Thematic Part D

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CHS425 – Curriculum Approaches to ECE

Thematic Unit Project Overview Due Date: 11:59 pm EST Sunday of Unit 7 Points: 100 This project requires you to create a comprehensive, thematic, integrated curriculum unit appropriate for an inclusive preschool or kindergarten class. Using the inquiry- based model, you will design standards-based activities that address diversity, ensure modifications for children with special needs, and incorporate technology including adaptive equipment. The thematic unit will cover ten curricular areas. The ten curricular areas are: science, technology, math, engineering/construction, language/literacy, social studies/dramatic play, art, music, fine motor, and gross motor. You will plan ways to observe and assess children’s learning and create assessment tools. You will also identify strategies for engaging families and the community. Lastly, you will provide an in-depth reflection on the overall thematic curriculum planning process. NAEYC Key Assessment Students are expected to demonstrate knowledge, understanding and application of the following standards.

• Standard 1a: Knowing and understanding young children’s characteristics and needs. • Standard 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments. • Standard 2c: Involving families and communities in their children’s development and learning. • Standard 3d: Knowing about assessment partnerships with families & other professional colleagues. • Standard 4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology. • Standard 4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches. • Standard 5a: Understanding content knowledge and resources in academic disciplines. • Standard 5c: Using their own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curricula for each child.

Project Requirements

You will work on this project throughout the course with four submissions (noted below). (Units 2 through 7). Four documents will be submitted:

1. the Curriculum Web (Unit 2 and 7) 2. the complete Thematic Unit Template (Unit 2, 3, 5 & 7) 3. Assessment Tools for each activity plan, and (Unit 7) 4. a Family Newsletter (Unit 7)

Unit Textbook

Chapters What You Will Submit

Unit 2 3 & 4 Part A: Decide preschool or kindergarten; identify theme; create a curriculum web

Unit 3 9 Part B: Identify skills, concepts, thematic goals, the rationale for theme selection, key vocabulary words, one early learning standard, Curricular Activity ideas, and descriptions for Science and Technology

Unit 5 5 & 7 Part C: Identify two early learning standards, curricular activity ideas and descriptions for Math, Engineering/Construction, Language & Literacy, Social Studies/Dramatic Play, theme-related children’s books, plans for family and community involvement

Unit 7 11 & 12 Part D: Identify two early learning standards, Curricular Activity ideas and descriptions for Art, Music, Fine Motor, Gross Motor, two activity plans, assessment tools, and overall Thematic Unit Reflection

Thematic Unit Template: All submissions should be written on the template (unless noted above) and include all previous work. Please scroll through the entire document and complete each section with the corresponding Unit # during that unit. See the attached document for complete instructions and grading rubric. Curriculum Web: Utilize web-based resources or identify your own electronic tool. Family Newsletter: Create a document using the instructions provided. Checkpoints: There will be checkpoints along the way (Part A, Part B, and Part C) to allow your instructor to provide feedback. You should use this as guidance to make adjustments for your final submission due Sunday at 11:59 p.m. of Unit 7 (Part D). Grading Scale: The project is worth 30% of your final grade. Part A: 10 points and checkpoint for instructor feedback Part B: 10 points and checkpoint for instructor feedback Part C: 10 points and checkpoint for instructor feedback Part D: 100 points/ Final Submission

Part A: due in Unit 2 Using the Thematic Unit Template:

1. Select age group: preschool or kindergarten.

2. Identify a theme.

3. Create a curriculum web using an electronic program that includes the theme at the center, at least 4 sub-areas, and 3-5 ideas webbed from each. A sample is found on page 62 of your text.

Part B: due in Unit 3 Use the Thematic Unit Template to complete all required sections: 1. Identify skills, concepts, thematic goals, the rationale for the theme selection, key vocabulary (5 to 7 words), early learning or kindergarten standards, curricular activity ideas, and descriptions. Note: The rationale for the theme should demonstrate the importance and developmental appropriateness of the topic for a preschool or kindergarten classroom.

2. Two Curricular Areas: Develop plans for Science and Technology.

• Identify one early learning standard for Science or Technology. o Locate and provide the website for your state’s early learning standards for preschool or kindergarten. For preschool children, you may use the Connecticut Early Learning and Development Standards: What children, birth to 5, should know and be able to do.

• Identify 5 ideas for each curricular area that include a variety of activities (books, songs, fingerplays, etc.). • Provide two curricular descriptions for Science and Technology (one for each). Each includes:

o Activity Name o Description o Procedures for activity o Website (if you found the idea and did not self-create it)

Part C: due in Unit 5 Use the Thematic Unit Template: 1. Four Curricular Areas: Develop plans for 1) Math, 2) Engineering/Construction, 3) Language & Literacy, and 4) Social Studies/Dramatic Play.

