ECE 315 Ashford University Week 4 Language Development in Young Children Lesson Plan Language Lesson Plan [WLO: 3] [CLOs: 1, 2, 4] While language skills a

ECE 315 Ashford University Week 4 Language Development in Young Children Lesson Plan Language Lesson Plan
[WLO: 3] [CLOs: 1, 2, 4]

While language skills are developed and strengthened through natural experiences, there are times when you need to intentionally teach language skills to the children you are working with. One way to do this is through planning a lesson that targets a specific language skill. In this assignment, you will have the opportunity to develop a lesson that will meet the needs of the children from one of four scenarios.

To prepare for this assignment,

Read Chapters 7 and 8 from the text.
Read the Early Childhood and Child Development: Lesson Plan Handbook.
Review the ECE315 Week 4 Lesson Plan Template and Sample created for you.
Choose one of the scenarios below to create your lesson:
A preschool classroom (three- and four-year-old) with 18 students. In the class, two students are English language learners. Your lesson should focus on listening to and following directions.

Include the following in your detailed 3 to 4 page lesson plan, using the template:

Define the content area of the lesson.
Identify the grade of the classroom.
Indicate the approximate time necessary to complete the lesson.
Outline the lesson objectives.
Define appropriate materials needed to carry out the lesson.
Describe the lesson procedure.
Explain two to three strategies to support the children learning a second language.
Create an assessment plan. How will you measure improvement?
Plan a closing to your lesson. How will you end the lesson before transitioning to your next activity?

It is required that you use the ECE315 Week 4 Lesson Plan Template (Links to an external site.) provided to complete this portion of your assignment. You will complete all sections of the Lesson Plan Template except for the “standards” section for this assignment. It is suggested that you utilize the Early Childhood and Child Development: Lesson Plan Handbook, as well as the sample lesson plan given to you as a guide for how to more effectively plan this lesson. Your assignment must be formatted according to the web page Introduction to APA (Links to an external site.), referencing one other resource in addition to the course text. Since you will be using a template, it is not necessary to include a title and cover page.

In your 3 to 4 page Literacy Lesson Plan assignment you

Must utilize academic voice. See the Academic Voice (Links to an external site.) resource for additional guidance.
Must use at least one scholarly, peer-reviewed, or credible source in addition to the course text.
The Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
Must document any information used from sources in APA Style as outlined in the Ashford Writing Center’s Citing Within Your Paper
Piper, T. (2012). Making meaning, making sense: Children’s early language learning. Retrieved from https://content.ashford.edu/ use a reference from this book. Lesson Plan Template – Overview
For a more detailed explanation, including examples, of each section within the
Lesson Plan Template, please view the Lesson Plan Handbook.
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
Objective
Standards Included
The goal is the purpose of the lesson.
The objective is what students will be able to know or do at the end of the
lesson.
Standards are the knowledge or skills that students will be expected to
demonstrate. Depending on the age of the children you are working with, you
will choose the appropriate standard from the list below:
Birth to Age 5: CDC Developmental Milestones
Ages 3 to 5: Early Learning Guidelines. State by State Early Learning
Guidelines
Head Start Framework: Head Start Early Learning Outcomes Framework
K-3: Standards in Your State
Materials
Introduction
Lesson Development:
Differentiation
Assessment
(Practice/ Checking for
Understanding)
Closing
The materials section lists all items needed throughout a lesson.
The introduction is how you will introduce the activity so your students are
interested, engaged, and have the opportunity to think about any background
knowledge/experience that they may have.
The lesson development section includes the steps that you will take to teach
the lesson including any modeling, direct instruction, centers, etc. that will be
utilized. Sometimes this is also referred to as the “procedures” section of the
lesson plan.
Often times you will have students that you will need to include modifications
for when you are developing a lesson. In this section you will need to explain
how you could modify your lesson to meet the needs of the different children
you are working with. These modifications may apply to the lesson
development section, the practice/check for understanding section, or both.
Students are given the opportunity to apply what they have learned in a formal
or informal way. You will need to describe what you will do to assess student
learning. It can be through guided practice and/or independent practice.
Guided practice allows students to demonstrate their understanding of the
material while the teacher is present and can provide needed assistance.
Independent practice might be group work, projects, or homework.
Here the ECE teacher/provider reviews the highlights of the lesson and brings
closure to the activity.
Developed by Kristina Bodamer and Jennifer Zaur, Full-Time Faculty, College of Education, ECE/CD Department
Updated 2-21-19
Lesson Plan Template
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
Objective
Standards Included
Materials
Introduction
Lesson Development
Differentiation
Assessment
(Practice/ Checking for
Understanding)
Closing
Developed by Kristina Bodamer and Jennifer Zaur, Full-Time Faculty, College of Education, ECE/CD Department
Updated 2-21-19
References
Center for Disease Control and Prevention. (2009). Milestone checklist. Retrieved from
https://www.cdc.gov/ncbddd/actearly/pdf/checklists/Checklists-withTips_Reader_508.pdf
Center on Enhancing Early Learning Outcomes. (n.d). State-By-State. Retrieved from

State-By-State

Common Core State Standards Initiative. (n.d). Standards by State. Retrieved from
http://www.corestandards.org/standards-in-your-state/
Head Start. (2015). Head Start Early Learning Outcomes Framework. Retrieved from:
https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/elof-ohs-framework.pdf.
Developed by Kristina Bodamer and Jennifer Zaur, Full-Time Faculty, College of Education, ECE/CD Department
Updated 2-21-19

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