Further instruction is given on what items and resources to include in the area. These conversation cues, questions, and suggestions help teachers facilitate the exploration of consumer roles.
The materials expose students to fine arts through process-focused exploration and creation. Students interact with art daily and through multiple mediums, including music, movement, and painting, among others.
Many activities within this resource offer opportunities for students to use a variety of art materials and participate in art activities. Students have an opportunity to dance to the music before the lesson ends. The teacher starts by explaining that people who play instruments often do so because the instruments have roots in the traditions of their families, communities, and culture.
She shows an instrument, introduces it as a cajon , and explains that it comes from Peru. When finished, they share their creations with their classmates, who ask for details found on the instruments. The many card-types range from language cards to physical education cards, and often they integrate fine arts into instruction.
They have a chance to dye paper towels to create the colors seen in the book they just completed. They use eye droppers to do this, and the teacher models how it is done before students get an opportunity to do it on their own. After some exploration time, the teacher brings students back together to show them how they can make their own colors in an ice tray. This activity allows students to explore new color combinations to create new colors.
Students record their color combinations, and in the end, they discuss which colors they found. In this activity, students join in playing a musical game. Each time they complete a rendition, the teacher adds an additional movement to the song.
Students must remember how many times they repeat the song and which movement they complete for each verse. Can you wiggle your fingers, then pat your head, stomp your feet, clap your hands, and jump up and down?
The teacher provides students a large piece of paper and painting supplies like brushes, paint, and smocks. The materials include various technology applications and provide opportunities to link technology into the classroom.
These opportunities support and enhance student learning, and they include appropriate teacher guidance. This tool provides teacher resources to help integrate technology opportunities naturally into the classroom experience. Many of these activities integrate a technology aspect into instruction or practice. The lesson also includes instructional variations if the teacher chooses to use a tablet or another media device instead. Regardless, this activity provides students a playful opportunity to explore technology.
This time, in addition to using a photo, they also use a computer and a slideshow app to design their own personal slideshow presentation. While students are engaging in productive discussion, they are also exploring the touch-screen device. When complete, students determine how to turn off the device. To complete the lesson, the students describe technology tools that have a touch-screen, explain how to use them, and draw their own touch-screen device on a sheet of paper.
During the activity, children use the computer to create a book. To begin, the class discusses the different book topics, and students take turns using the digital camera to take photos.
For the text, students dictate their story into the word processing program, or teachers assist with the keyboard. In the end, the pages are printed off and bound into a storybook. To conclude the activity, students discuss the relationship between pictures and text in a story. Then, they use an audio recorder to record the newly created verse to the song. The class takes turns playing their recording, and they discuss the different rhymes in the student-created verses.
Before we go online, we have to make sure an adult is with us. Then, the teacher demonstrates how to open the browser before allowing the children the opportunity to open the browser and type on the keyboard.
Students have independent time to search the internet while the teacher circulates and provides appropriate intervention. This score means the materials meet some of the criteria for this indicator, partially meet all of the criteria for this indicator, or that some of the criteria are partially met and some are not met. The materials include a diagnostic assessment tool in the form of a checklist that assesses students in 23 objectives for development and learning.
The materials do not provide guidance or tools for students to track their own progress. The materials provide a formative assessment tool in the form of a checklist.
The checklist is designed to be an ongoing assessment measure that is administered in the fall, winter, spring, and summer optional. The checklist can be used to assess students during instruction, small group activities, and independent activities in the following areas: Social and Emotional, Physical, Cognitive, Language, Literacy, and Mathematics. The Gold system is grounded in research-based objectives for development and learning. The program automatically links teaching and assessment; the teacher can use data to drive instruction.
The materials provide guidance on how to facilitate conferences with families as well as how to select information to present to families from the portfolio. As a result of the training, the educator will understand how assessment data informs planning and helps individualize instruction. There is no evidence of student self-tracking tools. The curriculum includes an online portfolio system that is utilized by the teacher only.
Teachers are to provide learning experiences that explicitly support the child and meet the needs of each child in the classroom. Materials guide teachers and administrators on how to review and respond to data from diagnostic tools. The data provided by the diagnostic tools has meaningful information for planning instruction and differentiation. The materials provide guidance for administrators to support teachers in analyzing student data.
