Learning Goals 1
Developing Learning Goals
Vandella Cunningham Haynes
ECH-485
Teri Beardsley
November 15, 2014
Developing Learning Goals
The purpose of this assignment is start getting experience in the process of developing learning goals, to create meaningful lessons that address the needs of students and align with the objectives of the state requirement.
Kindergarten / Learning Goal / Engagement Strategy / Corresponding StandardCognitive Development:
Science / The Student will:
1. Know how objects and substances have properties.
2. Describe properties in terms of the materials they are made of ,
3. Compare physical properties.
4. Classify objects by physical properties / Physical Science:
K.P. 2.1
K.P. 2.2
CD10-CD13
Language Development and Communication: Letter Recognition / Students will be able to tell the names of the letters when shown a card. They will also be able to pick out the letters in print, and make the sound for the letter. / Reading Foundational Skills: 1d
LDC-8-LDC-11-12
Language Development and Communication: High Frequency Words / Students will recognize the new words: my, we, and like, when presented. Students will be able to recognize the words (I, and, am, the, little, a, to, have, is) when presented. / Reading Foundation Skills: 3c
LDC-8-LDC-11-12
Cognitive:
Social Studies / Students will know example of environmental resources. The differences between basic wants and needs. / K.G. 2.2
K.E. 1.1
CD-14-CD-15
Reflection
The selected goals correlate with the North Carolina state goals for kindergarten. The Goals and Developmental Indicators for the state have been divided into five domains that were addressed when developing these goals. Students at this developmental stage develop various skills at the same time; consequently, when developing the goals for the different domains it was considered the association of these goals with the rest of the domains at this learning level no domain is more relevant than the other one. These goals took into consideration that children should construct their knowledge in an integrated way in which participation in diverse learning experiences will provide that children develop their skills in different domains. In addition, these general goals require to be correlated with appealing activities that adjust to the students learning levels and styles.
Engagement Strategies
For achieving these goals students will engage in multiple activities related to the literacy learning standards for the state of North Carolina. Among the engaging strategies to implement are scheduling enriching activities since the beginning of the school day like reciting poems or signing songs to open the daily activities. In addition, students will be presented with different literature genres that will expose students to new vocabulary words to enrich the student’s language skills. Group work will foster cooperative learning in which students will use their peers as learning resources. Reading activities include different level questioning to promote reading comprehension. Activities like show and tell will be used to encourage students to express their ideas to the class. Students’ phonological awareness will be developed by chanting poems. Lessons will include activities like choral reading focusing on sounds that students identify while listening. Games will be used as teaching strategies. Creating appealing lessons including all learning styles will be used as an engaging strategy for the students. A classroom management plan that rewards well behavior will be used to encourage students to follow the classroom rules. Students rewarded for proper behavior will enjoy different opportunities to participate in various activities of their choice. Students could be rewarded with leading the class in activities of their preference. Other student’s rewards could take the form of “certificates, awards, stars, buttons, bookmarks, book covers, posters, ribbons, plaques or any report that could be used as extrinsic motivators (Burden & Cooper, 2004, p. 25). Games as teaching strategy will serve to help students develop their social and life long lasting skills.
References
Burden, P. & Cooper, J. (2004) An Educator’s Guide to Classroom Management. Boston,
MA: Houghton Mifflin
North Carolina Foundations Task Force (2013) North Carolina Foundations for
Early Learning and Development. Retrieved from
Yopp, H. K. & Yopp, R. H. (2009) Phonological Awareness Is Child’s Play!Beyond the Journal • Young Children on theWeb • January 2009 (1-9). Retrieved from