracking form, checklist, anecdotal notes/records].
Arrangement of Space: Students will be on the large group carpet with the teacher. If needed, the class can be
split into two groups, one with the teacher and one with the para. Adaptive equipment: bean bag chair, rocking
chair, cube chair, tumble form floor sitter.
Strategies: This activity can be varied from student to student depending on their developmental level and IEP
goals. A student who is cognitively delayed may only be offered a choice of bean bag to toss into the basket, use
pictures to match with bean bag, hand over hand, eye gaze choices, Big Mack for choices.
Instructions:
1. Arrange students on floor with adult in a circle with a basket or bucket in the middle of the rug.
2. Give each student a bean bag to hold.
3. Teacher holds up a card and ask “Who has _______________?”
4. Students with that color will toss their bean bag into the basket/bucket.
5. Students who require more assistance will be shown a card or another bean bag of the same color to match to.
If possible, they may be offered two different colors to choose from by pointing, using eye gaze, or pictures. If
the student is only able to throw their bean bag (with or without assistance) into the basket/bucket, that is a
good starting point to scaffold from. You can also use color mats for the student to match the bean bag to.
6. When all of the bean bags are in the basket/bucket, empty it out and redistribute them again to the students
to do the activity again.
7. Take data for students according to their IEP goals for evaluation purposes. (See Pre-K Math Checklist attached)
39
40
Literacy Strategies for Activities/Daily Routine
41
42
43
Sample lesson plan forms, record
keeping forms for goals,
observation/participation tracking form
Forms
44
Pre-K ESE Full Day Lesson Plan Page 1
Teacher: ________________________________________________________ Date: _______________
Greeting Time/Shared Reading: (20-30 min.) C.D.: ____________________________________________
Social Skills__________________, Rhymes, finger plays, songs: _____________________________________
Shared Reading Big Book: ____________________________*Objectives: __________________________
____________________________________ Activity: _________________________________________
Small Group Time: (20 min.) Evaluation: Use of question and answer technique.
Planning Time: (10-15 min.)
Work Time: (45-60 min.)
Recall Time: (10-15 min.)
*Objectives: Taken from the HIGHSCOPE KEY DEVELOPMENTAL INDICATORS (N=58).
Things to Remember/Strategies for Participation:____________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Group 1 *KDI Objectives: ____________________
Focus: ___________________________________
Materials:_________________________________
Beginning:_________________________________
Middle:___________________________________
End: _____________________________________
Evaluation: Provide individual assistance during the lesson, observing mas-tery of concepts.
Group 1 *KDI Objectives: _____________________
Focus: ____________________________________
Materials:__________________________________
Beginning:__________________________________
Middle:____________________________________
End: ______________________________________
Evaluation: Provide individual assistance during the lesson, observing mas-tery of concepts..
Group 1 Individual Scaffolding Strategies:
_________________________________________
_________________________________________
Evaluation: Use of question and answer technique
Group 2 Individual Scaffolding Strategies:
_________________________________________
_________________________________________
Evaluation: Use of question and answer technique
Focus:
_________________________________________
Evaluation: Provide individual assistance during the lesson, observing mas-tery of concepts.
Added Materials:__________________________
IEP Objectives/Benchmarks:
___________________
Group 1 Strate-
gies:________________________________
Evaluation: Use of question and answer technique
Group 2 Strategies: _________________________
_________________________________________
Evaluation: Use of question and answer technique
45
Page 2/Lesson Plans/Full Day PreK ESE
Large Group Time/Phonological Awareness: (20-30 min.)
Outside Time: (30 min.)
Story Time: (10-15 min.)
Math/Literacy/Investigation Small Group Time: (10-20 min.) Evaluation: Use of question and answer technique.
*Objectives: Taken from the HIGHSCOPE KEY DEVELOPMENTAL INDICATORS (N=58).
