# CTE Resource Center - Verso - Early Childhood, Education, and Services I Task 968840844

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Plan developmentally appropriate learning experiences in all curriculum areas.

Definition

Planning should include
  • identifying the program goals
  • identifying different subject areas
  • researching a variety of lesson plans and learning experiences
  • incorporating program goals and learning objectives
  • developing lesson plans with assessments.
Teacher Resources:

Process/Skill Questions

Thinking
  • What contextual factors may influence the development and implementation of curriculum?
  • What learning experiences should be planned to meet children’s developmental needs and interests?
  • What criteria should be used to evaluate the effectiveness of learning activities in various curriculum areas?
Communication
  • What communication skills are necessary to implement meaningful learning activities?
  • How can the developmental needs and interests of children be determined?
Leadership
  • What might result from implementing learning activities based on children’s developmental needs and interests?
  • How can activities be created or adapted to meet a variety of developmental needs and interests?
Management
  • What resources are needed to meet children’s developmental needs and interests?
  • How can technology be used to meet children’s developmental needs and interests?

Related Standards of Learning

English

11.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.
  1. Apply information from texts to clarify understanding of concepts.
  2. Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
  3. Analyze technical writing for clarity.
  4. Paraphrase and synthesize ideas within and between texts.
  5. Draw conclusions and make inferences on explicit and implied information using textual support.
  6. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  7. Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
  8. Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
  9. Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).

12.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
  1. Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).
  2. Identify and synthesize resources to make decisions, complete tasks, and solve specific problems.
  3. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  4. Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.
  5. Analyze false premises claims, counterclaims, and other evidence in persuasive writing.

Other Related Standards

FCCLA National Programs

A Better You

 

Family Ties

 

Working on Working

 

FCCLA: STAR Events (2019)

Career Investigation

 

Check the national website for Skill Events

 

Check the national website for online events

 

Early Childhood Education

 

Entrepreneurship

 

Focus on Children

 

Illustrated Talk

 

Life Event Planning

 

National Programs in Action

 

Teach and Train

 

National Standards for Family and Consumer Sciences Education

4.3.2

Implement learning activities in all curriculum areas that meet the developmental needs of learners.

4.3.3

Implement an integrated curriculum that incorporates a learner's language, learning styles, early experiences, and cultural values.

4.3.4

Demonstrate a variety of teaching methods to meet individual needs of learners.