Early Childhood Education Learning Experience Plan Template

* Note: Do not put explanations and rationale in your plans. Plans should not exceed 4 pages in length.

Teacher Candidate Name: Sabrina Avery

Age/Grade Level: Wonder Room

(List the number and text of the standard. If only a portion of a standard is being
WI Model Early addressed, then only list the relevant part.)
Learning
Standards
(WMELS) C. EL. 1 Develops ability to detect, manipulate, or analyze the auditory parts of
spoken language.
Or
Grade Level
State Adopted
Standards for the
learning segment

Learning Experience __5__ (Indicate which number)

Learning Objectives: Given the lesson on matching one to one, students will read a story as a
Learning outcomes to be group and play the summer matching card game.
achieved by the end of the
learning experience or learning
segment

Academic Language Prior Knowledge:

Development
Identify the language demands
of the learning task. (Oral, visual,
and written)
Key vocabulary and definitions
Students will know basic book concepts like the front page of a book,
print on the page, the order of the book; read left to right.
Students will also have prior knowledge of concept print.
Vocabulary/Concept(s):
Summer: the season between spring and autumn which is in the northern
hemisphere usually the months of June, July, and August
Sun: It is a hot ball of gases that gives off great amounts of energy.
Temperature: is a degree of hotness or coldness the can be measured
using a thermometer

Instructional and learning
activities that support diverse
student needs. (Include what you
and the children will be doing.)
Link to teaching and learning
theories and context for learning.
Introduction: The teacher will walk into the classroom, wearing a sun
hat, holding a floating device, wearing flip flops, holding onto
sunscreen. The teacher will also lay a beach towel on the ground to sit
on.
Questions:
• Why do you think I decided to wear this outfit to school today?
• What else could I have brought to school with me to explain that it
will be summer soon?

Informal and/or formal
assessments used to monitor
children’ learning and feedback
provided
*Review examples shared in the
edTPA handbook glossary
Adaptations of Learning Tasks
and Materials
(Differentiated instruction)
*Review “variety of learners” in
the edTPA handbook glossary
Central Focus
• What are some activities you do in the summer
Procedures:
• As a class, we will read the book, “Still A Gorilla!”
Questions:
Why is this gorilla wanting to be something else?
If you could be any animal, would you be? Why would you be that
animal?
• Together as a class, we will play summer bingo. Students will match
the card/picture I call out to the matching card they have on their boards.
Students will cover up the matching spot with a goldfish.
Closure: Together as a class, we will discuss the things we need to do
during summer to stay safe.
Questions that will be asked:
1. Why do we need to be safe in the summer?
2. What are some things that can keep us safe?
Transition: Students will tell me their favorite summer activity before
moving to the next activity.
Summer clothes (For the teacher: sunhat, floating device, sunscreen,
beach towel, flip flops)
Book: “Still A Gorilla!”
Matching card game
Goldfish
Informal:
I will observe the students in a large group while they are answering
questions from the story and matching their cards to the correct match.
Formal: I will take photos of each child as they are playing the
matching card game. These photos will be saved and documented.
Multimodal teaching approaches:
Visual: There will be pictures in the story that is read together as a
class.
Auditory: The story will be read together as a class
Individualization: To incorporate personal learning, the students who
need more challenging work will call out the words for the students to
match on their boards.
Students who need extra help will be able to work with a partner.
Together each partner will help give clues to the correct answer.
Interdisciplinary:
Literacy: Students will be working on matching words with photos.
They will have the visual of the photo as well as the printed word.
Subject specific content: (language, math, science, social studies)
In this lesson, students will practice matching printed objects on
boards. Students will also read a group story where they are asked to
answer open-ended questions about the information in the story. This
lesson will follow the standard C. EL. 1 Develops the ability to detect,
manipulate, or analyze the auditory parts of spoken language. The
purpose of teaching this content is for students to be able to increase
their matching skills, as well as hands-on skills. This lesson plan is based
on the Wisconsin Model Early Learning Standards (WMELS), which
incorporated visual, authority, and illusion learning