Things to Remember/Strategies for participation: ____________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Materials: ___________________________Song/s___________________________________________
CD/Tape:_____________________________ Movements: ______________________________________
Phonological Awareness:_____________________________ *KDI Objectives:______________________
Activity: _____________________________________________________________________________
E: Use of observation to determine mastery of skills
Materials: _____________________________ Activities:
_______________________________________
E: Use of observation to determine mastery of skills
Group 1:Book:________________________________
___________________________E: Solicit child’s response
Group 2:Book:________________________________
___________________________E: Solicit child’s response
Group 1 *KDI Objectives:
________________________
Activity:__________________________________
Group 1 *KDI Objectives:
________________________
Activity:____________________________________
46
Prekindergarten InD Lesson Plan Explanation
ESOL strategies will be used for children potentially identified as English Language Learners based on the Home Language
Survey. The ESOL strategies in Appendix D-2 will be included in the daily lesson plans with the names of potential English
Language Learners.
ESOL Strategies throughout the day: 1, 2, 3, 4, 5, 6, 7, 9, 13, 19 and The High Scope Adult/Child Interaction Strategies
English Language Learners ____________________________________________________________________
Greeting Time: Adults and students gather in the Gathering Place. Adults lead the children in greeting one
another, building attachment with I Love You Rituals, singing songs, saying rhymes/fingerplays and other oral
language activities using mirrors, props, and other materials. Children participate by looking, listening, touch-
ing, vocalizing, making choices, and using voice output. Greeting activities are at a developmentally appro-
priate level (building a sense of self and attachment with familiar adults rather then calendar activities or pre-
academics).
►Positioning: Children are positioned on or near the floor and adults sit at children’s eye level. Suggested po-
sitions include feeder seat, Rifton corner floor sitter, Rifton toddler chair, boppy pillow.
►Objectives: The children will… 1. Develop sense of time (beginning of day/ transition from home) 2. Listen
and respond to adult voices 3. Make choices and participate in oral language using pictures and voice out-
put 4. Form attachments to primary caregivers 5. Develop a sense of self by seeing themselves in mirrors and
photos
►Adaptations: Pictures/photos, voice output, physical assistance for reaching/grasping, choice boards/
objects
Small Group Time: Each adult interacts with a small group of students using prepared materials. Each adult
introduces activity/materials, then assists and interacts with the children (each in turn if needed). Activities fo-
cus on PROCESS, not PRODUCT. Materials are adapted to match each child’s goals and/or abilities. Children
make choices throughout, build cause/effect understanding and demonstrate purposeful use of voice output
with activity specific messages.
►Positioning: Children are positioned at an appropriate level for the activity (i.e., chairs at the table for finger
painting, standers at the water table for pouring, prone wedge for knocking down a block tower) and adults
meet them at this level.
►Objectives: See lesson plan for activity specific objectives that focus on communication and language, cre-
ative representation, early quantity and number, exploring objects, space and time (see Infant and Toddler
Key Experiences posters).
►Adaptations: Adapted gripping tools, physical assistance, switch activated toys, switch with control unit for
electrical appliances, pictures, voice output, mounting and stabilization of toys and materials, adapted scis-
sors
Large Group Time: Adults lead activities that focus on music and/or movement in the Gathering Place, inside
the Island or outside. Children can be positioned but independent or assisted movement of large and small
muscles is the goal. The focus is on PROCESS, so music/action/directions are paced for student response time.
Materials are used that encourage movement: bubbles, scarves, parachute, blanket, gait trainer, ball bath,
etc. Children participate by standing, rocking, and moving as much as they are physically able as well as vo-
calizing, holding props and turning music on and off with switch.
Children build cause/effect understanding and purposeful use of voice output with activity specific messages.
►Positioning: Children are positioned for movement, suggestions include: facilitated standing/walking/
dancing, gait trainers, walkers.
