Early Childhood Education I

EDUC 425 Work Sample

Sandy Broscheit
May 13, 2016

Table of Contents

Description of Group --------------------------------------------------------------------------------- 3

Lesson Plan #1------------------------------------------------------------------------------------------9
Evidence of Assessment---------------------------------------------------------------------17
Lesson Plan #2-----------------------------------------------------------------------------------------19
Evidence of Assessment---------------------------------------------------------------------26
Lesson Plan #3-----------------------------------------------------------------------------------------27
Evidence of Assessment---------------------------------------------------------------------35
Final Summary/Reflection----------------------------------------------------------------------------37
Appendix------------------------------------------------------------------------------------------------41

Description of Group
Extensively knowing the students in a class as well as the environmental expectations
that are set up is crucially important for teachers to know and be aware of to be able to enact
developmentally appropriate practices. Not only should teachers be aware of these learning
contexts when they are creating a learning environment, but we need to additionally and
continually evaluate and adjust these contexts to reflect the rapidly developing growth of
students.
Primarily, setting up expectations for the teacher and student will help set the stage for all
daily practices. In the Young Toddler Room (ages 1-2) at the CSU Early Childhood Center
(ECC), the entire environment works together to provide these explicit learning tasks. Here, the
toddlers are expected to lead themselves in choice play by exploring the resources and materials
provided. While they are expected and encouraged to move throughout the room at their leisure,
they are also expected to respect themselves, their peers and teachers, and their environment.
They are expected to clean up after themselves, use gentle and courteous hands when touching
friends and objects, and to handle themselves with the capability and agency they possess. This
means that if they are able to, for example, stand up after falling, put on their jacket, or do any
other small task on their own, they will be encouraged to do so.
Because of these expectations, the students interact with their peers and teachers in a very
similar, respectful way. Because of their developmental abilities, the students are interested in
pointing out their relationship to others by exclaiming hi and noticing who is around. This
happens between teachers and students inside and outside the classroom. Due to the curriculum
being child-centered and play-based, it seemed that the teachers were viewed by the toddlers as
friends with resources. Teachers are consistently engaging and building off of their play

scenarios and the children were never afraid to jump in with teachers. As toddlers, they see
anyone willing to play with them as a positive addition. However, they still are aware that
teachers are who they should go to when more support is needed. If they fall down and hurt
themselves, they will go to a teacher to ask for ice. If they are proud of a piece of work, they will
want to show it to teachers as their figure of approval in the room. They know which people in
the room serve as primary authority figures or problem solvers.
Seeing the children as capable is a key value at the ECC and directly impacts the
interactions between students and teachers. Teachers are constantly encouraging the toddlers to
do things on their own like standing up after a tumble, or going to check on a friend who is
crying. The encouragements are adjusted based on the developmental capacities of each child.
One child may be encouraged to take off their shoes while another is encouraged to simply undo
the velcro before getting teacher assistance. Along with seeing them as capable, seeing them as
active learners is also important. The interactions between students and teachers are typically
centered around student interest. Their opinion in the learning environment matters and is taken
into consideration.
Keeping all this in mind, classroom management and conflict resolution follows a
specific format. The classroom follows a steady routine, which, while it is not heavily time
sensitive, is consistent in order, keeping the toddlers comfortable. The toddlers know what is
happening at each moment in the day and teachers reinforce this by conversationally outlining
what will happen next. In terms of conflict resolution, most conflict happens due to lack of
adequate communication or lack of space between two children. If a child is hurt, the teachers
always address the hurt child first, point out emotions to the child who did the hurting, and
address the conflict. With any behavioral problem, it is always addressed with the logical rational

reasoning behind a consequence. No action is taken by a teacher without the child knowing why
it is happening. The center operates as a NAEYC accredited center, therefore, follows strict
policies on materials, space, sanitation, and other management.
The Young Toddler classroom had 7 children on the days when I was there. Six of the
children were female and 1 was male. The classroom is ideally meant for children between 1 and
2 years of age. However, toward the end of the semester, 5 out of the 7 children had turned 2
already. Therefore, there was a big variance between the abilities of children in the classroom.
Some older toddlers can speak in full simple sentences, articulating what they want while also
having the gross and fine motor control to control their bodies throughout the room. On the other
side of the spectrum, there are young toddlers who are just learning how to walk and sometimes
need a helping hand, and who are still making simple sounds to articulate their needs. However,
all toddlers know the routine of the room and communicate effectively to be able to be an active
part of it. Teachers will know when a toddler is done eating because they will communicate they
are finished. When a teacher says they can go tap their plate, they know what to do and where to
go in this part of the routine. Even with the varying abilities, the classroom runs smoothly
because each child knows what to do, does it to the extent of their capabilities, and is guided by
teachers to an appropriate extent. Socially and emotionally, the toddlers are very in tune to their
emotions with themselves and each other. The center has facilitated the articulation of emotions.
They will often say I feel down. Im hurt or Im sad. They will also check on each other
when they hear someone crying or see someone fall. Empathy is already a value being built at
this young age as the toddlers are very social with their co and parallel play. The classroom
shifted around the interests of the toddlers. Teachers begin by allowing the children to explore a
wide variety of materials and experiences. They are given these opportunities continuously.

