5/23/2013

Early Childhood Education

Learning Experience Template

Name: Cami Wesselkamper Lesson Title: Sorting Animals

Date: 3/31/23 Grade Level: PreK Circle one: ECE PKSN
Standard(s)/Guideline(s):
Domain: Cognitive and General Knowledge – Strand: Science Inquiry and Application – Topic: Inquiry – Statement: Describe, compare, sort, classify, and
order.
Domain: Language and Literacy – Strand: Listening and Speaking – Topic: Expressive Language – Statement: Use language to communicate in a variety of
ways with others to share observations, ideas and experiences; problem-solve, reason, predict and seek new information.
Pre-assessment of current knowledge: The ACTS data on each students sorting abilities.

Instructional Objectives (2-3) Assessment of Student Learning Learning Experience

Two- Three Assessed
Instructional Objective(s): The
student will be able to...
Students will be able to
successfully sort a pile of animals
into different groups based on a
specific category (color, size,
pairing, etc.).
Students will be able to confidently
verbalize how they chose to sort
the animals, explain their
reasoning for separation, and
reference their work when
explaining their process.
One Assessed Developmental
Skill:
Communication – Students will be
assessed on their ability to explain
and describe their reasoning for
sorting.
Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
I will have an ACTS sheet that I will be making marks and
anecdotal notes on. On this sheet, I will mark:
- Y = Yes
- M = Most
- S = Some
- NY = Not yet
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
I will create a bar graph that shows the percentage of
students at each stage of sorting (Y, M, S, NY).
Academic Language:
Sort
Group
Separate
Procedural steps:
1. Take the time to familiarize yourself with the ACTS
data and get an idea of the students sorting abilities.
2. Lay out the animals on the table (make sure they
are lined up in random order).
3. Using the list/sorting data sheet, call students over
one by one to participate in the task.
4. Sit students down at a table separated from other
activities going on in the classroom.
5. Ask the student, “Can you sort these animals into
different groups for me?” and let them sort how they
see fit.
6. In the event, they ask “How do you want them
sorted?” offer up a neutral answer, such as “I want
you to choose how they should be sorted.”
7. Once students are done with their sorting, ask them
questions about how they sorted the animals. A
simple prompt of “Tell me how you grouped the
animals” will begin the explanation. Take anectdotal
notes on their response.
 5/23/2013
Early Childhood Education
Learning Experience Template

Safety Considerations:
Authentic Materials: (Describe authentic real life, hands-on
Some of the animals are heavy materials.)
and have sharp parts to it, so it is
important to ensure that the Basket of different animals (birds, frogs, sea life, jungle,
students are throwing/tossing the farm, etc.)
animals around. Pen
Checklist/sorting sheet

Adult Roles:

I will be observing and collecting data as the children are

actively sorting. In addition, I will prompt conversation after
they are done sorting by saying “tell me how you grouped
the animals.”

I will also be taking pictures of the students while they work,

as long as taking pictures of their final products as well.

Other teachers in the room should be watching over the rest

of the students and handling any chaos that occurs.

Resources & References:

Early learning and development standards. Ohio Department of Education. (n.d.). Retrieved February 28, 2023, from
https://education.ohio.gov/Topics/Early-Learning/Early-Learning-Content-Standards