►Objectives: The children will… 1. Move with and without objects 2. Move to a common beat 3. Listen
and respond to music 4. Experience “fast” and “slow”
►Adaptations: Physical assistance, voice output, switch activated music player
47
Prekindergarten InD Lesson Plan Explanation, page 2
Work Time: Adults position and interact with students in any areas of the room (the Gathering Place, Island, Spa,
computer, ball bath, swing, etc.) and offer choices of play objects/activities using objects, pictures and/or voice
output. Work Time allows children time for independent, less structured exploration, builds cause/effect and other
play skills, allows adults to observe children’s play and make adaptations, and allows for important positioning that
might be difficult during other times of the routine.
►Positioning: Children are positioned at an appropriate level for the activity or area of the room (prone wedge in
the Spa, pulling to stand at the mirror in the Island, supine stander in the book area, etc.)
►Objectives: The children will… 1. Explore sensory and cause/effect materials 2. Express initiative 3. Solve
problems encountered in play 4. Explore objects with the hands, feet, mouth, eyes, ears and nose 5. Explore
building and art materials
►Adaptations: Switches and adapted toys, physical assistance, adult modeling, mounting and stabilization of toys
and materials, computer with switch access or Intellikeys, books with adaptations for page turning
Breakfast/Lunch/Snack Times: Adults position children and use adapted materials to implement self-help goals.
►Positioning: Supportive seating systems such as: Rifton seating system, Rifton toddler chair, Ski chair, other chair
as directed by the child’s physical or occupational therapist.
►Objectives: See individual goals/benchmarks for each child.
►Adaptations: Adapted plates/utensils/cups, Dycem, hand-over-hand, picture choices, voice output
Outside Time: Adults and children experience a variety of activities (movement, small group, sensory, story, etc.) in
an outdoor setting.
►Positioning: Children are positioned for movement or safe outdoor play, suggestions include: facilitated stand-
ing/walking/dancing, gait trainers, walkers, adapted tricycle, adapted swing, wagon, prone on blanket.
►Objectives: The children will… 1. Experience different set of environmental stimuli (breeze, sounds, sun/shade)
2. Move with and without objects 3. Explore and notice locations of objects 4. Experience different speeds and
types of movement
►Adaptations: Physical assistance, supervision to ensure physical safety, adaptations for any materials listed
above
Story Time: Adults share a story/rhyme/finger play/oral language activity with a small group of children. Adults
hold or sit close to children at children’s level and speak in soft, inviting voices. Props, objects, books with simple
pictures or photos of children and familiar adults (including family) are used. Oral language activities that use sim-
ple vocalizations, repeated lines, rhythm and rhyme are chosen. Children participate by listening, making simple
choices, pointing to pictures, joining in using voice output
►Positioning: Positioning is used to promote comfort and attachment as well as visual and physical access to
books/materials. Suggestions include: Feeder seats, boppy pillows, bean bag chairs, in an adult’s lap, supine on
wedge, sidelying, Rifton toddler chair.
►Objectives: The children will… 1. Listen and respond to voices 2. Look at and touch books/materials 3. Point
to pictures 4. Participate in vocal exchanges or use voice output to participate in repeated words/line of the story
5. Build relationships with adults and peers
►Adaptations: Big Books, object books, tactile books, Adapted Stories to Go materials, dycem, Velcro, page fluff-
ers, props/puppets, physical assistance, picture symbols, voice output (single, sequenced or multi-message devic-
es), mounting and stabilizing of books
Closing Time: Children and adults come together for closing of the day’s activities. Adults review (with words and/
or pictures) the events of the day. Adults prepare the children’s bags, including notes home. Adults lead children
in goodbye songs/routines that build attachment.
►Positioning: Children are positioned on or near the floor and adults sit at children’s eye level. Suggested posi-
tions include feeder seat, Rifton corner floor sitter, Rifton toddler chair, boppy pillow.
