As students move into middle school, they’ll need those word problem skills you’re teaching them right now in elementary school! This is a theme for me this week as I’ve been helping my son, Connor (now in 6th grade), with his math. I watched him on his journey...
*Early Intervention Posts
In the 21st century, motor skills aren’t always as developed as they should be before kids enter kindergarten. A child’s life today typically involves more time being plugged in than being outside playing - jump-roping, hopscotch, kick the can, etc. Kids are learning...
For a long time, people have asked me to tell my story…from classroom to consultant, here it is!
When you think of “curriculum,” what comes to mind?
After kids have lots of experience with conservation to a number, the next idea we assess kids for is the concept of part-part-whole.
Think about the idea of number quantity and the ten frame and compare it to phonemic awareness and words – we want students to achieve literacy in both areas. Students must be able to play with these things, changing them in their heads in a way that makes sense.
Since many of their students haven’t been in any kind of Pre K program, Kindergarten teachers are left wondering about the background of their students in the areas of reading and math, specifically numeracy development.
What happens if students can’t even visualize the word, let alone spell it inside out? We live in a “plugged in” culture, where students spend extended periods of time consuming visual images. This severely limits their visual memory or their ability to access and recall images and real-life situations that happened to them.