The teacher can use the diagnostic tools to assess the developmental level of the child. The information can then be used and applied when planning instruction and differentiating activities. The teacher can track and adjust the strategy for each individual child. This data is used by the teacher to plan future learning opportunities.
The materials color-code developmental levels from birth through third grade. The cards support and guide teachers on working with students whose developmental levels range between two years and kindergarten. The materials include frequent, integrated opportunities for progress monitoring.
They include routine and systematic progress monitoring that accurately measures and tracks student progress. Materials track progress in all domains, and the assessment tools are appropriate for the age and skill development.
The materials support 38 objectives for development and learning from birth to third grade. The materials provide an assessment cycle that is developmentally appropriate and provides opportunities for students to demonstrate growth in between assessment windows.
The materials allow for flexible assessment in the form of checklists, so the educator can observe the student in a variety of settings and learning situations.
It begins with observing traveling skills and then observes story retelling skills, emergent reading skills, and reading fluency, finishing with analyzing and representing data at the end of the year.
Program lessons include recommended targeted instruction and activities that maximize student learning potential. Scaffolds, supports, and extensions provide intervention for students who struggle with content and students who master content.
Additionally, included enrichment activities are applicable for all levels and types of learners. They include sections for suggested questions, small group facilitation, and lesson scaffolding, but this guidance remains general. There are cards in all. Often they are referred to in shorthand. These activity cards include scaffolding opportunities and extension opportunities to ensure all learners have access to grade-level content. In the general activity, students set a table for dinner guests; each set needs a plate, napkin, and fork.
Students practice correspondence. How many will be at dinner if they all come? The lesson includes four suggestions for English Learners and three suggestions on how to include all children. To reach all students, the teacher can laminate placemats that show where to place objects or pair children with different skill levels to work together.
After following the teacher script introducing the book, the teacher spends the first read-aloud primarily focused on Owen and his thoughts. After reading, the teacher asks the students follow-up questions about their feelings and preferences. In the second read-aloud, the teacher reinforces vocabulary words like sniffed and snipped by pointing to pictures and dramatizing. This strategy helps struggling students access the content. In the third read-aloud, students recall information about the book and then focus on explaining what the characters are thinking and feeling.
Wonder-alouds and follow-up questions help nudge all students toward understanding. Lastly, teachers have access to Mighty Minute Cards that also support enrichment, guide facilitation, and offer multisensory opportunities. They are used as scaffolding and extension to deepen grade-appropriate learning.
They take turns naming animals and generating food that starts with the same sound. The activity can be altered to include movement or drawing. This activity can be used individually, in small group, or whole group. The materials provide a variety of instructional methods that appeal to a variety of learning interests and needs. The materials engage students in mastery of the content, support developmentally appropriate instructional strategies, support flexible grouping and multiple types of practices, and provide guidance and structures to achieve effective implementation.
I wonder who is here. Can you tell us your name? When the ball is passed to you, stand up and say your name. The students sing the song and reproduce movements. After this, students take part in a whole group rhyming activity, discussion, and shared writing lesson.
The teacher encourages students to discuss and explore the boxes. Students tell personal stories about boxes they use in their own lives e. For instance, students participate in a hands-on small group activity to compare collections of objects in ice trays. Also during Choice Time, to extend their knowledge, students use recycled items, such as milk cartons and plastic containers, to create watering cans. Students prepare to participate in the collaborative project of building a garden by participating in whole group and small group activities that develop their understanding of how to care for and grow plants in a garden.
For example, they use picture cards to illustrate and describe the steps involved in caring for plants. The teacher alternates between direct instruction and indirect instruction. The teacher models, demonstrates, and provides directions on how students can determine if objects can roll. Students explore and test to see if the objects are capable of rolling. Then, students discuss their findings with each other and the teacher. Students place their hands inside a box and describe what the simple machine feels like.
The materials include supports, strategies, and recommendations to support English Learners ELs in meeting grade-level outcomes. Linguistic accommodations are commensurate with various levels of English language proficiency and successfully provide ELs the necessary scaffolds to access instruction.
Some strategies encourage ELs to use their first language as a means to develop academic skills in English. This continuum is broken down into how students develop in their English language listening, understanding, and speaking. There are 41 accommodations and research-based linguistics strategies that are targeted at these various stages of English language acquisition.
