Shyann Ronolo-Valdez

October 2, 2015
ET 247
Matrix 1 (For Early Childhood Education)
Colorado
Academi
c
Standard
s

ISTE Standards
for Teachers

1. Number
Sense,
Properties,
and
Operation
s

2.
Patterns,
Functions,
and
Algebraic
Structures

Create presentation
for students to see
different patterns in
objects (such as
shapes).
(Teaching Example)

ISTE Standards for

Students

Blooms
Taxonomy

Mathematics
Observe and count
Analyze (Identify
objects (up to 10)
Blooms Level)
from a presentation
objects that are
provided to them by
provided to them
the teacher. Student
and count them in
Example).
the correct
Students can: a.
amount.
Count and represent
objects including
coins to 10 (Personal
Financial Literacy) b.
Match a quantity with
a numeral. (Student
Standard)
Understand
(Identify Blooms
Level) that

students will use

presentation of
objects as a visual

Constructi
vism

Stud
ent
Use

Flipped
Classro
om

3.
Analysis,
Statistics,
and
Probability

2. Design and
develop digital age
learning experiences
and assessments
c. Customize and
personalize learning
activities to address
students diverse
learning styles,
working strategies,
and abilities using
digital tools and
resources. (Teaching
Standard)
Teachers will track
statistics of
students work to
see the progress
that takes place
throughout the year.
(Teaching Example)
5. Engage in
professional growth
and leadership. c.
Evaluate and reflect
on current research
and professional
practice on a regular
basis to make
effective use of
existing and

aid to help the see

the patterns that
are created.

Evaluate (Identify
Blooms Level) the
progress of the
students
throughout the
year to see where
students have
improved, need
help, and have
met their
developmental
milestones.

emerging digital
tools and resources
in support of student
learning. (Teaching
Standard)
4. Shape,
Dimension
, and
Geometric
Relationsh
ips

1. Oral
Expressio
n and
Listening

Have students sort

pictures of coins by
characteristics.
(Student Example) 2.
Measurement is used
to compare objects c.
Sort coins by physical
attributes such as
color or size (Personal
Financial Literacy)
Reading, Writing, and
The student listens to
a song or a story that
is played for them
and exemplifies
knowledge of patterns
in said song or story.
(Student Example). 3.
Early knowledge of
phonemic awareness
is the building block
of understanding
language. a.
Recognize patterns of
sounds in songs,
storytelling, and

Analyze (Identify
Blooms Level)

different
characteristics of
objects provided
to them and sort
them according to
their
characteristics.
Communicating
Students will
remember
(recognize)
(Identify Blooms
Level) different

patterns in the
oral language
provided to them.

poetry b. Understand
that words are made
up of one or more
syllables c. Recognize
rhyming words and
alliterations d.
Demonstrate
understanding of
initial sounds in words
(such as mop begins
with the /m/ sound).
(Student Standard).
2. Reading
for All
Purposes

The teacher will

provide different
reading materials to
the students in the
classroom. Items
can be kept
throughout the room
and/or in the
classroom library.
(Teaching Example).
3. Model digital age
work and learning.
b. Collaborate with
students, peers,
parents, and
community
members using
digital tools and
resources to support

Understand
(Identify Blooms
Level) that

students will use

different materials
when reading
depending on
what the child
prefers and what
helps them best
meet their
developmental
milestone.

3. Writing
and
Compositi
on

4.
Research
and

student success and

innovation.
(Teaching
Standards)
The teacher models
writing and
composition of a
storybook using
Storybird. (Teaching
Example) 3. Model
digital age work and
learning
Teachers exhibit
knowledge, skills,
and work processes
representative of an
innovative
professional in a
global and digital
society.
a. Demonstrate
fluency in
technology systems
and the transfer of
current knowledge
to new technologies
and situations.
(Teacher Standard)
Teacher will design a
presentation with
questions that the

Understand
(Identify Blooms
Level) that

students will
observe what
writing and
composition is
based on the
model that the
teacher provides.
Students may not
yet be able to
write, but they can
draw pictures
based off of the
words they hear
from the Storybird.

Students will
analyze (Identify
Blooms Level) and

Reasoning

children will be able

to answer. (Teaching
Example) 2. Design
and develop digital
age learning
experiences and
assessments. a.
Design or adapt
relevant learning
experiences that
incorporate digital
tools and resources
to promote student
learning and
creativity b. Develop
technology-enriched
learning
environments that
enable all students
to pursue their
individual curiosities
and become active
participants in
setting their own
educational goals,
managing their own
learning, and
assessing their own
progress. (Teaching
Standards).

evaluate their
work based on the
questions that the
teacher provides
them with. They
will further their
thinking on the
activity when
attempting to
answer the
questions.

Social Studies

1. History

2.
Geograph
y

The teacher will

provide students
with pictures or
presentation that
illustrate past,
present, and future.
(Teaching Example).
1. Facilitate and
inspire student
learning and
creativity. b. Engage
students in
exploring real-world
issues and solving
authentic problems
using digital tools
and resources
The teacher will
utilize a
presentation to
provide students
with access to
visuals of maps (of
familiar places).
(Teaching Example).
2. Design and
develop digital age
learning experiences
and assessments. a.
Design or adapt
relevant learning

Students will
analyze (Identify
Blooms Level) and
evaluate the
pictures they are
provided to
determine if
something is from
the past, present,
or future.

