llowingstudentstoselecttheopicsoftheiressayscanthereforebequitehelpfulinpromotingapositiveattitudetowardwrittenexpression.
Letting students feel like they are part of their learning journey will make them more excited about learning and writing since it is a topic they are already personally passionate are excited to learn more about.
supportiveofstudentsefforts
It's important to verbally be supportive of student's work.
oexpressoneselfthroughprint
Always encourage students to find their own writing style and voice. Show them how fun writing can be and how it can be a creative outlet for them.
sgaincompetenceinusingstandardpunctuation,capitalization,andspellingrules,andincorporatetheseskillsintotheiressays.Learninghowtoplan,organize,andreviseisalsoessentialtothisprocess
Learning the grammatical parts of writing an essay are a super important part of the writing process. These need to be constantly reviewed.
thex’incorporatethesefeaturesintotheirownessaysastheythinkaboutthetopicanddecidehowbesttoexpresstheirownthoughts,observations,andinsights
Using what they have already learned, heard others say, and know around them helps students develop a more complex and sophisticated version of their writing style and voice.
Students’ understanding of an attribute that is measured withderived units is dependent upon their understanding that attributeas entailing other attributes simultaneously.
Teaching students these are at the same time is important.
Personal benchmarks, such as “tall as a doorway” build students’intuitions for amounts of a quantity and help them use measurementsto solve practical problems.
Solving real world problems and practical problems are important when showing students that we use math in every day life.
An attribute ofan object is measured (i.e., assigned a number) by comparing it toan amount of that attribute held by another object.
This comparison is a crucial part of finding the amount of that attribute held by another object.
The purpose of measurement is to allow indirect comparisonsof objects’ amount of an attribute using numbers
Understanding the purpose of measurement is an important part in understanding the process.
Categorical data comefrom sorting objects into categories
Just because it is called categorical data don't bypass it for students. They still need to be taught what categorical data is!
Kindergarten work with data uses counting and orderrelations
Even Kindergarteners are using data!
For example, if every child in a class measures the lengthof his or her hand to the nearest centimeter, then a set of measure-ment data is obtained.
This is an interesting example.
Students’ work with categorical data in early grades will supporttheir later work with bivariate categorical data and two-way tablesin eighth grade (this is discussed further at the end of the CategoricalData Progression).
Students start organizing objects very early in development this could be based on color or various other simple categories. Students build off this and eventually learn ways to visual represent these categories in math.
Sometimes the quantities•In the Standards, a quantity involves measurement of an at-tribute. Quantities may be discrete, e.g., 4 apples, or continuous,e.g., 4 inches. They may be measurements of physical attributessuch as length, area, volume, weight, or other measurable at-tributes such as income. Quantities can vary with respect to an-other quantity. For example, the quantities “distance between theearth and the sun in miles,” “distance (in meters) that Sharoyawalked,” or “my height in feet” vary with time.have the same units (e.g., 3 cups of apple juice and 2 cups of grapejuice), other times they do not (e.g., 3 meters and 2 seconds).
Sometimes some of my students have a hard understanding of this. They seem to ask "Well what if they are the same?"
Ratios and percentages are also useful in many situationsin daily life, such as in cooking and in calculating tips, miles per gal-lon, taxes, and discounts
Several examples of using ratios and percentages in a real world setting.
Ratios and proportional relationships are foun-dational for further study in mathematics and science and useful ineveryday life.
This is so true! I use ratios and proportional relationships in my everyday life without even knowing!
n geometry, students com-pose and decompose shapes
Not only do you have to understand how to compose, but also understand how to decompose these shapes which can be a tough task for some students.
visual representations of fractions
Having these visual representations for students is super important.
In learningabout base-ten notation, first graders learn to think of a ten as a unitcomposed of10ones, and think of numbers as composed of units, e.g.,“20is2tens” and “34is3tens and4ones.” Second graders learn tothink of a hundred as a unit composed of10tens as well as of100ones. Students decompose tens and hundreds when subtracting ifthey need to get more of a particular unit.
A strong understanding of subtracting large number units from a young age is a necessity.
Initially, students compute using objects or drawings and strate-gies based on place value, properties of operations, and/or the re-lationship between addition and subtraction (or multiplication anddivision)
Using hands-on activities that can connect with students and are engaging are super important.
Being able to count forward, beginning from a given number withinthe known sequence,K.CC.2is a prerequisite for such counting on.
Several students that I work with don't know how to do this and I believe that it is so important and such a useful skill to have in the future.
Understand the relationship between numbers and quan-tities; connect counting to cardinality.
Understanding more than just the counting. Children must understand the relationships and connections between these numbers.
