Monday & Wednesday 6:30-7:45
North Seattle Community College, IB 1409
CCE 125: Program Planning
Candice Hoyt, Faculty
(206) 715-1878 (until 9 pm)
Office hours by appointment
choyt@sccd.ctc.edu
http://facweb.northseattle.edu/choyt
Syllabus:
• http://facweb.northseattle.edu/choyt/CCE125
Online—Angel:
• http://northseattle.angellearning.com/
• CCE 125 Program Planning (Hoyt - hybrid) W10
 Learning Stories
Wednesday 
Dramatic Play
2/17  Oral Stories
 Writing Center
Learning Stories for CCE 125
 Same as in CCE 135
 But only required to post
when complete
 Can post for feedback
from peers
 Can email to me for
feedback/review up to 48
hours before final is due
Learning Stories for CCE 125
3.4 Learning Story
10 points
 Observe a child or a group of
children engaged in an activity of
their choice. Take photographs of
the stages of their play that began
with the child's initiative. Take
notes on what the child or children
say and do.
 Write a Learning Story for this child
that includes all four parts.
 FORMAT:
 Part 1: The Story
 Part 2: What It Means
 Part 3: Opportunities and
Possibilities
 Part 4: Responses (family, child,
other teachers, children or adults)
 DELIVERABLES:
 (a)
OPTIONAL: Post Part 1 online.
OPTIONAL: Reply to each other.
 (b) DUE 3/1 (4 points):
OPTIONAL: Post Parts 1-3 online.
OPTIONAL: Reply to each other.
 (c) DUE 3/10 (4 point):
OPTIONAL: Post Parts 1-4.
OPTIONAL: Reply to each other.
 (d) DUE 3/15 (2 points):
DUE 3/17 (10 points):
Post complete story online and
present in class.
OPTIONAL: Reply to each other.
Dramatic Play
 Value of dramatic play
 Literacy
 Knowledge (Worch,
Scheuermann & Haney, 2009)
 “Sociodramatic play”
 Problem-solving
 Turn-taking
 Power-playing
 Values (McEntire, 2009,
“Dramatic Play: Bring It Back”)
 Delay of Gratification
(Cemore & Herwig, 2005)
 Performances from
books (Kraus, 2006)
 Cautions
 Gender play – this is
where teachers need to
watch carefully!
(Frawley, 2005)
 Not everyone fits into
the story
 Power-play
Dramatic Play
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Equipment/materials:
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Prop boxes
(Einarsdottir, 1996)
(Stone, 2009/2010)
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Books , songs, movies, …
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Opal school, Portland*
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Writing materials
Text
Drawing materials
Create center based on book they like
No:
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Belts (for little kids)
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Swords, guns
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Interrupts play
Yes:
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Try to have enough to go around
Old clothes – real grown up suits, etc
Clothes for the dolls (to match)
Tutus
Princess/fairy dresses and shoes …
Wigs?
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Yes:
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Scarves
Hats/helmets, cowboy hats
Shoes a little too big, and grown up shoes,
boots
Aprons/vests/capes, wings
Feather boas
Towels & washcloths
Purses
Babies
Sheets for fort-building
Jewelry – Mardi Gras beads
Masquerade masks
Headbands / animals, etc
Animal tails
Face paint – arm paint
Gloves
Oral Stories - Personal history
 Oral stories when you were
young (family/ school).
 Family stories, “when I
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was little”
Not a lot of folktales/
fairytales
Tall tales – stretched the
truth, “autobiographic”
War stories, didn’t like
them as kids
History – story about
previous generations
Fairy tales
 Now – at home or school.
 Family stories w/children
 Current stories, not so
much previous generations
 Reminisce
 Pam surprised about origins
of fairy tales
 New made-up stories
 Make up My Little Pony
story every night
 Winnie the Pooh story each
morning
 Family-created fiction story
 Fairy tales
 Embellished fairy tales
Oral Stories - fiction
 Value of oral stories
 Made-up stories
(Fields, 2000)
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Literacy: Spontaneous
story-creating leads to
writing
Imagination /
inventiveness
Psychological release
Socialization – making up
stories together
 Folktales, etc
 Literacy: Story-structure
understanding – story is
still story without pictures
or book
Oral Stories – biographic stories
 Value of oral stories
 Socialization
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Making friends
Keeping friends
Defending your story
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Working-class kids have
more practice at this
 Oral language dev.
