Curriculum Response Plan

Classroom: Magnolia Room Age Group(or small group name): Preschool

Title: Family Tree at Home then Show and Tell

Type of Curriculum Response (AFIRE; can be multiple): Family Content

Content Area: Language and Family

Outcome(s); Desired Result Measure(s) Number(s) (Please use DRDP 2015 language): LLD #10
Emergent Writing: Child shows increasing ability to write using scribbles, marks, drawings, letters,
characters, or words to represent meaning.

Materials (list all): Paper, markers, pictures of family members, glue, tape, magazine (in case family
does not have access to family photos)

Preparation/Set Up: Give directions to each family and any materials the family might not have at home
to make this project

Implementation: Give children directions along with sending it home with the family, explain how a
family tree works have children work on there family tree at home and then find a time for children to
share about their family with the class

Clean-up: After students do show their family tree to the class help them find a place to hang it on the
wall.

DAP Core Considerations: According to the DAP text fostering positive relationships; teachers are
warm, caring and responsive. They make it a priority to know every child and family and build a
relationship with each of them. We can do this by including each family into the program and getting
them involved at the school. We want to foster a good community for diversity and make every family
and child feel welcome and comfortable. Follow GUIDES IN ACTION#8 Avoid making models in any
art medium for the children to copy, children should use their own creativity to show who they truly are.

NAEYC Accreditation:
1.A.02: Teachers gain information about the ways families define their own race, religion, home
language, culture, and family structure.

2.A.04: The curriculum can be implemented in a manner that reflects responsiveness to: family home
values, beliefs, experiences, and, language
 Curriculum Response Plan

Classroom: Magnolia Room Age Group(or small group name): Preschool

Title: Name Scavenger Hunt

Type of Curriculum Response (AFIRE; can be multiple): Activity

Content Area: Language and Alphabet Learning

Outcome(s); Desired Result Measure(s) Number(s) (Please use DRDP 2015 language): LLD #9
Letter and Word Knowledge: Child shows increasing awareness of letters in the environment and their
relationship to sound, including understanding that letters make up words

Materials (list all): White paper, markers, on open environment, bags for holding belonging, tape or glue

Preparation/Set Up: set up and area for children to craft, prepare directions, put all materials on a table,
give students a simple example that they can expand on and use their creativity

Implementation: Give children directions, have children bring back materials that they find on a walk or
outside in nature that start with the letters in their name, have children glue each item to the paper so that
it spells out there name, have each student write the first letter of the item below it (so it spells there name
under each item), let children decorate in whatever way they choose

Clean-up: ask students nicely to gather all materials and put them away, have students put their finished
product in their cubby to take home to mom and dad.

DAP Core Considerations: According to the DAP text; Teachers encourage and assist children in their
own efforts to write. They display children’s writing. They display alphabet characters in the classroom,
so children can remind themselves of letter sounds and shapes if they need to. We can promote more
knowledge and literacy to children by having examples around the classroom and having easily accessible
items to help with creativity, imagination, and learning all at the same time. GUIDES IN SPEECH# 1.
State suggestions or directions in a positive rather than a negative form, this way children will be excited
and motivated to do the activity presented to them. GUIDES IN ACTION: #9: Give the child the
minimum of help in order that he may have the maximum chance to grow in independence, but give help
when the child needs it, this will challenge a child's development and foster independent work.

NAEYC Accreditation:
2. E.05: Children have multiple and varied opportunities to write & Children are given the support they
need to write on their own, including access to the; alphabet and to printed words about topics of current
interest.
3.A.06: They ensure that children’s recent works predominate in classroom displays (e.g., art, emergent
writing,graphic representation, and three-dimensional creations) and that
 Curriculum Response Plan

Classroom: Magnolia Room Age Group(or small group name): Preschool

Title: Picture Charades

Type of Curriculum Response (AFIRE; can be multiple): Interaction

Content Area: Literacy, Social and Emotional learning

Outcome(s); Desired Result Measure(s) Number(s) (Please use DRDP 2015 language): LLD 4:
Reciprocal Communication and Conversation - Child engages in back-and-forth communication that
develops into increasingly extended conversations. *Conversations can include communication using sign
language or alternative communication systems.

