# data[].attributes.body
infant: observe that the infants are able to use sign language

pg: observe their understanding of the pictorials and demonstrations

n1: observe language used during their interactions

n2: observe how they demonstrate values to their peers through their daily interactions

# data[].attributes.body
infant: observe non-verbal cues

pg: observe their understanding of the daily routines and classroom rules

n1: observe and redirect the language used to express their emotions

n2: observe children’s understanding when expressing their emotions (e.g i want to calm down at the peace corner)

# data[].attributes.body
Differentiated levels in the learning centre baskets for (low, medium and high support children)

Grapheme-phoneme checklist

Reading checklist

Model language during facilitation of learning centre, classroom discussion and sharing (eg, show and tell, current issues, class meeting)

Communication through speaking, writing, drawing

Child-led playtime & music and movement activities, intervene only if necessary. Eg children

# data[].attributes.body
Strand A: Observe children’s verbal communications and non-verbal interactions with peers to better support their language.

Strand C: Observe different learning abilities of children in art and music to improve and differentiate learning plans for different learning needs.

# data[].attributes.body
Stand A: Language and Literacy

Band 3: Allocate resources to support implementations - having readers placed into various levels and children’s name sorted into the various levels according to their abilities.

Band 4: Analyse relevant data and information - observing and assessing children during the weeks 2-4 / 6-8 and assessing and reviewing during week 5 and 9 (mid term and end term). Updating and recording data in literacy checklists.

Strand C: Aesthetics and creative expression

Band 3: Monitor implementation - conducting music/art sessions in small groups and observing participation and skills of children

Band 4: Review design plan and implementation - Evaluating activity and modifying lesson plan according to the children’s needs and ability. Getting children engaged by having parts of the activity to be led by a leader. Using profiles of the children to have the lessons conducted better.

# data[].attributes.body
infant: observe if infants are understanding and responding to educators language

pg: observe children’s understanding and build on their learning dispositions through the use of different 3Rs intentionally/non-intentionally

n1: observe and scaffold appropriate teachable moments (narrate their actions and describe their behaviours)

n2: tailor teaching strategies and activities to support differentiated learning

# data[].attributes.body
Ask questions and see the children’s understanding. Have differentiated learning baskets.

When children are interacting with the learning baskets, we are able to see if children understand the concept.

Checklists and ROLD to access on children’s abilities.

# data[].attributes.body
learning through QA

band 3 - i observe child's participation and communications with peers. then, i will reflect on the lesson through weekly evaluation & think about the t&l strategy used, whether it works well for the children.

band 4 - i use my lesson evaluations to modify my future lessons to ensure that i am using a strategy that works best on the children; to promote their understanding & interactions with peers.

# data[].attributes.body
Strand A

Band 3:

Small group activity

Differentiated instructions for children with varying abilities.

ROLD - recorded observations

Checklist in portfolio

Band 4:

Plan learning baskets and items in environment based on children's varying abilities.

Lesson modification based on children's abilities.

Checklist and portfolio part on communication with parents.

Strand B

Band 3:

ROLD - observation of children

Lesson evaluation in WAP

Band 4:

Lesson modification based on children's abilities

Learning baskets

Inquiry project

# data[].attributes.body
Band3

-Small group activities-learning activities

-differentiated/ modification of activities

-ROLD/Observation

Band 4

-developmental progressive phase (milestone)

# data[].attributes.body
During my implementation, i planned a lesson on 'what are the shapes u can find in the classroom' for my playgroup children. I observed that some children were having difficulty identifying some shapes. Based on my observation, i modified my lesson by providing them with more concrete materials that could help with the interaction and learning of shapes for the children.

# data[].attributes.body
ensuring that there are enough resources for the children during gross motor skills so that the children are actively engaged

# data[].attributes.body
Teachers can write down the needs and interests of children in evaluations and then modify the activities to cater to those needs and interests (e.g. MSD: using 1 block for balancing beams for lower ability, 2 blocks for higher ability; HSH: allowing higher ability children to buddy up with lower ability children to guide them through hand washing steps)

# data[].attributes.body
Motor skills

introduce and demonstrate to children to different skills based on their interests and needs

evaluation - based on our observations, we reflect on the activities and see what we can modify based on the children’s needs.

porfolio - checklist : identify children with additional support

Health & Safety:

wap that includes health and safety activities

make use of the resources to expose children to health and safety

sufficient resources around