UCLA Extension Clear University Induction Program

LESSON PLANNING GUIDE

Inquiry I: ​Effective Learning Environments and Supporting Cultural Diversity

This guide may be used for the Culturally Relevant Lesson Plan, as well as the lesson observed by your
Support Provider or Mentor Teacher.

Name:​ Laura Gillett Topic of Lesson:​ Circle Time Routine

Date:​ November 2019 Grade Level: ​Preschool Special Education
Inquiry Question: ​What ​Circle Time Routine​ is best for engaging each and every student in social
participation through culturally inclusive activities?

Expected Outcomes: ​What is your learning
objective for students to know at the end of this
lesson​?
Learning objectives for each Circle Time Routine include
self-regulation demonstrated by sitting and attending; group
participation demonstrated by gross motor imitation,
communication and responses through PMC, following
group and individual instructions; early math skills including
counting with 1:1 correspondence, matching quantities,
subitizing, cardinality; early literacy skills including receptive
and expressive communication skills, phonemic awareness
through alliteration, initial sounds, letter sounds and names,
syllabication, and rhyming, and early exposure to books
through book characteristics, characters, setting, plot,
retelling; social emotional skills demonstrated by eye
contact, proximity, peer and adult interactions, greeting
others and responding to greetings.
Behavioral Needs Focus Student: ​How will you
modify, accommodate, or differentiate instruction​ ​to
ensure ​universal access​ to curriculum for your Focus
Student​?
Accommodations, modifications, and differentiation will be
tailored to each student’s needs through flexible seating;
defined seating; preferential seating for hearing, vision,
and behavior; limited distractions; access to fidgets;
access to deep pressure through weighted lap pads;
access to breaks; language prompting; student ability to
use PMC through verbal communication, signs, visuals,
AAC; access to first/then contingencies and token
systems; social praise; access to highly preferred
items/objects; visuals including classroom visual schedule,
transition cues, behavioral cues, visuals related to content;
break down of tasks; wait time; repetition of instruction;
clear expectations; choices; modeling; access to additional
prompting (verbal, visual, gestural, physical).
Access to appropriate, developmentally-based curriculum
to support special needs: STAR, The Carolina Curriculum,
Unique Learning System

Assessment: ​What evidence of learning will you
gather to assess student learning​?
Evidence will be gathered through observation and data
collected for IEP goals. Checklists and data from The
Carolina Curriculum and Student Annual Needs
Determination Inventory (SANDI) will also be used to
determine student progress.
Flexible Grouping Strategies: ​How will you group
students in the lesson to address identified language,
academic, and instructional needs for individual
students​?
The Circle Time Routine is taught in a whole group (7-8
students). Additional adult support is provided to
implement accommodations and differentiation strategies
listed above.

UCLA Extension Clear University Induction Program- Lesson Planning Guide

 UCLA Extension Clear University Induction Program
LESSON PLANNING GUIDE
Inquiry I: ​Effective Learning Environments and Supporting Cultural Diversity

What ​academic content standard(s) ​will you focus on during this lesson​?

California Preschool Learning Foundations

Social-Emotional Development, Self 2.0, Social Interaction 1.1, 2.1, 3.1, 4.1, Relationships 2.2, 3.1
Language and Literacy, Listening and Speaking 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 3.1, 3.2, Reading 1.1, 1.2, 2.1, 2.2, 3.1, 3.2,
3.3, 4.1, 5.1
English-Language Development, Listening 1.1, 1.2, 1.3, Speaking 1.1, 1.2, 1.4, 1.6, 2.1, Reading 1.1, 1.2, 2.1, 2.2, 3.1,
4.1, 5.1, 5.2, 6.1, 6.2, 6.3
Mathematics, Number Sense1.1, 1.2, 1.3, 1.4, 1.5, Algebra and Functions 2.1, 2.2

Lesson Differentiation: ​Explain how you will ensure student engagement and differentiate within this lesson
to meet the needs of students who have learning difficulties, students who are language learners, and
students who are gifted​.

