One to One Correspondance: Concrete Level

More Teaching Plans on this topic: Representational

PHASE 2: Practice Strategies

Receptive/Recognition Level

Purpose: to provide students with multiple practice opportunities of identifying groups that are and groups that are not matched one to one.

Learning Objective 3: Recognize and create groups that are not matched one to one using concrete objects.

Structured Language Experience

Materials:

Teacher -

• Bell or timer to signal when to rotate containers at tables.

Students -

• 4 or 5 pre-made groups of beanie babies matched with counting blocks in containers. Containers should be differentiated with a color or symbol, letter or number. Some groups in the containers would be matched one to one, and some would not.

Description:

Activity:

Students will work at tables in groups of 4 or 5 children. Corresponding groups of stuffed animals and counting blocks are placed in containers in the middle of table (beanie babies provided by teacher). There should be groups of stuffed animals and blocks that are matched one-one and some groups that are not matched one-one at each table. The children are going to look at different groups and tell the other children at their table if the group they have is matched one-to-one or not. Each child should select a container and decide whether it shows two groups that are matched one-to one or not. When the teacher rings the bell the children at each table are to take turns telling the others at their table if they have a group that is matched. After each child at the table has shared his/her decision with his/her tablemates, the teacher will ask one child at each table to share his/her decisions with the entire class before signaling children to pass the containers around the table. Continue until every child has practiced with each container at the table.

Structured Language Experience Steps:

1) Review directions for completing structured language experiences and relevant classroom rules.

2) Model how to perform the skill(s) within the context of the activity before students begin the activity:

a. Look at the container.
b. Decide if the group is matched or not.
c. Wait for the teacher signal and then tell tablemates if the container shows matched or not matched.
d. Take turns telling tablemates and provide feedback to tablemates.
e. Signal teacher if there is a question about a tablemate’s decision.
f. Rotate the containers around the table when the teacher signals.
g. Listen while children are sharing their responses with the whole class.

3) Provide time for student questions.

4) Signal students to begin.

5) Monitor students as they work.

a. Circulate around the table and check on children’s responses throughout the activity. Provide positive reinforcement for both “trying hard,” responding appropriately, and for students using appropriate behavior.
b. Make sure that each child receives feedback on his/her decision. Provide corrective feedback and modeling as needed.
c. Provide closed choice questions (are these groups matched one-to-one?) or picture cards (match/no-match) to help students who have difficulty with verbal expression label their containers.
d. Ask each child in the class to share his/her decision at least once with the entire class

Expressive Level

Purpose: to provide students with multiple practice opportunities to make groups that show one to one correspondence.

Learning Objective 1: Recognize and create groups that are matched one to one using unlike, concrete objects.

Structured Language Experience

Materials:

Teacher -

• List of partners
• Checklist or other means to track students’ progress.

Students -

• Containers with beanie babies and counting blocks (one of each for each pair of students).
• One egg carton that has been cut into thirds or another container with four small cups and four small objects (token, counting bear, beans, pebbles etc.)/pair

Description:

Activity:

The teacher will put the students in pairs and assign initial roles (maker; recorder/listener). Each pair will get a container of stuffed animals and a container of counting blocks. Students will be asked to create matched groups and tell their partner how they have made them (e.g. “I put four beanie babies with four counting blocks. There is a block for each beanie baby.”) Each child will have four opportunities to make and tell their partner about their matched groups. Each time a child makes the matched group from the animals and the blocks, his/her partner will put a token (bean, pebble, etc.) in a section of the egg carton. When the egg carton is filled (i.e. after four turns), the partners will switch roles.

Structured Language Experience Steps:

1) Review directions for completing structured language experiences and relevant classroom rules.

2) Model how to perform the skill(s) within the context of the activity before students begin the activity:

a. Choose some objects from one container.
b. Match objects from the second container with the objects chosen from the first container.
c. Check to make sure that each object is matched one-to-one.
d. Count the number of objects in each group and see if groups have the same number.
e. Tell your partner about the matching groups.
f. Listen to your partner.
g. Put a token in the cup each time after your partner has finished making and telling you about a group.
h. Signal the teacher if there is a question about your partner’s groups.
i. Signal the teacher when you are ready to switch roles.

3.) Provide time for student questions.

4.) Signal students to begin.

5.) Monitor students as they work.

a. Circulate and check on children’s responses throughout the activity. Provide positive reinforcement for both “trying hard,” responding appropriately, and for students using appropriate behavior.
b. Make sure that each child receives feedback on his/her decision. Provide corrective feedback and modeling as needed.
c. For those students who have difficulty with verbal expression, the teacher may need to have them make models for their partners but not require them to describe their groups without teacher prompting.