CHDV 210 Curriculum Activities Self Evaluation Form Name: Brianna Schnaubelt Curriculum area: Language and Literacy

Please reflect on these questions as you evaluate each of the 5 activities that you present. Review the rubric carefully to be sure that you have included all components to earn the highest score possible.

Why did you choose this particular activity? (DRDP, conversation with child, etc.)
I chose this activity because in my mentor's classroom the theme of the week was Saint

Patricks Day, since it was coming up soon. I decided that I wanted to create a story and flannel board pieces of my own to read to the children because my mentor was talking about how there arent very many books about Saint Patricks Day. My husband and I also enjoy making childrens books together, as we have in the past for previous Childhood and Development assignments. I also felt that I know what my kids will enjoy, so I figured I could make a story for them that they will not only learn form but also very much enjoy, which is just as important. "It also is the case that to become literate, young children must see reading and writing as not only useful but also pleasurable. Adults play a key role in promoting this positive attitude (Epstein, 25)."
Another reason I chose to make my own story, rather than finding one, was so that I

could make sure to gear it towards the level of my kids understanding. Since, "Children differ in their learning. Some pick up skills easily and quickly; others need more explicit help and time (Epstein, 24)." I did this to ensure that it would be developmentally appropriate for them, so they could also learn something. What were the strong points of this activity?
The children remained very engaged in the story. The other teachers and I barely had to

remind them to keep their listening ears on. I was also able to ask them a lot of questions about the story that got them talking at designated talking times (however, they were still allowed to ask their own questions and make comments) and kept their interest in what was going to happen next. "Engage children in reviewing and predicting as you read. Stop occasionally to encourage children to recall what has happened so far (Epstein, 32)."
The combination of the audio and visuals made the story very inviting and very engaging

for the children. They were responding to the questions I was asking and found the audio to be quite humorous as well.

 I wrote the story so that they could recognize various emotions and weather and

throughout the story as I asked them questions they were able to identify everything as a collective group. "In other words, even though children have language and literacy experiences and acquire many literacy skills on their own, the presence and support of thoughtful adults is critical to sustain their motivation and supply essential information (Epstein, 25)." What were the weak areas?
The only weak area I would have to say would have been managing so many materials at

once. To have the story, flannel pieces and audio all at the same time. My mentor assured me I did it flawlessly, but there were a couple times where it took a second longer then I would have liked it run. Overall though it still ran very smoothly.

What specific changes did you try out when you presented the activity a second time?
The first change that I made for this activity was instead of using my iPod hooked up to

my portable speaker, I made a CD with the audio on it and played it on the CD player in the classroom so the audio could be heard louder.
The second change I made was taking out the passing of chocolate coins at the end. The

only reason I did this was because I didnt feel it necessary or healthy to be giving the children chocolate two days in a row. Especially because a healthy lifestyle is something I want to encourage in every child.

Evaluate the success of these revisions. How might you improve next time? (Focus on your teaching skills)
I feel that the revisions were successful. No child complained that there wasnt chocolate

the second day around, and being able to hear the audio better was more effective. I didn't want to take anything out of it because I felt all the materials were what made it such a successful activity with the children, and why they enjoyed it so much. "Provide a visually rich environment that includes not only many examples of print but also nonprint materials with diverse features (Epstein, 32)."

Did your curriculum activity meet your stated objective? Support your answer with specific examples from your observation of the childrens involvement in the activity.

 For the most part I would say that the children met my objectives. Throughout the story I

would stop and ask them questions pertaining to how the leprechaun was feeling and what happens after it rains, etc. When I asked what it means when someone frowns they replied with, It means their sad. When I asked them what happens after it rains, what do you see in the sky? It took awhile but one of them finally guessed a rainbow, so we focused in on that.
I was very happy to see the children responding to the leprechauns feelings and being

able to identify them. "To be fully capable of experiencing and demonstrating empathy, the child must be developmentally capable of seeing a situation from someone else's perspective, which Piaget called "decentering." This is an ability that is just emerging in the preschool years. Yet, there is evidence that even infants and toddlers have some ability to pick up on another's emotions (Epstein, 73)."

Based upon your informal assessment of the children during this activity, how would you build upon this activity? What would be the next curriculum activity you would plan in this area to enhance the childrens learning and why would you choose this next activity?
The next activity that I would plan would be a gold hunt. Just like the leprechaun went on

a gold hunt, I would take the children on one. We would do this outside so that we could talk about the weather more.

Works Cited Epstein, A. S. (2009). The Intentional Teacher: Choosing the Best Strategies for Young Children's Learning. Washington, DC: National Association for the Education of Young Children.