6/12/2013

Early Childhood Education

Learning Experience Plan

Name: Heidi Huiner Lesson Title: Spot the Textures

Date: 3/20/18 Grade Level: Preschool Circle one: ECE PKSN
Standard(s)/Guideline(s): Motor Development: Coordinate the use of hands, fingers and wrists to manipulate objects and perform tasks requiring precise
movements.
Language and Literacy: “Follow two-step directions or requests”
“Use language to communicate in a variety of ways with others to share observations, ideas and experiences; problem-solve, reason, predict and seek new
information.”

Pre-assessment of current knowledge: Had a discussion with the children about different things they pick up with their hands. Then when they told us things that
they picked up we asked them what they felt like. They described different words such as hard, or squishy, soft, rough, or cold. Through the group discussion we
were able to gain knowledge about what the students understood about different textures of items and where they see them around them.

Instructional Objectives (1-2) Assessment of Student Learning Learning Experience

One/Two Assessed Instructional
Objective(s): The student will be
able to...
The student will be able to identify
the object on a picture and sort
and differentiate pictures of
opposite textures into 2 different
groups.
The students will be able to identify
at least one item from each group
of something else they see at
home that has a similar texture to
the two provided on a piece of
paper (soft and smooth.
One Assessed Developmental
Skill:
Cognitive: The child begins asking
questions and building an attention
span and problem solving. It also
involves the child working on their
sorting, comparing, and matching
skills throughout the activity.
Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
The teacher will begin collecting data after the story is read
to get a basic understanding of the children’s knowledge.
Then the children will break off into 2 groups (3 kids in a
group) and the children will begin sorting the different
pictures into the proper texture group. The teacher will have
a chart with the child’s name and a Y or N column. If the
child places the object in the correct group the teacher will
put a mark by the Y or if in the incorrect group they will put a
N by it. This will allow for the teacher to quickly record data
but still record if the child is correctly answering. Then after
the children have finished the activity the teacher will have a
sheet of paper with the children’s names and then they will
write down their answer for what they have seen in their
house with that texture. These two pieces of paper will serve
as strong recorded evidence for if the student has met the
proper objectives.
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
The student’s answers will be put into a spreadsheet of
what they see at home. This will allow for the teacher to get
an understanding of what all the children were thinking.
Then the teacher will separate the student’s answers into
Academic Language:
Texture, smooth, soft, CD, yarn
Procedural steps:
1. Read the story Tickle, Tickle, Pater! And allow the students
to explore the different textures and ask them prompting
questions in regards to what does the thing they are touching
feel like.
2. Then the students will separate off into 2 groups and the
each teacher will guide each group.
3. The teacher will begin by introducing the students to the
word soft and show them that a cotton square feels soft and
that they need to look at the pictures and figure out what
would be considered soft.
4. Then the teacher will introduce the students to the word
smooth and show them the piece of tinfoil and ask them to
look at the pictures and think about ones that are smooth.
5. After explaining, the children will begin one by one
identifying a picture and sorting it in the correct pile of soft or
smooth.
6. The students will keep identifying until all the pictures are
gone and the teacher will be recording data as the children go
7. After all the students have identified pictures then the
teacher will ask the students if they have seen something
fuzzy or soft in their house. Then the teacher will record their
answer.
8. When the children have finished the activity the teacher will
 6/12/2013
Early Childhood Education
Learning Experience Plan

Safety Considerations:
Laminate the pictures or make the
edges soft so the child can avoid
paper cuts. Also to ensure that the
children are sitting in their seat and
not getting up randomly so they
can avoid injury in the classroom of
bumping into peers or tripping and
falling.
incorrect and correct groups to be able to quickly see if the
majority of the class understands or if the class still needs
to work on it. The teacher will also make a chart of the
correctly sorted or incorrectly sorted pictures in the group.
This provides for a quick visual again to see if the children
have a strong understanding of the material presented.
re iterate what they have learned and identify the different
textures that a student kind find throughout the world.
Authentic Materials: (Describe authentic real life, hands-on
materials.)
Book, Paper, Cotton squares, Tinfoil, Printed pictures of a
couch, yarn, dog, ducks, rocks, CDs, bunny, apple, door
knob.
Adult Roles:

The teacher will observe the students while they are sorting
the pictures into two separate groups. The teacher ill hold up
one object and ask the student what the object is and then
allow the students to put it into a group of if its soft or smooth.
The teacher acts as a guide throughout the activity. The
teacher will ask prompt the students off questions of what
have they seen at home that has a similar feeling and they
will record it on a chart next to the students name.

Resources & References:

Potter, Beatrice. Tickle, Tickle, Peter! A Touch-and-Feel Book. Warne, 2012.

Reflection: (What have you learned about your students? How will this inform future instruction?)

Throughout this lesson we were able to learn a large amount about our students. I learned that they are still working on their attention span. They were
very involved in the activity; however, it took a large amount of guidance and support to help them throughout the activity. It was a very engaging activity though
and the children really enjoyed it. One of the children was genuinely sad when all the pictures were finally sorted because they were having so much fun. It also
helped that we used pictures that are around a child’s every day life because they were familiar with the objects when they had to work with when using the new
words of soft and smooth. I learned that my students by the end of the activity had a very good understanding of different textures. But I did notice that the students
learned at different rates or in different ways. For example, one the boys was really fast with the activity and answered a lot more quickly then other students which
lessened the amount of time the other students had to think. I think for when future instruction I would do the activity one on one with the student so they have the
opportunity to think for themselves at their rate. Also for future instruction I will be sure to make sure the students have a good understanding of the topic before
the activity begins. I felt that we did a good job of fully introducing the topic before doing the activity, which allowed for the children to become super comfortable
with the activity.