Category: Child development

Using the Field Experience Goal Worksheet that you began in Week One, provide a detailed update to your progress from Week One and Week Two answering the prompts on the worksheet. Note: include a reflection on all work revisited, articles/video’s read, observations, etc. in light of your goal. What did you learn? How will this inform your goals.

Please type directly on the worksheet and remember to SAVE your work.

Using Standards in the Classroom – using the book: Llama Llama Red Pajama

Purpose: Practice creating an activity using standards.

Summary: You will create an independent activity using the English Language Arts & Reading (ELAR) Texas Essential Knowledge and Skills (TEKS) for kindergarten.

Instructions:

• Select one of the books below to use as a theme for your manipulatives/materials.
• Review the kindergarten ELAR TEKS (found in the chart below)
• Choose one standard/skill that will be practiced with your activity.
• Create an engaging activity that promotes literacy development.
• Identify the goal and objective.
• Determine what the child will do from start to finish.
• Describe the activity in detail.
• The activity should include material/manipulatives that the child can interact with.
• Include pictures of the material that will be used in the activity.
• You can use screenshots or produce a computer generated example of the manipulative(s).
• Canva is a free, user-friendly graphic design website.
• Provide an explanation of how the activity promotes literacy development.

Worksheets are not acceptable.

Supplemental Information

• The target age is 5 – 6
• The activity should be one that can be completed independently and without the assistance of the teacher.
• Use only the literacy standards found in the chart below or in the Kindergarten ELAR TEKS.

Kindergarten ELAR TEKS

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to demonstrate phonological awareness by identifying and producing rhyming words Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to demonstrate phonological awareness by identifying syllables in spoken wordsDeveloping and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to demonstrate phonological awareness by blending spoken onsets and rimes to form simple wordsDeveloping and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to demonstrate and apply phonetic knowledge by recognizing that new words are created when letters are changed, added, or deleted such as it – pit – tip – tapResponse skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to retell texts in ways that maintain meaningComposition: listening, speaking, reading, writing, and thinking using multiple texts–writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to edit drafts with adult assistance using standard English conventions, including singular and plural nounsComposition: listening, speaking, reading, writing, and thinking using multiple texts–writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to edit drafts with adult assistance using standard English conventions, including verbsComposition: listening, speaking, reading, writing, and thinking using multiple texts–writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to edit drafts with adult assistance using standard English conventions, including punctuation marks at the end of declarative sentencesUse the template to submit the following information.

• Title of the Book
• Include the author and the illustrator
• Standard
• Provide the TEK
• Include the strand, knowledge and skills statement and the student expectation (see screenshot below).
• Goal and Objective
• Description of the activity
• Describe in detail what the children will do.
• What will the child do from start to finish?
• How will they use the materials?
• List of materials
• Identify all of the materials that will be needed to construct this activity.
• Reflection
• How does this activity support literacy development?

Resources Needed

Children’s Literature Choices:

Llama Llama Red Pajama or Chica Chicka Chicka Boom Boom

for Llama Llama Red Pajama

for Chicka Chicka Boom Boom

Standards:

TEKS –

The Power of Play: Why Play-Based Learning Matters

Play is the foundation of early childhood education, serving as a natural and essential way for young children to explore, discover, and make sense of the world. Research consistently shows that play-based learning fosters cognitive, social-emotional, and physical development while encouraging creativity and problem-solving skills.

In a play-based classroom, children engage in meaningful, hands-on experiences that promote curiosity and independence. Whether through dramatic play, block building, sensory exploration, or outdoor activities, play helps children develop language, collaboration, and critical thinking skills. Educators play a crucial role in scaffolding children’s learning, observing their interests, and providing rich environments that extend their experiences.

Discussion Questions: Please answer the following questions:

1. What are some examples of play-based learning experiences you have seen or participated in?
2. How do you think play supports different areas of development (cognitive, social, emotional, physical)?
3. What challenges might educators face when implementing play-based learning, and how can they address them?

watch two videos the first is play watch only to 36 minute mark comment on another persons post