Technology
Chapter 1
Case Study
Carol is a first-year teacher, assigned to a kindergarten classroom in a large suburban school district. During the job interview, the principal mentioned the strength of the kindergarten team of teachers and advised Carol that the team planned and worked together very well. On being hired, Carol met with the group and was encouraged by their friendliness and helpfulness.
On the first day of in-service, Carol came to school excited about her new job and full of ideas for a developmentally appropriate curriculum for her students. That afternoon, during the first team meeting, Carol became concerned that the other five team members had different ideas about teaching than she. They had many years of experience and many years of sharing ideas and materials, and were not interested in making changes in the course of study they had used for many years with their kindergarteners.
Carol listened carefully, commenting in a positive way about some of the activities that were already planned for the beginning of the school year. Carol’s enthusiasm diminished as the team brought out the stacks of worksheets that would be used during the first weeks of school.
Carol’s university professor had advised her that she might meet with some resistance as she brought her innovative ideas into an established kindergarten program. Carol made the decision that she would not “rock the boat” as she began her relationship with this established group, but that she would definitely not compromise the integrity of the instruction that she would be presenting to her young students. For the first several weeks, Carol incorporated as many activities and materials as she could while maintaining a developmentally appropriate program. When the team members gave her stacks of worksheets, she initially took the papers, working with the children in small groups to complete the worksheets in the most appropriate way possible.
After the first five or six weeks of school, Carol began to offer more suggestions for developmentally appropriate activities for the kindergarteners during the team planning meetings. She was careful to be respectful of the teams’ suggestions and always gave positive feedback when she could.
As the school year progressed, Carol felt more comfortable declining some of the worksheets presented by the team members, substituting more active, appropriate lessons for her students. By the spring of that first school year, three of the five team members had adopted a more active style of instruction for their students, following Carol’s excellent lead. The team continued to plan together each week, continuing to explore different ways to work effectively with their young students. Carol frequently offered suggestions for active engagement, based on the established themes and lessons presented by the team members.
Now in her fifth year of teaching kindergarten, Carol has been chosen as team leader by the group. While some of the team members still incorporate the use of more worksheets and “seatwork” than Carol feels to be appropriate, all six team members maintain a respect for each other and work together to provide a meaningful educational experience for their students. The kindergarten team now has a reputation for being leaders among the faculty, working together to explore new ways to make learning come alive for their students.
Think About
Put yourself in Carol’s situation. You are a new teacher, enthusiastically armed with all of the latest research on early childhood learning and development. You are anxious to begin your career and have wonderful ideas about ways to make learning exciting and meaningful for your young students. You are in a situation, much like Carol’s, in which your team members are experienced, maybe a little jaded about “new stuff,” and anxious to “help” you fit into their team. How would you handle the situation? Talk with your neighbor, developing a strategy for meeting this challenge.
Suggested Activities
1. Plan a parent presentation for Back to School Night, describing your philosophy and program. Develop some kind of visual aid—PowerPoint, brochure, handout, and so forth, to help guide the meeting. You will present this information to a small group of your classmates. Your group members will be assigned the task of questioning your methods and philosophy. You will need to be able to defend your position, using research and child development theory.
2. Have groups of students research the work that the National Council for the Social Studies (NCSS) is doing to advocate for teaching social studies in the public schools. Within your small group, develop an advocacy plan to advocate for your campus, citing specific examples and suggestions for improving social studies instruction on your campus.
3. Write a news release for publication in your local newspaper, describing a social studies lesson in your classroom. Take this opportunity to remind the readers of the importance of social studies education in a democracy.
4. Have each student bring in an article concerning the Civic Mission of Public Schools. In small groups, have students debrief the articles, discussing the major points of each article. As a group, students will develop a belief statement concerning the importance of social studies instruction in the early childhood program.
Divide into small groups of students and “jigsaw” the article.
Each group should become an “expert” on one section of the document, then report out to the larger group.
Using this document as a basis for discussion, determine steps to ensure that effective and adequate social studies instruction is incorporated into your classroom.
5. Many educators are concerned that American citizens are lacking in basic information concerning history, geography, and current events. What are the implications of these concerns for the early childhood educator? How can teachers of young children lay a foundation of appropriate understanding of these important aspects of American life?
For Further Reading
Books
Bredekamp, S., & Copple, C. (1997). Developmentally appropriate practice in early childhood programs. Washington, DC: National Association for the Education of Young Children. ISBN: 093598979X.
Charlesworth, R. (2004). Understanding child development (6th ed.). Clifton Park, NY: Thomson Delmar Learning. ISBN: 1401805027
Freeman, N., & Feeney, S. (1999). Ethics and the early childhood educator: Using the NAEYC Code. Washington, DC: National Association for the Education of Young Children. ISBN: 0935989935.
Robinson, A., & Stark, D. (2002). Advocates in action: Making a difference for young children. Washington, DC: National Association for the Education of Young Children. ISBN: 1928896014.
Winsler, A., & Berk, L.(1995). Scaffolding children’s learning: Vygotsky and early childhood education. Washington, DC: National Association for the Education of Young Children. ISBN: 0935989684.
Zan, B., Hildebrandt, C., Edminston, R., DeVries, R., & Sales, R. (2002). Developing constructivist early childhood curriculum: Practical principles and activities. New York: Teachers College Press. ISBN: 0807741205.
Articles
Cohen, J. (2003). Supplemental education: Six essential components. Principal, 82, 34–37. ERIC EJ664414.
Hardy, L. (2003). Information, please. American School Board Journal, 190 (7), 20–22. ERIC EJ669577.
Marshak, D. (2003). No Child Left Behind: A foolish race into the past. Phi Delta Kappan, 85 (3), 229–231. ERIC EJ677917.
Mathis, W. (2003). No Child Left Behind: Costs and benefits. Phi Delta Kappan, 84 (9), 679–686. ERIC EJ666087.
Neuman, S. (2003). From rhetoric to reality: The case for high-quality compensatory prekindergarten programs. Phi Delta Kappan, 85 (4), 286–291. ERIC EJ679451.
Web Sites
Association for Childhood Education International (ACEI)
National Association for the Education of Young Children (NAEYC)
National Council for the Social Studies (NCSS)
No Child Left Behind
Chapter 2
Case Study
Kelly is a third-year teacher, assigned to a second-grade public school classroom. Kelly, like most teachers, teaches as she was taught. Her own education involved a limited use of computers, and she did not incorporate the use of technology to a great extent in the classroom. In terms of technology, she considered herself adequate but not inspired. She used her classroom computer primarily for word processing and set up the classroom to encourage students to participate in instructional games on the computer.
In an effort to increase the use of technology in the school district, Kelly’s principal wrote a grant that would provide laptop computers for each classroom teacher who completed a training course consisting of six weekly two-hour classes. Reluctantly, Kelly enrolled in the class. The other three members of her second-grade team enrolled as well. The other three members were experienced teachers, with an average of 23 years each of classroom teaching. These teachers did not use computers in their classrooms, and had not even used the district-based e-mail.
The six-week training course, which included a $250 stipend for each participant, began in mid-July. On the first class meeting, teachers received a top-of-the-line laptop computer, which would be permanently issued to them on completion of the course. To encourage computer use, brief daily assignments were e-mailed to the participants. These assignments initially required participants to simply respond to the e-mail message, then became more complex, requiring “surfing the net” to find answers to specific questions.
As the participants became more confident with their use of technology, the instructors introduced more complex tasks. Demonstrations of PowerPoint presentations, development of classroom Web sites, grade-keeping, and a study of the potential of particular software for use with young children were explored throughout the course. These explorations led to extended conversations among the teacher-participants about ways in which computers can help teachers to organize information, to communicate with parents, and to augment instruction in the early childhood classroom.
When school began in mid-August, the second-grade team made a focused decision to incorporate the use of technology into their grade-keeping, parent communication, planning, and classroom instruction. They developed a grade-level Web site, on which they posted common plans, suggested activities for parents and their children, biographical information about each teacher, homework, and a calendar of upcoming events. The school purchased a grade-keeping program, which each second-grade team member used to record and report student grades. As a goal, the team chose to present a minimum of one introductory lesson each week with a PowerPoint presentation. Since the team shared these presentations, each teacher was required to prepare only one each month (though they chose to do more, as the school year progressed!).
