Curriculum Experience Plan

Name _Gaby Comayagua__

Activity/Experience Name

____Literacey Flannel Board_____

INTENTIONS FOR LEARNING

Goal(s): Describe the general or long-term developmental focus of this experience.
List the California Preschool Learning Foundation(s) or California Infant/Toddler Learning
and Development Foundation(s) here:

The goal for this activity is for the children to be able to understand simple literacy concepts. The
children will also be making seeing connections between prints and text. Children will be
recognizing print conventions through the felt pieces and understanding that print carries specific
meaning by using the flannel pieces with the book (1.1). They will be Demonstrating]
knowledge of details in a familiar story, including characters, events, and ordering of events
through answering questions (particularly summarizing, predicting, and inferencing), retelling,
re enacting, or creating artwork. (4.1). With the book, the children will be able to expand their
understanding of letters and words.

Objectives: What specific and observable concepts or skills will the child learn, explore, or
discover? The child will be able to List the Preschool DRDP Measure(s) or Infant/Toddler
DRDP measure(s) here:

By following along with the book with their own flannel puppets, the children will be having
Comprehension of Age-Appropriate Text (LLD6) and have an understanding about prints (LLD7)
and phonological awareness (LLD8).

EXPERIENCE PLAN
Activity Description:

For this activity, I will be reading the children a book about the Alphabet. I will be making a flannel
board that will go along with the book. The children will be involved with the reading process, they
will be given a flannel piece and will have to attach their piece to the corresponding image on the
flannel board. For example, if a child has the letter A then they will match it to the arm because
the book uses that as the example. Once I have read the book to the children, we will sing the
A,B,Cs and say the items that correspond to each letter.
Invitational Set-up: How will the experience be presented to invite participation or provoke
interest? (Provide a photograph of the set-up).

I will present the activity by showing them the book during circle time. I will then take out the
flannel board and pieces which will hopefully give them the idea that we will be reading a book
and looking at a flannel board. I will then be giving each child a letter and I will explain to them
that they have to match their letter with the pieces on the flannel board.

Specific vocabulary, teaching strategies, and open-ended questions you will keep in mind
(Using your textbook and/or Curriculum Frameworks, list specific ways you will promote
problem-solving and critical thinking beyond a simple recall of facts):
For this activity, I will be reading the children a literacy concept book. Throughout the book I will
be interacting with the children and asking them open ended questions. Some questions might
be, what else begins with this letter or what in this classroom starts with this letter . The children
will also be interacting with the reading of the book by having a flannel piece and placing it on the
board when it's their part.
This activity will be focusing on Volume 1, literacy. I will be reading a book to the children and
showing them flannel figures that go along with the book. This will allow the children to see that
words have meanings (2.0 Phonological awareness). Within using the flannel pieces and
connecting their images with the books and the text, the children will be learning about (1.0
concepts and prints). Having the children follow along with the book will also allow them to have a
better understanding of the book and have (4.0comprehension and analysis).

How is this experience personalized (i.e. modified) to meet the varying developmental and
individual needs of the children in your class? (e.g., older children, younger children,
specific needs or interests?)
For this activity the children will have to match their letter to the matching image that begins with
their letter. If a child does not know which image to attach their letter to then I will provide
assistance by showing them the books image and/or having the word printed below the image
with the first letter in bold.
Specific materials needed that are not already accessible to children:

the children do not need anything for this activity, I will be bringing in all of the materials:

- flannel
- ABCers by Carole Lexa Schaefer
REFLECTION/EVALUATION
What did you do well?

I felt that the finishing outcome of the flannel pieces came out how I wanted them to be. The
children were also able to follow along with the story and they remained interested, throughout. I
had the children interact with the process by giving them each a letter and they would match it to
the corresponding image. Each child was able to wait their turn and place their letter to the
corresponding piece. I also felt that I read the story with enthusiasm and kept the children
interested in the story.
How did the children respond to the experience presented? (Describe your observations
of childrens words and actions) What worked? What was difficult? Were there any
surprises?
Coming into this activity, I was nervous that the children were not going to be able to sit
throughout the activity because it was right after their group time. Although, the children did
surprise me, they all sat down and listened to the story. In this activity, I gave the children a letter
in which they had to match it with the corresponding image, once it was their turn. Each child was
able to wait their turn and match their letter. Some of the children needed some guidance to
match their letter which I gave by showing them the image in the book and repeating the images
name.

What additions or changes would you make if you were to do this activity again? What did
the children teach you (e.g. about curriculum, teaching, or children)?
If I were to redo this activity, I would set up the flannel board before the children are
present. It took me a while to put all of the images onto the board and I kept the children
waiting. I had also printed out the words of the images with the beginning letter in bold,
so the children would be able to recognize the matching letter and see the textual word. I
learned that children are capable of handling tasks; I was worried that they were not
going to be able to wait their turn to match the letter but they each did it with ease.