Child Development_Unit Materials
Table of Contents
Page / Item2 / Child Development Class Outline
3-4 / Scan for Key Information in the
Introduction to Child Development Class Flier and Outline
5 / Bubble Map Template
6 / Reading Session Planning Sheet
7-8 / Selecting Books for Children
9 / Selecting Books for Children Teacher Notes
10 / Selecting Books for Children Activity Strips
11 / Tips for Reading with Toddlers
12-15 / Tips for Reading with Toddlers Worksheets for Groups A & B
16 / Evaluation Rubric – Self
17 / Evaluation Rubric – Videos
18 / Videos of Parents Reading to Children
19 / Child Development Benchmarks – Teacher form
20 / Learning Goals – Student Evaluation
Child Development Class
Outline as of 10-09
week 1: introduction/orientation
week 2: health and nutrition
week 3: safety and emergencies
week 4: toys/games/fine motor
week 5: blocks/sensory motor
week 6: dramatic play, social/emotional
week 7: music and movement
week 8: art
week 9: library
week 10: playground/large muscle
week 11: science and sensory
week 12: math/recycling/working as a team
Scan for Key Information in the
Introduction to Child Development Class Flier and Outline
A. Read the questions below and scan (quickly read) the Introduction to Child Development Class flier to find answers.
1. What is the name of the class?
______
2. What is the start date of the class? ______
3. How much does the class cost? ______
4. Which day of the week does the class meet? ______
5. There are two different classes each Friday. What times do they meet?
______
6. How many hours a week must you volunteer? ______
7. How many total hours per week will you need to take the class and volunteer? ______
8. You are interested in the class, but have some questions. What phone number will you call?
______
B. Think about your schedule and the time requirements for the class. Do you think this class would fit into your schedule well? Why or why not? Remember, there are also homework assignments.
______
______
C. Look at the class outline. Answer the questions below by scanning for key information.
1. Our class will focus on the library portion of the Introduction to Child Development Class. Which week is that on the class outline? ______
2. What is the topic for Week 1? ______
3. Which week involves playing outside? Write the week number and the topic. ______
4. Which week involves food? Write the week number and the topic. ______
5. Which week might involve paint or crayons? Write the week number and the topic. ______
6. Which week might involve counting? Write the week number and the topic. ______
7. How many weeks long is the class? ______
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Eloise Teisberg-Hubbs Center EL Civics 1/4/10
Child Development_Unit Materials
Bubble Map Template
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Eloise Teisberg-Hubbs Center EL Civics 1/4/10
Child Development_Unit Materials
Reading Session Planning Sheet
Name______
Who will I read to? ______
Where will we read?______
When will we read? ______
I will choose my books by ______.
(date)
I will read by ______.
(date)
I need to….
SELECTING BOOKS FOR CHILDREN
Books are an excellent resource for children. They can introduce children to different people and places, expand their word vocabulary, stimulate their curiosity, and encourage their intellectual growth. Books also provide a means for some special and enjoyable moments between adults and children.
Remember the following points when selecting books for children:
INFANTS AND TODDLERS
Babies can enjoy picture books about objects in their world - like clothing or animals. Cloth books and books made of heavy cardboard are durable and easy for babies and toddlers to manipulate. This young age likes turning the pages and listening to you talk about the pictures, too.
PRESCHOOLERS
Preschoolers enjoy books that have a lot of action, pictures and repetition.
They like:
- Stories about themselves or about others their own age.
- Real-life stories (fire engines, bulldozers, tractors, etc.).
- Stories about what animals really do and what people think animals mean by their sounds (e.g., "Cut-cut-cut-ca-daw-cut!" "I just laid an egg.").
- Repetition of sounds, words, or ideas: "Daddy Bear climbed the tree. Mommy Bear climbed the tree. Baby Bear climbed the tree."
- Stories containing funny-sounding words. Examples: "Bzzz went the honey bee." "Clickety-clack, clickety-clack went the train along the track." "The farmer walked through the snow - crunch, crunch, crunch."
