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Child Development 143 – Science and Math for Young ChildrenFall, 2013, Asimow

City Colleges of ChicagoHarold Washington College

CD 143 SCIENCE & MATHEMATICS FOR YOUNG CHILDRENTuesdays 6:00-8:40

Room 720________________________________________________________________

Faculty: Jennifer G. Asimow, Associate ProfessorOffice: Applied Science Department

Room 712D

Office Hours: Posted outside of office.

Phone: (312) 553-3087

E-mail: [email protected] - This is a much-preferred method of communicating with me. Please do not leave messages on my voice mail. Students are required to use their student email accounts for all communications with me. Messages sent from personal email accounts will not be opened or answered.________________________________________________________________

Credit: 3 credit hoursLecture: 3 lecture hoursLab: noneContact Hours: 3 contact hoursObservation Hours: 8 observation hoursLength of Course: 16 weeks

Catalogue Description: This course explores the relationship of play to the content areas of science and math in early childhood. Planning for a variety of developmentally appropriate experiences in mathematics and scientific inquiry are explored as well as an examination of the role of the early childhood environment in supporting development. The course emphasizes the study of cognitive theory as well as observation and documentation of science and math learning in diverse early childhood settings. The course includes student reflections of their own attitudes about science and math. 8 hours observing young children in an early childhood education setting are required for the course. Writing assignments and oral presentations as appropriate to the discipline are part of the course.

This syllabus is subject to change in order to better meet the needs of students

mailto:[email protected]


Prerequisites: Completion of CD 101 & CD 120 with grade of “C” or better. Or, consent of Department Chair.

Course Objectives: This course will introduce:

1. Cognitive development in relationship to young children’s awareness and understanding of science and math.

2. Strategies for planning developmentally appropriate learning experiences in science and math, which reflect children’s cognitive readiness, interests, and culture.

3. The relationship of the classroom environment to children’s learning in science and math.

4. How one’s own experiences and personal bias can influence one’s practice as an early childhood professional.

Student Learning Outcomes: Upon completion of this course, students will be able to

Use observation and interpretation to identify developing scientific and mathematical thinking evident in children’s play and in relationship to developmental theory (Obj. 1).

Identify developmentally appropriate instructional materials and strategies that support scientific and mathematical development in small and large groups (Obj. 2).

Plan experiences using the scientific processes of observation, inquiry, investigation, and analysis, that demonstrate sensitivity to cultural, linguistic, and ability diversity (Obj.2).

Plan experiences that promote children’s construction of number (Obj. 1).

Determine children’s interest and readiness in order to design activities that include the naturally occurring experiences in science and math (Obj. 3).

Incorporate appropriate children’s literature into science and math activities (Obj. 2).

Reflect on one’s own experience and possible bias regarding the content areas of science and math (Obj. 4).



Textbook:

Prairie, A. (2005). Inquiry into Math, Science, and Technology for Teaching Young Children. Thomson Delmar Learning.

NOTE: The instructor will assign additional readings throughout the semester.

Amount of Writing Required:This course requires various forms of writing i.e. observations, essay exams, interviews and research projects.

Plagiarism will result in FAILURE. A student who submits a paper which in whole or part

has been written by someone else or which contains passages quoted or paraphrased

from another’s work without proper acknowledgement (quotations marks, citations,

etc.) has plagiarized. Maintain your integrity when completing assignments and be

overzealous to give credit where credit is due. If you are ever unsure about what

constitutes plagiarism, ask questions. Please come see me if you are having any

problems. Students who are found to have plagiarized work may be subject to various

disciplinary actions including a failing grade on the particular assignment, failure of the

entire course, and possible expulsion from Harold Washington.



Course Requirements:

1. Attendance and Participation

a. Your success in this course is in your hands. Active participation during

class and in your preparation for class will help you get there. You cannot

be successful if you do not come, if you arrive late or leave early,

therefore:

i. Students are expected to come to class on time. Arriving late is

disruptive to the learning environment. Regular tardiness will

result in a lowered grade.

ii. Students are expected to attend class. Regular absences will

result in a lowered grade.

iii. Students are expected to stay until the end of class. Packing your

bags and leaving early is disruptive to the learning environment.

