Culturally and Linguistically Responsive Practices Plan

Part Three: Culturally and Linguistically Responsive Practices

Due: Week Six, Sunday by 11:59 pm via BB dropbox

Points: 40 Points

Use the information you have learned about the child and family AND course or other resource

to create a plan for practices that respond to the child’s and family’s culture(s). Refer to York,

2016, pp. 93-97 for further guidance on plan elements.

A. Identify two or three (2 or 3) culturally responsive learning objectives. Provide a brief (

1-2 sentence) rationale for why you selected these objectives for this child and family

(see York, 2016 p. 95 for examples)

1. Unity: Child will experience joy and peace through oneness of mind, mind sight,

and unity with others within the classroom. I selected this objective because it

reminds me of Tucker's family and how his grandmother helps him a lot to learn

Spanish at the same time he is learning English. This takes a lot for Tucker

because learning two languages isn’t easy.

2. Personalism: Children will demonstrate warmth and affection to classmates,

teachers, and visitors. I chose this objective because I’ve noticed that all children

were being sweet when it came to learning other cultures in the classroom. All the

children were engaged and they talked with their parents when they got home

about what they learned in the classroom that day.

 3. Humility: Child will accept correction and practice when striving to accomplish

new tasks. I believe the children will love to make anything in the classroom

because they are very artsy. With the children bringing in their own dishes for the

other children to try, the goal is to have the children help their parents make the

dish in order to bond.

B. In three to five (3 to 5) sentences, describe how you will incorporate the child’s home

language in the classroom.

I will incorporate the child’s language by having everyone bring in their own cultured

food that they eat at home. I want the children to work with their parents in making a dish that

represents their culture at home. I believe that this activity will allow the children to get to know

each other’s cultures by the food they bring in. There’s always a story behind everyones dish that

they eat at home and I believe that it is also important for children to know about their

classmates' cultures. This can also bring conversation between the children about what they are

eating.

C. In three to five (3 to 5) sentences, describe how you consider the family’s style of

interaction when planning for the child’s early care and education. For more information,

see York, 2016, p. 96

I want to make sure all children and their families are comfortable when they come into

the classroom. When it comes to being culture appropriate, I want the families to know

how important it is to me to continue on with their cultures in the classroom. I want to do

activities that make the children feel comfortable about their cultures. This is why I
 believe that having a culture potluck can help the children learn more about theirs and

other children’s cultures as well.

D. In five to seven (5 to 7) sentences, describe how you will represent the child’s culture in

the learning environment. Be specific, including the types of materials you will include.

For more information see York, 2016, p. 96.

Because the child speaks Spanish, I want to be able to incorporate his Hispanic culture to the best

of my ability. For the holiday Day of the dead is meant for Hispanics who remember their dead

loved ones and they celebrate their life. I would have an activity where the children make day of

the dead masks and we learn about the culture and why Hispanics celebrate it. I actually had a

parent who told me their family celebrates The Day of the Dead because they believe their

ancestors are watching down from heaven and they love the holiday. I asked her about culture

appropriation and she thought it was a good idea for the children to learn about why Hispanics

appreciate the day. For the masks I need, glue, paint, crayons, tape, and string. I need these

materials in order to execute my activity with the children.

E. In five to seven (5 to 7) sentences, describe the culturally responsive teaching methods

you will use and how you will use them. Be sure to address methods that relate

independent vs. interdependent learning and personalism and relationships as described

in York, 2016, p. 96.

I believe that I am an interdependent learner because I am very conscious of making sure I am

being culturally appropriate with all of my students. I love making activities that are

collaborative because children should be able to discuss with each other about their cultures and

what they like to do at home with their families. I love how the book mentions to greet the child

and the parent when they walk in the door and I had a parent who would complain that a teacher
would never greet her children when they walked in the door. In her culture, that was a sign or

disrespect and the mother didn’t appreciate that. Because I understand that coming from a

Hispanic culture, I make sure I am always greeting the children and parents when they come in

to make sure I am being respectful to the parents.

