Mathematics is naturally inclined to build upon itself. This being stated, mathematics starts off simple and adds more difficult material as it progresses. Go Phonics follows a similar approach. Therefore, mathematics and Go Phonics share similarities in the way that they are designed to be taught in a classroom. Level two and three are started after initial instruction of the alphabet and the sounds that they make. Therefore, the lessons begin at a more advanced level. This would compare to starting a math lesson at adding numbers. Each lesson is setup to include the use of previously learned information, addition of new information, and application of both. Mathematics has a similar approach. Students are required to use knowledge that has already been taught and apply it in multiple ways. For example, addition encompasses many different elements. Addition includes knowing how many object each number represents, the knowledge of what adding the numbers mean, and the ability to perform the function of adding the numbers together. This approach allows for the student to review and retain the …show more content…
If a student is struggling to understand that of a digraph the two consonants give up their independent sounds to create a new sound then a math example can be applied. The number twelve (12) could represent a blend because the number one (1) and the number two (2) give up their own meaning an create the meaning of twelve. Also another way that mathematics to explain phonic is when the same sound is represented in multiple ways. The long sound e is represented by “e-e”, “ee”, and “ea.” If a student doesn’t understand that a sound can be represented multiple ways and example of three can be shown. Three can be represented with three objects, the numerical representation of three (3), and the word version of three
Sarama, J., & Clements, D. H. (2006). Mathematics in kindergarten. (61 ed., Vol. 5, p. 38). YC Young Children. Retrieved from http://media.proquest.com.ezproxy.apollolibrary.com/media/pq/classic/doc/1129349361/fmt/pi/rep/NONE?hl=&cit:auth=Sarama, Julie;Clements, Douglas H&cit:title=Mathematics in Kindergarten&cit:pub
There are different national frameworks and policies that are used for the development of mathematical learning from 3 to 8 years old.
Van de Walle, J, Karp, K. S. & Bay-Williams, J. M. (2015). Elementary and Middle School Mathematics Teaching Developmentally. (9th ed.). England: Pearson Education Limited.
Students will also verbally share with the class the different comparison problems they created which will allow students to use the vocabulary terms. The last learning experience, 4, will allow students to continue to build from experience 3 in practicing the vocabulary terms and math symbols. Students will say true math statements as well as create their own. There are several ways students will implement their vocabulary terms in meaningful ways.]
Throughout my childhood, the idea of having a college education was greatly stressed. As a result, it was my duty as the next generational child, to excel in my studies and achieve a life of prosperity and success. Learning became the basic foundation of my growth. Therefore, my youth was overtaken by many hours spent reading and writing what was known to be correct "Standard" English. I first found this to be a great shortcoming, but as I grew older, I began to realize the many rewards acquired by having the ability to be literate.
On January 30, 2018, at 2:00p.m., my newsletter presentation was given to four teachers in the exceptional children’s department at Douglas Byrd High School. It was important for me to review the newsletter with my coworkers because our work team is currently in the process of gathering new information for the start of the new semester which began on January 26, 2018. The age range of the students in our department range from 15-19 years of age; however, because of their varied learning disabilities and function levels, we use a lot of beginning reader teaching methods in an effort to work more effectively with all of our students.
Phonics is described as “understanding letter-sound relationships, as well as larger letter pattern/sound pattern relationships” (Ruddell, 2009). Though in my opinion there is a lot more to phonics than this. There are several aspects to phonics, different types of phonics, negatives to the idea, and several ways to teach it. In this paper I will address all of these based on research I found, the discussion I had with my peers, and my own opinion.
The history of the use of phonics dates back to the 1700’s. Backs then, children were taught to read through their memorization of the twenty-six-letter alphabet. Since many books hadn’t been written, their primary
I found learning about Robert Gagnes 9 step lesson planning really interesting, his theory stipulates that there are several different types or levels of learning, which I totally agree with.
These categories are arranged on degree of difficulty, meaning that a learner, who is able to perform at the higher levels (Analysis, Synthesis, Evaluation), of the taxonomy, is demonstrating a more complex level of cognitive thinking.
Moves the child from the rote of "what it is" to the more advanced levels of "how can I use this"
Some believe that about 30,000 to 60,000 years ago, music was first discovered. The love of a song back then could only be heard live or if you learned to play it yourself. Since then, there have been many inventions for you to listen to your favorite genres, songs, and artists anytime you like.
There are a million adults who cannot read, one in six Londoners is functionally illiterate and people who cannot read or write are excluded from opportunities and may eventually become alienated and turn to crime (Johnson 2010, cited by Gross 2010). Gross (2010) expresses her concern and believes it is not where the children live, it is how they were taught to read and how they were properly motivated to learn to read. She endorses the synthetic systematic phonics approach as opposed to that of the whole word approach and believes we must place our focus on reading as it is indispensable.
In math children will start to learn the concepts of more/ less, empty/ full, counting etc. (Crosser, 1994).
Mathematics, like every creation of man, have evolved without really knowing how far you can get with them: the scope of the computer, physics, chemistry, algebra, all are evidence of this. Every aspect of our culture is based in some way or another in Mathematics: language, music, dance, art, sculpture, architecture, biology, daily life. All these areas of measurements and calculations are accurate. Even in nature, everything follows a precise pattern and a precise order: a flower, a shell, a butterfly, day and night, the seasons. All this makes mathematics essential for human life and they can not be limited only to a matter within the school curriculum; here lies the importance of teaching math in a pleasure, enjoyable and understandable way. Mathematics is an aid to the development of the child and should be seen as an aid to life and not as an obstacle in their lifes.