Sunny Day Preschool PlanKristin Lyng

ESE315Instructor Hunt

11/18/2013

Mission StatementOur mission is to provide a safe, caring, and nurturing environment for every student to be able to succeed in. By the use of developmentally appropriate practices, we ensure that every lesson will be tailored to each individual student’s strengths and needs. Our play-based curriculum focuses on social, early academic, and early literacy skills. We treat everyone in our program as family, in which all of the teachers, students, and their families receive mutual respect, support, and encouragement. The main goal of our program is to ensure that each student becomes confident in their own ability to learn, ask questions, and problem solve in order to become life long learners.

The Laws Pertaining to Exceptional Students Individuals with Disabilities Act/IDEA 2004

Section 504 of the Vocational Rehabilitation Act of 1973

Is a federal law that ensures any child from 3-21 years of age (Part B) with disabilities receives a free and appropriate education.

The student’s disability must fall into one of the 13 categories and it must affect their academic performance.

If so, evaluations are done, IEP team is formed to make an IEP for the child to decide the LRE, and what special services, accommodations, and/or modifications are necessary for that student’s success (Powell & Driver, 2013).

This is a discriminatory law that prohibits any federally funded program from discriminating against students with disabilities.

If a student does not qualify under IDEA, but does have a “physical or mental impairment that substantially limits one or more major life activities”, they can still receive services (pbs.org, 2013).

Section 504 is used as a guideline for teachers to make the proper accommodations and/or modifications, if any, per student.

The Whole Classroom EnvironmentOrganization Instruction Our room is neutral, calm, and

clutter free with no bright colors, loud noises, or unnecessary décor that may distract.

Children are seated accordingly based on their needs; if a student needs extra support they are seated closest to teacher or activity.

Every area is properly divided to keep attention on the task at hand and everything has a place with picture + word labels.

We use DAP with evidence-based practices and explicit instruction to ensure all the students are following and gaining knowledge.

We learn through play and hands on activities as much as possible.

We encourage participation from every student, by doing knowledge checks and probing for the correct answer or directing to.

We work diligently to teach the student’s self-regulation and self-monitoring skills

The Whole Classroom EnvironmentDaily Schedule Is kept as consistent as

possible and when there will be a change we discuss it with the students.

We keep are transitions fun, with songs and/or allow different movements (i.e. tiptoeing) to the next activity.

We have and large clock with pictures to show the children which activity we are in and what is next, everyday it will be a student’s job to move the hands.

We allow for small breaks when needed as shown by student with fidgeting and/or disrupting.

A SUCCESSFUL CLASSROOM!

Communication with FamiliesHaving a great relationship with our student’s families and keeping them involved is a top priority of ours. On a daily basis we use journals that go home with each child to note what we covered, any achievements or concerns academically or behaviorally, and any extras. This is a back and forth form of communication as the parents are encouraged to write their thoughts and views in it also, because the families of our student’s are the ones who know them best. We also use phone calls, texts, emails, and conferences to keep everyone involved and in the loop to make sure that each child is striving and any concerns are discussed and handled appropriately. Families are also welcome to come into the classroom to volunteer.

Instructional Approaches UtilizedExplicit Instruction- As previously mentioned we use this approach to “explain and

practice concepts and procedures with students until students understand the material” (Powell & Driver, 2013, sect 2.2).

Can be used for any subject at any grade level and supports all students.

Scaffolding is used to give differing amounts of support as needed per student.

There are 16 elements to this approach as stated by Archer and Hughes; a few examples are; 1. teaching critical content, 2. sequentially, 3. in small chunks; 7. use step-by-step demonstrations, 9. with examples and non-examples; 10. allow plenty of guided and supported practice, 12. monitor student’s progress, and 13. give feedback (sect 2.2).

Instructional Approaches UtilizedDifferentiation-Meets the needs of each student, by providing altered “delivery and

content of instruction based on each student’s learning profile (learns best), readiness level, and interests” (Powell & Driver, 2013, sect 2.2).

Can be used for any subject at any grade level and supports all students.

