Evidence of Student Learning in EDUC 364: Kindergarten...

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Evidence of Student Learning in EDUC 364: Kindergarten Labs

Overview of the Assignment

The “Kindergarten Lab X Reflection and Lab (X+1) Plan” is a running assignment in EDUC 364

connected to the students’ kindergarten teaching experiences at Longfellow Elementary School. Over the

course of the fall term, pairs of Augustana students worked closely with triads of Longfellow

kindergarteners. There were a total of 7 teaching encounters during the term.

For each teaching encounter, students were required to reflect on what occurred during the previous

encounter, assess the kindergarteners’ numerical knowledge based on the previous encounter, and use

their reflections and assessments in planning their next lesson with the children. For the first teaching

encounter, Augustana students were required to view a video of their instructor (me) administering a

numeracy assessment to the children in their teaching group (I administered and videotaped these

assessments in early August, prior to the Augie school year). Thus, even for the first teaching experience,

the EDUC 364 students had some basis for assessing the children’s knowledge.

An MS Word form, complete with writing prompts, is available to students on Moodle. Students were

required to use this form for each of their 7 “Reflections/Plans” during the term. The students typed their

responses to the writing prompts, and then emailed their reflection/plans to the instructor for feedback

(and grading) prior to the kindergarten teaching experience.

As noted on the on the introductory page for EDUC 364 in the e-portfolio, I believe that this sequence of

assignments provides the most compelling evidence that worthwhile learning is happening in this course.

This document provides evidence supporting this claim. The table of contents below indicates what is

included in this document and how the contents are indicative of student learning.

Page 2: The description of this assignment provided to students in the course syllabus.

Pages 3-4: The “Lab X Reflection and Lab (X+1) Plan” form. This lets readers know the questions

that EDUC 364 students are responding to.

Pages 5-7: The scoring rubric used to assess each submission of the “reflection/lab” assignment. This

rubric was made available to students at the beginning of the term.

Pages 8-32: The work of “Cathy and Chris” (pseudonyms) over the course of the term. The first two

pages show “Cathy and Chris’s” first reflection/lab, followed by their grade and my

comments. This is followed by their 2nd

reflection/lab, then my comments; their 3rd

reflection/lab, etc. “Cathy and Chris’s” work represents the “lower end” of the

reflection/lab assignments produced in EDUC 364. Note, however, that while “Cathy and

Chris’s” earlier assignments received low scores, their work showed clear improvement

over the course of the term.

Pages 33-65: The work of “Betty and Ben” (pseudonyms), presented in the same format as “Cathy and

Chris.” “Betty and Ben’s” work is closer to average relative to the rest of the class. As

above, however, note that “Betty and Ben” took critical comments from their instructor

seriously after early submissions, and their work improved during the term.

Pages 66-97: The work of “Alex and Andy.” Their work is on the “high end” relative to the class.

“Alex and Andy” produced high quality work throughout the term.

2 Kindergarten Reflection/Lab Assignment Description; Drawn from pages 7-8 of the EDUC 364 Syllabus

Kindergarten Number Sense Labs (26%). Over the course of the term, pairs of Augustana students

you will work closely with groups of 3 kindergarten students, assessing the kindergarteners’ numerical

ideas and providing learning experiences appropriate for your kindergarteners’ numerical development.

You will work with your kindergarteners on seven different occasions, providing you several

opportunities to work through the teaching cycle of assessing knowledge, using assessment to inform

instructional planning, engaging in instruction, and reflecting on instruction. Since your work with these

kindergarteners will be somewhat extended (7 sessions over 9 weeks), you should also be in a position to

document how the children progressed over time.

You will be provided with a flowchart (handed out in class and available on Moodle) highlighting some

of the competencies to look for with kindergarten students and suggesting learning activities which are

appropriate for a given child at a given state of numerical development. This flowchart should serve to

frame your work with your students, but you are also strongly encouraged to use your own ideas

regarding how to most effectively reach your students. Are they physically active? Do they have

particular interests that you’ve picked up on? You will know things about your kindergarteners that can’t

be anticipated by a generic flowchart. You should incorporate your knowledge about your students in

crafting learning experiences which will be well suited to them.

The documentation you will submit for ED364 relating to your work with your kindergarteners should

meet the following specifications:

August 26 [3%]: “Counting Assessment and Lab 1 Plan”: The counting skills of 2 of the 3

kindergarteners in your group were assessed earlier in August using Kathy Richardson’s

“Counting Objects” assessment.1 On Friday, August 28, one member of your “Augie pair” will

administer the Richardson Counting Objects Assessment to the 3rd

kindergartener, while the other

partner will engage the two children who have already been assessed with an appropriate activity.

Both partners should participate in the planning for all of the children, however. You and your

partner should view the video of the assessment sessions for the 2 who have already been assessed

(the videos are on Moodle), and use the Richardson recording form to assess the children’s

counting. Then, plan at least 2 activities you can do with these children on Friday, August 28,

which will help advance their numerical knowledge. (Given that children of this age have trouble

focusing on anything for too long, it is important that you have more than one activity ready to go

in case the child loses interest in an activity). A template for the lesson plan will be provided.

Both the lesson plan and the completed Richardson assessment form should be submitted on

August 26.

Aug. 31 [3%], Sept. 9 [3%], Sept. 14 [3%], Sept. 21 [3%], Sept. 28 [3%], and Oct. 5 [3%]: “Lab

X Reflection and Lab (X + 1) Plan”: The assignments due on these dates all follow the same

format. First, you must reflect on the kindergarten teaching experience which you just completed.

A form with guiding questions will be provided to help focus your reflection. Second, a lesson

plan for the next kindergarten teaching session is due. Again, a template for this plan will be

provided.

1 Richardson, K. (2002). Assessing math concepts: Counting objects. Bellingham, WA: Mathematical Perspectives.

3 Lab X Reflection and Lab (X+1) Plan Form

Your Names Here

Your Kindergarteners’ Names Here

Today’s Date Here

Lab __ Reflection and Lab __ Plan

Part 1: Reflection

In the space below, address the following:

1. Briefly describe what occurred during your last encounter with your kindergarteners2.

2. Based on your previous interaction(s) with your kindergarteners, what do the children seem to

know regarding “number sense” at the moment? Provide evidence to support your assessment

(e.g., refer to data obtained from a Richardson assessment, describe an exchange with the children

in which they exhibited knowledge, etc.).

3. Based on your previous interaction(s) with your kindergarteners, are there other important

observations you can make which might influence your future interactions with the children?

(That is, are you seeing signs that the one or more of the children respond favorably to certain

activities as opposed to others, have any of the child revealed a personal interest which you might

tap into in future lessons, etc.).

2 If this is your plan for Lab 1, then briefly describe what you saw in the video of your student.

4 Lab X Reflection and Lab (X+1) Plan Form

Part 2: Plan for Next Encounter

A. Plan at least 2 activities3 for your next encounter with your kindergarteners. You should plan on

working with the children for 20 minutes, and your activities should be designed to provide the children

with the practice and/or instruction that they needs, hence helping the children’s “number sense” to

progress.

Activity 1

Materials Needed:

Brief Description of the Activity:

Activity 2

Materials Needed:


Activity 3 (optional)

Materials Needed:


B. Briefly describe how these planned activities build off of your reflections in Part 1. That is, how do

your activities build on your assessment of what the children know, while pushing the children toward a

deeper understanding of number? In what ways, if any, are you drawing on your knowledge of the

children’s learning styles, interests, etc., in creating a valuable learning experience for them?

3 Kindergarteners do not have long spans of attention, hence you should be prepared to change activities in case the children start to lose

focus. It is certainly possible that your kindergarteners will enjoy your first activity and engage with it throughout your teaching

session…this is fine. Use your own judgment regarding whether to stick with one activity during the session or to move on to another one.

5 Kindergarten Labs Scoring Rubric

“Lab X Reflection and Lab (X+1) Plan” Scoring Rubric

Name:

Seven separate “Lab X Reflection and Lab (X+1) Plan” assignments will be collected during term. Each

assignment includes 3 components (a reflection on the previous encounter, planned activity 1, and

planned activity 2), and each assignment will be scored out of 3 possible points. Scores will be awarded

according to the following criteria:

Lab X Reflection (1 point)

1 = Reflection on recent encounter with the kindergarteners is thoughtful. A clear summary

of the encounter is provided. Based on the encounter, a reasonable assessment of the children’s

current skill set is provided, and evidence is used to support the assessment. If

appropriate, further anecdotal observations about the children are provided (such as the

children’s interests, apparent learning style, etc.) which might contribute to the success of future

lessons. [Note: if you are unable to make such anecdotal observations (because the children are

shy or unresponsive; the children are “all business” and show little sign of a preferred interactive

approach, etc.), note this as well.]

0.75 = Three of the four bold, italicized components listed above are adequately completed.

0.5 = Two of the four bold, italicized components listed above are adequately completed.

0.25 = One of the four bold, italicized components listed above is adequately completed.

0 = None of the bold, italicized components listed above is adequately completed.

Activity 1

1 = A clear description of the learning activity to be executed during the next lab session is

provided (clear enough so that another adult, such as a substitute teacher, would be able

to execute the plan based on your description). The activity is developmentally

appropriate for the children (that is, it utilizes the children’s existing knowledge while pushing

the children toward deeper understanding of number). A clear statement about the

connection between this activity and the reflection is provided.





Activity 2

1 = A clear description of the learning activity to be executed during the next lab session is

provided (clear enough so that another adult, such as a substitute teacher, would be able


to execute the plan based on your description). The activity is developmentally

appropriate for the children (that is, it utilizes the children’s existing knowledge while pushing

the children toward deeper understanding of number). A clear statement about the

connection between this activity and the reflection is provided.





The record of your scores for each assignment is shown on the next page:


Assignment Due

Date

Lab X

Reflection

Score

Activity

1 Score

Activity

2 Score

Total

Score

Comments

Counting

Assessment

and Lab 1

Plan

8/26

Lab 1

Reflection

and Lab 2

Plan

8/31

Lab 2

Reflection

and Lab 3

Plan

9/9

Lab 3

Reflection

and Lab 4

Plan

9/14

Lab 4

Reflection

and Lab 5

Plan

9/21

Lab 5

Reflection

and Lab 6

Plan

9/28

Lab 6

Reflection

and Lab 7

Plan

10/5

8 “Cathy and Chris”: Lab 0 Reflection and Lab 1 Plan

Cathy and Chris

Student A, Student B, Student C [pseudonyms for the kindergarteners]

August 26, 2009

Lab0 Reflection and Lab 1 Plan

Part 1: Reflection


1. Briefly describe what occurred during your last encounter with your kindergarteners.

We first watched the videos for Student A and Student B in which they were being assessed. Both

of the kindergarteners displayed similar traits when it came to counting the chips. For the first task

of the assessment both students were able to successfully count the chips up to twelve and both

were able to easily make a separate pile of nine from the twelve chips. In the third task, both

Student B and Student A recounted each time a chip was either added or taken way. Finally For

the “pretend” question both students had difficulty answering the questions once the numbers got

larger. We noticed that Student B was much more talkative then Student A, but both

kindergarteners seemed to be comfortable talking with a new person.





Based on the assessment, Student A seems to generally understand the ideas of keeping track, one-

to-one and cardinality up to 12. When resented with thirty-two chips she was unsuccessful, so

based on this we could assume that she is beginning to grasp these concepts though she is not able

to fully understand them yet. Student A does have familiarity counting in order, but she has not

grasped the sequencing concept fully. For example in task three she has to recount the chips each

time in order to correctly be able to tell how many chips there are. For these reasons we can say

that Student A has be introduced to the main concepts regarding number sense, but she still needs

to practice more so that the concepts can become stronger.

Like Student A, Student B displays similar traits of number sense. He was able to count

successfully up to twelve and has grasped the basic ideas of cardinality. Also, Student B needed

to recount all of the chips each time one was added or taken away in task three. He was able to

answer most of the questions correctly, but did have one wrong. This may have due to the fact that

he was not paying attention to what he was doing and not the fact that he has problems counting in

sequence. However Aston did struggle, like Student A, in the “pretend” part of the assessment.

Aston was able to correctly answer a few questions, but he seemed to guess on a couple and was

not able to answer some. For these reasons, we can say that Student B, like Student A, has been

introduced to the main concepts dealing with number sense, but the stills needs more practice and

instruction.






Both of the children seemed to be comfortable talking to new people. Although we did notice that

Student B was more interested in stacking up the chips. We could incorporate his playfulness in to

the activities. For example we could use building blocks to get him to keep focused and interested

in the activities.



A. Plan at least 2 activities for your next encounter with your kindergarteners. You should plan on



progress.

Activity 1-- Ah Chute

Materials Needed: Two-colored chips, game board, spinner.

Brief Description of the Activity: The students will take turns spinning to see how many chips they can

place in the chutes. Also, the students will decide on who goes first after each spin. The student who has

the most chips of their color at the top of the chutes is the winner.

Activity 2

Materials Needed: Multi-connecting blocks.

Brief Description of the Activity: The students will have to make a figure matching one that has been

presented to them using the multi-connecting blocks. The idea is to allow the students to become familiar

with patterns. For this activity the students can come up with their own designs and the others copy,

taking turns showing off their designs. The students will have to count up the blocks and eventually form

and recognize some patterns that aide them in knowing how many blocks are in the figure with out

recounting each time the figure is rearranged.





We noticed that both Student A and Student B did not move the chips when counting them. This is

one basic skill that we wanted to introduce to the students. Ah Chute forces the students to move the

specific number of ships into their color circle, but also in to the chutes themselves. This will allow the

students to keep track of the chips and also reinforces the ideas on cardinality. This also introduces the

idea of part to whole and allows the students to become familiar with the anchor number five.

The second activity will help the students understand that they can form certain patterns to help

them know how many objects there is in a pattern without having to recount each time one is removed,

added, or the pattern is simply rearranged so that it looks different. We came up with this idea based on

Student B’s interest in stacking up the chips and enjoying playing with them. We also picked this activity

because it allows the students to strengthen their number sense in terms of recognizing patterns and part-

part-whole relationships of a certain number.

10 “Cathy and Chris”: Lab 0 Reflection and Lab 1 Plan Score and Comments

Assignment Due

Date

Lab X

Reflection

Score

Activity

1 Score

Activity

2 Score

Total

Score

Comments

Counting Assessment

and Lab 1 Plan

8/26 1 0.75 0.75 2.5 You clearly described what you saw in the video of Student B and

Student A, and did a nice job of laying out your assessment of their

knowledge. You also adequately described the two learning activities

you plan for them, and made a convincing case for how these activities

might “push the children toward deeper understanding” of number (e.g.,

“Ah Chute” should help them build the skill of moving objects in order to

count them and begin to get them thinking about “5 families”; the pattern

game will begin to get the children to move beyond simple counting and

toward instantaneous recognition of number). I did sense a bit of a

“missing link” between your learning activities and your

assessment/reflection however. You established in the reflection section

that both Student B and Student A are strong at counting up to 12 objects.

Your activities, at least the way you described them, don’t seem to push

them toward comfort in counting larger groups of numbers, however. Ah

Chute is essentially about counting up to five objects at a time, and I

doubt that you’d be presenting the children number patterns with

quantities greater than 12 (as even adults are unlikely to be able to

recognize a quantity that large). Ah Chute could certainly be modified a

bit by asking students to count out, say, all 25 circles once the chutes are

filled, in which case this “missing link” would have been covered…you

made no mention of this approach, however.