 Sometimes more
important to provide
than print (Kraus, 2006)
 Cultural differences
 Working class:
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Emotion verbs
Dramatic gestures
More frequent stories
Parents contradict untruth
 Middle class:
 Emotion state words
 Less frequent but equally
as valued
 Parents more gentle with
correcting untruths or use
technique to let it go
Writing Center
 Special area for writing
 Writing materials
 Text
 Drawing materials
 Other places for writing
 Block area – block
journal
Oral Stories
 3.3 Oral Storytelling 4 points
Present and post story 2/22
 Tell an uncommon, 3 to 8
minute story by voice alone,
without using felt cutouts or
pictures. You cannot use these
common stories: Three Little
Pigs, Three Billy Goats Gruff,
Goldilocks and the Three Bears,
Little Red Riding Hood, or the
Gingerbread Boy.
 Please select a story that appeals
to you and seems to fit your
personality, and you will enjoy
telling it to children for many
years into the future.
 Begin by saying, “Would you like
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to hear a story?” and then start,
“Once upon a time...” Keep eye
contact with your listeners the
whole time. At the end, say,
“And that was the story of...” or
use a standard rhyme, such as,
“Snip. Snap. Snout. My tale is
told out.”
3 to 8 minutes long
unfamiliar to at least two people
in your group
using the standard any
introductory and closing words.
maintaining eye contact with all
listeners.
Physical Science Activity
3.6 PHYSICAL SCIENCE
(4 pts)
 Develop a physical science experiment
that you could demonstrate to children.
It could involve air, water, light,
movement, electricity, etc. The TV
programs Mr. Wizard or Bill Nye, books
in the library and the supplemental text
are sources of ideas. These demonstrate a
transformation that the children can
observe and participate in a discussion
about what will happen, describe the
effect, and describe the result.
 Demonstrating a transformation in front
of the class.
 Name each item, giving names to
everything the class sees.
 Ask description and prediction
questions of the class.
 What will happen?
 What is happening now?
 What happened?
 Document the predictions and outcomes
for each step.
 Long spaces for children to document
their understanding and do their own
inquiry.
 Wed 2/24 Assignment: Post detailed
activity plan for teachers to try,
including your experience presenting it.
Process Activity
 3.1 Process Activity Chart (4 pts)
 Select food item or something
useful to make that children 3 to 5
years old would enjoy making with
as little assistance as possible. Draw
pages of a process chart for making
that item. Try it out on children (so
they can help each other figure out
what to do). Use the
Demonstration/Do/Review system
as explained in class. Display your
process chart in the classroom and
describe to the group what
happened. It must be a multi-step
process and NOT the ones done in
class or presented in the packet.
 REQUIREMENTS
 a four-year-old child could
prepare the item (dangerous
steps excepted) following a
demonstration.
 one to three words on each
frame.
 neat primary script printing
using lower case letters.
 implemented and described
orally
 Wed 2/24 Assignment:
 Post pages of illustrated chart
(preferred) or list of steps.
 Bring illustrated chart to class.
Due Tonight
D8: Oral Stories – post online
CCE 125: Program Planning
Wed
2/17/10
> Dramatic Play
> Learning Stories
> Oral Stories
> DQ 7 reply <-- NO
DQ 8: Oral Stories
Mon
2/22/10
* Oral Stories: present
your story
Wed
2/24/10
* A 3.1: Process Chart
> A 3.1: Process Chart
> A 3.1: Process Chart
* A 3.6: Physical Science > A 3.6: Physical Science > A 3.6: Physical
> Picture books
Science
> Oral Stories
> Oral Stories: post a
copy of your story.