Birth through five portfolio.
Developmentally Effective Approaches Standard Cluster
Name of Artifact: Math Lesson: Exploring Money
Course: BRFV 4390 PRE-K Practicum
Standard Number/Number: NAEYC Standard 4: Professional Learning and Ethical Practice & CEC Standard: 2 & 5 Instructional Planning and strategies
Rational:
I chose to use a small group math activity that I lead for my artifact. The activity was designed around Mrs. Stone’s (my mentor teacher) weekly math lesson which was exploring money. The purpose of this activity was not only for entertainment purposes but to teach students how to identify coins and grasp their relative value in terms of purchasing. I designed the activity for small groups 1-4 because I felt that I could reach the students better if I knew the areas where they are struggling to meet their standards. Each student received four different coins to differentiate which coins were which. I played the Jack Hartman Money Song, the students danced, sang, and held up the coins while listening to the song. After the song was over, I asked the students one at a time to hold the coins up and name them. So that I could have a more meaningful understanding of what they knew . This artifact demonstrates my understanding NAEYC standard 4. I used multiple modalities that were age appropriate. The students were given a worksheet to complete. I observed the students as they identified and counted coins. I demonstrated my understanding of CEC 2 & 5 standards learning environment and instructional planning and strategy by designing an activity for all students to be able to participate in the classroom environment. The students that were struggling were allowed to focus on one coin at a time. When they were able to identify a penny, they were able to purchase an item for that amount. When they were able to identify a nickel, they were able to purchase an item for that amount. Once they were able to identify a dime, they were able to purchase an item for that amount. They were also given a money book instead of a worksheet to color the coins and write the number.
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B-5 STUDENT NAME |
Tasha Green |
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DATE OF LESSON |
04/16/24 |
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CLASSROOM/AGE |
Kindergarten 5/6 yrs. old 11:10 am-11:28am |
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How does this learning experience connect to previous learning? What do you know about the children’s everyday experiences, cultural backgrounds, practices, and interests? |
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The students have experience of going to stores and making purchases with their family. This learning experience connects with students’ prior knowledge of identifying coins (penny, nickel, dime and quarter) and being able to count money. |
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Cite research you used to plan your learning experience? Include research that informed your teaching practices or theory about how children learn. (Consider theories and research other than Piaget, Gardner & Vygotsky) |
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https://www.generationgenius.com/ https://www.khanacademy.org/ |
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How does the learning experience follow the Birth-Five equity model? How will the lesson engage young children in culturally responsive and anti-bias educational experiences? |
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I used diverse examples (coins from different countries) to teach money concepts, promoting cultural awareness. I also encouraged children to share their experiences with money at home, allowing them to connect their learning to their family context.
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What is the GELDS or CCGPS indicator(s) for this learning experience? Include the code and written text for each indicator. |
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K.NR.1.4 Identify pennies, nickels, and dimes and know their name and value. |
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What is the learning objective? State in your own words what learning outcomes will be achieved by the end of this learning experience. |
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My hope is that children will be able to count a small set of coins (e.g., pennies, nickels, dimes) to determine their total value. |
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How will you integrate language and literacy development in this lesson? |
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By pushing vocabulary words penny, nickel, dime and quarter. |
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What vocabulary will you introduce in this learning experience? Includes developmentally appropriate sounds, words and phrases that you want children to use or learn |
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· Worth · Purchase · How much · Penny · Nickel · Dime · Quarter · Value |
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How will you teach this objective using multiple modalities? Multiple modalities refer to teaching practices for young children that promote learning through the engagement of all their senses, utilizing varied approaches to learning and to demonstrating that learning. |
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I will provide the students with coins that I made, while playing The Money Song by Jack Hartman, the students can hold up their coin. |
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How will you adapt the learning experiences to meet the needs of individual children? Adaptations may include children with special needs, are struggling, gifted learners or dual language learners. |
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Struggling students- focus on one coin at a time. DLL- none Gifted- Relate money to everyday situations (buying a snack, paying for a toy). |
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What are the key instructional materials used for this learning experience? |
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Big paper coins (Each student will get 4 coins) Jack Hartman “Money Song” on Promethean Board Worksheets (match the coins with the correct amount of money) Pencils |
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PROCEDURE Provide sufficient detail in this section whereas a substitute teacher could teach this lesson in your absence. Include introduction, teaching strategies, conclusion, prop use, etc. |
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· The teacher will pass out the paper coins. · Play the Money Song (Jack Hartman) · Hold up one coin at a time and ask students if they know what they are. · Show each coin, discuss its name, value, and appearance. · Practice counting with coins (e.g., count five pennies, two nickels). · Show the students the worksheets. · Explain to them what they will be doing. · Allow the students to complete the worksheets. · Give them real coins and allow them to buy a piece of candy.
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How will you assess the children? Describe your assessment procedures including what documentation you will collect of student learning (i.e. work samples, observational notes, photo documentation, etc.) |
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Since there are struggling and gifted students in the group, I will be using anecdotal notes and matrix.
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How will you evaluate student learning according to the lesson objectives and standards? Describe your evaluation criteria. Are you using a checklist, rubric, anecdotal note to document whether children have met the learning objective (s)? How do you know whether children have met or not met the standard(s)?
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Based on the students’ goals and objectives, I will be using a matrix. The standard would be considered as met if the student is able to identify the coin and how much it is worth.
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AFTER THE IMPLEMENTATION of LESSON |
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Reflect on your teaching practice. How would you adapt your activity and improve your instruction next time? I felt as though this activity went well. Even though I kept them engaged I think I would adapt this activity by allowing the students to purchase items out of the treasure box instead of using a worksheet. A pretend store using the cash register would allow them to apply what they’ve learned to everyday situations (shopping). By the end of the activity my struggling students could identify the penny.
Include in your upload of the final lesson plan the child assessment(s) you collected for this lesson and evaluation criteria that identifies if the child met, did not meet or exceeded expectations.
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