The following summer, the teachers were required to attend a single training session, in order to maintain possession of their laptops. The instructor was thrilled and impressed with the team’s increased use of technology. The instructor offered more complex possibilities for use of technology in the classroom to this successful team. They are currently in their second year of increased technology usage in their classrooms. Kelly reports that she has never felt as in control of her teaching or more pleased with herself and her team as they have increased their use of technology.
Think About
1. Take stock of the ways that you use technology in your assignments.
2. How does your cooperating teacher use technology?
3. How do students use technology?
4. How can you increase your effective use of technology, in terms of record-keeping, planning, and direct instruction with students?
Suggested Activities
1. Research and develop a list of software to be used with young children in social studies instruction. Develop a lesson plan, using the software as a focus for the lesson.
2. With the permission of your cooperating teacher and principal, develop a Web site for your assigned classroom. Include suggestions for parents and their children, children’s literature selections, homework, and so forth.
3. Develop a lesson plan that involves guiding primary-age children to complete a research project using the Internet.
4. Plan and implement a social studies lesson with a small group of children that will demonstrate ways of using technology to reinforce social studies competencies. This activity needs to go beyond a game format, into research, communication, or production.
Write a formal lesson plan.
Present the lesson to young children in your class.
Write a one-page reflection on your presentation.
5. Develop a bulletin board for a unit on Community Helpers, which reflects the diversity of the students in the classroom. Discuss your choices for elements of the bulletin board with your small group.
6. Visit the early childhood special education class in your school. Take time to talk with the teacher and the classroom aides about the specific disabilities represented in that classroom. Take note of the teaching techniques and strategies used in that classroom, making a list to bring back to your university classroom. How could these techniques be incorporated into the mainstream classroom in which you are student teaching?
7. Inclusion of children with special needs in general education classes is a positive by-product of the Individuals With Disabilities Act (IDEA). Ask your cooperating teacher to identify a child who is “included” in your classroom. Observe that child for several days, making note of her interactions with the other students and her ability to participate in classroom activities. Remember to maintain confidentiality. When reporting to your university classroom about your observations, use only first names or initials to identify the child. Remember, too, that some of the educational information about that child may not be available to you at this time. The purpose of this activity is simply to encourage your observation and awareness of inclusion in your student teaching setting.
8. Develop a Venn Diagram, comparing and contrasting the attributes of the four approaches discussed in the text, for teaching about culture: Anti-bias Curriculum, Multicultural Education, Global Education, International Education. Discuss the similarities and differences with your small group.
9. Research IDEA. How has this legislation changed the face of special education in the United States?
10. Discuss the impact of students who are English language learners in the early childhood/primary classroom. What particular challenges are presented to the class-room teacher? What positive opportunities are presented to the teacher and other children who learn with these children?
11. Develop a record-keeping strategy to use with Learning Center instruction. Sketch out a traffic-flow pattern for your centers. (Will children visit every center every day, week? Will they self-select? How will you grade?) In small groups, discuss the different strategies, making suggestions, asking questions, and adjusting the plans.
For Further Reading
Books
A.B.C. Task Force, & Derman-Sparks, L. (1989). Anti-bias curriculum: Tools for empowering young children. Washington, DC: National Association for the Education of Young Children. ISBN: 093598920X
Alvarado, C., Burnley, L., Derman-Sparks, L., Hoffman, E., Jimenez, L., Labyzon, J., Ramsey, P., Unten, A., Wallace, B., & Yasui, B. (1999). In our own way: How anti-bias work shapes our lives. St. Paul, MN: Redleaf Press. ISBN: 1884834507.
Copple, C. (2003). A world of difference: Readings on teaching young children in a diverse society. Washington, DC: National Association for the Education of Young Children. ISBN: 192889609X.
Curtis, D., & Carter, M. (2003). Designs for living and learning: Transforming early childhood environments. Washington, DC: National Association for the Education of Young Children. ISBN: 1929610297.
Diffily, D., Donaldson, E., & Sassman, C. (2001). The Scholastic book of early childhood learning centers (grades preK–K). Jefferson City, MO: Instructor Books. ISBN: 0439201063.
Isbell, R., Exelby, B., & Exelby, G. (2001). Early learning environments that work. Beltsville, MD: Gryphon House. ISBN: 0876592566.
Rand, M. (2000). Giving it some thought: Cases for early childhood practice. Washington, DC: National Association for the Education of Young Children. ISBN: 0935989943.
Sandall, S., & Ostrosky, M. (2000). Young Exceptional Children: Natural environments and inclusion. Longmont, CO: Sopris West. ISBN: 1570353425.
Schuster, J., Maxwell, K., Hemmeter, M., & Ault, M. (2001). Assessment of practices in early elementary classrooms. New York: Teachers College Press. ISBN: 0807740616.
Articles
Boutte, G., & Peterson, E. (1993). Beginning to create a multicultural classroom. Dimensions of Early Childhood, 21 (2), 11–12. ERIC EJ460112.
Brett, A. (1994). Computers and social development of young children. Dimensions of Early Childhood, 23 (1), 10–13. ERIC EJ499973.
Derman-Sparks, L. (1994). Empowering children to create a caring culture in a world of differences. Childhood Education, 70 (2), 66–71. ERIC EJ476411.
Elliott, J. (2003). IDEA 2003: Reauthorization or retrofit? School Administrator, 60 (3), 28–30. ERIC EJ662677.
Labbo, L. (1998). Social studies “play” in kindergarten. Social Studies and the Young Learner, 10 (4), 18–20. ERIC EJ596085.
Lombard, R. (1995). Children, technology, and social studies. Children's literature. Social Studies and the Young Learner, 7 (3), 19–21. ERIC EJ500332.
Lipsky, D. (2003). The coexistence of high standards and inclusion. School Admini-strator, 60 (3), 32–35. ERIC EJ662678.
Web Sites
Council for Exceptional Children
Kids Together, Inc.
Office of English Language Acquisition (OELA)
Type “OELA” in search field
Office of Special Education and Rehabilitative Services (OSERS)
Type “OSERS” in search field
Chapter 3
Case Study
Craig was a third-grade teacher in a large urban district, in his first year of teaching. During his undergraduate education, Craig had become intrigued with Howard Gardner’s Theory of Multiple Intelligences and found the notion of “many ways of knowing” to make a great deal of sense. Having been a student with talent in the areas of music and athletics, Craig had some difficulty, as a young child, in the verbal/linguistic assessment of learning, which is usually embraced by classroom teachers. He decided, early on, that his students would have an opportunity to learn and to be assessed in more appropriate ways.
Craig’s school had been identified as low-performing and had been assigned a new principal this school year. The principal had a reputation for being tough and “turning around” several low-performing schools in the past few years. During teacher in-service, the principal outlined a stringent program for bringing up test scores at every grade level, but particularly in third grade (as those were the lowest scores from the previous year).
The program included strict adherence to a scripted curriculum in language arts and mathematics. Craig was appalled at the prospect of spending his first year as a teacher, reading a scripted curriculum to a group of low-achieving students. He spent the weekend between in-service and the start of school developing an alternative program of instruction, based on Gardner’s Eight Intelligences, to present to his principal for approval. Early Monday morning, he made an appointment to talk with the principal later in the week. Since he was an inexperienced teacher, Craig understood that the principal would have more concerns about his ability to meet the requirements of raising test scores in a less traditional way. He made several provisions for this concern:
1. He would invite the principal to visit the classroom on a weekly basis, observing the skill-based instruction, which was provided with multiple intelligences in mind.
2. He would provide detailed lesson plans to the principal on a weekly basis, spotlighting the targeted standards and the specific ways that he would be addressing those standards in centers, activities, and lessons.
3. He would use the authentic assessments that he had studied in his university courses, to track the progress of the students on a regular basis.
4. He would integrate the scripted curriculum for a portion of the school day, augmenting the targeted skills with activities that addressed the children’s multiple intelligences.
Craig’s principal, who had studied Multiple Intelligences Theory himself, reluctantly agreed to Craig’s proposal. He kept close watch on the progress of the students in Craig’s third-grade classroom, visiting often and conferencing with Craig on a regular basis concerning the ongoing assessment of the children in the class. The principal also spent a great deal of time each week studying the detailed lesson plans provided by Craig.
Happily, when the required standardized testing scores came in that summer, Craig’s third-grade class had made the most progress of any third-grade class on campus. While all classes had made much improvement, based on targeted, strategic teaching, Craig’s students had progressed the most. His students had spent a year actively involved in their own learning, while making good progress toward the goal of achieving good scores on the state-mandated tests.
