Develop an outline of a plan for five consecutive writing lessons in an early childhood classroom (age of your choice).
The plan should include:
The name and topic of each lesson or activity
An objective for each lesson or activity- Behavioral Objectives describe in detail the behaviors that students will perform during or upon completion of a lesson and the conditions and criteria which determine the acceptable level of performance.
A brief description of each lesson or activity
The expected learning outcome- Learning Outcomes identify what the learner will know and be able to do by the end of a unit of study – the essential and enduring knowledge, abilities (skills) and attitudes (values, dispositions) that constitute the
integrated learning needed by the conclusion of the unit.
The following materials are Required Studies for this week. Complete these studies at the beginning of the week, and save these materials for future use.
- Literacy Beginnings: A Prekindergarten Handbook (Pinnell & Fountas, 2011)
- Section Four: Supporting Emergent Writers
- Section Six: Assessment of Literacy Learning
- Observing Writing Behavior
- Read, Write, Play, Learn: Literacy Instruction in Today’s Kindergarten (Rog, 2011)
- Chapter 10: “I Never Knew We Could Write This Good!”: Modeled, Shared, and Interactive Writing
- Chapter 11: “Look What I Writ!”: Building Independence with the Kindergarten Writing Workshop
- Stages of Writing Development (California Department of Education Child Development Division, & Elementary Education Division, 1999) [PDF]
- Elementary Writing, Listening, Speaking Continuums (Three Village Central School District, 2009) [PDF]
- Writing Sample 1 (Concordia Online Education, n.d.) [PDF]
- Writing Sample 2 (Concordia Online Education, n.d.) [PDF]
- Writing Sample 3 (Concordia Online Education, n.d.) [PDF]