From saying the counting words to counting out objects
I believe this is so important to say it AND count it out.
To understand correspondences between differ-ent approaches to the same problem or different representations forthe same situation, students draw on their understanding of differ-ent representations for a given numerical or symbolic expression aswell as their understanding of correspondences between equations,tables, graphs, diagrams, and verbal descriptions.
Making sure to have different ways to show students the correspondences between equations such as tables, graphs, diagrams, etc.
The skills traditionally labeled “conver-sion” and “simplification” are a part of these expectations.
Important skills to know and use in real life.
“Number sentence” in elementary grades“Equation” is used in-stead of “number sentence,” allowing the same term to be usedthroughout K–12
I have had to teach myself to use this term as now this is more socially acceptable.
en ones composea unit called a ten.
My first and second grade students are learning this at this time!
A one-, two-, or three-dimensional geometric figure can be de-composed and rearranged without changing, respectively, its length,area, or volume.
Another important key concept students need to understand.
A group of objects can be decomposed without changing its car-dinality, and such decompositions can be represented in equations.
My students have a hard time understanding this concept sometimes.
composing and decomposing.•unit (including derived, superordinate, and subordinate unit).
I had to research the words superordinate and subordinate and found out that superordinate meant of a higher degree and subordinate is the opposite in which it is in a lower degree. Using this new gained knowledge I was able to infer that it was talking about all the different unit rankings.
environments in which students feel safe to engage with one another and with teachers
Creating these SAFE environments were students understand that it is ok to ask questions. Students shouldn't feel lesser for asking questions.
including curiosity
Curiosity is something we seem to crush sometimes when it comes to Math. Let's begin to encourage our students to become a little more curious when working with Math.
Elicit, value, and celebrate varied approaches and solution paths that students take to solve mathematics problems, explain their thinking, and critique the arguments of others.
Always let students know that there is more than one way to solve a problem.
a progression of coherent activities and problems that align with those goals.
Have students help you come up with these goals and ideas! Make them feel as if they are in charge of their own learning and they will be really excited about it.
Such teachers establish clear goals for the mathematics that their students will learn,
Establishing clear and easily understandable goals that the age range you are teaching is really important for the students to be able to succeed.
Establishing clear goals that are easily understandable for students is really important.
The specific language that adults use with young chil-dren is also dislinctive and serves to enhance language development. This specific language has been termed chi]d-dirccled speech
I personally find this speech to be very degrading and almost as if you are belittling a child. I don't find it effective in the long run either as we should be teaching ur children how to properly speak.
Eye contact and shored reference.
Never knew the importance of eye contact in a child's language development
Additional research has used brain-imaging (metabolic and noninvasive) tee niques as well as brain stimulation technology to further document the localizalic of language functions in tho brain
Neat! Further proof that the brain plays a large part in language functions.
When teaching finger plays and action songs, tho focus would be on using repetition, imitation, and positive reinforcement. A teacher's enthusiasm and praise for children's efforts in learning the finger play or action songs would provide further reinforcement.
This way of working with students works really well from what I have observed
Thus, language is "taught" through situations in which children are encouraged to imilato others' speech and to devolop associations between verbal stimuli
I really agree with this idea of children learning through situations
children would have activities that encourage them to repre-sent their world using oral and written symb<;>ls through speaking, drawing, and writing.
As a future Early Childhood Educator it is important to provide my students with activities that increase and advance these skills.
At about the age of 1 year, some children begin lo represent actions and objects mentally and symbolically.
Before they can speak they still find means and way to communicate their feelings and thoughts.
In a sense, children teach themselves language. Through the acquisi-tion process, children construct their knowledge of the ways language is used nnd manipulated.
They can't develop this on their own if the world around them wasn't influencing them right?
Children are active participants in their language development.
So important and so true!
Building on Chomsky's work, Steven Pinker (1994) conlended that language is an instinct, not simply a cultural invention
Interesting idea to think that it's instinct
Is a child a "blank slate" at birth, and do the experiences or "nurture" provided in the envi-ronment predominantly determine language development'! Or is the child already "preprogrammed" for language develo11ment in such a way that heredity and matu-ration are the major influences, with experience and context exerting only limited influence'?
I personally believe that every child starts out as a blank slate and their experiences play a huge part in nurturing them. How could a child be pre-programed for language development when each and every child learns language in a different way?
Literacy is also a catalyst for participation in social, cultural, political and economic activities, and for learning throughout life’.
I could not agree with this quote any more. Without Literacy one can not engage in social, cultural, political, economic ideology. Living a lifestyle when one is illiterate can be extremely difficult.