Think About
Dissect this case study of a new teacher’s belief in himself as a teacher and his strong educational background. What did he do correctly, in working with his principal? What are some other things he might have done to ensure the principal’s buy-in to his plan? What if the principal had said, “no”? What would you do? Discuss with a neighbor.
Suggested Activities
1. Write a letter to the parents of your second-graders. Describe Howard Gardner’s Multiple Intelligences Theory and how you will incorporate this theory into your classroom instruction. Share the letter with your small group.
2. Divide the class into eight groups. Assign an “intelligence” to each group. Each group will use that “intelligence” to present their understanding of Howard Gardner’s Multiple Intelligences Theory to the class.
3. Design eight permanent centers for your second-grade classroom, each of which will address one of the eight intelligences. Design the center so that it can be customized to address the different thematic units to be presented throughout the school year, as social studies themes change. Make copies for each person in the university class, adding the center ideas to your three-ring binder.
4. Develop a social studies unit for early childhood/primary students, based on several targeted NCSS standards. Develop a coding system, making note on your plan, of the “intelligence” being targeted during the unit instruction. Share your unit and your coding system in your small group.
For Further Reading
Books
Armstrong, T. (2000). Multiple intelligences in the classroom (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. ISBN: 0871203766.
Carreiro, P. (1998). Tales of thinking: Multiple intelligences in the classroom. Portland, ME: Stenhouse Publishers. ISBN: 157110061X.
Chalufour, I., & Worth, K. (2003). Discovering nature with young children. Washington, DC: National Association for the Education of Young Children. ISBN: 1929610386.
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books. ISBN: 046501822X.
Hirsh, R. (2003). Early childhood curriculum: Incorporating multiple intelligence theory, developmentally appropriate practice, and Play. Boston: Allyn & Bacon. ISBN: 0205376290.
Lazear, D. (2002). Eight ways of teaching: The artistry of teaching with multiple intelligences. Glenview, IL: SkyLight Professional Development. ISBN: 1575178524.
Nelson, K. (1999). Developing students’ multiple intelligences (grades K–8) New York: Scholastic. ISBN: 0590931016.
Sprenger, M. (2001). Becoming a “wiz” at brain-based teaching: How to make every year your best year. Thousand Oaks, CA: Corwin Press. ISBN: 0761978615.
Teacher Created Materials. (1999). The best of multiple intelligences activities. Westminster, CA: Teacher Created Resources. ISBN: 1576904644.
Wolfe, P. (2001). Brain matters: Translating research into classroom practice. Glenview, IL: SkyLight Professional Development. ISBN: 0871205173.
Articles
Carlisle, A. (2001). Using the multiple intelligences theory to assess early childhood curricula. Young Children, 56 (6), 77–83.
Kahn, D. (1996). The theory of multiple intelligences: In support of Montessori. NAMTA Journal, 21 (2), 1–4.
Rubado, K. (2002). Empowering students through multiple intelligences. Reclaiming Children and Youth, 10 (4), 233–235. ERIC EJ642717.
Web Sites
Multiple Intelligences
Click on “Multiple Intelligences”
Project Zero
Chapter 4
Suggested Activities
1. Belief Statement. Write a one-page statement of your understanding and belief about appropriate social studies education in the elementary school. This statement must be concise, grounded in your reading and class discussion, and well written. Revisions will be made through the semester, and the final edited copy will be added to your portfolio.
2. Develop an outline for a year-long lesson plan, using the following document as a guide.
Steps in Developing a Year-Long Plan
1. Assemble the following materials:
a. District calendar
b. Social studies teacher’s edition
c. State standards
d. District scope and sequence
e. List of holidays/festivals/seasonal activities, etc. from which you might select an interesting topic for study. (Example: Vernal equinox: The date (near March 21 in the Northern hemisphere) when night and day are nearly the same length and Sun crosses the celestial equator (i.e., declination 0) moving northward.)
f. Blank calendar pages
2. Read over the standards for your grade level and the grade level before and after yours. For now, focus on Social Studies standards.
3. List all of the specific topics that are to be addressed in your grade level. (Example: historical figures)
4. Looking at the list of “must do’s” come up with an overriding THEME for the year (Themes are B-I-G!—Like “exploration”)
5. Within that BIG theme, divide the school year into smaller topic components. (Example: “Exploring our neighborhood”)
6. Within the topics, you might decide to divide into smaller segments (one- or two-week units) such as “home,” “school,” “our town.”
7. Broadly PENCIL in the themes, topics, units for the year using Social Studies topics as your broad base.
8. NEXT: Look at Reading/Language Arts standards to see where specific skills might naturally fit in (not EVERYTHING will or should fit into a “thematic unit”—don’t push it!)
9. While you will be teaching and re-teaching, again and again, the reading/language arts skills, you might want to look at a scope and sequence for introducing new concepts.
10. On a separate page for each Topic or Unit, list materials, learning center ideas, books, music, games, and so forth that you might assemble to make this topic/unit “come alive” for the students.
11. Go back to your standards and make sure that you have included each standard in your planning for the year.
12. Brainstorm ways of assessing the students on the information presented.
*** Each class is different and each student within the class is different. This is a working document that you will develop prior to the beginning of the school year. As you meet your students and as you begin to see their strengths, weaknesses, and interests, you will adjust the plans that you have made to meet those needs and interests.
3. Use the following rubric to assess your year-long plan.
Assessing the Year-Long Plan
1 — did not meet standard
2 — met standard
3 — above standard
Names of Group Members:
1.
2.
3.
Grade Level: ________
| |Group self-assessment |Instructor’s |
| | |assessment |
| |1–2–3 |1–2–3 |
|Effective use of Standards | | |
| |1–2–3 |1–2–3 |
|Creative use of themes/topics/units | | |
| |1–2–3 |1–2–3 |
|Inclusion of all standards | | |
| |1–2–3 |1–2–3 |
|Materials selection | | |
| | | |
| |1–2–3 |1–2–3 |
|List of assessment options | | |
4. Divide into small groups. Choose a single social studies standard from which to plan a lesson for early childhood/primary students. Each member of the group will be assigned one of the following methods of instruction to use in planning a lesson: The Discovery Method, Inquiry Teaching, Cooperative Learning, Peer Tutoring, Project Approach, Independent Research. Develop your lesson plan and share with the other members of the group. How are the approaches similar? How do they differ?
5. Using the same standards and lessons developed in No. 4 above, develop a set of questions, at all levels of Bloom’s Taxonomy, for use in the lesson.
6. Using the Sample Weekly Lesson graphic as a guide, develop your own one-page graphic.
Sample Weekly Lesson
Graphic Organizer
Week of February 22–25
7. Using the Sample Schedule as a guide, design your own schedule for use with young children in a classroom setting.
Sample Schedule
8:00–8:30 Arrival, Silent reading, Housekeeping (attendance, homework, etc.)
8:30–9:00 Class meeting (problem-solving, curricular focus)
9:00–10:30 Integrated Language Arts (social studies/science/health themes)
Large group
Small group
Individual
Center time
10:30–10:45 Outdoor recess
10:45–11:30 Teacher directed: Read Aloud/Interactive writing/Thematic
emphasis
11:30–12:00 Lunch
12:00–12:15 Outdoor recess
12:15–12:45 Teacher Read-Aloud (Chapter book – theme related)
12:45–1:45 Mathematics (Related to thematic focus, when appropriate)
1:45–2:30 Specials (music, art, physical education)
2:30–3:30 Social Studies/Science/Health Project time (research projects, learning centers, independent projects, cooperative projects); related to thematic unit
*** By incorporating the content from the identified themes, the early childhood teacher can increase the amount of time spent on the content area from approximately one hour per day (2:30–3:30) to almost the entire day.
Sample Schedule – PK & Half-day Kindergarten
8:00–8:30 Arrival, Silent reading, Housekeeping (attendance, homework, etc.)
8:30–8:45 Class meeting (problem-solving, curricular focus)
8:45–9:00 Circle time: Thematic Focus, Read-Aloud, Singing
9:00–10:00 Small group instruction
Free choice center time/individualized teaching
10:00–10:20 Outdoor recess
10:20–10:30 Read-Aloud (thematic base)
10:30–11:00 Project time (social studies/science/health focus)
11:00–11:30 Continued free choice center time (related art/mathematics/
movement activities)
11:30–12:00 Lunch
12:00–12:15 Outdoor recess
12:15–12:30 Read-Aloud (thematic base)
Closure/Dismissal
For Further Reading
Books
Bredekamp, S., & Rosegrant, T. (1992). Reaching potentials: Appropriate curriculum and assessment for young children (Vol. 1). Washington, DC: National Association for the Education of Young Children. ISBN: 0935989536.