• Identify two early learning standards from the four curricular areas.

https://www.ctoec.org/storage/2019/12/CT-ELDS-Main-2014.pdf

o Locate and provide the website for your state’s early learning standards for preschool or kindergarten. For preschool children, you may use the Connecticut Early Learning and Development Standards: What children, birth to 5, should know and be able to do.

• Identify 5 ideas for each curricular area that include a variety of activities (books, songs, fingerplays, etc.). • Provide four curricular descriptions: one for each area. Each includes:

o Activity Name o Description o Procedures for activity o Website (if you found the idea and did not self-create it)

2. Theme-related Children’s Books: Create a booklist with 5 books related to the theme. For each book, include complete title, author/illustrator, and a brief 3 to 4 sentence summary using your own words. 3. Home-School Connection: Write a family newsletter. Plan two strategies to engage children’s families in meaningful ways that: 1) connect directly to the theme, 2) support learning in the home, and 3) value families as their children’s first teachers. 4. Community-School Connection: Plan two strategies to involve the community in meaningful ways that: 1) connect directly to the theme, and 2) introduce children to community helpers. Part D - Final Submission: due in Unit 7 Complete the Thematic Unit Template: 1. Four Curricular Areas: Develop plans for: 1) Art, 2) Music, 3) Fine Motor, and 4) Gross Motor.

• Identify two early learning standards from the four curricular areas. o Locate and provide the website for your state’s early learning standards for preschool or kindergarten. For preschool children, you may use the Connecticut Early Learning and Development Standards: What children, birth to 5, should know and be able to do.

• Identify 5 ideas for each curricular area that include a variety of activities (books, songs, fingerplays, etc.). • Provide two curricular descriptions: (one for art and one for music). Each includes:

o Activity Name o Description o Procedures for activity o Website (if you found the idea and did not self-create it)

2. Two Activity Plans

https://www.ctoec.org/storage/2019/12/CT-ELDS-Main-2014.pdf

Select two activities previously described and create two activity plans. Each activity plan must include the following: Note: No dittos or worksheets are allowed.

1. Curricular area being addressed 2. Group Size: Whole class or small group 3. Name of activity (from activity section previously completed) 4. Location of where the activity will take place (inside/outside, center area, table, floor, etc.) 5. Early learning standards 6. Objective for activity 7. Materials needed to create and implement activity 8. Books 9. Procedures: Description of activity (from activity section previously completed) 10. Diversity: Demonstrate awareness and appreciation of diversity. 11. Technology: Incorporate technology related to the theme and selected early learning standards. Demonstrate appropriate use as a learning tool for young children. 12. Children with Disabilities:

o Identify two different disability categories (one for each activity plan). Please see here for a full list of disability categories. https://www.understood.org/articles/en/conditions-covered-under-idea

o Explain how you will provide support. Indicate “Modifications” you will make to accommodate children with varying abilities and needs. • Identify assistive technology: How will it be used to help children’s inclusive and successful learning in the classroom?

13. Assessment: Create and share an assessment tool for each activity plan based on the standard and objective. 3. Home-School-Community Connections

A. Family Newsletter: Write a newsletter to families seeking their engagement in a home-based experience related to the theme. This activity will both support and promote reciprocal relationships between families and teachers. Create a visually appealing 1-page newsletter using an online program to send home with each student’s family. Include all of the following:

• Announce and describe the theme  • Explain early learning standards and skills to be taught within the theme. • Share the 5 goals (from Activity Plan). 

https://www.understood.org/articles/en/conditions-covered-under-idea

• Explain how you would support families to naturally observe their children at home, assess their children’s abilities, strengths, and needs, and share information with teachers. • Provide all the following:

o one recommended website to share more information or activities pertaining to your theme (include a website link, name of website, and short description)  • One suggested activity with a short description  • One children’s book recommendation to read (reuse from a booklist)  • One classroom family participation opportunity  

Notes: 1. The home activity should only include materials found in the home or outdoors. Each family needs to be able to complete the activity without any financial burden or expenses. A good example of this would be a Classroom Book Bag; books that relate to the activity are provided in a bag to travel to the student’s home for a family read along. The children will share their home experience with their classmates; therefore, the activity must include a photo, picture, or some artifact for them to display. 2. No worksheets are allowed.

B. Community Resources: • Identify two theme-related, community resources that you would use to implement both activities (one resource for each).

