Teaching one less and one more

Discussion in 'ESL/ELL' started by sjanew15, Jan 13, 2017.

  1. sjanew15

    sjanew15 Rookie

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    Jan 13, 2017

    Two of my beginner ENL students are struggling with this concept. Once the kids understand the vocabulary or have it said both in English and Spanish, they have no trouble completing the task. They only struggle when the directions are given mainly in English. What ideas or suggestions do you have to reteach this concept? I am going to sit down with my kindergarten co-teacher next week to plan some reteaching or center activities to address this issue and would like to come in armed with more than just the charts and research I have found so far.
     
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  3. miss-m

    miss-m Cohort

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    Jan 13, 2017

    I don't have a ton to offer except repeat, repeat, repeat. I heard at a professional development clinic last night that it takes 25 exposures to a new word for ESL kids to really get it.
     
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  4. catnfiddle

    catnfiddle Moderator

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    Jan 13, 2017

    Are you teaming this concept with a visual that illustrates it? That seems to help bridge a LOT of gaps for my ELs.
     
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  5. MissScrimmage

    MissScrimmage Fanatic

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    Jan 13, 2017

    Also, a hand's on experience - physically adding one more or taking away 1 from a set of counters.
     
  6. Upsadaisy

    Upsadaisy Moderator

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    Combine it with candy. That should have an impact.
     
  7. sjanew15

    sjanew15 Rookie

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    Jan 14, 2017

    We use visuals in the classroom such as cube towers, mats with bears, demonstrations of one less and one more, etc. I am thinking it might benefit them to do one more on one day and one less on another day because one of the two of them gets confused when more and less are used during the same lesson. We also had kids sit around a table and hand out items as if they were setting the table to first demonstrate one more and then one less. As for visuals, are you thinking like an anchor chart? We also had a game in centers for a while that we used.
     
  8. Leaborb192

    Leaborb192 Devotee

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    Jan 14, 2017

    Model, model, model and repeat (as mentioned above)
    Also don't forget to connect the English/ Spanish and have bilingual representations for the kids.
    With your image of "more" and "less", add "más" y "menos." Kinder is PERFECT for solidifying their language skills to build that foundation.
    :)
    In AZ, I used Spanish ALL THE TIME, even though I wasn't "supposed to." Boy they really through theory and best practices out the window out there.
     
  9. AndrewBerlin

    AndrewBerlin New Member

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    Feb 12, 2017

    How about some kind of spot the difference activity? Have students tell the difference between two pictures or sets of objects.
     
  10. sjanew15

    sjanew15 Rookie

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    Mar 12, 2017

    Thanks everyone for your responses. I have been linking the words more and less to their Spanish equivalents. I have also been using visuals such as a poster and gestures such as hand movements to reinforce the idea. Most of my students are now familiar with the gestures and are applying what they have learned. All of these responses were really good. I even came up with a center activity to do with my students to reinforce one less and one more. I broke the topic apart and taught one more first and then one less, after which I had the students play a center game to practice the concept. Students had to roll a die, read the number on the die, count out the number of cubes they needed, and take one away. I put scaffolds on the game such that students wrote the big number in the red box and the number they got after taking one away in the yellow box. I sat with my students and did it with them until they were able to do it independently. The teacher I co-teach this group with says the mods don't really allow for too much re-teaching, so I always have to do my reteaching at specific times during the unit or in the form of a center game. I don't mind that at all.

    Andrew, I would love to do that activity, but not all students know the meaning of the word difference. Even some of the native language speakers took a few months to grasp the concept of different and same. It's something we teach at the beginning of Kindergarten and I wouldn't have felt comfortable doing this with so many variables that are new to the kids. I only feel that my kids would be able to do that post November/December. I have quite a few students who started out as speaking a little or not speaking at all, and it takes a few months for some students to feel comfortable speaking a new language. I know I certainly couldn't have done this activity when I was in Kindergarten because I just didn't have the language skills, so how could I expect other similarly profiled students to do it?

    Not a bad idea after you have taught one less for a while, though. My co-teacher does a variation of that about a month or so into the one less/one more unit where she asks her students to tell her what they notice when she takes a cube off a tower of cubes.
     
    Last edited: Mar 12, 2017
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