How to support English Language Learners?

langaue

Hello there again,

In order to aide ELLs into the program, the educators in the classroom has to make the child/children feel comfortable. One could use the approach of Linguistically Appropriate Practice which gives the chance for the child to have a sense of comfort and not to completely diminish their home language and creating an inclusive environment for every student.

Here are some suggestions:

Sing songs in different languages, and still referring to the proper hand motions, so the student is still making a connection to English.

Here is a great video/dance/song that counts in 5 different languages (English, French, Spanish, Japanese)

This provides both visuals of finger numbers, the numbers written in the language, and a catchy tune for the children to be engaged!

Also, the child can learn English numbers by having their home language numbers laid out on a table, and underneath have the English numbers to match this way again the child is making the connection.

Simply, by creating an environment that feels like home, is what will help the child succeed, and begin trying to speak english.

 

Daily Routines & Number Sense

Hey there,

I thought I would share some ideas and resources that I have observed and found through my years at placement that may help with some daily number sense routines!!

The simple daily routines in a Full Day Kindies classroom add and reinforce the knowledge and learnt skills of number sense.

Calendar- Doing the daily calendar and having the children say the date every morning, and put the number on a giant velcro calandar chart helps the children with recognizing the number with the oral number word.

How many days are we in school?- By recording how many days the children are in school one can get a place value practice chart, and learn how to say and read numbers together as a class. As a class the educator can engage in math number sense talk with the children by using the proper terminology “ tens, ones, hundreds”, this practice chart also has representational numbers, and straws to represent the quantity.

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In my placement, the children love to do this chart, and when we do calendar sometimes they argue with who I pick to do it. Finding the numbers for them is difficult,but we figure it out as a team!

I found an amazing and catchy song/rap that you can show  and get the children to sing along to help them understand place value/number sense!

 

Hundreds chart, a number word and numeral chart, as well as a picture number representations- are always up and essential in a classroom by incorporating this into the classroom it exposes children to numbers, and it helps to give children a reference if they are having difficulty with something. The hundreds chart extends the children’s knowledge  exploring number patterns all on their own. For children that do need assistance, and are more of visual learners they can look at the pictoral representation that is above.

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This picture is from my placement at Bayview Hill Elementary School. Many of the children refer to this when they are trying to say number words verbally,represent them, or simply how to write them.

Number Manipulatives in the classroom- Providing children with manipulative, like ten frames, five frames, cubes, counters gives visual learners a better reinforcement of what they are trying to discover. This also makes activities more developmentally appropriate for children.

 

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These ten frame manipulatives are present in the classroom at Bayview Hill Elementary School. The children use these quite a bit to try and make number sentences and engage in math talk. Also to help understand how to represent the number. They know that the ten frame is full, and there are 2 red ones outside so it means there is 12 present! It helps the students use problem-solving.

 

Here is another way to incorporate numeracy math in a kindergarten -grade 1 classroom:

As the children begin to get familiar with one -one correspondence, and numerals, and the basic understanding of what the quantity of the numbers may look like you can continue onto estimation.

Every week, you can have a jar with a different amount of objects/materials in it and the class has to make it apart of their daily routine to estimate how many there is present in the jar. At the end of the week, you can count how many were actually in the jar. 

Dramatic play? AND Number Sense?

Hey,

As a future educator, I have learned that anything can be taught in mostly every learning domain especially number sense! Educators have to realize that numbers are absolutely everywhere, there is no hiding… but we can use this to our advantage while teaching children number sense.

Throughout my multiple placements (toddler room, preschool, grade 1/2 class as well as my present one in a grade 1 class) you can engage every activity with number sense/math.  Sometimes it takes a bit of thinking…  or a little bit of searching from the web to see how it can be incorporated.


 

On Pintrest I found a creative, fun and interactive way an FDK educator can set up the drama play centre  to have the children talk numbers naturally with the scene set up. Or a fun interactive structured way that involves daily physical activity as well as, role play.

 

drama play

One that I found, really interacts well with number sense is a restuarant setting/bake shop or a grocery store.  I have watched children in a restaurant/grocery store interact well and used an extensive amount of imaginary play in a preschool daycare centre! It was interesting to watch the young children, speak to their peers and take on jobs that they have watched in a familiar setting. Without even being in a structured instructional class instilling number sense the children were investigating and exploring numbers through role play/dramatic  play their daily

You do not necessarily need a particular theme here is a way how different materials that can be incorporated in the dramatic play centre are all essential to not only math number sense development, but other learning domains as well. I found this video to be very helpful to start off the dramatic play centre!