Students will
understand
(Identify Blooms
Level) where the

map leads to.

They will also
recognize the
purpose of a map.

experiences that
incorporate digital
tools and resources
to promote student
learning and
creativity. c.
Customize and
personalize learning
activities to address
students diverse
learning styles,
working strategies,
and abilities using
digital tools and
resources. (Teacher
Strategies).
3.
The teacher
Economics provides the class
with a presentation
or video (under fair
use and copyright)
that shows that
people work to meet
wants and needs.
Invite parents or
colleagues in to
class to explain
what economy
means to them.
(Teaching Example).
1. Facilitate and

The students will

remember
(recognize)
(Identify Blooms
Level) that people

work for an
income. They will
also recognize that
money is used to
buy items. The
teacher will
provide them with
the knowledge of
the difference
between spending

inspire student
learning and
creativity. d. Model
collaborative
knowledge
construction by
engaging in learning
with students,
colleagues, and
others in face-toface and virtual
environments.
(Teacher Strategies).
4. Civics

and saving.

Students will use

pictures to identify
who their family is,
what their community
is like, and what their
school environment is
like. (Student
Examples). 1.
Individuals have
unique talents and
work with others in
groups. a. Recognize
membership in family,
neighborhood, school,
team, and various
other groups and
organizations b. Name
groups to which they

Students will
create (Identify
Blooms Level) an
environment
surrounding
themselves with
different
individuals. They
will recognize that
each individual is
unique.

1. Physical The teacher teaches

Science
new concepts
through books that
she created on
Storybird. She reads
the books to the
class as a large
group reading circle
time. (Teaching
Example) 1.
Facilitate and inspire
student learning
and creativity
Teachers use their
knowledge of
subject matter,
teaching and
learning, and
technology to
facilitate
experiences that

belong and identify

the leader(s) c.
Identify examples of
times when people
can play different
roles and bring unique
talents to a variety of
groups. (Student
Standards).
Science
The students will
be introduced and
understand
(Identify Blooms
Level) the concepts

of physical science
through the group
reading of the
Storybird.

advance student
learning,
creativity, and
innovation in both
face-to-face
and virtual
environments.
a. Promote, support,
and model creative
and innovative
thinking and
inventiveness.
(Teacher Standard)
2. Life
Science

Students will go on a
nature hike (around
the school or on the
playground) and
collect different items
(ex. leaves, flowers,
rocks, etc.). They will
then use a computer
to search or will be
provided (by teacher)
with different pictures
to identify the names
and label the different
items that they have
collected. (Student
Example). 1. Living
things have
characteristics and

Students will
analyze (Identify
Blooms Level) the
items that they
have collected and
determine what
said items are.
They will then
create an entry in
a journal labeling
the items they
found with
pictures (or the
items themselves).

3. Earth
Systems
Science

basic needs. a. Use

senses to gather
information about
living things b.
Observe and explore
the natural processes
of growing, changing,
and adapting to the
environment c. Ask
and pursue questions
through simple
investigations and
observations of living
things d. Collect,
describe, and record
information about
living things through
discussion, drawings,
and charts. (Student
Standards).
Students will log the
weather patterns at
school and at home.
Students will (if able
to) watch the news
and listen to what the
newscasters say
about the weather,
the
day/afternoon/night,
and the seasons and

Students will
create (Identify
Blooms Level) a log
of weather
patterns. Students
will understand
what weather is
and why it
changes. Students
will analyze the
differences and/or

then report what they similarities

heard during class.
between what
(Student Example). 2. they log, what
Events such as night,
they see/hear on
day, the movement of television, and
objects in the sky,
what their
weather, and seasons classmates log.
have patterns. a.
Identify, predict, and
extend patterns
based on
observations and
representations of
objects in the sky,
daily weather, and
seasonal changes b.
Observe and describe
patterns observed
over the course of a
number of days and
nights, possibly
including differences
in the activities or
appearance of plants
and animals. (Student
Standards).
Differentiation
Learning
Disabilitie
s - EEOs

Teachers can have

presentations that
provide text, audio,
and visuals (under

Physical
Disabilitie
s

Gifted/
Talented

fair use and

copyright) so that
not all students
have to read or not
all students have to
listen.
Teacher can have
students work in
collaborative groups
to create their own
presentation of
activities. Each
member of the
group will have a
task that they are
able to complete
individually (but
they will still have
their groupmates for
assistance).
Students will work
individually or in small
groups to create a
presentation of their
choice that they can
share with the class.

Other
Reflection:
I found that this matrix was quite difficult to complete for an Early Childhood classroom. When creating
this, I realized that I have never observed a Preschool classroom that uses a lot of technology. This matrix

helped me think of a few ideas on how to incorporate technology into a Preschool class. Presentations can
be used quite often for visual and listening aids, but other items like pictures and Storybirds can be very
helpful as well. Technology (presentations) can be used for every content area if the teacher really thinks
about how it can be beneficial for the students.