Lesson plans are like sushi: best when made from fresh materials. ~Holly Schoenecker
Articles & Links:
The 4 C's of Learning (21st Century Skills)
6 Things You Must Know About Anchor Charts
Academic Skills are best learned when a person wants or needs them
Anchor Charts: Making Thinking Visible
Applying Developmentally Appropriate Practices
Giving Your Teacher Team a Boost
Is Collaborative PD Time Being Wasted in Schools?
The Lost Art of Teaching Soundly Structured Lessons
North Carolina Foundations Standards and TSG (CC) Alignment
NC Guide for the Early Years, Second Edition
//**No More Worksheets**//, Pre-K Pages article
//**No More Letter of the Week**//, Pre-K Pages article
North Carolina Foundations for Early Learning and Development
Student Friendly Objectives - OWL & Picture Cues
What Kids Need From Grown-ups (But Aren't Getting)
The Worksheet Dilemma: Benefits of Play-Based Curricula, Earlychildhood NEWS article
NPR Ed : NPR "What does playful learning look like?"; "What are the most important skills we need to foster?" ; "What is high-quality preschool to you?"
2021-2022 lesson plan template
2020-2021 example CC Lesson Plan Templates (in-person & remote only classes)
NCPPM (SEFEL) Resources
2021-2022 Pacing Guide
RECAP 19-20 NEW lessons
RECAP (OLD electronic resources)
Exchange Everyday, October 31 , 2017 "The emergence of Lev Vgotsky as a major influence on early childhood education has restored the appreciation of the importance of teaching to child-centered education. Children need a mixture of direction and freedom, direction that teachers provide by guiding children…and by providing the scaffolding (sequencing and steps) for their emerging ideas and skills. The teacher often has to present children with materials and experiences that allow them to move ahead, rather than simply allowing them to do anything in the hopes of discovery.” So wrote Jim Greenman in his very popular book, Caring Spaces, Learning Places now newly revised by Mike Lindstrom. Greenman also described the important role of teacher as listener:
"There is one truth about every educational setting: teachers talk too much and listen too little. In The Joy Luck Club, Amy Tan describes a querulous old aunt, not as hard of hearing, but as hard of listening. Children need teachers who know that what motivates children is to have their questions answered, not the teacher’s. Teachers who stimulate more questions than they ask are truly teaching.
The Lost Art of Teaching Soundly Structured Lessons
“So, what are the widely agreed-upon elements of an effective lesson that are so powerful that researcher and author Robert Marzano insists they should be “routine components” of virtually any lesson in every subject area (including so-called “inquiry” or “project-based” lessons)?
The terms most often used to describe them are recognized by virtually every educator: An effective lesson starts with a carefully-formulated, clearly-stated purpose or “learning objective” accompanied by a brief preview or explanation of why that objective is worth learning and—of particular importance—how it will be assessed. This is followed by “modeling” or “demonstrating”—whereby teachers not only explain but explicitly show students, in very small, deliberately-calibrated steps, how to do the working and thinking necessary to succeed on that day’s assessment. Throughout the lesson, it is imperative that the teacher continually scan the entire room—to ensure that every student is attentive and engaged.
This brings us to the soul of the lesson: the recursive cycle that starts with students applying or practicing each small step that the teacher has just modeled (think "guided practice"). These initial practice attempts must occur under the observant eye of the teacher, who in turn must look to see if the class as a whole is succeeding on each successive step (think "check for understanding"—or "formative assessment"). There are a variety of simple ways to do such formative "checks"—e.g., by simply circulating around the room for a few minutes to see how well a sampling of students are progressing. If not enough students are succeeding—which is often the case—the teacher must resist the understandable (but time-wasting) temptation to begin frantically trying to tutor individual students while the rest of the class waits for the lesson to resume. Instead, when the teacher notes that some students are struggling, he or she must immediately "adjust instruction"—by re-teaching or enlisting students' expertise by having them work in pairs to help each other.”
PLC Support Documents folder
First 5 Days- Building Community
Instructional Support Expectations (Instructional Support Teacher Team -ISTT formerly identified as Literacy Support teacher)
Lesson Plan Expectations
Long Range Plan - Multiple School Master
Long Range Plan - Single School Master
RECAP 19-20 NEW lessons
RECAP (OLD electronic resources)
NCPPM (SEFEL) Resources
Scope and Sequence 19-20
Small Group Planning Templates 2018-2019
OTHER RESOURCES