Tutorial 2: Early Childhood Interdisciplinary Long-Term Plan

ECE Tutorial 2 Logistics You spent the first part of Tutorial 2 working in the online course, but for the majority of your work on your long term plan youll be working from this PDF document. At the end of this document, you will return to the online course. The icons used in this document are the same as you saw in the Big Goal tutorial, but heres a refresher: This icon indicates when its your turn to perform a step in the planning process. Youll be provided with instructions and possibly an example of what a product looks like for this step. Please reference the instructions and sample products in this document, as well as model tools on the Student Achievement Toolkit, for guidance as you are working. This icon is used in cases where a frequently asked question or concern may be holding you back from completing the step at hand. If you identify with the question or header of a question-mark passage, read it to find out more about how or why to proceed. This icon indicates a key resource you should use to help you complete the task at hand. Usually there will be a link provided so that you can download the resource.

Ready? Lets get started!

Tutorial 2: Early Childhood Interdisciplinary Long-Term Plan Introduction

Welcome to your second early childhood tutorial, creating your long term plan! This tutorial will walk you through the process of creating your own long term plan. Your long term plan is essentially the roadmap from the beginning of the year to the end, with your Big Goal as the destination. Your long term plan will sequence your learning goals over the course of the year, and break them down into student outcomes along the way, so that youll know what you should be teaching at what time. You will make sure you can check students progress along the way, so that youll know if your plan will lead to your Big Goal. When you learned at institute that you need to Mind the GAP, your long term plan is the P on the yearly level! In early childhood, most teachers plan in an interdisciplinary manner. This means that they do not have separate long-term and unit plans for Literacy, Cognitive/Math, Social-Emotional, and Physical Development; rather, these disciplines, or domains, are woven together into a comprehensive, interdisciplinary long-term plan. The result is that your teaching will be much more integrated among the domains, and more likely to stimulate your students development across domains. Therefore, as you work on creating your long-term plan, it is our recommendation that you create an interdisciplinary long-term plan, incorporating all domains into one document. This tutorial will instruct you how to do this. Even though you know the purpose of a long term plan you may be asking, Do I really need a long term plan? If I have a Big Goal to guide me, cant I just work towards that? I know where Im going! It may seem easier right now, with all of the preparation you have to do in order to get ready for school to start, to just put off creating a long term plan. While this may not hurt you in the first month of school, if you dont have a long term plan you will soon regret not creating one. Lets hear from Susan about what she learned during her first year teaching: TFA didnt really emphasize long term planning when I was a corps member. We had our Big Goals, and we were supposed to be good to gobut it didnt quite work out that way. In January I realized that I needed to get my kindergarteners reading at 30 words per minute by the end of the year, but some of them didnt yet know their letter sounds! I tried to make a plan for the second half of the year, but we had lost so much time that some of my kids just didnt make it to our big goal. If I had a long term plan from the beginning of the year, I would have known that we needed to learn letter sounds by December, so that my students could be reading on-level by Mayand I would have had the roadmap to get us there! As you learned at institute, its not enough just to have goals and assessmentsyou need to have a plan to get you there. You wouldnt leave your house on a cross-country trip without a map and take a chance youd make it to your destination, and you shouldnt leave your students year-long learning to chance either! If youre ready to get started, scroll down to the steps beginning on page 5. If you have questions about this process, read some responses to common concerns below.

Do you have questions about this process? Read below to see if your question is addressed. If you have other concerns that are preventing you from engaging in this course, please contact your program director.
What if my school or early childhood center says were not supposed to have long term plans, so that our learning can be student-centered? Some early childhood practitioners believe that long term plans (or any kind of plans) and student-centered instruction are mutually exclusive. However, they are not mutually exclusive; in fact they are quite complementary. Having a long term plan means that you know where your students are going on a yearly and monthly level. This roadmap to your Big Goal in no way prevents students from initiating learning experiences, or prevents you from responding to student needs and interests. As a strong teacher, you will be able to meet almost any objective through almost any activity; whether your students want to play with sand or with water you will still be able to teach an objective on comparing volumes. Any good long term plan should be flexible, adaptable, and ready to incorporate new evidence of student learning and interests to best meet your students needs. Having a strong long term plan means you are better able to meet your students needs and to guide them to achieve ambitious learning goals, because you have a plan clearly laid out that shows you where you need to go. Not having a plan means you are leaving your students learning to chance, and our students are far too important for that! What if I have a curriculum, like Creative Curriculum or Doors to Discovery? Isnt that my long-term plan? Many curricula appear as if they could be long term plans. However, no publisher-created curriculum is truly a long term plan. These curricula were written by commercial publishing companies, not your state. They may or may not be aligned with your states learning goals, especially since you may have made some smart additions or increases in ambition to your learning goals. Your curriculum will not likely provide a monthly or weekly guide that shows which objectives to teach. It may give you some kind of units to work from, but without seeing them on a calendar and checking them against your list of learning goals, you have no way of knowing whether the learning goals in the curriculums units will actually lead your students to achieve their Big Goal. Since it is your job to ensure that your students learn all of the knowledge and skills that they need in order to meet their learning goals, it is your responsibility to use your curriculum as a resource to create your long term plan. Your curriculum will probably give you lots of great activities, but activities do not meet the purpose of a long term plan. Given this, you will complete this tutorial to create your long term plan. You will use your curriculum later on to see how you could teach the objectives from your unit plan. What if I have a scripted curriculum, like Open Court or Success for All? Whats the point of creating a long-term plan for literacy, when I have to teach it according to the script? First of all, you may find that you actually have more flexibility and control than you think with how you teach your curriculum. (For example, you may be able to supplement scripted exercises with literature and other application-level literacy activities. We do not advocate that you disregard your scripted curriculummany of them do a fine job teaching certain components of literacy, and as a first year teacher they will likely structure your teaching in a productive way.) Whether or not you have a scripted curriculum it is your job to ensure that your students achieve the learning goals you set out in your Big Goal. Your scripted curriculum was created by a commercial publisher, and as such it may or may not be aligned with your states learning goalsespecially since you may have made some smart additions or increases in ambition to your learning goals. You still need to create a long term plan based on your