Leaving early will result in a lowered grade.

iv. Work is not an excuse for being late, leaving early or being absent.

2. Students are expected to complete the required readings prior to class and come

prepared to discuss them.

3. Students are expected to come to class prepared, with all of their course

materials (i.e. textbooks, readings, and notebooks), something to write with and

something to write on.

4. Students are expected to turn in all assignments on time. Late assignments will

be marked down one grade for each class that the assignment is late. Late

assignments will only be accepted up until the day of the subsequent

assignment/exam due date.

5. Students are expected to submit all assignments via Blackboard, unless

instructed otherwise.



6. Students are expected to participate fully in class discussions and activities.

Students who sleep in class will be asked to leave.

7. Students are expected to be present for exams. Make-up exams are at the sole

discretion of the instructor.

8. Students are welcome to eat and drink in class, however, students eating foods

found to be disturbing, noisy or odiferous will be asked to stop. (i.e., snapping

gum, spitting sunflower seeds, microwave popcorn). Students who do eat in class

should clean up after themselves.

9. Students should check their Blackboard site regularly for announcements,

handouts or any other pertinent course material. Students should also check in

to the Bb grade book to ensure that their grades are being recorded correctly.

10. Students are required to use their student email address for all correspondences

with the instructor. Emails received from addresses other than student.ccc.edu

will not be opened.

Cell Phone Policy

Cell phones are to be turned off (not on vibrate) before class begins. Answering phones, sending and receiving text messages and looking at your phone during class is disruptive and unacceptable.

Failure to comply with the above Cell Phone Policy will result in the following.

1st offense - A warning2nd offense - 5 points deducted from your final grade3rd offense - Your phone must be turned in at the beginning of class, on my desk, and may be retrieved at the end of class. This will continue for the rest of the semester.

You must make a choice between your phone and your education. You can’t have both.



Students with Disabilities StatementHarold Washington College abides by the Americans with Disability Act and with Section 504 of the Rehabilitation Act of 1973 and will provide reasonable accommodations to students with disabilities covered by these laws. If you have a disability for which you may require accommodations, please contact the Disability Access Center located in Room 107 or call 312-553-3050.

Updated Assignment Chart with Correct Point ValuesAssignments Points Total PointsPersonal Experience Essay 20 points 20 pointsObservation Log8 Hours of Observation

10 points 10 points

Analysis of Observation 20 points 20 points

Curriculum Web 20 points 20 pointsChildren’s Book Analysis 10 points each 30 pointsLesson Plan Analysis 5 points each 15 pointsLesson Plans 5 points each 15 pointsAnnotated Math and Science Web Resource Lists

10 points each 30 points

Field Trip Paper 30 points 30 pointsDocumentation Display 25 points 25 pointsFinal Project Presentation 35 points 35 pointsAttendance and Participation 50 points 50 points

300 Total PointsExtra Credit – If you sign up for my Math blog and respond to 3 posts (1 per month –September, October and November) you will receive 20 extra credit points. This one is all or nothing!

Grade Scale:

A – 90%-100%B – 80%-89%C – 70%-79%D – 60%-69%F - < 60%

Explanation of Grades:



A 90 - 100% Excellent Student work is superior. It demonstrates a very high level application and extreme care. It is exemplary.

B 80 - 89% Very Good Student work is very good. It demonstrates a high level of application and very good care. It is better than good.

C 70 - 79% Satisfactory Student work is about average. It is good and solid.D 60 - 69% Unsatisfactory Student work is of poor quality. It is not sufficient to meet

the requirements of the course.F 0 - 59% Failure Student work did not exist or was of very poor quality.I Incomplete This grade is recorded in only the most extreme of

circumstances. Students will only receive a grade of “I” if they have completed 9/10 of the coursework and an emergency has arisen. It is the student’s sole responsibility to follow-up with the instructor, complete the missing work and ensure that the “I” has been changed to a credit-earning letter grade. The “I” automatically becomes an “F” if the work is not completed within 6 months.

Class attendance and participation are critical and will be of great help in preparing the above assignments.