►Objectives: The children will… 1. Develop sense of time (end of day/transition to home) 2. Listen and respond
to adult voices 3. Form attachments to primary caregivers ►Adaptations: Pictures/photos, voice output, physical
assistance for reaching/grasping, choice boards/objects
48
PRE-K InD DAILY LESSON PLANS** Date: _____________ Teaching Team: ________________________________
Time↓ Used Throughout the day: 1,2,3,6,19 EQ&N 1 C&L 1,2,3 SoS 4
______Breakfast: Children work on language, feeding, social and self-help skills.
P: ________________________________A/T: ______________________
===============================================================================================
______Greeting Time: 14, 21, 23 C&L 1,2,3,4,5 Mo 1,4 Mu 1,2,3,4 SR 1,2,3,6 SoS 1,2 T 1
O: Children develop an awareness of self and others participate in music/language and social activities using a
variety of materials and devices.
P: ______________________A/T: ____________________________
M: Music: _________________________________ Props: _________________________________________
I Love You Ritual (s): ________________________, _________________________, ______________________
A/T: _______________________________________________
*E: Use of observation to determine mastery of skill
______Small Group Time: An opportunity for adults to introduce various concepts, activities, and sensory materials to
children. 5, 7, 8, 9, 18, 20 C&L 1,2,3 CR 1,2, EQ&N 1,2,3 EO 1,2,3 SoS 1,2,3,4 S 3,4 T 1,2,3,4
_____ Work Time: 5, 8, 9, 12, 13, 17, 20 ****Take key notes C&L 1,2,3 CR 1,2, EQ&N 1,2,3 EO 1,2,3 SoS 1,2,3,4 S 3,4 T 1,2,3,4
O/A: Children move about or are positioned to explore materials in the Island and Spa areas of the classroom.
M: An opportunity for children to explore cause-effect and choice making through sensory and switch operat-
ed toys, appliances, devices and multimedia software on the computer.
Specific ideas: ______________________________________________________________________
*E: Teacher will provide individualized pupil assistance, observation, and use question and answer technique to assess mas-
tery of concepts.
______Lunch: Children work on language, feeding, social and self-help skills. EQ&N 1 C&L 1,2,3 SoS 4
P: _______________________________A/T: ____________________________
______Outside Time: Children experience different movements/sensations. 5, 9, 20 Mo 1,2,3 Sp 1,2 T 3 SR 3,6
P: _________________A: _____________________________M: ________________________A/T: ________________________
O=objective, A=activity, M=materials, A/T=adaptations/ technology, P= Positioning
Color Codes: ESOL Strategies *Evaluation Key Experiences
Group I:______________
P: _______________________________________________
O/A:______________________________________
M: _______________________________________
A/T: ______________________________________________
__________________________________________________
_
*E: Provide individual assistance during the lesson, observ-
ing mastery of concepts.
Group II:__________________
P: _________________________________________________
O/A:_______________________________________
M: _________________________________________
A/T: ________________________________________________
_____________________________________________________
*E: Provide individual assistance during the lesson, observing
mastery of concepts.
49
PreK ESE Lesson Plans for:_____________Date: _____________
Arrival from 7:30 to 8:00:
Buses: Cars:
In classroom, students will go to the manipulative
area to engage in fine motor skills and conversation
while waiting to begin breakfast.
Strategies:_____________________________________________
Breakfast from 8:00 to 8:25:
Paraprofessional gets breakfast for students.
Teacher assists students in self-care skills.
Students enjoy healthy food in a supportive social
setting, Strategies:_________________________
Clean up and Self-Care Skills from 8:25 to 8:30: Students throw breakfast away, go to restroom and wash hands.
Strategies:____________________________________________________________________________
Morning Circle from 8:30 to 8:45:
KDI Objective Areas: Language, Literacy, Communication; Approaches to Learning; Social Studies; Mathematics; Sci-
ence. To develop a sense of community and to assist students with transitioning from home to school.
Activities: Moving name from home to school, calendar, jobs, weather, music and movement. Working on social
skills using _________________.