learning goals so that you can compare that to your scripted curriculum and determine whether it actually teaches everything your students need to learn in order to achieve your goals. You will likely find that while your curriculum will tell you how to teach some things thoroughly, it may not include other things comprehensively or even at all. As we just said, its your responsibility to ensure that your students achieve all of their learning goals, so you will have to supplement your scripted curriculum as necessary in order to teach your students what they need to know. A scripted curriculum is a resource, and it will guide you in how to teach daily lessons, but remember that its not a long term plan. Even if you have a scripted curriculum, you will still need a long term plan, and you will complete this tutorial in its entirety. I dont feel qualified to write a long term plan! Its understandable to feel like youre not prepared to write a long term plan, but you can do it because: 1. Youre not in it alone. The great news is this tutorial will take you through it step by step. You also have the support and expertise of your regional staff, fellow corps members, alumni, and veteran teachers in your school and district to help you out. 2. You have a lot of valuable experience as a learner. Im sure you remember a class where the material was logically sequenced so that your learning built on itself over time. Im sure you also remember a class where it didnt. These experiences will help you consider the potential opportunities you have sequence your courses in a way that makes sense for you and your students. 3. Youre an experienced problem solver. In a lot of ways writing a long term plan is like putting together a puzzle you have all of the pieces in front of you (the learning goals given to you by your state) and you need to group them together (the edge pieces, all the pieces of the same color etc.), and them sequence them (putting the pieces together). The great news is there is no right or wrong answer just some options that may be better for you and your students; if you have reasoning to back up your decisions then youll be fine. Youve successfully solved many problems before. This is an opportunity for you to apply those great problem solving skills in a new situation. Please move on to complete your long term plan now!

Steps to Your Completed Long Term Plan

In this tutorial, you will work step by step to develop your long term plan. Step 1: Gather information on instructional periods Step 2: Sequence your learning goals Step 3: Break down learning goals into desired student outcomes Each step will provide brief examples to illustrate the process. If you would like to see a more complete sample of part of a long term plan, please scroll to Appendix 1 at the end of this document. Before you get started, please download the long term plan template, which is available on the Resource Exchange:
http://www.tfanet.org:80/wps/myportal/teachinglearningcenter/resourceexchange/resourceprofile?resource_id=c6fdebb1c867415a:-69da1ee2:121f4354728:-29a4

Step 1: Gather information on instructional periods

Your long term plan will be organized by whatever divisions your school uses to break up the year: grading periods, quarters, semesters, reporting periods, marking periods, assessment periods, or any other name they may call them. You will assess your students at the end of each of these periods of time, so these become natural benchmark points to divide the year into smaller pieces. In school-based settings, you may give grades on report cards at the end of each of these periods of time. In early childhood centers, you may have an assessment window which marks the end of a time of instructionthis would become the end of your instructional period. Your first step in the tutorial is to divide your long term plan into instructional periods. These instructional periods will align with your schools division of the year. Here is a sample of how this will look in the long term plan template (information you insert is highlighted): Table A Learning Goals
Instructional Period #1 <8/24/09-10/23/09> Instructional Period #2 <10/26/09-1/8/10> Instructional Period #3 <1/11/10-3/12/10> Instructional Period #4 <3/15/10-5/21/10>

Here are your action steps: Find out how many instructional periods your school has. It should be somewhere between three and six. Find out the dates of those instructional periods. Take out your long term plan template. You need just enough columns for the number of instructional periods you have; delete unnecessary columns if you have fewer than 6 instructional periods. Record the dates of the instructional periods in the top row of the table (as shown in the example above).