Cathy and Chris

Student A, Student B, Student C [pseudonyms for kindergarteners]

August 31, 2009

Lab 1 Reflection and Lab 2 Plan

Part 1: Reflection



In our last encounter with the kindergarteners, we were personally introduced to them. This

was the first time that we met the students at Longfellow. Cathy took one of our students to assess

her for her number sense skills. While this transpired, Cathy and the student were in the cafeteria

during the 20 minute lesson. Meanwhile Chris and the other two students, Student A and Student

B played the number sense game learned in class, “Ah Chute”, which helped the students in their

counting, as well as allowing them to practice moving objects as they counted them. While they

thoroughly enjoyed the game, the two students each one a game, so we moved onto our second

activity. Although we were out of time, we managed to make one or two more shapes before we

had to leave.





The students’ number sense seems to have risen slightly since the assessment video that we

saw at the beginning of the school year. The students are able to now count to 1 through 5 without

any difficulty. This was experienced while we playing the Ah Chute game with the students.

However this is in comparison with the video of the students’ assessment that we saw. While

although the students were not incapable of counting to 5 easy, the students seem to have an easier

time while they were playing the game then in the video. This could be because they were in a

more comfortable setting, or because they were playing a game that they could understand and get

involved in. Regardless, there seemed to be a slight progression in the students’ number sense,

even if this was only in terms of confidence in counting.






Based on playing the Ah Chute game, it can easily be determined that the students enjoy

the competitive and lighter-mood of playing a math game. While although it may seem like a

rather obvious observation (students like games) the level of involvement and excitement the

students displayed while they played the game was a surprise. They did also respond (mildly) well

to the competitive edge of the game, as if they each competed to be a better counter than the other.

This can be something that we can include in a lesson if it is not detrimental to it. As of now, it

seems like it can go either way. Another element of the students that was noticed as we progressed

through the lesson was the “antsy-ness” of the students while we played the game. At some future

meeting with the Longfellow students, we will have to incorporate a large amount of movement

into the math lesson in order to fully utilize the energy and focus of the students.







progress.

Activity 1

Materials Needed: Multi-connecting blocks

Brief Description of the Activity: This will be a continuation of the activity started in lesson 1. Since we

did not fully engage in this activity, I feel that a second time is necessary in order for us to determine if

the activity is useful or not. This will help them again to call on their number sense to determine that

despite different shapes, the number of blocks stay the same. Although, for this round of problems, it is

necessary for us to use larger numbers, because 5 and 7 was not challenging when we attempted this

activity the first time.

Activity 2

Materials Needed: Index Cards (made up as matching cards)

Brief Description of the Activity: This game will be similar to any other sort of memory-matching games.

A card with a written number and another card with that many dots on it are scattered across a surface.

The students will lift up two cards at a time, matching the number of dots with the written number. This

will help to develop the students’ cardinality of numbers, as well as test their overall memory skills. The

fact that it is a game will also keep the students thoroughly involved.





These activities build off what we found out in the reflection section because one-half is a straight-

forward continuation of the subject; where as the second-half of the lesson is pushing the students to a

deeper understanding of numbers. By making the students see, and recognize, both forms of the numbers,

we are attempting to craft the number sense of cardinality as early as possible.

The main way that we are drawing on the children’s interest is to incorporate a mathematical

game. The aforementioned math game will help the students to stay interested in the lesson while at the

same time challenging them to think in new ways about numbers. This element as well as taking

advantage of the competitive nature of the students will help this lesson to be successful, and will make

the students much more willingly involved than other possible lessons dealing with number sense.





Assignment Due

Date

Lab X

Reflection

Score

Activity

1 Score

Activity

2 Score

Total

Score

Comments

Lab 1 Reflection and

Lab 2 Plan

8/31 0.67 1 1 2.67 You provide a helpful reflection on your last encounter with Student B

and Student A, and you make a good case for how your chosen activities

for Lab 2 build off your reflections/informal assessments of Student B

and Student A. There is no mention of the new child in your group,

Student C, however. Did you look at Student C’s assessment data? How

will you know if your learning activities are appropriate for her? [Note:

I chose to give you the unusual score of “2.67” since you reflected

on/informally assessed 2 of your 3 children. I recognize that the term

“reflect” is not the best word to describe your assessment of Student C,

since you have not yet met her, but there should be some assessment of

where she stands and mention of how the learning activities are

appropriate for her.]


Cathy and Chris

Student A, Student B and Student C [pseudonyms for the kindergarteners]

9/9/09


Part 1: Reflection



In our last visit we worked with all three students using the multi-connecting cubes in the

classroom. Chris began by presenting the kindergartners with a figure made with the blocks and

asking each one to count the blocks. We noticed that the students had a bit of a difficulty when the

figure included blocks that overlapped and then changed direction. After a few more of these types

of questions, we then gave each student a small pile of blocks and asked them to form figures

using a specific number of blocks. The students did do better in this part because they were able to

move the blocks and separate them from the larger pile. One of the last questions we asked each

student individually was to make a figure using fifteen blocks. Student C went first and she

seemed to be doing okay until the last moment. She may have lost count and only used fourteen

blocks. Student A went next and she was able to count out fifteen blocks, but she struggled as

well. Finally Student B went and he was not able to count up to fifteen. We then moved on to our

next activity, which was a matching/memory game. All three students seemed to struggle,

however Student C was able to make one pair. We think this game may have been too complicated

because it used numbers greater than 10. Close to the end, Student B said that he did not like the

game and chose to sit out and just watch. Student A did not feel too comfortable playing either,

but since it was close to the end of time we decided to keep on playing. Student C felt the most

comfortable playing this game and she did seem to enjoy it.





We think that for our next encounter we will have to come up with some game that is not as

complicated as the matching. Since our previous encounter went very well, we thought that an

activity having larger numbers would be more entertaining, but we think we may have over

estimated the knowledge they have pertaining to number sense. Student A and Student B have a

sense of counting objects up to 10 or 12, but any number greater than that confuses them. Student

C seemed to be able to count past 10, but she, like Student A and Student B, lacks the concept of

one-to-one.






Student C seemed to like the matching game and all three students definitely liked working with

the blocks. For the next encounter we think we may include some different kind of manipulatives,

since all three like working with the blocks. The students were well behaved, but we might look

into incorporating some more movement activities to help them focused. We think that for the

next time we are going to try to include activities that are a bit less challenging or an activity that

is less complicated than the matching. We think that it is important for the students to be able to


recognize and know larger numbers, so we will be thinking about some activities that will allow

them to grow in this area.






progress.

Activity 1 Math Bingo

Materials Needed: Various Bingo cards, bingo cards with the numbers to call out, chips to use as

markers, prizes for the winners.


For this activity the students will be playing bingo, trying to get four numbers in a row (horizontally,

vertically or diagonally). The students will have to keep attention to the number that are being called, and

will have to be able to match the number called out with the number on their bingo card. The first student

to do this is the winner and must call out “BINGO!” This activity will allow the students to become more

familiar with number larger than 10. This will allow them to be more exposed to such numbers, while

keeping them engaged in the activity.

Activity 2 Connect-the-dots

Materials Needed: Several Connect-the-dot worksheets, pencils, crayons


This activity allows the students to learn number sequence and recognize certain numbers, especially

those numbers past 10. The students have to connect the numbers in the right sequence in order to form

the picture. After the students successfully connect the dots, then they will have the opportunity to color

in the pictures. This activity will allow the students to strengthen their number recognition and number

sequences, which they seemed to struggle with the previous encounter.





The first activity allows the students to become more comfortable with numbers larger than 10.

This was particularly important for us to take into consideration because in our last encounter the students

did not feel very confident during the matching game. They seemed to struggle recognizing the numbers

and their values. We think that it is important for the students to feel comfortable seeing numbers greater

than 10. The number bingo will allow the students to become familiar with bigger numbers and keep them

engaged in the activity. We noticed that the students like the competitive side of the matching game, so

we chose to incorporate that side into this activity. We are pushing the children to go past their comfort

zone, but doing taking small steps. The matching was too complicated, so we chose a game that is less

complicated and had less rules than the matching game.


The connect-the-dots worksheets will also allow the students recognize number past 10. These

worksheets allow the students to also recognize the numbers and their correct sequence. This activity will

allow the students to keep focus because they will want to see what the dots will end up making. We want

to learn more about the students’ interest, so having a variety of worksheets to choose from will allow us

to see what the students like. This activity is less competitive than the other and will let the students settle

down before they return to their class. Finally, this activity will allow the students to be creative and color

in the picture after they have successfully connected the dots.


Assignment Due

Date

Lab X

Reflection

Score

Activity

1 Score

Activity

2 Score

Total

Score

Comments


Lab 3 Plan

9/9 1 0.75 1 2.75 Your reflection was very well done. You provide many useful details

about your last encounter with Student B, Student A, and Student C, and

provide a reasonable assessment of each child’s numerical ability based

on your observations. You have also chosen sensible activities which I

believe the children will enjoy. I had a slight hang-up on the “BINGO”

game though. You indicated that the children will be “matching

numbers”…does this mean that they will be matching the number

symbols with the oral number words which are called out? That is, if you

call out “four,” and the child has the symbol “4” on his or her BINGO

card, then the child can cover the “4”? If this is the case, then neither of

your activities involves counting objects, something your students need

help with, so there is a disconnect from the reflection. On the other hand,

if the game is designed so that if you call out a “four” and the child has,

for instance, a dot pattern showing four dots (which the child would have

to count), then this would be an appropriate counting game, but I believe

points should still be docked from this assignment for not clearly

explaining this aspect of the game.


Cathy and Chris


9/14/09


Part 1: Reflection



In our last visit with the kindergarteners, we took a much more initially casual approach to our

lesson then we have in previous encounters. We had two elements planned for our lesson: a

connect-the-dots sheet and a game of math bingo. We started with the connect-the-dots sheet and

were planning on working our way to play the math bingo. All three of the kindergarteners seem

to really enjoy the connect the dots activity so we let them do multiple sheets of them, and realized

that we had run out of enough time to attempt math bingo, so with the remainder of the time, we

let the students color in their connect the dots picture. This was to reward them for their well-

behaved manner the past several labs.





The best the children seem capable in terms of number sense is the ability to count to about 12 or

13. This was exhibited in the connect the dots activity, in which the students counted up to about

12 or 13 fine, but needed help with almost all of the numbers there after. This is a step up from

their counting abilities from the past couple weeks, in which they had an easy time just making it

to 10. While although they are making progress in terms of the limits of their counting, they still

do not have any element of “one-to-one” or cardinality. They can count the numbers but they can’t

do much more than that with the numbers.






All of the students definitely enjoy two distinct activities. The first of those activities being games

that use manipulatives. Whenever the students are playing with something physical that they can

count, they are more engaged, entertained, and seem to understand us slightly better when we try

to correct them. This makes the whole lab process much easier. Other activities that do not directly

relate to math on pieces of paper, such as the connect-the-dots activities, are others that the

students genuinely enjoy. Usually it is because they have the tendency to not really think of the

activity as a math lesson, but rather just a different worksheet. Other than those, the personalities

of the students are the only difference that we really saw. Student B likes to move around a lot, so

we should try to incorporate a lesson that involves movement. Student C and Student A both enjoy

what we have been doing, and do not seem to have any strong leanings one way or another.






progress.

Activity 1 Math Bingo

Materials Needed: Various Bingo cards, bingo cards with the numbers to call out, chips to use as

markers, prizes for the winners.


This game will be similar to the regular bingo game, in which participates are required to get a row of

spaces filled, either horizontally, vertically, or diagonally. This will use numbers and other representations

of the numbers in order for the students to make various connections between the numbers called and

what that means on the game itself.

Activity 2 What Comes Next

Materials Needed: Several “What comes next” worksheets, pencils


This activity will allow the students to be able to use their counting knowledge in terms of picking out the

next logical choice amongst the choices given. The worksheet simply consists of different sets of

numbers, each have to in their correct order and then a blank. The goal is to fit in the correct number that

would come next. There is also a number bank on the side of the sheet that will narrow down the

possibilities of what the next number can be.





This activity is building off of the previous activities because, first, we did not get to play the math

bingo game that we originally intended to play. We would not have necessarily decided to play the math

bingo game had the students not stated at the end of the last lesson that they love bingo. We naturally

thought this would be a great way to incorporate math, based on their own personal interest in the game of

bingo.

The other element that we are building off of the last lesson is the use of simple worksheets to

keep the students interested in the lesson. While this is not necessarily as interesting as a game, which we

hope to achieve through the use of math bingo, it is a natural continuation of the connect the dots

worksheets that we constructed in the last lesson. These new sheets are not as fun as the connect the dots

sheet, but are a natural continuation of the information contained in them.


Assignment Due

Date

Lab X

Reflection

Score

Activity

1 Score

Activity

2 Score

Total

Score

Comments


Lab 4 Plan

9/14 0.5 0.75 0.75 2 There continues to be a rift between the assessment data and the planned

activities. I’m concerned that you may be doing activities with the

children for activity’s sake, and you are beginning to lose focus on the

current knowledge of the students and the knowledge you wish to lead

them toward. Notice that in your first couple of encounters with the

children, you indicated that the children were having trouble counting an

amount of objects. In your last encounter and this next one which is

planned, though, you aren’t providing any activities for the children

designed to build their ability to count objects. Rather, these activities

are geared toward helping students know the oral and symbolic counting

sequence (e.g., recognizing the words, symbols and sequence of 1, 2, 3,

4, …. rather than using these to count actual objects). Though you did a

“connect the dots” activity with students last time, you have indicated

that this “connect the dots” activity provides evidence that the children

have not yet mastered “cardinality.” This can’t be the case, though,

because “connect the dots” is related to the ordinal property of numbers,

not the cardinal property.

I encourage you to meet and consult with me prior to writing your next

lab/reflection so that we can be sure that you have a firm grasp on how to

use reflection and assessment to inform instruction, and how to make

valid assessment judgments from teaching experiences.


Chris and Cathy

Student C, Student A & Student B [pseudonyms for the kindergarteners]

9/21/09


Part 1: Reflection



In our last encounter much of the time was spent playing math bingo. All three students seemed to greatly advance

in their counting skills. We had each student take turns choosing a card that had the number to call out. Instead of

just having the number, we had specific numbers of dots up to 20. Since the dots were organized in a pattern

formation, it was easy for the kindergartners to keep track and correctly count the number of dots. All three seemed

to enjoy this game, but had a hard time keeping focus, especially Student A and Student B. Chris and I made sure to

keep them focused and listening for the numbers that were being called. It was a fun game and we really noticed

that the students seemed to be able to count up to twenty easily. Although, Student B would say “I can’t count that

many,” he was able to count up to 19 and 18. Towards the end we gave them a worksheet that required them to fill

in the next number in the sequence because there was not enough time to play another round of bingo. They seemed

to have a good grasp of writing the numbers and easily did 2 worksheets within 5 or 6 minutes.

2. Based on your previous interaction(s) with your kindergarteners, what do the children seem to know

regarding “number sense” at the moment? Provide evidence to support your assessment (e.g., refer to data

obtained from a Richardson assessment, describe an exchange with the children in which they exhibited

knowledge, etc.).

All three students seem to grasp the concept of cardinality and one-to-one with objects that are somewhat

organized. They seemed to have difficulty identifying the numbers (written out form) past ten. For example,

Student B could count up 19 using the dots, but had difficulty finding the number 196 on his bingo sheet. Both

Student C and Student A seemed to have this problem too. They definitely have a good grasp of counting up to 20,

or maybe past 20 and know the sequence of numbers up to 10.

3. Based on your previous interaction(s) with your kindergarteners, are there other important observations you

can make which might influence your future interactions with the children? (That is, are you seeing signs

that the one or more of the children respond favorably to certain activities as opposed to others, have any of

the child revealed a personal interest which you might tap into in future lessons, etc.).

They seem to work better and are able to keep more focus when they work with each other, but each had a turn at

doing something. It also seems that they like to play semi-competitive games. We would like to incorporate these

aspects into our future plans because they seem to enjoy playing with each other, and not just doing individual

work. It would be nice if we could find an activity that allowed them to work or play as a group but they each had

something in front of them that they could work on themselves, like the Bingo game.