When the toddlers portray an interest in something that was provided, it will then be offered
more and developed to keep the interest but provide enough novelty to keep pushing learning
forward. I observed a lot of interest in babies and taking care of them by imitating what they
know about caring for others and how their parents care for them. They also developed a large
interest in food and pretending to go grocery shopping. Most of the children adopted these
interests however teachers had to keep in mind children who had stronger interests in other
things like stacking blocks and cars. These opportunities were also provided and developed
similarly. All of the students in this class had English as their primary language spoken in the
home so no ESL instruction was needed. However, lots of language development is a focus as
this age group is rapidly growing in their vocabulary and verbal language development. This is
an area of development that is integrated into all other areas. Speaking clearly and simply about
what one is doing constantly adds to the vocabulary and language knowledge of the toddlers.
Speaking about what they are doing in the sensory table or outside on the playground is
providing the toddlers with countless experiences with language that they are adding to their
knowledge base, both verbally and cognitively.
The space of the classroom is intentionally set up for the students and teachers to
effectively facilitate learning. There are specific areas for play, eating, circle time, hand-washing,
etc. All items for child use are at the toddlers level and are able to be pulled out and use don
their own. This helps them build autonomy and ownership in how they interact with their
learning environment. Almost all materials are naturalistic in their simplest form. There are very
few electronic items. The children are encouraged to manipulate objects and use them in
different ways. Books and music are often used to get the attention of the whole group to lead in
mood shifts or daily transitions. There is large open spaces for the children to spread out with

activities. The traffic of the room is considered by placing tables and climbers in a way that
typically prevents running from one side of the classroom to the other, dangerously. The outdoor
space has appropriately sized play items that engage the toddlers. The teachers also use the
environment as a learning tool. If there is snow on the ground, we can make paths and use our
materials differently to broaden our understanding of what nature has given us.
The ECC, being housed in Fort Collins, Colorado holds a lot of privilege. The area of the
facility itself is a residential, middle class, majority white young adults who are just beginning
their careers and families. The ECC itself is a center for a lot of CSU students and personnel. It is
conveniently located to serve this population. The facility is well done and well kept up with
plenty of indoor and outdoor space for all students and staff. Each age group has an area that fits
their developmental needs. These demographics carry on into the student and family population
at the center. Specifically in the young toddler room, all children were white, English speaking,
perceivable US citizens living in dual-parent households. This impacts the resources available at
the center and how teachers interact with students and families.
Because the center is in this privileged environment, however, it provides a strong
context for supportive, integrated community within the families and staff. Parents came into the
classroom to drop of their children. This provided a time to build relationships with parents and
touch base on any information. While most parents at the center work full time jobs, they still
make an effort to be involved. Parent-teacher communication is constant and overlapping. The
classroom culture is warm and welcoming, providing a space for community growth within the
center population. The ECC works hard to integrate many parts of the community into learning.
There are always events that involve parents and families. Providing a real work context is
important. Therefore, there is a lot of overlap between classroom learning and real-life

application. This is often in the form of the community providing what it can to enhance the
development of the children. Police, firefighters, chefs, business owners, all provide something
to show the children that enhances their experiential learning. The support from all areas of the
community come together to make the center a hub for learning in all forms.

Lesson Plans
I created three lesson plans with intent on creating an intentional, developmentally
appropriate morning in the young toddler room. I created these lessons based on interests I
observed in the toddlers and three developmental outcomes (physical, cognitive/language, and
social/emotional).

Lesson Plan #1

The first lesson plan, Bath Time! was the lesson focused on cognitive developmental tasks,
specifically the ability to imitate behaviors. I began by noting that the toddlers were interested in
babies and playing the role of caring for others. The sensory table is a large part of the morning
routine in the classroom. It consistently has different materials that catch the attention of the
toddlers and allow them to dive into learning. By putting babies, soap, sponges, and water in the
sensory table, the toddlers were able to expand and show their cognitive abilities related to care,
memory, and imitation as well as other developmental objectives.

Teacher: Sandy Broscheit

Date: April 21, 2016
School: CSU Early Childhood Center
Toddler
Content Area: Cognitive
Title:

Bath Time!
Lesson #:_2_ of _3_

Grade Level: Young

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Content Standard(s) addressed by this lesson: (Write Content

Standards directly from the standard)
Cognitive Development
3. Imitation: the developing ability to mirror, repeat, and practice the actions of others,
either immediately or later.
Physical Development and Health
4. Health: the maintenance of healthy and age appropriate physical wellbeing.
Social Development
1. Interaction with Adults: The developing ability to respond to and engage
with adults.
5. Social Understanding: the developing understanding of the responses,
communication, emotional expressions, and actions of other people.

Inquiry Questions: (Essential questions relating knowledge at end of the

unit of instruction, select applicable questions from standard)
1.
2.
3.
4.
5.
6.
7.

What does your mom do?

How do they do it?
Why do they do that?
Do you do it? Can you do that?
What are you cleaning with?
How does that feel?
How do you think she feels?

Concepts and skills students master: (Understandings, Big Ideas, Unit

objectives)
1. Imitate others actions that have more than one step.

2.
3.
4.
5.

Imitate simple actions that they have observed others doing at an earlier time.
Begin to practice health and safety behaviors.
Interact with adults to solve problems or communicate about experiences or ideas.
Describe familiar routines.

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Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)

Every student will be able to:
(Create your own lesson objectives from the standard, follow the ABCD
format)
Every student will be able to:
Follow simple actions modeled by an adult.
Recall actions they have observed and repeat them in current time.

This means:
At the sensory table, children will be able to explore and interact with baby
dolls in a familiar, healthy, and accurate way that describes their personal
experience with bath time. (ABCD)
The toddlers will be able to watch teachers, adults, and peers in their
behavior and copy and repeat these behaviors in similar or novel settings.
This is important for them to be observing and taking in natural behaviors
and actions in their environments to develop their cognitive abilities to
understand their world and how to be active in it.

Assessment of Evidence Outcomes: (How will you assess the selected

lesson objectives (general explanation, you will go into more detail at the
end of the lesson plan)
The assessment that will be used in this lesson plan is to see if the
toddlers can correctly imitate behaviors in the sensory table that are
modeled by Teachers. The toddlers will hopefully watch teachers actions
with the bathtub, baby dolls, and other supplies, and proceed to do the same
or similar actions, making a cognitive connection to their real world and
experiences. This will be assessed through anecdotal observations.

