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The Live Oak Curridulum:A Guide to Preschool Planning in the Heterogeneous Classroom

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The Live Oak Curridulum:A Guide to Preschool Planning in the Heterogeneous Classroom DOCUMENT RESUME ED 136 530 EC 100 258 AUTHOR Meyers, Celeste, Ed. TITLE The Live Oak Curridulum:A Guide to Preschool Planning in the Heterogeneous Classroom. INSTITUTION Alpha Plus Corp., Piedmont, Calif. SPONS AGENCY Office of Education (DHEW), Washington, D.C. PUB DATE 77 GRANT OEG-0-74-0529 NOTE 354p.:; For related informationsee EC 100 259 and EC 100 260 AVAILABLE FROMCircle Preschool, 9 Lake Avenue, Piedmont, California 94611 ($20.00, includes Individual Assessment) EDRS PRICE MF-$0.83 HC-$19.41 Plus Postage. DESCRIPTORS *Class Activities; Cooking Instruction; *Curriculum Guides; Dramatics; Early Childhood Education; *Handicapped Children; Handicrafts; language Arts; Mathematics; Motor Development; Music Activities; *Preschool Education; Regular Class Placement; Science Activities IDENTIFIERS Education of the Handicapped Act ABSTRACT Presented is a curriculum guide for preschool programs serving both handicapped and nonhandicapped children. It is explained that the guide is intended to suggest classroom activities vhich will strengthen existing skills andencourage development of new skills. The guide presents information on objectives, materials and procedures for the following nine programareas (with sample activities in parentheses): materials (vegetable printing, carpentry, and lipstick murals); self image/multi-cultural (life-size . self-portraits, parade preparation for Chinese New Year); language arts (matching and sorting by sight, sequencing pictures, storytelling); dramatic arts (puppet shovs, role playing, story dramatization); movement (pre-relay races, creativegames, memory games); music (songs to encourage group spirit, foster rhythm, and teach concepts); mathematics (number puzzle, geometric shape houses, ordering objects by size); science (magnets, environmental collage, anatomy activities); and cooking (recipes which emphasize measurements, na-cook recipes, and recipes which emph.asize sensory experiences). (CL) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. * *********************************************************************** 1 - .1F,:...1b140.170.741161.-a..__.... AK'.4 ...WPM*/ 4*. AM; rk.1114e 01:1 -sae . - - ED 1.1 - Acknowledgments The lesson plans in this Curriculum Guide are drawn from actilrities which were done at Circle and recorded by teachers in daily worksheet. The contributors, too numerous 1-0 mention individually, include alnaost every teacher, aide, or volunteer who has worked at Circle over the Paat ten years. In 1973, Circle received a three-year grant from the U.S. Office of Education to develop a model program for integrzAing handicapped children into regular preschool classrooms.During the first year of thQ project we compiled, from a variety of developmental scales, a skills checklist, the Child Assessment List, to serve as a guide in planning fclt individual children. Lesson plans were cross-referenced to the Child Assessment List by the project staff: Alicia Fazio, Nancy Giesseman, Jack Hai ley, Sliztkli Hering, Su Isaacson, and Gary Curtis Turchin. Suzanne Hering revc.evied and revised these lesson plans in preparation for classroom field testing. These lesson plans, with specific multi-level objectives, were ted and evaluated by teachers at Circle: Jack Bannon, Michael Beck, Ma 1.111Q Char rie re, Steve Johnson, Jeanie Kates, Len Leschander, Eliot Nfargoli Dawn Maskill, Celeste Myers, Anne Oliver, Severina Haway Omega, r'ile s Whitesides, and Dorothy Woods. Selected sample lesson plan packets were field tested by other pre- school programs: Jefferson Preschool, Lincoln Children's Center of the Oakland Public Schools, and Southern Alameda County Headstart. Many people were involved in compiling evaluations, incorpnratmg Writin suggestions and variations, filling gaps, rewriting, clarifying, and g unit introductions.Although the result is a groduct of group efforts, "IN contributions in particular areas deserve recognition. Jack Bannon, for preschool plays in the Dramatic Arts Unit. Michael Beck, for the self-portraits in the Self-Image Unit. Nancy Giesseman, for reviewing objectives, rewrites,organizatiotk, many large group activities, and the anatomy lesson plans in the 5cience Unit.Illustrations. Jack Hai ley, for providing the coordination and impeths forfield testing, and the format and introduction to the Language Arts tflut. 