Illinois Early Learning Project

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Web Article

Title: Helping Children Sketch and Draw from Observation
Url: https://illinoisearlylearning.org/pa/project-planning/children-sketch/
Languages: English
Spanish Version: Cómo ayudar a niños a hacer bosquejos y dibujos de observación
https://illinoisearlylearning.org/es/pa/project-planning/children-sketch-sp/
Length of article: Long
Setting for which the article is intended: Family Child Care
Child Care Center
Preschool Program
Intended Audience: Teachers/Caregivers
Keywords: Art
Classroom Activities
Project Approach
Writing
Age Levels:
(the age of the children to whom the article applies).
Preschoolers (Age 3 Through Age 5)
Learning Areas: LANGUAGE ARTS
MATHEMATICS
SCIENCE
SOCIAL STUDIES
PHYSICAL DEVELOPMENT AND HEALTH
THE ARTS
ENGLISH LANGUAGE LEARNER HOME LANGUAGE DEVELOPMENT
SOCIAL/EMOTIONAL DEVELOPMENT
PROJECT APPROACH
Goals: 1. Demonstrate increasing competence in oral communication (listening and speaking).
4. Demonstrate increasing awareness of and competence in emergent reading skills and abilities.
5. Demonstrate increasing awareness of and competence in emergent writing skills and abilities.
6. Demonstrate and apply a knowledge and sense of numbers, including numeration and operations.
7. Explore measurement of objects and quantities.
9. Explore concepts of geometry and spatial relations.
10. Begin to make predictions and collect data information.
11. Demonstrate curiosity about the world and begin to use the practices of science and engineering to answer questions and solve problems.
12. Explore concepts and information about the physical, earth, and life sciences.
13. Understand important connections and understandings in science and engineering.
14. Understand some concepts related to citizenship.
16. Develop an awareness of the self and his or her uniqueness and individuality.
19. Acquire movement skills and understand concepts needed to explore the environment, support learning, and engage in health-enhancing physical activity.
25. Gain exposure to and explore the arts.
26. Understand that the arts can be used to communicate ideas and emotions.
29. Use the home language to make connections and reinforce knowledge and skills across academic and social areas.
30. Develop self-management skills to achieve school and life success and develop positive relationships with others.
31. Use social-awareness and interpersonal skills to establish and maintain positive relationships.
Learning Standards: 1.A. Demonstrate understanding through age-appropriate responses.
1.B. Communicate effectively using language appropriate to the situation and audience.
5.B. Use writing to represent ideas and information.
5.C. Use writing to research and share knowledge.
6.A. Demonstrate beginning understanding of numbers, number names, and numerals.
6.D. Compare quantities using appropriate vocabulary terms.
7.A. Measure objects and quantities using direct comparison methods and nonstandard units.
9.B. Demonstrate an understanding of location and ordinal position, using appropriate vocabulary.
10.A. Generate questions and processes for answering them.
10.B. Organize and describe data and information.
11.A. Develop beginning skills in the use of science and engineering practices, such as observing, asking questions, solving problems, and drawing conclusions.
12.A. Understand that living things grow and change.
12.C. Explore the physical properties of objects.
12.E. Explore concepts and information related to the Earth, including ways to take care of our planet.
13.B. Use tools and technology to assist with science and engineering investigations.
14.A. Understand what it means to be a member of a group and community.
16.A. Explore his or her self and personal history.
19.A. Demonstrate physical competency and control of large and small muscles.
19.B. Demonstrate awareness and coordination of body movements.
19.C. Demonstrate knowledge of rules and safety during activity.
25.A. Investigate, begin to appreciate, and participate in the arts.
26.B. Understand ways to express meaning through the arts.
29.A. Use the home language to attain benchmarks across all the learning areas and to build upon and develop transferable language and literacy skills.
30.A. Identify and manage one’s emotions and behavior.
30.B. Recognize own uniqueness and personal qualities.
30.C. Demonstrate skills related to successful personal and school outcomes.
31.C. Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.
Benchmarks: 1.A.ECa. Follow simple one-, two- and three-step directions.
1.A.ECc. Provide comments relevant to the context.
1.B.ECa. Use language for a variety of purposes.
1.B.ECb. With teacher assistance, participate in collaborative conversations with diverse partners (e.g., peers and adults in both small and large groups) about age-appropriate topics and texts.
1.B.ECc. Continue a conversation through two or more exchanges.
5.B.ECb. With teacher assistance, use a combination of drawing, dictating, or writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
5.B.ECc. With teacher assistance, use a combination of drawing, dictating, or writing to narrate a single event and provide a reaction to what happened.
5.C.ECa. Participate in group projects or units of study designed to learn about a topic of interest.
5.C.ECb. With teacher assistance, recall factual information and share that information through drawing, dictation, or writing.
6.A.ECd. Connect numbers to quantities they represent using physical models and informal representations.
6.D.ECb. Describe comparisons with appropriate vocabulary, such as “more”, “less”, “greater than”, “fewer”, “equal to”, or “same as”.
7.A.ECc. Use vocabulary that describes and compares length, height, weight, capacity, and size.
9.B.ECa. Show understanding of location and ordinal position.
10.A.ECb. Gather data about themselves and their surroundings to answer meaningful questions.
10.B.ECa. Organize, represent, and analyze information using concrete objects, pictures, and graphs, with teacher support.
11.A.ECb. Develop and use models to represent their ideas, observations, and explanations through approaches such as drawing, building, or modeling with clay.
11.A.ECc. Plan and carry out simple investigations.
11.A.ECd. Collect, describe, compare, and record information from observations and investigations.
12.A.ECa. Observe, investigate, describe, and categorize living things.
12.A.ECb. Show an awareness of changes that occur in oneself and the environment.
12.C.ECa. Identify, describe, and compare the physical properties of objects.
12.E.ECa. Observe and describe characteristics of earth, water, and air.
13.B.ECb. Become familiar with technological tools that can aid in scientific inquiry.
14.A.ECa. Recognize the reasons for rules in the home and early childhood environment and for laws in the community.
16.A.ECa. Recall information about the immediate past.
19.A.ECd. Use eye-hand coordination to perform tasks.
19.A.ECe. Use writing and drawing tools with some control.
19.B.ECa. Coordinate movements to perform complex tasks.
19.C.ECa. Follow simple safety rules while participating in activities.
25.A.ECd. Visual Arts: Investigate and participate in activities using visual arts materials.
26.B.ECa. Use creative arts as an avenue for self-expression.
29.A.ECb. With adult support, begin to bridge home language and English to demonstrate progress in meeting IELDS.
30.A.ECb. Use appropriate communication skills when expressing needs, wants, and feelings.
30.A.ECe. Use materials with purpose, safety, and respect.
30.C.ECa. Exhibit eagerness and curiosity as a learner.
30.C.ECb. Demonstrate persistence and creativity in seeking solutions to problems.
30.C.ECd. Demonstrate engagement and sustained attention in activities.
31.C.ECa. Begin to share materials and experiences and take turns.