Bredekamp, S., & Rosegrant, T. (1995). Reaching potentials: Transforming early childhood curriculum and assessment (Vol. 2). Washington, DC: National Association for the Education of Young Children. ISBN: 0935989730.
Centre, H. (2004). Fostering peer interaction in early childhood settings (booklet). Washington, DC: National Association for the Education of Young Children. ISBN: 0921145233.
Hayes, K., & Creange, R. (2001). Classroom routines that really work for pre-k and kindergarten. Teaching Strategies Books. New York: Scholastic. ISBN: 0590029282.
Helm, J., & Katz, L. (2001). Young investigators: The project approach in the early years. New York: Teachers College Press. ISBN: 0807740160.
Helm, J., & Beneke, S. (2003). The power of projects: Meeting contemporary challenges in early childhood classrooms–strategies and solutions. New York: Teachers College Press. ISBN: 0807742988.
Jackman, H. (2004). Early education curriculum: A child’s connection to the world. Clifton Park, NY: Thomson Delmar Learning. ISBN: 1401848427.
Jones, E., Evans, K., & Rencken, K. (2001). The lively kindergarten: Emergent curriculum in action. Washington, DC: National Association for the Education of Young Children. ISBN: 0935989994.
Jones, E., & Nimmo, J. (1994). Emergent Curriculum. Washington, DC: National Association for the Education of Young Children. ISBN: 0935989625.
Ostrosky, M., & Sandall, S. (2001). Teaching strategies: What to do to support young children’s development. Longmont, CO: Sopris West. ISBN: 1570354340.
Articles
Dunn, L., & Kontos, S. (1997). Developmentally appropriate practice: What does research tell us? ERIC Digest. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.
Katz, L. (1994). Let’s not waste children’s minds. Young Children, 49 (4), 2. ERIC EJ483981.
McAninch, A. (2000). Continuity and purpose in the design of meaningful project work. Early Childhood Research & Practice, 2 (1) ERIC ED439856.
Petersen, E. (1998). Individualizing for every child—Can we do it? Children and Families, 17 (4), 30–34. ERIC EJ575991.
Williams, K. (1997). “What do you wonder?” Involving children in curriculum planning. Young Children, 52 (6), 78–81. ERIC EJ551001.
Web Sites
The Cooperative Learning Center
Project Approach
Social Studies for Kids
Social Studies School Service Links: Lesson plans, strategies, and on-line activities for classroom teachers
Chapter 5
Suggested Activities
1. Design a role-play of an effective class meeting. Include the elements of a class meeting listed in the textbook. Perform your role-play for the university class, taking note of the class member’s suggestions and critique.
2. Write a one-page belief statement on the importance of teaching about democracy in a public school setting.
3. Design a lesson for the first day of school, which involves the students in making rules for the classroom. Share the lesson plan with the class.
4. Develop a database of children’s books to use in teaching about civics and government in an early childhood/primary classroom. Include title, author, publi-cation date, publisher, and annotation of appropriate use for civics instruction.
5. Prepare a lesson plan for teaching young children about war and/or other tragedies. Include a materials list, appropriate questions, a letter to parents, and follow-up activities. Deliver the lesson to your university classmates, having them role-play the part of the young students.
6. Bring in examples of children’s literature to be used to teach about war and peace. Choose one book from which to develop a lesson. Share the lesson with your group, using the suggestions for teaching about war in the text.
For Further Reading
Books
Arezzo, D., Hendrix, K., Slaby, R., & Roedell, W. (1995). Early violence prevention: Tools for teachers of young children. Washington, DC: National Association for the Education of Young Children. ISBN: 093598965X.
Greenberg, P. (1991). Character development: Encouraging self esteem & self discipline in infants, toddlers, & two year-olds. Washington, DC: National Association for the Education of Young Children. ISBN: 0935989439.
Greenman, J. (2001). What happened to the world? Helping children cope in turbulent times. n.p.
Levin, D. (2003). Teaching young children in violent times (2nd ed.). Washington, DC: National Association for the Education of Young Children. ISBN: 0942349180.
McClellan, D., & Katz, L. (1997). Fostering children's social competence: The teacher’s role. Washington, DC: National Association for the Education of Young Children. ISBN: 093598982X.
Stone, J. (2001). Building classroom community: The early childhood teacher's role. Washington, DC: National Association for the Education of Young Children. ISBN: 0935989986.
Vance, E., & Weaver, P. (2002). Class meetings: Young children solving problems together. Washington, DC: National Association for the Education of Young Children. ISBN: 1928896073.
Articles
Sandmann, A., & Ahern, J. (1997). More children’s literature to promote citizenship in the upper and middle grades. Social Studies and the Young Learner, 10 (2), 25–28. ERIC EJ586771.
Chapter 6
Case Study
Kathy was a first-year teacher, assigned to teach first grade in a rural school. She was the only first-grade teacher on the campus, and her students were a diverse group in terms of ethnicity, socioeconomic status, and ability. The district had developed a specific curriculum for social studies, outlining the skills, standards, and objectives to be addressed at each grade level. The social studies textbooks were outdated, and there were only enough texts for every third child in the classroom.
Kathy had enjoyed her social studies methods course at the university and had also enjoyed the children’s literature course that she took as an elective. She understood the value of children’s literature in the content areas and decided to address the social studies curriculum, using children’s literature as a foundation. Unfortunately, the school library was not well stocked with read-aloud material with social studies themes.
The school librarian was a knowledgeable former teacher who loved books and loved social studies. She was helpful to Kathy in making suggestions for titles already in the library could augment the social studies curriculum. Along with her help in accessing books already in the school, the librarian helped Kathy to write a grant (readily available!) to a local newspaper, from which she ultimately received $1,000 to use for her classroom library. On receiving the grant, Kathy was happy to have already developed a “wish list” of children’s literature to use in social studies instruction. She had begun her database as an undergraduate, listing the title, author, and three themes for which each selection could be used. This made quick work of her ordering process.
Kathy’s principal was impressed with the initiative she saw in Kathy. She was also impressed with the progress made by the first-graders in their social studies understandings. In the spring of that first teaching year, Kathy’s principal asked her to present a brief in-service to the other teachers in the school during a faculty meeting. The topic was the use of children’s literature in social studies instruction. Kathy’s fun and interactive presentation was met with great interest by the faculty, and helped Kathy to be recognized as the excellent educator that she was becoming.
When it came time to order books for the school library that spring, the librarian came to Kathy first, for suggestions of books she might need for her thematic units. Kathy had been told, during her university work, that librarians were often happy to include teacher suggestions for new titles.
Kathy’s first year of teaching proved to be a very positive experience for her, for her students, and for the other teachers on the campus. Kathy has continued to write grants and now has an excellent children’s literature collection in her classroom.
Suggested Activities
1. Research sources for funding for your classroom children’s literature collection. Make a list of suggestions and share with the class. (Hint: often, the city newspaper sponsors small grants for classroom teachers.)
2. Obtain a sample grant from the Internet. Using the sample as a guide, write a grant for $1,000 for your children’s literature collection. You will probably be asked to include overall objectives, demographic information about your class and school setting, and assessment information for the project.
3. Divide into small groups of three or four students. Engage in an interactive read-aloud session, having university students role-play the part of young students.
4. Develop a read-aloud guide for parents. This can be in the form of a PowerPoint presentation, a brochure, or a handout. This written information will be used as a part of a parent workshop that you will develop and present to a small group of university students, role-playing the part of parents.
5. Choose a nonfiction book with a social studies theme. Develop a lesson plan, using this book as an introductory activity. Present to your small group of university students.
6. In small groups, develop an interview instrument for use with in-service teachers. The object of the interview is the use of nonfiction books in the social studies curriculum. Interview at least two teachers, and then bring the completed interview back to class for discussion.
Does the interviewee use nonfiction in social studies instruction?
Why or why not?
What are his/her challenges in choosing nonfiction?
How does he/she obtain necessary selections?
What are some strategies he/she used with nonfiction read-alouds?
