TEK/Objective, STAAR TEK/Objective, and Procedure/Activity Rough Draft

Kierra Patterson

2/23/2021

ECH 2313

You have some great information, but you did not follow the assignment description. I did not see the TEKS or STAAR objective with the location or reference number. That should be listed first and referenced in the procedure. Before you submit the final edited version go into the assignment tool and look at the heading for the assignment and then list the information under that heading. That way I know that you know what should be in each part. With the format that you submitted I have to “guess” and I don’t want to guess wrong.

What Do You Do With a Tail Like This

This assessment focuses on ECD children, aged around 5 years with no recorded health issues and having completed all vaccinations. I believe that the children conducting the activities that they are expected to. If this is your TEK objective, provide the reference or location number. My objective for this lesson based on the text are to enlighten learners about different animals and their simple characteristics, enable learners answer simple questions related to animals. Also, to assist learners categorize animals differently from domestic to wild and to enable learners understand the feeding habits of different animals

This is great information but not part of the assignment. The children to teacher ratio in this environment will be 5 to 1 and the school administration should believe that this number enhances learning. The selected methods that aid this assessment will include learning accomplishment profile and portfolio that will be used to document the child’s capabilities. The observation method selected for this role will focus on the individual child. This framework will be appropriate in understanding the abilities of the child in different contexts since the Skilled Focused Checklist will likely bring inconsistency in outcomes of the child.

STAAR TEK Objective What are these objectives?

Before presenting slogans and articulations to children, I will bring factual language into the setting. The best way to do this is to let the reserve know that I recently visited the zoo. I will then ask them to think about what animals they think I have seen at the zoo and keep in touch with them on the board. I will ask if they have been to a zoo before and what animals they have seen.

I will then use this animal cheat sheet to add animal names to the default names. I will ask the backup to repeat it after you say the animal's name out loud. Then I will introduce the pronoun "various animals" and the articulation "This/this; like this is a lion)". A simple way to show the contrast between one and the other is to simply hold the teaching sheet close to me and say, "This is a lion." Then move the card away from me and say, "This is a Leopard." I will then ask learners to think about which of the different things is important.

Materials that I will use for this illustration:

Flashcards - animals

Board games - animals

Video from the game "Knowing the animals".

Procedure/Activity

Activity 1: Is that a tiger?

In this game, to practice animal jargon, one learner will draw an animal on the board while others guess what it is. Before playing this game, I will show the learners in groups of 3 how to answer the question, ‘is that (a giraffe)? Whenever learners have learned enough, I will welcome one to the forefront to draw animals. I will then show one of the children's animal flashcards and give them 10 seconds to try to draw the animal. While the learner is drawing, I will have the different others count from 10 seconds together. After 10 seconds, I will encourage them to think about what kind of animal it is. While the speculative student asks, "Is it (the lion)?" the others while seated will be responding, "Actually, it's true." or "No, no." Those who guessed correctly then came forward on that spot and draw the next animal.

Activity 2: Board Game

The next step is a fun printable board game for ECD learners to play in pairs. I will print this ready-made animal game and give it to any spare game. In this game, the learners will "compete with each other" as they name the animals in the pictures. Alternatives they will compete clockwise and other pairs compete anticlockwise. To play, students must first place their eraser in the initial phase. Then the children have to play with stones, scissors and paper. The leading learners in this activity will then move one space ahead while others remain. For example, one pair should ask, "What is it?" and another one might reply, "That's an elephant." The main team to go as far across the world as possible is the winner.

Activity 3: animal guessing game

This game involves animal guessing game where the layout of the animal is gradually revealed on the screen. Learners should try to think about what the animal is before revealing the answer. To play, I will just show the video in class and stop the video once learners are ready to find out. When guessing the animals, learners should use objective illustrative language. For example: "Is that a giraffe?"

Educational ratings based on the Objectives

This assessment can be linked to various assessment strategies such as government approved test or other evaluation equipment. The cognitive and language abilities could be challenging to note within one hour of assessment but I will use the short period to judge children’s basic abilities in this context. For instance, at age 5, I expected him to have been able to completely name different animals.

To conclude the class, I will review sentences and pronunciation and see agreement between students’ naming of animals. I will ask learners to line up at the entrance. Using the animal flashcards, I will pick one and do not show the smaller one. Then, at that point, I will ask the wrong ones to think individually about what animal card they are holding, using the key articulation, "Is that (the tiger)?" This action is a great way to learn just with each learner and see how they can interpret the animal and its behavior.

Jenkins, S., & Page, R. (2009). What do you do with a tail like this? Houghton Mifflin Harcourt.