There are six principles to this approach; 1. high-quality curriculum based on what students are expected to know, 2. continuous assessments of students formally and informally, 3. respectful tasks that interest students to be engaged and “students may work on different types of assignments or activities, based on their readiness and interests”, 4. build communication where all students feel comfortable and supported, 5. flexible grouping (i.e., small groups with similar or different readiness, interests, and learning profiles), 6. teach up where “teachers have high expectations for all students each working at a challenging level for themselves” (sect 2.2).

Instructional Approaches UtilizedUniversal Design for Learning (UDL)-This approach “emphasizes the needs of individual students and

adjusts instruction accordingly” (Powell & Driver, 2013, sect 2.2).Can be used for any subject at any grade level and supports all

students.The three principles come from how the brains three networks that

deal with information work; 1. use multiple means of representation, for the differences in the recognition network, teacher must know how each student comprehends information (i.e., visual or auditory)in order to delivery content efficiently. 2. use multiple means of activity and expression, for strategic network differences, teacher must allow different ways for demonstrating knowledge learned (i.e., writing a paper or giving a speech). 3. use multiple means of engagement, for differences in the affective network, teacher must allow for different ways in which students can engage in a lesson (i.e., some students need encouragement and others are self motivated) (sect 2.2).

Instructional Techniques for Typically Developing StudentsAs with all of our students; We use explicit instruction with maybe very little to

no scaffolding or support.We hold high expectations for each student’s own

capabilities.We use DAP, which tailor the activities to the

children’s capabilities.We spend a lot of time learning through play, which

goes in the direction that child takes it.We like to have our typically developing students be

peer tutors for our students that need extra support.

Instructional Plan for the Student with Autism Spectrum DisorderA student that has Autism Spectrum Disorder will benefit from everything that has been mentioned thus far in this presentation, plus other strategies, supports, and accommodations and/or modifications that we can offer. These include; Keeping to the schedule and providing warnings prior to

transitions Breaking large concepts into smaller, easier to manage

chunks. Using music to help teach different concepts. Using the students interests to teach different concepts. Using multiple mediums for the student to work with. Positive reinforcement and teaching problem-solving

skills. Using peer tutors to help with activities or lessons. Using assistive technologies. Having specialized services given during the day. Offering support to the students family (Powell & Driver, 2013).

Instructional Plan for the Student with No Diagnosis A student that has limited language, jumps from activity to activity, only engages in parallel play, and has not been diagnosed with a delay or disability will be offered support through our program by; Daily work on language skills. Slowly trying to lengthen attention

span with activities by engaging the student.

Modeling expected behaviors and scaffolding interaction with peers.

Using technology and music to gain student’s interest.

Positive reinforcement. Using a picture schedule of the day for

the student to follow. Continually assessing the student. Communication with the family (Powell

& Driver, 2013) .

Here the teacher is scaffolding the activity for the student.

Instructional Plan for the Student with Sensory Processing Disorder

There are differences in how to handle children with SPD, depending on the type overreactive, underreactive, or sensory-craving.The child with overreactive SPD needs a calm and quiet environment that slowly brings in stimulation., because they are very sensitive to loud noises, strong smells, touch, and bright lights.The child with underreactive SPD needs to be drawn in to activities and energized interactions, because they are undersensitive to noises, touch, smells, and lights.The child with sensory-craving SPD needs structure and regulation, assistance with using their words and building strong friendships, because they need to feel sensory related things, may band into walls, be overly loud and into everything.All three of these types of SPD require patience from the teachers and the teachers full attention and planning around the students needs. The environment will contain “nurturing interactions that facilitate basic capacities for attending, engaging, communicating, and thinking” (Greenspan, 2013).

Instructional Plan for the Linguistically and Cognitively Advanced Student The student that is advanced

needs to be continually challenged so they do not become bored.

The student’s interests and/or talents need to be encouraged.

The DAP and differentiated instruction that have been discussed will be utilized challenge the student to learn based upon his or her needs.

We would give the student extra enrichment activities to further what we are doing.

We would encourage peer interaction and social skills (Powell & Driver, 2013).

