Running head: ASSIGNMENT 6.

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Assignment 6.3 Signature Assignment

Yanett Munguia

Fresno Pacific University

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Signature Assignment

Part 1: Child Observation Summary and Analysis

I learned that the child has low strength in language vocabulary, lacks writing and reading skills.

As I modeled how to use the communication board to request her food and drink, the student

placed her finger over the icons but did not look towards it or press strong enough for the word

to be said.

Student does not always communicate what she wants directly. When she seeks to eat or

drink at times she will walk and stand next to the kitchen door, or walk into the kitchen and waits

for her food and drink to be handed to her. She then takes the items sets them on the counter, she

then selects the containers she wants and goes to the table to set them down. She will want to be

eating and roaming around the classroom. Staff has been working on communicating verbally

with student. Reinforcing that she needs to either sit or stand next to her food if she wants to eat.

That running around and eating is not appropriate.

Communication and language usage can be encouraged more, the student will walk to

staff, when she wants something and will hold your hand trying to take you to where she wants,

without using her words. Staff has tired to model and provide her with proper terms to use as

communication. But at times it is easier for her to not have to use words and just have staff figure

out what she wants. But this can also be a cause for dilemma if staff cannot figure out what the

child actually wants or needs.

I used the running record as a tool to observe and gather the proper data to further

complete the analysis and select the domain that requires additional attention. The student has

strong fine motor skills including running, landing on feet when jumping, will not allow you to

pick her up moves around to prevent you from getting a hold of her, can not appropriately grip a
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pencil or crayon, so the small motor skills can use more practice. With the cognitive the child

can seek more attention in regards to language, very little verbal, simple words such as more,

please, open, go away, water, I see you, baby sign language has been implemented.

Part 2: Learning Prescription

Child’s Name: Athena F. Age: 5 Date: 06/07/17

Areas of Strength and Confidence

1. Child has strong fine motor skills these include but not limited to running, jumping and
landing on feet, can avoid being picked up involuntarily.

2. Understands and uses icons as a means of communication.

3. Communication boards are accepted and used as a means of communication.

Areas Needing Strengthening

1. Cognitive language can use more encouragement, providing the child with visuals and the
verbal saying of commonly used items in a communication board.

2. Expressing and managing positive ways of communicating emotions.

3. Practicing the proper way to hold a crayon or pencil.

Activities to Help

1. Encourage child to verbally say the item name out loud when playing with toys.

2. Avoid facilitating items for child, allow them to communicate what they want using their
words, icons or communication board.

3. Play games that help express emotions that way, she can identify and connect her emotions.
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Part 3: Curriculum File and Resources

Activity 1: Diversity of Feelings and Identity

Diversity Area of your Lesson: Culture Diversity/ Ethnic

Preschool Foundation or Curriculum Standard to be addressed:

Domain: Social Interaction

Topic Area: 3.0 Group Participation

Foundation/ Sub-strand: 3.1 Children will participate in group activities, will begin to understand

and demonstrate cooperation in communication with social expectations, while showing

initiative to interact with their diverse groups.

Group: 3-5
Grade Level: Preschool/ kindergarten
Age: 2 1/2-5

Title of Book: Lots of Feelings, written by Shelly Rotner.

Objective: After reading the story the children will learn to express, explain, describe and record

their feelings through close observation of one self. By observing their reflection in a mirror,

comparing it to their other peers.

Vocabulary:
1. Emotions- are temporary, you smile when you are happy, cry when you are sad
2. Feelings- how you express your emotions
3. Expression- is used to show your feelings
4. Understand- knowing the feeling
5. Empathy- understanding a classmates feelings properly

Materials: The children will gather at a table, with 4 chairs. We will need 4 mirrors, the skin

toned olive, tan, or other skin tone colored crayons or markers. White blank paper, and the

descriptions and image of the feelings related to the story.

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Background: The children will review what it means to have a sense of identity, express

feelings, and self-awareness of diversity in culture, ethnicity, genders, and age range. Also

sharing their opinion or knowledge of the topics.

Procedure:
Overview (Set) – Reading the story, followed by the self-portrait activity will allow

children the proper tools to express and support diversity for the children. The children observe

the images in the story are of children from diverse cultural backgrounds.

Presentation –

1. The children will gather on the carpet where circle time takes place.

2. I will introduce the story to them.

3. I will allow them to make predictions about what the stories topic will be based off the

title.

4. Then I will read the story with the children having them describe their interpretation of

the emotion, adding a description if they are not familiar with it.

5. Once we are finished reading the story I will introduce the following activity.

6. The children will then gather at the art table to begin working on their self-portrait.

7. Then the children begin to create their self-portrait we will discuss the emotions and the

body parts that are contributors to our emotion expression.

8. All the materials needed for the activity will be placed in the center of the table for the

children to have access to.

Discussion Questions:
1. How do you feel today?
2. What feelings do you have?
3. How does you teacher feel today?
4. What makes you sad, happy, or angry?
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5. Do animals have feelings?

Evidence of Learning: The children demonstrated understanding of the feelings,

expressions of the emotions they liked the most. They described how they look different from

one another, giving positive reactions towards their peers’ self-portraits. The will learn to use

language as a means of expression in connection to feelings.

Activity 2: Activity 2: Rainbow Writing Salt Tray

Focus Area:

Will allow child to emerge into language development and connect the verbally with the writing

format, with a hands on approach.

Behavioral Objective/s:

I expect the child to be able to have the knowledge of language and be aware of the connection

between the verbalization of words and that they also have a reading and writing format. The

purpose is to encourage children to learn and explore the language through the written form.

Group Size: 3 students

Age(s): 3-5

Materials:

 1 tray per student

 have the trays pre-colored with the rainbow paint, make sure it is dry in

anticipation.

 Different colors of paint

 salt

Procedure:

 Overview:
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 The activity consists of a tray, which the student will color with different paints to make

it look like a rainbow, allow it to dry. Then staff will add salt over the tray and will

supervise children while they use it as a writing tool exploring movements and creating

words or letter

 Presentation

 Today we are going to explore language with our sensory feeling, you will use you hands

to create letters or words as you run your fingers through the salt over the rainbow

colored trays, you can also attempt to sound out your letters and words, or further

explore.

Discussion Questions/Follow-Up Activities

Extending the activity by using different materials. Such as, shaving cream on a tray

instead of the salt. It will be a similar activity but will provide a different sensory felling

with will continue to attract the attention of the student.

Annotated Bibliography

Embeley, R. (2005). My school- Mi escuela. New York: Little, Brown and Company.

 I selected this book because it demonstrates diversity in having the context in both

English and Spanish, which are the most common languages. It is age appropriate uses

minimal text and introduces one item per page. The illustration has very bright colors that

attract your attention. It reviews materials and items you will encounter and work with at

your school center.

 I would recommend this book because it has the diversity of cultural languages. I really

like the vivid colors used in the illustrations. It is also not overwhelming with the amount

of text or information presented per page.

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Rotner, S. (2003). Lots of feelings. Carolrhoda: Milbrook Pr. Trade Press.

 This story allows children to identify what emotions are and what they look like. The

children that portray the emotions are of divers cultural backgrounds.

 I would recommend this book because many times children become frustrated due to the

fact that they cannot identify their emotions. This book provides a single visual to

connect with language and the proper words that represents the feeling. I like that they

have a diversity of culture incorporated to the book.

 Empathy and Caring: 4.1 Demonstrate concern for the needs of others and people in

distress.