7. Folder activities and literature: Choose an appropriate storybook and write higher-level thinking questions to accompany your reading of it to children.
Create four folder activities relating to the book, including objectives, procedures, and evaluation for each activity—two for those who need enrichment on the topic and two for those who need continued help with understanding the same concept.
Read the story and use the games/activities with students.
Write a one-page reflection on your presentation.
8. Annotated bibliography: Prepare a 15-item annotated bibliography database of children’s literature appropriate for use in the social studies area.
Organize them by themes or discipline and include author, illustrator, publication date, publisher, theme(s), and/or discipline and an annotation regarding the content and use for social studies.
Use the database in some manner with student—they can help produce it, use it for research, and so forth. Submit a reflection regarding your activity with children.
9. Pairing fiction and nonfiction on the same topic, along with interactive read-alouds, can boost students’ understanding and enjoyment. Develop a database of books to use in paired readings.
Organize by themes and include author, illustrator, publication date, and publisher.
Include an annotation regarding the content and use for social studies instruction.
10. Develop a list of ABC books to use in social studies instruction. Include author, illustrator, publication date, and publisher. Include an annotation regarding the content and use for social studies instruction.
11. Develop a PowerPoint ABC book, with the theme of historical figures.
Include photographs of the people, along with information about their contributions.
Present the PowerPoint book to a group of students, to introduce a social studies topic.
Share the book with your university class, along with a brief description of the lesson you presented.
12. Different perspectives through biography: Historical fiction transports students back in history and provides insight into the people and events in history. By examining several books on the same historical figures or events, the teacher provides an opportunity for students to gain insight on a historical figure or event from different perspectives. Develop a lesson plan that includes the study of two or more books on the same historical character. Guide students through a lesson, using a Venn Diagram, which examines the different perspectives of the same character. Report to your small group.
13. Historical fiction timeline: For this year-long activity, use one wall in the classroom to create a timeline of the era(s) being studied. Throughout the school year, have students read books related to the designated time periods. As an ongoing Center Activity, have students write a brief book review, providing the title, author, and copyright date. In addition, students will provide the range of years covered in the story. Depending on the age of the students, the activity can be very simple or extended by requiring more in-depth questions. Some additional information can be included in the report by having students answer some of the following questions:
What was the most interesting thing you learned from this book?
What did you learn about [the current historical era being studied]?
What surprised you about the character or events in the story?
What was the problem presented in the story? How did the character/characters solve the problems? How would you solve this problem?
What did the illustrations tell you about the historical era in which the story was set?
Create a Venn Diagram, comparing and contrasting two different books set in the same historical time frame.
Choose a character from the historical fiction selection to research further.
Choose an event from the historical fiction selection to research further.
By setting up a timeline and historical fiction center in the primary classroom, the early childhood teacher provides an open-ended, developmentally appropriate, ongoing, and meaningful opportunity for students to develop a sense of historical time. This continuous center encourages students to make choices from historical fiction provided, to make connections between the historical fiction and the information being presented during the direct lesson, and to extend their learning about historical characters and events.
Develop a lesson plan to introduce the activity to your students. Report on the lesson to your small group, discussing plans for continuing with the project throughout the school year.
14. Practice interactive read-alouds with your students. Demonstrate your technique to the university small group. Use the following Read-Aloud Tips to guide your selection, performance, and evaluation.
Read-Aloud Tips
Materials
Wide variety of books—different genres, different subjects
Rug
General supplies—markers/word cards/pencils
Procedures
Bring students close to the teacher.
Introduce the book—plan/pre-read.
Introduce author/illustrator/copyright date.
Hold book open to students while reading.
Pose a question or give a task (“look for something in the book”).
Model thinking processes while reading (metacognition).
Pair/Share—Buddy Buzz (students share).
Summarize.
Management
Stay on topic.
Know which standards are being addressed.
Model active listening.
Curriculum and Standards
Know the standards.
Match read-alouds to curriculum.
Reinforce standards with read-alouds.
Have several books that meet same standard—look at from different perspectives.
Student–Teacher Interactions
Develop risk-free environment for students.
Allow a “pass” for students during questioning.
Make it pleasurable.
Respect students.
Validate all responses.
Gently correct incorrect responses.
Listen.
Learn about and value interests of individual children.
Allow for/encourage discussion.
Meeting Individual Needs
Have needy children in close proximity to teacher.
Introduce and discuss vocabulary.
Allow students to not talk.
Making Connections
Help students make connections: text-to-text, text-to-life, text-to-other media.
Encourage discussion.
Assessments
Observation
Questions
Student retellings
Focus on the students
15. Use the following Read-Aloud Teacher Log to document your use of read-alouds in your assigned class for two weeks. Bring the log to share with your university small group. How has this information guided your instruction? How can you use this document in the future, to enrich your social studies curriculum?
Read-Aloud Teacher Log
|Day |Date |Title |Author |Level of Engagement |Quality of Discussion |
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Engagement Rubric
3 — All students maintained attention throughout
2 — Most students maintained attention throughout
1 — Student attention inconsistent
Discussion Rubric
3 — Most students responded and made connections
2 — Some students responded appropriately
1 — Little or no student discussion
For Further Reading
Books
Hancock, M. (2003). A celebration of literature and response: Children, books, and teachers in K-8 classrooms (2nd ed.). Upper Saddle River, NJ: Prentice Hall. ISBN: 0131109022.
Handler Spitz, E. (1999). Inside picture books. New Haven, CT: Yale University Press. ISBN: 0300076029.
Jalongo, M. (2004). Young children and picture books (2nd ed.). Washington, DC: National Association for the Education of Young Children. ISBN: 1928896154.
James, J., & Tunnell, M. (2003). Children’s literature, briefly (3rd ed.). Upper Saddle River, NJ: Prentice Hall. ISBN: 0130499242.
Sutherland, Z. (1997). Children and books (9th ed.). Boston: Allyn & Bacon. ISBN: 0673997332.
Articles
Button, K. (1998). Linking social studies and literacy development through children’s books. Social Studies and the Young Learner, 10 (4), 23–25.
Button, K., & Welton, D. (1997). Integrating literacy activities and social studies in the primary grades. Social Studies and the Young Learner, 9 (4), 15–18. ERIC EJ549898.
Web Sites
American Library Association (ALA) (Newbery & Caldecott Award Winners)
Carol Hurst’s Children’s Literature Site
Children’s Literature
International Reading Association (IRA)
National Council for Social Studies—Notable Trade Books:
Texas Bluebonnet Award
Chapter 7
Suggested Activities
1. Map or globe lesson: Teach a lesson on geography, using a relevant storybook and the use of a map or globe. Include a way for students to demonstrate their creativity sometime during the lesson. Be sure you include the creativity objectives and procedures in the plan.
Write a formal lesson plan.
Present the lesson to young children in your class.
Write a one-page reflection on your presentation.
2. Develop a map lesson, using blocks as an introduction to the concept of mapping with young children. Following the lesson, observe children as they work in the block center. How have they used the mapping lesson in their block play?
3. Provide a folder of photographs of geographic features. Have students do a “quick write” describing the photograph. This center might be extended by having older students identify areas of the country where the geographic features might be located.
4. Create an original crossword puzzle using terms used in geographic study.
5. Develop an annotated bibliography of children’s literature that could be utilized in teaching geographic features. Include title, author, publication date, publisher, and information about how the book might be used.
6. Design a bulletin board with maps of your town, state, the United States, and the world. Provide colored push-pins for students to use to mark travel destinations throughout the school year. Students will be encouraged to write or dictate brief descriptions of the areas they visit to add to the classroom “almanac.”
7. Develop a listening center, complete with tapes or CDs of songs with geographic themes. Type out the words of the songs to provide children a guide for listening. Have students identify the places mentioned in the songs on the classroom maps. Observe children as they work in this center and report back to your small group, on their progress.
8. Develop a set of folder games to use in geographic instruction.
Choose an appropriate book to focus the lesson.
Create four folder activities relating to the book—two for those children needing enrichment on the topic and two for those who need continued help with understanding the concept presented.)
Record the story on tape and provide earphones to students.
Explain the folder games/activities.
Observe students as they work in the centers.
Prepare a one-page reflection of your lesson and discuss with your small group.
9. Research appropriate computer games and Web sites for the study of geographic concepts with young children. Develop a database with this information. Share with your small group.