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Planned Lesson Activities

Activity Name

Bath Time!

Approx. Time

Available at a station during morning play approx.:

7:30am- 9:30am (3-4 children at the table at a time
for as long as they are interested within the time
frame)

Anticipatory
Set

The hook for this lesson plan is to introduce the

toddlers to giving babies baths by watching a short
video of a baby getting a bath. Teachers can ask the
toddlers questions like: Did you take a bath last
night? Do you like taking baths? Can YOU give a
baby a bath? What do we need? This will get the
toddlers thinking about how to give a bath and show
them immediate behaviors through the video to
imitate and practice.

Teaching/
Presentation:

Includes: Input, Modeling and Checking for

Understanding
Step one: As children are coming in and being
(Select the most dropped off, make sure they have washed their
appropriate
hands and have put on sunscreen (if needed) ~10
teaching
mins
model.)
Step two: After drop off tasks are done, Teachers can
-direct
ask the toddler if they would like to give a baby a
instruction
bath and show them what is available in the sensory
-presentation
table. (If the child is not interested in the sensory
model
table, engage them in another area of the room to
-concept
begin their day)
teaching
Step three: Input: At the sensory table, begin with
-cooperative
dialogue about their bath routine while the teacher
learning
and toddler(s) familiarize themselves with the
-inquiry
materials in the table. Ask questions from the hook.

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(Step 5 and 6 can follow here)

Step four: Modeling: Teachers can begin picking up
a baby and giving a bath, verbalizing each step.
This baby is dirty. I think he played in the dirt today
or maybe he ate a lot of yogurt and he got messy.
He needs a bath. Im going to give him a bath.
First, we rinse him off with the water. We can use
the soapy bubbles to get him clean. Sponges help
get him clean, too! Do you think he wants to play
with the duck in the bathtub? All done? Lets dry
him off.
Step five: (Can be done BEFORE step 4 depending
on the childs interest level at the table): Use the
iPad to watch a short video of a baby getting a bath.
The teacher can ask the child if they would like to
watch a video of a baby getting a bath.
Step six: Ask the toddlers questions while watching
the video. Who is washing her? What is she
using? Do you see all those bubbles? Does she
look happy?
Step seven: After the video, return to the table and
interact with the babies, asking the toddlers what
they saw and modeling proper bath time procedures.
Step eight: Check for Understanding: Encourage
the toddlers to bathe their own baby using what they
know from experience and have seen today.
Verbalize the different steps and facilitate their use
of the steps: First we scrub with soap, then we rinse
off and dry.
Repeat the steps: Teachers may repeat the steps if
the toddlers are continuing to show interest in the
activity.
Teaching
Strategy:
Guided Practice
&
Differentiation

After initial dialogue, modeling, and interaction with

the toddler, teachers will pull back in their personal
speaking and strictly observe the childs behavior,
moving to only speak about what they are doing as
positive reinforcement and encouragement.

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Teaching
Strategy:
(Independent
Practice)

Closure

(This may not come immediately following each

lesson)
The activity can be brought back on a different day
to observe what the children have retained and are
able to do without assistance. A book can be read
that includes some piece of a bath time routine.
Teachers and children can talk about what they
know about bath time and caring for babies.
Through this, the childrens retention of the activity
and their ability to pick out this information in
different contexts can be observed and recorded.

To close the lesson, teachers must make the toddlers

aware that it is time to clean up and get ready for
snack. To close the sensory table, teachers can
facilitate the dialogue and behavior of what happens
when we are getting out of the bath. Its time to get
all the babies out of the bath. Lets get all the
bubbles off and dry them with the towels. Are the
towels warm? Do you use a towel when you get
out of the bath? Is it a big towel or a little towel?
Now put all the babies and ducks in the bucket.

If toddlers are still wanting to do the activity when

the snack transition occurs, have teachers assure
the toddlers that the babies will be available at
another time and direct them to another area of the
classroom to clean up, or to march to the carpet for
morning meeting.
Materials

sensory table, water, soap, plastic babies, sponges

of different sizes, toy rubber ducks, towels, video of
baby bath time.

Accommodatio To Modify: If the activity is too difficult for the

ns
toddlers, then teachers can offer hands on help to

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&
Modifications

facilitate a childs motor control of washing a baby

doll in the tub. Materials such as smaller sponges
and ducks can be taken out of or ignored in the tub
to have a child focus on the baby, wet rag, and large
sponge for cleaning. If the activity is too easy for the
toddlers, Teachers can facilitate using the different
materials. Lets use the small sponge to wash the
babys ears and fingers. Lets use the big sponge to
wash the babys legs and tummy. Teachers can also
bring in emotional thought into interacting with the
toddlers. The baby looks sad, I think shes crying in
the bath tub! What can we do to make her feel
better? Why is she sad? This can extend the
method of care in the toddlers.
To Extend: To extend the activity, it is possible to add
more to the routine of personal care in the toddlers,
possibly by adding a station for feeding babies, or
taking babies out to the playground.

Assessment

We will know if the toddlers are meeting the learning

targets by their ability to engage in caring for the
babies in the bath in a similar, imitated way that
teachers are doing. Teachers will observe the childs
behavior after modeling a bathing action. Teachers
will explore various levels of understanding by using
different levels of detailed prompts: what children
can interact with just What do you do in the bath
tub? and what children need more guidance: What
can we use to wash the babys hair?. These will be
observed and recorded. Teachers will be watching
for toddlers understanding of this activity in
translation to real life events.

