Build math knowledge through a diverse collection of authentic narrative and informational books.
A
ll summer Oliver and his dad played together, laughed together, sang together, and read together. Now it’s the first day of school! Oliver is ready but his dad isn’t . . . Suddenly Oliver’s dad feels nervous and would rather stay home. But Oliver isn’t convinced. What if the first day is really fun? What if it’s the start of an exciting year? In this charming story of first-day jitters, acclaimed creator Mike Wohnoutka perfectly captures the mixed emotions felt by kids and their parents when big changes are afoot.
Mike Wohnoutka
Cover illustrations © 2015 by Mike Wohnoutka This edition is available for distribution only through the school market.
ISBN 978-1-338-04517-8
9 781338 045178
B L OOMS B U R Y
Math Our Community | 2.3.1
VOCABULARY
INTRODUCE
count Repeat Say this word after me: count. Define When you count, you say the numbers in order . Describe This boy is counting fruit. 1, 2, 3... Act It Out Let’s act out counting by pretending to count o
Develop math and language skills using an evidence-based, interactive read-aloud model with open-ended prompts, peer-to-peer discussions, and a range of scaffolds that support or challenge as needed.
ur fingers.
RETEACH
count Repeat Say this word after me: count. Define When you count, you say the numbers in order . Discuss We see that we can count fruit. What else can
we count?
Repeat, rephrase, or expand.
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Introduce and reteach high-value vocabulary , including important academic vocabulary, through explicit routines with illustrative photos and total physical response. 11/26/19 4:21 PM
Math
Our Community | 2.3.1 TEACHER CARD
MATCHING: MEASURING TOOLS
Math 2.3
Differentiation
Name:
Date:
Dr w and Write with Lala!
Support Complete the activity with the cards fac
This week read Whose Hands are These? by Miranda Paul . It is about dif ferent helpers working in the community. What kind of community helper would you like to be?
e up rather than face down. s children to focus just on
Removing the memory challenge allow learning about the tools and their uses .
OR
Multilingual learner supports are integrated throughout the program.
Challenge Have children identify another tool tha
t measures the same attribute
as their Activity Cards. For example, if a balance scales, that child could name a
child found the match for the produce scale or bathroom
scale as another example of a tool that
measures weight.
Modifications
Multilingual Learners
For children who need additional langu tool using these sentence frames: This is a
age support, present each
. It measures
.
Encourage children to use these frame
s each time they name a tool.
Fine Motor Development
Fine motor skills can be supported by h
aving children take turns -down grid on the table. They
arranging the cards in a face-up or face can practice placing the cards precisel
y in position.
EC3-5_TC_Eng_Math_T2W03.indd 2
02/09/20 1:55 PM
EC 3-5_RP_Eng_Math.in d 7
23/12/19 11:50 AM
Support math skill development through small-group activities with hands-on learning and extended multiple-turn conversations.
Continue the learning and discussion with response prompts for writing, drawing, and/or storytelling.
RESEARCH FOUNDATION PAPER
A Holistic Approach to Teaching Early Childhood Mathematics
PreK On My Way provides evidenced-based instructional routines that develop mathematical skills and knowledge to ensure that every child has the skills and confidence they’ll need to succeed in elementary school and beyond!
A Holistic Approach to Teaching Early Childhood Mathematics Written by Jie-Qi Chen, Ph.D. Founder, Early Math Collaborative at the Erikson Institute
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