A. Plan at least 2 activities for your next encounter with your kindergarteners. You should plan on working with

the children for 20 minutes, and your activities should be designed to provide the children with the practice and/or

instruction that they needs, hence helping the children’s “number sense” to progress.

Activity 1- Save the Caterpillar!

Materials Needed: Dice, Save the Caterpillar game board- one for each student, 25 chips for each player.

Brief Description of the Activity: Each player is given a game board and 25 chips. The students cover up the

caterpillar with the twenty chips, the chips can be placed anywhere on the board, but should cover up the

caterpillar. The first player rolls the dice and removes the number of chips that comes up on the dice from the

caterpillar. The first player to remove all the chips from their caterpillar is the winner.

Activity 2 –Counting Cups

Materials Needed: Pair of numbered dice, 10-15 small paper cups labeled with a number, several chips used to fill

the cups with the specific number.

Brief Description of the Activity: This activity allows the students to move the chips from a big pile in the middle,

to their corresponding cup. In this case we will use 10 cups labeled from 10-22, and the dice will have these same

numbers also. First the players need to put the cups in numerical order. Then, the first player rolls 1 dice, which will

indicate which cup they need to fill. The player counts out the chips from the big pile and places the chips into the

correct cup. The next player does the same, and they take turns until all the cups have been filled.

B. Briefly describe how these planned activities build off of your reflections in Part 1. That is, how do your

activities build on your assessment of what the children know, while pushing the children toward a deeper

understanding of number? In what ways, if any, are you drawing on your knowledge of the children’s learning

styles, interests, etc., in creating a valuable learning experience for them?

Both activities focus on having the children organize an unorganized number of objects. We noticed that they easily

counted dots or objects when they had some sort of pattern. Now we want to challenge the students to deepen their

counting skills by being able to count and sort an unorganized set of objects. The Save the Caterpillar game

integrates the competitive aspect with this organized counting skill. The students each have their own caterpillar

they are trying to save and each take turns observing each other count. The second activity allows the students to

get a better grasp of also moving objects to count them, but also focus on bigger numbers. By incorporating the

numeral form, the students will be more exposed to numbers past ten and be able to better understand what these

numbers represent. We noticed that the students had difficulty recognizing numbers past 10 when they were in

numerical form and we wanted to further develop this skill.


Assignment Due

Date

Lab X

Reflection

Score

Activity

1 Score

Activity

2 Score

Total

Score

Comments


Lab 5 Plan

9/21 1 1 0.75 2.75 Good. This reflection/plan is much improved over the last one. You

make the connections between your assessment of the children and you

planned activities much clearer. This time, it is clear that you are helping

the students to count objects (particularly an unorganized set of objects),

but also trying to help them learn the numeral symbols.

The description for the second activity was a bit unclear. You indicated,

for example, that you would have “10 cups labeled from 10-22”; but

there are thirteen numbers between 10 and 22 inclusive…will you have

13 cups, or will you skip some of the values between 10 and 22? How

will you get dice which can model the numbers 10-22? Will you make

these dice yourself? What will you do when most of the cups are full,

and, therefore, it becomes very unlikely that a student will roll a number

value which hasn’t already been filled? Clearly there are many details

you need to think through about this game before you present it to

children.


Cathy and Chris


9/28/09


Part 1: Reflection



In our last visit with the kindergarteners, we had the students playing a game in which the students

had to “save the caterpillar” by removing the counters that were on top of him. We played two

rounds of this game because the students liked it so much the first time that we played it a second

time. All three of the students seemed fairly interested in the activity and challenged to some

degree. Student A, who was not particularly troubled by the activity, sometimes lost focus and got

a little spacey, possibly, reflecting the quality of the activity. Student B and Student C were both

excited during the whole game, and enjoyed the competition of the activity, as well as their

gradually mastering of the counting of the game. After we finished the second game, we had a

couple of minutes left. We decided to have the students, individually tell us the number on a die.

After each of the three students answered twice, we asked the students if they saw any similarity

between the pictures on the die, and the number they got as they counted up each side of the die.

We sensed that they were starting to make this connection right before we had to leave.





The number sense of the students was very well demonstrated during the activity. For the most

part the students understand cardinality and have an easy time with counting. When they are asked

to count out so many counters, each of them can count out that many counters with ease. While

Student C and Student A sometimes need to be asked to count (when removing the counters)

again, this is a once per game situation, in which they are off only by one number. Usually when

this is happening they are really excited or are not paying 100 percent attention, so I feel that these

slip-ups can be attributed to that as opposed to any serious problems with their counting. Student

B does not have this same problem, but sometimes needs to be encouraged to count to a number

that he deems “too high”. While although this was not a problem in this lesson with the

kindergarteners, Student C and Student A’s mistakes happened, but only about once for each of

the students. The students didn’t not need to count the numbers on the die every time they rolled,

as well, to find the number of counters he or she needed to remove. This could have been because

they did the counting very fast in their heads, which would be a good sign because they haven’t

internalized counting yet, or that they recognize the patter and can make the connection to what

number it is. Regardless of the reasoning for the speed in reading the die, the students’ number

sense skills are at the point in which they have “one-to-one” because they can answer (without

recounting) how many counters they need to remove from the caterpillar by just originally

counting the numbers on the die. They do, however have had little experience with the symbols of

numbers (i.e. 2, 3, 4, etc.). I think that these symbols, as well as regular patterns seen in items like

dice, are the next element of number sense that the students need to grasp.







Based on this previous lesson, as well as past lessons that we have had with the kindergartener, we

can determine that the students favorite lessons are ones in which they get to be competitive.

While although our activities are not games that promote the idea of winning, they have a goal that

one student will reach before the other. This only really happens because we have to take turns to

allow each of the students a chance to roll the die, draw a card, or something else on a one on one

interaction with the students. They do not seem to even care if they win or lose when doing the

activity, and are good natured in their competitiveness. And when the student is in the one on one

role with us, he or she is usually trying his or her best to count as well as they can, in a veiled

attempt to show off to the other too. While although this might be something that can be

problematic later on, the students are still well-natured in their competitions, and is the most

important influencing factor in This is something that has been successful whenever we have tried

activities with mild amounts of competitiveness. There might not be a lot of lessons with the

kindergarteners, but this is a successful method that should be used later on with them in future

lessons.






progress.

Activity 1 Number Matching

Materials Needed: Index cards with die-like symbols on them, index cards with number (1,2,3,etc)

written on them, counters.


This will challenge the students to match the counted number of counters, the index card value, and the

die-like arrangement. We will give the students a given number of counters to count (we will tell them the

number), and then tell them to pick the card that has that number on it, and then have them pick the card

with the correct die-like image on it (ideally without counting them). At any point during each of the

students turns, we will ask them to justify why they picked the card that they did, looking for an

explanation, as opposed to a guess.

Activity 2 Walk Around and Think

Materials Needed: Die, Pencil, Pieces of paper


This activity will introduce the concept of one more and one less to the students. We can have a student

roll a die, and write out the number (the word, symbol, or number of dots like the die would be

acceptable). The students would then walk around the table or desk, or possibly just in a circle that

number of times. While the students are walking, or soon after they are done, we will have the two

students who didn’t roll the die to think of what one more and one less of the rolled number would be.

After the question is answered and the students are sitting, we can start this over again.





This activity is building off of the previous activities because we are fairly certain, based on our

previous activities with the students, that they grasp cardinality, but still do not understand that counting

out six counters is the same as the symbol (6) for it, as well as the basic arrangements of dots seen on a

die, are all interchangeable and inter-related. But to make certain of this leap in number sense, we are still

having the students count out chips, and be able to recognize that they apply to these different things. So

if our activity crashes and burns in the first segment of the first activity, then we know that our previous

assessments were incorrect, and that we need to go back to square one. We are playing off of the

students’ competitiveness, something that they all have common in their learning style, in hopes that they

will get into the activity more decisively and be more apt to give correct answers than something that they


only thought about briefly. They will all be more eager to participate and will hopefully create a more

valuable learning experience. This could also be the beginning of their exposure to “one more” or “one

less” concepts. While although we remain confident that all three of the students will not have a great

amount of difficulty, it will be interesting to see where they stand with that concept, something that we

have never directly worked with them with.


Assignment Due

Date

Lab X

Reflection

Score

Activity

1 Score

Activity

2 Score

Total

Score

Comments


Lab 6 Plan

9/28 1 1 1 3 Very nice job. Your reflection on your last encounter is very sensible.

You were appropriately cautious in some of your assessment

judgments….I really appreciated the point you made that, just because

the students seemed to recognize the number on the die quickly, it

doesn’t necessarily mean that they now recognize the dot patterns

instantly. Perhaps they were just counting quickly, as you note. So,

your assessment of the students was appropriately cautious but still

useful. You clearly identified a sensible learning goal for your next

encounter based on your last experience. Both of the activities you

suggest connect well to this learning goal, and you did a really nice job of

linking your lab 6 plan with your lab 5 reflection.


Cathy and Chris


10/19/09


Part 1: Reflection



In our last encounter with the kindergartners both of the activities went relatively well. For the

first activity we gave each student a specific number of counter that they would have to match up

an index card that had a dots arranged to look lie that of a die. The kindergartners did good in this

activity, ideally we wanted them to be able to match up the number pattern with the number,

without having to count. This happened with a few of the numbers for all three kindergartners. We

noticed that they were able to recognize numbers like 6, 1, and 2. All three seemed to have to

count out the number 4 on the dice, which seemed strange because they were able to recognize the

larger numbers. After this activity we had the kindergartners stand up and they would each take a

turn rolling the dice. The number it landed on indicated the number of times they would have to

walk around the table. They also did really well on this, but they lost track of how many times

they had walked around the table, so we changed it to the number of steps. They seemed to enjoy

getting out of their seats and moving around, so we think we will include another similar activity

for our next encounter.





All three kindergartners seem to be at the beginning stage of grasping number patterns and their

value. In many occasion, especially in the beginning, we asked them not to count the dots on the

dice and match it with the correct number. Student B finished faster that Student A and Student C,

which signaled to us that he had grasped the concept quickly. Student A seemed to need the most

help, which showed that she may have not been exposed to these patterns as much as the other

two. When we would ask them “how did you know that without counting?” they immediately said

“I recognized it!” Student B seemed to grasp this concept better than Student A and Student C, but

overall all three kindergartners did well.






We noticed than the students seem to like moving around and getting out of their seats. In our

previous encounters we had developed a routine and we think that this was a good change. They

all paid more attention and were eager to walk around the table and get back to their chair. Based

on this, for out next encounter we would make sure to include some movement activity that

challenged them in a different way, other than pattern recognition.






progress.

Activity 1 – One more/One less

Materials Needed: Index cards with numbers on them, paper

Brief Description of the Activity: We are going to have the students understand the concept of one more

and one less by allowing them to look at the number on the card. When they look, the students will then

use what they have mastered in number skills to explain what one more and one less is of that given

number. The students will then draw write the number down and if time allows, draw a diagram for the

number in a pattern similar to a face of a die. We can model this information for the students if they need

too, but if they constantly need help with it, we might scrap the die image drawing and focus more on the

one- more and one- less comprehension.

Activity 2 Higher Level Counting

Materials Needed: Counters, sheet of paper

Brief Description of the Activity: This is a method to see how the number skills of the students have

increased, with the work we have been doing inside of the classroom as well as work in their regular

classroom. We will simply have the students count out a number that we will verbally give them and then

have them physically write the number down on a sheet of paper. Depending on how well they do we can

increase the number drastically or have them be slightly above 6. This again depends on their

performance.





We know that the students have a strong understanding of number sense and the symbols of 1

through 6. They also have a good understanding of that information, so we felt that as we close our

lessons with them, we should try and push their understanding and see how well they have developed

number sense. We are trying to see how well understand number sense and cardinality in larger number as

well as rudimentary addition and subtraction, through the use of simply asking for one more and one less.

The reason that we are presenting the activates this way, with no frills and rather straight-forward is that it

has worked with these students so far (with positive results and responses from the students) and we are

hoping to really be able to understand them in terms of mathematics, without the possibility of them

getting lost in a confusing activity the last day of our labs there.





Assignment Due

Date

Lab X

Reflection

Score

Activity

1 Score

Activity

2 Score

Total

Score

Comments


Lab 7 Plan

10/5 1 0.75 0.75 2.5 You do a nice job of summarizing the last encounter, stating what the

children did and the pieces of knowledge they exhibited.

Your activities seem to map onto to the students’ skills appropriately

(with one exception mentioned below), particularly since your goal is to

get a sense of how they have developed since the beginning of the term.

However, given what you reported in the reflection, it doesn’t seem

appropriate that the students should be expected to write numerals as part

of their activities is Lab 7 (something which is required in both of the

activities you’ve planned). Your assessment indicates the students can

recognize the numerals, but being able to read numerals and being able to

write numerals are entirely different skills. You didn’t mention in the

reflection that the students demonstrated an ability to write

numerals…indeed, I re-read you plan for Lab 6, and the plan indicated

that you would provide them opportunities to write numerals during Lab

6, but your reflection on Lab 6 provided no indication that the children

had actually done this. So, be prepared for the possibility that the

children will not know how to write their numerals. You may wish to

consider bringing along “numeral traceables,” such as those available at

http://www.ziggityzoom.com/activities.php?a=339 .

http://www.ziggityzoom.com/activities.php?a=339

33 “Betty and Ben”: Lab 0 Reflection and Lab 1 Plan

Betty and Ben

Student D, Student E [pseudonyms for the kindergarteners]

Wednesday August 26, 2009

Lab _1_ Reflection and Lab _1_ Plan

Part 1: Reflection



a. In our encounter with Student D, we observed that she needs a lot of provided instruction.

She was unable to count at all. She did not attempt to estimate or count the objects at all.

Instead she sat there and looked confused and frustrated. In our encounter with Student E,

we observed that she lacked one-to-one. At her first attempt, Student E was able to

successfully count to nine, however on her second attempt she seemed to skip around the

numbers one through nine. For example she would skip many numbers in between (11, 17,

19, 12). It seemed as though she does not grasp the concept of counting one through ten.





a. Our two students seem to lack a “number sense.” Student D did not even attempt to count,

while Student E struggled to understand that numbers have an order. Neither of the

students has attached meaning to their counts. On Student E’s first attempt it seemed as

though she could successfully count to nine, although given a smaller number to count she

did not successfully do this again, therefore she is inconsistent. Also, neither of the

students estimated a number. It is obvious to us that both of these students need instruction

with simple counting.






a. Although Student D did not respond to Dr. Egan, we are hoping she will respond to a

female instructor. The atmosphere could have played a role in Student D’s shyness. It was

evident that Student E wanted to learn and seemed confident in her counting. She would

point to the counters. We think it might be beneficial for her to pull the counters aside

while she points to them and arranges them in an organized fashion. This will help her not

to lose track while counting. It also seemed like Student E counted fast. By slowing down

she might improve her consistency.







progress.

Activity 1

Materials Needed:

blocks


Our goal of this activity is to have the students be able to organize the blocks in a line. This will

help them to keep the counted separated from the non counted objects. If the students can

successfully do this, then they can start counting the number of blocks, starting with three blocks.

Because both students are lacking the basic concepts of “number sense” we think it is important to

begin with just moving and playing with the objects before being asked to count the blocks. By

moving and playing with the blocks, the students will become comfortable with us, instead of

jumping into counting, which is a difficult concept for them to grasp at this time.

Activity 2

Materials Needed: none


This activity incorporates movement into counting. The student will start the activity sitting down.

Then they will stand up and sit back down, this is one. The student will repeat this action until

they count up to five. By standing up and sitting down the student is moving around which helps

get oxygen to the brain which enhances their learning.


