Support Learning Activities

I arrived ten minutes before to the classroom because I wanted to have a time to introduce myself with my cooperating teacher, the classroom assistant and especially with the children. Maria who is the Lead Teacher explain me about their daily

I learned how to explain and the task thoroughly, I walked around the room more, checking up on the groups. If students had any questions, comments, or thoughts about the task they could asked me while I was walking around the room. I asked my students many different questions like inviting, probing, pressing, waiting, orienting, re-voicing, connecting, and explaining questions to help them start or continue solving the task. These questions would extend their knowledge of the concepts and make them think deeply about solving and justifying their answers.

I really want to teach second grade, so I am going to use that as my grade level focus for this portion. Second graders are typically a high level zero or a low level one. This doesn’t mean all of the students are going to fit into this pattern, this is just a starting point for planning and such. It will be fairly easy to tell if my students are at these levels by the way they discuss the shapes when they come up in discussions. At a level zero, the students will just be talking about the shapes based on the connections they can make with objects in their lives. If the students make comments about how something is a circle because it looks like their basketball at home, that shows me they are a level zero because they are connecting the question

The content in this unit will set up young scholars to navigate and describe the world around them. Shapes are everywhere! Shapes can be used to communicate important information throughout their lives. Geometry can also lay the groundwork for future math such as solving for the missing angle. The concepts in this unit connect to the end of the year math goals for students as they, too, are based upon the common core standards. By the time students enter first grade, they should be able to identify and describe shapes as well as analyze, compare, create, and compose shapes. The concepts explored in this unit do not rely heavily on prior knowledge. Though students should have had some exposure (formally or informally) to shapes, they likely have not been taught to this extent. They will, however, need to utilize their counting and categorizing skills. This unit will have ample opportunities for student engagement. Children at this age both need and enjoy movement. Throughout this Geometry unit, kindergartners will be given the chance to use their bodies and voices to enhance their learning. Lessons will start with catchy, hip songs about shapes. There are also movements to go along with

Ms. Lydicks class is design around the learning stations they do once a day. Each station is designed to help the student with writing, vocabulary, reading, fluency in reading, and etc. At the top of the room, a rug is used for times when she need to read something to them or going over lessons. Also at the back of the room she uses a chart and clothes

Math: Children going to sort different objects about community help. Child have to be able to recognize and separate objects to each community helpers and put in a basket.8.A.EC

Individually, students will identify objects in the classroom that match specific shapes. Together, students will describe attributes of shapes and discuss whether those attributes are important in determining the shape. Students will be graded according to the assessment rubric.

This was the first activity plan I implemented during this semester at the Child Development Lab. The activity plan I implemented incorporated math in which the children would be able to identify, recognize, and have a sense of quantity. As I knew the day to turn in our activity plan was approaching, I was sure to communicate with my mentor teacher to get better ideas of how to conduct my activity. Thanks to all the support my mentor teacher gave me, I feel extremely prepared, secured, and organized. For example, I had to read a book to the children before my activity would start and I decide to offer to read the book to all the children during story time instead of only reading it at my table. Before I began reading the book my mentor teacher

To stage an activity for communication, I could tie it into the observing activity. After all of the children have looked at the caterpillar, I could have them all go to the table and create ideas, drawings, and descriptions of what they saw. After they finished, they could communicate with one another by showing and telling their ideas. While this works on a specific skill, they are also learning from each other. Lastly is measuring. Measuring is a skill that I learned in preschool and still use every day! Measuring can be fun for young children or extremely confusing. It all depends on how you present the topic. About a month ago, we were focusing on measuring in my preschool classroom so I figured what is a better way to help them learn other than a hands on activity? So I went to the store and bought the miniature cheesecake crusts and instant cheesecake and took it to class. We put our ingredients in order, (the packets were labeled 1, 2, and 3) measured out our ingredients, and made little cheesecakes. While the class had fun making these, they also learned how to use the process of steps and measuring. They learned that error can lead to an unsuccessful

To reinforce shape recognition, seat the youngsters in a triangular, rectangular, or other configuration for the next round.

At the time of the activity, the teacher gathers the 12 children at the table, and together with their assistant explain the activity of the day. Usually the children of three, four and five years already know the routine well, and sit around the table. While the smallest of two years with the help of the assistant and in chairs with insurance also participate in the activity. On this day, activity was about mother’s day, children were using colored paper, scissors, some stickers, and paintings to make a card. At the moment the teacher explained to them about the project to be done, sometimes she had to raise her voice a little or emphasize some words, because the smaller ones distracted the bigger ones. But since from the hour of the circle and I inform them on what would treat the project, they already had an idea of what was going to do; Without however, the assistant had to support more with the smaller ones.

Take your sensory table outside and fill it up with water. Provide your students with a variety of different sized sponges and containers. Let your students explore how sponges work and have fun getting each other wet and filling up their containers with water from the sponges.

Due to time, the student’s opportunity for free exploration was cut short, which forced, at times, the students to get detracted from the task at hand. Additionally, depending on the future practicum lesson plan objective, I would like to highly consider completing the practicum in small groups, opposed to the large group of twelve children. Splitting into smaller groups will offer students more of an opportunity to learn at their own pace, decreasing the amount of pressure they feel from students who have already completed the task at hand. More so, having smaller groups will decrease the chance for students to copy one another’s work; forcing the students to make the connections for themselves, connecting a mental image of the manipulative to the mathematical topic. Finally, for future practicums, if the topic and manipulatives allow, I would have the students document their discoveries on a more guided worksheet. For this particular practicum, the students were to record their findings on a blank piece of paper. Due to the fact that the blank piece of paper did not offer any guidance or instruction for specific documentation from the students, many did not record their findings. Suppling a more guided worksheet might help students record their findings, in turn helping them learn and recognize the points of the lesson, and help us, as instructors, better assess the students complete understanding of the practicums lessons

Shape Up! Fun with Triangles and Other Polygons gives students in introduction about the basic geometric shapes and topics. The book explains triangles, angles, and polygons using food, which everyone will love. The book gives students fun ways to remember the differences between scalene and equilateral triangles. The different number of sides a polygon can have are also explained.

According to the learning progressions report, coming into third grade, students know how to analyze, compare, and classify two-dimensional shapes by their properties. When students do this, they relate and combine these classifications that they have made (The Common Core Standards Writing Team, p. 13). Because the students have built a firm foundation of several shape categories, these categories can be the “raw material” for thinking about the relationships between classes. Students have learned that they can form larger, superordinate, categories, such as the class of all shapes with four sides, or quadrilaterals, and recognize that it includes other categories, such as squares, rectangles, rhombuses,