Activity Plan

Use this form to complete each of the plans for children. Highlight the age it is intended for, and the type of
activity. The boxes will expand to fit your responses.

NWTC Student Name: Ashley Villarreal

Date: 11/30/12

Learning Experience/Activity Title and Explain Activity Briefly:

Shape recognition: Show the children shapes and ask them questions about them to help them learn to
classify and recognize shapes in the everyday world around them.
Who are you planning for (highlight or circle):

Age range: Infant (B- 12 mo.) Toddler (12-35 mo.) Preschool (3-5 yrs.)
Individual child

Small group

School-age (6-8 yrs)

Large group

Curriculum Subject Area (highlight or circle):

Physical:

Large motor

Communication:
Creative Arts:
Inquiry:

Fine motor

Language
Visual

Math

Literacy

Music

Science

Sensory

Creative movement
Social studies

Rationale: (Why are you doing this activity?)

What interests and skills have you observed that led to planning this activity? How is it developmentally
appropriate? What is the child(ren)s current level of skills?
How does it fit into your overall curriculum goals? What is your goal for the child(ren)s performance?
)

Rationale: Some children have been talking about the shapes they are finding around the classroom.
It is developmentally appropriate because the children are sometimes not able to correctly label some
of the shapes. Currently the children are able to name some shapes but may not do so accurately.
It fits into my overall curriculum goals by working on the childrens math concepts. My goal for the
childrens performance is for them to be able to label different shapes and identify them in their
everyday world around them.

Name the WMELS Developmental Domain, the Performance Standard, and the Developmental
Expectation that best meets your goal. Identify 1-3 that best fit the activity.
Developmental Domain:
Mathematical Thinking

Developmental Domain:

Developmental Domain:

Performance Standard(s): B.EL.3

Explores, recognizes and describes
shapes and spatial relationships

Performance Standard(s):

Performance Standard(s):

Revised 5-30-12

Developmental Expectation (from

Developmental Continuum):

Developmental Expectation (from

Developmental Continuum):

Developmental Expectation (from

Developmental Continuum):

Recognizes basic shapes

Behavioral/Learning Objectives: (What will the child or children do during this activity to meet the
goals? Refer to specific concepts to be learned in the curriculum subject area or specific skills in the
developmental domain.) You may not use all the spaces. They are there if you need them.
The child will: view shapes and be asked to name them.

The child will: be shown everyday objects (door) and talk about the shape.

The child will:

The child will:

How to Prepare: This will include materials and equipment needed, the setting (where your activity will
take place) and time (Length of activity)
Materials/Equipment:

Laminated pre cutout shapes

Setting: (where will this activity take place)

On the carpet at circle time.

Time Needed for Activity: 15 minutes
How to Teach: This will include your introduction, your procedures and your conclusion

Motivation/Introduction: (How are you going to capture the childs attention so that they are eager
to do this activity? (Refer to the play interests and emerging skills you identified under your
rationale.) DESCRIBE what you will do to get children excited and interested in the activity.
After doing morning circle ask the children what the topic is for the week and show them the cut out
shapes and allow them to pass them around and look at them. Allow time for questions and
conversation.
Procedure: (This should read like a recipe listing everything you and the children will do, and it
should read like a script giving examples of what you will say to support child engagement,
promote skill practice and mastery, reinforce concepts, etc.)
Introduce the shapes
pass around the shapes
Ask the children to name the shapes.
Tell the children the correct name of the shapes.
Ask them what is the same and different about the shapes comparing them side by side.
Ask them and show them different objects and items in the room and discuss the shape of them.
Revised 5-30-12

Closure/Transition: How will you know when it is time to end the activity? When the activity is
done, how will you finish it? What will you do or say to end the lesson so you know if the children
understood the lesson or the concepts you presenting to them?
At the end of the lesson I will tell the children I will show them a shape and they will be able to tell
me what they think it is then they may choose an area to go play in.

Evaluation: How will you know that what you did worked or whether or not your plan worked?
This should relate to your objectives.
Objective: Use objective
from first part of your plan.
Show the children shapes
and ask them questions
about them to help them
learn to classify and
recognize shapes in the
everyday world around
them.

Evidence of Learning: Things a

child might do or say if objectives
were met (during the activity or after)
The children might: say look these
blocks are squares and this one is a
circle.

How to document this

evidence: Observations, work
samples, teacher questions,
photos
Ask the children what the
shape is and have them
verbally name it. Take
anecdotal notes of the child
talking about shapes.

Rating Scale
2: Criteria is met fully.
1: Adequate; meets requirements, some revision may be recommended.
0: Does not meet criterion.
Scoring Guide
Criteria
Student name, activity title and description is included
Age group and type of activity is indicated
Curriculum subject area(s) are indicated
Rationale for activity is included and appropriately justifies
activity
WMELS Domains (1-3) are indicated and appropriate

Student
Rating
Yes 1
Yes 1
Yes 1
Yes 2
Yes 2

WMELS Performance Standards are indicated and appropriate

Yes 2

WMELS Developmental Expectations for behavior are indicated

and appropriate
Behavioral/Learning Objectives of activity are included and
appropriate
Plan includes appropriate preparation strategies for setting,

Yes 2

Revised 5-30-12

Yes 2
Yes 2

Instructor
Rating
Yes 1 No 0
Yes 1 No 0
Yes 1 No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1

material and time

Appropriate motivation/introduction of activity is included

Yes 2

Appropriate and clear procedures for activity are included, and

identify teacher comments, prompts and explanations
Teacher strategies described in procedure include appropriate
balance between adult supported and child-directed learning and
support identified objectives
Appropriate closure & transition strategies are included

Yes 2

Evaluation strategies of the activity are included and indicate

appropriate examples of child behavior that provide evidence of
learning
Evaluation strategies of the activity are included and indicate
appropriate types of documentation evidence
Self assessment is completed and included with the assignment

Yes 2

Assignment is submitted on time

More points may be deducted for very late work
Total points ____30___/30

Yes 1

Revised 5-30-12

Yes 2
Yes 2

Yes 2
Yes 2

No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 1 No 0

Activity Plan
Use this form to complete each of the plans for children. Highlight the age it is intended for, and the type of
activity. The boxes will expand to fit your responses.