Materials Needed:

Pairs of cards one through five


This game is called memory. The pairs of cards will be face down aligned in a square on the desk.

Each student will take turns turning over two cards and trying to find a match. As the students

turn over a card, they will have to tell us what number it is and attempt to count that many dots on

the card. This will help the students with recognition and matching alike numbers. Since the

students are able to see the number along with that number of dots we believe this will help their

progress because they are seeing the number in a variety of ways.









Based off of the assessments of our students, we believe it is important to use less complex

activities. Our students need to be given instruction at the simplest level possible. Since neither

student can successfully count to five, that is our main goal for these activities. Our focus is not

on them understanding order, however just recognizing the numbers one through five. In our first

activity we hope to make the students more comfortable around us by having them play with the

blocks before actually moving them. We also have the students playing games and interacting

with each other.

36 “Betty and Ben”: Lab 0 Reflection and Lab 1 Plan Score and Comments

Assignment Due

Date

Lab X

Reflection

Score

Activity

1 Score

Activity

2 Score

Total

Score

Comments

Counting Assessment

and Lab 1 Plan

8/26 0.75 1 1 2.75 Good. As we discussed in class, you have a particularly challenging

teaching assignment with Student D and Student E. I think you have

proposed some very reasonable, and potentially very helpful, learning

experiences which are well-suited to their needs. You link these

activities to your reflection/assessment quite well…e.g., you recognize

that these children need practice even in the basic skill of moving and

lining up objects in order to count them, and you provide a nice, “stress-

free,” and potentially fun means of doing this. Like you, I am hopeful

that little Student D will respond more favorably to a female teacher. I’m

also willing to bet that she’ll feel more comfortable if another child,

Student E, is present. The lost “quarter point” in the reflection section

was due to the sentences, “[Student D] was unable to count at all. She

did not attempt to estimate or count at all.” The second sentence is

certainly accurate, but the first sentence is unfounded. We have no

evidence regarding whether or not Student D can count…all we know is

that she chose not to during the video. Maybe Student D can count, but

was just too uncomfortable to demonstrate her ability that day. I

certainly know your meaning…my guess is that you are fully aware of

this distinction as well. Still, teachers must be very cautious in their

choices of words in describing children…imagine how a parent might

react to the statement “Student D can’t count,” particularly if that parent

has counted with Student D in the home. So, in the future, be sure that

you always have evidence to support your assessment claims.


Betty and Ben

Student D, Student E, Student F [pseudonyms for the kindergarteners]

August 30, 2009


Part 1: Reflection



a. We were surprised by our last encounter with our kindergarteners. We were expecting

Student D not to be as successful as she was on Friday morning. Because of her assessment

with Dr. Egan, we did not expect her to be as advanced as she was. We were worried that

Student D would be behind Student E, but in fact it was the opposite. While Betty was

giving the assessment, Ben showed Student D and Student E flashcards of numbers and

asked them to repeat the numbers. Student D appeared to successfully know her numbers

one through five. While Student E struggled to recognize the numbers one through five.

More specifically, it seemed like she would forget to start with the number one and just

start with two or she would forget what would come after four. This mistake seems

consistent with Student E because on another time, she started counting at two and stopped

at six when she should have started at one and stopped at five. It seems that Student E still

needs a lot of instruction recognizing the numbers one through five, while, Student D has

mastered basic counting. When playing the game memory we noticed that Student D acted

as a leader in our group and was very helpful with Student E.

b. In the assessment with Rosadalia, it was apparent to Betty that she was a lot more

advanced than Student D and Student E. She was able to count successfully to 32 and then

when asked how many there were total she was able to recall that there was in fact 32

blocks. She was also able to add and subtract without using the blocks for a visual aid.

Although, she did tell Betty that she was counting in her head. From looking at Student F’s

assessment results we see that he struggles with numbers one through seven. It is hard to

be sure this is all he is capable of because we have not seen him in action. Also, we do not

want to make a false judgment like we did about Student D.





a. Both Student D and Student E lack cardinality. When asked what number was in the group

after just counting both had to re-count or did not just know. Student D seems to have a

good sense of one-to-one, however Student E lacks one-to-one. She often mixes her

numbers up or does not start with number one for instance. Student D seems to be able to

do simple addition problems such as two plus two. She does count the dots or cubes to find

the answer though. It appeared that Student D has mastered counting numbers one through

ten, while Student E still needs instruction with this task. When someone starts Student E

off in counting, it appeared to make things easier for her and she did not mess up as much

this way.








a. After Friday’s class Dr. Egan informed us that Student E is an ELL student. This is

important to take into consideration because she is not as fluent in English as the other

students. Therefore, it might take her more time to come up with the right word that she is

looking for and we should be patient because she might know the correct answer, but is

having trouble communicating it to us. Student D does speak English, however she seems

very shy. For example, while Betty was doing an assessment Student D opened up with

Ben and was answering questions and participating in the game. When Betty got back from

the assessment, Student D became very quiet and reserved. When Rosadalia returned to the

group she wanted to answer everyone’s questions because she was quick to know the

answer. We think the more encounters we have with our students, they will begin to feel

more comfortable with us.



A. Plan at least 2 activities10

for your next encounter with your kindergarteners. You should plan on



progress.

Activity 1

Materials Needed: Ah Chute board with chips

Brief Description of the Activity: The purpose of this activity is for students to practice counting the

numbers one through five. This is a good activity for our students because they will have to read the dice

and then count that number of chips out. This will especially be good practice for the students because

they will be seeing the numbers in different forms, such as the number on five on a dice as opposed to five

chips lined in a row. It will also be good for the students to be playing games with their peers. Since there

are three students in a group one of us will take the student that needs the most help and play with him or

her. The other teacher will oversee the two students playing against each other. This will help the student

who needs the most help because the teacher can ask more questions.

Activity 2

Materials Needed: A deck of card with cards one through ten and cubes

Brief Description of the Activity: This is a game called war. The students will each get the same number

of cards and flip one over simultaneously. Then they will have to determine what card is the higher card

and that is the person who keeps those cards. If they flip the same number over then they will just flip

another card over. This is a good activity for our students because they will start to understand that order

is important. If they are having difficulty determining what card is bigger than they can use the cubes to

count out the number and see a visual, hands on example.


Materials Needed:






10

Kindergarteners do not have long spans of attention, hence you should be prepared to change activities in case the children start to lose




Assignment Due

Date

Lab X

Reflection

Score

Activity

1 Score

Activity

2 Score

Total

Score

Comments


Lab 2 Plan

8/31 1 1 0.75 2.75 You provide a very helpful reflection/informal assessment for Student E

and Student D based on your last encounter with them. This is

particularly helpful in the case of Student D since we really had no

assessment data on her at all after the videos. You make some reasonable

judgments about each child’s current skill set. I’m also glad that you

took note of Student E’s status as an English language learner. Perhaps

her counting struggles have more to do with language than with “number

sense” (e.g., perhaps she knows the concept of counting, but hasn’t yet

mastered the English words used for counting). Your two learning

activities are worthwhile, but I felt you could have been a bit more

explicit about how these activities connect with your reflections from part

1. You seemed to have sown in a few “connecting” comments with the

activity descriptions themselves, but it would have been helpful for more

explicitness here. This was particularly true for activity 2…how do the

number dot cards connect to the numbers you know your 3 kids can and

cannot count to at the moment? In the future, I’d suggest that you go

ahead and answer question B in that section of the template as a separate

paragraph…this should prompt you to be more explicit in making those

connections.


Betty and Ben


September 8, 2009


Part 1: Reflection


4. Briefly describe what occurred during your last encounter with your kindergarteners11

.

a. During our last encounter with our kindergarteners, we started out as a group of five and

then split into two different groups. In the group of five, we started out playing the game

war. Each student turned over a card and then had to tell us what number it was. If they did

not know right away, they could count the dots on the cards to help them. After all three

students turned their card over, they each took a turn deciding what the biggest card was.

Student D was able to do this successfully at times. Student E and Student F struggled with

doing this task. While observing the students, we noticed that they were becoming

frustrated and antsy with this game. We think they struggled with this because they have

trouble with number order (what number is more than the other) and had to wait their turn,

while the other students turned their cards over. This game seemed challenging and

appropriate for Student D because she does not have trouble counting, but struggles with

number recognition and order. It also seemed appropriate for Student E and Student F

because they need to work on simple counting. Because they were struggling with this, we

decided to break up and play Ah Chute. Ben worked with Student D and Student E, while

Betty worked with Student F. Student D and Student E did not grasp the concept of getting

the most amount of chips in the top row, they just filled the rows that were closest to them.

They both seemed like they could count the dots on the dice, but when asked to place that

amount of chips in the rows only Student D was able to do this successfully. Student E

seemed to always count over or under the correct amount. Since Student F has difficulty

with simple counting, Betty gave him different numbers that he could count out that

number of chips. For example, she told him five and he would have to count out five chips.

I noticed that when I moved the chips for him, he was able to successfully count, however

when he had to count and move the chips himself he usually counted past the correct

number. We think he might have to work on his organization skills and slowing down

while he does this. While reflecting on our last experience it is evident that we still need to

work at the beginning levels of counting.





a. Student D still has not developed cardinality. She has to recount the numbers in order to

tell us what number she just counted. She recognizes small numbers (both actual number,

as well as dots) usually up to five. Anything higher than five she usually has to count.

b. Student E does has not developed one-to-one. Sometimes she does not start counting at one

and she usually counts past the number she is supposed to. Also, we usually have to say the

number one in order for her to start counting, otherwise she will start at a random number

like three.

11

If this is your plan for Lab 1, then briefly describe what you saw in the video of your student.


c. Student F also lacks one-to-one. He usually starts at number one, however he then counts

out of order. For example 1, 2, 5, 9, 11, 7. I also think that he was bored with the activity

because it was so simple, but yet he could not grasp it.






a. Based on our observations we believe that all three students need to be more organized

while counting. For example, when moving chips while they count they should line them

up instead of having them in a big blob. Also, we think we need to start doing activities

which involve movement because our students have trouble sitting still for long periods of

time. Our new task at hand is to bring activities where the students are up and moving

around. Student D and Student E seemed to enjoy Ah Chute. We think this is because it is

something that they have never seen before and it is new to them. Sometimes we think that

the students just guess at what number it is, instead of actually counting.







progress.

Activity 1

Materials Needed: footprints printed out on paper

Brief Description of the Activity: With footprints printed on the paper, we will line them up down the

hallway. The students will step on each footprint while counting as they go. One student will go at a time

and all three students will count out loud each number of steps.

Activity 2

Materials Needed: Five Little Monkeys, Seven Spunky Monkeys, Mother Goose: Numbers on the Loose

Brief Description of the Activity: For this activity we will be reading a book to the students. We will be

asking them questions such as do you know what number this is, can you count the objects on this page,

etc.


Materials Needed:






For Student D, we believe the footprint activity will help keep her focused. Because there are two

footprints on each sheet of paper, it will allow her to be challenged to count to a higher number.

Also, this activity will give her the opportunity to help the other two students to count since they

will all be counting as a group. We think the book will help reinforce the number order that

Student D sometimes struggles with. The pictures will also help to give her a visual aid.

We think the footprint activity will help Student E because it will help her with learning the order

of numbers. Because she will be moving around, she will be less anxious to guess at the number.

Hopefully she will be able to just keep counting as she keeps moving forward. The book will help

Student E visually see that numbers have an order, while reinforcing that numbers begin with one.

12





The footprint activity will hopefully help Student F because he will be up and moving. When he is

just sitting he loses focus easily. This is also a simple counting activity, but it is not just sitting

there and counting chips, which he was bored with last time. We think the book will help him

because it will help him realize there is order to counting and that he cannot just skip numbers.


Assignment Due

Date

Lab X

Reflection

Score

Activity

1 Score

Activity

2 Score

Total

Score

Comments


Lab 3 Plan

9/9 1 1 1 3 You have an interesting group of children and clearly they are forcing

you to think deeply about your teaching! Your reflection on the last

experience was very clearly written, and the reflection provided a

reasonable basis for your assessment of the students’ current knowledge.

Both of your activities seem well suited to your group. You did a really

nice job this time of clearly explaining how these activities might help

push each of the children to deeper understanding…you made clear and

relevant connections to the assessment piece.


Betty and Ben

Student D, Student E, and Student F [pseudonyms for the kindergarteners]

September 14, 2009


Part 1: Reflection



.

The first activity that we introduced to our students was counting footprints. We thought

by having the students up and moving would help to hold their attention and they would be

able to focus longer. However, that did not happen. All of the students seemed to shy away

from the activity and did not want to participate. To show the students how the activity

worked Ben went first and showed them what to do while they attempted to count her

footprints. Student D then went first and she was able to count the footprints up until 23.

Student E was having trouble starting with one and counting past five. It seems like one

day she makes progress and then falls back the next day. To help her count the footprints

we held up our fingers, which seemed to help her. We think that maybe she needs to see

the visuals in order to count. Student F seemed to be on the same page as Student E. Every

time he counted he always skipped the number four. Also, if he did not know what number

to say next he always guessed eleven. We were really surprised that they did not take to

this activity, especially since Dani’s students loved it when they did it. After this activity

we then went to reading the books. The first book we read was Five Little Monkeys

Jumping on the Bed. Student E and Student F seemed like the book and were excited to

read it. However, it was not advanced enough for Student D. We observed this right away

and decided to split up. Betty went with Student D and read Mother Goose Numbers on the

Loose, while Ben stayed with Student E and Student F. We can’t seem to figure out why

Student E and Student F cannot grasp the order of numbers one through five. Ben tried

pointing to the monkeys and holding up her fingers while she read to emphasize what

number she was on, but they still did not grasp numbers one through five. They were able

to understand numbers one and two. Student D seemed to like the book, however, I think it

seemed too easy in the beginning but the numbers were getting higher right when we had

to end. We still need to continue doing beginner level activities.





Student D is starting to develop cardinality. She knows some numbers, but still struggles

with others. She is also getting better at not mixing up the number order from one to ten.

Her recognition of numbers is also getting faster. While reading the book we were able to

point to a number and she would know which one it is.

Student E still continues to struggle with one to one. She still doesn’t understand that you

start counting with the number one. Even if the number she guesses is wrong, she still says

it and smiles with confidence.

13



Student F still lacks one to one. He usually starts with number one however lately he has

been skipping number four and continues to count out of order. He was really excited to

read the books so hopefully this will help him.






Based on our observations we think we should try a youtube video that involves counting.

This video can be a song and maybe even be in Spanish and English. Also, providing the

students with more than one visual representation might help them, such as when Ben held

up her fingers during the footprint activity. On our next visit we are going to even practice

counting one to ten in Spanish to see if that will benefit them.







progress.

Activity 1

Materials Needed: Counting chips and Mother Goose on the Loose and Seven Spunky Monkeys

Brief Description of the Activity: We will read the books to the students and have them count out chips

whenever we say a number. We will say the number in both Spanish and English.

Activity 2

Materials Needed: Bingo sheets and Chips

Brief Description of the Activity: We will call out a number in both English and Spanish and if the

number is on the students Bingo card they will cover it with a chip. The goal is for them to recognize the

numbers one through ten.


Materials Needed: Computer and internet access (Barney- Count to ten)

Brief Description of the Activity: We will play a Barney youtube video where he counts from one to ten

using a song and rhyme.





For Student D, we think the book will be more challenging toward the end because the

numbers get higher (up to 27) and one time she was able to count to 30. Also, since we are

working with her on an independent basis we will be able to give her our undivided

attention and see exactly what she can accomplish. Her bingo card will consist of the

numbers one through 15. Since we are unsure if she can recognize higher numbers this will

help us determine if she can not only count them, but recognize them as well. The last

activity may not challenge her, but be a review that she will enjoy.

