INTASCStandardAlignment

Standard1:LearnerDevelopment
Theteacherunderstandshowlearnersgrowanddevelop,recognizingthat
patternsoflearninganddevelopmentvaryindividuallywithinandacrossthecognitive,
linguistic,social,emotional,andphysicalareas,anddesignsandimplements
developmentallyappropriateandchallenginglearningexperiences.

NAEYCStandardAlignment
STANDARD1.PROMOTINGCHILDDEVELOPMENTANDLEARNING

Candidatespreparedinearlychildhooddegreeprogramsaregroundedinachilddevelopmentknowledge
base.Theyusetheirunderstandingofyoungchildrenscharacteristicsandneeds,andofmultiple
interactinginfluencesonchildrensdevelopmentandlearning,tocreateenvironmentsthatarehealthy,
respectful,supportive,andchallengingforeachchild.

STANDARD4.USINGDEVELOPMENTALLYEFFECTIVE
APPROACHES
Candidatespreparedinearlychildhooddegreeprogramsunderstandthatteachingandlearningwithyoung
childrenisacomplexenterprise,anditsdetailsvarydependingonchildrensages,characteristics,andthe
settingswithinwhichteachingandlearningoccur.Theyunderstandandusepositiverelationshipsand
supportiveinteractionsasthefoundationfortheirworkwithyoungchildrenandfamilies.
Candidatesknow,understand,anduseawidearrayofdevelopmentallyappropriateapproaches,
instructionalstrategies,andtoolstoconnectwithchildrenandfamiliesandpositivelyinfluenceeachchilds
developmentandlearning.
Item1:Fall2014ClinicalLabDr.DanielGray
CooperativeCultureLesson
The lesson below was a fifteen-minute lesson, which cooperative learning was to
be incorporated into the lesson. Students would research about the countries. Each
student was to find a specific fact about the country and add it to the outline of the
country. This allowed the students to have responsibility, while learning about countries.
Also learning about different countries allows the students to be exposed to different
cultures. I understand the wide array of appropriate approaches to teaching lessons. As a
teacher you need to constantly adapt your lessons to meet the individual needs of each
student. It relates to the standards above because this lesson challenged my students to
work together to create an optimum learning environment. Children need a constant
change in the way they learn. Co-operative learning allows the students to get out of
their desk, and learn collective together.

SETON HILL UNIVERSITY

Lesson Plan Template Abridged
(May be adapted based on instructors needs)
Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
Formative
AND/OR
Summative
Assessment
Evidence
Objective
A-B-C-D
Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)

Geography
Tyler Joseph Zimmer
Social Studies
Third Grade
October 22, 2014

CK

7.3.3.A:Identifythehumancharacteristicsofplacesandregionsusingthefollowing
criteria:
Population
Culture
7.2.3.A:Identifythephysicalcharacteristicsofplacesandregions.

Formal Evaluation
Formative assessment.
Teacher will have an open discussion with the students
and ask questions throughout the lesson.
Summative Assessment
Students will present the project to the classroom.
The third grade students will be able to draw the flag of USA,
Canada, and Mexico.
The third grade students will be able to identify the capital of
USA, Canada, and Mexico.
The third grade students will be able to identify the
population and culture of USA, Canada, and Mexico.

The third grade students will be able to complete 3/3 country

projects in groups.
Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Hook/Lead-In/Anticipatory Set

Teacher will show a map of the United States, Canada,

and Mexico.
Teacher will explain to class that they will be researching
facts about these three countries.
Students will be given jobs to complete the desired
information for each country.

CK

Explicit
Instructions
Big Ideas
Essential
Questions

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

Big Idea Statement

We live in the United States and it is very crucial to know
our countrys capital.

Why is important to know our country and our

surrounding neighbors?

What is the capital of the USA?