Students must show they are actively pursuing a passing grade in the course by…a. Attending class regularlyb. Signing on to Blackboard regularlyc. Turning in all assignments on timed. Communicating with the instructor about their intentions in the course.

Students who fail to show that they are actively pursuing a passing grade in this course will be dropped from the course.



Personal Experience Essay20 pointsBefore we ever decide to become teachers, we all have a long history in the field of education. Our experiences, be they good or bad, have helped to shape our perceptions of ourselves as learners first, then as potential educators. Each experience has also shaped our views about the subjects we’ve learned, and our abilities to teach those subjects.

This can be especially true of math, science, and technology. When it comes to these subjects, there are many personal, academic, and cultural contexts that have influenced how we perceive our abilities. Some of these contexts we are very aware of, others we may think about rarely or not at all, but all have influenced us as students and will affect how we teach.

For this reflection, you will think about and examine your personal experiences in math and science. Consider not only your academic experiences, but also your more informal exposure to these subjects at home and in your everyday life. Think and write about these experiences over time, from childhood to the present. What people and events encouraged you? Which experiences challenged you productively, and which made you just want to give up? Try to be as specific and as honest as you can as you explore how your experiences in these areas have affected your current view of yourself as either “good” or “bad” or “other” at math and science.

Observation Log and Interpretation10 pointsLog (You will find the log template in Course Resources in your Bb page. Download it and use it while observing. Transfer (type) your written observations into an electronic version for submission.)8 hours of observations. At least 3 hours of observation must be in an early childhood setting (make arrangements in advance with a teacher). The other 5 can be in any naturalistic setting (a park, a museum, a friend’s house). Plan to do your observations during a time when the child or children are likely to be engaged in activities or free play time. Break observations up so they are no longer than 1 hour each. Be sure to date each observation and note the time/location it was taken. Include a description of the setting or classroom. In your classroom observations, describe what materials/toys/centers are available for the children to learn math, science, and technology ideas and describe how they are using these areas. It is best not to do your observation while you are doing something else, such as working, relating to other adults, etc. You need to keep 100% of your focus on observing the children. As much as possible, do not interact with the child or children.



Note: This is a data-collection activity. You must do this part well in order to have enough information to do your observation analysis paper. Think of yourself as a video camera, writing down what you see. Also, remember the focus for you observations is math, science, and technology. Your goal is to observe children engaged in activities that relate to these topics.

Immediately after you have written the observation, begin the interpretation. Jot down 2-3 sentences about what you saw. Was there “inquiry” going on? How? Did you see evidence of experimenting with math or science concepts? Was there anything else important in that observation? This will help you in your analysis paper.

Interpretation/AnalysisUsing terms and concepts from the textbook and other resources from the class, analyze what you have observed in your Observation Log. The goal of this interpretation is for you to make connections between the observations and the concepts in the readings and lectures. Use the techniques you learned in CD 101 / CD 201 to write the analysis of your observations.

This paper should be 100% in your own words, although you will need to use concepts/terms from the textbook to support your analysis. You will be graded primarily on the thoughtfulness of the analysis and your ability to accurately identify what the children are doing/learning that relates to math, science, and technology concepts. See the Observation Analysis Rubric for more details.

From your observations you will then make a decision about what area of inquiry you will explore the rest of the semester. Write about how you decided on the topic and how it is connected to your observations.

Curriculum Web:

The Curriculum Web is the first part of the final project presentation. For this assignment, you are to choose one area of inquiry that is engaging to young children. This can be an area that you are actually exploring at your work, or a hypothetical topic, if you do not currently work with young children. The development of the curriculum web should be expansive- with ideas for exploration in each and every area of the early childhood curriculum. More is more in this assignment.

Field Trip Reflection Paper30 pointsFor this assignment, you are to visit one of the many wonderful museums in the Chicagoland area. After, you will write a 2-3 page paper describing the visit, identifying the math/science areas you visited. What science/math concepts do you think children



will explore there? What age group is it designed for? How does the museum address differences (in language, culture, or ability)? You should then connect this museum to your area of inquiry and fully explain how you would use this place as a field trip destination for children to further explore your area of inquiry.

