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WHEN VIEWING ON A TABLET OR MOBILE – DOUBLE TAP TO ZOOM M AT H E M AT I C S S TA N DA R D S I N AC T I O N First Steps Toward the Standard: What the Children Might Show You: Making Progress Toward the Standard: Accomplishing the Standard: Uses some correct vocabulary to describe the times of day with some accuracy in sequencing events Uses correct vocabulary more frequently to describe time and begins to show interest in clocks, watches, and timers, and accurately sequences events with up to three steps • As a child works and plays, converse back and forth about different times of day, upcoming activities, and the sequence of events. • As a child works and plays, encourage her to talk about different times of day, upcoming activities, and the sequence of events. • Post the daily routine for the children, using drawings or photos to identify the day’s activ- ities. Discuss each day. • Have a special “What’s next?” helper who uses the posted daily routine to announce the next activity at transition times. • Continue to converse with children about times of day and sequences of events, encouraging them to predict what’s coming next. • Give plenty of notice about changes in the routine or upcoming transitions to other activities. Use clear signals or timers that the children can understand. • Have a child set the timer for upcoming tran- sitions to other activities. Shows some awareness or accuracy when talking about times of day with little accuracy in sequencing events A growing awareness of time and the ability to sequence Curriculum and Activities that You Can Plan and Implement for Each Child’s Progress Level 63 • If a child inaccurately talks about today or yesterday, do not correct her, but do model the correct language back in a naturalistic conversation. • Introduce children to the features of clocks and watches, and refer to them throughout the day (e.g., “When the big hand is on the five, we’ll clean up”). • Provide sequencing games and puzzles. COPYRIGHTED MATERIAL • Refer to the clock more frequently when talking about time, describing how you read the placement of the hands. • Provide sequencing games and puzzles that include at least three steps (e.g., the hatching of an egg or the changing of a caterpillar into a butterfly). • Give directions in sequence and make a game of remembering and following them correctly. Let children take the lead (e.g., play Simons Says with three steps).