Calendar Deconstruction Notes
These notes from my observation journal, dated 1/2/14, are cited in the section about facilitation to support differentiation, and shows how a teacher can work with a student who is not totally comfortable with the material in order to provide scaffolding for the relevant content to the entire class.
Calendar deconstruction
Who can find the number that is...(one more than 5, one less than 14)
Calls on students to pull off those #s [from the December calendar]
-->13 - What did you do special with your tongue? [reminding students of the "th" sound]
-->What number is 10 + 7 more
Calls on [student], who didn't know; Mrs. Trusty draws 10 dots, then 7 dots. What strategy can [student] use? [Student]: 10 + 7 = 17 [The student used the dots to count & confirm]
-->10 + 2 more? [Another student, called to the calendar, answers by pointing at 12:] This number. [Teacher:] Remember what it's called? (No).
Start at 1, then count up.
--> Largest? [Student] picks 15 [not the largest remaining number]. [Teacher:] Ok, you can take that, but...Can you pick someone to help you find the one that is biggest?
Gottschalk, J. (2014, January 2). Observation Notes, Kindergarten.