- Stories that can be read in 5-10 minutes with one or two printed lines on one page.
- Stories with happy endings.
- Books with pictures that almost tell the story.
The best kind of picture book has the following qualities:
- Large, colored pictures with little writing.
- Pictures showing real-life objects and situations which children recognize readily.
- Pictures in color, with few shadows, details, and lines.
- Pictures showing action (cars going, animals playing, children climbing, etc.), especially in books for the child over 2 ½ years old.
- No pictures showing actions you do not want a child to imitate, such as fighting or breaking toys.
Reprinted with permission from the National Network for Child Care - NNCC. (1993). Selecting books for children. In M. Lopes (Ed.) CareGiver News (April, p.4). Amherst, MA: University of Massachusetts Cooperative Extension.
Selecting Books for Children Teacher Notes
For this activity, you’ll need to bring a variety of books to class. Any source is fine, as long as you have enough age-appropriate (0-4) books for your class.
Copy the Selecting Books for Children activity strips and cut them apart.
After the class reads the Selecting Books for Children guidelines, give them each a strip. The student will choose a book that matches the guideline on his/her strip.
Depending on the size of your class, they could either share their guidelines & chosen books with the entire class or in small groups.
If you have a big class, you could make a few copies of the activity strip page.
If you have a high-level or a small class, each student could take several activity strips.
Low-level classes could use just a few strips.
Selecting Books for Children Activity Strips
Stories about children the same age as the reader
Real-life stories
Stories about what animals really do
Repetition of sounds, words, or ideas
Funny-sounding words
Stories with one or two printed lines on each page
Stories with happy endings
Books with pictures that almost tell the story
Large, colored pictures with little writing
Pictures showing real-life objects and situations
Pictures in color, with few shadows, details, and lines
Pictures showing action
Tips for Reading with Toddlers
Find a calm, quiet, comfortable place. Sit close together. Make sure both of you can see the book well.
Let the child turn the pages if he is more interested in the book than listening to you read. He will still be learning about books and enjoying your company. Let him hold the book, and show him how to turn the pages. You’ll be teaching him the basic mechanics of reading and enriching his mind.
Keep it fun. Make your voice interesting and playful. Change your voice to fit the characters and plot. It might be a good idea to give him a toy to hold while you read. Consider using puppets or other props related to the story.
Wrap them up in the reading experience by asking questions and letting them talk to you about stories as you read. Young children learn best when they are actively involved. Ask questions about things in the text: “Do you see the sun?” “Where’s the bunny?” Ask “what” questions. Point to a picture in the book and say, “What‘s this?” Ask questions that can‘t be answered with just one or two words. If you ask, “What‘s happening in this picture?” she will talk about many things.
Link words to the pictures. Reading to your toddler teaches him about the written word. Reinforce this lesson by pointing to a word as you say it and then pointing to the corresponding illustration. This helps him understand that what he is hearing and seeing are connected.
Make comments that connect the story to her life. Talk about the book and how it relates to her real-life experiences (eating breakfast, brushing teeth, going to the doctor, etc.).
Respond to their answers. Praise them for a job well done!
GROUP A Tips for Reading with Toddlers Worksheet
PRACTICE TOGETHER
Wrap them up in the reading experience by asking questions and letting them talk to you about stories as you read. Young children learn best when they are actively involved. Ask questions about things in the text: “Do you see the sun?” “Where’s the bunny?” Ask “what” questions. Point to a picture in the book and say, “What‘s this?” Ask questions that can‘t be answered with just one or two words. If you ask, “What‘s happening in this picture?” she will talk about many things.
What is the main idea? ______
What is one example of how to do this? ______
______
WORK IN SMALL GROUPS
Find a calm, quiet, comfortable place. Sit close together. Make sure both of you can see the book well.
What is the main idea? ______
What is one example of how to do this? ______
______
Let him hold the book, and show him how to turn the pages. You’ll be teaching him the basic mechanics of reading and enriching his mind.
