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Ordinal Numbers Materials and Resources- Instruction

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Ordinal Numbers Materials and Resources- Instruction Ordinal Numbers Glenda Friesen Second Grade Ordinal Numbers State Competency-Pass Skill 2.2b-Use ordinal numbers first through tenth to order objects. Objectives-Students will be able to read the ordinal number words and recognize an object in the correct ordinal position first through tenth. Materials and Resources- SmartBoard Computer “Henry the Fourth” book by Stuart J. Murphy The following centers which will be described in more detail later: “Ice cream cone” “race cars” “drum” file folder game “Beethoven” from http://www.starfall.com/n/artmusic/beethoven/load.htm “Squiggly” from http://www.primarygames.com/squigly/question1.htm Instruction a. Introduction-I will administer a pretest to determine the knowledge my students already possess. I will then read the book “Henry the Fourth” by Stuart J. Murphy. I will also do a whole group activity using the SmartBoard. I can watch each student as they come up and “play” on the SmartBoard. This will help me determine his/her knowledge. By seeing others doing the lessons and seeing the centers around the room will motivate the students to want to check things out. b. Instructional process-My series of lessons and centers will take about 1 week. Following is a description of each learning center: 1. Beethoven-This center uses the SmartBoard as a whole class lesson but can also use an individual computer for a single student. It is from the website http://www.starfall.com/n/artmusic/beethoven/load.htm. It reaches all modalities. After listening to a story about Beethoven, the students are asked to match the ordinal number words to the correct number. The program does read the words for the students. As a reward a jukebox appears with the ordinal words to ninth. When the student clicks on one of the words the jukebox plays a portion of the corresponding symphony by Beethoven. The matching number of music notes also dance across the screen as the music plays helping to reinforce the connection between the ordinal words and numbers. 2.Squiggly-This center uses the SmartBoard as a whole class lesson but can also use an individual computer for a single students. It is from the website http://www.primarygames.com/squigly/question1.htm . This center primarily reaches visual and tactile learners. A line of apples appear with squiggly peeking out of one of them. The student clicks on the word that matches where squiggly is. To adapt this center for auditory learners I would have another student read the words choices aloud. I would use this same adaption for a student I have with learning disabilities. Having another student read the words for this student will make him be successful. 3. Ice Cream Cones-This center uses ice cream scoops with Velcro dots on the back. The students can arrange the scoops and then label each scoop with the correct ordinal number words. This center primarily reaches visual and tactile learners. To adapt this center for auditory learners I will have another students help read the ordinal numbers words aloud. This would also help my students who have difficulty reading. These modifications will help all students be successful. 4. Race Cars-This learning center uses cars with Velcro on the back. The students arrange the cars into the correct position using ordinal words written on each car. This center primarily reaches visual and tactile learners. I adapted this center by having another student read the words aloud. I also made the cars larger than normal to benefit a student that has problems with small muscle coordination. 5. Drums-file folder game-This game uses drums that are in random order with the ordinal number words written on them. The drumsticks have the position shown in dots on one stick and the number written on the other. The students must match the drumsticks to the correct drum. This center is most ideal for visual learners. The tactile is secondary because the drumsticks are so small there is not a whole lot of movement involved. I adapted this for auditory learners in the same manner as the others. 6. While not a formal center I will have a variety of papers available for writing, coloring and cutting. I have found that lots of students enjoy playing “school” with each other, often teaching each other effectively in a fun manner. This will be optional at free choice time. These papers reach primarily the visual learners. Some of the activities would be tactile like cutting. 7. I will also have the book “Henry the Fourth” available for the students to look at and read. I will have read it first helping the auditory learners. The students also may want to read it to each other. Just looking at the book would mostly benefit visual learners. c. Closure-To close I will have the whole class as a group. I will ask students to tell me what they learned and which centers were favorites and why. I will then administer the assessments. Assessments-I will use formal and informal assessments. Informally I will walk around and monitor as students use the centers to see if they are correctly labeling the objects. Formally, I will administer the posttest which is the same as the pretest to see if students improved. Modifications/Accommodations-One of my students is on an IEP with severe learning disabilities. The modification for him was having either myself or another student read the ordinal position words aloud to him. Another student has some trouble with small motor coordination. I made the cars extra large to help him move them easier. Reflection-After administering the pretest, I saw that my students knew the material fairly well so I adjusted the time from the week I originally planned down to only a few days. Next time I will again look at pretest to set the time for the lessons and centers. I will also learn how to record my own voice to make a CD for the students to listen to instructions as many times as necessary. I will look for the CD for the book or make one of my own to put in a listening center since I didn’t have as many auditory activities. .
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