Backwards mapping...

I currently teach Pre-Kindergarten at a DC Public Charter School.  I think it is important for students to be given an opportunity to become accustomed to the classroom rules and procedures, as well as investigate self-regulation and self-control.  Multiple opportunities to learn classroom culture and norms should be put in place for the school year, especially in the beginning. The DC Early Learning Standards for Pre-Kindergarten standard, SED.2.2., helps students develop increasing capacity for self-control.  Focal points in this standard are expressing and coping with strong emotions, understanding and following classroom routines, and respect for the environment.    Skills such as problem solving, following directions, and both independence and interdependence are essential to the success in managing school-related tasks.  These skills and attitudes towards school are needed and can be shaped at the Prekindergarten grade level.

Student Proficiencies

• Students will describe daily routines with prompting.
• Students will take on pretend roles and home-related routines.
• Students will follow classroom procedures for taking care of materials and interacting with peers.
• Students will sort pictures of children into good choices and bad choices.
• Students will apply knowledge  learned about rules in small group and read aloud to classroom behavior.
• Students will make connections between the classroom environment and the text Olivia with prompting.

Assessments

Assessments will be done informally in both small and large group settings to determine if students are meeting the goal of standard SED.2.2.  I plan to monitor children's behavior while they are practicing skills. I will record if students could correctly respond to each call for attention (group and individual name).

When students are engaged with a toy during free play, I will call the student's name to evaluate application of classroom rule.  I will remind students of rules and practice immediately if student does not implement appropriately, or provide specific praise if the student responds appropriately.  Center time will be used to reinforce the vocabulary and good choices.  A copy of the good choices materials will also be placed in centers for practice and guided discussion.  Pre-correcting and modeling will be used throughout the day; differentiating as needed.

Evaluation: Monitor child behaviors and reinforce friendly behaviors.

	Shares with Peer	Takes Turns	Ask Nicely
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6

Activities

First Activity (Small or whole group):  Using chart paper, the words good and bad choices will be put on each side.  I will provide pictures to support student understanding of good and bad choices.  I will reinforce classroom rules and procedures/routines by discussing them with students using pictures.  students will place pictures of children under the choice they are making. 

Second Activity (Dramatic Play):  I will discuss with students home/school routines and other daily routines with prompting.  Encourage students to pretend they are getting ready for school.  Students can also clean up the house and go through their bedtime routines. I will make connections with students on school routines and discuss daily schedule.  Reinforcing the concept of routines. I will also remind students of center rules. 

Third Activity (Block Area):  Students will work in the block area to create models of the classroom.  I will guide students to walking around the classroom to see what is in the classroom.  I will model how to look at a picture and replicate it by discussing shapes from the block shelf. Pictures of school interior and exterior will be displayed to support student learning.  I will guide students through creating the classroom and discuss where things belong.

Bibliography:

Retrieved July 5, 2016, from OSSE, http://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/OSSE_PreKindergarten_v4_0.pdf