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your level
of achievement)
The lesson objectives were accurately and fully achieved. The main standard
of imitation was clearly seen in all participating children. Immediately after

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mentioning the word bath, the toddlers engaged in the materials and
appeared to pull from memory and personal experience what occurs at bath
time. The toddlers were able to engage in dialogue about their actions
regarding cleanliness of bath time, emotions, and human care. The toddlers
were able to follow simple directions and modeling completed by the teacher
at the sensory table. Many could speak or demonstrate their own bath time
procedures when asked.
Anecdotal notes were taken on each participating child. Many notes were
taken on verbal expressions that the children made while playing and
interacting with the sensory table (inserted below). Vocabulary and concept
understanding were recorded. Pictures were taken of the children interacting
with the materials to record the handing and control of the objectives.

2. What changes, omissions, or additions to the lesson would you make if you were to teach
again?
If I were to teach this lesson again, I would add different elements to the
table to extend the bath time routine theme. The piece of drying off and
taking care of the babies that way did not get implemented as planned. In
teaching it again or providing these materials again, I would focus my
interactions with children more on the ordered steps of the process: cleaning,
rinsing off, drying, brushing hair, putting to bed. It would be beneficial to see
the toddlers reactions and behaviors on what they act out happens after
they have a bath at home. Adding a drying and brushing hair element would
extend the content area still enforcing these objectives.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
I envision utilizing the toddlers interest in babies to cross these domains
over to other areas of the classroom routine. I envision getting small baby
strollers that the toddlers can push the dolls in outside. There could be a
sensory table activity about getting the babies ready to go outside: hats,
gloves, sunscreen, etc. depending on what the current weather is. The bath
time routine can either proceed the new baby doll routines or done
separately. The toddlers language and interaction with the materials should
be constantly recorded to observe growth in content understanding and
action.

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EVIDENCE OF ASSESSMENT (Lesson Plan #1- Bath Time!)

18

19

Additional anecdotal observations (pictures) in appendix I

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Lesson Plan #2
My second lesson plan, Grumpy Bird, was a morning meeting focusing on social-emotional
development of young toddlers. The book Grumpy Bird follows the main character as his
emotions shift from grumpy to happy. Morning meeting is used as a consistent daily transition
marker into snack time. It is an opportunity for the entire class to get together and engage in an
activity. These meetings always include a hello song, welcoming the children to the day
followed by a book, song, or small activity. While a simple process, thinking through what can
make this time the most efficient by intentionally adding objectives based on certain educational
outcomes will exponentially benefit the students.

Teacher: Sandy Broscheit

Date: April 21, 2016
School: CSU Early Childhood Center
Grade Level: Young Toddler Content Area: Social- Emotional
Title: Grumpy Bird Morning Meeting
Lesson #:_2_ of _3_

Content Standard(s) addressed by this lesson: (Write Content

Standards directly from the standard)
Emotional Development
4. Expression of Emotion: The developing ability to express a variety
of feelings through facial expressions, movements, gestures,
sounds, or words.
Social Development
4. Empathy: the developing ability to share in the emotional experiences of
others
Language and Literacy Development
4. Interest in Print: the developing interest in engaging in print with books
and the environment.

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Inquiry Questions: (Essential questions relating knowledge at end of the

unit of instruction, select applicable questions from standard)
1. Can you show me what happy looks like? Sad? Angry?
2. How are you feeling right now?
3. When do you feel happy? Angry? Sad?
4. How does you face feel?
5. What does your face look like?
6. How can you tell if your friend is happy? Sad? Angry?

Concepts and skills students master: (Understandings, Big Ideas, Unit

objectives)
1. Demonstrate awareness of their feelings by using words to describe
feelings to others or acting them out in pretend play
2. Express complex, self-conscious emotions such as pride, embarrassment,
shame and guilt.
3. Understand that other people have feelings that are different from their
own.
4. Respond to anothers distress in a way that might make them feel better.
5. Listen, ask questions, or make comments while being read to.

Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)

Every student will be able to:
(Create your own lesson objectives from the standard, follow the ABCD
format)
Every student will be able to:

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Recognize different emotions

Name different emotions that they and others experience
Learn about what can change our emotions
This means:
During morning meeting, the toddlers will be able to continuously listen to
and interact with the book in a way that connects to their own emotions or
memory of feeling grumpy. (ABCD)
The toddlers will be able to understand different emotions and be able to
express what different emotions and feelings look like. They will be able to
name their own current emotions and the emotions of others around them.

Assessment of Evidence Outcomes: (How will you assess the selected

lesson objectives (general explanation, you will go into more detail at the
end of the lesson plan)
Each toddler should be able to understand the basic emotions of being
happy, sad or angry (grumpy).
Each toddler should be able to make a grumpy face and a happy face
and distinguish the two.
Each toddler should be aware of others emotion and name what emotion
they are expressing and move toward showing empathy to different
emotions.

Planned Lesson Activities

Activity Name

Grumpy Bird and Morning Meeting

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Approx. Time

10 minutes (or less)

Anticipatory
Set

Anticipatory Set: The hook to grab the attention of

the toddlers is to let them know during free time,
they have a few minutes (specifically one or two
minutes) before clean-up and then they will march
to the carpet. This will help the toddlers to
understand that free time is coming to an end and
that a transition is starting. After the toddlers have
completed cleaning up the classroom, they will then
march to the carpet and sit for morning meeting.

