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Introduction
The level of child engagement in the learning environment will dictate the nature of strategies that might either support or discourage the delivery of the intended instructions. The conference with my student revealed that his engagement level was medium. Some of the identified primary sources of motivation included the presence of other learners, toy cars, and the provision of different playing materials (SiouxFallsSchools, 2016). Increased noise levels and passing by vehicles resulted in distraction. This information could be resourceful in developing a modified curriculum to support and engage the targeted child. The consideration of games and plays, cars, and groups in the learning process are evidence-based strategies that can maximize the level of engagement for the beneficiary.
State Literacy Standards
The selected child could benefit from an effective educational model that seeks to support his literacy skills and positively relate with his classmates. Such standards should be by the guidelines of the selected state. The first literacy standard for the state of New York to consider for the learner is that of physical development and health whereby educators will need to introduce appropriate sporting skills, movement, rhythmic activities, games, and dance (New York State Education Department, 2019). The second standard is the promotion of emotional and social learning. The primary focus for the selected child should be to support the development of self-management and self-awareness competencies.
With these standards in place, the student will record improved physical abilities and be prepared for his future academic goals. The child will also learn how to control his emotions and learn to relate positively with others (SiouxFallsSchools, 2016). The professional should apply the best strategies and develop a targeted teaching intervention that can eventually support the delivery of desirable results (New York State Education Department, 2019). The combination of these two standards to develop the educational plan will meet the demands of the selected child.
Learning Objectives
Educators rely on appropriate objectives to guide their learners and ensure that the intended content is available to them. These benchmarks dictate the activities be completed in class and empower the students to be more involved in the educational process (SiouxFallsSchools, 2016). The selected objectives are presented below.
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The learner should be able to demonstrate competency in various movement and motor skills through the use of rhythmic and lifetime activities.
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The learner should be able to recognize personal strengths, manage his emotions, and portray appropriate self-management abilities.
Learning Activity
The best activity that resonates with the literacy standards outlined above is a play activity that attracts three or more children of a similar age. The teachers will guide the individuals to guide toy cars and engage in subtraction and addition exercises. These activities will guide them to relate positively with others, solve emerging disputes, and collaborate efficiently. The professionals will have to consider additional resources to ensure that timely results are recorded promptly, such as charts with images of vehicles (SiouxFallsSchools, 2016). The nature of this activity should be guided by the childs sources of motivation, such as the presence of other individuals and the inclusion of toys. The teacher in charge of the class should allow the child to pursue his unique interest with coercion and establish associative relations with the other children involved in the play.
References
New York State Education Department. (2019). The New York State first grade learning standards: A resource for school success. Web.
SiouxFallsSchools. (2016). Pettigrew kindergarten Lucy Calkins reading lesson [Video file]. Web.
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