5/23/2013

Early Childhood Education

Learning Experience Template
Name: Hannah Abbruzzese
Date: 2/ 24/ 2015

Grade Level: Preschool

Lesson Title: Texture Activity: Figuring out what something is based on its
Texture
Developmental Domain: Physical Well-Being and Motor
Development, Language and Literacy, Cognitive-Mathematics

Standard(s)/Guideline(s):
Domain: Physical Well-Being and Motor Development Strand: Motor Development Topic: Small Muscle; Touch grasp, reach, manipulate.
Coordinate the use of hands, fingers, and wrists to manipulate objects and perform tasks requiring precise movements.
Domain: Language and Literacy Development Strand: Listening and Speaking Topic: Expressive Language
Use language to communicate in a variety of ways with others to share observations, ideas and experiences; problem-solve, reason, predict and seek new
information.
Domain: Cognitive-Mathematics Strand: Algebra Topic: Group and Categorizing
Sort and classify objects by one or more attributes
Pre-assessment of current knowledge: The students have learned the basis of some of the senses and how scientists use their senses to look at and feel
objects to know more about them. They will have this knowledge for the lesson so they know to use their senses to find characteristics.
Instructional Objectives (1-2)
One/Two Assessed Instructional
Objective(s): The student will be
able to...
1. Use academic language to
describe the textures of the
different materials.
2. Students will be able to
sort different objects into
homogeneous groups
based on the different
textures.
One Assessed Developmental
Skill: The student will be able to
1. Explain why certain objects
were placed in each
category using academic
language.
Safety Considerations: Make
sure children are acting,
communicating, and participating
in an appropriate manner.

Assessment of Student Learning

Learning Experience

Identify Evidence: (What will you collect or record as data

to demonstrate students have met your objective(s) and
skill?)
Record each students explanations about their reasoning
for separating objects into different groups. Listen for childs
use of academic language. Take pictures of the groupings
to see how it changed from one student to another.

Academic Language:
Textures, rough, smooth, hard, soft, feel, touch, sticky,
sponges, blocks, coral, loofas, ice goop, stress relievers,
book, hairy, observations, and inferences. Students will use
their schema to present different words that describes the
objects given.
Procedural steps:
1. Gather students in center time circle
2. Read book on Touch
3. Through out the reading of the book sporadically ask
questions about the plot to keep the students engaged
(about the plot mainly).
4. Ask the students about the ways different things and
objects feel; What does a dog feel like? What does the
sidewalk feel like? What does jello feel like? What
does a piece of ice feel like?
5. Break students up into pairs and have them take
turns coming over to the activity with their partner.
6. Call students over to feel objects placed on the table,
which include sponges, blocks, coral, loofas, ice goop,
stress relievers, and a book. Have the students tell
you everything they feel when touching the object and
record their data. Have the students sort these objects
into groups based off of the textures they feel. Record
how each child sorts these objects and have them

Program Monitoring: (How will you aggregate or compile

your evidence into a class or group view?)
Having the students language samples on a single compiled
sheet of paper. Making it accessible in the future. Also
having the students sorted pictures in an easily accessible
area to compare them.

5/23/2013

Early Childhood Education

Learning Experience Template
explain their reasoning of why they put the objects into
certain groups. (Each teacher works with one student
at a time.)
7. Come back together as a class and have a group
discussion about the different textures they felt and
how they grouped the objects into different categories
based on the textures.
8. Put on the senses song. Allow the students to dance
and move to the song and when the song states a
sense have the students point to where the sense is
on their body.
Authentic Materials: (Describe authentic real life, hands-on
materials.)
Book, Different objects including sponges, blocks, coral,
loofas, ice goop, stress relievers, and a book, blank charting
worksheets, big paper, marker.
Song: provided by CT
Adult Roles: Guide students to ask intelligent questions and
use descriptive language.

Resources & References:

Touch book: Touch by Kay Woodward
Reflection: (What have you learned about your students? How will this inform future instruction?)
This lesson was very eye opening and taught me a lot about the preschool students that I work with. The activity was hard for the children to grasp and
understand. They would touch the objects but then tell me characteristics that they did not find though touch. For example, they would tell me the object would roll,
the color of the object, the number of the objects, etc. I learned that these students are very dependent on the teachers instructions and are not used to
investigative independent study. All of the students need a lot of direct instruction and do not stay focused on the task at hand. I also think that the students need
more opportunities to work on grouping objects. When I asked the children to group objects into similar groups based on how the objects felt they would start
building with the objects and had no idea what I was talking about. About half of the students could not group the objects even with instruction and the other half
could group the objects but with a lot of guided support. I would change this lesson to a group based activity so the children could have more of a discussion about
the objects and what they felt like so they could learn and build off of each others ideas and observations instead of individual instruction.