Teaching/
Presentation:

Includes: Input, Modeling and Checking for

Understanding
Step One: Have the toddlers march to the carpet
(Select the most after cleaning up the classroom and have them all sit
appropriate
down on the carpet. They may sit in a teachers lap if
teaching
they desire. Begin the hello song, Wave hello to
model.)
Josie, Josie and go through each toddler. (2
-direct
minutes)
instruction
Step Two: Input: Show toddlers the book and pass
-presentation
out a picture to each child to hold. (4 minutes)
model
Step Three: Read the book Grumpy Bird. While
-concept
reading, engage in interaction by pointing out the
teaching
pictures that the toddlers are holding as well as the
-cooperative
emotions that appear. Who has the grumpy bird?
learning
He looks angry. Can you make a grumpy face?
-inquiry
Modeling: Show the toddlers your emotional face as
an example All of his friends are here! He looks
happy! What makes you happy? Check for
Understanding Can you make a happy face?
Step Four: While this activity is occurring, the
teachers will slowly take one child at a time to wash
hands for snack. Keep reading or pointing out
different parts of the book or illustration until all of
the toddlers are ready to wash their hands. (4-5
minutes)

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Teaching
Strategy:
Guided Practice
&
Differentiation

Interactive Read Aloud- asking the children relevant

questions that come up throughout the story and
asking them to make connections while positively
reinforcing interaction and successful emotion
sharing.

Teaching
Strategy:
(Independent
Practice)

(This may not come immediately following each

lesson)
Later on in the day, teachers can go around to each
child during their free play time and pay close
attention to their emotions. We can say you look
happy playing on the climber or you look
frustrated playing with the blocks. We can also
focus on reinforcing empathy with surrounding
toddlers when one is crying or upset. We can say
remember grumpy bird? His friends made him feel
better. Maybe we should go check on ___.

Closure

Closure: To close out the activity, the teachers will

slowly transition one toddler at a time to get ready
for snack. The teacher who is helping with the
transition will choose a toddler that may not be
wanting to join in morning meeting anymore. This
will help speed things along and help prevent any
problems that could arise from a bored or upset
toddler. At the end of the activity, for toddlers that
are still attentive, we can go through other emotions
and talk about what makes us happy, sad, scared,
etc. We can develop into empathy and talking about
how we could help grumpy bird if he is sad. Saying
its time to wash hands; then we will eat snack will
close the activity.

Materials

Grumpy Bird book, laminated manipulative pictures

of book characters (bird, sheep, rabbit, raccoon,
beaver, fox, worm)

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Accommodatio
ns
&
Modifications

Modify: If the activity is too easy for the toddlers, we

can add a more physical element to the story telling.
We could have each child stand up and march when
another character joins grumpy bird in walking. We
could also point out and discuss the emotions of the
other characters, not just grumpy bird.
If the activity is too difficult for the toddlers, we
could try to keep their attention and still do an
emotion-filled lesson by not reading the book and
simply singing a song about emotions like If youre
happy and you know it.
For children with cognitive or physical special needs,
a teacher can be directed to assist that child in
sitting on the carpet (option to sit on a lap) and
listen to the story.
Extend: If the toddlers seem to enjoy reading books
about emotions, we can bring in more emotion
literature to the classroom and continue to build on
their knowledge and vocabulary of emotions.

Assessment

The toddlers have met the learning targets if they

are able to express and understand emotions
(happy, sad, and grumpy/angry). Also, if they are
able to notice different emotions of others. The
teachers need to observe the toddlers and notice
when toddlers show empathetic skills and when they
can demonstrate different emotions. These
observations will be recorded as well as expressed to
the toddlers in praise.

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment
data to justify your level of achievement)
The children demonstrated an ability to express grumpy and happy feelings
using facial expressions and sounds most prominently. The children were

26

able to name if the book characters were happy or grumpy, accurately. They
were all able to perform a grumpy facial expression and most children were
able affirm the memory of feeling grumpy in the past. They were able to
listen and observe the story and dialogue centering on how the characters
emotions changed throughout the book. Most children were also able to
interact with the story by listening, asking questions, and making comments
throughout the process, explaining their cognitive processes.
This lesson was recorded as well as observed by multiple teachers in the
room. The anecdotal assessments can be viewed to assess the level of
attention during morning meeting, emotional awareness, and interest in print
of each child. Anecdotal notes on each child were taken (inserted below).

1. What changes, omissions, or additions to the lesson would you

make if you were to teach again?
If I were to teach this lesson again, I would focus more on the objective of the
toddlers learning that emotions are not stationary or permanent. The story
describes how Grumpy Bird moves in his emotions from grumpy to happy.
However, I would have liked to engage in more of a dialogue about how
emotions in the toddlers can change by saying more of He was grumpy at
the beginning, but now he is happy! What made him happy? What makes
you happy when youre feeling grumpy?. This would increase the
understanding that emotions are temporary and that they have agency over
their emotions. I would also get up and add a physical aspect with the
toddlers who were still engaged in the story and had not yet left the carpet
to wash hands. We could follow the books story and mimic each others
actions, adding another objective and standard to the morning meeting
lesson.

1. What do you envision for the next lesson? (Continued practice, reteach
content, etc.)
For the next lesson, I envision playing a morning meeting game with the
toddlers centered on emotions. I would want to have laminated, large faces
that display different emotions. These pictures could be birds with different
emotions as well as humans to connect to the Grumpy Bird book if there is
interest in the story. I would pull one out at a time, have the children mimic
the face they see, name the emotion, and then discuss specific events in

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which they can recall feeling this emotion. This would increase my
knowledge of their understanding of emotions besides grumpy and
happy. The children could practice their development of emotional
understanding of self and others through this activity.

EVIDENCE OF ASSESSMENT

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Lesson Plan #3

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The final lesson plan in this mini-unit, titled Walk the Line was an outdoor activity focused on
gross motor control in young toddlers. Outdoor time is an opportunity to add novel activities and
materials for the children to explore without the restrictions of an indoor area. I observed the
toddlers enjoyment of stepping and walking in different ways on the wood plank on the
playground. I wanted to expand on growing their abilities to move their gross motor muscles in
different forms. I created differently shaped lines on the sidewalk outside for the toddlers to
explore shape, space, and movement. It developed into other developmental outcomes as well.