Materials (list all): Charades cards, hat, timer, popsicle sticks, marker, ziploc bag

Preparation/Set Up: Print and cut a charade set or use a boxed set if available. Mix up charades cards in
the hat for children to randomly choose. Acquire a timer from the classroom and set it next to the hat.
Write each child’s name on a popsicle stick to fairly choose who gets to go. Only use the popsicle sticks
with the names of the children who are participating.

Implementation: Gather a group of children who want to play during free time and give them directions.
Set up some rules with children such as you can use words to describe, make sounds, and act out actions.
There will be no teams, it will be a group activity (Guides in Speech 5). Choose a popsicle stick to see
who goes first in order to prevent unfair turn taking (Guides in Action 11). Have the first child pick a card
from the hat and turn over the timer when they are ready to start. Once the timer is done choose another
popsicle stick for the second child to go and so on.

Clean-up: Have the children assist putting away the charades cards and popsicle sticks into the ziploc
bag. Put the timer and hat away.

DAP Core Considerations: We took the three Developmentally Appropriate Practice core values into
consideration by planning this curriculum based on what we know about children 4-5 years of age. As
stated in the DAP text a child’s language development plays a significant role in their emotional
development (Copple & Bredekamp, 2009). We took a generous amount of observation notes on the
children at the ASCDL Magnolia room during the last four weeks and these observations demonstrate the
materials and activities in the class that the children were most interested in. We also took into
consideration the social and cultural backgrounds of the children by not being limited to any religions,
gender, or development. We made picture charades a non-biased activity that is suitable for any of the
children’s developmental level.

NAEYC Accreditation:
Standard 1 - Relationship:
- Teaching staff foster children’s emotional well-being by demonstrating respect for children and
creating a positive emotional climate as reflected in behaviors such as frequent social
conversations, joint laughter, and affection (1. B.01).
 - Teaching staff help children manage their behavior by guiding and supporting children to, play
cooperatively with other children, and learn turn taking (1. F.02).
Standard 2 - Curriculum:
- The curriculum can be implemented in a manner that reflects responsiveness to language (2.
A.04).
- The curriculum guides teachers to incorporate content, concepts, and activities that foster social,
emotional, and language development (2. A.10).
 Curriculum Response Plan

Classroom: Magnolia Room Age Group(or small group name): Preschool

Title: Ocean Fun

Type of Curriculum Response (AFIRE; can be multiple): Environment

Content Area: Reading and Science

Outcome(s); Desired Result Measure(s) Number(s) (Please use DRDP 2015 language): LLD #5
Interest in Literacy: Child shows interest in books, songs, rhymes, stories, and other literacy activities in
increasingly complex way

Materials (list all): The Magic School Bus on the Ocean Floor By Joanna Cole, A bucket with water,
plastic sea creatures that the book talks about

Preparation/Set Up: Change the outdoor environment in one area, get a bucket of water and collect
plastic toys such as starfish, coral, ect. that the book teaches children about, let children explain what the
book taught them about each item or have them reenact the story with the items in the new environment

Implementation: ask children what they learned from the book after guiding them to the new outdoor
ocean environment, see what children learned and have them discuss what they learned further.

Clean-up: ask students nicely to gather all materials and put them where they belong in the ocean and
have students wash their hands.

DAP Core Considerations: According to the DAP text; Everyday teachers read aloud to children, in
both small and large groups when possible. To promote children’s engagement and comprehension,
teachers use strategies such as reading with expression and asking questions. (“What do you think he’ll do
now?”). By having an open environment that can be changed and allow for all students to learn and grow
from the environment by using scaffolding and helping them use critical thinking skills to learn all that
they can in a developmentally appropriate way. GUIDES IN ACTION #15: Observe and take notes;
increase your own awareness of what goes on, find more developmental growth in the LLD by having
children reenact and recall what they learned from the book you read also use GUIDES IN SPEECH #3:
Your voice is a teaching tool. Use words and tone of voice which will help the child to feel confident and
reassured, by the way the book is read children will remember the story better or worse.

NAEYC Accreditation:
2.A.10: The curriculum guides teachers to incorporate content, concepts, and activities that foster:
integrate key areas of content including literacy, mathematics, science, technology, creative expression
and the arts, health & safety, and social studies.
3.A.04: Teachers organize space and select materials in all content and developmental areas to
stimulate:exploration, experimentation, discovery, and conceptual learning.
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