Step 2: Sequence your learning goals

Your long term plan will be based on all of the learning goals that you worked to identify and strengthen in the process of creating your Big Goal. By using these learning goals as the foundation of your long term plan, you will ensure that you are teaching your students all of the knowledge and skills they need to learn in your class in order to reach the Big Goal. In this step, you will transfer your learning goals from the list into your long term plan template, and as you are doing this youll ensure the learning goals are organized sequentially. You already have your list of learning goals, which you created in the process of determining your Big Goal. Your list includes learning goals adopted directly from your state or another state which align to your state standards, as well as learning goals you may have amended to increase measurability or ambition. This list of measurable, ambitious learning goals will be the foundation for your long term plan. Youll be transferring your list of learning goals to your long term plan template, and as you do this you will ensure that your learning goals are organized sequentially. Within each domain, your list of learning goals should be Grouped by component or strand, such as components of literacy, strands in mathematics, or topics in science & social studies. For example, all of the learning goals on print awareness should be in a group; all learning goals on geometry should be grouped; all learning goals on plants should be together. Ordered from simple to complex. Your list should start with the goals that are simpler and more foundational, and progress towards the goals that are more complex and build from the earlier learning goals. For example, within the number sense strand in mathematics, students must be able to count using one-to-one correspondence before they can create sets of a given number of objects. o If you worked from a state list of learning goals, there is a good chance they are already in sequencebut you should check them to be sure. o If you are working with a list of learning goals in math, and you have a performance assessment, use your performance assessment to help you. Go through each task and list all of the knowledge and skills required to complete it. This will show you which tasks are more complex, and should be taught later, and which skills are foundational to multiple tasks and should be taught sooner. o If you need help in determining these sequences, consult any content resources you have access to. For example, consult Mathematics: The Creative Curriculum Approach and Literacy: The Creative Curriculum Approach from your ECE pre-institute work; resources from the National Council of Teachers of Mathematics (www.nctm.org) and the International Reading Association (www.reading.org); or any other content resource books you have. If you have a curriculum with daily sequenced objectives (such as Everyday Math) it may also be helpful. Here is a sample of what your long term plan template will look like when it has your learning goals inserted (the learning goalswhich you will insert in this stepare highlighted. Notice that the notes we made in the Big Goal tutorial, to make the learning goals more ambitious and measurable, are included). What you see here is a partial example showing only some literacy learning goalsyou will do this for all learning goals in all domains!

Table B Learning Goals

1.A.ECa Understand that pictures and symbols have meaning and that print carries a message. Demonstrate proficiency in other print concepts: book handling, parts of a book, punctuation, elements of text 1.A.ECb Understand that reading progresses from left to right and top to bottom 1.A.ECc Identify labels and signs in the environment Read 25 sight words; Recognize own name and 80% of names of classmates 1.A.EC.d Identify some letters, including those in own name Identify 95% of letter names (uppercase and lowercase) 1.A.ECe Make some letter-sound matches Identify 95% of letter sounds (uppercase and lowercase)

Instructional Period #1 <8/24/09-10/23/09>

Instructional Period #2 <10/26/09-1/8/10>

Instructional Period #3 <1/11/10-3/12/10>

Instructional Period #4 <3/15/10-5/21/10>

Here are your action steps: Take out your list of learning goals for the year, which you developed in the Big Goal tutorial. Transfer all of your learning goals to your long term plan template. o Be sure to copy and paste each learning goal into the section for the appropriate domain (e.g., literacy learning goals go in the literacy domain section). o Also be sure that you include all of your notes about ambitious, measurable student outcomesyoull need these next. Ensure that all of your learning goals are o Grouped by component or strand and o Ordered sequentially from simple to complex.

Step 3: Break down learning goals into desired student outcomes

Now its time to get to the heart of your long term planwhat students need to learn and what you need to teach throughout the year, so that students reach the Big Goal. In this step you will go from year-long learning goals to student outcomes for each instructional period. Breaking down your learning goals into these student outcomes will help you start to think about what you need to teach during each instructional period so that your students will reach their Big Goal. In this step, you will decide what you will expect students to be able to do by the end of the instructional period. These student outcomes will serve as the benchmarks you and your students strive to reach during each instructional period to be on track to reach your goal. More guidance for how to determine student outcomes is below, but for now here are a couple of qualities to note about the student outcomes you define. Although you will work to identify what youre expecting students to know or be able to do at the end of each instructional period, that does not mean youll teach a whole learning goal in one instructional period and never return to it again. For the majority of your learning goals, you will actually work on them with your students over the course of the entire year. This means that many learning goals will have student outcomes in many, if not all, instructional periods. As you are determining student outcomes, you will ensure that your expectations are progressing logically: that you are expecting students to master simpler, prerequisite content before more complex or advanced content. This is similar to how you sequenced your learning goals in the previous step, except that now you will be working within one learning goal. o For example, within a learning goal that requires students to sort by multiple attributes including color, shape, size, and others, you would first expect students to sort by only one simple attributeprobably by color. In future instructional periods you would expect students to master sorting at more complex levels of difficulty: sorting by shape, size, or multiple attributes at once (e.g., by size and color). To help you make logical choices about how to sequence expectations for student outcomes across the year, weve created guidelines and pointed you toward resources that will help you make smart choices. Here are some guidelines for determining your desired student outcomes. After this table, youll find a series of examples to illustrate these points. Table C
If my learning goal (1) Gives quantitiesmost often in math (i.e., count objects to a certain number, rote count to a certain number, recognize X% of letter names) (2) Gives lists of items or lists of skills/verbsmost often in math Example of this type of learning goal, To break this learning goal into student outcomes, I should Break the quantity into fairly equal groups; one group per instructional period. Allocate these groups to instructional periods. Put the items or skills (verbs) in order from simple to complex. o To do this, you may need to look at performance task items

including notes on ambition/specificity

Identify some letters, including those in own name Identify 95% of letter names (uppercase and lowercase) Recognize separable and repeating sounds in spoken language.