I will tie your shoe. Each card includes guidance for delivering instructional activities and small group lessons. There is a section specific to ELs with reminders and ways to scaffold. For ELs at early proficiency stages, teachers give students time to express themselves before providing targeted follow-up support.
As you say the number, hold up the corresponding number of fingers to make counting more concrete for English Language Learners. For students who speak Spanish, the teacher is to introduce vocabulary words in Spanish. The pre-reading will introduce the children to the characters, plot, and vocabulary. The materials include a scope and sequence that outlines the implementation of content domains throughout the school year.
The materials outline 38 learning objectives targeted by the curriculum as well as the vertical alignment of skills for each objective from birth through second grade. The materials also facilitate multiple opportunities for students to develop skills across the entire school year through a variety of lessons, activities, and touchpoints.
Mathematics Card 47 has the teacher review shapes using construction paper shapes; then, students use their bodies to create a similar shape. The materials have implementation support for teachers and for administrators to support teachers in implementation.
The scope and sequence integrates the Texas Prekindergarten Guidelines and details the skills and essential knowledge being taught. The materials include a scope and sequence with content domains as they are outlined in the Texas Prekindergarten Guidelines e.
The Scope and Sequence outline essential knowledge and skills that are taught to provide support for children at different stages of learning. It highlights the skills and objectives students will develop throughout the entire academic year. The formative assessment tool is used in the fall, winter, spring, and summer, indicating that the materials and plans are implemented across the school year.
This includes a list of materials needed for investigations and an explanation of how to prepare interest areas by incorporating resources related to the topic. Each overview includes a scheduling block with suggestions on how to implement resources such as books, teaching guides, and activities.
Activities can be searched to include specific Prekindergarten Guidelines and objectives to be taught. The materials provide detailed strategies for implementing lessons at the beginning of each week.
The materials provide the teacher with guidance on which Intentional Teaching Experiences Cards, Mighty Minutes Cards, and Book Discussion Cards to use based on the lesson and content area covered throughout the day.
Teaching Guides explain how to enrich interest areas and centers based on the topic of study for the unit. This activity is part of a full day of school readiness skills experiences; it focuses on establishing and sustaining positive relationships and supports making connections within the unit. What would you say to him? Materials thus support scaffolding and include realistic pacing guidance at the lesson level.
These documents address the sequence of implementation to include all domains. The pace of the materials is realistic and includes opportunities for students to develop skills by day, throughout the week, and across the unit.
The materials include a variety of resources to support the programmatic design and scheduling for implementation by teachers and LEAs. The materials include schedule recommendations for both full-day and half-day programs. The materials provide guidance that supports the planning and implementation of lessons. The curriculum provides daily routines, meaningful learning experiences, and lesson support designed for a full day of instruction.
The materials also support half-day programs. There are lessons and activities for each component of the daily schedule for two-year-olds, three-year-olds, four-year-olds, and kindergarten-age children. The materials support both full-day and half-day programs and provide recommendations for implementation and scheduling in Foundation, Volume 1, Chapters 2—4.
The skill is developed along developmental stages: at the beginning, the child attempts to write his or her name using controlled linear scribbles; in the middle of the year, the child attempts to write using linear scribbles and mock letters or letter-like form; at the end of the year, the child attempts to write to convey meaning using string-like form. The Teach component on the online portal provides the teacher with a lesson plan template to adjust to individual classroom needs, supporting lesson planning.
This supports LEAs in using the curriculum within different programs. The materials provide a variety of resources that cultivate relationships between the school and families as well as between teachers and families.
The letter is available in both English and Spanish. How big is it? What is it made of? Are there pictures of words on it? Invite families to join the class on a walk to look for wheels during large group on Day 3.
A photo library provides PDF files with pictures for family learning. It contains videos of modeled activities and resources for parents to use at home to meet the objectives of each lesson.
The materials include authentic pictures and print resources that support and enhance student learning and outcomes; these are neither distracting nor chaotic. The materials include appropriate use of white space and design that supports and does not distract from student learning.
Pictures and graphics are supportive of student learning and engagement without being visually distracting. Materials use authentic pictures. This section is visually designed to be easily located, with attention to white space. Visual aids within the materials are not distracting; visuals are engaging and support learning.
The big books are connected to the units explored in the curriculum as well as to the content domains.