Student E will use counters to help her recognize the numbers in Seven Spunky Monkeys,

since she is still struggling with organization of numbers. Also the counters will give her a

second visual aid, which from the past has been beneficial. Her bingo card will consist of

14





the numbers one through ten. Since she is ELL we will say the numbers in Spanish as well

as English. We think the song will help her learn the order since is rhymes and is catchy.

Since Student F is similar to Student E, he will also benefit from using counters. Student F

needs to learn to organize his way of counting, such as putting objects in a line. His bingo

card will have the numbers one through ten as well. Even though he is not ELL we think

he will benefit from hearing the number in Spanish. Our goal for these two activities is for

him to not simply guess what number comes next in order. This is why seeing the youtube

video will be valuable for him. We are continuing to do repetitive activities until he can

grasp the order of numbers.

We believe that watching the Barney video will allow us to see some of the students’

interests which we will then incorporate into our next activities. We think they are

benefiting from being split up (Student D with one of us and Student E and Student F with

the other) because they are receiving more one on one attention. It is obvious that all of our

students are visual learners and this is the only way they will be successful with grasping

numbers.


Assignment Due

Date

Lab X

Reflection

Score

Activity

1 Score

Activity

2 Score

Total

Score

Comments


Lab 4 Plan

9/14 1 1 1 3 While you have been frustrated in your efforts to “reach” Student E and

Student F (and, for different reasons, Student D) in your teaching, I

believe it is beneficial that you are experiencing firsthand the

complexities of teaching at such an early stage in your careers. Teaching

requires a great deal of patience, persistence, and a willingness to

continually try to better reach students: you have already demonstrated

your capacity to do these things. Once again, your reflection on the last

encounter is helpful. Though the last encounter did not go as smoothly as

you would have hoped, it is clear that you have learned something from

that experience and that this experiential learning is being applied in your

plan for the next lesson. All 3 of the activities are appropriate and well

grounded in your assessment of the children.

BTW, I’ve attempted once again to contact Longfellow’s principal about

the internet access situation, but I’m not holding my breath for a

response. I’ll probably have to “grab him” tomorrow morning and get

that access code from him…I’m very confident that we’ll be able to get

you internet access in time for your lesson. So, I’d encourage you to go

ahead and bring your laptop(s).


Betty and Ben


September 20, 2009


Part 1: Reflection



.

a. When we arrived at Longfellow we tried to use the computer to show the students a

youtube video of Barney counting. Unfortunately, we were unable to access youtube at the

school. We then read a story called Seven Spunky Monkeys. The students really seemed to

enjoy this. We also had them count with foam monkeys. In this activity, it seemed that the

students were making some progress with the numbers 1-5. This was not the case though

for Student D, she was able to successfully count to 7. Since she accomplished this task we

challenged her to start adding on to a number given. For instance, if there were 4 monkeys

we asked her to add on 2 more monkeys. She was able to do this, however, she had to

count the final number of monkeys to get the answer. We think that Student F just needs a

lot of encouragement. We see that he works better when we are constantly saying “good

job Student F, you can do it.” We also observed that when we hold up the correct amount

of fingers, Student F is more able to count accurately. Student E still continues to struggle

with starting at the number 1 and going through 5. The next activity included Bingo.

Student D had a slightly more difficult card than Student E and Student F, which included

higher numbers on her card. Student E and Student F had trouble making the connection

between the numbers on the dice and the numbers on the card. In order to help them, we

think we should make bingo cards that have the patterns of the dice along with the number

to help them make the connection. Besides this fact, we think this activity was beneficial

for our students and they seemed to enjoy it which is a big plus. This was the first time that

our students actually seemed to be engaged in all of our activities.





a. Student D continues to develop cardinality. When we would ask her how many monkeys

were on the page, she knew the answer without having to count. However, when we asked

her to add one on, she then needed to count the monkeys and double check her answer.

Like last time, when we pointed to a number she could quickly recall it.

b. With Student E we have tried many different strategies for her to understand that numbers

have order. She still is not grasping this concept. We still have to remind her to start with

the number 1. Most of the time she will then continue with the numbers 2 and 3, but then

she starts guessing. It is still obvious to us that we need to have beginning activities for her.

c. We can see that Student F is starting to make some progress. Although he cannot count to

5 by himself, it helps when we hold up our fingers for him to count. Whenever we ask him

a question his first response is always “I don’t know.” With encouragement we can usually

get him to answer or in his case guess a number.

15








a. Based on our observations we are going to try a Dora the Explorer video that involves

counting in both English and Spanish. Also, on the bingo card we will have both the

number and the dice patterns so the students can make connections. Last time we forgot to

try counting in Spanish for them. This time we really want to see if this is helpful. We will

also continue to give the students more than one visual representation since this has

benefited them in a positive way. For instance with the Dora the Explorer video we will

provide them with a mat in which they can count and jump like the girl in the video. This

way the students will become more engaged in the activity.







progress.

Activity 1

Materials Needed: Dora the Explorer video, mat, and computer

Brief Description of the Activity: Students will watch the Dora the Explorer video and jump from number

to number on the mat like the girl in the video does. After the video is done playing we can have them

practice counting 1 to 5 in both English and Spanish.

Activity 2

Materials Needed: Bingo cards, chips, and dice

Brief Description of the Activity: We will roll the dice and announce the number in both English and

Spanish and if the number is on the students Bingo card they will cover it with a chip. The goal is for

them to recognize the numbers one through ten.


Materials Needed:






Although the first activity for Student D will not necessarily challenge her, we think she will enjoy

the activity. Also, since the numbers are being counted in both Spanish and English, we can

observe how she reacts to hearing the numbers in Spanish. With this activity we can continue to

ask Student D more advanced questions, such as stepping on one number and adding onto that

number. Again her bingo card will consist of the numbers 1-15. We will continue to be able to see

if she has mastered counting past 10 on her own. This will be challenging for her because with

some number she struggled making the connection from the dice pattern to the actual number.

Since Student E is ELL we will remember to count in Spanish to see if she benefits from this. We

still are not sure if she can count in Spanish. We think she will really enjoy the Dora video

because it’s new and catchy. This will help us to see if Spanish will help her. Since the bingo

activity this time will have patterns and numbers on the cards, Student E may have the potential to

16





recognize at least the numbers 1-3. Our goal for these 2 activities is for Student E to stop guessing

numbers.

We think Student F will benefit from the Dora video because he likes seeing visual aids. Also, it

will give Student F the opportunity to hear the numbers in Spanish. His bingo card will again have

the numbers 1-10. To make sure Student F is staying on task, we will have him sometimes roll the

dice. This should help his attention span. With continued encouragement we hope to make

progress with Student F and the numbers 1-5 this week.

After our activities we will ask the students some of their interests so that next time we can

incorporate activities in which they will be sure to be engaged in.


Assignment Due

Date

Lab X

Reflection

Score

Activity

1 Score

Activity

2 Score

Total

Score

Comments


Lab 5 Plan

9/21 1 1 1 3 It was nice to see that all of your students were involved (if not

mastering) your last lesson. You seem to be making reasonable

judgments about the students’ ability levels based on the limited amount

of interaction you’ve gotten from them in recent encounters.

Furthermore, you are using appropriate cautious language in

communicating what you do know (e.g., you acknowledged that you

don’t really know if Student E can count in Spanish either, but that it’s

worth a shot since you know she is ELL). Your activities for next time

seem well suited to your group. I’m impressed with the accommodations

you’ve made for Student D in the Bingo game, and also how your

reflections on the last dice game influenced your modification of this

week’s Bingo game. Hopefully the Dora video will go well….if it is well

received, you might want to consider showing it 2 or 3 times so that the

students can continually improve with following along with the song,

dancing, and doing the jumping movements.


Betty and Ben


September 26, 2009


Part 1: Reflection



.

a. We started our day at Longfellow showing the three students a Dora the Explorer video,

which practices counting 1 to 5. They first watched the video of Dora. Then we had them

practice by calling out a number in both English and Spanish and had them jump to that

part of the mat. We then had them watch the video and followed along with what Dora was

doing. The video with Dora seemed to go too fast for them, so instead we just called out

numbers again in both English and Spanish. Student F and Student D seemed to understand

how to jump from the numbers 1-5. On the other hand, Student E needed special

instruction. For Student E we had to continue holding up our fingers to help her see which

number to go to. Unfortunately, she still struggled with this activity, but seemed to like it.

We think Student F and Student D may have benefited from the Spanish, but it was hard to

tell for sure. The next activity we had them do was Bingo again. Student D had a more

advanced card since she can count past ten. Student F and Student E both had cards up to

ten. Right off the bat we knew that Student F and Student D were especially enjoying the

activity. We think that this is because they finally understand number order which made

the game more enjoyable for them. Since Student E was still struggling Betty and I split up

and Betty worked with Student D and Student F, while I worked with Student E at a slower

pace. Student E still has trouble counting the dots on the dice and cannot recognize

different number patterns. She needs to constantly be reminded that you start with the

number one, while also we have to whisper the number to her to get her started. After both

of the activities, we asked the students some of their interests so we could incorporate

these into our next activities. The students expressed to us that they liked playing the

Bingo game and would enjoy the opportunity to participate in this activity in our next

encounter.





a. Student D continues to develop cardinality. When we would ask her how many dots were

on the dice, she knew the answer sometimes, and other times had to count. For the Dora

activity she succeeded at moving to the correct number on the mat. When Student E did

not understand which number to move to, we would ask Student D to help her. Also,

Student D was successful with recognizing her numbers on the Bingo card. She was able to

find the number more than once without any instruction. Student D is becoming a leader

because she understands her numbers. The Spanish seemed to help Student D, but not the

others.

b. With Student E we have tried many different strategies for her to understand that numbers

have order. For the Dora activity we used the strategy of holding up our fingers so she

17



could count. Also, we emphasized to her that she could use the dots on the mat to know

which number to stand on. She still is not grasping this concept of order. We still have to

remind her to start with the number 1. Most of the time she will then continue with the

numbers 2 and 3, but then she starts guessing. It is still obvious to us that we need to have

beginning activities for her. This may include having a Bingo card with only the numbers

1-5. It is essential that she receives one on one attention to help her better understand.

c. We can see that Student F is starting to make some progress. Although he cannot count to

5 by himself, it helps when we hold up our fingers for him to count or when he can count

the dots on the dice. With the Dora activity, it seemed that he finally was able to

sometimes start to recognize the numbers 1-5 along with the patterns. He seemed excited

when he moved to the correct number. For the bingo activity he seemed to recognize the

numbers faster than the last time and is becoming more confident in his answers.






a. We think that the students had fun jumping from number to number with the Dora video.

This is because the activity related to their interests. They also seemed to enjoy the Bingo

game and even said that they would like to play again next time. We think that it is

important for our next activities to really relate to the students so that we can better keep

their attention. This is why our next activity of color by number will relate to their

interests. Such as having a picture of a dinosaur for Student F to color, and having the girls

color daisies/flowers. Even having the students up and moving using songs will possibly

help them continue to make progress. Also, we will count in Spanish to see if that

continues to help their learning and continue splitting up if need be.







progress.

Activity 1

Materials Needed: Color by number pages and crayons

Brief Description of the Activity: Students will match the number with the correct color crayon and color

the picture.

Activity 2

Materials Needed: Bingo cards, chips, and dice

Brief Description of the Activity: We will roll the dice and announce the number in both English and

Spanish and if the number is on the students Bingo card they will cover it with a chip. The goal is for

them to recognize the numbers one through ten.


Materials Needed: Sheets with counting songs on them

Brief Description of the Activity: We have a variety of counting songs to sing with the students. Some are

more challenging than others and will be more beneficial for Student D, while there are also easier songs

to understand for Student E and Student F. Also, there are finger plays to incorporate movement, while

the students are also practicing counting.





Although the first activity is only coloring the color by numbers go up to ten, so it still should be

somewhat of a challenge for Student D. We will continue to see her progress of recognizing

numbers and how many times she can recognize a number since multiple will be present during

the activity. Again her bingo card will consist of the numbers 1-15. We will continue to be able to

see if she has mastered counting past 10 on her own. This will be challenging for her because with

some number she struggled making the connection from the dice pattern to the actual number.

Instead of us rolling the dice and calling out numbers we will give Student D the opportunity to

call out the numbers on her own. This will give us a better idea if she has fully grasped

recognizing the numbers.

18





Since Student E is ELL we will remember to count in Spanish to see if she benefits from this. We

still are not sure if she can count in Spanish. We think she will enjoy the coloring activity because

it is not just strictly counting. Hopefully she will be entertained enough to stay on task with this

activity. Since the bingo activity this time will have patterns and numbers on the cards, Student E

may have the potential to recognize at least the numbers 1-3. Our goal for these 2 activities is for

Student E to be able to count on her own without the help of us holding up our fingers or giving

her hints.

We think Student F will benefit from coloring the numbers because he will have to recognize a

specific number more than once. At times, Student F will be able to recognize the number 4 and

other times he won’t. Sometimes we feel that it is more of a guess than Student F actually

knowing his numbers. His bingo card will again have the numbers 1-10. The Bingo activity will

especially benefit him because he is the one who specifically said he wanted to play next time. We

think it is because he is starting to feel confident with some of the numbers on the card.

Our last activity that includes singing different counting songs and having the students participate

in finger plays gives our students the opportunity to practice their numbers. Although many of the

songs are repetitive, it gives students the chance to have fun, while they will continue to

understand number order as it is presented in the songs.

From these last activities we want to be able to plan really good/creative last activities to see their

overall progress throughout the term. At the end of our activities we will ask the students if they

have any specific game they want to play for our last encounter.

Although at times we have both been frustrated with our students, we do feel that our students are

beginning to make some progress, even if it is not a lot. Our students do have the capability to

succeed at understanding “number sense”. It just is taking them a bit longer to grasp the concepts

of number patterns. We understand how to alter our activities to fit the needs of our three students.


Assignment Due

Date

Lab X

Reflection

Score

Activity

1 Score

Activity

2 Score

Total

Score

Comments


Lab 6 Plan

9/28 1 1 1 3 Your reflection on the last encounter was clear, and you made reasonable

assessments of the students’ numerical abilities and their preferences for

activities. Though the students have a long way to go, you are doing a

nice job of identifying what they do know already, and thus making

reasonable plans for moving forward with them. Your comments at the

end are indicative of your maturation as teachers…you’re avoiding the

impulse to get frustrated over the children’s relatively slow pace of

development, but rather you are acknowledging the development which

is occurring. This was particularly true with your reflections on Student

F this time. Your planned activities for next time seem sensible, and you

do a nice job of accommodating the needs of each student in your

activities.


Betty and Ben

Student D, Student E, Student F

October 19, 2009


Part 1: Reflection



.

a. In our last encounter the students first did a color by number worksheet. Student E’s color

by number worksheet was very basic; it only had the numbers 1 through 3. At first she

needed help to identify the different numbers, however once we showed her one of the

numbers she was able to find the others that matched. Student F’s color by number

worksheet was focused on the numbers 1 through 8. He was able to recognize most of the

numbers by himself, but he still is unsure of the numbers 4 and 7. Student D’s worksheet

had numbers 1 through twelve. Student D struggled with identifying the numbers ten,

eleven and twelve. We felt this was a beneficial activity for the students because they were

able to demonstrate their understanding of the numbers that they knew. This was good

practice for them to be able to recognize a number more than once on the worksheet. We

believe that the students really enjoyed this activity because it was something new. Since

Student D and Student F had more difficult color by number worksheets, it took them

longer to complete. While Betty was helping them finish up, Ben was teaching Student E a

number poem called Turtles. After color by number, we played Bingo. Since we had done

this activity before, all of the students understood how to play. Through the few times we

have played Bingo, we have seen progress in the students. They are recognizing the

smaller number patterns more easily.





a. Student D is continuing to develop cardinality. Sometimes she is able to recall the last

number she had counted and other times she must recount in order to tell us the answer.