Materials: Large group area; calendar; jobs chart; home/school chart; music; Social Skills Lessons
Strategies:__________________________________________________________________________________
Plan/Do/Review from 8:45 to 10:05:
KDI Objective Areas: All
Activities:/Strategies:_________________________________________________________________________
1. Students plan what to do with adults and will use the following strategy/material: ___________________
2. Students will begin what they have chosen to do with appropriate materials and people, and continue until they
have completed their plans or changed them. Adults use specific interaction strategies to join, support and extend
each student’s engagement.
3. Students will clean up by storing their unfinished projects and/or putting away materials away in designated places
after about 45-60 minutes of “Work Time”.
4. Students will meet with the same adult from planning to share and communicate what they have done. Adults will
use scaffolding strategies, pictures, or objects to elicit responses.
Target Student/Strategies:___________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
50
Self Care Skills/Snack/Prepare for going home and Dismissal from 2:00 to 2:30:
Activities: Students have a final snack. Students go to restroom and wash hands before/after snack.
Students get backpacks and agendas ready to go home. Strategies:_______________________________
Buses: Cars:
Self-Care Skills, Lunch Time, Clean Up from 11:00 to 12:00
Activities: Students enjoy healthy food in a supportive social setting, Students will throw lunches away, (go
to restroom and wash hands before and after lunch). Strategies:__________________________________
Quiet/Rest Time from 12:00 to 1:15: A time for students’ sleeping or quiet, solitary on-your-own mat play.
Music and Movement Time from 1:15 to 1:30:
KDI Objective Areas: ______________________________________________________
Activities: Students and adults engage in singing, music and movement activities, finger plays, rhymes and
acting out stories.
Materials: _______________________________________________________________
Strategies:_______________________________________________________________
Story Time from 1:30 to 2:00:
KDI Objective Areas: _______________________________________________________
Activities: Adults read a storybook in a variety of interactive modes, modeling appropriate reading behav-
iors. Strategies:__________________________________________________________
Materials: _______________________________________________________________
Small Group(s) from 10:05 to 10:25: (Tuesdays/Thursdays will be Shared Reading and Graphic Practice.)
(Mondays/Wednesdays/Fridays will be student initiated lessons.)
KDI Objective Areas: ______________________________________________________________
Activities: Students experiment, explore and use materials to pursue an expressed interest and to solve
problems. Students will have fun with language, read in various ways, and practice beginning writing
strokes.
Materials: Mon/Wed/Fri-:___________________________________________________________
Tues/Thurs-Shared Reading Lesson: ____________________
Materials: Shared Reading books, audio cd’s., Graphic Practice Chart, slates, dry erase markers, erasers
Strategies:_______________________________________________________________________________
Outside/Playground Time from 10:25 to 11:00:
KDI Objective Areas: All
Activities: Students and adults engage and enjoy vigorous play and use a variety of materials.
Materials: Playground, _______________________________________________________________
Strategies:________________________________________________________________________________________________
51
52
(Goal/criteria for mastery from IEP)
Date: Date: Date: Date: Date:
Goal: 1
Goal: 2
Goal: 3
Goal: 4
Additional notes from Teacher:
Polk County Schools PreK ESE IEP Annual Goal Anecdotal Notes/Records for:_________________________________________________________ Pre-K ESE Teacher:_____________________________________________ (Copy and paste goals/criteria for mastery from IEP/Enrich for each goal box.)