NWTC Student Name: Ashley Villarreal

Date: 12/5/12

Learning Experience/Activity Title and Explain Activity Briefly:

Doll dress up: The child will work on fine motor skills as well as being able to work on dressing and
matching clothing items together.
Who are you planning for (highlight or circle):

Age range: Infant (B- 12 mo.) Toddler (12-35 mo.) Preschool (3-5 yrs.)
Individual child

Small group

School-age (6-8 yrs)

Large group

Curriculum Subject Area (highlight or circle):

Physical:

Large motor

Communication:
Creative Arts:
Inquiry:

Math

Fine motor

Language
Visual

Literacy

Music

Science

Sensory

Creative movement
Social studies

Rationale: (Why are you doing this activity?)

What interests and skills have you observed that led to planning this activity? How is it developmentally
appropriate? What is the child(ren)s current level of skills?
How does it fit into your overall curriculum goals? What is your goal for the child(ren)s performance?
)

Rationale: We are currently working on getting dressed to go outside and children are becoming more
independent. This is leading to children wanting to dress themselves at home and picking out their
own clothing. The activity is appropriate because they are able to see different choices and place
them on a doll and talk through why they work or do not work. The current level is that the children
are able to pick things out but they need work on knowing what is good for what time of year. It fits
into my overall curriculum goal by helping the children work on their fine motor skills and to learn
about themselves and their bodies. My goals is to have the children have a better understanding of
what type of clothes they should wear when. Ex: pants when its cold, shorts when its hot.

Name the WMELS Developmental Domain, the Performance Standard, and the Developmental
Expectation that best meets your goal. Identify 1-3 that best fit the activity.
Developmental Domain: motor
development

Developmental Domain:

Developmental Domain:

Performance Standard(s): B.EL.2

Exhibits eye-hand coordination,
strength, control, and object
manipulation

Performance Standard(s):

Performance Standard(s):

Revised 5-30-12

Developmental Expectation (from

Developmental Continuum):

Developmental Expectation (from

Developmental Continuum):

Developmental Expectation (from

Developmental Continuum):

Performs simple fine motor

skills and manipulates smaller
objects with increasing control
Behavioral/Learning Objectives: (What will the child or children do during this activity to meet the
goals? Refer to specific concepts to be learned in the curriculum subject area or specific skills in the
developmental domain.) You may not use all the spaces. They are there if you need them.
The child will: The child will use the pincher grasp to pick up the pieces and place them on the doll.

The child will:

The child will:

The child will:

How to Prepare: This will include materials and equipment needed, the setting (where your activity will
take place) and time (Length of activity)
Materials/Equipment:

Flannel dolls
Cleared off table
Setting: (where will this activity take place)

The activity will be in at a table top in a one on one setting.

Time Needed for Activity:
Ten minutes
How to Teach: This will include your introduction, your procedures and your conclusion

Motivation/Introduction: (How are you going to capture the childs attention so that they are eager
to do this activity? (Refer to the play interests and emerging skills you identified under your
rationale.) DESCRIBE what you will do to get children excited and interested in the activity.
I will introduce the doll dressing area during circle time and allow the children to see the new toy. I
will tell them that I will allow them to come over and play with it with me if they choose to. For the
children who do come over I will work with them on what appropriate clothing is for what season.
Procedure: (This should read like a recipe listing everything you and the children will do, and it
should read like a script giving examples of what you will say to support child engagement,
promote skill practice and mastery, reinforce concepts, etc.)
set dolls out
Set doll clothes out
Set 2 chairs out
Revised 5-30-12

Introduce activity
Sit and allow children time to come over. While waiting play with the dolls to peak interest.
Allow time for the child to just play however they want with the dolls.
Start to ask questions and suggest outfits.
Allow child time to put these together.
Ask the child if they would wear the outfit in warm or cold weather.
Ask the child if the outfit matches.

Closure/Transition: How will you know when it is time to end the activity? When the activity is
done, how will you finish it? What will you do or say to end the lesson so you know if the children
understood the lesson or the concepts you presenting to them?
I would know it is time for the activity to end by the child saying they are done or wanting to move
onto another activity. I will tell the child they may be done but they need to make sure to clean up
their space, then ask them to tell me what their favorite thing to wear is before they move onto the
next thing. I will ask them if it is ok to wear a certain type of outfit in a certain type of weather to see
if they understand what we went through.

Evaluation: How will you know that what you did worked or whether or not your plan worked?
This should relate to your objectives.
Objective: Use objective
from first part of your plan.
The child will work on fine
motor skills as well as
being able to work on
dressing and matching
clothing items together.

Evidence of Learning: Things a

child might do or say if objectives
were met (during the activity or after)
The children might:

How to document this

evidence: Observations, work
samples, teacher questions,
photos

Say something they wear during a

certain time of year but not in others.
Like I dont wear shorts now because
its too cold.

I would use teacher questions

to document the evidence.

Rating Scale
2: Criteria is met fully.
1: Adequate; meets requirements, some revision may be recommended.
0: Does not meet criterion.
Scoring Guide
Criteria
Student name, activity title and description is included
Age group and type of activity is indicated
Curriculum subject area(s) are indicated
Rationale for activity is included and appropriately justifies
activity
Revised 5-30-12

Student
Rating
Yes 1
Yes 1
Yes 1
Yes 2

Instructor
Rating
Yes 1 No 0
Yes 1 No 0
Yes 1 No 0
Yes 2 1
No 0

WMELS Domains (1-3) are indicated and appropriate

Yes 2

WMELS Performance Standards are indicated and appropriate

Yes 2

WMELS Developmental Expectations for behavior are indicated

and appropriate
Behavioral/Learning Objectives of activity are included and
appropriate
Plan includes appropriate preparation strategies for setting,
material and time
Appropriate motivation/introduction of activity is included

Yes 2

Appropriate and clear procedures for activity are included, and

identify teacher comments, prompts and explanations
Teacher strategies described in procedure include appropriate
balance between adult supported and child-directed learning and
support identified objectives
Appropriate closure & transition strategies are included

Yes 2

Evaluation strategies of the activity are included and indicate

appropriate examples of child behavior that provide evidence of
learning
Evaluation strategies of the activity are included and indicate
appropriate types of documentation evidence
Self assessment is completed and included with the assignment

Yes 2

Assignment is submitted on time

More points may be deducted for very late work
Total points ___30____/30

Yes 1

Revised 5-30-12

Yes 2
Yes 2
Yes 2

Yes 2
Yes 2

Yes 2
Yes 2

Yes 2
No 0
Yes 2
No 0
Yes 2
No 0
Yes 2
No 0
Yes 2
No 0
Yes 2
No 0
Yes 2
No 0
Yes 2
No 0

1
1
1
1
1
1
1
1

Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 1 No 0

Activity Plan
Use this form to complete each of the plans for children. Highlight the age it is intended for, and the type of
activity. The boxes will expand to fit your responses.