10. Design and present a lesson on the importance of recycling. Include a storybook, song, role-play activity, or other active engagement for the students. Complete a one-page reflection on your lesson and share with your group.
11. Develop a “walking tour” of your school, the university campus, the zoo, or another location of your choice. Design and print a brochure to help guide your classmates on this tour. Include historical, geographic, or current events tidbits of interest.
For Further Reading
Books
Fromboluti, C. (1999). Early childhood, where learning begins: Geography: With activities for children ages 2 to 5 years of age. U.S.G.P.O. Superintendent of Documents. ISBN: 0160498406.
Hirsch, E. (1996). The block book. Washington, DC: National Association for the Education of Young Children. ISBN: 0935989765.
Seldin, T., & Seldin, D. (1985). The world in the palm of her hand: The Montessori approach to geography and History for the Young Child. Provo, UT: Brigham Young University Press.
Stribling, A. (1997). 50 simple things you can do to raise a child who loves history and geography (50 Simple Things Series). New York: Arco Publishers. ISBN: 0028620232.
Articles
Allen, R., Hoge, F., & Douglas, J. (1990). Literature study for geographic literacy: Grades 3 to 6. Social Studies and the Young Learner, 2 (4), 3–6. ERIC EJ426366.
Basile, C., & White, C. (1999). Tad poles and tough questions: Integrating social studies and environmental education. Social Studies and the Young Learner, 12 (2), 17–20. ERIC EJ631621.
Basile, C., & White, C. (2000). Respecting living things: Environmental literacy for young children. Early Childhood Education Journal, 28 (1), 57–61. ERIC EJ613559.
Bogo, J. (2003). Education: Passing the test. Audubon, 105 (1), 36, 38–40. ERIC EJ668593.
Gutierrez, E., & Sanchez, Y. (1993). Hilltop geography for young children: Creating an outdoor learning laboratory. Journal of Geography, 92 (4), 176–179. ERIC EJ475049.
Labbo, L., & Field, S. (1997). “Wish you were here!”: Picture postcard explorations in children’s books. Social Studies and the Young Learner, 9 (4), 19–23. ERIC EJ549901.
Laubenthal, G. (1995). Celebrate the Earth...every day! Texas Child Care, 18 (4), 2–15. ERIC EJ501928.
Rogers, L. K., & Bromley, K. (1995). Developing geographic literacy: An annotated list of children’s literature. Pull-out feature II. Social Studies and the Young Learner, 8 (2), 1–3. ERIC EJ518974.
Chapter 8
Case Study
Jack had majored in history before deciding to obtain a teaching certificate and Master’s degree in education. He loved history! He was appalled to see that the social studies were simply not addressed in the school in which he did his student teaching. When he questioned his cooperating teacher about the lack of history instruction in the fourth-grade classroom, she replied that there simply “wasn’t time” to do social studies. After all, students would be assessed (thus, she would be assessed) in language arts and mathematics. There was not time for “fluff.”
Since he was a visitor in the cooperating teacher’s classroom, Jack knew that it was not appropriate to question her motives. However, when the cooperating teacher assigned a read-aloud to Jack, he made it a point to use a book with a historical theme. When the cooperating teacher assigned Jack the after-lunch read-aloud, he chose a chapter book with a biographical theme. He made use of good, effective questioning techniques with the students, employing an interactive reading model he had learned in college.
When the time came for Jack to take over the class, he created a detailed plan, incorporating historical themes throughout the school day. He integrated the study of biography as a genre in the language arts block, developed a timeline during mathematics instruction, and chose books and activities with social studies themes for extension activities, learning centers, and literature groups. After Jack’s six weeks of student teaching, his teacher was pleased with the progress the students had made—not only in their social studies instruction, but in language arts and mathematics as well. While she did not adopt Jack’s focus on social studies instruction, she did incorporate more time for social studies than she had before. Jack now teaches in the same school and works with his cooperating teacher as a team member. She was instrumental in helping him obtain the position, telling the principal about the excellent work Jack had done in his student teaching.
Suggested Activities
1. Choose an historical figure of interest to you. Read several books on that person, at several levels—children’s literature, young adult literature, adult biography. Become an “expert” on your chosen historical figure. Develop a creative presentation to present to your university class, introducing them to your historical character.
2. Write a diary from the point of view of the historical figure you have chosen to present to the class. Share a couple of entries with the class.
3. Choose an historical era or event of interest to you. Research that era/event and present information about that era/event to the university class. You might make a big book, a PowerPoint presentation, a song, a poem, or a dramatic presentation.
4. Develop a cookbook for use in the classroom. Tie the recipes to selections of children’s literature having a history theme. Share your recipes and book selections with class members, for inclusion in the three-ring binder.
5. Develop a personal timeline. Design a creative way to present the timeline to your class members. In small groups, brainstorm ways that this activity could be done with young children.
6. Using biographical poems.
The people in history fascinate students and provide the hook for learning history. One effective method for encouraging students to study and understand the people in history is the use of biographical poems. There are many forms that the biographical poem can take. Over the course of several weeks, introduce the use of the bio-poem. After students become familiar with the format, this can become an ongoing Center Activity, which students can do independently.
Display the framework of a bio-poem.
Discuss the framework for character study:
List everything already known about a character.
List questions about the character.
Read several selections about the historical figure.
Tips for introducing bio-poems:
Choose a well-known historical character (Abraham Lincoln, George
Washington, etc.) to read about with students during whole group read-aloud time.
Choose several books, to give a wide range of descriptors.
Develop a bio-poem as a whole-group activity.
Have students choose a biography (or several, for different perspectives) about a historical figure.
Students complete a bio-poem about the chosen historical figure.
Students can use a variety of media to illustrate their poem.
Post bio-poems and illustrations.
Framework for Biographical Poem No. 1
First name
Four adjectives
Sentence describing background.
Who loves…
Who feels…
Who needs…
Who gives…
Sentence describing hopes
Sentence describing background.
Last name.
Biographical Poem: Abraham Lincoln
Abraham
Born in a log cabin
Honest, smart, brave, loving
16th president of the United States
Who loves books
Who feels sad about slavery
Who needs to help others
Who gives his heart to America
Who would like to see no slavery.
Born in Illinois
Lincoln
—Jose, age 8
Framework for Biographical Poem No. 2
I am
I wonder
I hear
I see
I want
I am
I pretend
I feel
I touch
I worry
I cry
I am
I understand
I say
I dream
I try
I hope
I am
Example: I am poem: “Sweet Clara”
(based on Sweet Clara and the Freedom Quilt, by Deborah Hopkinson)
I am blessed
I wonder how freedom feels
I hear the sadness around me
I see the needle making small stitches in my quilt
I want my freedom
I am a young African American girl
I pretend to be happy
I feel sad and worried
I touch my quilt that leads to freedom
I worry I might never be free
I cry for my people
I am worried that I won’t make it safely to Canada
I understand the danger
I say, “I WILL make it safely!”
I dream of the day I will be free
I try to stay alive
I hope one day I can control my own life
I am Sweet Clara
—Christina, age 9
Framework for Biographical Poem No. 3: Acrostic Poem
Using the letters of the character’s first name for the first letter or each adjective, describe the character being studied.
Example: Acrostic about Harriet Tubman
H—helpful
A—appreciative
R—responsible
R—represented her people
I—imaginative
E—equal
T—tenacious
—Anastasia, age 9
(*Note: tenacious was a vocabulary word the week this activity was completed.)
Biographical poems encourage students to delve further into the character of historical figures. These formats encourage students to learn about details of the lives of those studied, coming to examine the characters of figures being studied, and to see them as real people, not only as surface characters. The “Sweet Clara” example above is an example of a bio-poem written about a fictional character.
Provide a trunk (or a box will do) of old clothing, hats, jewelry, scarves, etc. for a drama center. Encourage students to create Reader’s Theater scripts from the biographies that they read in class (or you can write them and provide scripts for the center). The costumes allow students to use their imaginations as they explore the lives of the historical features they are studying in social studies classes.
For Further Reading
Books
Cooper, H. (1995). History in the early years (teaching and learning in the first three years of school). New York: Routledge. ISBN: 041510100X.
Seldin, T., & Seldin, D. (1985). The world in the palm of her hand: The Montessori approach to geography and history for the young child. Provo, UT: Brigham Young University Press. ISBN: 0842519904.
Stribling, A. (1997). 50 simple things you can do to raise a child who loves history and geography (50 Simple Things Series). New York: Arco Publishers. ISBN: 0028620232.