Teacher: Sandy Broscheit

April 21, 2016

Date:

School: CSU Early Childhood Center

Grade Level: Young
Toddlers
Content Area: Physical Development
Title: Walk the Line
Lesson #:_3_ of _3_

Content Standard(s) addressed by this lesson: (Write Content

Standards directly from the standard)
Physical Development and Health
2. Gross Motor: the developing ability to move the large muscles
Language and Literacy Development
1. Receptive Language: the developing ability to understand words in increasingly complex
utterances
Cognitive Development
1. Spatial Relationships: the developing understanding of how things move and fit in space
2. Imitation: the developing ability to mirror, repeat, and practice of others, either immediately or
later.
6. Symbolic Play: the developing ability to use actions, objects, or ideas, to represent other
actions, objects, or ideas.

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Inquiry Questions: (Essential questions relating knowledge at end of the

unit of instruction, select applicable questions from standard)
1.
2.
3.
4.
5.
6.
7.

Can you walk like this? (fast, slow, small steps, big steps, side steps, etc.)
How does ___ move? Can you do that?
Can you reach that? Can you stretch to that?
How else can we move from here to there?
Can you come up with a new way to walk?
Is that line far or close?
Is it scary to walk over the alligator ocean?!

Concepts and skills students master: (Understandings, Big Ideas, Unit

objectives)
1.
2.
3.
4.

Move with ease, coordinating movements, and performing a variety of movements.

Follow modeling and directions of movement
Gain an understanding of big and small, straight and zig zag, fast and slow
Demonstrate the understanding of the meaning of others comments, questions, requests, or
stories
5. Show understanding of words used to describe size and locations in space
6. Pretend by imagining an object without needing the concrete object present.

Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)

Every student will be able to:
(Create your own lesson objectives from the standard, follow the ABCD
format)
Every student will be able to:

Walk with and control their balance

Move at differing and quickly changing speeds

Move using both feet at the same time

Move using one foot.

This means:
During the line walk activity, the children will be able to freely explore each
of the three lines, walking and moving in different forms and speeds. (ABCD)

31

The toddlers will know that their bodies can move in many different ways to
perform different tasks. The toddlers will be able to control their large body
movements while walking across different shapes of lines on the ground.

Assessment of Evidence Outcomes: (How will you assess the selected

lesson objectives (general explanation, you will go into more detail at the
end of the lesson plan)
The assessment that will be used in this lesson plan is to see if the toddlers
can adjust their gross body movements to move across the different lines on
the ground. Observational assessment and anecdotal records will be used to
assess the toddlers abilities to master this objective. The practice of using
these muscles is important to the toddlers development and growth in large
body movements like jumping and climbing.

Planned Lesson Activities

Activity Name

Walk the Line

Approx. Time

3-5 minutes for each small group of children. Repeat

as needed. Activity can continue for 60 min outside
time if toddler interest remains.

Anticipatory
Set

On the walk to the playground, we will review our

different types of walking. Teachers will model and
direct the children to walk out to the playground by
doing quiet steps or big steps or galloping. On
the walk, we will point out the novelty lines drawn on
the sidewalk by saying Do you see that on the
ground? What do you think those lines are for? What

32

could we do with them? This will draw attention and

focus while on the way to the playground and get the
children thinking about the activity. Another hook to
use for this lesson is once the toddlers are on the
sidewalk, having them inspect the lines and
prompting Do you think you could walk on one?
Imaginary Play can be used as a hook immediately
before engaging the children: The line is a bridge!
Over a pool full of alligators!! We have to stay on the
line so the alligators dont eat us! Follow me!
Teaching/
Presentation:

Pre-step: Before the day begins, have chalk lines

drawn in different shapes outside on the sidewalk.
(Select the most (straight line, zig-zag line, line with a circle loop)
appropriate
Step one: Begin cleaning up from snack in the
teaching
morning (approx. 9:45-9:50am) ~10 mins
model.)
Step two: While teachers are helping to clean up
-direct
from snack and begin washing hands, help children
instruction
put on sunscreen (if needed) and to help them put
-presentation
on their coats and jackets/ other accessories
model
depending on the weather ~ 10 mins (all coats
-concept
should be on and ready to go outside by 10amteaching
10:05am)
-cooperative
Step three: With one teacher in front, begin walking
learning
with the toddlers outside to the play area. Be sure to
-inquiry
have at least one teacher in the middle and one
teacher in the back to help with safety and
regulation rules. ~5 minutes to walk out, down the
ramp and to the playground
Step four: When walking down the ramp, able to see
the sidewalk portion, point out to the toddlers that
something new is on the playground. I see
something different on our playground! Do you see
those lines? What might they be for? They look
swiggley and straight. ~included in step three
approx. minutes
Step five: While getting the toddlers into the
playground, help the toddlers in the back to see
what the surprise is until all children are on the

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playground.
Step six: Select a few (2-3) toddlers at a time to
experience the line activity. Teachers will ask each
child if they would like to go explore the lines and
send them over to the line area.
Step seven: Input: Teachers set an intro/hook for
the small group regarding the lines: The line is a
bridge! Over a pool full of alligators!! We have to
stay on the line so the alligators dont eat us! Follow
me! *5 minutes for steps 7-9*
Step eight: Modeling: Begin walking on the chalk
lines with the toddlers following behind. Give
prompts such as Put one foot in front of the other
Move your foot to the side to stay on the line
Around the circle we go! Put your arms up to keep
your balance Check for Understanding: keep
watching the toddlers to see if they are successfully
walking on the chalk lines or if they need extra
support or stability.
Step nine: Repeat these prompts, and build on the
toddlers language into more imaginative play while
facilitating them walk across each of the three lines.
Questioning Strategies: Are you walking on the
lines? How are you moving your feet? Can you
do it like this? (jumping, one foot, etc.) Is that easy
or hard?
Repeat the steps: Teachers will repeat the steps so
each toddler has the opportunity to do the activity.
Teachers may repeat the steps if the toddlers are
continuing to show interest in the activity.
Teaching
Strategy:
Guided Practice
&
Differentiation

