ND Curriculum Initiative

Subject & Standards

Needs Assessment/Rational

In determining the need for my unit of instruction, I reviewed the standardized testing done for each student upon qualifying for Early Childhood Special Education services. Preschoolers do not take part in state testing but the tests used to determine eligibility compare their abilities to that of their typically-developing peers. Norm-referenced tests (such as the Mullen Scales of Early Learning) are most commonly used for this purpose. In reviewing the receptive and expressive language scores of the 9 students in my morning preschool class (with a score of 50 being the mean or “average”), 1 student fell within the 20th % rank, 2 students within the 10-20% rank, 2 students within the 5-15 % rank and 4 students below the 5th % rank. In addition, in reviewing the Individualized Education Plans for these students on my caseload, I found that all of the students have receptive, expressive or related language concept objectives. Research by professionals in the field of Early Childhood Special Education, including M. Briggs and C. Weiss, emphasize the importance of early intensive services for children demonstrating a disability or who are at significant risk for failure. This information provides me with the basis for the preschool standards that I am using in this unit: Jefferson County Public Schools Preschool Content Standards English Language Arts: Standard 4 Students speak and listen for effective communication in a variety of contexts. Benchmark 4.1 demonstrate an understanding of oral messages Benchmark 4.3 use oral language for a variety of purposes English Language Arts: Standard 7 Students apply complex thinking skills when reading, writing, speaking, listening and viewing. Benchmark 7.1 recall information Benchmark 7.5 follow simple directions.

Understandings & Goals

Enduring Understanding: I want the students to have a receptive and expressive vocabulary of the basic animals found in a zoo. I want the students to develop better understanding of concepts relevant to these animals (e.g. “big/little”, “fast/slow”, “tall/short” and “loud/soft”)and to generalize these concepts to other items in the classroom. I want the students to follow increasingly complex directions to participate in activities. I want the students to be able to answer questions about zoo animals and provide relevant information. Goal(s): Students will increase their receptive zoo vocabulary. Students will increase their expressive zoo vocabulary. Students will improve basic concept understanding. Students will follow directions. Students will answer questions.

Questions Answered

Essential questions: What animals live at the zoo? What do these animals look like? What specific characteristics do these animals have that set them apart from other animals? Can they tell me something about zoo animals? What animals do we have in the Red River Valley Zoo? What are their favorite animals at the zoo? Objectives: When presented with 10 targeted zoo animals, the student will correctly point to 8/10 named animals on 2/3 trials. When presented with 10 targeted zoo animals, the student will correctly name 7/10 animals on 2/3 trials. Students will follow directions containing the following concepts: “tall/short”, “big/little”, “fast/slow”, and “loud/soft”, with 75% accuracy on 2/3 trials. Students will respond correctly to “what” and “where” questions regarding zoo animals on 8/10 trials.

Assessment

What quiz and test items e.g. simple content-focused questions that require a single, best answer) will provide evidence of understanding? Receptive vocabulary can be measured by pointing to or finding named animals. Expressive vocabulary can be measured by recording the number of correctly named animals. What academic prompts e.g. open-ended questions or problems that require students to think critically and then to prepare a response / product / performance) will provide evidence of understanding? Concepts can be assessed by asking the students to think about and move as a specific animal would (e.g. a lion would run fast, an elephant would lumber slowly). Concepts of “tall/short” could be demonstrated by having items they can reach (short) and items only adults can reach (tall). “Big/little” concepts can be demonstrated by the students by sorting items that fit and do not fit into a container or space. What performance tasks and projects e.g. complex challenges that are authentic, mirror the real world and require a performance or product) will you include that will provide evidence of student understanding? After a visit to the zoo, students could find pictures of the animals they saw at the zoo that we also have been studying. By making a book and having them take it home, they can share information with their parent(s) about their findings. What other evidence e.g. observations, work samples, dialogues, student self-assessment) of understanding will you collect? Students will be expected to answer questions about what they did and saw at the zoo. They would be expected to identify animals based on descriptions and characteristics the animals demonstrate and concepts we have been studying.

Instructional Strategies

To promote understanding of targeted concepts and provide practice in answering questions, I intend to use an inquiry-based strategy. We will explore some characteristics of targeted zoo animals together and then I will set up activities in which the students will be responsible for exploring how these concepts (“big/little”, “fast/slow”, “tall/short” and “loud/soft” come into play in the real world. I will be providing the materials for the students to explore and reach some of their own conclusions through trial and error. I will then expect the students to answer questions about their findings, giving appropriate and relevant information as to what they found. Receptive and expressive vocabulary skills, as well as following directions, will be targeted through a project-based strategy. In the past, students have really enjoyed making books they can take home and share with their families. The students will need to follow directions so that their books reflect what we are learning. As we discover and gather information about each zoo animal, students will be expected to make a page depicting their findings. When the projects are completed, they will be expected to share them with the class as well as with their families.