Answer: Shapes are in my home, in school, on the playground, in the store, etc. Opening: The teacher will take 2 minutes to read the book The Greedy Triangle by Marilyn Burns to the students. This attention grabber will not only focus the children’s attention, but it will also activate students’ prior knowledge about geometric shapes. The teacher will pass out the pattern blocks to each student at the conclusion of the book.
The teacher will say, “Please fill out the rest of your thinking log as you do your experiment; it is the same layout as the one we just did. So, you are going to write the independent and dependent variable, the research question, the constants, the data table, and your claim. There is also a spot on the fifth page where you will need to fill out how you did the experiment. The only part you will not fill out is the list of your classmates’ discoveries on the last page, we will fill that out after the Popplet presentations.”
Small groups.com by Life way (2018) Retrieved 3/7/2018.Classroom rules the teacher will set the foundation in how the rules should be made for every child to follow on a daily basis. Students will be asked to repeat the rules answer write them down on paper so that they can have a chance to remember them. When doing one more question the teacher will indicate a rule to see if the children have been listening when going over the rules as a whole. Students will have about five minutes to complete the warmup question of the rule.
/t/, and next ask the students what the word would be if the /h/ in hat is changed to /b/, and the children should answer bat. Also, depending on students’ age range and function level rhymes, songs, games, and other activities may be used to teach substitution skills. For example, rhyming games and songs are a very popular way to teach phonemic substitution. Students can be asked to count out the syllables of a name, say the name, and create a rhyme for the
Can Kindergartners Do Fractions?. Teaching Children Mathematics, 20(6), 354-364.http://doi.org/10.5951/teacchilmath.20.6.0354 Can Kindergartners Do Fractions? Julie Cwikla Do prekindergarten students describing and illustrating their attempts at fair-sharing tasks exhibit a spontaneous understanding of fractions prior to formal instruction? This researcher shares her findings. This article is very interesting.
Parent Handbook: Goals: Can identify 6 body parts from a picture. Says Full Name Sings songs and finger plays Can say and use 500 or more words Able to balance on one foot Identifies colors when asked (Red, Orange, Yellow, Green, Blue, and Purple) Philosophy: Our classrooms philosophy is play-based, the lesson plans and how we teacher grow and develop with the children as the year moves on. Different areas of development that we want to help progress and encourage are their literacy skills, social and emotional development, and their problem solving skills.
The students will then place that definition under the flap that corresponds with the vocabulary word. I will continue this process until all of the vocabulary word flaps have definitions. Active Engagement I will then turn the students’ attention to the middle section of their lapbook.
As an educator I can also informally assess for correct use of language structures and academic vocabulary. I will identify, teach, and post key academic vocabulary and structures for one content lesson each day because students need help to become more aware of how language functions in various modes of communication across the curriculum. My role is to make students understand well enough how language works and also to select materials that will help expand their students ' linguistic horizons. I also plan instructional activities that give them opportunities to
I am currently working with a first grade ESL student, and she is learning the alphabet and sounds. Mrs. Marasigan instructed me to practice the alphabet with the student and provided the flash cards. During the lesson, I pointed to the cards and asked the student “what letter is this” or “what sound does this letter make”? The student knew 24 letters and confused U and Y for V. The student will need more practice on the sounds because she produced the J sound for G, C sound for S and Q sound for W. The short term goal for the first-grade student recognizes the entire alphabet with the correspond sound.
Lanza during this class period was the modeling method. That is, since the classes were preparing for the PARCC exam, Mrs. Lanza had her students complete PCRs and then graded them as a group according to PARCC standards. This allowed students to see just how grades are determined for PCRs and why they are given the grades they receive, and encouraged students to think like a PARCC test grader. As a result of this teaching by modeling, students were able to see both good and bad responses and why they are considered as such. This allowed students to walk out of class having a better idea of how they will be graded on the PARCC and how they can work to specifically improve their writing
Assessment and/or Outcomes: • Students will be informally assessed during the group work. The teacher will circulate around the classroom to make sure those students have an understanding how the events and people in the situations develop over time. • Students will be given a formative assessment based off of their answers with the definition of terrorism handout. • Students will be given a formative assessment based off of the Group Work Rubric. Students will be graded based on how well they are able to work together to draw a conclusion from their situation(s).
Standard 3.OA.1: Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. Children start working with equal groups as a whole instead of counting it individual objects. Students start understanding that are able to group number is according to get a product. Students can solve duplication by understand the relationship between the two number.
Outcomes The web application was well received by all the stakeholders. The support engineers were excited to see a centralized location for transfer requests and avoid communicating through email. Since there were multiple transfer request handlers for each product, the processing for each request was quicker and the management was able to quickly measure real time success. It was realized that there could be additional improvement to make the process even faster by implementing a distribution list for the transfer request handlers for each product, for a more focused notification, instead of notifying all the handlers.
All five of the activities were chosen in order to encourage children’s numeracy skills. The activities were based around the development of the four fundamental skills of numeracy learning. These are the ability to name and draw basic shapes and colours, able to count up to ten, begin to understand time and start to recognise patterns and routines. Monday’s activity, the Shape Art Mural, was chosen to allow four year olds to further their development for the milestone of naming and drawing basic shapes and colours. By incorporating both shapes and colours it allows for the activity to be more interesting for the kids.