The teacher will give attention to each individual

child in the small group. Assisting in success where
needed (differentiated for each child), praising and
encouraging, prompting further exploration if the
original skill is mastered, and allowing the child to
explore on their own. (Praise, Prompt, and Leave)

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Teaching
Strategy:
(Independent
Practice)

Closure

Teachers can leave the chalk lines on the playground

for as long as there is interest. Prompts can be given
to find different shaped lines in other settings of
their everyday environment (carpet in the classroom,
stairs, etc.) and encouragement to walk on those
lines independently. All actions will be observed and
recorded.

To close the lesson, teachers must observe that the

toddlers are done working with the lines in the
original intent of walking on them following their
shape. Teachers can then ask the toddlers more
questions about the activity to see what else the
lines can be used for if there is time outside left
before lunch. Some toddlers may use the lines in a
variety of ways. Teachers can prompt interaction
with the lines by having them use other toys in this
area by driving cars on the lines, rolling balls on the
lines, etc. Teachers can integrate what they are
playing with in other areas on the playground into
the line activity.
If toddlers are still interested in the activity, keep
having teachers work with them to repeat the
activity, which will help with the toddlers cognitive
processing.
If toddlers are still wanting to do the activity when
the lunch/diaper transition occurs, provide positive
praise for their hard work and tell them it is time to
go inside and have lunch. Have teachers assure the
toddlers that the lines can be available during
afternoon outside time.

Materials

What do you need to do the activity?

open outdoor concrete area, chalk for drawing lines,
list of example modeling movements

35

Accommodatio
ns
&
Modifications

To Modify: If the activity is too difficult for the

toddlers, then teachers can offer help to them if they
are unable to balance and remain on the line.
Teachers can hold a toddlers hand to increase
balance and side step on the lines next to them. The
activity can be completed without the symbolic,
imaginary play aspect if it is too complex for a
toddler. Teachers can review body parts to enforce
the knowledge of these gross motor areas before
modeling with language that includes them.
Teachers are expected to keep an eye on the
toddlers to prevent any physical injury and notice
any frustrations before they become angry. If the
activity is too easy for the toddlers, teachers can
prompt them to move on the lines in different ways
rather than just walking and balancing: Can you
jump from this line to this line? Can we do all three
lines at once? Can we do it faster? Can you hop
on this line with one foot?
If physical special needs are present that prevent a
child from the ability to walk, lines can be drawn on
big paper and the child can be encouraged to use
their arms (or fingers, or whatever body part is able)
to trace and follow the lines. The imaginary scenarios
still apply.
If cognitive special needs are present, teachers can
take this child on their own to the activity, draw the
lines in an area that presents few distractions, near a
wall so the child can keep one hand on the wall while
they walk, increasing focus, balance, and attention
to movement.
Teachers will model at whatever level each child is at
and scaffold development from there.
To Extend: To extend the activity, it is possible to
include more lines and shapes that the toddlers can
walk on. More shapes that are not lines (circles,
squares, etc.) can be added in chalk to the

36

playground. The toddlers can begin to notice these

shapes in their daily environments and physically
interact with them on the playground while
developing their gross motor skills.
Assessment

We will know if the toddlers are meeting the learning

targets by their ability to walk and balance on the
chalk lines. Teachers will be observing and taking
anecdotal notes, as well as pictures, looking for
understanding by the toddler successfully walking
across the whole line, or continuous effort to stay on
the line as well as following verbal instructions or
teacher modeling.
Toddlers who can walk on the straight line and move
their feet and body in ways to stay on the shaped
line will have mastered the objective.
Toddlers who teeter or fall off of the line are still
developing this gross motor skill.

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment
data to justify your level of achievement)
Each child was able to walk with developmentally appropriate control and
balance. Each toddler was accurately and fully able to alternate between
their feet, using gross motor muscles to move from one area to another on
the lines. Few toddlers were able to jump or move using both feet at the
same time. As a lesson objective that the toddlers will practice moving their
bodies in different ways to perform gross motor tasks, the lesson objectives
were achieved.
Video assessment was used and is available as individualized anecdotal
records of gross motor skills in this particular activity. A checklist (inserted
below) was also used to record notes on each childs abilities and behaviors,
marking if they completed the objective or if they were still developing the
specific gross motor skill.

37

1. What changes, omissions, or additions to the lesson would you

make if you were to teach again?
If I were to teach this lesson again, I would be more intentional about the
space in which the activity was conducted. During this lesson, the lines were
created in a communal space for the entire center. This led to many
distractions for the toddlers, including other classes, other toys, and new
areas which we hadnt ever explored before. Moving from our playground
area to the lines took the children out of their routine where it was more
difficult to get them to attain to the lines and watch for modeling. If the lines
were inside the space of the classs playground, I think the focus on the lines
would have been better and more accommodations could have been made
for children who previously werent as interested. Other teacher support in
the room can interact with other children in the playground to retain the
small group goal for the activity.
I also would make the lines shorter and include more shapes that could be
interacted with. The lines were too long to be developmentally appropriate.
With shorter lines, it may not be as intimidating to the children and they will
accomplish more by completing the lines fully. Some children really enjoyed
stepping in the circle on the looped line. To follow these interests, I would
want to add a square and triangle in chalk to work on more gross motor
stepping, jumping, and walking, if this is where the childs interest lies.