or literacy (i.e., list of colors or shapes, list of phonological awareness tasks, copy, extend, and create patterns)

(3) Is in the domain of literacy (other than writing) and does not include quantities or lists

Clap/tap correct number of syllables in their name and common classroom words/phrases of up to 4 syllables Identify pairs of words that begin with the same sound, and isolate that sound Orally blend two syllables to make a word (What do you get when you put /bas/ and /ket/ together? Basket) Orally segment the phonemes in a word (What sounds do you hear in mouse? Stretch the word out. /m/ /ow/ /s/) Demonstrate proficiency in print concepts: book handling, parts of a book, punctuation, elements of text. Asks questions to obtain information. Connects new meanings of words to vocabulary already known (e.g., "It's called bookend because the books end").

and analyze the knowledge and skills required to perform at each level of the learning goal (e.g., what knowledge/skill does it take to copy patterns? To extend them? To create them?). Allocate the items or skills (verbs) to instructional periods.

(4) Is for writing

Writes messages as part of play and other activities (e.g., drawing, scribbling, making letter-like forms, using invented spelling and conventional letter forms).

(5) Is so granular as to be one outcome. This could be in any domain. (6) Does not meet the criteria above, or the guidelines above are not helpful. This could be in any domain, but especially socialemotional and physical development.

Starts and stops on a signal (e.g., freezing in position when the music stops). Understand that pictures and symbols have meaning and that print carries a message. Show some initiative and independence in actions. Engage in active play using gross motor skills.

Use information on the continuum of literacy development to determine student outcomes over the course of the year; recognize that these are approximate due to differences in childrens development o Access Preventing Reading Difficulties in Young Children (PDF) o Access other literacy development materials available from your school or the International Reading Association (www.reading.org) o You can also access developmental continuum descriptions in the Creative Curriculum Developmental Continuum and the DRDP-R. If you will ultimately assess using anecdotal records, it would be smart to use these resources now. Use information on writing development to determine student outcomes; recognize that these are approximate due to differences in childrens development o Access Writing in Preschool (PDF) o Access the Writing Developmental Continuum on the Student Achievement Toolkit Transfer this learning goal directly to the Outcome column for the instructional period by which students should demonstrate mastery. Use the leveled descriptions of student behavior along a continuum of proficiency (i.e., from an anecdotal records system) to determine benchmark student outcomes. The definition of a level can become one outcome for an instructional period. o If you have Creative Curriculum, rely on their Developmental Continuum level descriptions

Access the Desired Results Developmental Protocol-Revised (http://www.cde.ca.gov/sp/cd/ci/documents/drdprps.pdf) and refer to their level descriptions

Next you will be able to see how each of these guidelines looks in practice. Here is a sample of what it looks like to break down learning goals into desired student outcomes across your instructional periods. Please note: The student outcomes are highlighted, and learning goals are organized by the type of learning goal you might see according to the chart above. This is a partial example onlyyou will do this for all learning goals in all domains, and your learning goals will remain in the sequence you organized during step 2! In these examples, the student outcomes are complete for each learning goal. If a cell is blank, it means there is no expected student outcome for that instructional period. Table D
LG Learning Goals Type
1

Identify labels and signs in the environment Read 25 sight words; Recognize own name and 80% of names of classmates

Instructional Period #1 <8/24/09-10/23/09> Recognize own name in print

Identify some letters, including those in own name Identify 95% of letter names (uppercase and lowercase) Connect numbers to quantities they represent using physical models and representations. Identify and write numerals 0-10 Make sets of 15 objects Count with understanding and recognize how many in sets of objects. Rote count to 50 Count objects to 40 using one-to-one correspondence Demonstrate proficiency in other print concepts: book handling,

Identify 5+ letters: p,s,a,t,l

Instructional Period #2 <10/26/09-1/8/10> Recognize own name in print Recognize 4 other classmates names in print Read 5 sight words Identify 10+ letters: p, s, a, t, l, b, i, d, c, m

Instructional Period #3 <1/11/10-3/12/10> Recognize own name in print Recognize 10 other classmates names in print Read 15 sight words Identify 15+ letters: p, s, a, t, l, b, i, d, c, m, r, e, f, g, n Identify and write numerals 1-8 Make sets up to 10 objects

Identify and write numerals 1 and 2 Make sets up to 3 objects

Identify and write numerals 1-5 Make sets up to 5 objects

Instructional Period #4 <3/15/10-5/21/10> Recognize own name in print Recognize 80% of other classmates names in print Read 25 sight words Identify 25+ letters: p, s, a, t, l, b, i, d, c, m, r, e, f, g, n, k, u, h, j, w, o, v, y, qu, x, z Identify and write numerals 1-10 Make sets up to 15 objects