53
4 =
Ch
ild
per
form
s sk
ill
ind
epen
den
tly o
r w
hen
giv
en a
gro
up
dir
ecti
on
(ver
bal
/no
nver
bal
). N
o a
du
lt i
nte
rven
tion
is
nee
ded
. 3
= A
du
lt p
oin
ts/g
estu
res/
mo
del
s/o
r ver
bal
ly d
irec
ts c
hil
d t
o p
erfo
rm s
kil
l 2
= A
du
lt p
rovid
es p
arti
al p
hysi
cal
assi
stan
ce t
o c
om
ple
te s
kil
l, b
ut
chil
d c
an d
o s
om
e in
dep
end
entl
y
1 =
Ad
ult
pro
vid
es 1
00
% p
hysi
cal
(han
d o
ver
han
d)
assi
stan
ce t
o c
om
ple
te s
kil
l
0 =
Ch
ild
ref
use
s/u
nab
le t
o p
erfo
rm s
kil
l, w
alks/
wan
der
s aw
ay,
ign
ore
s ad
ult
, sa
ys
“No
”, t
antr
um
s
ND
= N
o d
ata
for
that
ses
sion
In
creasin
g P
arti
cip
ati
on
Data
Coll
ecti
on
Form
fo
r S
tud
en
t:(C
ircle
level u
nd
er e
ach
min
ute
):_
__
__
__
__
__
__
__
__
__
__
__
Acti
vit
y/ie
s(1
0-2
0m
in):
Date
s/Tim
es:
0-1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Str
ateg
y:
Outc
om
e L
evel:
Crite
ria #
min
/tota
l:
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
Str
ateg
y:
Outc
om
e L
evel:
Crite
ria #
min
/tota
l:
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
Str
ateg
y:
O
utc
om
e L
evel:
Crite
ria #
min
/tota
l:
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
Str
ateg
y:
Outc
om
e L
evel:
Crite
ria #
min
/tota
l:
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
Str
ateg
y:
O
utc
om
e L
evel:
Crite
ria #
min
/tota
l:
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
4
3
2
1
0
ND
54
Literacy and Students with Severe
Disabilities: The Time Is Now!
The “Hour Glass” Model of Literacy Development and Instruction
Patsy Pierce, Ph.D.
Center for Literacy and Disability Studies
http://www.med.unc.edu/ahs/clds/
Head Start Disabilities Services Newsletters :
file:///C:/Users/carmen.king/Desktop/PreK%20ESE%20Other%20Resources/Head%20Start%20Disabilities%20Services%20Newsletters%20-%20Head%20Start.htm
___________________________________
http://kaplan.floorplanner.com/gallery
Conscious Discipline
by Dr. Becky Bailey
http://consciousdiscipline.com/
*Available for checkout
Jen Ogle, Pre-K ESE Teacher
Loughman Oaks Elementary
Polk County Schools
Davenport, Florida
Carmen D. King, M.S. Sp.Ed.
Educational Diagnostician
Pre-K ESE District Programs
Polk County Schools
Bartow, Florida
MDCPS Prekindergarten Program for
Children with Disabilities Teacher Handbook
http://prekese.dadeschools.net/teacherhandbook.html
I Belong/High Scope
By Jan Levanger Dowling and
Terri C. Mitchell
http://secure.highscope.org/productcart/pc/viewPrd.asp?idproduct=757
http://www.highscope.org/file/NewsandInformation/ReSourceReprints/IBelong.pdf
*Available for checkout
The Inclusive Early Childhood Classroom
By Patti Gould and Joyce Sullivan
http://www.pearsonhighered.com/educator/product/Inclusive-Early-Childhood-Classroom-The-Easy-Ways-to-Adapt-Learning-Centers-for-All/9780131705326.page
*Available for checkout
Building Blocks for Teaching
Preschooler with Special Needs
By Susan Sandall & Ilene Schwartz
http://products.brookespublishing.com/Building-Blocks-for-Teaching-Preschoolers-with-Special-Needs-Second-Edition-P223.aspx
*Available for checkout
Transition Time
By Jean Feldman
http://books.google.com/books/about/Transition_Time.html?id=Fsua44ixWTUC
*Available for checkout
*Listed are available for checkout. Other topics are also available for checkout from the Pre-K ESE District Office.
55
Phone: (863) 519-8870
Fax: (863) 519-7559
E-mail: [email protected]
School Board of Polk County
P.O. Box 391
Bartow, FL 33831
T h e S c h o o l B o a r d o f P o l k C o u n t y , F l o r i d a
P o l k C o u n t y S c h o o l s E x c e p t i o n a l S t u d e n t E d u c a t i o n
P r e - K i n d e r g a r t e n P r o g r a m