NWTC Student Name: Ashley Villarreal

Date: 12/5/12

Learning Experience/Activity Title and Explain Activity Briefly:

All about self: Read a book with the child all about themselves and their body parts. I would
read a book with the child that shows pictures of babies that labels their body parts such as
hands, feet, face, arm, leg etc. Then as I read it touch those parts of the child and make it
interactive.
Who are you planning for (highlight or circle):

Age range: Infant (B- 12 mo.) Toddler (12-35 mo.) Preschool (3-5 yrs.)
Individual child

Small group

School-age (6-8 yrs)

Large group

Curriculum Subject Area (highlight or circle):

Physical:

Large motor

Communication:
Creative Arts:
Inquiry:

Math

Fine motor

Language
Visual

Literacy

Music

Science

Sensory

Creative movement
Social studies

Rationale: (Why are you doing this activity?)

What interests and skills have you observed that led to planning this activity? How is it developmentally
appropriate? What is the child(ren)s current level of skills?
How does it fit into your overall curriculum goals? What is your goal for the child(ren)s performance?
)

Rationale:
Babies are always exploring their bodies and different parts of them as they start to notice
them. It is appropriate because young children learn early on to explore a sense of self. It helps
to fit into my overall by teaching the child about a sense of self and working on their literacy
with reading. My goal is for the child to begin to explore different body parts that have been
pointed out.
Name the WMELS Developmental Domain, the Performance Standard, and the Developmental
Expectation that best meets your goal. Identify 1-3 that best fit the activity.
Developmental Domain: Early
Literacy

Developmental Domain: Early

Literacy

Developmental Domain: Curiosity,

engagement and persistence

Performance Standard(s): C.EL.1

shows an appreciation of books
and understands how print works

Performance Standard(s): C.EL.3a

Develops phonological awareness

Performance Standard(s): A.EL.1

displays curiosity, risk-taking and
willingness to engage in new
experiences

Revised 5-30-12

Developmental Expectation (from

Developmental Continuum):

Developmental Expectation (from

Developmental Continuum):

Developmental Expectation (from

Developmental Continuum):

Explores and enjoys books

Enjoys and responds to

frequently said sounds, words,
and rhymes.

Exhibits brief interest in people

and things in their surroundings

Behavioral/Learning Objectives: (What will the child or children do during this activity to meet the
goals? Refer to specific concepts to be learned in the curriculum subject area or specific skills in the
developmental domain.) You may not use all the spaces. They are there if you need them.
The child will: hold book and explore it.

The child will: move body to words spoken by teacher.

The child will: look around the room and at the teacher with interest.

The child will:

How to Prepare: This will include materials and equipment needed, the setting (where your activity will
take place) and time (Length of activity)
Materials/Equipment:

Book about babies and their bodies

Setting: (where will this activity take place)

In a rocking chair in the classroom

Time Needed for Activity:
5-10 min depending on child.
How to Teach: This will include your introduction, your procedures and your conclusion

Motivation/Introduction: (How are you going to capture the childs attention so that they are eager
to do this activity? (Refer to the play interests and emerging skills you identified under your
rationale.) DESCRIBE what you will do to get children excited and interested in the activity.
I will sit by the child and show them the book. I will set the book by the child and see if they have
interest in it. I will open it up and show them pictures and allow them to explore the book.
Procedure: (This should read like a recipe listing everything you and the children will do, and it
should read like a script giving examples of what you will say to support child engagement,
promote skill practice and mastery, reinforce concepts, etc.)
Give the child the book
Open the book
Pick up the child and read the book
Revised 5-30-12

With each page point out the body parts on both the book and on the child.

Closure/Transition: How will you know when it is time to end the activity? When the activity is
done, how will you finish it? What will you do or say to end the lesson so you know if the children
understood the lesson or the concepts you presenting to them?
The activity will end when the book is over or the child has no interest. I will finish by singing head,
shoulders, knees, and toes with the child and then getting them engaged with something new.

Evaluation: How will you know that what you did worked or whether or not your plan worked?
This should relate to your objectives.
Objective: Use objective
from first part of your plan.
Read a book with the
child all about themselves
and their body parts. I
would read a book with
the child that shows
pictures of babies that
labels their body parts
such as hands, feet, face,
arm, leg etc. Then as I
read it touch those parts
of the child and make it
interactive.

Evidence of Learning: Things a

child might do or say if objectives
were met (during the activity or after)
The children might:

How to document this

evidence: Observations, work
samples, teacher questions,
photos

Start to play with their feet, hands,

hair, or another persons body with
interest.

Observations of this child

and running records or
anecdotes.

