5/23/2013

Early Childhood Education

Learning Experience Template

Name: Ryan Lesson Title: Similarities and Differences

Date: April 21st, 2023 Grade Level: Preschool Circle one: ECE PKSN
Standard(s)/Guideline(s):

Domain: Language and Literacy

Strand: Listening and Speaking
Topic: Expressive Language
Standard 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

Domain: Cognition and General Knowledge

Strand: Geography
Topic: Human Systems
Standard Statement: Identify similarities and differences of personal, family and cultural characteristics, and those of others
Pre-assessment of current knowledge: Ask students two questions: “How are you and I similar? How are we different?”

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

Two- Three Assessed
Instructional Objective(s): The
student will be able to...
- The student will be able to
verbally express the
similarities and differences
between two or more
people/objects.
- The student will be able to
use complete sentences to
compare two or more
things.
Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
- I will take a voice recording that I will transcribe on a
document and display. I took an anecdotal record
while the students were conversing with either each
other or myself. This anecdotal record was
transcribed on a document.
Academic Language:
Similarity, Difference
Procedural steps:
- Call students over by partners
- Ask each student “How are you and I similar? How
are we different?” *Record answer*
- Instruct students to pick two animals from the basket
- Ask students “How are they similar?” *Record
answer*
- Ask students “How are they different?” *Record
answer*

One Assessed Developmental

Skill:
- The student will be able to
form a complete sentence
when expressing ideas
with others.
Program Monitoring: (How will you aggregate or compile Authentic Materials: (Describe authentic real life, hands-on
your evidence into a class or group view?) materials.)
- I will record students answers to my questions. The - Plastic realistic animal figures
pre-assessnent’s responses will be recorded on a
document and the post-assessment’s responses will
be put on display.
 5/23/2013
Early Childhood Education
Learning Experience Template

Safety Considerations:
- Spatial Awareness
- Appropriate Language
Differentiation: Adult Roles:
- Different size animals - Call students over in groups of two
- Oral/Verbal response - Ask students questions
- Record students answer
- Take anecdotal notes

Resources & References:

- https://education.ohio.gov/getattachment/Topics/Early-Learning/Early-Learning-Content-Standards/Birth-Through-Pre_K-Learning-and-Development-Stand
/ELDS-Language-and-Literacy.pdf.aspx
- https://education.ohio.gov/getattachment/Topics/Early-Learning/Early-Learning-Content-Standards/Birth-Through-Pre_K-Learning-and-Development-Stand
/ELSD-Cognition-Standards.pdf.aspx
 5/23/2013
Early Childhood Education
Learning Experience Template

Reflection:

Before the activity, I asked the students two questions: "How are you and I similar/the same? How am I different from you? The purpose of

implementing this exam was to provide me with a baseline of the comparative skills that students possess and lack. The majority of the students in

this assessment were able to respond to both questions.Students in the class were invited to choose two animals, after which they were asked "How

are those animals similar? How do they differ?" It is significant to notice that students described an aspect of the animal for which they did not know

the name by using words like "this" and "thing(s)". It is significant to note that each student's response was spoken in full sentences. In contrast to the

pre-assessment, every student answered both questions with a complete statement. Some students even compared the characteristics of the animals

they had chosen using many whole phrases.

I think that this lesson was a success. The goal/objective of this lesson plan was for students to compare two or more animals using complete

sentences. Since the interest levels were low, I think that if I was to redo this lesson I would change it by adding another part to it. The part could be

to draw and color the two animals they chose or to have them add another animal to their collection and compare three animals. From this lesson I

have learned that the students can accomplish the goal when the word choice of the question is changed. In the pre-assessment, students would say

that they either didn’t understand or wouldn’t say anything, but during the activity I changed the wording of my questions and with that all students

were able to respond to the question. I've gained more knowledge about my students in general because of the implementation. I intended to interact

with more students (all students) in relation to my midterm goal. I was able to interact with every student during the exercise through dialogue. The

relationship between my students and I was cultivated during weekly exchanges with unstructured play, playful learning, activities with and without

instruction, carpet, etc. The connection questions I posed at the start of my activity helped to establish a better bond between my students and I.

Before beginning an activity, I felt it was crucial to have a talk, so that is exactly what I did.