Shyann Ronolo-Valdez

October 2, 2015
ET 247
Matrix 1 (For Early Childhood Education)
Colorado
Academic
Standard
s

ISTE
Standa
rds for
Teacher
s

ISTE
Standards
for
Students

Blooms
Taxono
my

Mathematics
1. Number
Sense,
Properties,
and
Operations

2. Patterns,
Functions,
and
Algebraic
Structures

Observe and
count objects
(up to 10) from a
presentation
provided to them
by the teacher.
Student
Example).
Students can: a.
Count and
represent
objects including
coins to 10
(Personal
Financial
Literacy) b.
Match a quantity
with a numeral.
(Student
Standard)
Create
presentatio
n for
students to
see
different
patterns in
objects
(such as
shapes).
(Teaching
Example) 2.
Design and
develop
digital age
learning
experiences
and
assessment
s
c.
Customize
and
personalize
learning
activities to
address
students

Analyze
objects that
are provided
to them and
count them
in the
correct
amount.

Understand
-- that
students will
use
presentation
of objects as
a visual aid
to help the
see the
patterns
that are
created.

Constructi
vism

Stude
nt
Use

Flipped
Classro
om

3. Analysis,
Statistics,
and
Probability

4. Shape,
Dimension,
and
Geometric
Relationshi
ps

diverse
learning
styles,
working
strategies,
and abilities
using
digital tools
and
resources.
(Teaching
Standard)
Teachers
will track
statistics of
students
work to see
the
progress
that takes
place
throughout
the year.
(Teaching
Example)
5. Engage
in
professional
growth and
leadership.
c. Evaluate
and reflect
on current
research
and
professional
practice on
a regular
basis to
make
effective
use of
existing
and
emerging
digital tools
and
resources in
support of
student
learning.
(Teaching
Standard)

Evaluate the
progress of
the students
throughout
the year to
see where
students
have
improved,
need help,
and have
met their
developmen
tal
milestones.

Have students
sort pictures of
coins by
characteristics.
(Student
Example) 2.
Measurement is
used to compare
objects c. Sort
coins by physical
attributes such

Analyze
different
characteristi
cs of objects
provided to
them and
sort them
according to
their
characteristi
cs.

as color or size
(Personal
Financial
Literacy)

Reading, Writing, and Communicating

1. Oral
Expression
and
Listening

2. Reading
for All
Purposes

The student
listens to a song
or a story that is
played for them
and exemplifies
knowledge of
patterns in said
song or story.
(Student
Example). 3.
Early knowledge
of phonemic
awareness is the
building block of
understanding
language. a.
Recognize
patterns of
sounds in songs,
storytelling, and
poetry b.
Understand that
words are made
up of one or
more syllables c.
Recognize
rhyming words
and alliterations
d. Demonstrate
understanding of
initial sounds in
words (such as
mop begins with
the /m/ sound).
(Student
Standard).
The teacher
will provide
different
reading
materials to
the
students in
the
classroom.
Items can
be kept
throughout
the room
and/or in
the
classroom
library.
(Teaching
Example).
3. Model
digital age
work and
learning. b.

Students
will
remember
(recognize)
different
patterns in
the oral
language
provided to
them.

Understand
that
students will
use different
materials
when
reading
depending
on what the
child prefers
and what
helps them
best meet
their
developmen
tal
milestone.

3. Writing
and
Compositio
n

4.
Research
and

Collaborate
with
students,
peers,
parents,
and
community
members
using
digital tools
and
resources
to support
student
success and
innovation.
(Teaching
Standards)
The teacher
models
writing and
composition
of a
storybook
using
Storybird.
(Teaching
Example)
3. Model
digital age
work and
learning
Teachers
exhibit
knowledge,
skills, and
work
processes
representati
ve of an
innovative
professional
in a global
and digital
society.
a.
Demonstrat
e fluency in
technology
systems
and the
transfer of
current
knowledge
to new
technologie
s and
situations.
(Teacher
Standard)
Teacher will
design a
presentatio
n with

Understand
that
students will
observe
what writing
and
composition
is based on
the model
that the
teacher
provides.
Students
may not yet
be able to
write, but
they can
draw
pictures
based off of
the words
they hear
from the
Storybird.

Students
will analyze
and
evaluate

Reasoning

questions
that the
children will
be able to
answer.
(Teaching
Example) 2.
Design and
develop
digital age
learning
experiences
and
assessment
s. a. Design
or adapt
relevant
learning
experiences
that
incorporate
digital tools
and
resources
to promote
student
learning
and
creativity b.
Develop
technologyenriched
learning
environmen
ts that
enable all
students to
pursue their
individual
curiosities
and
become
active
participants
in setting
their own
educational
goals,
managing
their own
learning,
and
assessing
their own
progress.
(Teaching
Standards).

1. History

The teacher
will provide
students
with
pictures or
presentatio

their work
based on
the
questions
that the
teacher
provides
them with.
They will
further their
thinking on
the activity
when
attempting
to answer
the
questions.

Social Studies
Students
will analyze
and
evaluate the
pictures
they are

2.
Geography

n that
illustrate
past,
present,
and future.
(Teaching
Example).
1. Facilitate
and inspire
student
learning
and
creativity.
b. Engage
students in
exploring
real-world
issues and
solving
authentic
problems
using
digital tools
and
resources
The teacher
will utilize a
presentatio
n to provide
students
with access
to visuals of
maps (of
familiar
places).
(Teaching
Example).
2. Design
and
develop
digital age
learning
experiences
and
assessment
s. a. Design
or adapt
relevant
learning
experiences
that
incorporate
digital tools
and
resources
to promote
student
learning
and
creativity. c.
Customize
and
personalize
learning

provided to
determine if
something
is from the
past,
present, or
future.