Rating Scale
2: Criteria is met fully.
1: Adequate; meets requirements, some revision may be recommended.
0: Does not meet criterion.
Scoring Guide
Criteria
Student name, activity title and description is included
Age group and type of activity is indicated
Curriculum subject area(s) are indicated
Rationale for activity is included and appropriately justifies
activity
WMELS Domains (1-3) are indicated and appropriate
Revised 5-30-12

Student
Rating
Yes 1
Yes 1
Yes 1
Yes 2
Yes 2

Instructor
Rating
Yes 1 No 0
Yes 1 No 0
Yes 1 No 0
Yes 2 1
No 0
Yes 2 1
No 0

WMELS Performance Standards are indicated and appropriate

Yes 2

WMELS Developmental Expectations for behavior are indicated

and appropriate
Behavioral/Learning Objectives of activity are included and
appropriate
Plan includes appropriate preparation strategies for setting,
material and time
Appropriate motivation/introduction of activity is included

Yes 2

Appropriate and clear procedures for activity are included, and

identify teacher comments, prompts and explanations
Teacher strategies described in procedure include appropriate
balance between adult supported and child-directed learning and
support identified objectives
Appropriate closure & transition strategies are included

Yes 2

Evaluation strategies of the activity are included and indicate

appropriate examples of child behavior that provide evidence of
learning
Evaluation strategies of the activity are included and indicate
appropriate types of documentation evidence
Self assessment is completed and included with the assignment

Yes 2

Assignment is submitted on time

More points may be deducted for very late work
Total points ____30___/30

Yes 1

Revised 5-30-12

Yes 2
Yes 2
Yes 2

Yes 2
Yes 2

Yes 2
Yes 2

Yes 2
No 0
Yes 2
No 0
Yes 2
No 0
Yes 2
No 0
Yes 2
No 0
Yes 2
No 0
Yes 2
No 0

1
1
1
1
1
1
1

Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 1 No 0

Activity Plan
Use this form to complete each of the plans for children. Highlight the age it is intended for, and the type of
activity. The boxes will expand to fit your responses.

NWTC Student Name:

Date: 12-5-12

Ashley Villarreal
Learning Experience/Activity Title and Explain Activity Briefly:

Shaker bottles: working on sensory traits. Use different shaker bottles that are filled with different
things that make different sounds. Shake them and allow the child to explore the bottles with their
senses.
Who are you planning for (highlight or circle):

Age range: Infant (B- 12 mo.) Toddler (12-35 mo.) Preschool (3-5 yrs.)
Individual child

Small group

School-age (6-8 yrs)

Large group

Curriculum Subject Area (highlight or circle):

Physical:

Large motor

Communication:
Creative Arts:
Inquiry:

Math

Fine motor

Language
Visual

Literacy

Music

Science

Sensory

Creative movement
Social studies

Rationale: (Why are you doing this activity?)

What interests and skills have you observed that led to planning this activity? How is it developmentally
appropriate? What is the child(ren)s current level of skills?
How does it fit into your overall curriculum goals? What is your goal for the child(ren)s performance?
)

Rationale:
Babies are always wanting to explore different items, sights, and sounds. The activity is
appropriate because it allows children to explore with their senses safely. It fits into the overall
curriculum goal by allowing the child to gain more knowledge with their 5 senses. The goal is to
have the child use their senses to explore the shaker bottles.
Name the WMELS Developmental Domain, the Performance Standard, and the Developmental
Expectation that best meets your goal. Identify 1-3 that best fit the activity.
Developmental Domain: creativity
and imagination

Developmental Domain: scientific

thinking

Developmental Domain:

Performance Standard(s): B.EL. 1

engages in imaginative play and
inventive thinking through
interactions

Performance Standard(s): C.EL. 1

uses observation to gather
information

Performance Standard(s):

Revised 5-30-12

Developmental Expectation (from

Developmental Continuum):

Developmental Expectation (from

Developmental Continuum):

Wants and imitates the actions

of others

Shows awareness of differences

in their environment (smell,
touch, sight, sound and taste)

Developmental Expectation (from

Developmental Continuum):

Behavioral/Learning Objectives: (What will the child or children do during this activity to meet the
goals? Refer to specific concepts to be learned in the curriculum subject area or specific skills in the
developmental domain.) You may not use all the spaces. They are there if you need them.
The child will: hold the shaker and move it like the modeled the person.

The child will: listen and explore the sounds from the bottle.

The child will:

The child will:

How to Prepare: This will include materials and equipment needed, the setting (where your activity will
take place) and time (Length of activity)
Materials/Equipment:

Shaker bottles filled with assorted things with both different sounds and sight
Setting: (where will this activity take place)

Classroom floor
Time Needed for Activity:
5-10 min
How to Teach: This will include your introduction, your procedures and your conclusion

Motivation/Introduction: (How are you going to capture the childs attention so that they are eager
to do this activity? (Refer to the play interests and emerging skills you identified under your
rationale.) DESCRIBE what you will do to get children excited and interested in the activity.
I will start to play with the shakers by the child and allow them time to peak their interest. I will bring
the shaker to the child and allow them to become interested while trying to engage them in play.
Procedure: (This should read like a recipe listing everything you and the children will do, and it
should read like a script giving examples of what you will say to support child engagement,
promote skill practice and mastery, reinforce concepts, etc.)
engage child
Move the shakers around allowing them to make noise
Talk with the child asking what they hear and describing the sounds/sights
Give the child the shaker and allow them to explore it.
Revised 5-30-12

Describe to the child what they are doing and the noises they hear

Closure/Transition: How will you know when it is time to end the activity? When the activity is
done, how will you finish it? What will you do or say to end the lesson so you know if the children
understood the lesson or the concepts you presenting to them?
I will know the child is finished by them letting go of the shakers and finding something else. I will
end the activity by cleaning it up or moving onto another child. I will say It looks like you are all
done now.

Evaluation: How will you know that what you did worked or whether or not your plan worked?
This should relate to your objectives.
Objective: Use objective
from first part of your plan.
working on sensory traits.
Use different shaker bottles
that are filled with different
things that make different
sounds. Shake them and
allow the child to explore
the bottles with their
senses.

Evidence of Learning: Things a

child might do or say if objectives
were met (during the activity or after)
The children might: start to shake
other toys to see what will happen.

How to document this

evidence: Observations, work
samples, teacher questions,
photos
Take photos of the child
exploring other toys as they
did the shaker bottles.

