CCE 125: Program PlanningMonday & Wednesday 6:30-7:45

North Seattle Community College, IB 1409

CCE 125: Program PlanningCandice Hoyt, Faculty (206) 715-1878 (until 9 pm)Office hours by appointmentchoyt@sccd.ctc.eduhttp://facweb.northseattle.edu/choyt

Syllabus:• http://facweb.northseattle.edu/choyt/CCE125

Online—Angel:• http://northseattle.angellearning.com/ • CCE 125 Program Planning (Hoyt - hybrid)

W10

Wednesday2/17

Learning StoriesDramatic PlayOral StoriesWriting Center

Learning Stories for CCE 125Same as in CCE 135But only required to

post when completeCan post for

feedback from peersCan email to me for

feedback/review up to 48 hours before final is due

Learning Stories for CCE 1253.4 Learning Story 10 points Observe a child or a group of

children engaged in an activity of their choice. Take photographs of the stages of their play that began with the child's initiative. Take notes on what the child or children say and do.

Write a Learning Story for this child that includes all four parts.

FORMAT: Part 1: The Story Part 2: What It Means Part 3: Opportunities and

Possibilities Part 4: Responses (family, child,

other teachers, children or adults)

DELIVERABLES: (a)

OPTIONAL: Post Part 1 online.OPTIONAL: Reply to each other.

(b) DUE 3/1 (4 points): OPTIONAL: Post Parts 1-3 online.OPTIONAL: Reply to each other.

(c) DUE 3/10 (4 point): OPTIONAL: Post Parts 1-4. OPTIONAL: Reply to each other.

(d) DUE 3/15 (2 points):

DUE 3/17 (10 points):Post complete story online and present in class.

OPTIONAL: Reply to each other.

Dramatic PlayValue of dramatic play

LiteracyKnowledge (Worch,

Scheuermann & Haney, 2009)

“Sociodramatic play” Problem-solving Turn-taking Power-playing

Values (McEntire, 2009, “Dramatic Play: Bring It Back”)

Delay of Gratification (Cemore & Herwig, 2005)

Performances from books (Kraus, 2006)

CautionsGender play – this is

where teachers need to watch carefully!(Frawley, 2005)

Not everyone fits into the story

Power-play

Dramatic Play Equipment/materials:

Prop boxes (Einarsdottir, 1996)(Stone, 2009/2010) Books , songs, movies, …

Writing materials Text Drawing materials

Opal school, Portland* Create center based on book they like

No: Belts (for little kids)

Interrupts play Swords, guns

Yes: Try to have enough to go around Old clothes – real grown up suits, etc Clothes for the dolls (to match) Tutus Princess/fairy dresses and shoes … Wigs?

Yes: Scarves Hats/helmets, cowboy hats Shoes a little too big, and

grown up shoes, boots Aprons/vests/capes, wings Feather boas Towels & washcloths Purses Babies Sheets for fort-building Jewelry – Mardi Gras beads Masquerade masks Headbands / animals, etc Animal tails Face paint – arm paint Gloves

Oral Stories - Personal history Oral stories when you

were young (family/ school).Family stories, “when I

was little”Not a lot of folktales/

fairytalesTall tales – stretched the

truth, “autobiographic”War stories, didn’t like

them as kidsHistory – story about

previous generationsFairy tales

Now – at home or school.Family stories w/children

Current stories, not so much previous generations

Reminisce Pam surprised about origins

of fairy talesNew made-up stories

Make up My Little Pony story every night

Winnie the Pooh story each morning

Family-created fiction storyFairy tales

Embellished fairy tales

Oral Stories - fictionValue of oral stories

Made-up stories(Fields, 2000) Literacy: Spontaneous

story-creating leads to writing

Imagination / inventiveness

Psychological release Socialization – making

up stories together

Folktales, etc Literacy: Story-

structure understanding – story is still story without pictures or book

Oral Stories – biographic storiesValue of oral stories

Socialization Making friends Keeping friends Defending your story

Working-class kids have more practice at this

Oral language dev.Sometimes more

important to provide than print (Kraus, 2006)

Cultural differencesWorking class:

Emotion verbs Dramatic gestures More frequent stories Parents contradict

untruthMiddle class:

Emotion state words Less frequent but equally

as valued Parents more gentle with

correcting untruths or use technique to let it go

Writing CenterSpecial area for

writingWriting materialsText Drawing materials

Other places for writingBlock area – block

journal

Oral Stories3.3 Oral Storytelling 4

pointsPresent and post story 2/22

Tell an uncommon, 3 to 8 minute story by voice alone, without using felt cutouts or pictures. You cannot use these common stories: Three Little Pigs, Three Billy Goats Gruff, Goldilocks and the Three Bears, Little Red Riding Hood, or the Gingerbread Boy.

Please select a story that appeals to you and seems to fit your personality, and you will enjoy telling it to children for many years into the future.

Begin by saying, “Would you like to hear a story?” and then start, “Once upon a time...” Keep eye contact with your listeners the whole time. At the end, say, “And that was the story of...” or use a standard rhyme, such as, “Snip. Snap. Snout. My tale is told out.”

3 to 8 minutes longunfamiliar to at least two

people in your groupusing the standard any

introductory and closing words.maintaining eye contact with all

listeners.

Physical Science Activity3.6 PHYSICAL SCIENCE (4

pts) Develop a physical science

experiment that you could demonstrate to children. It could involve air, water, light, movement, electricity, etc. The TV programs Mr. Wizard or Bill Nye, books in the library and the supplemental text are sources of ideas. These demonstrate a transformation that the children can observe and participate in a discussion about what will happen, describe the effect, and describe the result.

Demonstrating a transformation in front of the class.

Name each item, giving names to everything the class sees.

Ask description and prediction questions of the class.

What will happen? What is happening now? What happened?

Document the predictions and outcomes for each step.

Long spaces for children to document their understanding and do their own inquiry.

Wed 2/24 Assignment: Post detailed activity plan for teachers to try, including your experience presenting it.

Process Activity 3.1 Process Activity Chart (4

pts) Select food item or something

useful to make that children 3 to 5 years old would enjoy making with as little assistance as possible. Draw pages of a process chart for making that item. Try it out on children (so they can help each other figure out what to do). Use the Demonstration/Do/Review system as explained in class. Display your process chart in the classroom and describe to the group what happened. It must be a multi-step process and NOT the ones done in class or presented in the packet.

REQUIREMENTS a four-year-old child could

prepare the item (dangerous steps excepted) following a demonstration.

one to three words on each frame.

neat primary script printing using lower case letters.

implemented and described orally

Wed 2/24 Assignment: Post pages of illustrated chart

(preferred) or list of steps. Bring illustrated chart to

class.

Due TonightD8: Oral Stories – post online

CCE 125: Program PlanningWed 2/17/10 > Dramatic Play

> Learning Stories> Oral Stories

> DQ 7 reply <-- NODQ 8: Oral Stories

Mon 2/22/10 * Oral Stories: present your story

> Oral Stories > Oral Stories: post a copy of your story. 

Wed 2/24/10 * A 3.1: Process Chart* A 3.6: Physical Science> Picture books

> A 3.1: Process Chart> A 3.6: Physical Science

> A 3.1: Process Chart> A 3.6: Physical Science