Goals/Objectives:  

At the end of this lesson the students will use what they have just heard in the book Snowmen at Christmas by Caralyn Buehner to get their imaginations working to create their own snowman doing whatever the student’s think that snowmen may do.

NY State Common Core Standards Covered:  

-Participates in small or large group activities for story telling, singing or finger plays.-Listens attentively for a variety of purposes (e.g., for enjoyment; to gain information; to perform a task; to learn what happened; to follow directions).-Demonstrates he/she is building background knowledge.-Demonstrates that he/she understand what they observe.-With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing or idea in the text an illustration depicts).-Approaches tasks, activities and problems with creativity, imagination and/or willingness to try new experiences or activities.-Demonstrates persistence.-With prompting and support, use a combination of drawing, dictating, or writing to express an opinion about a book or topic (e.g., I like…. because…).-Responds and react to visual arts created by themselves and others. 

Lesson Plan: Who’s Your Snowman?Grade: Pre-KindergartenTopic: Listening to story being read and then creating a snowman Duration: 20-25 minutes

Practice/ Checking for Understanding:    

The students are given the opportunity to take what they have listened to in the story and use their imaginations and fine motor skills to create their very own special snowman that can be or do anything. They are then asked to share about their snowman with the class.

Closing:  

The students will be asked to take their snowmen home and see if they can make him out of snow and take a picture to bring in and share or the class can work on making them during recess.

Personal Reflection:

The lesson went well, the children listened attentively to the story and were extremely excited to create their snowmen/women. Instead of having them create all of the little pieces that are added to the snowmen, next time there will be precut gloves, hats, stick arms, and other decorations like cowboy hats, football helmets, guitars, ballet tutus, princess tiaras, etc. This way there will not be so much time wasted and frustration occurring at making these small items, they can just be attached. The snowman outside was a wonderful experience and every day we changed who the snowman was, one day he was a construction worker, and the next day he was a doctor.

Materials:  

the book Snowmen at Christmas by Caralyn Buehnereither white clay or white construction paperscissorscrayons or other materials to design their snowmen

Introduction:   

Discuss with the students about past winters and see if any of them have ever made a snowman before. Ask them if they think snowmen can do different things that they like to do, just like each student has stuff that they enjoy doing. 

Lesson Development:   

After discussion, read story aloud to the whole class. Throughout the book take time to really discuss the pictures and ask the students questions. After the story, discuss with the children what would they think that their snowman would do? Would the snowman be a rock star, a football player, a dancer, an artist? Then send them to their tables, where they will get either clay to mold or construction paper to cut to make snowmen. This is going to take either three round balls of clay that are big, medium, and small or three round circles of white paper that are big, medium, and small. This will be demonstrated for the students. After they make their snowmen, they are given extra paper or materials to use to decorate them to be whatever they would like them to be. There will be plenty of assistance and probing for the children to use their imaginations to create a snowman or snowwoman. When everyone is done it would be great to have each student share what their snowman is doing.

Final Personal Beliefs…The Sunny Day Preschool ensures that each child that joins our program will be supported in order to succeed to their fullest potential. We go beyond just teaching concepts and teach the concepts to each and every child’s individual needs. By the use of developmentally appropriate practices and explicit instruction, with modeling and scaffolding, and the compassion and will to understand where each child is at, where we want them to be, and how we will get them there. We pride ourselves in being part of a team, with the students, families, and any other specialist that may be needed.

ReferenceFederal Laws Pertaining to ADHD Diagnosed Children. (2013). Frontline. PBS, New York. Retrieved from http://www.pbs.org/wgbh/pages/frontline/shows/medicating/schools/feds.htmlGreenspan, S. (2013). Working With the Child Who Has Sensory Integration Disorder. Scholastic Early Childhood Today. Retrieved from http://www.scholastic.com/teachers/article/working-child-who-has-sensory-integration-disorderPowell & Driver. (2013). Working With Exceptional Students: An Introduction to Special Education. Retrieved from content.ashford.eduThe New York State Education Department. (nd). New York State Prekindergarten Foundation for the Common Core. Retrieved fromhttp://www.engageny.org/sites/default/files/resource/attachments/nyslsprek.pdf