Children’s Book Analysis5 points eachUsing the attached template, you are to analyze three children’s books. Choose one picture book, one story book and one non-fiction book that support your area of inquiry. Write about the main messages in the story and how it would support your inquiry based on those messages. What expansion activities would you plan around the book and the concepts you’re exploring? What discussion questions does the book inspire?

Annotated Math and Science Web Resource Lists:

For this assignment, you are to find 6 websites dedicated to early childhood math or science that includes your area of inquiry. They should be divided in the following way:

Math Science1 for Children 1 for Children1 for ECE Professionals 1 for ECE Professionals1 for Parents of Young Children 1 for Parents of Young Children

Explore the sites fully and then annotate each one.

Lesson Plan Analysis:

Before writing your own math and science lesson plans, you are going to analyze and evaluate 3 lesson plans from your Annotated Math and Science Web Resource Lists. The lesson plan analysis template can be found under Course Resources in our Bb site. You must download the lesson plans and attach them to the analysis templates.

Lesson Plans:

You are going to write 3 lesson plans with ideas taken from your curriculum web. One of these will provide the framework for the lesson you will conduct with a group of young children. Each will be a math or science activity, but you must do at least 1 of each. The lesson plan template can be found under Course Resources in our Bb site.



Documentation Display:After conducting your lesson with young children, you are going to assemble a Documentation of Learning Board that will be presented during your final presentation.

Final Project Presentation:This is it! You are done. For this assignment you are going to tell the class a story- the story of your journey through this course, from deciding on your subject for inquiry, to the writing of your lesson plans and the execution of one of them with children. You will tell us of your experiences working with the children, evaluating the lesson, assessing the children’s learning and documenting it all. This should be told in story form- with visual aides to guide the class through the experience. Be creative as possible.

ALL ASSIGNMENTS WILL BE DISCUSSED AT LENGTH IN CLASS!!!!

BUILDING A LEARNING COMMUNITY TOGETHER

In an effort to facilitate a mutually beneficial and cooperative learning environment, the students in this child development course will engage in the following:

1. Promote mutual respect and dignity among all students- We will listen carefully to one another, respect diverse ideas, talents and points-of-view. We will agree to disagree with one another’s ideas while emphasizing respect for each person.2. Engender trust and openness-A healthy learning environment insists that we all learn to trust one another and continue to maintain that trust throughout the semester.3. Value diversity- We will encourage an environment where students are open to hearing, learning about and contributing diverse ideas, experiences and points-of-view.4. Take active responsibility for “engaged” teaching/learning-We will come prepared to class, ready to learn. We will engage ourselves actively in different forms of learning/teaching experiences such as experiential learning, small group discussions and structured debates.5. Participate actively – We will value and nurture active participation and involvement in the classroom. We will provide constructive feedback to our peers and we will listen as much as we speak.6. Build a challenging and supportive learning environment- We will create an environment where students feel free to take risks that challenge and nurture their educational growth. We will attempt to balance intellectual challenge and emotional support. We will emphasize reflective inquiry among students, test new ideas and brainstorm possibilities



Weekly Class Schedule

Each week we will have a lecture/discussion/video portion of the class followed by a laboratory portion.

WeekDate

Topic Homework

Week #1August 27

Introductions – Ice BreakerCourse Syllabus and Course Expectations

Begin observation log; Find ECE sites to observe

Read Chapters 1 and 20Child Development Laboratory Seek

and Find

Week #2September 3

What is Inquiry? Read Chapter 2

A Walk Through the Park – How does a walk through the park become an inquiry experience?

Week #3September 10

The Thinking of the Young Child DUE: Personal Experience Essay

Read Chapter 33 Kinds of Knowledge – Let’s Explore

Week #4September 17

Social Learning Read Chapter 4 and 6

Play as a Learning Vehicle

Week # 5September 24

The Teacher’s RoleRead Chapters 5 and 13Observation as a Teaching Tool

Week #6 The Environment DUE: Observation Log



October 1 and AnalysisRead Chapter 12

Setting it Up

Week #7October 8

Planning for Learning DUE: Children’s Book AnalysesRead Chapter 9The Project Approach

Week #8October 15

Documenting Learning DUE: Curriculum WebRead Chapters 10 and 14Creating Meaningful Documentation

Week #9October 22

Number Sense DUE: Annotated Math and Science Resource ListRead Chapter 15

Meaningful Math

Week #10October 29

Geometry and Data Gathering/Analysis DUE: Lesson Plan AnalysisRead Chapter 16Measurement

Week #11November 5

Physical Science DUE: Lesson PlansRead Chapter 17

How do Things Move?