F. In three to five (3 to 5) sentences, describe the culturally responsive caregiving strategies

you will use and how they relate to the child and family you selected for this plan. Be

sure to address caregiving routines as explained in York, 2016 (p. 97)

When I walk into the classroom, the first thing I do is greet the children and parents and then see

if any of my kids need to go to the bathroom to ensure there are no accidents. I have a

child who is always running to me as soon as I walk in the door and he always gives me a

big high five. At first, the child would just wave from afar, and recently he started giving

me high fives and it made me feel good because I believe I made him more comfortable

in the classroom. I also make sure all of my students wash their hands before and after

they eat and use the bathroom as well. Children should feel safe in the classroom and

ensuring a safe and hygienic place is important.

G. Describe a minimum of two (2) culturally responsive learning experiences you will

implement. Be specific about how the learning experiences are responsive to the culture

of the child and family you selected for this plan. Chapter Nine of York, 2016 may be

useful for this section of your plan.

Plan learning experiences with literature that represent kids' cultures at home. Having books that

children are able to see their culture in is important because they can relate to it more. I would

also like to use songs because it helps children to grow their vocabulary words.

Reference:
 Culturally and Linguistically Responsive Practices Plan
Part Four: Planning for English Language and Literacy Development
Due: Week Seven, Sunday by 11:59 pm via BB Dropbox
Points: 40 points

Tucker has grown up learning Spanish because his family primarily speaks Spanish at
home. His parents weren’t too worried about Tucker learning English because he wasn’t going
to school until recently where his mom wanted to enroll him to help with speaking English.
Tucker’s mom wanted him to learn English so he can be a bilingual learner in order to
understand the other children and teachers when they talk or ask him a question. His mom
started teaching him English about two months before she enrolled him into school and taught
him basic words, therefore he’s able to understand some of what is said. As tucker's teacher, I
can tell he struggles a lot with English because he tends to mix Spanish and English into his
sentences when he doesn’t know the English words. Right now, we are teaching Tucker how to
say his colors and letters in English and because the other children are learning as well, it helps
Tucker with the activities we do as a class.
Name and Overview of Learning Culture Potluck- I have decided to plan a culture potluck for the
Experience children to bring their own dish to class that involves their own
brief description of the learning culture. I want the children to be able to represent their one culture
experience through the food they eat at home with their families.
Target Age Range (3-5) Preschoolers
the age or grade level of the child
Learning Foundations – For preschool 1.
aged children, list one Language and Domain: Language and Literacy
Literacy and one English Language Strand: Listening and Speaking
Substrand: 1.0 Children extend their understanding and usage of
Development foundation you are
language to communicate with others effectively.
planning to address in the learning
experiences. List the strand, Foundation: 1.0 (60 months) Language Use and Conventions
sub-strand and foundation from the
Preschool Learning Foundations, Vol 2.
1. Domain: English Language Development
Write them like this example: Strand: Speaking
Substrand: 1.3 Begin to converse with others, using
Domain Language and Literacy
English vocabulary but may code-switch (i.e., use the home language and
Development English).
Strand Reading
Substrand 4.0 Comprehension and
Analysis of Age Appropriate Foundation: 1.0 (middle) Children use nonverbal and verbal
strategies to communicate with others.
Text

Foundation 4.1 (48 months)

Demonstrate knowledge of
 main characters or events in a
familiar story (e.g., who, what,
where) through answering
questions (e.g., recall and
simpler inference), retelling,
reenacting, or creating
artwork).
NOTE: Infant and toddler lesson plans
will be based on the CA Language
Development foundations for infants
and toddlers.

Note: If the lesson is for K or above,

please use CCSS/CA Content
Standards instead of Learning
Foundations
Objectives– Identify one objective 1. The child will identify certain colors in childrens’ food dishes.
related the Language and Literacy
foundation you selected, and one
objective related to the English
Language Development Foundation
you selected. State the objectives in
measurable terms: The child will….
Only include one outcome per
2. The child will describe his food dish to others.
objective.
For example,
The child will identify the characters
in the story.
The child will name the color words in
English.

Materials Needed – a list of all Materials List

materials needed to do the activity, Plastic:
(and where to obtain them if they are 1. Plates
unusual.) Write this in a bulleted or 2. Cups
numbered list format. 3. Forks, Spoons
4. Table Cloth
Preparation/Set-up: Briefly describe 5. Multiple tables
what materials will need to be ready, 6. Serving utensils for food
where and how they will be set up.
 I want to set up the classroom with multiple tables surrounding the
classroom and I want each child to present their own dish one at a
time and also pass them out as well.

