Inside a kindergarten classroom with Augustana students

A Variety of Resources for Every Skill Level

After two weeks away from working with the kindergarteners at Longfellow because of their spring break, we were back in the classrooms last week. I was able to work with students with a variety of skill levels in the three number sense skill areas we have decided to focus our research on, which are counting to 32, number recognition, and one more/one less. These are important skills for kindergarteners to master before moving on to to more advanced skills, such as story problems and simple addition and subtraction. We have already worked with most of the students on these three skills throughout the year, but we will now focus more on these skills, especially with the students who need more work in these areas.

In the two days I was at Longfellow last week, I was able to use a variety of strategies with both manipulatives and iPod games to help each student with the skills he or she needed more practice with. For students who still needed practice counting from 1 to 32, I was able to use colored counting tiles as manipulatives to work more on one to one correspondence, organization when counting, and difficult numbers such as 15. I was able to use the iPod games to help students with both number recognition and the more or less concept. The students needing more practice with number recognition played “Line Em Up” on the iPods, which allowed me to work with students inconsistent in recognizing 1-10 and students inconsistent with 11-20, just by changing the options on the game. I had the students needing the most practice with number recognition complete the number line from 1 to 10, saying each number as it appeared and counting 1-10 when finished to connect the number symbol to each number as they said it. For the students who were already able to recognize 1-10, the game was adjusted to complete the number line from 1-20, so these students could get more practice recognizing and ordering the tough numbers between 11 and 20. Finally, for more skilled students who had already mastered one more or one less, I was able to use the “What’s Hiding” game to extend this concept to two or three more or less. This shows the wide variety of resources that can be used in just two days to help all students work on the math skills they need practice with, and I’m excited to focus on helping students develop the three skills we have chosen to research for the rest of the year.

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