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This document contains a planning form from Sheridan College for an early childhood education student named Bianca Schiavone. The form details her planned activity of reading the book "Nap Time" to 6-8 children aged 18 months to 2.5 years during circle time. It outlines the anticipated learning, materials, steps for the beginning, middle and end of the activity, and sections for reflection and observation notes.

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39 views

Centre/Agency/School/Program Name: - Curriculum/Model/Approach

This document contains a planning form from Sheridan College for an early childhood education student named Bianca Schiavone. The form details her planned activity of reading the book "Nap Time" to 6-8 children aged 18 months to 2.5 years during circle time. It outlines the anticipated learning, materials, steps for the beginning, middle and end of the activity, and sections for reflection and observation notes.

Uploaded by

api-312067267
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Centre/Agency/School/Program Name:

Curriculum/Model/Approach:

.
.

SHERIDAN PLANNING FORM


NAME OF STUDENT
DATE OF ACTIVITY
NAME/FOCUS OF

Bianca Schiavone

ACTIVITY

Nap Time by Iris Du Mouy book and reading kit


18 mos

NUMBER OF CHILDREN

ORIGINATING IDEA
BASED ON OBSERVATION:

6-8

AGE RANGE OF CHILDREN

2.5 yrs

The children enjoy books and reading, they enjoy being read to
during the circle time. They enjoyed the book Freight Train I
brought in previously; I wanted to introduce the new book Nap
Time by Irus Du Mouy and the reading kit I made.
HIGH SCOPE KEY

LEARNING ANTICIPATED
(MUST be completed,
according to program
model/approach)
(REFERENCES INCLUDED)

DEVELOPMENTAL

DEVELOPMENTAL

SIGNIFICANCE
ELECT

INDICATOR (KDI)
D. Communication, Language

3. Communication

and Literacy

3.1 Receptive language, 3.2

16. Listening and responding,

expressive language ( listening

19. Speaking, 20. Exploring

to stories, increasing vocab,

print, 21. Enjoying language

asking simple questions and

F. Creative Arts

answers)
WHERE WILL THE
ACTIVITY TAKE PLACE

MATERIALS: (Be Specific)

38. identifying visual images


WHEN IN THE DAILY
ROUTINE/SCHEDUL

Carpet
E WILL THIS OCCUR Circle time
- Nap Time by Iris Du Mouy, borrowed from the library
- Reading kit, included carry felt board with cut out
animals

BEGINNING
During our story time, I will introduce the new book Nap Time. I will explain, I wanted to share
with you one of my favourite books. I have a new book, it is a little different but I hope you will like
it. I will pull out the book and the kit and I will begin to read.

MIDDLE
During this time I will read the book. I will take lots of time to show the pictures, pointing out and
asking questions about what is seen on the page. I will also help to label things that they may point
out. I want the children to ask questions about what they see. I will read the book in its entirety. If
the children really like the book, we can read it again if we have enough time. I will also incorporate
the felt board; I will point and move the animals that we are seeing in the book. I will either hand
each child an animal or have the children that are interested play with the animals as well.
I expect the children to be pointing to things, watching attentively or asking/ making comments
about what they see. They will be using the felt board kit to either act along to the story or create
their own story. They will be using and looking at the felt animals.

END/TRANSITION
Once we have read the book, I will let the children know that it is lunchtime soon and we have to
wash our hands/ get ready for lunch. I will either leave the book in the bookshelf for the rest of the
day or we can read it again together, if they want to during free-play time. I will also explain the felt
board is for sharing and there are a lot of animals that everyone can use. If they really enjoy the
board and the book, I can leave them over night, but making sure to talk about how we should care
for our books.

Name/ Focus of Activity:

REVIEW BY STUDENT
WHAT OBSERVATIONS DID YOU MAKE ABOUT?
CHILDRENS BEHAVIOURS

CHILDRENS SKILLS

CHILDRENS INTERESTS

CHILDRENS IDEAS

SELF REFLECTION
WHAT DO YOU FEEL GOOD
ABOUT?

WHAT DID YOU STRUGGLE


WITH?

HOW WERE YOUR


STRATEGIES EFFECTIVE?
(WHAT WORKED?)
HOW COULD YOUR
STRATEGIES BE MORE
EFFECTIVE? (WHAT
COULD HAVE WORKED
BETTER?)
WHAT DID YOU OBSERVE/
HEAR DURING THIS
EXPERIENCE THAT COULD
BE USED AS AN
ORIGINAING IDEA FOR
ANOTHER ACTIVITY?

Name/ Focus of Activity:

OBSERVATIONS BY SUPERVISING TEACHER


Supervisin
g Teacher
INITIALS

The planning sheet was submitted in accordance with the agency


expectations
The experience was prepared, with materials for each child readily
available.
Active learning was supported throughout the activity.
Consistent guidelines and student educator support were evident.
Both student educator and children were involved in clean-up.
Both student educator and children were involved in transition.
Comments of Supervising Teacher:

Signature of Supervising Educator:

Date:

_____________________________________________________________________________

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