Rote count to 5 Count objects to 3 Tell how many objects are in a group up to 3 Hold a book right side up

Rote count to 10 Count objects to 5 Tell how many objects are in a group up to 5 Hold a book right side up, turn pages in

Rote count to 25 Count objects to 20 Tell how many objects are in a group up to 20 Hold a book right side up, turn pages in

Rote count to 50 Count objects to 40 Tell how many objects are in a group up to 40 Hold a book right side up, turn pages in

parts of a book, punctuation, elements of text

Identify front cover of a book Identify words

correct direction Identify front and back covers of a book Identify punctuation: periods Identify elements of text: words, letters and spaces

correct direction starting at beginning of book Identify front cover, back cover, and spine of a book Identify punctuation: periods, exclamation mark Identify elements of text: words, letters, spaces, sentences

Recognize separable and repeating sounds in spoken language. Clap/tap correct number of syllables in their name and common classroom words/phrases of up to 4 syllables Identify pairs of words that begin with the same sound, and isolate that sound Orally blend two syllables to make a word (What do you get when you put /bas/ and /ket/ together? Basket) Orally segment the phonemes in a word (What sounds do you hear in mouse? Stretch the word out. /m/ /ow/ /s/) Recognize, duplicate and extend simple patterns, such as sequences of sounds, shapes and colors. Identify, extend, and create

Identify the beginning sound of a given word Identify pairs of words that start with the same sound

Identify the beginning sound of a given word Identify pairs of words that start with the same sound, and isolate that sound Clap/tap correct number of syllables in their name, or common classroom words up to 2 syllables

Identify pairs of words that start with the same sound, and isolate that sound Clap/tap correct number of syllables in their name, or common classroom words up to 3 syllables Orally blend 2 syllables to make a word Orally blend 3 phonemes to make a word

correct direction starting at beginning of book Identify front cover, back cover, spine, and title page of a book Indicate directionality of print from left to right Identify punctuation: periods, exclamation mark, question mark Identify elements of text: words, capital letters, lowercase letters, spaces, sentences Identify pairs of words that start with the same sound, and isolate that sound Clap/tap correct number of syllables in their name, or common classroom words up to 3 syllables Orally blend 2 syllables to make a word Orally blend 3 phonemes to make a word Orally segment the phonemes in a word Create AB, ABB, and ABC patterns

Recognize and duplicate AB, ABB, and ABC patterns

Extend AB, ABB, and ABC patterns Create AB patterns

AB, ABB, and ABC patterns Understand that reading progresses from left to right and top to bottom

Indicate that reading progresses from top to bottom

Identify the left margin as the place to start reading Indicate directionality of print reading from left to right CC Objective #45: Demonstrates understanding of print concepts Level III: Knows each spoken word can be written down and read Write one or more letters to represent every word Correctly use some letters to match sounds Write from left to right and top to bottom (may reverse some letters) Spell some highfrequency words correctly

Understand that pictures and symbols have meaning and that print carries a message.

Writes messages as part of play and other activities (e.g., drawing, scribbling, making letter-like forms, using invented spelling and conventional letter forms).

Creative Curriculum Objective #45: Demonstrates understanding of print concepts Level I: Knows that print carries the message Draw a somewhat recognizable picture Tell about drawing Write letter-like forms, letters, and/or random letter strings to convey a message

CC Objective #45: Demonstrates understanding of print concepts Level II: Shows general knowledge of how print works Write letters of the alphabet (letters may be reversed, may be mix of upper and lower-case) Write own name or occasional known word

Write known words, copies environmental print, or asks for spellings Use spaces, dots, or dashes between words Write at least one sentence Use logical phonetic spelling; most sounds in words represented

Starts and stops on a signal (e.g., freezing in position when the music stops). Show some initiative and independence in actions.

Engage in active play using fine motor skills.

Starts and stops on a signal (e.g., freezing in position when the music stops). CC obj #5: Demonstrates selfdirection and independence Level I: Chooses and becomes involved in one activity out of several options CC obj #19: Controls small muscles in hands Level I: Manipulates

CC obj #5: Demonstrates selfdirection and independence Level I: Chooses and becomes involved in one activity out of several options CC obj #19: Controls small muscles in hands Level II: Manipulates

CC obj #5: Demonstrates selfdirection and independence Level II: Completes multiple tasks in a project of own choosing with some adult assistance CC obj #19: Controls small muscles in hands Level II: Manipulates

CC obj #5: Demonstrates selfdirection and independence Level III: Carves out and completes own task without adult assistance CC obj #19: Controls small muscles in hands Level III: Manipulates a

objects with hands

smaller objects with increasing control

smaller objects with increasing control

variety of objects requiring increased coordination

Here are your action steps:

