Tag: Inclusive Project Work: Shoes
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Math Lesson Addressing Benchmark 7.A.ECc
Throughout the year, during typical classroom interactions, Ms. Jones has exposed children to vocabulary for describing and comparing attributes (e.g., “It’s cold today, so I wore my heavy coat”). Ms. Jones decides to plan a lesson targeting a benchmark about attributes. She and Ms. Hernández plan to use materials in the classroom shoe store to…
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Math Lesson Addressing Benchmark 6.B.ECb
Ms. Jones has introduced counting with one-to-one correspondence during morning group time. Through careful observation, she realizes that some of the children vary in their ability to communicate and represent their understanding of meaningful counting. She and her teaching assistant, Ms. Hernández, develop a small-group activity related to their shoe store project so the children…
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Language Arts Lesson Addressing Benchmark 4.D.ECa
A couple of weeks into the school year, Ms. Jones adds several signs and labels throughout the classroom to address this benchmark. This affords the children the opportunity to practice these skills during the entire school year. Here are some examples: Labelling the centers using words and photographs: “Shoe Store,” “Blocks,” “Art,” etc. Implementing a…
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Language Arts Lesson Addressing Benchmark 2.B.ECa
To introduce the small-group activity, Ms. Jones models the activity during large-group time. As she reads the story of Pete, the cat, she places corresponding colored shoes on the felt cutout of Pete as his shoes change color during the story.
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Language Arts Lesson Addressing Benchmark 1.C.ECa
Facilitating discussion and artistic representation during a small group art activity. Ms. Jones does this by leading a conversation about the children’s shoes, their homes, and who helps children with their shoes—all while children create paintings of their shoes.