Rating Scale
2: Criteria is met fully.
1: Adequate; meets requirements, some revision may be recommended.
0: Does not meet criterion.
Scoring Guide
Criteria
Student name, activity title and description is included
Age group and type of activity is indicated
Curriculum subject area(s) are indicated
Rationale for activity is included and appropriately justifies
activity
WMELS Domains (1-3) are indicated and appropriate
WMELS Performance Standards are indicated and appropriate
Revised 5-30-12

Student
Rating
Yes 1
Yes 1
Yes 1
Yes 2
Yes 2
Yes 2

Instructor
Rating
Yes 1 No 0
Yes 1 No 0
Yes 1 No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0

WMELS Developmental Expectations for behavior are indicated

and appropriate
Behavioral/Learning Objectives of activity are included and
appropriate
Plan includes appropriate preparation strategies for setting,
material and time
Appropriate motivation/introduction of activity is included

Yes 2

Appropriate and clear procedures for activity are included, and

identify teacher comments, prompts and explanations
Teacher strategies described in procedure include appropriate
balance between adult supported and child-directed learning and
support identified objectives
Appropriate closure & transition strategies are included

Yes 2

Evaluation strategies of the activity are included and indicate

appropriate examples of child behavior that provide evidence of
learning
Evaluation strategies of the activity are included and indicate
appropriate types of documentation evidence
Self assessment is completed and included with the assignment

Yes 2

Assignment is submitted on time

More points may be deducted for very late work
Total points ____30___/30

Yes 1

Yes 2
Yes 2
Yes 2

Yes 2
Yes 2

Yes 2
Yes 2

Yes 2
No 0
Yes 2
No 0
Yes 2
No 0
Yes 2
No 0
Yes 2
No 0
Yes 2
No 0

1
1
1
1
1
1

Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 1 No 0

Activity Plan
Use this form to complete each of the plans for children. Highlight the age it is intended for, and the type of
activity. The boxes will expand to fit your responses.

NWTC Student Name:

Date: 12-5-12

Ashley Villarreal
Learning Experience/Activity Title and Explain Activity Briefly:

Push toys: Working on large motor/walking skills. I will help the child use a push toy to stand and
walk around the room working on their large muscle coordination.
Who are you planning for (highlight or circle):

Age range: Infant (B- 12 mo.) Toddler (12-35 mo.) Preschool (3-5 yrs.)
Individual child

Small group

Large group

Curriculum Subject Area (highlight or circle):

Physical:
Revised 5-30-12

Large motor

Fine motor

Sensory

School-age (6-8 yrs)

 Communication:
Creative Arts:
Inquiry:

Math

Language
Visual

Literacy

Music

Science

Creative movement
Social studies

Rationale: (Why are you doing this activity?)

What interests and skills have you observed that led to planning this activity? How is it developmentally
appropriate? What is the child(ren)s current level of skills?
How does it fit into your overall curriculum goals? What is your goal for the child(ren)s performance?
)

Rationale:
The child will have interest because they will be pulling themselves up on things and using toys
to try to walk. This is appropriate because it is helping them learn to take more steps once they
have started to show interest. The skill level of the child will be beginning to walk and up.
Name the WMELS Developmental Domain, the Performance Standard, and the Developmental
Expectation that best meets your goal. Identify 1-3 that best fit the activity.
Developmental Domain: motor
development

Developmental Domain:

Developmental Domain:

Performance Standard(s): B.EL. 1a

moves with strength, control,
balance, coordination, locomotion,
and endurance
Developmental Expectation (from
Developmental Continuum): walks
and climbs on low objects

Performance Standard(s):

Performance Standard(s):

Developmental Expectation (from

Developmental Continuum):

Developmental Expectation (from

Developmental Continuum):

Behavioral/Learning Objectives: (What will the child or children do during this activity to meet the
goals? Refer to specific concepts to be learned in the curriculum subject area or specific skills in the
developmental domain.) You may not use all the spaces. They are there if you need them.
The child will: pull themselves up and use the push toy to balance.

The child will:

The child will:

The child will:

How to Prepare: This will include materials and equipment needed, the setting (where your activity will
take place) and time (Length of activity)
Materials/Equipment:

Open space
Revised 5-30-12

Push toy
Setting: (where will this activity take place)

Open area of a classroom or may be done outside in an open space as well

Time Needed for Activity:
5 minutes
How to Teach: This will include your introduction, your procedures and your conclusion

Motivation/Introduction: (How are you going to capture the childs attention so that they are eager
to do this activity? (Refer to the play interests and emerging skills you identified under your
rationale.) DESCRIBE what you will do to get children excited and interested in the activity.
I will push the toy around and show the child how the toy works. I will then invite the child over to
play with it helping them if needed.
Procedure: (This should read like a recipe listing everything you and the children will do, and it
should read like a script giving examples of what you will say to support child engagement,
promote skill practice and mastery, reinforce concepts, etc.)
introduce child to toy
Show child out toy works
Help child if needed to stand and use toy
Follow the child around/ or have the child follow you around using push toy

Closure/Transition: How will you know when it is time to end the activity? When the activity is
done, how will you finish it? What will you do or say to end the lesson so you know if the children
understood the lesson or the concepts you presenting to them?
I will know its time to end the activity when the child stops pushing the toy and finds something
different to do. I will ask the child if they had fun playing with the toy to end the activity.

Evaluation: How will you know that what you did worked or whether or not your plan worked?
This should relate to your objectives.
Objective: Use objective
from first part of your plan.
Push toys: Working on
large motor/walking skills.
I will help the child use a
push toy to stand and walk
around the room working
on their large muscle
Revised 5-30-12

Evidence of Learning: Things a

child might do or say if objectives
were met (during the activity or after)
The children might:

How to document this

evidence: Observations, work
samples, teacher questions,
photos

Start to use the push toys more or

they may start to walk more
independently around the room.

Observations of the child

with anecdotal notes.

coordination.