She seemed to do well with recognizing the different numbers on the color by number

worksheet. We were impressed with how well she did. Of the three students, Student D is

most successful with recognizing her numbers on the Bingo card. She now helps the other

two students find their numbers on their Bingo cards.

b. Although Student E is still struggling with her numbers, she is beginning to make some

progress. For example, on her color by number worksheet, we would have to show her

where the number 1 was, but then she was able to find the number 1’s that matched. This

also goes for the numbers 2 and 3. We are not sure how beneficial Bingo was to her last

time because she does not really understanding that the dice patterns have a corresponding

number on her sheet. She continues to guess and think she will eventually reach the correct

answer.

c. It is evident that Student F is finally starting to understand number order. This was shown

through the color by number worksheet. He was able to identify different numbers by

himself. Student F is starting to find the numbers on his Bingo card much faster than

19



before. We do not have to hold up our fingers for him as much anymore. For the most part

he understands to start with the number 1 while counting. However, sometimes he gets

tripped up on the numbers 4 and 7.






a. Looking back from day 1 we can remember how frustrated we were with our students. We

were unsure as to how much progress they would make with understanding number sense.

Although it is not a lot of progress our students have shown us that they are capable of

understanding number order. It just takes them a longer period of time to recognize

numbers. We think this small group time where they can receive more attention is really

beneficial for them. The activities we have been choosing are geared toward helping the

students counting as well as recognizing the different numbers. Our last activities with the

students will focus on these two aspects as well.







progress.

Activity 1

Materials Needed: Color by number worksheets, crayons

Brief Description of the Activity: students will match the number with the correct color crayon and color

the picture.

Activity 2

Materials Needed: footprint pages

Brief Description of the Activity: With footprints printed on the paper, we will line them up down the

hallway. The students will step on each footprint while counting as they go. One student will go at a time

and all three students will count out loud each number of steps.


Materials Needed: pairs of cards 1 through 10

Brief Description of the Activity: This game is called memory. The pairs of cards will be face down

aligned in a square on the desk. Each student will take turns turning over two cards and trying to find a

match. As the students turn over a card, they will have to tell us what number it is and attempt to count

that many dots on the card. This will help the students with recognition and matching alike numbers.

Since the students are able to see the number along with that number of dots we believe this will help

their progress because they are seeing the number in a variety of ways





Although the first activity is color by number it still is beneficial for the students in helping them

recognize different numbers. It will also be a good review because we did this activity last time.

We will continue to see if Student D can improve in recognizing numbers and how many times

she can recognize a number since multiple will be present during the activity. This time we are

giving her an even more challenging color by number. We hope that she will be able to recognize

more numbers above ten. It will be exciting to see what number Student D can count up to for the

footprints. Since Student E seemed to enjoy coloring last time we are also giving her a more

20





challenging color by number this time. The numbers will go up to 7. When we originally did the

foot print activity, Student E could only get to 3 and sometimes did not start with 1. For this

activity we are hoping that Student E begins with the number 1 and can hopefully get to the

number 5. Student F surprised us last time with how well he did on his color by number. He only

got confused on 2 different numbers. This time we are challenging him with higher numbers in

hopes that he will surprise us again. When we did the foot print activity last time, he did not even

want to participate. Hopefully this time he will feel more confident in his abilities and want to give

it a try. The last activity is a review game to help the students recognize numbers that match. It is

another opportunity for the students to recognize different numbers and patterns.


Assignment Due

Date

Lab X

Reflection

Score

Activity

1 Score

Activity

2 Score

Total

Score

Comments


Lab 7 Plan

10/5 1 0.75 1 2.75 It was nice reading that your “color-by-numbers” activity from Lab 6

seemed pretty much ideal: the students enjoyed it, but it also challenged

each student in that each child’s worksheet was designed to push on their

respective abilities. Your reflection as a whole was very well written.

You provided pertinent details of your last encounter and provided a

detailed record of your assessment of the students’ current skills.

Both of your activities are clearly related to what you learned about the

children in your last encounter. It would have been helpful if you had

been specific about the actual numbers you plan to use for each child.

You mentioned that you’d be giving Student D “more numbers above

ten,” but didn’t mention exactly which numbers. This was also the case

for Student F. These details would have made for a stronger case that

you are “pushing students toward a deeper understanding of number.”

66 “Alex and Andy”: Lab 0 Reflection and Lab 1 Plan

Alex & Andy

Student G and Student H [pseudonyms for the kindergarteners]

8/26/09

Lab _X_ Reflection and Lab _1_ Plan

Part 1: Reflection



.

a. In this encounter, we watched our kindergarteners get tested on their counting, and

assessed them with the “counting objects” assessment. We did not get to work personally

with the students, but observed them from watching the video posted on moodle. Student

G had a very bubbly personality, talkative, and was often distracted by other things in the

room. Student G was constantly smiling and excited to do things, especially when she

knew she was getting them right. With counting, Student G knew what she was doing, but

frequently got distracted and lost her place while counting out the colored circles, which

eventually led her to an incorrect answer. Student G did well when it came to “& 1 more”,

but struggled and only gave one correct answer when it came to taking one away. Student

H was quieter than Student G, and appeared to be more timid and shy. She did not speak

out as much as Student G did, and only spoke when answering questions about the circles,

while Student G spoke about what was on her mind. When Student H counted her circles

she just pointed to them and did not move them. She was strong in counting, but lacked a

one-to-one knowledge, and did not seem confident with her answers. Student H also

struggled with adding on numbers, as well as taking away numbers.





a. At the moment, both children seem to know what it means for a number to have one more

added to the original number. While Student G did her one more section, she started with

the only five counters and she went through to 8 and 1 more correctly and with ease.

Student H could also answer the 5 and 1 more questions accurately till she got to 8, but

Student H still counted every time a circle was taken away. Student G also seems to know

what it means for a number to have one more up to the number 17 on the assessment.

Student G can count, but loses track after a short period of time. Student H can also count,

but is lacking in the one-to-one correspondence with the numbers and the circles. Both

girls were strong when it came to counting the circles, but now it is time for the girls to

learn the meaning of numbers and eventually cardinality.






a. When working with the students in the future we will know some of their strengths and

weaknesses. With both girls we know it will be important to talk about and learn more

about what it means to have one less than a number. Also, it will be important to share

21



with the girls a strategy for counting in which they could organize their circles by moving

them into a certain pattern so they understand a one to one relationship and do not lose

count of their numbers. I also think it would be beneficial to know what it means when

asking how many did they count, and having the girls understand that what the last number

was, was how many circles that they counted. Working on cardinality with the girls will

help them both to understand the numbers while counting. Both girls seemed to be sweet

and very nice, so when working with them we will be sure to be enthusiastic and

encouraging so that they feel comfortable and at ease.






progress.

Activity 1

Materials Needed:

A set of 10-12 small counters or blocks

A sheet of paper


The kids will line up the counters or blocks on their desks in a row. With one hand, or a sheet of

paper they will cover a certain number of counters. If they cover 3, they would look at the paper,

say the number of counters being covered and continue counting from that number. For example,

if 3 counters were covered, the students would say 3 and continue counting on starting with 4, then

5 and so on.

A different amount can be covered each time to practice starting to count from different numbers.

Activity 2

Materials Needed:

A set of up to 25 small counters of one color

A of up to 25 small counters of a different color

A spinner

The game board


The object of the game is to be the child with the most amounts of their colored counters on the

top row of the 5 circles x 5 circle game board.

22





There will be 2 children opposing one another, each with their own color counters. One of the

children goes first by spinning the spinner and having it land on the number. The child then counts

out that number of her colored counters and then puts them into the big circle and waits while the

other child to does the same. They now both have their number of counters and the child who spun

first can now place her counters on any of the 5 x 5 circles. The next child does the same but does

not cover up the other child’s counters. Then is it time for them to spin again and place their

counters on the board. The child with the most amount of their counters in the top row wins.





The activities we have chosen build off of the first part of the reflection, and push them to

learn new things. The counting on activity will be useful for both girls because it will reinforce

their counting skills and the idea of a number and one more. Student H struggled with the idea of a

number and one more, so I think this activity will be beneficial by seeing how the numbers follow

one another, and how to count on when not beginning with one. Student G does well with adding

one on, so this activity would be easy for her, but for Student G it could be changed so that she

works with taking away one, rather than adding one. With Student G, it would be good to start

with a different number and cover one counter, so that then she could learn about take away one.

At the beginning, she may have to count, but soon she will realize what it means for each number

to have one less.

The Chute activity can help them in numerous ways. The children will practice counting

objects within the game by counting out the circles after they spin and land on the number. This

part of the activity can help them relate words numerals and physical referents as well so they will

be. They will also have the chance to recognize that numbers break apart into a collection of other

numbers (5 can be broken down into a collection of 2 and a collection of 3). Each column is made

up of 5 circles and when the counters are placed in those circles the children will be able to see

what numbers make up 5 depending on the amount of different colored counters in that column.

For example there can be either 2 of one color and 3 counters of the other so the children may be

able to recognize that 3 and 2 make up 5.

69 “Alex and Andy”: Lab 0 Reflection and Lab 1 Plan Score and Comments

Assignment Due

Date

Lab X

Reflection

Score

Activity

1 Score

Activity

2 Score

Total

Score

Comments

Counting Assessment

and Lab 1 Plan

8/26 1 1 1 3 Very clearly written and thoughtful plan! You did a nice job of providing

your assessment of the children’s knowledge, and pointing to evidence

from the video which supported your assessment. Both of your activities

seem well suited to Student G and Student H. I liked the suggested

accommodation for Student G, stating that you might challenge her with

a “one less” question if the “one more” questions were too easy for her.

You also did a very nice job of rationalizing your choice of activities,

clearly stating how they connected to the assessment findings and how

they have potential to expand the girls’ thinking. FYI: I think Student G

was bubbly and talkative during the video because 1) it was her birthday

and 2) she knew me already. The first time I encountered her, however,

she was VERY shy. So, don’t be surprised if she’s not quite as “bubbly”

when you first meet her!


Alex & Andy

Student G, Student H & Student I [pseudonyms for the kindergarteners]

8/31/09


Part 1: Reflection



.

a. In our first real encounter with our kindergartners, we introduced ourselves and separated

the three students. Alex took Student I to assess him and I stayed in the classroom with

Student G and Student H. I introduced our first activity, Ah Chute, to Student G and

Student H and explained to them that the object of the game was to get more colored

counters in the top row than the opponent. Student G announced that she had had previous

experience playing this game so I understood that she had prior knowledge compared to

Student H and might have an upper hand in the concept. This became clear when Student

G won both games. After the girls played the two games Alex came in with Student I after

assessing him and we then played our second activity. In this game we lined up 10

counters and had them count them and then covered up some of them and had the students

say the number that was being covered and continue counting the rest of the counters that

were showing. We did the activity a variety of times by covering up different number of

counters and altering the questions asked. Student I was an excellent counter as well as

Student G, only messing up a couple times. However, Student H gave incorrect answers

the majority of the time.





a. The children seem to know how to count consecutively. Student G and Student I are able

to count to at least 32 with only a couple of mistakes. Student H on the other hand has

some difficulty counting to 10 and often skips numbers. Student H can count out up to 5

counters correctly but shows difficulty counting to 10 which shows she’s lacking one-to-

one correspondence with numbers and counters. The children also seem to understand

what it means to add one more to a number presented. However, when I asked who had

won none of the girls answered even though I went over the rules again and explained that

the girl with the most counters in the top row wins. After I had them count that, there were

3 reds and 2 yellows Student G understood that she had indeed one because she had the

most counters which means that she understands that three is more than two. Student G

also understands that when 3 counters is hidden that she has to start at 4 when counting for

the second activity. We noticed that Student G had could not count to 10 the last time we

asked her and instead counted “6, 9, 18…” and then noticed that she was incorrect and

said “wait… I’m counting wrong”. Student I had no problem counting to 10 and played the

second game very well. He even helped out, when it was Student G’s turn to count after

she admitted she admitted that she was wrong, and correctly finished counting to 10.

23








a. Since we have worked with them once before, we are now aware of things that will help us

when teaching them next time. We are now aware of the children’s personalities, not just

intelligence, which will help us get through to them and teach them concepts. For example,

Student H is shy and quiet. Since we know this, we give her time to answer because

although she knows the answers to some questions she will not say it right away and will

take time to think. Student G, on the other hand, knows the answers most of the time but is

very energetic and happy which sometimes confuses or distracts her from getting the right

answer. Student I is a delightful little boy, who is often quiet, but as we have seen is not

afraid to help out his fellow students when he knows the right answer and sees that they are

struggling. Aside from their personalities we know we need to address a few things from

their assessments as well as the time we spent with them personally. We know that we

need to go over what it means to have one less than a number. We can also go over a

helpful tip with Student H about moving and lining up the counters once they have already

been counting, which will help her with one-to-one. Another big concept we have to work

on with our students is cardinality. They need to know that the last number they counted

represents how many counters are present, which is the correct answer to the majority of

the questions we ask.






progress.

Activity 1

Materials Needed:

Cupcake liner, Marker, and counting objects such as disks.


Each cupcake liner will have a number written on the outside, starting off with 1-10.

The students will take the counters and put the amounts into the numbers tins.

As the students progress, the muffin tins will have a larger number on them.

Activity 2

Materials Needed:

Matching game cards

24






The match cards will be face down on the table

The students will pick two cards trying to match the correct numbers and amount of objects on the

cards. The student with the most pair of matches will have won the game.

After the first game is finished and the numbers have been matched successfully, the students will

play another round where the second card they pick is to be one more than the first. This round

will help the students learn what one more than the previous number is.

Another game could be played where the second card picked must be one less than the first. In this

activity the students will practice learning what it means to be one less than a number.





a. These activities will further the student knowledge when it comes to counting and recognizing the

cardinality of the number. The activity with the muffin tins will be helpful for all of the students.

In this activity the students will be placing counters in the cupcake liners to represent the number

that is drawn on them. In this activity the students are physically placing objects in the liners so

that they begin to recognize the cardinality of the numbers. For Student H and Student I this will

show them that to count the objects they can pick them up and move them, rather than simply

pointing to the objects. This will also show all of the kids a one-to-one relationship between the

counters and the numbers. Student G will further her knowledge of counting and enhance the idea

of cardinality so she can understand what it means for a number to have an amount.

b. The activity with the matching cards will be beneficial for all of the students. The cards have a

number on them, and an amount of objects that the number represents. The first round will use the

knowledge the kids currently have about matching a number to that same number. After they are

comfortable at this level, then they can progress to a round where the match has to be a number

and one more. This way the kids are learning about ordering of the numbers and what it means to

be one more. After working with the one more strategy, they can do a round where they are trying

to match a number and one less. This will be beneficial for all the students because they can all

work on what it means to be one more and one less. Student G and Student I thought one more

was easy when it dealt with smaller numbers, but struggled when it came to knowing what it

meant to be one less. With the matching game they will be able to practice and expand their

knowledge so they can see what it means to be one less. Student H struggled with knowing one

more and one less so this activity will be especially helpful for her when practicing and seeing on

the cards what the numbers are, and what one less will look like. This game will be helpful to all

of the kids by strengthening and expanding their knowledge on counting and numbers.


Assignment Due

Date

Lab X

Reflection

Score

Activity

1 Score

Activity

2 Score

Total

Score

Comments


Lab 2 Plan

8/31 1 1 1 3 Once again, your write-up is very clear and easy to follow. You clearly

explain your informal assessment of Student G and Student H based on

your last encounter, as well as your formal assessment of Student I’s

skills based on the Richardson assessment. You provide useful

“evidence” explaining your assessments…that is, you clearly describe

exactly what happened during your encounter, which serves as a

reasonable basis for the assessments you make. Your two activities seem

to be particularly well suited to these three children. Each activity can be

adjusted to meet the different abilities of the 3 children. You do a nice

job of explaining exactly how these activities build off of your earlier

reflections of the students, the potential the activities have for moving the

children’s thinking forward.