3 Steve Johnson, forrescuing many mundane lesson plans from elimination by addingto them theimaginative touches which make activities appealing tokids. Len Leschander,for theChinese New Years activities in the Self-Image Unit. Anne Oliver, formuch organizingand rewriting throughout and particularly the formatand many lesson plans in Cooking and Music. Susy Pajunen, forillustration and for typing from the most indecipherable draftr everwritten, with patience, humor, and sound judgment. Doug Weiselman,for musical notation of melodies and guitar chords in the MusicUnit. INTRODUCTION The Curriculum Guide is based on a ten year accumulation of lesson plans and activities at Circle Preschool. During the three years of our grant for handicapped children, we compiled the skills checklist to aid in planning for, and monitoring progress of, children with special needs in the regular classroom. The Assessment List is designed to answer the following questions: What skills does the child have? What skills can be expected to emerge next? The Curriculum Guide is designed.to provide the kinds of activities within the classroom which will support and reinforce existing skills and foster the development of emerging skills. The Curriculum Guide describes preschool activities in developmental terms and without segregating children by age or ability;it allows children to participate in whatever way they can and be successful.Circle is committed to an integrated education -- in age, economic background, and ability.Our model is based on three premises: 1.Development occurs in essentially the same sequence, though at different rates, in all children, and often at different rates for different skills in the same child. Z.Children learn from each other, and the opportunities for learning expand with the heterogeneity of the group. 3.The teacher plays an active role in helping the child structure the world, develop new skills, learn about cause and effect, and explore new alternatives. PROGRAM A brief outline of our school routine will be useful in providing a context for using the assessment and curriculum materials. Understanding our format will make it easier to see how activities may be adapted to the needs of pro- grams with different schedules and resources. The three hour session at Circle includes times for outdoor play, free play time inside, snack, group time, and projects. Outside Time: Our mild climate allows us to be outside almost every day.During the time the children are outside we are able to have, in.addition to the swings, slide, climber, and sandbox, other activities such as carpentry and painting.Generally, teachers play an unobtrusive role in the outdoor activities. 5 . The fact that there cannot be a swing and a trike for every child makes outside play a natural for learning social skills -- sharing, taking turns, etc. Teachers may take advantage of this time to help children work out social interactions, develop friendships, and learn appropriate language skills for interacting with peers. Inside Free Play: During these periods, children make use of the playhouse and block areas or play with puzzles or similar materials. We rotate the free play materials when interest wanes. Arts and crafts supplies are also within a r:hild's reach. Someone may read stories in the book corner. Typically, teachei s set out an activity which is not available at all times and which requires a little supervision -- water colors, playdough, parquetry blocks, a water or sand table, balance scales, battery boards, etc. Social and self-help skills such as proper use of materials, sharing, and clean-up are emphasized in this activity period. Again, teachers may use this time to work with an individual child, especially in language and sell-help skills.For example, a teacher may join a child who is doing a puzzle, narrate the child's actions, label objects in. the puzzle, and encourage spontaneous or imitative language from the child. Snack Time goals are more likely to be social than nutritional.Eating should be relaxed, slow-paced, and pleasant. One way to foster this atmos- phere is to develop a routine which is followed consistently.For example, children wash hands and choose a place at one of the tables.The children stand behind their chairs until everyone has found a place.Then everyone sits down. As the routine becomes familiar, each step becomes more elaborate.Before sitting down, the children might hold hands to make a circle around the table and listen for a particular sound (e.g. cars passing, an object dropped) which serves as the signal tO be seated.Early in the year, snack is set out at the
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