Rating Scale
2: Criteria is met fully.
1: Adequate; meets requirements, some revision may be recommended.
0: Does not meet criterion.
Scoring Guide
Criteria
Student name, activity title and description is included
Age group and type of activity is indicated
Curriculum subject area(s) are indicated
Rationale for activity is included and appropriately justifies
activity
WMELS Domains (1-3) are indicated and appropriate

Student
Rating
Yes 1
Yes 1
Yes 1
Yes 2
Yes 2

WMELS Performance Standards are indicated and appropriate

Yes 2

WMELS Developmental Expectations for behavior are indicated

and appropriate
Behavioral/Learning Objectives of activity are included and
appropriate
Plan includes appropriate preparation strategies for setting,
material and time
Appropriate motivation/introduction of activity is included

Yes 2

Appropriate and clear procedures for activity are included, and

identify teacher comments, prompts and explanations
Teacher strategies described in procedure include appropriate
balance between adult supported and child-directed learning and
support identified objectives
Appropriate closure & transition strategies are included

Yes 2

Evaluation strategies of the activity are included and indicate

appropriate examples of child behavior that provide evidence of
learning
Evaluation strategies of the activity are included and indicate
appropriate types of documentation evidence
Self assessment is completed and included with the assignment

Yes 2

Assignment is submitted on time

More points may be deducted for very late work
Total points ____30___/30

Yes 1

Revised 5-30-12

Yes 2
Yes 2
Yes 2

Yes 2
Yes 2

Yes 2
Yes 2

Instructor
Rating
Yes 1 No 0
Yes 1 No 0
Yes 1 No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 1 No 0

Revised 5-30-12

Activity Plan
Use this form to complete each of the plans for children. Highlight the age it is intended for, and the type of
activity. The boxes will expand to fit your responses.

NWTC Student Name: Ashley Villarreal

Date:12-6-12

Learning Experience/Activity Title and Explain Activity Briefly:

Sensory: Bubbles. I will have the children explore bubbles by blowing them and having the children
be able to pop them or catch them
Who are you planning for (highlight or circle):

Age range: Infant (B- 12 mo.) Toddler (12-35 mo.) Preschool (3-5 yrs.)
Individual child

Small group

School-age (6-8 yrs)

Large group

Curriculum Subject Area (highlight or circle):

Physical:

Large motor

Communication:
Creative Arts:
Inquiry:

Math

Fine motor

Language
Visual

Literacy

Music

Science

Sensory

Creative movement
Social studies

Rationale: (Why are you doing this activity?)

What interests and skills have you observed that led to planning this activity? How is it developmentally
appropriate? What is the child(ren)s current level of skills?
How does it fit into your overall curriculum goals? What is your goal for the child(ren)s performance?
)

Rationale:
Children like to chase things around and it will help them to explore and get up and move
around. It fits into the overall curriculum goals by getting the child to engage in a sensory
experience. My goal is to have the children use their large and fine motor movements to explore
through sensory skills the bubbles.
Name the WMELS Developmental Domain, the Performance Standard, and the Developmental
Expectation that best meets your goal. Identify 1-3 that best fit the activity.
Developmental Domain: scientific
thinking

Developmental Domain:

Developmental Domain:

Performance Standard(s): C.EL. 1

uses observation to gather
information
Developmental Expectation (from
Developmental Continuum):

Performance Standard(s):

Performance Standard(s):

Developmental Expectation (from

Developmental Continuum):

Developmental Expectation (from

Developmental Continuum):

Recognizes and responds to

differences in the environment
Revised 5-30-12

Behavioral/Learning Objectives: (What will the child or children do during this activity to meet the
goals? Refer to specific concepts to be learned in the curriculum subject area or specific skills in the
developmental domain.) You may not use all the spaces. They are there if you need them.
The child will: look around and see the bubbles and show interest to explore the bubbles.

The child will:

The child will:

The child will:

How to Prepare: This will include materials and equipment needed, the setting (where your activity will
take place) and time (Length of activity)
Materials/Equipment:

Bubbles
Bubble wand
Setting: (where will this activity take place)

Open space
Time Needed for Activity:

5-10 min
How to Teach: This will include your introduction, your procedures and your conclusion

Motivation/Introduction: (How are you going to capture the childs attention so that they are eager
to do this activity? (Refer to the play interests and emerging skills you identified under your
rationale.) DESCRIBE what you will do to get children excited and interested in the activity.
I would read a story about bubbles. Then I would show them the bubbles and what they do.
Procedure: (This should read like a recipe listing everything you and the children will do, and it
should read like a script giving examples of what you will say to support child engagement,
promote skill practice and mastery, reinforce concepts, etc.)
introduce bubbles
Blow bubbles and allow children to chase them
Describe to the children what they are doing as well as the bubbles.

Closure/Transition: How will you know when it is time to end the activity? When the activity is
Revised 5-30-12

done, how will you finish it? What will you do or say to end the lesson so you know if the children
understood the lesson or the concepts you presenting to them?
I will close the activity by telling them this is the last blow of bubbles and blow them. I would then
have them wash their hands and get ready for the next activity.

Evaluation: How will you know that what you did worked or whether or not your plan worked?
This should relate to your objectives.
Objective: Use objective
from first part of your plan.

I will have the children

explore bubbles by blowing
them and having the
children be able to pop
them or catch them

Evidence of Learning: Things a

child might do or say if objectives
were met (during the activity or after)
The children might: rub their hands
together as they are washing them
and explore the soap on their hands.

How to document this

evidence: Observations, work
samples, teacher questions,
photos
Take pictures of the
children playing and
exploring the bubbles.

Rating Scale
2: Criteria is met fully.
1: Adequate; meets requirements, some revision may be recommended.
0: Does not meet criterion.
Scoring Guide
Criteria
Student name, activity title and description is included
Age group and type of activity is indicated
Curriculum subject area(s) are indicated
Rationale for activity is included and appropriately justifies
activity
WMELS Domains (1-3) are indicated and appropriate

Student
Rating
Yes 1
Yes 1
Yes 1
Yes 2
Yes 2

WMELS Performance Standards are indicated and appropriate

Yes 2

WMELS Developmental Expectations for behavior are indicated

and appropriate
Behavioral/Learning Objectives of activity are included and
appropriate
Plan includes appropriate preparation strategies for setting,
material and time
Appropriate motivation/introduction of activity is included

Yes 2

Appropriate and clear procedures for activity are included, and

Yes 2

Revised 5-30-12

Yes 2
Yes 2
Yes 2

Instructor
Rating
Yes 1 No 0
Yes 1 No 0
Yes 1 No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1

identify teacher comments, prompts and explanations

Teacher strategies described in procedure include appropriate
balance between adult supported and child-directed learning and
support identified objectives
Appropriate closure & transition strategies are included

Yes 2
Yes 2

Evaluation strategies of the activity are included and indicate

appropriate examples of child behavior that provide evidence of
learning
Evaluation strategies of the activity are included and indicate
appropriate types of documentation evidence
Self assessment is completed and included with the assignment

Yes 2

Assignment is submitted on time

More points may be deducted for very late work
Total points ____30___/30

Yes 1

Revised 5-30-12

Yes 2
Yes 2

No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 1 No 0

Activity Plan
Use this form to complete each of the plans for children. Highlight the age it is intended for, and the type of
activity. The boxes will expand to fit your responses.