Novakowski (2007) explains that math happens through experiences. She describes her experiences, to be child centred where creativity is added as well as teacher acting as a facilatator.

The Importance of Math Talk

One thing that I have always had a problem with, is ensuring that I am using the proper math language and word choice with children when directing and prompting them.

Being in placement and observing the children during particular math lessons, I realized that many children are always trying to find the right answer. And I noticed that as I would circulate the classroom and the children would constantly ask ” Ms. Volpe did I get the right answer?!” …

                  BUT….

Children need to try and dig deeper, and not only think about finding the right answer, it is about the inquiry of how one got the answer. Interactions with peers, throughout number sense math play, is essential for their development.

As I was reading and researching for one of my Early Years courses I came across and interesting finding and I thought I would share it with you guys!!!

Boonen et.al (2011) “found that mathematical knowledge in number sense (counting) can be stimulated by the amount of math talk that is provided and used by the teacher in the classroom environment”(Boonen et.al,2011,p.4).

This is an older video, and a little bit dated, but… the content is really good, take a look on how easy it is to incorporate math talk in number sense is effective and how to do it throughout play/classroom daily routines.

 

Then, I found this useful way to try and find new and innovative ways to try and help the children dig deeper in their math and prompt their math talk.

This is one way you can get children engaged in math talk throughout math centres, or during play. You can simplify the sentence prompts or starters for the appropriate age! Children will come up with creative things and ways to explain how they came up with their mathematical finding!

 

 

Representing Whole Numbers

A constructivist way on representing the number 5 for example, could be giving the students a fair amount of materials in which they can create their own picture, or scene with only the whole number that is required.

This brings creativity and uniqueness, and an open ended approach that touches upon other areas of learning like role play, or aides the children in connecting real life experiences with their math!

 

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I had implemented this activity in a math centre at Deer Park Junior and Senior Public School in Toronto,Ontario. This child represented the whole number 5 with a pink fishing rod, and she was remembering when she went fishing in the summer. The beads represent the fish she was trying to catch.

Interactive Oral “Five Frame &Ten Frame”

Need an interactive and fun way to reinforce the concept of ten frames, and one to one correspondence of counting?!?! Here is a fun Youtube video that prompts the interest in counting!

 

Recommendations for children that are younger than 5, or are still learning to count should start with 5 frames.  Therefore reinforcing  and modelling this with teacher direction helps aide children’s conceptual understanding of one-to one correspondence.(McGuire.,et,al, 2011)

Here are some activities you can use at a math centre in a full day kindergarten classroom!!

Adding Literacy to Math is Important

During circle time, or throughout carpet time, read a book that has exposure to number sense, either by counting, number words, numerals etc. This reinforces the new knowledge and skills of number sense and it bridges language and math  together!

I have used numerous books throughout my placements to connect with number sense.

But, this one always stands out and is most effective!

  • “Chicka Chicka 1,2,3” By: Bill Martin Jr., Michael Sampson

Not only is incorporating literacy and math together a great strategy to spark the children’s interest, but adding…

a SONG and MUSIC

                                              and maybe? ART?

 

Don’t know where to start ?

Hey there,

As a future educator I would love for people to give me advice on how to start a math concept ! Here are my ideas on how I would start! Check it out:)

For the start of the unit NUMBER SENSE, one of the categories, or learning expectation that would be best to begin with would be getting familiar with numerals. The expectations that are relevant to getting familiar with numerals  from the Full-Day Kindergarten Curriculum Guide are:

  • NS1.4 demonstrate understanding of the counting concepts of stable order.
  • NS1.5 recognize some quantities without having to count, using a variety of tools (e.g., dominoes, dot plates, dice, number of fingers)

In order to make this an interesting and fun concept to tackle, teachers and ECEs in the full day kindergarten classroom can integrate this skill into other areas of learning like music and movement. This can be done by:

  • teaching them a song/chant to go along with counting (song example: “Counting with my Friends” by: David Burda is MY absolute favourite)