Preparation/Set Up: The children will have their own booth based
on their cultures (some children might have the same culture). The
children will then discuss what they brought for their culture
potluck.

Lesson Procedures Anticipatory Set

This is a script. Anyone should be I will introduce this activity to the children by explaining to them
able to pick up your lesson plan and about what culture means. I then want to ask the children if they
teach it exactly how you would teach want to bring in a dish that reminds them of their culture. Of course
it. Be specific about the questions I will allow the parents to help the child make their own food dish
you will ask, etc. to present to the class.
Step by Step Description
1. Anticipatory Set – how you I will have each child help with their food table that is associated
will introduce and engage the with their culture by helping put the cloth on the table, the cups
children in the activity. and plates as well. The children will then go in the front of the class
2. Step-by-step description of and explain their food dish to everyone. The child will most likely
how to execute all the say anything about the dish and how their parent helped them
procedures that are part of make it, therefore I would have the parent write down something
your activity, how to interact about the dish they would like to share. After the child is done
with the children during the speaking, I will read the description of the food dish to the children.
activity, and any instructions The children will then eat what everyone made after they are done.
for ending the activity. Be
Assessment: What will the child say or do that will illustrate his/her
sure to include what the
progress toward mastering each objective you have identified
teacher does and what the
earlier in the lesson plan.
child does.
3. Assessment: Describe in
Objective 1: While the children are presenting their food dishes, the
specific detail, how you will
child will name all the colors he sees in the dish itself.
assess the children’s progress
towards your stated
Objective 2: While speaking to the other children about his culture
objective. Do NOT restate
of food, the child will then explain what he and his mom made.
the objective. For example,
Objective 1: while retelling
the story with puppets, the
child will use the character
names and retell the story in
sequence.
Scaffolding strategies for working
with DLL
Select two scaffolding strategies that
are appropriate for the stage of
second language acquisition at which
the child you selected is currently. Be
sure that the strategies will support
the child toward progress in achieving
the objectives you stated for this
lesson. Refer to the Preschool English
learners: Principles and practices to
support language, literacy and
learning (CDE, 2009), Roots and
Wings (York, 2016), or videos such as
A World Full of Language (CDE, 2006)
(embedded in course), or Teaching at
the Beginning
https://www.youtube.com/channel/U
CKQ5FgGVIFpdt36_sv9FL-Q .
Strategy: Visual aids
Source: (CDE, 2009) Preschool English learners: Principles and
practices to support language, literacy and learning. Sacramento,
Stacey York.
Brief explanation of how strategy will be used: Visual aids help the
child to see anything for their own eyes. If a child is learning the color
orange, I will hold up a card that has orange and the child will then
associate the color.
Strategy: Show and Tell
Source: (York, 2016) Roots and Wings. Sacramento.
Brief explanation of how strategy will be used: The strategy will be
used by having the child bring in food that represents their culture
and present it to their class.

For example,
Stage: Home Language Stage
Strategy: scaffold communication
Source: CDE (2009). Preschool English
learners: Principles and practices to
support language, literacy and
learning. Sacramento, Author.
Brief explanation: While reading the
story the Gingerbread Man, use
flannel board pieces to demonstrate
story.

Literature – In order to practice Carlson, Emma & Sordo, Sharon (2018) My Food, Your Food, Our
integrating literature into all areas of Food.
the room, choose at least one related,
culturally relevant children’s book to
include in your interest area. Write
the book reference in APA format.

Family Engagement – Give one I would invite families to come and enjoy the dishes with their child
example of how you would invite during this activity. The goal of this activity is to have the child and
families to extend this experience to
the home. Be sure that the example
you include is culturally relevant to
the child and family you selected for
this assignment.
parent engage with them making a dish together and having the child
better understand their culture. Because I know that Tucker has his
grandmother at home, I believe this assignment is important because
Tucker is able to learn his culture from his grandmother as well as his
parents.
 References

Preschool English Learners: Principles and Practices to Promote Language, Literacy,

and Learning: A Resource Guide. California Dept. of Education, 2009.

York, Stacey. “Culturally Responsive Care and Education.” Roots and Wings: Affirming

Culture and Preventing Bias in Early Childhood, Redleaf Press, St. Paul, MN,

2016, pp. 77–103.