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TEACHER-CHILD

362 Student: Sara Kash-Brown Childs Initial: L


Classroom Setting: Preschool Classroom Age: 3

CHILD CAN DOS DESIRED BEHAVIOR


L will know her primary colors (red, yellow, green, blue) by matching colors without prompting. She will practice
-L can tell someone when she needs to go to the
matching colors and associating the names with the correct colors via common objects around the classroom.
bathroom.
We will know she has learned how to correctly match the colors when L is able to answer teachers questions
-She knows the daily schedule
-L is experienced at transitioning from one activity to the
about color matching and match colors herself without needing prompting or verbal models from her teachers.
We will know that L has learned to match the four colors when she can answer and match correctly 100% of
PLANS FOR THE FUTURE
next. the opportunities given for four consecutive school days.
-Since L has reached her ELO goal, she will begin working on
-L is very independent and usually does not allow outside finding the objects of a specific color.
assistance
-L pays attention to what teachers say and follows Strategies -In order to work on having L find a specifically colored object, she
will be given a set of objects and will need to pick out the
directions. -Adults will show L two objects from around the classroom and ask her a question concerning the color of the
correct object.
objects.
-Once L has begun to find objects on a fairly regular basis, she will
- *Adults will give L opportunities to match colors herself through a class activity or game.
have to complete a scavenger hunt to find all of the needed
TEACHABLE MOMENTS objects of each color.

TEACHER CAN DOS CONCERNING Activities/ Routines


-Since L can name a few colors, she will also begin working on
naming the colors of each object she finds.
-During Choice Time, L has multiple opportunities to see
BEHAVIORS objects of the same color. She also has time to
-The final steps of learning colors for L will be finding objects by
-Mrs. Gustin works with L every day that I am not in the classroom. -L does not know how to match color and naming objects by their color.
complete the matching activity each day.
-She will always include another student in Ls activity if they are colors. -During Snack Time, L is asked about the color of the
interested. snack and about other objects color that are around
-Mrs. Gustin likes to have a summary of Ls progress for the day. -L does not know what colors names her.
She is always willing to collaborate and is receptive to new go with which color. -During Circle Time, Ls teacher occasionally brings out a
ideas. song or objects that focus on color. L is asked about
-Mrs. Gustin is able to refocus her students if they get distracted. -When asked if a color is the same on colors matching a few times if there is an opportunity.
-Mrs. Gustin wants L to learn her colors and the concept of two objects, she will not really focus -During Large Motor Time, L is asked about the colors on
matching because she knows that kind of knowledge will be very on the object and will say, Yes. or the playground and if there are any objects that are the
useful as L grows older. No. same color.
-She gives out praise whenever one of her students does something -During Arrival Time, L is asked about her clothes for the REFLECTIONS
positive. When she is working with L, Mrs. Gustin is giving -L will guess at what the colors day and whether some items have matching colors.
constant positive reinforcement. -Before beginning the implementation of my ELO, I was unsure of
name is. She says, Purple. for -During Small Group Time, there is usually an activity
how many opportunities and how much time I needed to do and
every color that is presented to her. that can be used as a color matching activity for L.
DATA spend on the strategy.
-While collecting the baseline data, I noticed that L did not know
how to match at all. Sometimes she got an object in the
correct bowl, but that was usually out of luck. She showed me
that she had no understanding of the concept of items
NEW CAN DOS matching.
-The most challenging aspect of my implementation was keeping L
-L can match red, yellow, green, and blue regularly. interested in the activity. In order to keep her interested, I did
the activity throughout the day and with a variety of objects.
-She was able to reach the ELO goal by the end of my
implementation! -After working on the ELO for about a week, I realized that I
needed to do an independent activity in order to keep her
-L is also beginning to identify the colors by their name.
focused; otherwise she would just guess.
-When looking at Ls baseline and at the final week of data
-After creating and implementing an ELO, I learned that patience
collection, I see a great improvement in her ability to match colors.
is a key trait that I need to have. Sometimes L did not want to
-For the first couple weeks, I was asking L about whether objects match colors, but I was patient and sometimes laid out the
she was playing with matched colors. After realizing that she was activity and waited for her to come around.
too focused on what she was playing with, I decided to come up
-I also learned that having more than one person work on the
with a matching activity to do with L instead of asking her a bunch
implementation will help give your student more opportunities
of questions.
to practice the desired action.
-Once I began doing a matching activity each day, I noticed a
-I was able to have first-hand experience with collaboration
sudden increase in the percentage of correct responses L gave me.
between teachers. This has helped me see the many benefits
These activities included colored containers and colored objects for
from discussing the days progress and anything that should be
L to place into the corresponding colors container.
changed about the strategy used for the day.
-The more practice L had with the matching activity, the higher the
-I need to remember to be flexible when I create future plans
percentage of correct responses became. Ls teacher also did the
similar to the ELO. The first attempt may not be successful, so I
matching activity when I was unavailable to be in the classroom. I
need to be able to change aspects that are not working and try
believe working on matching more than the two times I am in her
something new.
classroom each week has helped L practice matching and saying her
colors.

Photo Credits:
Top Left http://teaching2and3yearolds.com/exploring-colors-throughout-the-preschool-day/
Top Right - UNL

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