Take out your long term plan template, into which youve already pasted your learning goals. Take out any resources, selecting from those resources listed in Table C above, which you may find helpful based on what you know about your learning goals. Using the guidelines in Table C, break down each learning goal into desired student outcomes across instructional periods. This will take you awhile. Dont worry if you cant get it perfectyoull have plenty of time later to fine tune your plan. If you can work with a colleague here, it would be helpful. Once youve figured out what youre expecting your students to know and be able to do by the end of each instructional period, look across the learning goals for the year. You should check a few things: Some goals have outcomes in each instructional period, which means you will focus on them during each period, across the year. Each time you come back to these goals, youre expecting students to demonstrate a higher level of skill or more complex understanding. These are called spiraling learning goals. Spiraling learning goals are revisited many times during the year, with student skill growing along the way in more complex ways. Check to be sure that your learning goals are logically spiraled, moving from simpler to more complex over the course of the year. Looking across learning goals, some goals are not taught until part-way through the year. This may be because students need to master simpler goals first, in order to have the foundation they need. These goals which build upon one another in order are called sequential learning goals. Check to be sure you are teaching foundational knowledge and skills before more advanced knowledge and skills. Something else that you may remember from your pre-institute work or from your experience at institute is that 3, 4, and 5-year old students need repeated practice with concepts to ensure that they eventually attain the desired knowledge or skill. After you have focused on a learning goal for a number of days and weeks, youll provide students with the opportunity to practice it through one of your classroom routines (centers, calendar time, etc). Your students may practice some skills over the length of the whole year, because it takes so long for students to solidify them. In this way, students receive ongoing reinforcement and practice in learning goals theyve already worked on. You do not need to do anything with this information at this time. In your Unit Planning tutorial, you will create plans to reinforce knowledge and skills throughout the year.

At this time, you should have a fully complete interdisciplinary long term plan including all domains (Literacy, Cognitive/Math, SocialEmotional, and Physical), which includes your list of learning goals, with student outcomes broken down over the instructional periods. This is a milestone on your road towards being fully prepared for the start of school. All of your hard work to this point will surely pay off over the course of the year, as your students get closer and closer to achieving their Big Goal! Now you should return to the online course for further instructions on how to submit your plan.

Appendix 1: Expanded Sample Long Term Plan

Please note: This sample provides some learning goals in each domain, but not all of them. This sample is PARTIAL. Literacy Learning Goals
Demonstrate proficiency in print concepts: book handling, parts of a book, punctuation, elements of text Hold a book right side up and turn pages one at a time starting at the front of the book Indicate directionality of print from left to right Identify parts of a book: front and back cover, spine, title page Identify punctuation: period, exclamation point, question mark Identify elements of text: capital letters, lowercase letters, spaces, words, sentences 1.A.ECc Identify labels and signs in the environment Read 25 sight words; Recognize own name and 80% of names of classmates

Assessment Period #1 <8/24/09-10/23/09>

Hold a book right side up Identify front cover of a book Identify words

Assessment Period #2 <10/26/09-1/8/10>

Hold a book right side up, turn pages in correct direction Identify front and back covers of a book Identify punctuation: periods Identify elements of text: words, letters and spaces

Assessment Period #3 <1/11/10-3/12/10>

Hold a book right side up, turn pages in correct direction starting at beginning of book Identify front cover, back cover, and spine of a book Identify punctuation: periods, exclamation mark Identify elements of text: words, letters, spaces, sentences

Assessment Period #4 <3/15/10-5/21/10>

Hold a book right side up, turn pages in correct direction starting at beginning of book Identify front cover, back cover, spine, and title page of a book Indicate directionality of print from left to right Identify punctuation: periods, exclamation mark, question mark Identify elements of text: words, capital letters, lowercase letters, spaces, sentences Recognize own name in print Recognize 80% of other classmates names in print Read 25 sight words

Recognize own name in print

Recognize own name in print Recognize 4 other classmates names in print Read 5 sight words

Recognize own name in print Recognize 10 other classmates names in print Read 15 sight words

1.B.ECc Recognize separable and repeating sounds in spoken language. Clap/tap correct number of syllables in their name and common classroom words/phrases of up to 4 syllables Identify pairs of words that begin with the same sound, and isolate that sound Orally blend two syllables to make a word (What do you get when you put /bas/ and /ket/ together? Basket) Orally segment the phonemes in a word (What sounds do you hear in mouse? Stretch the word out. /m/ /ow/ /s/)

Identify the beginning sound of a given word Identify pairs of words that start with the same sound

Identify the beginning sound of a given word Identify pairs of words that start with the same sound, and isolate that sound Clap/tap correct number of syllables in their name, or common classroom words up to 2 syllables

Identify pairs of words that start with the same sound, and isolate that sound Clap/tap correct number of syllables in their name, or common classroom words up to 3 syllables Orally blend 2 syllables to make a word Orally blend 3 phonemes to make a word

Identify pairs of words that start with the same sound, and isolate that sound Clap/tap correct number of syllables in their name, or common classroom words up to 3 syllables Orally blend 2 syllables to make a word Orally blend 3 phonemes to make a word Orally segment the phonemes in a word

1.A.ECa Understand that pictures and symbols have meaning and that print carries a message.