Week #12November 12

Earth Science Read Chapters 18 and 19The World Around Us

Week #13November 19

Life Science

Plant LifeLions, Tigers and Bears, Oh MY!

Week #14November 26

Putting it All Together DUE: Field Trip Paper

In-class computer workshop-Preparing for Final Presentations

Week #15December 3

Final Presentations Half the Class will Present Today

Week #15December 10

Final PresentationsEnd of the Semester Potluck! Happy Winter Break.

Half the Class will Present Today

INSTRUCTIONS FOR SUBMITTING ASSIGNMENTS THROUGH BLACKBOARD “TURN IT IN”



Create the document you will submit using word processing software (Microsoft Word is best). Acceptable document extensions are .doc, .docx, .pdf, .rtf. Please make sure that you take note of restrictions in Turn It In. There may be other acceptable file types added, so reference the site to make sure.

Save your document! Give it a name associated with the assignment you are doing (Thought Paper 1, or Infant/Toddler Observation, for example).

Login to Blackboard and click on this course in your course list Click the “Assignments” menu option on the left side of the page. Find the assignment you want to complete and click on “View/Complete Assignment” (just

below the assignment title). You will be directed to the Turn It In page for the assignment

1. “Single File Upload”—You will be attaching a single file unless otherwise instructed. You don’t need to change this setting.

2. “Author/First Name, Last Name”—Your name should automatically appear here. If it doesn’t, then type it in and let me know (just in case there is some problem).

3. “Submission Title”—You should give the assignment the same title that it has in the syllabus, for the sake of consistency.

4. “Requirements for Single File Upload”—Please read. This tells you what file types and sizes are permitted, as well as what to do if your file exceeds the size limit. This should not happen in most cases. Files must be at least 20 words long, which should also not be a problem.

5. “Browse”—Click this button to search for the document you wish to submit. If the document is on the computer you are working on, check the “Documents” or “My Documents” menu item and look for the document. If the document is on your flash drive, then insert the drive and access the document. When you find the work, double click on it and it will appear in the box to the left of the “Browse” button in Turn It In.

6. “Upload”—Once the document title appears in the box, click “upload”. You will be directed to the submit page.

7. “Submit”—NOTE: MAKE SURE YOUR FILE IS COMPLETE BEFORE YOU SUBMIT. You can only submit one file per assignment. Once you click “Submit” you will not be able to go back and add another file. This page will allow you to view the document before you submit. Check to make sure you have attached the correct document and that it is complete before you click the “Submit” button. If you have mistakenly uploaded the wrong document, simply click the link marked “return to upload page” and follow the instructions. If you review the document and it is what you want to send, click “Submit”. Once you do, you will be directed to the successfully submitted page. Click “OK”.

8. Make sure to check your CCC student email for a submission receipt. This is the only way you will have to prove you submitted the work on time. The receipt lists the time and date of the submission, among other info.

9. You can view comments on your work by clicking on the “View/Complete” link that you used to submit, then following the prompts OR by clicking on the grade for the assignment in “My Grades”. You MUST review comments for each assignment.

Book Analysis Form



Title/Publication Date:Author: Illustrator:Age Range:Type: Genre:Math or Science Concepts:

Discussion questions:

Expansion Activity:

Personal Comments:



Observation Log:

Date/Time Place/Address Age Range Signature and Phone Number (for Observations

in Classrooms/Centers)

Lesson Plan Analysis



Activity: _____________________________________

Materials needed:

Activity description:

What is the learning goal of this activity/lesson plan?

1. What behaviors would you observe that would indicate to you that the learning goal is being met? What will the children do and say during this activity that would indicate they are learning?