Alex and Andy

Student I, Student G, Student H [pseudonyms for the kindergarteners]

9/9/09


Part 1: Reflection



.

a. During our last encounter with the Kindergarteners, we played 2 different games to work

on their number sense. We gathered our group of Student I, Student G, and Student H, sat

at a table in the library and started to play our two different math games. The first game we

did was with cupcake liners and counting pieces. Each cupcake liner had a number 1-10

and one with 15 written on the outside for the kids to clearly see. Each student was given a

different cup and was told to put the number of counters that was represented on each cup,

into the cup. For example, if a child had the number 7, they were to count out seven

different chips to put into their cupcake liner. While giving the students the cups we would

ask them questions about the numbers, such as, which number was higher and which

number was the smallest. All the children were very quiet, but Student G spoke up and told

the answers right away. As the children were filling the cups, they began to physically

move the counters and separate them away from the larger pile in the middle. This helped

the students organize their thoughts and then know that they had the right amount to put in

the cups. We did this exercise with the students three different times, giving the students

three different numbers each time. One cup had the number 15 on it, and was given to

Student G because she understood the concept the most. We wanted to challenge her to see

if she could count higher than 10 accurately.

b. The next game we played was memory. We had flashcards with numbers 1-8, also on those

cards was an object presented on the cards, which matched the number. For example, if the

card had a number 2 on it, there would be two sheep on the card as well. We started with a

game of regular memory so that the kids could match up identical numbers. Everyone

seemed to have no problem with this concept and understand which numbers would match.

After the first round, we told them to find a match that involved a number and then a card

with one more than that number. Therefore, if the students found a 6, the match would be

one more than that, so the card the students were looking for was 7. This round went much

better than expected because all three knew what one more was for the numbers 1-8. When

they picked up a number that was not one more, they knew it was incorrect.





a. At the moment, the children seem to know the numbers 1-10 very well, and are gaining

strength on learning what it is to be one more. When filling the cupcake liners with

numbers through 10, the students could easily count out how many were there, and Student

G and Student I would recognize the numbers that were written on the liners. Student H

struggled with recognizing the numbers, and what they were. When asked what her

25



number was she would just shrug her shoulders, but when it came to counting to that

number, she seemed to have a better understanding. When we asked Student H what came

after 8 she replied with “7”. We then showed her the numbers and she seemed to

understand that 9 was actually after 8 which showed that she did not understand the

numbers without physical representation or the number itself. When Student G was given

the cup with the number 15, she struggled at first with counting higher by going to 17, but

with helpful hints(such as counting along with her, to make sure she counts slower, as she

pointed to the counters) she realized her error. With the memory game, we saw that our

kindergarteners were doing much better than expected with a number and one more, when

the numbers were 1-8. When we played memory with the one more concept, every student

seemed confident in what came after those numbers. Student G became very excited when

she realized there was card on the other side that someone else picked up and she knew it

would be her one more. Student I and Student H also understood one more when playing

the game, and began recognizing the idea after just a couple rounds






a. There were important observations that we made when we worked with our students this

time. We realized that they understand the idea of a number and one more better than we

thought they did. We also saw that Student H specifically had trouble recognizing the

number itself and what it meant, when she saw an 8, she did not know what it meant.

When further working with Student H it will be important to show her visual

representations and connect the number, she counts to a visual representation of the

number 8, and then proceeds without the physical representation to see if she understands

the concept fully. The students did very well with the numbers that went 1-10, and seemed

to be confident when working with those numbers. It seems that Student H was a more shy

than Student G and Student I, therefore we spoke about next time having one of the us

sitting next to her, hoping that this will help increase her confidence and give any extra

help as needed. Our students were extremely well behaved and listened very well, which

shows us that we will be able to do activities that involve movement and other things

without many problems, though there is always a chance for something unexpected to

happen.






progress.

Activity 1

26





Materials Needed:

A set of cards numbered 1-10.


The teacher will place the cards face down on the ground in a scattered pattern. Each child will

then take a turn skipping, hopping, or galloping to pick up a card and come back to where the

teacher and other students are waiting.

When the student returns, they will show the number of card to everyone and place it on the table

or floor, depending on where the group is situated.

Another student will gallop to retrieve a card and bring it back. Once he or she is back, they will

show the number, and begin putting the cards into correct numerical order.

and the students will be working with one another the whole time to put the cards in the correct

order.

The goal is for students to move around as well as learn the correct order of the numbers, and The

students will continue traveling to the cards and bringing them back till all cards are collected,

recognize what each number looks like.

Activity 2

Materials Needed:

None


The next step of the activity is to have the students count the number of claps, taps or stomps the

teacher makes.

The students can then imitate the number of movements, they can do the same as the teacher or

different as long as it is the same amount. Examples: clap three times, hop three times, skip five

times, nod six times etc. They can count as a group or separately.

Then it will be their turn to pick a number and act out a movement. The other children and the

teacher will repeat until it is the next students turn.





These two activities build off our knowledge in part 1 in many ways. We know that the children understood

the concept of one more (when presented with 1-8). Therefore in activity 1 we build off this knowledge and see if

they are able to place the numbers in chronological order to see if they understand that a number has more than the

other number, even if the students have to do it in small increments such as one more. The students will also have

more practice counting to 10 orally due to Activity 2, which will especially help Student H with correct order.

Student G has difficulty sometimes keeping track of her counting so both activities will help the students keep

better track of counting accurately.

Since Student H has difficulty recognizing written numbers the first activity will allow her to

practice with the written number some more in hopes of identifying them because she needs help Student

H also needs help with relating words numerals and physical referents to 10. The concept of placing them


chronologically will hopefully also help her understand number order a little better and that 7 actually

comes before 8 instead of after, which she incorrectly answered in our previous activity. As soon as we

see that she is understanding the different numbers we will then see if she can count without the physical

number within activity 2. Even if Student H does not associate the number symbol with the accurate

amount then we know that we will have to try again next time with a different approach. However, we

hope that with activity 2 she achieve a deeper understanding and be able to count without the physical

representation. Adding movements into the activities will help our students in various ways. Movement engages students

in the activity and concept the teacher is trying to convey. Bodily movement also helps with learning and memory.

It increases brain flow, which then moves oxygen through body that turns thoughts into action. The movement

helps with students social skills, which should bring Student H out of her shell a little more to vocalize answers.

The increase in blood flow can also help Student I become more comfortable around us and be more sociable. The

movements within the activity should also help us as teachers focus Student G’s energy a little more so we can

attain her attention.


Assignment Due

Date

Lab X

Reflection

Score

Activity

1 Score

Activity

2 Score

Total

Score

Comments


Lab 3 Plan

9/9 1 1 1 3 This is a very detailed and thoughtful reflection/plan. You took note of

many important aspects of your last encounter with the children, and

clearly incorporated your reflections into your plan for lab 3. You did a

nice job of highlighting each individual student’s apparent ability levels

and then ensuring that your lab 3 activities accommodate each of them. I

sense that Student G may be advancing with her counting (e.g., staying

with numbers less than 10 may soon be too simple for her), so bear this in

mind in your future sessions. Of course, you will get data in this regard

during lab 3, but, if my suspicions about Student G are correct, you may

need to make some accommodations for her in future lessons.


Alex and Andy

Student G, Student I, Student H [pseudonyms for the kindergarteners]

9/13/09


Part 1: Reflection



.

a. During our last encounter with the kindergartens we planned to do activities that involved

movement. For the first activity we placed ten cards on the ground face down. Each

student took turns hopping, skipping, or jumping to a card and bringing it back. They then

showed the card to their fellow students and placed it on the table. As they students

brought back cards, they placed them in the correct order from 1-10. We had the

kindergartners count the numbers and practice telling us what each number stood for. After

we did numbers 1-10, we placed five more cards down that had 11-15 to practice doing

numbers that were more than ten. When doing these numbers, Student G could recognize

the numbers, and so could Student I, but Student I was not sure of the correct number

order. Student H struggled with numbers that were greater than 7, but with extra help from

us we were able to help her along with the counting. While the numbers were in order we

would point to a number and ask the kindergarteners which number it was for number

recognition. They all did well, but Student H struggled with this concept. The

kindergartners enjoyed hopping towards the numbers, but at times Student G seemed

bored. Student G is beginning to show the different levels of counting between her and her

other group members. In later lessons we will look to provide more challenges to Student

G.

b. The next activity we did also involved movement. We would pick a number 1-10 and then

do a physical activity to the amount of claps. For example, we started off with the number

7, and all did seven claps. The kindergarteners then took turns picking a number and

activity to do along with the number. The kindergartners really enjoyed jumping and

twirling to numbers. Student H picked mostly smaller numbers, and Student G and Student

I picked numbers that were greater than five. The kids showed understanding of counting

aloud without physical representation. The activity went well, but at times Student I did

not want to participate and seemed like he had a little attitude at times. Overall, the activity

went well and the kids enjoyed the movement that went along with the counting.





a. At the moment the Kindergartners are becoming much more comfortable with the idea of

counting and number order. Student G is doing exceptionally well with counting, and has a

higher number recognition than Student I and Student H. For our next activity, we will

have to come up with a more challenging activity for Student G so she is challenged rather

than becoming bored in our time with her. Student H is making progress, however she is

not at the level of Student I or Student G yet, but Student H is coming out of her shell more

often. She is recognizing more numbers, and counting easier up to ten, even though at

27



times she still becomes stuck. Now that she is becoming more comfortable and less shy we

think that she will be more into the activities that we are doing. Student I is doing well, but

had a little attitude during our last encounter. He did well with counting numbers up to 12,

but wanted to put number 15 right next to number 12. He is doing excellent with 1-10 and

also needs to be challenged with numbers that come after 10. For our next activities we

will look for games that will allow each level to be encompassed so no one is left out or is

feeling bored.






a. An important observation that we made from working with the kindergarteners is that we

need to make sure that all students are engaged in the activity. At times Student G seemed

to be bored and looking around for different things to do. Student I was interested most of

the time, but started acting up which led us to believe that he also became bored. Student H

was interested at all times but we felt like she stood in the back and was afraid to ask

questions or come to the front when we were explaining things. We will need to keep an

eye on all of the kindergartners to make sure that they are all paying attention to what is

going on in the activity. Student H especially enjoyed the movement and activity and that

is where she came out of her shell and started smiling the most. Student G enjoyed the

movement, but the content of the lower numbers seemed to be boring to her. She began

looking around the library, and through the windows on the library door. We know next

time to pick activities that keep each of the students engaged, and to work to find activities

that can fit all the levels of the students that we have.







progress.

Activity 1

Materials Needed:

Cupcake liners

Counters


There will be cupcake liners with numbers 1-20 written on them. Each kindergartner will be

given a tin and have to fill the tin with the number of counters that is written on the cup.

After filling a cup, the students will be given another with either a more challenging number,

or a smaller number if they had trouble with the first.

Activity 2

Materials Needed:

Connect the Dots worksheets

Crayons


The students are each given a connect-the-dots worksheet according to their difficulty level.

The students will connect the dots by going in chronological order. We will count the numbers

together if need be.





The cupcake activity will build on what the children know and push them to learn more. Also,

many of our kids are at different levels with their counting ability, so this will be a good activity for them

to do the same activity, but also the same activity at different levels. We have done this activity before,

but I think it will be a good idea to revisit it to further the kindergartners counting knowledge. Student G

is doing very well counting up to 15, but we want her to start going past that number so that she can

challenge herself. Student H still struggles with the lower numbers, and having her count objects out is a

great way for her to continue learn and strengthen her counting abilities. Student I will also be able to go

to larger numbers and challenge himself as well. We could add to this activity by creating a movement

28





aspect because each student seemed to really enjoy moving with the previous activity we did. After

counting their chips, they can jump one more or one less that is in their cup to integrate movement.

This activity paired with the first one will give the students a chance to recognize numbers and

their meaning, as well as engaging them and counting. In our second activity, we decided to incorporate

the different learning levels of our students. We have two worksheets for each of the children, one with

appropriate numbers that they recognize and another that will challenge them more by counting higher if

needed. With this activity, we addressed Student G’s ability to count well into the double digits. Her first

worksheet she needs to count to 20, and the second 28. Since we have witnessed Student G’s ability to

count and recognize numbers 1-15. She is also capable of counting all the way to 29 correctly; however,

we will use these activities to see if she can recognize the numbers. For Student I, whose ability is

between Student G’s and Student H’s, we gave him worksheets that counts to 15 and 19. We know that

Student I should be able to count to 15 well enough because he showed little trouble counting to 15 in

Plan 3. With this activity, we have Student H count and connect to 12 for her first task and 15 for her

second worksheet. Since she often has trouble counting to 7, we will be there to help her. However, she

does recognize 10 sometimes so counting to 12 should not be too hard for her.


Assignment Due

Date

Lab X

Reflection

Score

Activity

1 Score

Activity

2 Score

Total

Score

Comments


Lab 4 Plan

9/14 1 1 1 3 Good. Once again, you provided an informative account of your last

meeting. Not surprisingly, Student G is emerging as having more

advanced counting skills than the other two children. You’ve done a nice

job of proposing activities for next time which simultaneously involve all

of the children but allow for different students to work at different levels.


Alex and Andy


9/21/09


Part 1: Reflection



.

a. In our last encounter with the kindergartners, we played two games. The first game was a

repeated game that we had done before, the cupcake liner game. This time with the game,

we challenged Student G and Student I with higher numbers, and worked with Student H

on numbers 1-10. Student G did well with higher numbers, but ran into trouble around 12-

14. She knew how to count but could not recognize the numbers and had trouble with the

order. Student I also struggled with higher numbers and got confused when he worked with

numbers over 10. Student H did much better today with her numbers, but still became

confused at times. When Student H moved the pieces into a row, it seemed to organize her

thinking better and visualize what went on. We helped Student H by making her a pyramid

of numbers 1-8 to show how one number is bigger than the other. This idea seemed to

really help her. After the cupcake liner game, we had a connect-the-dot puzzle for each of

the students. Student G had the most challenging puzzle (counting to 19), then Student I (to

15), then Student H (to 12). With this activity, the students were able to do it at their own

unique level, but still do the same activity. Student G and Student I understood connect the

dots very quickly, and did not seem to struggle when it came to counting out their

numbers. Student H struggled at the beginning with the connect-the-dots. She was not

certain about what to do, or which number came next, she was very hesitant about making

the connections between numbers. In this activity, Student H needed a lot of assistance

from us throughout the entire puzzle. She has a good understanding of counting, but

became nervous and struggled with the her connect-the-dots.




in which they exhibited knowledge, etc.)

a. At the moment the children seem to have a strong counting sense. Student G and Student I

can both count higher numbers than Student H, but struggle when it comes to looking at

numbers 10-15. They can both count to double digits, but do not have cardinality when it

comes to those numbers. Student H is improving a little more each visit with her. She is

gaining more confidence in her counting and becoming more comfortable with numbers 6-

9, when it comes to number 10, she still struggles with the idea. When working with the

kids the next time, we think that using the 5-tables will help them see the progression of

the numbers, and help to develop cardinality of the numbers. With these tables, we will

have one for each student so that they can practice individually, with our observation and

guidance, at different levels.




29





a. When working with the kindergartners, we gathered up new ideas to use the next time we

meet with them. Because Student G and Student I struggle with numbers between 10-15,

and Student H struggles with numbers 5-10, we thought of using the Five-tables. This way

we can have a visual representation of the numbers and work on cardinality with the

students. From the interactions we had in Lab 4, their counting has improved, but when

they were putting numbers in the cupcake liners, Student G got stuck with numbers 12-14,

Student I got stuck with numbers 10-12, and Student H got stuck when it came to numbers

7-9. We would like to use the five tables to work on their counting and cardinality skills.