NWTC Student Name: Ashley Villarreal

Date: 12-5-12

Learning Experience/Activity Title and Explain Activity Briefly:

Math: counting bears. I would have the children use counting bears to work on adding and
subtracting skills
Who are you planning for (highlight or circle):

Age range: Infant (B- 12 mo.) Toddler (12-35 mo.) Preschool (3-5 yrs.)
Individual child

Small group

School-age (6-8 yrs)

Large group

Curriculum Subject Area (highlight or circle):

Physical:

Large motor

Communication:
Creative Arts:
Inquiry:

Fine motor

Language
Visual

Math

Literacy

Music

Science

Sensory

Creative movement
Social studies

Rationale: (Why are you doing this activity?)

What interests and skills have you observed that led to planning this activity? How is it developmentally
appropriate? What is the child(ren)s current level of skills?
How does it fit into your overall curriculum goals? What is your goal for the child(ren)s performance?
)

Rationale:
The children will need to work on their adding/subtracting for a unit and it is appropriate by
giving them a visual to help them understand an imaginary number. It fits into the curriculum
goals by working on their math skills. The goal for the activity is for the children to be able to
count out the correct number of bears into each group.
Name the WMELS Developmental Domain, the Performance Standard, and the Developmental
Expectation that best meets your goal. Identify 1-3 that best fit the activity.
Developmental Domain:
mathematical thinking

Developmental Domain:
Mathematical thinking

Developmental Domain:

Performance Standard(s): B.EL. 1

demonstrates understanding of
numbers and counting
Developmental Expectation (from
Developmental Continuum):
arranges sets of objects in one-toone correspondence

Performance Standard(s): B. EL. 2

understands number operations
and relationships
Developmental Expectation (from
Developmental Continuum):

Performance Standard(s):

Revised 5-30-12

Identifies 1 more and 1 less

Developmental Expectation (from

Developmental Continuum):

Behavioral/Learning Objectives: (What will the child or children do during this activity to meet the
goals? Refer to specific concepts to be learned in the curriculum subject area or specific skills in the
developmental domain.) You may not use all the spaces. They are there if you need them.
The child will: move each bear and count out loud each number.

The child will: say this groups as this many more or this many less.

The child will:

The child will:

How to Prepare: This will include materials and equipment needed, the setting (where your activity will
take place) and time (Length of activity)
Materials/Equipment:

Math problems
Counting bears
Setting: (where will this activity take place)

Children at desks in the classroom

Time Needed for Activity:
10-15 min
How to Teach: This will include your introduction, your procedures and your conclusion

Motivation/Introduction: (How are you going to capture the childs attention so that they are eager
to do this activity? (Refer to the play interests and emerging skills you identified under your
rationale.) DESCRIBE what you will do to get children excited and interested in the activity.
I will write an adding problem on the board and ask to see if anybody can do it. Then I will show
them the counting bears and I will tell them that it can be easy if we can see it. I will show them how
to use the bears to do the math.
Procedure: (This should read like a recipe listing everything you and the children will do, and it
should read like a script giving examples of what you will say to support child engagement,
promote skill practice and mastery, reinforce concepts, etc.)
intro
Pass out bears
Show them how to sort them
Read off problems
Tell the children to do the problem with the bears
Revised 5-30-12

Show them how to do it with the bears on the projector.

Closure/Transition: How will you know when it is time to end the activity? When the activity is
done, how will you finish it? What will you do or say to end the lesson so you know if the children
understood the lesson or the concepts you presenting to them?
I will know it is time to end when the lesson is over or time is up. I will tell the students this is the
last one and to leave it out on the desk to show me when I walk around. After I check their desk they
may go put their bears away.

Evaluation: How will you know that what you did worked or whether or not your plan worked?
This should relate to your objectives.
Objective: Use objective
from first part of your plan.

Math: counting bears. I

would have the children
use counting bears to work
on adding and subtracting
skills

Evidence of Learning: Things a

child might do or say if objectives
were met (during the activity or after)
The children might: start to be able to
use dots or marks to better work
through their math problems

How to document this

evidence: Observations, work
samples, teacher questions,
photos
Give the children some
math homework with adding
and subtracting and allow
them to use counters.

Rating Scale
2: Criteria is met fully.
1: Adequate; meets requirements, some revision may be recommended.
0: Does not meet criterion.
Scoring Guide
Criteria
Student name, activity title and description is included
Age group and type of activity is indicated
Curriculum subject area(s) are indicated
Rationale for activity is included and appropriately justifies
activity
WMELS Domains (1-3) are indicated and appropriate

Student
Rating
Yes 1
Yes 1
Yes 1
Yes 2
Yes 2

WMELS Performance Standards are indicated and appropriate

Yes 2

WMELS Developmental Expectations for behavior are indicated

and appropriate
Behavioral/Learning Objectives of activity are included and

Yes 2

Revised 5-30-12

Yes 2

Instructor
Rating
Yes 1 No 0
Yes 1 No 0
Yes 1 No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1

appropriate
Plan includes appropriate preparation strategies for setting,
material and time
Appropriate motivation/introduction of activity is included

Yes 2
Yes 2

Appropriate and clear procedures for activity are included, and

identify teacher comments, prompts and explanations
Teacher strategies described in procedure include appropriate
balance between adult supported and child-directed learning and
support identified objectives
Appropriate closure & transition strategies are included

Yes 2

Evaluation strategies of the activity are included and indicate

appropriate examples of child behavior that provide evidence of
learning
Evaluation strategies of the activity are included and indicate
appropriate types of documentation evidence
Self assessment is completed and included with the assignment

Yes 2

Assignment is submitted on time

More points may be deducted for very late work
Total points ____30___/30

Yes 1

Revised 5-30-12

Yes 2
Yes 2

Yes 2
Yes 2

No 0
Yes 2
No 0
Yes 2
No 0
Yes 2
No 0
Yes 2
No 0

1
1
1
1

Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 1 No 0

Activity Plan
Use this form to complete each of the plans for children. Highlight the age it is intended for, and the type of
activity. The boxes will expand to fit your responses.

