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Geometry in the early childhood classroom is more than just identifying and naming shapes. Students learn to identify
shapes in the environment, think about shapes in terms of position, combine two or more shapes to make a new shape, and even create their own 2D and 3D shapes. Educators can make this learning hands-on and interactive to increase
engagement.
For this assignment, use the “COE Lesson Plan Template” (attached) to develop two lesson plans that focus on geometry
for the students in your field experience classroom (2nd-grade classroom). One of the lessons must include an additional
core content area (reading, writing, science, social studies). Select at least two Illinois state geometry standards and one
other content area standard for the 2nd-grade class level.
In addition, write a 150-250 word reflection discussing professional practices related to the ethical and responsible use of
data for the following:
Planning and revising instruction
Identifying the need for differentiation or accommodations
Providing students meaningful feedback
Improving student outcomes
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the
expectations for successful completion.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies and professional standards:
BS Early Childhood Education ITL/NITL
2.3 Utilize current tools and resources to support learner development across content areas, connecting core subjects into meaningful learning experiences. [NAEYC 4b; InTASC 5(a), 5(c), 5(h), 5(i), 5(j), 5(l), 5(n), 5(p); ISTE-T 1c]
3.2 Plan instruction that uses effective strategies and resources to meet the needs of individuals and groups of students
for early education. [NAEYC 4b; InTASC 7(b), 7(c), 7(k), 7(n), 8(a), 8(g), 8(l), 8(n), 8(o), 8(r); GCU Mission Critical 2]
4.4 Continuously monitor student learning by analyzing data and adjusting instruction to provide meaningful feedback to
students. [NAEYC 3b; InTASC 6(d), 6(f), 6(g), 6(l), 6(m), 6(n), 6(q), 6(s), 8(b)]
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