Running head: OBSERVATION #2 PLANNING 1

Observation 2
Megan Waddell
Raritan Valley Community College
Professor Kimberly Schirner
September 13, 2018
Planning 2

EDUC 212 01 Field Experience

I. Observation #2:
Planning

II. Grade Level and Subject Area:

Pre-Kindergarten general education

III. Setting:
The classroom is in a daycare in a suburban area, with one instructor teaching
general education to a small group of children.

IV. Pre-Observation:
Before inquiring about lesson plans used, I expected that there would be
outlined plans for each week or even each month. I would not expect the
instructor to have different classes for each subject because of the limited time in
the day and the younger children being less likely to focus on so many different
areas. The pre kindergarten children would benefit more from more basic skills
like reading and writing. “...language and literacy skills of preschool-aged
children are strongly predictive of their future skills as readers and writers”
(Bleses, 2018). Focusing on these skills will help them in schooling later on in
their lives because they will become more familiar with the information. Learning
and practicing literacy skills when younger will make other subjects easier to
learn when they get to that stage.
I also expect that the teacher will keep the students in one group so they
can all learn at the same time. Teaching this way shows them that paying attention
is an important skill to have in order to retain the lesson they are being taught
each day. Having them taught as one unit allows most of them to follow at the
same pace as others. When needed, they can also work as a group. Working
together lets them learn social skills and teamwork when helping other students if
they are confused. She may have to spend individual time with a student of two in
order for them to understand a concept or just help them write a letter or say a
word. But overall, the lesson plans should be at a manageable level so all the
students can understand and complete the tasks.
Due to the group having one main instructor everyday and a second on
Tuesdays and Thursdays, I would think they would have the same or similar
lesson plans provided to them. Communication would be needed between them to
insure they are on the same page. “Without effective communication, it is difficult
to meaningfully collaborate or share best practices to truly transform the site”
(Harroll, 2018). Lack of communication could mean re-teaching areas that
students already know or even going ahead with topics that are too challenging.

V. Data:
Planning 3

● Each morning, the class looked over the wall calendar. They added the
new date, day of the week and even observed the weather outside. The
teacher addressed what type of clothing would be best for outside.
● The pledge of allegiance is recited every morning as a class.
● Each week a new letter is focused on. The teacher follows the alphabetical
order such as week 1 is A, week 2 is B, etc.
● The whole alphabet is written on the chalkboard, with the letter of the
week emphasized. It is written larger for the class to see along with a
drawing that starts with the specific letter.
● The teacher first makes sure to go over how to write the letter. It is written
between two straight lines with a dotted line in the middle (the ‘writing
road’). She explains the uppercase first, then lower case. She tries to
compare the letters to something the student will remember. For example,
when writing ‘B’ it has a smaller ‘belly’ on top and a bigger ‘belly’ on the
bottom.
● After learning what the letter looks like, the instructor says the sound and
asks if the students know any words that start with the letter.
● Once a week, the students are given workbooks to complete one page in.
The pages have a activity to do first such as counting objects, matching
categories, etc. Then they are expected to trace the capital and lowercase
letter of the week.
● All the students are given directions at the same time and then work on
writing. She walks around to make sure everyone is starting correctly and
helps those who are stuck.
● There is also a craft done once a week corresponding with the week’s
letter.
● The students use techniques, like gluing, to put together projects that
reinforce the letter. For example, gluing together an Elmo face for the
letter ‘E’.
● Students are given a math workbook once a week to trace a different
number every week.
● They also frequently trace their names and are encouraged to try to write it
by themselves
● Once or twice a week they sit down for story time. The book’s main focus
each week is about a topic that starts with the week’s letter.
● On Tuesday’s and Thursday’s, the students transition to a different teacher
that focuses more on enrichment. She reiterates the letter, their names and
numbers.
● She also does crafts as well like painting and gluing.
● The teachers never give the same worksheet or craft to the students.
● Both instructors come up with their own craft ideas and print the
worksheets of their choosing.
● They are not required to get the plans approved by the director of the
daycare but they do show her the students work after they have completed
it.
● Most of the assignments go home with the children at the end of the week.
Planning 4

VI. Analysis:
It was surprising to me that the teachers were not given a plan or outline to
follow each week. It was up to them to create assignments each week that they
felt would benefit the class. After observing there for over a month now, I have
noticed a pattern that they follow each each for the different letters. Their plans
mainly consist of letter worksheets, math worksheets and corresponding crafts for
the students. They also mix in games and stories in order to not overwork the
students. As an older student, I find this pattern a bit repetitive, but the students
have no complaints each week when a new letter and number are introduced.
I also noticed that the director only looked at the work being given to the
students after they completed it. She must trust the teachers judgement and feel
they have the best idea of what plans to put together for each week. Both
instructors have worked with students for years so they gave a good idea about
what methods work and which ones to avoid because they are less effective.
Neither of the teachers had any physical plans to share with me because
they did not write them down. Plans were shared by mouth and they
communicated what each was planning to do for the next week. Although it may
have been helpful to see the plans written out, the lack of it meant the teachers
were verbally communicating. Talking to each other was crucial so the kids in
both their classes would benefit the most. Sharing ideas and work meant they
would be on the same page.

VII. Recommendations:
Due to the repetition I noticed, I would recommend varying the activities
for the kids. Although they do not mind same pattern every week, I feel it is
important to change the tasks they deal with. When they move onto first grade
and elementary school, this pattern will most likely not be followed. They will
face different activities and may struggle with the change in pace.
I also think that they could do without so many worksheets. It is
sometimes difficult for younger children to sit down and be quiet. More mobile
and verbal tasks will help them learn retain information while also releasing
energy.

VIII. Post Observation:

I found out that deciding to teach in small groups is beneficial but for a
different reason than I thought. Along with holding the whole classes’ attention,
each child has more focus and time put towards them.“...there are significant
benefits to small group instruction as they afford the opportunity for teachers to
devote more attention to children and therefore more opportunities to learning and
developing for young children” (Bleses, 2018). In this case, the pre kindergarten
class only has six students on average. This creates a good student to teacher ratio.
Also, having different instructors will prepare them for grades to come.
They are starting to learn how to adapt to different teachers and methods of
teaching. Moving classrooms even will show them that change is okay and they
can still learn and have fun without the same teacher for every class.
Planning 5

IX. Citations:
Bleses, D., Højen, A., Dale, P. S., Justice, L. M., Dybdal, L., Piasta, S., …
Haghish, E. F. (2018). Effective language and literacy instruction:
Evaluating the importance of scripting and group size components. Early
Childhood Research Quarterly, 42, 256–269. https://doi-
org.ezp.raritanval.edu/10.1016/j.ecresq.2017.10.002

Harrell, J. H. (2018). Communication that reflects a healthy school culture:

Design thinking can be the primary lever for applying practical strategies
for meaningful communication that ensures a school functions each day
and that adult problems don’t get in the way of student needs. Leadership,
47(3), 38–39. Retrieved from
https://ezp.raritanval.edu/login?url=https://search.ebscohost.com/login.asp
x?direct=true&db=b9h&AN=127021512&site=eds-live