Articles
Klee, M. (1998). History from K–4: What can we really do? Journal of Education, 180 (1), 33–53. ERIC EJ580915.
Seefeldt, C. (1993). History for young children. Theory and Research in Social Education, 21 (2), 143–155. ERIC EJ478511.
Web Sites
Best of History Websites (annotated links to 1000 history related Web sites)
Digital history (includes a history e-textbook, primary sources, essays on history, classroom handouts, etc.)
PBS Teacher source (lesson plans and activities for classroom teachers, along with schedules for upcoming broadcasts)
Chapter 9
Suggested Activities
1. Develop a list of biographies of anthropologists, for both adults and children. Choose one anthropologist of interest to research and report on to the class. Share your bibliography with classmates.
2. Ecotourism is defined as tourism that takes account of environmental, cultural, and social considerations and frequently involves visits to the most important archaeological sites in a region. Choose an area of the world to study. Design a travel brochure that would encourage the participation of families interested in introducing their young children to archaeology.
3. Create a learning center that incorporates an archaeological theme. Identify objectives from all areas of the curriculum (language arts, mathematics, social studies, and science) that could be addressed in this single center. Create a materials list, instructions for students, and an explanation of the center to share with parents and administration.
4. Design a lesson on economics, which addresses the following standard: “Students will make decisions about available goods and services and understand the consequences of those decisions.”
Provide a detailed lesson plan, complete with materials, activities, and evaluation tools for this lesson.
For Further Reading
Books
Ashmore, W. (1999). Discovering our past: A brief introduction to archaeology. New York: McGraw-Hill. ISBN: 076741196X.
Cork, B. (1985). The Usborne young scientist archaeology (Young Scientist). Tulsa, OK: Educational Development Corporation. ISBN: 0860208656.
Flowers, B. (1995). Economics and children's literature. Ballwin, MO: SPEC Publishers.
Hendricks, R., Matilla, M. M., & Dawson, G. G. (1986). Learning Economics Through Children's Stories/No 363. New York: National Council on Economic Education. ISBN: 9996171086.
Honan, L. (1999). Spend the day in ancient Egypt: Projects and activities that bring the past to life (Spend the Day Series). New York: John Wiley & Sons. ISBN: 0471290068.
Hopkins, M. (1998). Economics and children's literature: Special third supplement: storybooks for primary grades. Ballwin, MO: SPEC Publishers.
Katz, C. (2004). Growing Up Global: Economic Restructuring & Children's Everyday Lives. Minneapolis, MN: University of Minnesota Press. ISBN: 0816642109.
Kindersley, A. (1997). Children just like me: Celebrations! New York: Dorling Kindersley Publishing. ISBN: 0789420279.
McIntosh, J. (2000). Eyewitness: Archeology. New York: Dorling Kindersley Publishing. ISBN: 0789458640.
Millard, A. (1998). A street through time. New York: Dorling Kindersley. ISBN: 0789434261.
Panchyk, R. (2001). Archaeology for kids: Uncovering the mysteries of our past. Chicago: Chicago Review Press. ISBN: 1556523955.
Rice, C. (2001). How children lived. New York: Dorling Kindersley Publishing. ISBN: 1564588769.
Sutton-Smith, B. (1976). A children’s games anthology: Studies in folklore and anthropology (studies in play and games). Glencoe, IL: Ayer Company Publishers. ISBN: 0405079281.
Articles
Barnes, B. (1991). Using children’s literature in the early anthropology curriculum. Social Education, 55 (1), 17–18. ERIC EJ426380.
Darling, L. (1996). Deepening our global perspectives: The moral matters in trickster tales. Canadian Social Studies, 30 (4), 180–182. ERIC EJ533356.
Fields, J. (1993). Primary perspectives: The supporting role of economic and industrial understanding. Early Childhood Development and Care, 94, 5–9. ERIC EJ473251.
Hutchings, M. (1993). Talking about adult work with young children. Early Childhood Development and Care, 94, 51–65. ERIC EJ473256.
Koeller, S. (1981). Economics education applied to early childhood. Childhood Education, 57 (5), 293–296. ERIC EJ246127.
Little Soldier, L. (1989). Children as cultural anthropologists. Childhood Education, 66 (2), 88–91. ERIC EJ401266.
Ross, A. (1993). Playing at work? Means and ends in developing economic and industrial awareness in the early years of education. Early Childhood Development and Care, 94, 67–83. ERIC EJ473257.
Schug, M. (1996). Teaching economic reasoning to children. Children's Social and Economics Education, 1 (1), 79–88. ERIC EJ572674.
Sunal, C. (1991). Dollars and sense: Experiences with economics for young children. Dimensions, 19 (3), 29–32. ERIC EJ427594.
Chapter 10
Suggested Activities
1. Research folk dances to correlate with the historical eras being studied in your assigned grade levels. Prepare an introductory lesson, teaching a folk dance to the students in your class. Share the lesson with your small group, teaching the dance to the group.
2. With your small group, prepare a Reader’s Theater based on the biography of a person being studied in your elementary school classroom. Share copies of the script with your group members. Perform the script for the large group.
3. Prepare a cooking lesson plan based on a selection of children’s literature. Develop a recipe, a shopping list, a list of equipment, and a set of rules for cooking with young children. Teach the lesson to your small group of university students.
4. Prepare a study of a specific artist. Develop a list of children’s literature to use in this study. Develop an introductory art activity to use to teach young children the technique used by the studied author. Present the lesson to your small group. Present the lesson to your early childhood/primary students. Write a reflection paper, discussing positive outcomes of the lesson, as well as things you would change to make the lesson better.
5. Develop a role-play activity with your small group, convincing the principal of your school to provide funding and scheduling for the arts program in your school. Provide research to back up your request. Present your role-play to the large group.
For Further Reading
Books
Bany-Winters, L. (1997). On stage: Theater games and activities for kids. Chicago: Chicago Review Press. ISBN: 1556523246.
Bany-Winters, L. (2001). Show time: Music, dance, and drama activities for kids. Chicago: Chicago Review Press. ISBN: 1556523610.
Bronson, M. (1995). The right stuff for children birth to 8: Selecting play materials to support development. Washington, DC: National Association for the Education of Young Children. ISBN: 0935989722.
Colker, L. (2005). The cooking book: Fostering young children's learning and delight. Washington, DC: National Association for the Education of Young Children. ISBN: 1928896200.
Cosby, R., & Sawyers, J. (1988). Play in the lives of children. Washington, DC: National Association for the Education of Young Children. ISBN: 0935989099.
Engel, B. (1995). Considering children’s art: Why and how to value their works. Washington, DC: National Association for the Education of Young Children. ISBN: 0935989706.
Fredman, L. (2002). Break a leg!: The kid’s guide to acting and stagecraft. New York: Workman. ISBN: 0761122087.
Johnson, M., Mitchell, S., & Althouse, R. (2003). The colors of learning: Integrating the visual arts into the early childhood curriculum. New York: Teachers College Press. ISBN: 0807742740.
Kamii, C., & DeVries, R. (1980). Group games in early education: Implications of Piaget’s theory. Washington, DC: National Association for the Education of Young Children. ISBN: 0912674717.
Koralek, D. (2004). Spotlight on young children and play. Washington, DC: National Association for the Education of Young Children. ISBN: 1928896162.
Lasky, L., & Mukerji-Bergeson, R. (1980). Art: Basic for young children. Washington, DC: National Association for the Education of Young Children. ISBN: 0912674733.
Peterson, L. (1997). Kids take the stage: Helping young people discover the creative outlet of theater. New York: Back Stage Books. ISBN: 082307742X.
Rogers, M. (1993). Teaching in the key of life. Washington, DC: National Association for the Education of Young Children. ISBN: 0935989579.
Rooyackers, P. (1995). 101 dance games for children: Fun and creativity with movement. Alameda, CA: Hunter House Smartfun Book. ISBN: 0897931718.
Sanders, S. (2002). Active for life: Developmentally appropriate movement programs for young children. Washington, DC: National Association for the Education of Young Children. ISBN: 1928896049.
Schneider, L., & Torbert, M. (1993). Follow me too: A handbook of movement activities for three- to five-year-olds. Upper Saddle River, NJ: Dale Seymour. ISBN: 0201815974.
Trostle, S., & Donato, J. (2000). Storytelling in emergent literacy: Fostering multiple intelligence. Clifton Park, NY: Thomson Delmar Learning. ISBN: 0766814807.