They should be effective additions to learning experiences for children. They may include, but not be limited to: community service providers, local businesses, community members, libraries, or other community-based resources.

4. Reflection: Review all components of the thematic unit including the curriculum web, rationale, booklist, family engagement, community resources, and assessment strategies. Using specific details, write a thorough reflection on the curriculum planning and assessment process. Your reflection should be a minimum of 1.5 double-spaced pages. Address the following:

• How did you plan curriculum experiences connected to identified standards? • Are all activities developmentally and culturally appropriate based on chronological age, individual abilities and needs, and diversity of families?

o How did you determine appropriate activities for the PreK/k age? o Are they meaningful, challenging and achievable for all children? o Does your theme unit effectively address multiculturalism? If so, how? If not, how could it be improved?

• Does your theme provide opportunities for exploration and learning opportunities? If so how, if not how could you add this?

• , What have you learned about the importance and necessity of family and community engagement in young children’s learning and development? • Analyze assessment tools. Address:

o student progress for planning and related modifications o assessing learning objectives: State how you would assess mastery of the objectives. o evaluating the success of the lessons: State how you would evaluate the success of the lesson.

.  Evaluation Rubric for Unit 7 Assignment

CRITERIA Exemplary Met Emerging Not Met

NAEYC Standards

14-15 Points 12-13 Points 9-11 Points 0-8 Points

1a: Knowing and understanding young children’s characteristics and needs

Explicit details are provided. Designed thematic, integrated curriculum for an inclusive preschool or kindergarten classroom. Cre ated two activity plans with defined objectives using early learning standards for booklists, vocabulary, implementation and assessment strategies, home-school linkages and community resources related to children’s developmental needs.

Substantive details are provided Designed thematic, integrated curriculum for an inclusive preschool or kindergarten classroom. Cre ated two activity plans with defined objectives using science standards for booklists, vocabulary, implementation and assessment strategies, home-school linkages and community resources related to children’s developmental needs.

Clear details are provided. Designed thematic, integrated curriculum for an inclusive preschool or kindergarten classroom. Cre ated two activity plans with defined objectives using science standards for booklists, vocabulary, implementation and assessment strategies, home-school linkages and community resources related to children’s developmental needs.

Minimal or vague details are provided. Designed thematic, integrated curriculum for an inclusive preschool or kindergarten classroom. Cre ated one or two activity plans with defined objectives using science standards for booklists, vocabulary, implementation and assessment strategies, home-school linkages and community resources related to children’s developmental needs.

1c: Using developmental knowledge to create healthy,

Explicit details are provided. Strong evidence of applied developmental

Substantive details are provided.

Substantive to minimal details are provided. Adequate evidence of

Minimal or vague details are provided. Lacking evidence of

respectful, supportive, and challenging learning environments

knowledge to create curriculum web and curricular activity descriptions related to selected theme.

Clear evidence of applied developmental knowledge to create curriculum web and curricular activity descriptions related to selected theme.

applied developmental knowledge to create curriculum web and curricular activity descriptions related to selected theme.

9-10 Points 8 Points 6-7 Points 0-5 Points 2c: Involving families and communities in their children’s development and learning

Family-School- Community Connections are well-defined. Family Newsletter expla ins the thematic unit and provides appropriate strategies for family engagement. Community involvement plans are well- defined, supportive, and include two resources.

Family-School- Community Connections are clearly defined. Family Newsletter expla ins the thematic unit and provides appropriate strategies for family engagement. Community involvement plans are clearly defined, support ive, and include two resources.

Family-School- Community Connections are minimally defined. Family Newsletter expl ains thematic unit without appropriate strategies for family engagements. Community involvement plans lack details and/or resources.

Family-School- Community Connections are vague and/or lacking. Little to no effort to inform families about the thematic unit and welcome meaningful engagement. Community involvement plans and resources are missing.

14-15 Points 12-13 Points 9-11 Points 0-8 Points 3d: Knowing about assessment partnerships with families & other professional colleagues

Presented thorough plans for assessment partnerships with families and professional colleagues. Evidence is demonstrated in all required assignments: two assessment tools (one per activity plan), family

Presented substantive plans for assessment partnerships with families and professional colleagues. Evidence is demonstrated in all required assignments: two assessment tools (one per activity plan),

Presented adequate plans for assessment partnerships with families and professional colleagues. Knowledge is demonstrated in some of the required assignments: two assessment tools (one per activity

Plans for assessment partnership with families and professional colleagues lacke d specificity or were absent. All required assignments were lacking.

newsletter, and reflection.

family newsletter, and reflection.

plan), family newsletter, and reflection.

