Kindergarten Learning Experiences Elementary School Services
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Composition: ResearchK.C.24.1: By the end of grade 2, students will generate questions and gather information from several sources in a classroom, school, or public library.The teacher can invite someone with expertise in a certain topic to visit the class. Before the visit, children can generate a list of questions to ask and discuss the order in which to ask the questions. After the visit, children can discuss how the interview went, what they learned, and what they would still like to know, then look for books and articles or other sources of information to answer their unanswered questions. Children can select a topic for investigation, create a K-W-L chart, and discuss what they already know, what they want to know, and where they might find more information; they can decide on ways to gather the information, such as asking their parents or peers to complete a class-created survey; they can then complete the K-W-L chart using the information they have gathered. MediaAnalysis of MediaK.M.26.1: By the end of grade 2, students will identify techniques used in television (animation, close-ups, wide-angle shots, sound effects, music, graphics) and use knowledge of these techniques to distinguish between facts and misleading information.Kindergarten children distinguish between live action and animation, and know that each is created using different techniques. Children can watch an animated film and a film using live actors, then compare the differences in how the characters move and speak, and in how music and color are used; they can then discuss whether the information gathered is factual or not. Children can use flip-books to understand the concepts behind film and animation. After watching video clips of a baseball game, listening to/reading a book on baseball, and viewing baseball cards, children can list which facts about the game(s) and players were emphasized in each form of communication. Connections: Reading and Literature standards K.R.8.1–K.R.8.5 above also apply to film and video production.Media ProductionK.M. 27.1: By the end of grade 2, students will create radio scripts, audiotapes, or videotapes for display or transmission.Children can use a tape recorder to make short recordings of peers reciting poems or telling personal stories. Children can use a video camera to record a class play, then use a TV to play back the recording at a school open house or parent visitation. Kindergarten Learning Experiences in Mathematics High-quality mathematics programs for kindergarten children build on the many math-related cognitive skills that children develop from birth through approximately six years of age. Mathematics is a way that young children engage with their environment and make sense of their world.
Mathematics should be an integral part of the kindergarten classroom, supported by research-based and developmentally appropriate practices. The classroom should include visual displays of numbers linked with quantities, number sequences, books, and child-made representations of number concepts. The earliest mathematical focuses should be on children’s understanding of numerals; one-to-one correspondence; matching quantities to numerals; sequence and seriation; organizing objects into sets and comparing sets; and observing, identifying, and describing patterns. Mathematical concepts are learned through play with appropriate materials, structured activities, and direct instruction. Problem-solving is at the heart of mathematics and can be taught primarily through connections with the world children live in. Mathematical learning does not evolve in isolation—mathematical thinking and learning can occur throughout the day and during all kinds of activities. Teachers should integrate mathematics across the curriculum. For example, patterns can be represented in many ways (visual, auditory, tactile), through movement, music and literature, block building, visual arts, and other activities. Teachers should also help children recognize mathematical concepts as they occur throughout the day and year. Children may demonstrate their concepts about measurement in sensory activities at the sand or water table, using play dough, or in building block constructions. They may incorporate their thinking about sequence and patterns into dramatic and outdoor play, woodworking (e.g., “first you do this, next you do that”), or when lining up for an activity (“John is first, Mary is second, I am third”). Learning mathematical thinking involves taking risks. For children to develop confidence in their problem-solving abilities, teachers should be supportive in responding to “wrong” answers. In estimation, for instance, teachers should reassure children that being absolutely correct is unnecessary—children may need the opportunity to change their estimates as the activity evolves. A child’s mistakes in mathematical thinking can provide an attentive teacher a helpful “window” into the child’s mathematical thinking. The best teachers take advantage of incidental learning opportunities by building on them and documenting how children demonstrate their understanding of mathematical principles. Children demonstrate progress in different ways; not all children can succeed at, or are interested in, the same thing at the same time. Teachers should carefully observe children’s activities and should question children about what they are doing and why. Children’s mathematical thinking, language use, and computational skills should be documented over time (e.g., to recognize when a child’s estimates are growing increasingly accurate), analyzed, used to develop more complex curriculum activities, and reported to parents. Some kindergarten children will have had more opportunity than others to learn and use mathematical language. Children with less experience and learning may grasp only one mathematical attribute or concept at a time (e.g., a child may be able to sort green blocks but not green and square ones; a child may be able to count by rote but not understand one-to-one correspondence). Teachers may find the mathematics activities in the Guidelines for Preschool Learning Experiences helpful for teaching some of these students. Learning Standards for Kindergarten Section 3.2 on the following pages illustrates how the learning standards of the Massachusetts Mathematics Curriculum Framework may be implemented in a kindergarten classroom. Included Learning Standards The Mathematics Framework divides learning standards into the following five strands: Number Sense and Operations Patterns, Relations, and Algebra Geometry Measurement Data Analysis, Statistics, and Probability Learning standards are provided in each strand that define what students know and should be able to do by the end of kindergarten (PreK–K). All Mathematics Framework learning standards are included in this chapter. However, some of the “Selected Problems or Classroom Activities” listed in the Framework have been omitted (see the Framework for the complete list). Organization of Learning Standards in This Chapter Learning standards are organized in the next section of this chapter as follows:
Kindergarten Learning Experiences in Mathematics Directory: frameworks frameworks -> Business Technology (vbus) frameworks -> 2016 Massachusetts Digital Literacy and Computer Science (dlcs) Curriculum Framework frameworks -> Automotive Collision Repair & Refinishing (vcoll) frameworks -> Massachusetts English Language Arts frameworks -> Essentials of Computer Programming Computer Science Curriculum Framework 2015 frameworks -> Arkansas Computer Science Standards Coding Block for Grades 7 or 8 Introduction frameworks -> Arkansas Computer Science Standards for Grades 9-12 frameworks -> Curriculum framework frameworks -> Arkansas Computer Science Standards for Grades 9-12 Download 412.43 Kb. Share with your friends:
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