We are following the new standards this year and so it means making up some new things. Love these ideas. Thanks for sharing. You would think after collecting things for over 24 years, one would have everything. But, I love new stuff each year. Robynn BusyBees
Hi Kim, I have tried doing math work stations this year. It is very frustrating. I have 31 kids , so that meant 15 centers! A few centers are the same , but setting them out and management is difficult. You mentioned five math centers. how many kids per center, and what is your suggestion. I appreciate any advice. Thanks, Tonia in Redlands,CA Tvento1313@ msn.com
Hi---love, love your blog!! A few questions regarding the math work jobs. How much time are you giving the students to answer your assessments. Should it be a quick response? Just don't want to move them ahead too fast if they are not fluent?? Also, as they are working independently on their skills, you mentioned your are doing small groups...are your groups working on these same skills with you or a different standard? Thanks. Tracy in MO
Hey Tracy, You are right, it should be a quick response. They should know it without having to think about it. My small group is teaching whatever the current standard is that I am teaching. I have 5 centers. Each of the other 4 centers cover pattern/geometry, number, measurement, and data/sorting. My table could be teaching something new from any of these.
Hi again! My team and I are in the midst of the work jobs where students are building the numbers at their own level. Could you explain your goal in this learning process- I am struggling with when I should have students move on to a new number. Which by the way----they are so involved in their number activity---many are beginning to tell me more about their learning too. It's all very exciting and for the first time I feel they are getting consistent practice in building number sense. Thanks so much and I look forward to your feedback.
Once the children are able to consistently count the objects correctly, I move them to the next number. I add another dot on the tracking record that I have on the back of the library pockets. Glad you are seeing such great results!
Kim, you have probably mentioned this before and I have just missed it... where do you store their library pockets? I read in one of your posts that you don't stick the number cards in baggies because they slide around in the basket. So do you put their library cards in a basket? I have my wheels turning here, trying to figure out how to incorporate work jobs into my math stations. Plus I don't want to start something and realize it's too much work, I usually give up on it quickly. Thanks! Kinders on the Block
Great ideas! Love, love, love them! Trying to get some new fun ideas for my kinders and this really helps! Thank you!!
ReplyDeleteWe are following the new standards this year and so it means making up some new things. Love these ideas. Thanks for sharing. You would think after collecting things for over 24 years, one would have everything. But, I love new stuff each year.
ReplyDeleteRobynn
BusyBees
Hi Kim,
ReplyDeleteI have tried doing math work stations this year. It is very frustrating. I have 31 kids , so that meant 15 centers! A few centers are the same , but setting them out and management is difficult. You mentioned five math centers. how many kids per center, and what is your suggestion.
I appreciate any advice.
Thanks,
Tonia in Redlands,CA
Tvento1313@ msn.com
Hi---love, love your blog!! A few questions regarding the math work jobs. How much time are you giving the students to answer your assessments. Should it be a quick response? Just don't want to move them ahead too fast if they are not fluent?? Also, as they are working independently on their skills, you mentioned your are doing small groups...are your groups working on these same skills with you or a different standard?
ReplyDeleteThanks.
Tracy in MO
Hey Tracy,
ReplyDeleteYou are right, it should be a quick response. They should know it without having to think about it. My small group is teaching whatever the current standard is that I am teaching. I have 5 centers. Each of the other 4 centers cover pattern/geometry, number, measurement, and data/sorting. My table could be teaching something new from any of these.
Hi again! My team and I are in the midst of the work jobs where students are building the numbers at their own level. Could you explain your goal in this learning process- I am struggling with when I should have students move on to a new number. Which by the way----they are so involved in their number activity---many are beginning to tell me more about their learning too. It's all very exciting and for the first time I feel they are getting consistent practice in building number sense. Thanks so much and I look forward to your feedback.
ReplyDeleteOnce the children are able to consistently count the objects correctly, I move them to the next number. I add another dot on the tracking record that I have on the back of the library pockets. Glad you are seeing such great results!
ReplyDeleteKim, you have probably mentioned this before and I have just missed it... where do you store their library pockets? I read in one of your posts that you don't stick the number cards in baggies because they slide around in the basket. So do you put their library cards in a basket? I have my wheels turning here, trying to figure out how to incorporate work jobs into my math stations. Plus I don't want to start something and realize it's too much work, I usually give up on it quickly. Thanks!
ReplyDeleteKinders on the Block