Students
will
understand
where the
map leads
to. They will
also
recognize
the purpose
of a map.

3.
Economics

activities to
address
students
diverse
learning
styles,
working
strategies,
and abilities
using
digital tools
and
resources.
(Teacher
Strategies).
The teacher
provides
the class
with a
presentatio
n or video
(under fair
use and
copyright)
that shows
that people
work to
meet wants
and needs.
Invite
parents or
colleagues
in to class
to explain
what
economy
means to
them.
(Teaching
Example).
1. Facilitate
and inspire
student
learning
and
creativity.
d. Model
collaborativ
e
knowledge
constructio
n by
engaging in
learning
with
students,
colleagues,
and others
in face-toface and
virtual
environmen
ts. (Teacher
Strategies).

The
students will
remember
(recognize)
that people
work for an
income.
They will
also
recognize
that money
is used to
buy items.
The teacher
will provide
them with
the
knowledge
of the
difference
between
spending
and saving.

4. Civics

Students will use

pictures to
identify who
their family is,
what their
community is
like, and what
their school
environment is
like. (Student
Examples). 1.
Individuals have
unique talents
and work with
others in groups.
a. Recognize
membership in
family,
neighborhood,
school, team,
and various
other groups and
organizations b.
Name groups to
which they
belong and
identify the
leader(s) c.
Identify
examples of
times when
people can play
different roles
and bring unique
talents to a
variety of
groups. (Student
Standards).

Students
will create
an
environment
surrounding
themselves
with
different
individuals.
They will
recognize
that each
individual is
unique.

Science
1. Physical
Science

The teacher
teaches
new
concepts
through
books that
she created
on
Storybird.
She reads
the books
to the class
as a large
group
reading
circle time.
(Teaching
Example) 1.
Facilitate
and inspire
student
learning
and
creativity
Teachers

The
students will
be
introduced
and
understand
the
concepts of
physical
science
through the
group
reading of
the
Storybird.

use their
knowledge
of subject
matter,
teaching
and
learning,
and
technology
to facilitate
experiences
that
advance
student
learning,
creativity,
and
innovation
in both
face-to-face
and virtual
environmen
ts.
a. Promote,
support,
and model
creative
and
innovative
thinking
and
inventivene
ss. (Teacher
Standard)

2. Life
Science

Students will go
on a nature hike
(around the
school or on the
playground) and
collect different
items (ex.
leaves, flowers,
rocks, etc.). They
will then use a
computer to
search or will be
provided (by
teacher) with
different pictures
to identify the
names and label
the different
items that they
have collected.
(Student
Example). 1.
Living things
have
characteristics
and basic needs.
a. Use senses to
gather
information
about living

Students
will analyze
the items
that they
have
collected
and
determine
what said
items are.
They will
then create
an entry in a
journal
labeling the
items they
found with
pictures (or
the items
themselves)
.

3. Earth
Systems
Science

things b.
Observe and
explore the
natural
processes of
growing,
changing, and
adapting to the
environment c.
Ask and pursue
questions
through simple
investigations
and observations
of living things d.
Collect, describe,
and record
information
about living
things through
discussion,
drawings, and
charts. (Student
Standards).
Students will log
the weather
patterns at
school and at
home. Students
will (if able to)
watch the news
and listen to
what the
newscasters say
about the
weather, the
day/afternoon/ni
ght, and the
seasons and
then report what
they heard
during class.
(Student
Example). 2.
Events such as
night, day, the
movement of
objects in the
sky, weather,
and seasons
have patterns. a.
Identify, predict,
and extend
patterns based
on observations
and
representations
of objects in the
sky, daily
weather, and
seasonal
changes b.
Observe and
describe

Students
will create a
log of
weather
patterns.
Students
will
understand
what
weather is
and why it
changes.
Students
will analyze
the
differences
and/or
similarities
between
what they
log, what
they
see/hear on
television,
and what
their
classmates
log.

patterns
observed over
the course of a
number of days
and nights,
possibly
including
differences in
the activities or
appearance of
plants and
animals.
(Student
Standards).

Differentiation
Learning
Disabilities
- EEOs

Physical
Disabilities

Gifted/
Talented

Teachers
can have
presentatio
ns that
provide
text, audio,
and visuals
(under fair
use and
copyright)
so that not
all students
have to
read or not
all students
have to
listen.
Teacher can
have
students
work in
collaborativ
e groups to
create their
own
presentatio
n of
activities.
Each
member of
the group
will have a
task that
they are
able to
complete
individually
(but they
will still
have their
groupmates
for
assistance).
Students will
work individually
or in small
groups to create
a presentation of
their choice that

they can share

with the class.

Other

Reflection:
I found that this matrix was quite difficult to complete for an Early Childhood
classroom. When creating this, I realized that I have never observed a
Preschool classroom that uses a lot of technology. This matrix helped me
think of a few ideas on how to incorporate technology into a Preschool class.
Presentations can be used quite often for visual and listening aids, but other
items like pictures and Storybirds can be very helpful as well. Technology
(presentations) can be used for every content area if the teacher really
thinks about how it can be beneficial for the students.