Wiertsema, H. (2001). 101 Movement games for children: Fun and learning with playful moving. Alameda, CA: Hunter House Smartfun Book. ISBN: 089793346X.
Zigler, E., Singer, D., & Bishop-Josef, S. (2003). Children’s play: The roots of reading. Washington, DC: National Association for the Education of Young Children. ISBN: 094365775X.
Articles
Boals, B. (1992). Ideas: Cooking in the classroom. Dimensions, 20 (2), 19–24. ERIC EJ440031.
Gabbard, C. (1995). P.E. for preschoolers: The right way. Principal, 74 (5), 21–22. ERIC EJ502897.
Klefstad, J. (1995). Cooking in the kindergarten. Young Children, 50 (6), 32–33. ERIC EJ510607.
Littleton, D. (1998). Music learning and child’s play. General Music Today, 12 (1), 8–15. ERIC EJ605796.
Wolf, J. (1994). Singing with children is a cinch! Childhood Education, 49 (4), 20–25. ERIC EJ483970.
Web Sites
Folk Dancing
National Institute of Environmental Health Sciences
Click on “Kids Pages”
Reader’s Theater
Scripts for download
Songs for teaching
Storytelling
Storytelling for kids
Virtual Field Trips (Utah Education Network)
Chapter 11
Case Study
Janet had been teaching primary students for 13 years. She was respected by her administration, peers, parents, and students. She had begun to feel restless in her job, however, believing that she was not doing all that she could for her young students. When she was given an opportunity to attend an intensive year-long training in strategies for augmenting the language arts program with social studies instruction, she jumped at the chance. She took the training to heart, immediately implementing the assessment strategies she learned in the training.
Janet developed a large three-ring binder, divided into sections for each student. She did initial, informal testing with each child, collecting several different checklists, reading samples, and writing samples every six-week period.
Throughout the school year, Janet found that her “assessment notebook” truly guided her instruction and informed her decisions about her students’ learning. She was able to use the notebook to guide parent–teacher meetings, offering for the first time in her career concrete information about the progress of her students in a standardized, though appropriate way. When making important placement decisions for the next school year, Janet had, at a glance, the progress “story” of each of her students. She was able to track the progress, week by week, noting when students were having difficulty and at which points in the instruction that students made great progress.
Think About
1. How could you implement the use of the assessment notebook in your classroom?
2. How could this notebook be useful when making placements for the next school year?
3. How could the notebook be useful when deciding when or whether to refer a child for special education testing?
Suggested Activities
1. Using the following Checklist for Looking at Assessment in the Early Childhood Classroom, examine the different types of assessment being used in your classroom. Based on this information, discuss the appropriateness of the assessment in your classroom.
Checklist for Looking at Assessment
in the Early Childhood Classroom
|Assessment |Yes/No |
|Is it based on knowledge of child development? | |
|Does it rely on regular/periodic observations over time? | |
|Does it address all domains of learning: social, emotional, physical, cognitive? | |
|Will the information gained help you do a better job? | |
|Does it rely on multiple sources of information? | |
|Does it reflect individual, cultural, linguistic diversity? | |
|Is it free of bias? | |
|Does it allow for learning differences? | |
|Is the classroom teacher the primary assessor? | |
|Is there accommodation for communication with parents? | |
2. Using the following Blank Checklist for Individual Student Interviews, work with five students in your classroom over the course of three weeks. You will talk with these five students on a regular basis, interviewing them daily concerning their independent reading. Discuss the impact of these interviews with your small university group. How might this form be modified to better serve the needs of the students in your class?
Blank Checklist for Individual Student Interviews
|Child’s Name |Date of Interview |Topic of discussion |Current Independent Reading |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
3. Use the following Example of Checklist for Early Childhood Classroom Research Project in a social studies lesson for young children. Discuss with your small group how this checklist facilitated the project in your classroom and how it might be revised to better meet the needs of your students.
Example of Checklist for
Early Childhood Classroom Research Project
|What Children Can Do |Assessment Date |Comments |
| | | |
|1. Identify topic for research. | | |
| | | |
|2. Identify materials needed for research | | |
|project. | | |
| | | |
|3. Work independently on research project. | | |
| | | |
|4. Work cooperatively in small group. | | |
| | | |
|5. Meet timeline dates. | | |
| | | |
|6. Create materials necessary for | | |
|presentation. | | |
| | | |
|7. Present material in appropriate fashion.| | |
| | | |
|8. Develop self-evaluation rubric. | | |
| | | |
|9. Work cooperatively with others. | | |
4. Write a belief statement about standardized testing with young children. You may wish to review the position statements on standardized testing developed by NAEYC and ACEI. Discuss your statement with your small group.
5. Develop an assessment notebook for the students in your class. Maintain a record of the ongoing assessment on each child in the class. You may wish to use some of the checklists provided in this chapter, or you may decide to create your own.
For Further Reading
Books
Atkins-Burnett, S., & Meisels, S. (1994). Developmental screening in early childhood: A guide (4th ed.). Washington, DC: National Association for the Education of Young Children. ISBN: 0935989641.
Bellanca, J., Chapman, C. & Schwartz, E. (2000). Multiple assessments for multiple intelligences (3rd ed.). Glenview, IL: SkyLight Professional Development. ISBN: 1575170760.
Bredekamp, S., & Rosegrant, T. (1995). Reaching potentials: Transforming early childhood curriculum & assessment (Vol. 2, p. 17). Washington, DC: National Association for the Education of Young Children. ISBN: 0935989730.
Grace, C., & Shores, E. (1994). Portfolio and its use: Developmentally appropriate assessment of young children. Little Rock, AR: Southern Early Childhood Association. ISBN: 0942388100.
Helm, J., Steinhimer, K., & Beneke, S. (1998). Windows on learning: Documenting young children’s work. New York: Teachers College Press. ISBN: 0807736783.
Koralek, D. (2004). Spotlight on young children and assessment. Washington, DC: National Association for the Education of Young Children. ISBN: 1928896170.
McAfee, M., Leong, D., & Bodrova, E. (2004). Basics of assessment: A primer for early childhood professionals. Washington, DC: National Association for the Education of Young Children. ISBN: 1928896189.
Project Zero. (2001). Making learning visible: Children as individual and group learners. Reggio Emilia, Italy: Reggio Children’s Publications. ISBN: 8887960259.
Project Zero, School, E., School, J., Cambridgeport School, Cambridgeport Center (2003). Making teaching visible: Documenting group learning as professional development. Washington, DC: National Association for the Education of Young Children. ISBN: 0972570500.
Articles
Diffily, D., & Fleege, P. (1993). Sociodramatic play: Assessment through portfolio. ERIC ED354079.
Goertz, M., & Duffy, M. (2003). Mapping the landscape of high-stakes testing and accountability programs. Theory into Practice, 42 (1), 4–11. ERIC EJ673899.
Katz, L. (1997). A developmental approach to assessment of young children. ERIC Digest. ED407172.
Meadows, S., & Karr-Kidwell, P. J. (2001). The role of standardized tests as a means of assessment of young children: A review of related literature and recommendations of alternative assessments for administrators and teachers. ERIC ED456134.
Neill, M. (2003). High stakes, high risk: The dangerous consequences of high-stakes testing. American School Board Journal, 190 (2), 18–21. ERIC EJ660839.
Web Sites
American Educational Research Association (AERA)
Association for Childhood Education International
National Assessment Governing Board
National Association for the Education of Young Children
-----------------------
HANDWRITING
Review of cursive formations
HOMEWORK
Read biographies from school library
Daily entries into science fair journals
Math review
Quick writes
Spelling word sorts
RESEARCH
Introduction to biographies
Students will choose historic figure to research
SOCIAL STUDIES
Introduction to slavery
Timeline
LITERATURE CIRCLES
Small group—use of role sheets
WRITING
Persuasive
Characterization
CENTER ACTIVITIES
Listening Center – “Ruby Bridges”
Quick write – response to The Freedom Riddle
Biography poem
SCIENCE WRITING
Voyager
by Sally Ride
READ ALOUDS
Abe Lincoln’s Hat
Favorite Breakfast
Sweet Clara and the Freedom Quilt
The Freedom Riddle
The Drinking Gourd
Harriet Tubman
MATH
Fractions
Multiplication/division review
Area/perimeter review
Money, decimals/review
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