What is the main idea? ______
What is one example of how to do this? ______
______
Keep it fun. Make your voice interesting and playful. Change your voice to fit the characters and plot. It might be a good idea to give him a toy to hold while you read. Consider using puppets or other props related to the story.
What is the main idea? ______
What is one example of how to do this? ______
______
Listen to the other group. Take notes about one of their tips.
What is the main idea? ______
What is one example of how to do this? ______
______
GROUP B Tips for Reading with Toddlers Worksheet
PRACTICE TOGETHER
Wrap them up in the reading experience by asking questions and letting them talk to you about stories as you read. Young children learn best when they are actively involved. Ask questions about things in the text: “Do you see the sun?” “Where’s the bunny?” Ask “what” questions. Point to a picture in the book and say, “What‘s this?” Ask questions that can‘t be answered with just one or two words. If you ask, “What‘s happening in this picture?” she will talk about many things.
What is the main idea? ______
What is one example of how to do this? ______
______
WORK IN SMALL GROUPS
Link words to the pictures. Reading to your toddler teaches him about the written word. Reinforce this lesson by pointing to a word as you say it and then pointing to the corresponding illustration. This helps him understand that what he is hearing and seeing are connected.
What is the main idea? ______
What is one example of how to do this? ______
______
Make comments that connect the story to her life. Talk about the book and how it relates to her real-life experiences (eating breakfast, brushing teeth, going to the doctor, etc.).
What is the main idea? ______
What is one example of how to do this? ______
______
Respond to their answers. Praise them for a job well done!
What is the main idea? ______
What is one example of how to do this? ______
______
Listen to the other group. Take notes about one of their tips.
What is the main idea? ______
What is one example of how to do this? ______
______
Evaluation Rubric – Self
Instructions:
- Before you read, list important steps for reading to a young child.
- After you read, think about your reading session.
- Circle Yes or No for each step.
- Answer the questions below.
Yes No
Yes No
Yes No
Yes No
What went well in your reading session?
______
What was difficult in your reading session?
______
Write two things you would do differently if you read to the same child again.
1. ______
2. ______
Evaluation Rubric - Video
Instructions:
- Write in below the evaluation criteria from your self-evaluation form.
- As you watch the video, evaluate the reading.
- Circle Yes or No for each criteria.
- Answer the questions below.
Yes No
Yes No
Yes No
Yes No
What went well in this reading session?
______
What was difficult for the reader in this reading session?
______
Write two things you would do differently than the person you watched on the video.
1. ______
2. ______
Videos of Parents Reading to Children
Search YouTube for these titles:
Dad reading Brown Bear to the kids
Brown Bear
posted by freddiesmom2006
Polar Bear
posted by douglasbb
All info current as of December, 2009.
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Eloise Teisberg-Hubbs Center EL Civics 1/4/10
Child Development_Unit Materials
Class: English for CareersUnit: Child Development Benchmarks
(1 = emerging, 2 = approaching, 3 = proficient)
*Measuring instrument (Activity Product-AP, Section Product-SP, Culminating Activity-CA)
Learner / 1. Scan a document for key information (SP 1) / 2. Plan effectively for a reading session with children (AP 3-1, 3-2) / 3. Choose age-appropriate books to read to children (AP 3-4) / 4. Evaluate reading session based on established criteria (CA)1
Eloise Teisberg-Hubbs Center EL Civics 1/4/10
Child Development_Unit Materials
Learning Goals
Student Evaluation
Name: ______Class: English for Careers
Unit: Child DevelopmentCompletion Date:
Circle the word that shows how you feel about your skill in each learning goal.
Goals / Before Unit / After Unit1. Scan for key information / Difficult So-so Easy
/ Difficult So-so Easy
2. Make a plan to read to kids / Difficult So-so Easy
/ Difficult So-so Easy
3. Choose age-appropriate books to read to children / Difficult So-so Easy
/ Difficult So-so Easy
4. Evaluate reading with kids / Difficult So-so Easy
/ Difficult So-so Easy
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Eloise Teisberg-Hubbs Center EL Civics 1/4/10