CURRICULUM MODEL/APPROACH:

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SHERIDAN PLANNING FORM
NAME OF STUDENT
DATE OF ACTIVITY
NAME/FOCUS OF

Harpreet Gill
November 18, 2014

ACTIVITY
NUMBER OF CHILDREN

Making jewelry
1
AGE RANGE OF CHILDREN
5
When I did my first running record with Child J I notice that she made
a necklace at school which she was really proud of and so I decided to

ORIGINATING IDEA

do the same activity with her again. For this activity I will provide her

BASED ON OBSERVATION:

with different color, shape and sizes of beads and threads and see the
skills she has developed and I will ask her questions to extend her
learning.
HIGH SCOPE KEY
DEVELOPMENTAL

DEVELOPMENTAL

SIGNIFICANCE

INDICATOR (KDI)
KDI # 38: Mathematics pattern:
Children identify, describe, copy,
complete, and create patterns

Elect 4.11 Seriating:

(High Scope Preschool

Describing relationships such as

Curriculum, 38 pattern, P.1).

LEARNING ANTICIPATED

smaller than, bigger than,

(MUST be completed,

different than (Elect, 4.11

KDI # 34 Mathematics

according to program

seriating, P.39).

Shapes: Children identify, name,

and describe shapes (High Scope

model/approach)
(REFERENCES INCLUDED)

Elect 4.8 patterning: extending

Preschool Curriculum, 38 pattern,

patterns and representing and

p.1).

describing patterns (Elect, 4.8

pattern, P 40).

KDI #3 Engagement: Children

focus on activities that interest
them (High Scope Preschool
Curriculum, 38 pattern, P.1).

WHERE WILL THE

ACTIVITY TAKE PLACE
MATERIALS: (Be Specific)

At the childs

WHEN IN THE DAILY

house, in her living

ROUTINE/SCHEDULE

room.
WILL THIS OCCUR
Different color of beads

At four pm.

CURRICULUM MODEL/APPROACH:
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Different shapes of beads

Different sizes of beads

Clear elastic thread

BEGINNING
To begin I will put the materials on the table, than I will tell the child that she can use those materials to
create anything she wants.
MIDDLE
1)The example of labelling language that I will use to build on the childs vocabulary is:

I notice you have chosen an oval shape bead and a diamond one.

I see you have chosen to use a red bread, a green bead and a yellow bead.

2) The type of non-verbal language strategies that I will use to encourage childrens actions is facial
expression.

Facial expression: Smiling when the children starts to smile and looking at the childs work while
they do it with a smile.

3) The observational comments that I will say about what the children are doing is:

I notice that you used different shapes of beads

I notice you have used three different types of beads.

I notice you are creating a pattern.

4) The open-ended questions that I will be asking the children to inspire a process of inquire will be:

Does this bead feel smooth or ruff?

Is this bead bigger than that one?

5) The wonder statement that I will make while the children are decorating their leaves to inspire a
process of self-discovery and manipulation is :

6)

I wonder if this bead will fit into a thicker thread.

Example of a child behavior that I might want to imitate:

I see you have used different shapes of beads I will do the same

I will use a red and black bead too for my bracelet.

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7)

I plan to scaffold the childrens responses based on their level of individual learning/ stages of

development by:

Talking to the child about the difference and similitudes of the beads.
END/TRANSITION
To end the activity I will let the child know that we will start cleaning up after she has done making her
last bracket than I will let her know that she can keep the brackets that she made and the rest of the beads
so that she can make more whenever she wants too.