2. Does this activity/lesson plan follow Developmentally Appropriate Practice (DAP)? Explain your answer using details from the activity and whether or not it is appropriate for young children.

3. Does this activity/lesson plan demonstrate sensitivity to cultural and linguistic diversity? What are your suggestions for making this activity/lesson plan more sensitive to cultural and linguistic diversity?

4. Describe some activities that you could do to expand upon this activity/lesson plan. Make sure to explain how your expansion activities relate to the activity/lesson plan you are analyzing/

5. How could you adapt this activity/lesson plan to meet the needs of children with developmental challenges or disabilities? Please remember that all children must have access to the activity. Sometimes you simply need to adapt the materials or methods in order to make the activity accessible to children with challenges. Please describe 2-3 possible adaptations you would make to this activity in order to invite all children to participate.

Reflection: What is your general impression of this lesson? What do you think of the format of this lesson plan? Is it use-friendly? Would you use it? Would you recommend it to others?

Observation and Interpretation Rubric



Standards Meets the Standard Emerging skills Does not Meet the Standard

4b. Knowing & understanding effective strategies & tools for early education

Objective language is used throughout the observation description. Student remains focused on observed behavior and does not include any interpretive or reflective statements.

Objective language is used sometimes but the student also includes interpretive comments.

Subjective or judgmental language is used throughout the description and the student continuously makes interpretive comments.

3b. Knowing about & using observation, documentation, & other appropriate assessment tools & approaches

Actions and interactions are all described in vivid detail. Child’s language is quoted verbatim. Actions are recorded sequentially.

Actions and interactions are described clearly but lacking in detail. Child’s language is quoted some of the time. Actions are recorded sequentially some of the time

Actions and interactions are described with very little detail and are difficult to follow. Child's language is not included or is corrected for grammar. Actions are not recorded sequentially and are difficult to follow

Supportive Skill #3: Written & Verbal Skills

No spelling, grammar or punctuation errors or typos.

Some errors in spelling, grammar, and punctuation, or typos that somewhat distract from the writing.

Many errors in spelling, grammar, punctuation, and typos. Errors are prominent and distract too much from the writing.

3a. Understanding the goals, benefits, & uses of assessment

Student uses observed behaviors as evidence for interpretations or reflections.

Student sometimes uses observed behaviors as evidence but also uses some speculation

Student does not use observed behaviors as evidence but relies solely on speculation

1b. Knowing & understanding the multiple influences on development & learning

Supportive Skill #5: Identifying & using professional resources

Student uses concepts of development as the main source of evidence for interpretations or reflections

Student begins to use concepts of development as evidence for interpretations but also relies on personal experience to describe development

Student relies solely on personal experience and does not use concepts of child development as evidence for interpretations or reflections

1c. Using developmental knowledge to create healthy, respectful, supportive, & challenging learning environments

Student uses observation to make informed, and developmentally/culturally appropriate decisions in the classroom (hypothetically or field experiences)

Student begins to use observation to inform practice but also relies on teacher-centered practices

Student does not use observation to inform practice but solely relies on teacher-centered practices



Documentation Rubric


6b. Knowing about & upholding ethical standards & other professional guidelines

There is no identifying information about the child or school on the documentation in order to preserve confidentiality

There is some identifying information about the child or school

Confidentiality is violated

1a. Knowing & understanding young children’s characteristics & needs

Documentation is used as an assessment tool to analyze the developmental process

Documentation includes information about development such as developmental milestones or domains

Documentation does not include development

3d. Knowing about assessment partnerships with families & with professional colleagues

The documentation includes child assessment information to make the learning process visible

The documentation includes child assessment information

Child assessment information is not included

2c. Involving families & communities in their children’s development & learning

The documentation is targeting all audiences including the children, teachers/colleagues, families and the community.

The documentation targets one or two audiences but does not consider all of them.

The documentation does not seem to have an audience.

Supportive Skill 4: Making connections between prior knowledge/ experience & new learning

The documentation reveals the student's metacognitive awareness of her/his own learning process in rich, descriptive detail

The documentation describes some of the student's thoughts but does not go into detail about the student's own learning process

There is no description of the student's learning process or the description is superficial.

