Illinois Early Learning Project

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IEL Tip Sheet

Title: The Project Approach: Phase 1—Getting Started
Url: https://illinoisearlylearning.org/tipsheets/projects-phase1/
Languages: English
Spanish Version: El Método de Enseñanza por Proyectos. Fase 1: El inicio del proyecto
https://illinoisearlylearning.org/es/tipsheets/projects-phase1-sp/
Polish Version: Planowanie szkolnych projektów: Część 1- Zaczynamy
https://illinoisearlylearning.org/pl/tipsheets/projects-phase1-pol/
Source of Publisher: Illinois Early Learning Project
Length of article: Short
Setting for which the article is intended: Family Child Care
Child Care Center
Preschool Program
Intended Audience: Teachers/Caregivers
Keywords: Classroom Activities
Curriculum
Early Literacy
Language Arts
Project Approach
Reading Skills
Age Levels:
(the age of the children to whom the article applies).
Preschoolers (Age 3 Through Age 5)
Learning Areas: LANGUAGE ARTS
SCIENCE
ACROSS THE CURRICULUM
PROJECT APPROACH
Goals: 1. Demonstrate increasing competence in oral communication (listening and speaking).
2. Demonstrate understanding and enjoyment of literature.
3. Demonstrate interest in and understanding of informational text.
5. Demonstrate increasing awareness of and competence in emergent writing skills and abilities.
11. Demonstrate curiosity about the world and begin to use the practices of science and engineering to answer questions and solve problems.
Learning Standards: 2.B. Recognize key ideas and details in stories.
2.C. Recognize concepts of books.
3.A. Recognize key ideas and details in nonfiction text.
5.B. Use writing to represent ideas and information.
5.C. Use writing to research and share knowledge.
Benchmarks: 2.C.ECa. Interact with a variety of types of texts (e.g., storybooks, poems, rhymes, songs).
5.B.ECa. With teacher assistance, use a combination of drawing, dictating, or writing to express an opinion about a book or topic.
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.