NWTC Student Name:

Date: 12-5-12

Ashley Villarreal
Learning Experience/Activity Title and Explain Activity Briefly:

Language and literacy: reading out loud. I will have the child read a short story with me one on one
out loud to see where their reading skills are set.
Who are you planning for (highlight or circle):

Age range: Infant (B- 12 mo.) Toddler (12-35 mo.) Preschool (3-5 yrs.)
Individual child

Small group

School-age (6-8 yrs)

Large group

Curriculum Subject Area (highlight or circle):

Physical:

Large motor

Communication:
Creative Arts:
Inquiry:

Math

Fine motor

Language
Visual

Literacy

Music

Science

Sensory

Creative movement
Social studies

Rationale: (Why are you doing this activity?)

What interests and skills have you observed that led to planning this activity? How is it developmentally
appropriate? What is the child(ren)s current level of skills?
How does it fit into your overall curriculum goals? What is your goal for the child(ren)s performance?
)

Rationale:
The children are at the age where they are starting to learn to read. It is part of the curriculum
and needs to be encouraged with the children. Some children will be at high levels than others
but should be able to read 3-5 word simple sentences. It fits into the goals by working on their
literacy and language. The goal is to be able to hear and evaluate the childs reading level by
having them read out loud.
Name the WMELS Developmental Domain, the Performance Standard, and the Developmental
Expectation that best meets your goal. Identify 1-3 that best fit the activity.
Developmental Domain: Early
literacy

Developmental Domain: early

literacy

Developmental Domain:

Performance Standard(s): C.EL. 1

shows and appreciation of books
and understands how print works
Developmental Expectation (from
Developmental Continuum):

Performance Standard(s): C. EL. 4

demonstrates the use of strategies
to read words
Developmental Expectation (from
Developmental Continuum):

Performance Standard(s):

Chooses reading activities and

responds with interest and

Experiences some success in

reading by sounding out words

Revised 5-30-12

Developmental Expectation (from

Developmental Continuum):

enjoyment
Behavioral/Learning Objectives: (What will the child or children do during this activity to meet the
goals? Refer to specific concepts to be learned in the curriculum subject area or specific skills in the
developmental domain.) You may not use all the spaces. They are there if you need them.
The child will: pick a book for the next time that they would like to read.

The child will: use phonics to sound out words to make sentences.

The child will:

The child will:

How to Prepare: This will include materials and equipment needed, the setting (where your activity will
take place) and time (Length of activity)
Materials/Equipment:

book
Setting: (where will this activity take place)

Quiet space in the classroom

Time Needed for Activity:
About 10 min per child. Allow them time to read full book and not feel rushed.
How to Teach: This will include your introduction, your procedures and your conclusion

Motivation/Introduction: (How are you going to capture the childs attention so that they are eager
to do this activity? (Refer to the play interests and emerging skills you identified under your
rationale.) DESCRIBE what you will do to get children excited and interested in the activity.
I will tell the children I will be calling each student back throughout the day to read me a story and
that they can pick which one they would like so they should think about it so they are ready when its
their turn.
Procedure: (This should read like a recipe listing everything you and the children will do, and it
should read like a script giving examples of what you will say to support child engagement,
promote skill practice and mastery, reinforce concepts, etc.)
call the child back
Have them pick out a book
Sit down and have child read book out loud.
Help the child along with reading if need be.
Make sure to end with positive comments at the end of the book/reading session.
Revised 5-30-12

Closure/Transition: How will you know when it is time to end the activity? When the activity is
done, how will you finish it? What will you do or say to end the lesson so you know if the children
understood the lesson or the concepts you presenting to them?
The book will be over and I will give the child some positive encouragement and let them know they
did a great job and help them pick out another book to start working on to read.

Evaluation: How will you know that what you did worked or whether or not your plan worked?
This should relate to your objectives.
Objective: Use objective
from first part of your plan.
Language and literacy:
reading out loud. I will
have the child read a short
story with me one on one
out loud to see where their
reading skills are set.

Evidence of Learning: Things a

child might do or say if objectives
were met (during the activity or after)
The children might: say they thought
it was easy/hard and ask for another
level of book.

How to document this

evidence: Observations, work
samples, teacher questions,
photos
Listen to the child read and
asses their reading level and
then give them a new book
according to the level they
are still at.

Rating Scale
2: Criteria is met fully.
1: Adequate; meets requirements, some revision may be recommended.
0: Does not meet criterion.
Scoring Guide
Criteria
Student name, activity title and description is included
Age group and type of activity is indicated
Curriculum subject area(s) are indicated
Rationale for activity is included and appropriately justifies
activity
WMELS Domains (1-3) are indicated and appropriate

Student
Rating
Yes 1
Yes 1
Yes 1
Yes 2
Yes 2

WMELS Performance Standards are indicated and appropriate

Yes 2

WMELS Developmental Expectations for behavior are indicated

and appropriate
Behavioral/Learning Objectives of activity are included and
appropriate
Plan includes appropriate preparation strategies for setting,

Yes 2

Revised 5-30-12

Yes 2
Yes 2

Instructor
Rating
Yes 1 No 0
Yes 1 No 0
Yes 1 No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1

material and time

Appropriate motivation/introduction of activity is included

Yes 2

Appropriate and clear procedures for activity are included, and

identify teacher comments, prompts and explanations
Teacher strategies described in procedure include appropriate
balance between adult supported and child-directed learning and
support identified objectives
Appropriate closure & transition strategies are included

Yes 2

Evaluation strategies of the activity are included and indicate

appropriate examples of child behavior that provide evidence of
learning
Evaluation strategies of the activity are included and indicate
appropriate types of documentation evidence
Self assessment is completed and included with the assignment

Yes 2

Assignment is submitted on time

More points may be deducted for very late work
Total points ____30___/30

Yes 1

Revised 5-30-12

Yes 2
Yes 2

Yes 2
Yes 2

No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 2 1
No 0
Yes 1 No 0