Directional Prepositions with Pre-k English Language Learners (Early Math Collaborative at Erikson)
Summary
TLDRIn this video, a teacher guides young children through a fun and interactive lesson on positional words using an obstacle course. After reading the story 'Rosie's Walk,' the children practice words like 'under,' 'over,' 'between,' and 'past' by physically moving through different obstacles, such as tables and chairs, while associating actions with the words. The teacher encourages them to describe their movements, reinforcing their understanding through repetition and active participation, making the learning process dynamic and engaging.
Takeaways
- 😀 The children read the story 'Rosy's Walk' and discussed different ways Rosie traveled.
- 🚶♀️ One child described how Rosie crossed the river, where the frogs went over it, but Rosie fell in.
- 📍 The teacher emphasized using position words such as 'across' and 'over' during the discussion.
- 🧠 The children need more practice understanding and associating position words with actions.
- 🔄 An obstacle course activity was designed to help the children physically move and repeat position words.
- 🏃♂️ The children were encouraged to think of ways to travel through the obstacle course using position words.
- 🪑 One child was asked to go 'under' the table, demonstrating the meaning of the word.
- 🏞 The obstacle course also included traveling 'between' the chairs and 'past' Mr. Turtle.
- 🦶 The teacher guided the children to step 'over' a small table, reinforcing the word's meaning.
- 🦊 A child imagined the tube as a rake and connected it to a fox stepping on a rake, adding creativity to the learning.
Q & A
What story did the children read in the lesson?
-The children read the story 'Rosy's Walk'.
How did Rosie travel across the river?
-Rosie traveled across the river by going over it, but she fell in.
Why does the teacher emphasize practicing position words with children?
-The teacher emphasizes practicing position words because children sometimes understand the meaning of the words but cannot associate them with their actions.
How did the obstacle course help children understand position words?
-The obstacle course helped children by allowing them to move their bodies while saying the position words, making it easier for them to associate the words with the actions.
What are some of the position words the children practiced?
-The children practiced position words like 'across', 'over', 'under', 'around', 'between', and 'past'.
What activity did the children perform with the table in the obstacle course?
-The children were instructed to go under the table during the obstacle course.
How did the teacher guide the children to use the chairs in the obstacle course?
-The teacher guided the children to go between the chairs during the obstacle course.
What were the children supposed to do when they encountered Mr. Turtle in the obstacle course?
-The children were supposed to go past Mr. Turtle and wave to him.
What was the instruction when the children reached the small table in the obstacle course?
-The children were instructed to step one foot over the small table and then the other.
How did the children use the tube in the obstacle course, and what did they pretend it was?
-The children were encouraged to pretend the tube was a rake and discussed stepping on it like the fox did in the story.
Outlines
🚶♀️ Rosie's Journey Through Position Words
In this paragraph, the teacher reflects on a previous lesson where they read the story of Rosie’s walk. The focus was on position words and how Rosie traveled through different obstacles. The students are prompted to recall how Rosie traveled across, over, and fell into the river. The teacher highlights the need for students to practice associating position words with actions, which can be challenging for them.
🛤️ Obstacle Course Setup
Here, the teacher introduces an obstacle course laid out on a rug. The purpose is to help students learn and practice position words by physically moving through the course. The teacher asks for student input on how they can travel through the obstacle, encouraging them to think of different movements, such as going under or around objects.
🙌 Practicing 'Under' and 'Around'
Yan is invited to demonstrate how to travel under the table, introducing the position word 'under' to the class. The other students are then prompted to go around the table, reinforcing the word 'around' as they associate it with their movement through the obstacle.
🪑 'Between' the Chairs and Past Mr. Turtle
The teacher moves on to the next part of the obstacle course, where students are asked to go 'between' two chairs, introducing another position word. Additionally, they are told to go 'past' a toy turtle, adding more variety in how position words are incorporated into their movements.
🪜 Stepping 'Over' and Imagining the Tube as a Rake
The final section of the obstacle course involves a small table, where the students are instructed to step 'over' it. The teacher then introduces a tube and prompts the students to imagine it as a rake, referencing a fox from a story. The students are encouraged to step on the tube as they would a rake, combining imaginative play with learning position words.
Mindmap
Keywords
💡Rosie's Walk
💡Position Words
💡Obstacle Course
💡Across
💡Over
💡Under
💡Between
💡Past
💡Repetition
💡Pretend Play
Highlights
Discussion of Rosy's walk and how Rosie traveled, focusing on position words such as 'across' and 'over'.
Teacher notes that children need more practice with position words and often struggle to associate the words with actions.
The obstacle course is used as an effective tool to help children connect position words with physical movements.
Children chant the position words repeatedly, helping reinforce their understanding through repetition.
Teacher asks the children to think of ways to travel through the obstacle course, encouraging active participation.
One child suggests moving 'under' the table, demonstrating the meaning of the word 'under'.
Teacher encourages the use of 'around' when walking around the table to help further associate the word with movement.
The concept of moving 'between' the chairs is introduced, offering another position word for the children to practice.
The class is instructed to go 'past' Mr. Turtle, adding another layer of positional understanding.
The idea of stepping 'over' a small table is introduced, adding physical movement to the position word 'over'.
The tube is presented, and the children are asked to think about what they can do with it, fostering creativity.
A child suggests pretending the tube is a rake, showing their imaginative thinking.
A reference is made to a fox stepping on a rake, bringing storytelling into the activity.
The children are encouraged to act out stepping on the imaginary rake, blending imaginative play with learning.
Overall, the obstacle course serves as a dynamic and interactive way to teach position words, improving children's comprehension through physical action and repetition.
Transcripts
yesterday we read the story Rosy's
walk and we talked about many ways Rosie
travel can you think of some ways Rosie
traveled y hung how did Rosie travel she
went across the river and the frogs went
over it but she fell in oh you have some
good position words she went across and
she went over my children need lots of
practice with position words sometimes
they understand what the word means
but they can't associate what they're
doing with the word so this project with
the obstacle course was a great one for
them because they were able to move
their bodies along with saying the words
the constant repetition of those words
as the children were chanting them help
them associate the word with the action
well look at our rug today we've made an
obstacle
course but you need to help me think of
how we're going to travel through it do
you think can help me pretending to
travel we're going to really travel but
can you help me think of ways yeah
pretending we have a table so we have
how could what can we
do under is that wait Yan don't do it
yet is that a good idea under do you all
know what under means yeah yes okay go
ahead show us ehan go down Yan's going
to show us
under good job come on Bey H oh you can
just walk around the table to come come
back can you go around
it okay I have two chairs over
there this one I want to show you
because Rosie didn't do this in her walk
on the
chairs you're going to go
between the
chairs can you say that
between the chairs look at Mr
Turtle we're going to go
past Mr Turtle you can wave to him when
you go past
asked oh and we have a small table what
do you think we can do with
this go over is that a good idea I would
like you to step one foot over and then
the other and I have a tube here I
wonder what we can do with this
tube we went under the table between the
chairs past the turtle over the little
table what do you want to do with this
pretend it's a rake pretend it's what a
rake pretend it's a rake and what would
you do if it was a rake what did the fox
do with the rake he stepped on in a boat
oh he stepped on the rake we could step
on
this
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