9-10 Points 8 Points 6-7 Points 0-5 Points 4b: Knowing and understanding effective strategies and tools for early education including appropriate uses of technology.

Demonstrates comprehensive knowledge and understanding of effective teaching strategies and tools including technology use. Evidence includes all required assignments: curriculum web, activity plan, reflection (at least 1 page), and family newsletter (at least 1 page).

Demonstrates thorough knowledge and understanding of effective teaching strategies and tools including technology use. Evidence includes all required assignments: curriculum web, activity plan, reflection (at least 1 page), and family newsletter (at least 1 page).

Demonstrates minimal knowledge and understanding of effective teaching strategies and tools including technology use. Required assignments are vague and/or missing curriculum web, activity plan, reflection (less than 1 page), and family newsletter (less than 1 page).

Does not demonstrate knowledge and understanding of effective strategies and tools for young children’s learning and development. Curricular activities are highly didactic and/or do not allow for children’s explorations.

5 Points 4 Points 3 Points 0-2 Points 4c: Using a broad repertoire of developmentall y appropriate teaching/learni ng approaches

Demonstrates a broad understanding of developmentally appropriate teaching/learnin g approaches throughout thematic unit planning form and reflection. Evidence includes all of the following: theme selection and rationale, state standards, objectives, skills, concepts, vocabulary, and curricular ideas and activities.

Demonstrates some understanding of developmentally appropriate teaching/learnin g approaches throughout thematic unit planning form and reflection. Evidence includes all of the following: theme selection and rationale, state standards, objectives, skills, concepts, vocabulary, and curricular ideas and activities.

Demonstrates clear understanding of developmentally appropriate teaching/learnin g approaches throughout thematic unit planning form and reflection. Evidence includes some of the following: theme selection and rationale, state standards, objectives, skills, concepts, vocabulary, and curricular ideas and activities.

Demonstrates minimal to vague understanding of developmentally appropriate teaching/learnin g approaches in the thematic unit planning form and reflection. Evidence is lacking in some or all of the following: theme selection and rationale, state standards, objectives, skills, concepts, vocabulary, and curricular ideas and activities.

9-10 Points 8 Points 6-7 Points 0-5 Points 5a: Understanding content knowledge and resources in academic disciplines

Demonstrates a comprehensive understanding of academic disciplines for all 10 curricular areas. Content knowledge and appropriate resources are evident in all the following: theme-based curriculum web, curricular ideas, two curricular activities, and selected children’s booklist.

Demonstrates substantive und erstanding of academic disciplines for all 10 curricular areas. Content knowledge and appropriate resources are evident in all the following: theme-based curriculum web, curricular ideas, two curricular activities, and selected children’s booklist.

Demonstrates a clear understand ing of academic disciplines for most of the 10 curricular areas. Content knowledge and appropriate resources are evident in all the following: theme-based curriculum web, curricular ideas, two curricular activities, and selected children’s booklist.

Does not demonstrate an understanding of content knowledge and resources in academic disciplines. Few curricular areas are addressed and/or curricular activities do not demonstrate appropriate kno wledge of connections between academic disciplines and selected theme.

14-15 Points 12-13 Points 9-11 Points 0-8 Points 5c: Using their own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curricula for each child.

Demonstrates understanding of how early learning standards and other resources inform theme- based rationale, goals, and activities. All activities are developmentally appropriate based on chronological age, culture, and individual abilities and needs. Presents comprehensive reflection

Demonstrates understanding of how early learning standards and other resources inform theme- based rationale, goals, and activities. Most activities are developmentally appropriate based on chronological age, culture, and individual abilities and needs. Presents thorough reflection.

Demonstrates understanding of how early learning standards and other resources inform theme- based rationale, goals, and activities. Some activities are developmentally appropriate based on chronological age, culture, and individual abilities and needs. Presents clear details in reflection.

Does not demonstrate an understanding of how early learning standards and other resources inform theme- based rationale, goals, and activities. Few activities are developmentally appropriate. Vague evidence of planned components. Reflection indicates a lack of knowledge and understanding of integrated, theme-based curriculum.

5 Points 4 Points 3 Points 0-2 Points

SS3 Students have effective skills in written and verbal communication . Students are technologically literate.

Project is highly polished; no grammar, spelling or punctuation errors.

Project is polished; maximum of two – three grammar, spelling and/or punctuation erro rs.

Project is adequate; maximum four to five grammar, spelling and/or punctuation erro rs.

Project has many grammar , spelling and/or punctuation errors making it inadequate.