CC Objective #45: Demonstrates understanding of print concepts Level I: Knows that print carries the message

1.A.ECb Understand that reading progresses from left to right and top to bottom

CC Objective #45: Demonstrates understanding of print concepts Level II: Shows general knowledge of how print works Indicate that reading progresses from top to bottom

CC Objective #45: Demonstrates understanding of print concepts Level III: Knows each spoken word can be written down and read Identify the left margin as the place to start reading Indicate directionality of print reading from left to right Identify 25+ letters: p, s, a, t, l, b, i, d, c, m, r, e, f, g, n, k, u, h, j, w, o, v, y, qu, x, z Produce the sound made by 25+ letters: p, s, a, t, l, b, i, d, c, m, r, e, f, g, n, k, u, h, j, w, o, v, y, qu, x, z Generate words that rhyme with a given word

1.A.EC.d Identify some letters, including those in own name Identify 95% of letter names (uppercase and lowercase) 1.A.ECe Make some letter-sound matches Identify 95% of letter sounds (uppercase and lowercase) 1.B.ECb Begin to develop phonological awareness by participating in rhyming activities. Identify pairs of rhyming words, and generate words that rhyme with a given word

Identify 5+ letters: p,s,a,t,l

Identify 10+ letters: p, s, a, t, l, b, i, d, c, m Produce the sound made by 10+ letters: p, s, a, t, l, b, i, d, c, m Identify pairs of rhyming words

Identify 15+ letters: p, s, a, t, l, b, i, d, c, m, r, e, f, g, n Produce the sound made by 15+ letters: p, s, a, t, l, b, i, d, c, m, r, e, f, g, n Identify pairs of rhyming words

Produce the sound made by 5+ letters: p,s,a,t,l

Math Learning Goals

6.C.ECb Connect numbers to quantities they represent using physical models and representations. Identify and write numerals 0-10 Make sets of 15 objects 6.A.ECb Count with understanding and recognize how many in sets of objects. Rote count to 50 Count objects to 40 using one-toone correspondence 8.A.EC Sort and classify objects by a variety of properties. Sort a group of objects by two attributes (shape, color, size, etc.) and tell how they sorted 8.B.ECa Recognize, duplicate and extend simple patterns, such as sequences of sounds, shapes and colors. Identify, extend, and create AB, ABB, and ABC patterns 8.B.ECb Begin to order objects in series or rows. Identify ordinal numbers first through fifth (e.g., I came in first in the race, Gianna was second, Raven was third) Place 3 objects in order from one extreme to another (smallest to largest, shortest to tallest), also called seriation 8.C.EC Participate in situations that involve addition and subtraction using manipulatives.

Instructional Period #1 <8/24/09-10/23/09> Identify and write numerals 1 and 2 Make sets up to 3 objects Rote count to 5 Count objects to 3 Tell how many objects are in a group up to 3 Sort a group of objects by a prescribed attribute

Instructional Period #2 <10/26/09-1/8/10> Identify and write numerals 1-5 Make sets up to 5 objects Rote count to 10 Count objects to 5 Tell how many objects are in a group up to 5 Sort a group of objects by an attribute of their choice, and tell how they sorted Extend AB, ABB, and ABC patterns Create AB patterns

Instructional Period #3 <1/11/10-3/12/10> Identify and write numerals 1-8 Make sets up to 10 objects Rote count to 25 Count objects to 20 Tell how many objects are in a group up to 20

Instructional Period #4 <3/15/10-5/21/10> Identify and write numerals 1-10 Make sets up to 15 objects Rote count to 50 Count objects to 40 Tell how many objects are in a group up to 40 Sort a group of objects by two attributes of their choice and tell how they sorted Create AB, ABB, and ABC patterns

Recognize and duplicate AB, ABB, and ABC patterns

Identify ordinal numbers first and second Compare two objects, identifying which is larger/smaller, taller/shorter, etc.

Identify ordinal numbers first, second, and third

Identify ordinal numbers first through fourth

Identify ordinal numbers first through fifth Place three objects in order from one extreme to the other

9.A.EC Recognize geometric shapes and structures in the environment.

Identify 5 shapes: circle, square, triangle, heart,

Identify 7 shapes: circle, square, triangle,

Combine groups of concrete objects and recognize there are more Remove concrete objects from a group and recognize there are less Describe each of the 7 shapes by their attributes

Use concrete objects to show story problems involving addition and subtraction

Identify 7 shapes (circle, square, triangle, rectangle, diamond, heart, star) Describe shapes by their attributes (squares have straight sides, but circles have a curvy outside)

star

rectangle, diamond, heart, star

Social-Emotional Instructional Period #1 Learning Goals

32.B.ECd Develop relationships with children and adults.

<8/24/09-10/23/09> CC obj #2: Demonstrates appropriate trust in adults Level I: Shows confidence in parents and teachers abilities to keep him/her safe and healthy CC obj #5: Demonstrates self-direction and independence Level I: Chooses and becomes involved in one activity out of several options CC obj #3: Recognizes own feelings and manages them appropriately Level I: Identifies and labels own feelings CC obj #9: Follows classroom rules Level I: Follows classroom rules with reminders CC obj #7: Respects and cares for classroom environment and materials Level I: Uses materials in appropriate ways

Instructional Period #2 <10/26/09-1/8/10> CC obj #2: Demonstrates appropriate trust in adults Level II: Regards parents and teachers as resources and positive role models

Instructional Period #3 <1/11/10-3/12/10> CC obj #2: Demonstrates appropriate trust in adults Level II: Regards parents and teachers as resources and positive role models

31.A.ECd Show some initiative and independence in actions.