All of the students seem to be doing well, and improving over time. There have not been

many dramatic jumps, but progress is being made slowly. With the connect-the-dot puzzle

Student H struggled more than we would have liked, so when working with the tables next

time it will be important to monitor her and help her with her confidence. Student H knows

the numbers, but we think she lacks the confidence when it comes to counting aloud and in

front of others.






progress.

Activity 1

Materials Needed:

3-15 Five frames

Counters


One counter is permitted per section while no other counters are allowed on the five-frame.

Children place a counter in a section of the five-frame depending upon the number the teacher

wants. The children then will arrange the number of counters in the five-frame in any manner.

The teacher asks children to explain what they observe about the numbers. They can focus on the

relation to five, for example, how many more they need to get to five. On the other hand, if placed

four on the five-frame with a blank space in-between the students can see that four is a

combination of two and two.

Once the children work with the five-frame the teacher can increase difficulty and learning by

adding more five-frames as they go along, and adding ten-frames.

30





Activity 2

Materials Needed:

Caterpillar board game

Crayons

Bag

Index cards numbered 1-15, and 1-10


Each student is given a caterpillar board game

The students each draw a number from the bag, the highest number goes first

The students take turns drawing numbers from the bag

The number that the students draw is how many spaces they fill in on their caterpillar with their

crayon

The student who fills the caterpillar first, wins.

B. Briefly describe how these planned activities build off of your reflections in Part 1. That is, how

do your activities build on your assessment of what the children know, while pushing the children

toward a deeper understanding of number? In what ways, if any, are you drawing on your

knowledge of the children’s learning styles, interests, etc., in creating a valuable learning

experience for them?

a. With the Five-frame activity we hope to help the students relate a given to numbers such

as five and ten. For our students it is crucial that they understand cardinality and having

them work with five-frame, and then maybe eventually a ten-frame, is a great way to start.

For the Student H, as well as Student I and Student G, it is essential for them to work with

the five-frame so they can sense a numbers relationship to five. For Student G and Student

I however, they might work on a ten-frame if they understand the meaning behind 1-5,

which we believe they do from previous assessment but will continue to assess within this

activity. We hope that these frames will help the students place meaning behind the

numbers they are saying (Student H it would be 5-7, Student I and Student G 10-15) as

well as help them with cardinality.

b. With the caterpillar game, the students are building on their number sense and working on

their cardinality. Each student is strong when it comes to counting, but do not know what

the numbers they are saying means. Student G and Student I struggled with numbers above

10 and lower than 15, and Student H is still having some difficulty with numbers 5-10,

though she is showing improvement. Coloring in the number of spaces drawn will help the

students see how many the number is representing. Because there are different ability

levels, there will be two different bags for the kids to choose from. Student G and Student I

will choose from the bag that goes until 15 since they can count higher. Student H will also

choose from that bag, but if she is struggling, we will help her out, and also have the other

students give advice so that they can feel like a teacher and also feel like they are helping a

friend. The numbers 10-15 will be challenging her, but after working with the 5 tables

from the previous activity, it will test her new knowledge. This activity will give Student G


and Student I more practice in the numbers they struggle with and giving them more

confidence and knowledge with the higher numbers.


Assignment Due

Date

Lab X

Reflection

Score

Activity

1 Score

Activity

2 Score

Total

Score

Comments


Lab 5 Plan

9/21 1 1 1 3 I’m impressed with the accuracy of your assessment of each child’s

counting skill. That is, you’ve identified that Student H’s current limit

seems to be in the 6-9 range, while the other two get hung up in the teens

sometime. Both of your proposed activities seem sensible, and I’m

impressed that both of the activities can be easily modified to meet the

more advanced needs of Student G and Student I. Using 5- and 10-

frames will hopefully have the additional benefit of making the children

think about organizing numbers in 5’s and 10’s….though this is not your

primary objective at the moment, it could potentially be a long-term

benefit.


Alex and Andy


9/28/09


Part 1: Reflection



.

a. During our last encounter with the Kindergartens we planned two activities to help the kids

work on their counting, specifically numbers 10-15 with Student I and Student G, and 6-10

with Student H. At today’s lab Student G was absent so we just had Student H and Student

I. The first activity we did was working on counting with the five frames. We chose this

activity because it would help the students to visually see what the numbers represented

and begin relating the numbers to five. Because there were only two students today we

were able to work individually with the students at the same time. This way they were both

doing the same activity, but were concentrating on different levels. Student H began

working on numbers greater than five, and Student I worked on numbers that were

between 10 and 12. They both did well, but Student I got stuck on some numbers and

would either say 18 or 8. This activity did a great job having them practice counting and

understanding the number sequence, but we noticed that they soon became bored with the

game and wanted to do something more exciting. The next activity we did was a caterpillar

game. With this game the students were each given a caterpillar with open spaces to color

in. The students would draw a number from a paper bag, and then color in the amount of

spaces that were on the card. The student who colored in the caterpillar first would be the

winner of the game. In the bag there were numbers from 1-15. Student H pulled out

numbers 12 and 13 first, so she did a lot of practicing with her counting. Student I pulled

out numbers like 4, 9 and 8. Student I really enjoyed the game and wanted to be the

winner. When he finished he grabbed his paper excitedly and said, “I win, I win”. Student

H enjoyed coloring in the spaces, but we think she would have liked smaller numbers to

work with at first.





a. Our students seem to be gaining knowledge from our visits slowly but surely. Each time

we work with the kindergarteners they seem to make some improvement. Right now

Student I is comfortable counting numbers up to fifteen, though at some times he becomes

confused and jumps to the number 18. Something that Student I could improve on or work

on is one more one less. He knows one more one less up to ten, but could use practice with

10-15. He seems to be comfortable counting numbers but needs to work on which number

comes after a certain number and which number comes before after he gets to ten. With the

five frame he counted to ten with ease and did much better counting to fifteen than the past

encounters we have had with him. Student H did well today counting the numbers on the

five frame and in the game. She did very well counting up to ten, but at times seemed to

struggle. We think that this was because she got nervous or timid at the time. When it came

31



to the caterpillar game she had some tough numbers at the beginning, but with some

helpful hints she did well filling them out. Student H is also making progress and with

Student I could use work on one more one less, and on numbers that come after ten.

Student G was absent, so we still believe that she can count well up to about 20, but gets

confused with the numbers 10-15. With her it would also help to do one more one less to

work on the correct order number, placement and cardinality.






a. We have been working on counting and worked on one more one less on one of the first

labs. Today at the lab the students seemed interested in other activities that were going on

around the room. We think that during the next lab it will be important to incorporate

movement into the activities again to get the students interested and engaged. We were

thinking of beginning the day with a game, like Simon says and have actions be something

like 10 claps, or 8 jumps, and activity that has math and motion incorporated. The children

seemed restless on the last lab, so something that had movement in it would benefit him.

Also movement brings Student H out of her shell and she isn’t as shy so she will have fun

in addition to learning.






progress.

Activity 1

Materials Needed:

Play Dough

Numbered Cards

Paper Bag

Sheets of Paper for under play dough


Students will pick a number from the bag (1-15)

Students will then make the amount of play dough balls on the card

For a variation, we will tell the kids to make one more than the amount or one less than the

amount on the card that they draw.

Activity 2

32





Materials Needed:

None


The teacher will explain to the kids that the game is similar to Simon Says. That the students will

have to do what the teacher says, but only if the teacher says, “Simon says” before she tells them

what to do.

However, instead of any random movements the teacher will instruct the students to do a number

of movements, such as clap five times, hop seven times, skip three times, and touch your toes four

times.




children’s learning styles, interests, etc., in creating a valuable learning experience for t

The Play Dough game will help to build on the counting practice for the kindergartners and also

with the idea of one more or one less. This activity will reinforce the ideas we worked on in the previous

lab, with then going farther and working with one more and one less. The students are also making balls

out of play dough which will have them engaged and hands on in the activity so that they will not lose

interest. Student I, Student G and Student H all need work with the idea of one more one less so this way

they can work together and talk about what they are doing. We will make sure that we facilitate the

conversation and ask the appropriate questions. The play dough and working on one more one less will

further help the students work on their counting skills by giving them more practice and also working

with different manipulatives.

During activity 2 the students will get a chance to practice counting verbally, anywhere from 1-15.

This will give Student G and Student I more practice with ordering her numbers correctly as well as

practice saying the “teens” aloud. Student H may have difficulty at first with numbers 10-15, but she has

been learning and is now able to count to 13 accurately sometimes. This will also allow us to assess them

within their ability on counting without any physical representation. if they cannot then hopefully this will

be good practice and that they get a deeper understanding and eventually build off of this and be able to

eventually count without physical representation or the number symbol. We decided to add movements

within the activity because we noticed that our students attention spans were not what they used to be and

they are either more comfortable with us to act out, or are bored and need to be stimulated some more. We

hope that our movement will engage the students in our activity and the content. Incorporating body

movement will also help the students learning process and memory. It will increase the amount of oxygen

through the body and to the brain, as well as connecting neurons which will help the students comprehend

and come up with ideas or answers.


Assignment Due

Date

Lab X

Reflection

Score

Activity

1 Score

Activity

2 Score

Total

Score

Comments


Lab 6 Plan

9/28 1 1 1 3 Your assessment of the students’ current skill set is very detailed and

clear. You make very explicit connections between these assessments

and your planned activities for the students. At first I wondered if your

Simon Says activity would be appropriately differentiated for your

group…that is, would it be “too easy” for Student G and Student I or “too

hard” for Student H? But, you did a nice job of providing a rationale for

your decision to incorporate this game.


Alex and Andy

Student I, Student G, Student H [pseudonyms for the kindergarteners]

10/17/09


Part 1: Reflection



.

In our last encounter with the kindergartners we did more movement based and physically active

activities. To begin the lesson we started off with a game of Simon Says. When playing the game

the actions were based on numbers and counting. For example we would say, “Simon says, Jump

9 times!” and so on. This activity got the students warmed up and ready to go for the lesson. Each

student was happy to play a game and be able to move around. After a little bit the students began

looking around so we decided to switch and do our next activity. For the next activity we had the

students use play dough. The students would draw a “magical” number from the bag, and then

have to make that many balls of play dough that was the number that they drew. Each student was

very excited about the play dough. Student I made his balls of all different sizes and had to

troubles with the numbers 1-10. He did better with the numbers ranging from 11-15, but still

stopped and questioned what he was doing with the higher numbers. Student G also had fun with

the play dough and made the number of balls quickly and accurately. Student H did well with the

activity too. The balls that she made were extremely small, but she improved on her counting

skills through ten. She still lacks cardinality because when asking how many balls she had, she

would recount to tell us. Towards the end we had them make numbers out of the play dough to

switch it up. Student H made a four faster than anyone else in the group! We were very impressed!

We did this with a few more numbers that were easy to make with the play dough. We also asked

them to make a number of balls that was less than or more than a number. This way we got them

thinking about what came before and what came after. After the students would draw the cards we

would place them on the table in order with the help of the students. The numbers 1-10 were easy

for each of them to understand, but Student I struggled when it came to 11-15. Overall the activity

went very well, the children were happy and engaged in the play dough and had fun with the

numbers.





We believe that the students have made slow and steady progress with their number sense. Student

H struggled with numbers 6-10 when we first worked with her, but now those numbers have

become much easier for her to do. Though she has improved in her counting, she still lacks the

idea of cardinality. When asked how many after she has found a number of items for an object, she

begins to recount instead of restating the numbers. Student I has also make progress with numbers

after 10. He knows how to count to 20, but gets confused around 13-15, and when he does this he

begins to use the number 18. He does well with one more one less, but needs more practice when

working with numbers in the teens. Student G is the strongest counter of our group, and knows

about cardinality. An area that she could improve on is one more one less with the higher

numbers.

33








We have learned from working with our kindergarteners that putting a movement activity into our

time with them engages them more with the lesson. We know that they are all at different levels,

and finding a game to fit them all has not been easy, but it is still possible, and this scenario is

what we will see when we enter the classroom as teachers. We know that it is important to

integrate movement with our group as well as find activities that are not too easy and bore them.

When they become bored, they are no longer engage and it is harder to get them back on track. For

our last lesson with the kindergartners we will look for some movement activities or games that

can work with students at a variety of levels, while keeping them all engaged. We found that our

kindergartners was attracted and reacted favorably by actively watching the other group one day

when they were performing an activity with song and dance. So this observation will influence us

to include more movement within our next lesson.







progress.

Activity 1

Materials Needed:

Memory Cards


All cards will be placed face down on the table

Students pick up one card, then the next card they find is to be one more than the number on the

card they drew. (Another round may be able to be played with one less as well)

If the students have a “match” they pick up both cards.

If the students do not have a match, they put both cards face down on the table, and it is another

student’s turn.

The game is played until all the cards are gone

Activity 2

Materials Needed:

10 little monkeys

Optional: the book 10 Little Monkeys


The teacher presents ten monkeys to the children.

The teacher sings the first verse of the song so the children can listen to the lyrics before they start

subtracting monkeys.

The teacher teaches the kids movements that go along with the story. When the monkey hits his

head the students point to their head, when mama calls the doctor the students will put an

imaginary phone to their ear and when mama scolds the monkeys the students shake their index

finger.

They sing each verse counting down to zero.

The teacher can begin a new song where the monkeys jump back into bed starting with one all the

way to ten.

34









The memory game activity will be beneficial for all of the students in our group. By playing

memory with one more and one less, the students are playing a game they like while learning numbers at

the same time. We have done this activity before, and the students really enjoyed it. I think that by doing

this activity again we can see how much the students have improved with one more or one less. Also, this

time we will be using cards with higher numbers up to twelve and fifteen, so that Student I and Student G

are getting more practice with higher numbers. Student H may need extra help with the higher numbers,

but we or the other students can help when needed. Both Student I and Student G can count well up to 15,

but it will be important to work on one more one less with both of them. With this activity we hope that

Student I will have a better understanding of the ordering of the numbers. With this activity, Student G

will be able practice her counting skills and be able to expand on what numbers are one more and one

less.

The 10 little monkeys activity is a great way to keep the students engaged by incorporating

movement as well as teach them the concept of one more one less, as well as helping them with number

order. We believe that not only will our kindergartners have fun with this activity but they will also have

practice with counting 1-10, in which Student H is struggling and the other students can practice more.

This activity will help Student H achieve the relation between words, numerals and physical referents to

10, because with the song and props, Student H will be hearing and saying the word “seven” as well as

seeing the numeral 7, and seven monkeys. This will also help Student G and Student I who seem to be a

little more advanced then Student H, by helping them differentiate between numbers that are one/two

more, and one/two less. This is also a reinforcement of this concept that they have learned about within

the first activity of matching. This activity will also in capture their focus. We have often had a problem

with one or two students becoming bored within an activity, in Student H’s case the activity was beyond

her grasp, where as Student I wanted something to catch his focus and Student G seemed to crave more of

a challenge. This activity is meant to be fun for three of them while incorporating movement, since it

helps hold their focus and help brain flow.


Assignment Due

Date

Lab X

Reflection

Score

Activity

1 Score

Activity

2 Score

Total

Score

Comments


Lab 7 Plan

10/5 1 1 1 3 You’ve done a fine job throughout the term on your kindergarten lab

reflection/plans. For this write-up, you clearly laid out what occurred in

the last lesson and provided specific information about what each child

seems to know. Your planned activities for next time push on a piece of

knowledge that each child still needs work on (recognizing one more/one

less), and you’ve made appropriate accommodations for Student H who

may struggle working at the level of the other two students.

Evidence of Student Learning in EDUC 364: Kindergarten...

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