3c: Understanding and practicing responsible assessment to promote positive outcomes for each child

Within the documentation there is ample evidence of the student observing, gathering artifacts, questioning and hypothesizing.

Within the documentation there is some evidence of the student observing and gathering artifacts but there may not be evidence of the student questioning or hypothesizing.

There is very little evidence of the student observing, gathering artifacts, questioning or hypothesizing.

Supportive Skill 3: Written and Verbal Skills

All writing in the documentation is written clearly and without any spelling, grammar, punctuation errors, or typos.

Writing within the documentation is somewhat vague. Some distracting errors in spelling, grammar, and punctuation, and/or typos.

Written errors are prominent and distract too much from the meaning.



Personal Reflection Rubric


4d. Reflecting on their own practice to promote positive outcomes for each child

Reflections are thoughtful and complete.

Reflections are brief. Reflections are superficial.

Supportive Skill #1 Self-assessment & self-advocacy

They reveal personal feelings or experiences about the topic.

They reveal a little about personal feelings or experiences related to the topic, but they could be more thoughtful and go into more detail.

They don’t reveal any personal feelings or ideas

6d. Integrating knowledgeable, reflective, & critical perspectives on early education

Questioning and other techniques are used that probe for deeper meaning.

There is the beginning of reflection or questioning.

No questioning is used.

Supportive Skill #4: Making connections between prior knowledge/experience & new learning

The writing describes how the student’s understandings have changed using specific, meaningful examples. Comparisons are made between student’s prior and current understandings. Important questions are raised for further exploration.

The writing describes how understandings have changed and gives some examples. Limited comparisons are used between student’s prior and current understandings.

Nothing is revealed or examined in any detail.

Supportive Skill #3: Written & verbal skills

No spelling, grammar or punctuation errors or typos.

Some errors in spelling, grammar, and punctuation and/or typos that distract from the meaning.

Many errors in spelling, grammar, punctuation. Errors & typos are prominent and distract too much from the writing.

Supportive Skill: Written communication

The writing is clear and well organized.

The writing is fairly clear but the organization can be difficult to follow.

The writing is unclear and disorganized.



Lesson Plan Analysis Rubric

Standards Meets the standard

Emerging Does not meet the standard

5c. Using their own knowledge, appropriate early learning standards, & other resources to design, implement, & evaluate meaningful, challenging curricula for each child

Explains how the lesson plan does or does not follow DAP using detailed descriptors

Identifies whether or not the plan incorporates DAP but does not explain how

No reference to DAP

2a. Knowing about & understanding diverse family & community characteristics

Examines the lesson for sensitivity to cultural and linguistic diversity and provides suggestions to strengthen the lesson's sensitivity.

Describes how the lesson is sensitive to cultural and linguistic diversity, but does not provide suggestions to strengthen the lesson's sensitivity.

No discussion of how the lesson is or is not sensitive to cultural and linguistic diversity

5c. Using their own knowledge, appropriate early learning standards, & other resources to design, implement, & evaluate meaningful, challenging curricula for each child.

Includes a rich description of expansion activities and describes how they relate to and support the lesson plan

Includes some description of expansion activities but the explanation of how they relate to the lesson plan is not clear.

No description of expansion activities or some activities are mentioned with no explanation of how they relate to the lesson plan

5a. Understanding content knowledge & resources in academic disciplines

Supportive Skill #2: Mastering & applying foundational concepts from general education

Identifies the learning goals of the lesson plan and describes reasonable child behaviors that would indicate that the learning goals have been met

Identifies the learning goals of the lesson plan but does not fully describe child behaviors that would indicate that the learning goals have been met.

No learning goals are identified or they are inaccurately described.

4c. Using a broad repertoire of developmentally appropriate teaching/learning approaches

Lists appropriate adaptations that directly relate to the lesson plan and are accurate and appropriate

Lists some adaptations but with little connection to the original lesson plan or are not

No adaptations or inappropriate adaptations listed.



for children with developmental challenges

necessarily appropriate for children with developmental challenges