CC obj #5: Demonstrates self-direction and independence Level I: Chooses and becomes involved in one activity out of several options CC obj #3: Recognizes own feelings and manages them appropriately Level II: Is able to describe feelings and their causes CC obj #9: Follows classroom rules Level II: Understands and follows classroom rules without reminders CC obj #7: Respects and cares for classroom environment and materials Level II: Puts away used materials before starting another activity

31.A.ECe Use appropriate communication skills when expressing needs, wants and feelings. 32.A.ECa Begin to understand and follow rules.

CC obj #5: Demonstrates self-direction and independence Level II: Completes multiple tasks in a project of own choosing with some adult assistance CC obj #3: Recognizes own feelings and manages them appropriately Level III: Is increasingly able to manage own feelings CC obj #9: Follows classroom rules Level II: Understands and follows classroom rules without reminders CC obj #7: Respects and cares for classroom environment and materials Level III: Begins to take responsibility for care of the classroom environment

Instructional Period #4 <3/15/10-5/21/10> CC obj #2: Demonstrates appropriate trust in adults Level III: Knows the difference between adults who can help (family members, friends, staff) and those who may not (strangers) CC obj #5: Demonstrates self-direction and independence Level III: Carves out and completes own task without adult assistance CC obj #3: Recognizes own feelings and manages them appropriately Level III: Is increasingly able to manage own feelings CC obj #9: Follows classroom rules Level III: Follows and understands reasons for classroom rules CC obj #7: Respects and cares for classroom environment and materials Level III: Begins to take responsibility for care of the classroom environment

32.A.ECd Use the classroom environment purposefully and respectfully.

Physical Learning Goals

19.A.ECa Engage in active play using gross motor skills.

Instructional Period #1 <8/24/09-10/23/09> CC obj #14: Demonstrates basic locomotor skills Level I: Moves with direction and beginning coordination CC obj #15: Shows balance while moving Level I: Attempts to walk along a line, stepping off occasionally CC obj #16: Climbs up and down Level I: Climbs a short, wide ladder CC obj #17: Pedals and steers a tricycle (or other wheeled vehicle) Level I: Pedals in forward direction, steering around wide corners CC obj #18: Demonstrates throwing, kicking, and catching skills Level I: Throws, catches, and kicks objects with somewhat awkward movements CC obj #19: Controls small muscles in hands Level I: Manipulates objects with hands CC obj #20: Coordinates eyehand movement Level I: Performs simple manipulations

Instructional Period #2 <10/26/09-1/8/10> CC obj #14: Demonstrates basic locomotor skills Level II: Moves with direction and increasing coordination CC obj #15: Shows balance while moving Level II: Walks along wide beam such as edge of sandbox CC obj #16: Climbs up and down Level II: Climbs up and down stairs and ladders, and around obstacles CC obj #17: Pedals and steers a tricycle (or other wheeled vehicle) Level II: Pedals and steers around obstacles and sharp corners CC obj #18: Demonstrates throwing, kicking, and catching skills Level II: Throws, catches, and kicks with increasing control CC obj #19: Controls small muscles in hands Level II: Manipulates smaller objects with increasing control CC obj #20: Coordinates eyehand movement Level II: Performs simple manipulations with increasing control

Instructional Period #3 <1/11/10-3/12/10> CC obj #14: Demonstrates basic locomotor skills Level II: Moves with direction and increasing coordination CC obj #15: Shows balance while moving Level II: Walks along wide beam such as edge of sandbox CC obj #16: Climbs up and down Level II: Climbs up and down stairs and ladders, and around obstacles CC obj #17: Pedals and steers a tricycle (or other wheeled vehicle) Level II: Pedals and steers around obstacles and sharp corners CC obj #18: Demonstrates throwing, kicking, and catching skills Level II: Throws, catches, and kicks with increasing control CC obj #19: Controls small muscles in hands Level II: Manipulates smaller objects with increasing control CC obj #20: Coordinates eyehand movement Level II: Performs simple manipulations with increasing control

Instructional Period #4 <3/15/10-5/21/10> CC obj #14: Demonstrates basic locomotor skills Level III: Moves with direction and refined coordination CC obj #15: Shows balance while moving Level III: Walks forward easily, and backward with effort, along a wide beam CC obj #16: Climbs up and down Level III: Climbs and plays easily on ramps, stairs, ladders, or sliding boards CC obj #17: Pedals and steers a tricycle (or other wheeled vehicle) Level III: Rides with speed and control CC obj #18: Demonstrates throwing, kicking, and catching skills Level III: Throws and kicks at target and catches with increasing accuracy CC obj #19: Controls small muscles in hands Level III: Manipulates a variety of objects requiring increased coordination CC obj #20: Coordinates eyehand movement Level III: Manipulates materials in a purposeful way, planning and attending to detail

19.A.ECb Engage in active play using fine motor skills.