Pre-Assessment of Students
Teacher will hold up example of project.
Example of Germany, with the capital located. On
the back of the country the teacher will have
drawn the flag and answered the questions.
Modeling of the Concept
Three groups and each table is a different country
Table 1. United States cut out with paper stapled on back.
Table 2. Canada cut out with paper stapled on back.
Table 3. Mexico cut out with paper stapled on back.
Each group will be in charge of finding out and completing a
specific fact about the country.
Students will use technology to find out the information.
The teacher will give each group the desired task they must
complete for the activity.
Group A Draw the flag and figure out flags symbols on the
stapled piece of paper using crayons.
Group B Countrys capital, where it is located and why it is so
important why it is the capital. This group will draw the capital
on the cut out of the country. Then by the capital they will
write bullet points on why it is important.
Group C Population of the country, food, and culture
information. They will write this information on the back of the
piece of paper where the flag will be drawn.
The countries will stay at the table but the groups will rotate.
So each group will rotate and be given time to fulfill their
assigned job for the three countries.
For example, group A will draw the flag and explain the
symbols of USA when the rotate they will then draw the flag
and explain the symbols of Canada, then Mexico.
Each group will do their specific job for each country

Transition
Students will rotate when countries National Anthem
plays.
Guiding the Practice

Once at their seats the teacher will walk around by

monitoring the students as they work.
Students will work together to complete the academic
task.

Providing the Independent Practice

Students will work together to find USA, Canada,
and Mexicos capital.
Students will work together to find USA, Canada,
and Mexicos flag and symbol meanings.
Students will work together to find USA, Canada,
and Mexicos population.

Students will work together to find USA, Canada,

and Mexicos culture and food items.

Adaptations/Accommodations for Students with Special Needs

Materials
(reading,
technology,
equipment,
supplies, etc.)

Closure

The original lesson called for the countries to stay, and

the groups to rotate.
Since there is a student with a physical disability. The
teacher will have the groups stay, and rotate the
countries.

Computers
Country outlines with paper
Crayons
IPADs
Pencils or pens

Summary & Review of the Learning

Once finished the groups will present the three countries

to the class.

Item2:Spring2013ED 312 Language Development

Dr.DeniseKnedeisen
CooperativeCultureLesson
TheartifactsbelowarefrommyLanguageDevelopCourses.Thetwoartifactsbelowarefrommy
LanguageDevelopmentcourse.ThefirstoneisaSchoolAgeChildObservation.Itwasanobservationanda
studydoneonmycousin.Itisnotesonhowherlanguagedevelopedthroughheryouth.Belowthatareessential
notesIcollectedonschoolagedevelopment.Theseconnecttothestandardsbecausetheessentialknowledgeof
theINTASCstandardssaysthattheteacher identifies readiness for learning, and understands
how development in any one area may affect performance in other. My observation and
notes show how I understand how important the development of language has a direct
impact on their learning in other area. It is important to get young children ready with
words and reading!

Tyler Zimmer
ED 312 Language Development
Rubric School Age Child Language Observation 30 points
April 17, 2013

My observation is occurring at my Aunt Carols and Uncle Johns residence in Murrysville, Pennsylvania.
The observation further took place in the living room. My Aunt Carol was in the kitchen next to the living room
while the observation took place. I observed my little cousin Brenna. She is currently in the third grade, and she