1. What do you envision for the next lesson? (Continued practice, reteach
content, etc.)
For the next lesson, I plan on continuing practice with using gross motor
abilities by walking on different shapes and lines on the playground. The
lines can remain outside on the sidewalk and more lines and shapes can be
put inside the toddler playground area for teachers to interact with if a
toddler interest is observed. I also envision interacting with lines and shapes
in our classroom to cross content over into different environment. I envision
making lines from our classroom to the stairs or gym to have the children
interact with these same objectives and developmental areas during our
normal, daily routine moving around the center to integrate content areas.
Evidence of Assessment

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Reflection
Working at the ECC in the young toddler room allowed me to learn a great deal of things
while growing in my knowledge and experience with children and child care facilities in general.
A majority of working in this room went well. Because of the age of the children and the childcentered, play-based Reggio curriculum, I was able to jump into interacting with the children
almost immediately. I remember learning so much on the first day of how to speak to the
children in clear, logical, and encouraging ways; why they dont pick up children but rather let
them practice walking; and so much more about how the classroom and center is run. I think I
did a good job at jumping in right away even when I didnt completely know what was going on.
Getting the hang of a lot of the philosophies went better than expected. I worked hard and
listening to the other teachers and trying phrases on my own when I saw something rather than
waiting for them to say something. I caught on pretty quickly and it began to feel like second
nature.
I tried to be intentional in everything I was doing whether it was interacting with a child
in a new activity or cleaning tables for snack. Keeping in mind the purpose of each act made it
easier to be intentional.
Building relationships with the children went well. Because there were only 7 in the
classroom, I had time and space to have quality interactions with each one of them. By the end of
only a few weeks, most of the speaking children were saying my name and greeting me when I
came in the door. I developed strong relationships with a few toddlers as well.
I cannot think of any real problems that I encountered. One thing that was difficult was
observing and partaking in teaching strategies that questioned what I would do or what I agreed

41

with. I did not observe anything that I couldnt see a reason for, which made me think a lot about
why I have certain philosophies or opinions about care. However, if I did notice something that I
would have done differently, it was sometimes difficult to be consistent as a teaching team and
reinforce that rule as well. At times, because I was a practicum student, I felt that I wasnt
enough help in the classroom. I couldnt assist in changing diapers or moving groups of children
on my own. Figuring out what was the best use of my time, body, and knowledge in the
classroom was a challenge at first but I feel I settled into a routine of how be useful and
beneficial without being in the way of daily tasks.
One thing I would do differently is trusting myself and trying more techniques that I
observed when dealing with behavior issues or conflicts between two children. I would
sometimes wait for a head teacher to interact before I would try solving the problem because I
was worried I wouldnt handle it appropriately. Although I feel I did well at making my
encounters meaningful and intentional, I spent so much time observing and taking in information
during my time in the classroom that I think sometimes it felt like I wasnt actively interacting
enough in a leading role or building on a childs actions. I will continue to work on this.
I learned an exponential amount from working in the young toddler room at the ECC.
Primarily, I gained experience and knowledge from a very specific type of early child care and
will be able to use all of this information to develop my own teaching style and philosophy,
catered to whatever population I work with in the future. I learned that consistency and logical
understanding are two of the biggest, most important things with toddlers, and early childhood in
general. Whether it is having a consistent routine, speaking in a consistent way to the children,
and having consistent behaviors among teachers; it all matters and affects how the children
behave and understand the flow of the classroom and environment. I learned how impactful

42

explaining natural consequences is. No matter the age of children, giving that explanation
through language is developing multiple domains of development. The children get to hear
language being used, have to think about what it means, and apply it to their current situation.
Knowing a reason behind a rule or behavior helps build trust and understanding between teacher
and student and I feel bridges some of the gap between the hierarchy of the two.
I learned that it takes a lot to run an early childhood classroom. While it may appear as
simply playing all day, there is thought and intention that goes into every activity, every material,
and every word. There are a lot of management tasks that have to get done in order to make the
space safe and conducive for child learning.
I think my biggest takeaway from this experience has been to never underestimate the
capability of children. Something I really enjoyed about the ECC is this philosophy. The child is
a capable agent in their learning environment and it is our job as teachers to allow them and push
them toward this realization and exploration. Working with such young children was amazing to
see the extent of their capabilities and what they know, remember, and can do.
This is something that I learned about myself through this experience as well. Capability,
opinion, and agency are qualities that I value placing on children that I work with. I have learned
to see myself as on the same playing field as the child, we are both exploring and growing
together. I dont believe that learning happens by me, as a teacher, pouring in information to a
childs mind. They have to explore and know that they are encouraged and adept to do whatever
they desire. I think as a society, we see children as helpless beings who need adults to get them
through life. While they do need a great deal of assistance, I dont feel we give them enough
credit as people. They have thoughts and opinions and should be considered as valuable voices in

43

their lives from the beginning. I want to be the type of teacher that remembers to allow her
students the chance to be that active agent in their learning environment. Teaching and learning
is a two way street.
I have also learned that I want my teaching experience to be about connection as much as
it is about education. Building relationships with students sets the stage for a trustworthy,
collaborative process, which I believe allows for better and more retentive learning. I want to
take the time, as I got to do in this practicum, to get to know each child on an individual level so
that I can consider all of my knowledge about them in differentiating their education plans.
Additionally, I learned a lot about what I believe my job is as a teacher. Yes, I will be
providing information, resources, and materials to students. And, seeing them as capable learners
with human affects and emotions, my role is to create a space for students to be able to explore
and learn to learn themselves. I want to facilitate their growth in a way that tells them they are
able, intelligent, and believed in. Keeping in mind this broad philosophy, I want to be the type of
teacher that can set up this community-oriented space.

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Appendix I

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