The Collection uses bold letters for titles and vocabulary. Authentic pictures are supported by child-friendly descriptions. Vocabulary cards, big books, read-alouds, and picture cards accompany each Teaching Guide unit. The pictures in these resources do not distract. The resources provide authentic examples for students, make good use of white space, use colorful pictures, and use simple text formats. Read the Full Report for Technology pdf, Read the Full Report for Pricing pdf, View Title on Publisher's Page.
Site Support Help. Download the Rubric Rubric pdf Download the Full Review Review pdf 1. Quality Review The quality review is the result of extensive evidence gathering and analysis by Texas educators of how well instructional materials satisfy the criteria for quality in the subject-specific rubric. Our Process. Materials utilize high-quality texts as a core component of content and skill integration and support developmentally appropriate practice across all content domains.
Materials are supported by child development research within and across all domains. Section 3. Health and Wellness Associated Domains Materials include direct social skill instruction and explicit teaching of skills. Students repeatedly practice social skills throughout the day.
Materials include guidance for teachers on classroom arrangements that promote positive social interactions. Materials include activities to develop physical skills, fine motor skills, and safe and healthy habits.
Section 4. Materials include strategies for supporting English Learners ELs in their development of English language skills and developmentally appropriate content knowledge. Section 5. Emergent Literacy: Reading Domain Materials provide opportunities for students to develop oral language skills, including through authentic text conversations. Materials provide explicit instruction and opportunities for student practice in phonological awareness skills, alphabetic knowledge skills, and print knowledge and concepts.
Washington, DC: U. Government Printing Office. Zill, R. Department of Health and Human Services. The curriculum provides research-based content and teaching practices to support children's development and learning. A research-based curriculum is consistent with research on how children develop and learn. Specifically, it provides rich content, teaching practices, and learning experiences that research has shown to be effective in supporting children's development and learning.
A research-based curriculum focuses on domain-specific, developmentally appropriate content and skills that contribute to children's long-range development in each domain. Approaches to Learning: Volume 1: The Foundation describes research-based teaching practices to support children's emotional, behavioral, and cognitive regulation skills.
Teaching practices include guidance on effective classroom organization and classroom management strategies. The Mighty Minutes provide brief activities to support children's regulatory skills during transitions. The daily schedule allows opportunities for children to make choices and engage in open-ended exploration, which research suggests sets the context for children's initiative, curiosity, and creativity. Social and Emotional Development: Volume 6: Objectives for Development and Learning provides several examples of research-based teaching practices for teachers to support children's positive relationships, emotion regulation, and cooperation.
The Intentional Teaching Cards promote a variety of research-based teaching practices, such as supporting children as they learn to regulate their emotions and guiding children to use problem-solving skills to resolve social conflicts.
Finally, all Book Discussion Cards include a section on "Supporting Social Emotional Development," which encourages teachers and children to use language to focus on social and emotional topics e. Language and Communication: Volume 1: The Foundation provides guidance on how teachers can integrate rich oral language opportunities throughout the day, such as using small groups to encourage children to share ideas or engaging in conversations during mealtimes.
Additionally, Volume 3: Literacy provides research on language development. It includes information about second language acquisition and research-based strategies for fostering English language development. The Intentional Teaching Cards, Mighty Minutes, and Book Discussion Cards offer teachers several discussion prompts, open-ended questions, and new vocabulary to support children's language and communication skills.
Literacy: Volume 3: Literacy provides research on different facets of literacy development, including how children develop literacy skills in two different languages. The curriculum provides many research-based teaching practices to support children's literacy skills. It offers specific guidance on interactive read-alouds e. Teachers are encouraged to build literacy experiences based on children's interests.
Mathematics Development: Volume 4: Mathematics describes research-based teaching practices to support children's understanding of numbers, geometry, measurement, and patterns e. The Intentional Teaching Cards provide developmentally appropriate activities with strategies to support mathematical skills at different levels e. Volume 2: Interest Areas includes guidance for creating a mathematically-rich learning environment. The Teaching Guides provide investigations that include learning opportunities and research-based teaching practices to support children in asking questions, exploring, observing, and predicting.
Perceptual, Motor, and Physical Development: Volume 2: Interest Areas provides guidance for creating safe indoor and outdoor areas that promote children's movement and physical activity.