I will ensure student engagement by using music and movement, alternating between high energy and lower energy
activities, using appealing materials (props for stories, colorful pictures, use of highly preferred items), using social
praise, and demonstrating enjoyment and high energy during all activities.
I will differentiate all activities based on each student’s developmental level. For example, if we just sang a song about
the color green, I would differentiate my instructions to the students after the song based on the student’s
developmental level and prior knowledge: “What color did we sing about?” “What color is this (visual)?” “Your language
is green.” “Touch green.” “Show me green (sign language).” In addition, for a student who is communicating in one-two
utterances, I would expect the student to use one-two utterances when responding and challenge the student to use
three utterances. I am very familiar with my students’ present levels of performance and I often differentiate
automatically during each activity to ensure all students are challenged, yet comfortable.
For students who are learning English, I use visuals, sign language, wait time, repeat and use language prompting, and
I respect, honor and praise all language attempts through the student’s PMC.

UCLA Extension Clear University Induction Program- Lesson Planning Guide

 UCLA Extension Clear University Induction Program
LESSON PLANNING GUIDE
Inquiry I: ​Effective Learning Environments and Supporting Cultural Diversity

Lesson Design: ​Explain your planned activities to meet your learning objective​.

Circle Time Routine:

- Review classroom schedule: Teacher and students review classroom visual schedule for the day. Teacher and students
name each activity and practice first, next, last, before, after vocabulary. Classroom schedule is labeled with words in
English and a sign is paired with each activity.
- Good morning song: Student chooses from 2-3 good morning songs, each representing a student’s culture or language.
Students are expected to participate by sharing joint attention, singing if able, and imitating gross motor movements.
Songs are taught and practiced daily, and shared with families.
- Greetings: Teacher models greetings (high five, handshake, thumbs up, fist bump, wave, bow, verbal greeting, hug, kiss
cheek hand on heart). Each student chooses a greeting from an array (differentiated for each student). Students practice
chosen greeting with other students and adults. Students’ home languages and customs are incorporated in greetings.
- Calendar/math routine: For morning group (usually younger students), students practice counting friends for
“attendance;” practice counting in different languages. In place of formal calendar, students practice matching quantities
up to five. For afternoon group (usually older students), students count days on calendar with 1:1 correspondence and
practice patterning (in English and home languages). Students practice name of days and month and highlight any
important holidays (month names and holidays are representative of students’ native cultures and traditions).
- Theme-related literacy activity: Theme-related book or song is read or sung. Props are used during story or to retell.
Adapted books are used, with removable pictures to practice vocabulary and new concepts. Books and songs are
chosen to celebrate students’ cultures and home languages.
- Music & movement song included (if needed)

Academic Vocabulary Instruction: ​What specific Culturally Relevant: ​How is this lesson relevant to
vocabulary/terms will you ​explicitly​ teach and have the students in your class? How does this lesson
students practice during this lesson to ensure encourage a classroom that is supportive of
concept understanding​? diversity​?

First, next, last, before, after, greeting words, days, months, The activities during Circle Time are used to teach routine,
holidays, number words, pattern, more, less
Theme-related vocabulary (changes based on current
theme)
help students follow group, individual, and novel
instructions, foster participation, and engage students in
age-appropriate pre-academic math and literacy skills.
By incorporating students’ home languages and customs,
and pictures, books, and videos in students’ home
languages, students are able to learn and practice the
customs and languages of their own families and their
peers’ families.

UCLA Extension Clear University Induction Program- Lesson Planning Guide

 UCLA Extension Clear University Induction Program
LESSON PLANNING GUIDE
Inquiry I: ​Effective Learning Environments and Supporting Cultural Diversity

Classroom Management:​ What do you anticipate
your focus student will need to be successful with
this lesson? What other issues should you consider
to ensure a safe and inclusive environment for
student learning​?
Integration of Technology:​ How will you integrate
available technology resources into this lesson as
you plan, teach, and assess student learning? How
might students use technology in this lesson to
deepen their understanding of the content​?

The following classroom management strategies will be
used to ensure student learning: classroom visual schedule,
specific Circle Time visual schedule, behavioral and content
visuals, clear expectations, modeling and prompting,
first/then contingencies and language, token systems, social
praise, mixing high and lower energy activities, minimize
transitions and down time, active student participation in all
activities, incorporate student choice.
During Circle Time, AAC devices are used as needed;
buttons are used for communication during literacy
activities; CD player/iPad used for music, projector used for
theme-related videos; iPad used for visual/communication.
SEIS and SANDI online are used for data collection.
Curriculum materials are created using STAR Media Center
and ULS.
I use a classroom app to communicate with families; I share
songs, books, and materials with families through the app
so they are able to help students continue learning at home.

UCLA Extension Clear University Induction Program- Lesson Planning Guide