Today is our third lesson where we began with reinforcement of the block positions and vocabulary from level 1 teaching in the Counting Board.This is moving along at a pace, so I have incorporated assigning number names from level 2. This will broaden my acitivities as well as build on Oliver's emerging understanding. First, he showed understanding of size and of position of blocks to 10 when asked to order the blocks from the smallest to the biggest and in reverse order. He self-corrected (sc) 8 and 7 otherwise was very accurate with the position of the remaining blocks.
The next task, introducing number names, was to model the procedure. It consisted of touching the 1-block then asking Oliver to name it (1) (Everyone knows this cube is called one!) Then pointing to the 2-block he named it (2), then as I pointed to each next block Oliver and I named them together up to 10! GREAT!
NOTE:
Don't miss this step out - remember that at assessment during my first lesson, Oliver did not know the count to 10, and missed out numerous names. Therefore I don't take anything for granted, I let the pupil show me what and how he tackles a task where there are clues for him to feel secure in his actions.
TIP:
When a child gets stuck on a name and thus begins to count the units of a block, DO NOT allow this to happen, distract by pointing to the 1-block, and ask the child its name, then keep pointing tio each next block as h/she names it up to to the block where the difficulty arose. The objective here is to teach childrne to see a number as a whole idea, ready for efficient calculation which will begin shortly. Counting practice will come through other activities.
As the practitioner, you will begin to see which names are secure, then use them as stepping stones to get your pupil to figure out the answers h/herself. For example, Oliver was secure with 6, but got mixed up with 7 and 8, therefore I pointed to the 6 and asked, "What number comes after 6" pausing for a second or two to give him a chance to answer, but not too long because I don't want him to feel 'tested'. If he is not able to answer, I simply point to the 1-block again and ask him to name it and whilst I continue to point, he names the blocks up to 6.
Here, I ask "So if this is 6, what comes after 6?" (point to 7). These clues help children figure things out for themselves. Carrying on then, "This is 7 (point) what number comes after 7?" (8). Same for 9, then before I could get ot the 10, Oliver quickly named it wothout hesitation. (When an answer is known - ALL children are keen to answer with speed!) On another round you can give the instruction to order the numbers from 1 to 10, and again from 10 to 1. See how the initial task of sequencing by size, has become a sequence of numbers to 10! The next build up layer will be to simply count up to 10 and back to 1 with eyes closed, although the pupil is encouraged to 'see' the blocks in the board. Great support and great development of visualisation ability.
The above technique takes a little patience but is well worth it becasue you are reinforcing numerous aspects simultaneously - reasoning ability; positional vocabulary; number sequencing; number names and counting.
NOTE:
Oliver seems to enjoy starting from 10 and not 1. this is okay and indicates choice. I simply ask him to begin from 1 with the next round. Actually children do not get sufficient practice with counting back, so see this as a bonus! This task provides rhythm and practice with additional support. Through the visual imagery from the lengths of the series of blocks, the child 'sees' a picture of blocks reducing by one unit each time. This visual information is being absorbed at a subconscious level and plays a part in a child's ability to mentally count back to zero. We repeated the task still maintaining the 'naming blocks' focus; Oliver was accurate with 1 to 5, 6 (sc) 7, 8,9 and 10 were named correctly this time! Well done Oliver!
PRACTICE IDENTIFYING BLOCKS BY NAME
After observing the accuracy and confidence displayed by Oliver, the next task I introduced was the 'Calling Back Game' where we shared out the blocks - mum joined in too. Next, I called back a number. Whoever had that block placed it in the board. Ollie absolutely loved this game and asked to do it again and again, in fact 8 times in all! (All that rtepetition and practice!!!)
TIP:
to get you thinking about the need to continue to stretch a child's emerging ability; try these ideas... after the second round (of 8) my observations were that Ollie was naming the blocks accurately, he was also placing the blocks correctly and his positional understanding was also accurate, SO I began to broaden the task by asking "Calling back 2 and the next number! what is its name?" "Calling back 10 and the number before 10? What is it called?" You can see how easy it is to give lots of extra practice with different elements as in this case with number relationships. It was such fun.... Oliver was a STAR and he knew it! How lovely is that?
Before ending this work I gave him another couple of tasks - 'The Stand Up and Stand Down Games' which is another means of identifying blocks by their names. These games enable me to give instructions focussed on 6, 7, 8 repeatedly. the best thing about these cheeky tactics is when Oliver suddenly realises what I am up to by saying "I've done those before!" and I say "Are you sure?" ha ha ha.....
The lesson continues with Pattern Board work and will be recorded in Part 2.
Vikki Horner
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