6/12/2013

Early Childhood Education

Learning Experience Plan
Name: Sarah Wray and Brooke Adams
Lesson Title: Transportation Introduction
Date: 3/6/16
Grade Level: Kindergarten
Circle one:
ECE
PKSN
Standard(s)/Guideline(s):
Language Arts: Phonics and Word Recognition- Know and apply grade/level phonics and word analysis, skills, and decoding words.
Presentation of Knowledge and Ideas- Describe familiar people, places, things and events, and provide additional detail.
Presentation of Knowledge and Ideas- Add drawings or other visual displays to descriptions as desired to provide additional detail.
Pre-assessment of current knowledge:
Students will be aware of different types of transportation. They will be aware of how they use transportation to get places and how it can benefit them.
Instructional Objectives (1-2)
One/Two Assessed Instructional
Objective(s): The student will be
able to...
1. Decode words pertaining
to transportation.
2. Describe the transportation
that they took to school.

One Assessed Developmental

Skill:
1. Draw a picture to
represent their description
of how they wish to get to
school.

Safety Considerations:
Not applicable

Assessment of Student Learning

Identify Evidence:
The teacher will collect the group graph to assess if the
students can correctly place their marker under the correct
column. The teacher will collect the journals and review
them to assess their decoding ability that goes along with
their transportation description and picture representation of
how they wish to get to school.

Program Monitoring:
The graph will give the teacher an accurate representation
of the class means of transportation.

Adult Roles:
The teacher will be the one who reads the book to the
students. The teacher will help facilitate the discussion on
how the students got to school. The teacher will also be
there to help the students if they have any questions during
their journal work.

Learning Experience
Academic Language: Trains, Airplanes, Cars, Race
Cars, Sailboats, Hot-Air Balloons, Motorbikes, Bikes,
Cable Cars, Buses, Ferryboats, Walking, and Trucks.
Procedural steps:
1. The Teacher will start the lesson by reading the
book Choo Choo Clickety-Clack.
2. After the book is done, each student will walk up
to the Large Post-it note graph and add their
sticker to the vehicle in which they got to school.
3. The students and teacher will count each column
and get the results for each total. Then they will
talk about which one is more or less and if any are
the same amount.
4. Students will then take out their writing journal and
write about what how they came to school.
5. The students then write a second sentence about
how they wish they could come to school.
6. The students then draw a picture in their journal to
represent the way they wish to come to school.
Materials: (Describe authentic real life, hands-on
materials.)
1. Choo Choo Clickety-Clack, by Margaret Mayo and
Alex Ayliffe
2. Large Post-it note graph
3. Stickers
4. Markers
5. Journals

6/12/2013

Early Childhood Education

Learning Experience Plan
Resources & References:
http://education.ohio.gov/Topics/Early-Learning/Guidance-About-Kindergarten/Ohio%E2%80%99s-Kindergarten-Through-Grade-3-Learning-and-D

Reflection: The lesson went really well and the students seemed to really enjoy the book and the writing that went along with it. The students were able to use
their word analysis and decoding skills to write sentences in their journals. During this time, they were very talkative and engaged in purposeful conversation. The
students were also able to describe the transportation they came to school in and then they used their knowledge of transportation, memory from the book, and
their creativity to write about how they wished they could get to school. We learned that during this experience, it was helpful for the students to see how some
words were written and it was helpful for them to have an example of how the sentence should start off. If we were to do this experience again, it would be helpful
for us give the students more time to write and draw their pictures. This is something we would change because the students felt very rushed when writing their
sentences and drawing their pictures.