Planning Form: How to (2012)

SHERIDAN PLANNING FORM

NAME OF STUDENT
DATE OF ACTIVITY	Indicate the implementation date of the activity.  If the agency would also like a date of submission, this can be included here as well.  Including the date of submission is at the discretion of the agency
NAME/FOCUS OF ACTIVITY	Briefly describe the activity and what you are planning to do with the children.  This could be a title of the activity as long as the title describes the materials/activity that is being introduced
NUMBER OF CHILDREN	Total number that could be involved	AGE RANGE OF CHILDREN				Be specific to the range of who will be involved
ORIGINATING IDEA BASED ON OBSERVATION: When filling this section in, write down an observation from your experience with the children or the room.	Write  an anecdotal observation 1)       of children’s developmental skills observed Eg. The children have appeared to be interested in creating their own storybooks.  The children have been using the staplers and various papers to make booklets.  Using the art materials and the booklets they have replicated covers from books that are in the  book area (this example could be used to: - add new and varied books to the book area,  or -add new papers and other binding materials,  to the art shelf, or  -add other writing supplies and booklets to various areas of the    room, or -create a large group/circle time acting out and storytelling favourite stories) or 2)       interests/ unused areas or materials in the classroom/ Eg. You notice that none of the children have only been playing in the sandbox five times over the past 2 weeks and they only play there for a few minutes before moving on to play elsewhere. (this example could be used to: Add new materials to the sandbox shelves, or Create a small group experience about sand play with new materials) or 3)       developmental skills that are areas for growth for the child Eg. Ethan (age 11 months) has been climbing over the large foam blocks and has been pulling himself up to standing on various pieces of furniture.  Once standing, he has also been cruising along.  He has been attempting to walk but has been unsuccessful – (This example could be used for:  adding equipment to promote Ethan’s ability to walk independently)
LEARNING ANTICIPATED (MUST be completed, according to program model/approach) (REFERENCES INCLUDED)	DEVELOPMENTAL SIGNIFICANCE			HIGH SCOPE KEY DEVELOPMENTAL INDICATOR (KDI)
	- Use one of the children development textbooks/ resources ·         Developmental Profiles by Allen and Marotz, ·         Developmentally Appropriate Practice by Gestwicki, ·          Life-span Development by Santrock, Mackenzie-Rivers, Leung and Malcomson, ·         The Kindergarten Program Document, ·          ELECT Continuum,. Write a full citation, DO NOT simply write “cognitive skills”, “gross motor skills”, “language skills” Give a SPECIFIC developmental skill for your rationale for the activity (eg. object permanence, hopping on both feet, creating patterns with two objects, etc. and support this with references from the above professional resources.			For Preschool aged children - Insert one of the 58 Preschool Curriculum Content KDIs that best fits the intention of your activity. For Infant and Toddler aged children – Insert one of the 42 Infant and Toddler Curriculum Content KDIs that best fits your activity. *** Note: For any age groups, make sure to write out the KDI in full.
WHERE WILL THE ACTIVITY TAKE PLACE Identify where in the environment you plan to do the activity. Use the wording for your specific curriculum model/approach	Eg. Art area, outdoors, dramatic centre, practical life area, family area, block area, gym, carpet/ circle area, etc.		WHEN IN THE DAILY ROUTINE/SCHEDULE WILL THIS OCCUR Identify when in the daily routine/schedule that you plan to do the activity. Use the wording for your specific curriculum model/approach		Eg. Small Group, Large Group, Worktime (High Scope Preschool); Choice Time and Group Time (High Scope Infant and Toddler); Work Time and Music Time (Montessori); Circle time, Table time, Free Play
MATERIALS: (Be Specific) Identify ALL of the Developmentally Appropriate materials that will be needed and identify the number of materials that you will need.	Eg. Instead of writing “songs and instruments”, identify which songs you will be singing.  “The Good morning train, The Ants Go Marching One-by-One, See the Ponies Galloping, See the Sleeping Bunnies, and Willaby Wallaby.  I will also need to have 19 sets of rhythm sticks (16 for the children, 2 for the teachers, 1 for the student teacher)” Eg. If it is a art activity, identify the least numbers of materials that will be needed to implement the activity and satisfy the children’s desire to do more than one creation
BEGINNING Explain how you plan to introduce your activity or how you plan to display and set up your activity.  What are the specific things that you will do and say?
Eg.:  ·         For Large Groups, identify what song you will be using for your warm up song. ·         For Small Group, how will you introduce your activity (what story will you read, what game will you play, what focus or pathway will you use) ·         For Work-time or Free play, how will you let the children know what materials are available
MIDDLE Write down the specific ways that you will be supporting the children during this activity.
DO NOT simply write “I will get down on the children’s level and ask open ended questions.  I will imitate what the children are doing and will provide adult scaffolding” – This is very general and can be said for ANY activity. Imagine how the children are going to interact during this activity with these specific materials and then identify: 1)      Examples of labelling language you might use for less verbal children Eg. “Slimy, that goop is really slimy!”  I will also match my facial expressions while saying this. 2)      examples of comments you might say about what the children are doing Eg. “I notice you are using your paint brush to draw lots of swirls on your page and that you have done them all across the top of the page.” 3)      examples of open-ended questions that you will be asking Eg. “What do you think will happen when you stretch the play dough like that? 4)       examples of “wonder statements” that you will make while the children are playing Eg. “That’s a tall tower.  I wonder how many blocks you can stack before the tower falls over.” 5)      examples of child behaviours that you might want to imitate Eg. “Jamal is using his beads to make a pattern in his string.  I think I’m going to do that with my materials. A blue bead, two red beads… and a yellow bead.  And then I do that all over again Jamal?” 6)      How would you assist/ adult scaffold the children differently based on their level of individual learning/ stage of development? 7)      Anything else that relates to how you can scaffold the children’s learning or how you will interact with the children during your activity.
END/TRANSITION Explain how you plan to end your activity.
Give the children a warning of the upcoming transition Eg. “Okay everybody, we will be tidying up soon and then we will be going outside.” Will the materials be available later on?  Where? Eg. “The popsicle sticks, blocks, and tape will be available in the Block Area later, if you would like to use them later on during Work-Time” How will the children be tidying up their materials?  Where will everything go and are they expected to this on their own? Eg. “When you are finished with your paintings, make sure to put your art in the drying racks and then hang up your smocks.” Reflect on what the children did during the activity and support the children’s concluding observations.  For the younger child you might have to provide more verbal cues. Eg. “Harpreet told me that she used her play dough to make a bunny and Manuel, you said you enjoyed rolling your play dough back and forth and back and forth.” How will the children be transitioning to their next activity? Eg. After singing See the Sleeping Bunnies with the children, I will ask them if “Would you like to hop like a bunny to the washroom or stomp like an elephant when you go to the snack table?”