is eight years old. I observed her playing in the living room with her little brother Nicholas. I tried to stay aside
while the observation took place to make it as natural as possible, but it was difficult so we interacted quite a
bit. I am very lucky for this observation because Brenna is a very intelligent young girl. She has no reading
problems at all. She can speak fluently and is very smart for her age!
Like I previously stated, Brenna is very smart so she uses her language and body movements together to
communicate. She uses language to achieve a purpose, and is very successful at doing this. The one area of
language that really stuck out to me was her semantics. Her vocabulary level was very high for her age. She
uses a variety of words when she speaks. When she reads her books its from left to right, which is a great sign
for appropriate development! She speaks her sentences very fluently. Her language came natural to her.
In the area of pragmatics, she was very good at having a conversation with her mom. Her mother asked
her Brenna did you do your chores for the evening? She said, yes mom, I cleaned my room and I already
finished my math homework. This stuck out to me because she was very fluent with her conversational skills.
It was like listening and speaking came natural to her. She would say to me hey Ty make me walk on the
ceiling. This is where I pick her up by her feet and make her walk across the ceiling. It is a family thing,
because my uncle John, who is her dad, used to do it with me. After one time she would say, do it again! And
she would yell one more time! Her area of pragmatics was right on task.
In the area of phonology she is right on track as well. I simply asked her give me some words that
rhymed. She would say Dad and Bad, or Tyler and Wyler because she was being goofy. She grew up having
trouble saying her S sounds. I remember when she played softball and she would pronounce the softball as
shoftball. But like I said she grew out of this by the age of 6 or 7 and is right on track. She is a very intelligent
young girl who is developing great language skills.
In class we discussed two stages that school age children go through. They go through the confirmation
stage, which is fluency. Like I previously state she is very fluent with the way she speaks to people. Her and
her brother have conversations all the time and it flows naturally. We also talked about how 9 year olds go from
learning to read to reading to learn. She reads a lot of materials and learns from it. She has been like this for a
couple of years now. She is very smart and she is only 8 years old!

In my estimation I would have to say that Brenna is right on track with her development. She remembers
the whole album on her Taylor Swift CD. I remember two years ago when she sang the song You belong with
me. I was in shock, because it was amazing how a 6-year-old girl can sing a whole song in front of strangers. I
would definitely agree that Brenna is above her language developmental stage. Not only can she speak, read,
and remember things fluently but she can also spell words that you spell out. For example, her Dad said a
swearword in the other room. My aunt Carol turned and said no s-w-e-a-r-i-n-g. She spelled out the word
swearing, and Brenna in the other room processed this and said Daddy said a swear word! It was really
amazing seeing this. She also screams for everybodys attention and makes announcements to the room full of
people at holidays. Brenna is right on track or even further than her age. She is developing great in the area of
development. I truly believe her having a great education and a great family that spends time with her
influences her positive development!

Some information and resources on School Age Developments

School age Language Development

2 processors
Shifting sources of language input pre reading stage, reading from front to back,
left to right.
Increase in metalinguistic competence
This increases a lot when kids go to school.
1. Initial stage the decoding stage from k-1st ages 5-7
2. Confirmation (2nd 3rd grade) Fluency
3. Reading to learn (ages 9-14)
Now they read to learn
4. Multiple viewpoints High school age 14-18
-

5. Construction and reconstruction

- Worldview selectively choose
1. Phonological awareness
2. FIGURATIVE LANGUAGE
a. metaphors
b. Non literal and abstract
Irony and sarcasm
EBP Evidence Based Practice refers to interventions or strategies, roots to scientific
theory. Helps inform decision making.
Theoretical Knowledge --- Inform Decision Making
Scientific Inquiry ---
Theory drives practice
Nurturists
Environment
BF SKINNER
Behaviorists theory that all learning is through operant conditioning, which is when
behavior is modified by consequences. Reinforcing positive behavior.
Applied Behavior Analysis repetition when you teach them over and over again.
DTT Discrete Trial Training, which is a form of applied behavior. It is back and forth
organized trials, which eventually becomes more complex.
Lev Vygotsky Social Interactionist Theory Zone of Proximal Development learning
happens when children interact socially. Social Interaction when language development
really takes place.
Cognitive Theory Piaget cognition is the precursor to language development.
Noam Chomsky ultimately every one speaks a language. Unless there is a mental or
physical disability that person is going to learn a language.
Universal Grammar - Every language in the world is bound by the same rules.
Language Acquisition Device helps us to process language.
How Theory Drives Practice
1. Prevention
2. Intervention and intermediation
3. Enrichment provide that little extra