Directional Prepositions with Pre-k English Language Learners (Early Math Collaborative at Erikson)

eriksonmath

4 Nov 201302:52

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

00:00

🚶‍♀️ 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

Rosie's Walk refers to the story that the children previously read about Rosie, a character who goes on a walk. This serves as a reference point for the activities the children engage in, such as mimicking movements and exploring different actions associated with position words like 'over' and 'under.' The story frames the children's learning experience.

💡Position Words

Position words are spatial terms such as 'across,' 'over,' 'under,' and 'between' that describe relationships between objects and movement. The video emphasizes teaching children how to associate these words with physical actions. The obstacle course serves as a practical tool for children to better understand these words through movement.

💡Obstacle Course

The obstacle course is a physical setup designed to help children practice position words. It involves various activities where children move their bodies in ways that reflect spatial concepts, like going 'under' a table or 'between' chairs. This hands-on project helps reinforce the connection between the words and the children's actions.

💡Across

The word 'across' is used in the script when a child mentions that Rosie went 'across the river.' It describes movement from one side of something to the other. In this context, it helps children understand spatial relationships as they apply this concept to the obstacle course.

💡Over

'Over' is another position word introduced in the video. It is mentioned when discussing how Rosie 'went over' the river. The children are encouraged to use this word as they perform similar actions, such as stepping over objects in the obstacle course, reinforcing their comprehension of the word's meaning through movement.

💡Under

The term 'under' is used when the children practice going 'under' a table as part of the obstacle course. The teacher ensures they understand the word's meaning by physically demonstrating how to move beneath an object, which helps solidify their grasp of spatial positioning.

💡Between

'Between' is explained and demonstrated when the children are instructed to move between two chairs. This position word describes being in the middle of two objects, and the obstacle course provides a concrete example of the concept as the children physically move between items.

💡Past

'Past' refers to moving by or beyond something, as demonstrated in the script when the children are asked to go 'past Mr. Turtle.' This action emphasizes directional movement and spatial awareness, as the children are encouraged to wave at the turtle while passing by it.

💡Repetition

Repetition is a teaching technique used in the video to help children remember and internalize position words. By repeatedly chanting and performing the words like 'over' and 'under,' the children strengthen their ability to associate the words with specific actions, reinforcing their understanding of spatial concepts.

💡Pretend Play

Pretend play is used when the children are asked to imagine objects, like pretending a tube is a rake. This imaginative aspect of the lesson allows children to creatively engage with the learning material, enhancing their understanding of how spatial words can apply in various scenarios.

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.