Volume 6: Objectives for Development and Learning provide several examples of research-based scaffolding strategies for teachers to support children's locomotor, gross motor, and fine motor skills e. The Intentional Teaching Cards and Mighty Minutes provide repeated opportunities for children to practice new physical skills e. The curriculum includes an organized developmental scope and sequence to support children's development and learning.
A scope and sequence outlines what the curriculum focuses on and how the plans and materials support children at different levels of development. The scope refers to the areas of development addressed by the curriculum; the sequence includes plans and materials for learning experiences that progressively build from less to more complex, with the goal of supporting children as they move through the developmental progressions.
A content-rich curriculum ensures that sequences of learning experiences include multiple, related opportunities for children to explore a concept or skill with increasing depth. Sequences of learning experiences should be flexible to respond to individual children's interests, strengths, and needs. Volumes 1—6 provide an overview of young children's development as well as specific teaching practices to support children's development and learning in each of these domains.
This allows teachers to individualize activities to meet the strengths and needs of each child. Additionally, teachers can use the Mighty Minutes, Teaching Guides, and guidance provided in Volumes 1—6 to provide multiple, related learning opportunities for children to explore concepts and skills in most domains.
The Teaching Guides provide opportunities for children to develop science knowledge and skills e. Even so, there is no gradual progression of building children's scientific reasoning or inquiry skills within each study or across the studies.
The curriculum is aligned with the ELOF. All ELOF sub-domains are supported throughout the various curriculum materials. For example, Volume 2: Interest Areas describes how each interest area in the classroom supports children's development in the ELOF domains and sub-domains. Additionally , Volumes 3—5 provide specific teaching practices to support children in different ELOF domains and sub-domains.
The curriculum specifies learning goals for children. The curriculum's learning goals are objectives for children's development and learning across domains. Learning goals should be measurable and developmentally appropriate. Measurable learning goals focus on skills, behaviors, and knowledge that are observable; developmentally appropriate learning goals are consistent with well-established developmental progressions.
Teachers should be able to use a curriculum's learning goals to individualize learning experiences for all children, such as children from diverse cultures, children who are dual language learners DLLs , children who are tribal language learners, and children with disabilities or other special needs.
It also describes how to use the learning goals when working with children with disabilities or children who are DLLs. The objectives are integrated throughout many of the curriculum's materials.
Through this bond, we will develop an individual care plan and update it as your child grows and changes. By pairing teacher and parent, we can help your child acquire the skills, attitudes, and habits to do well in school and in life. We build language and literacy skills through sounds and words, books and stories, and writing.
We discover mathematical relationships through number and size, patterns, objects, and shapes. Learning through play experiences and by imitating and pretending builds imagination, promotes social skills and helps children gain a better understanding of daily experiences. Connecting with music and movement transforms moods and motivates us to move our bodies. Creating with art by using different materials and exploring what they can do with them is fascinating to children.
They are less interested in making a product. Tasting and preparing food promotes thinking and social and fine motor skills. Exploring sand and water is funs because it's a natural part of everyday life. It becomes a special activity when toys are added to it to explore.
Sand play leads to discoveries, develops fine motor skills and promotes pretending as children create things like sand castles. Beliefs We believe in a core list of traits for each teacher and classroom to follow. They encourage independence and interact with children to help facilitate growth. Throughout the day, your children will be able to explore their own interests and also participate in group play, teaching social skills like sharing and taking turns. They will learn how to better interact with others, how to explore their own ideas, be independent in their learning, and think critically about the world around them.
The Teaching Strategies GOLD program we use at our early childhood development center, is meant to help students develop in several different areas.
Our teachers help students grow, allow them to learn in different ways, and promote exploration and independence. If this sounds like the type of early education you want your child to have, contact us to learn more, schedule a tour , and enroll your child today.
Allow your child to develop in an encouraging environment, explore their interests, and get an education that will stick with them in the future. Give your child the education they deserve, Yellow Brick Road can help. What is The Creative Curriculum? June 20, Child Care Plymouth child care center , child care programs , child care provider , day care center , yellow brick road. The Four Main Categories The Creative Curriculum focuses on four main categories that activities, goals, and teaching styles are built around to help you child in the best possible way.
These categories are: Social and emotional Physical Cognitive Language The curriculum creates goals for each of these developmental areas, and works to get children to reach these goal and be successful in school.
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