Hi friends, How are you? Earlier this month, I wrote about fact families, an important beginning math skill. This week, I thought I would write about identifying nouns, an important beginning language arts skill. Once we start learning about letters, letter sounds, and simple words, often one of the next skills is to identify nouns. Nouns, as we know, are people, places, and things. It might seem simple to us, because we know it. Yet, for students just starting out, it may not be quite so easy. It may take practice and a variety of activities to get the idea of what constitutes a noun and what doesn’t. I have used a variety of ways to teach and reinforce noun identification. The first way that I will tell you about to teach, reinforce, and practice the skill of identifying nouns is to make it fun. You can make up simple silly stories leaving out the nouns and having students come up with nouns to complete the stories. (Yes, there was a product that was out when I was growing up that was very much like this.) Another way to teach, reinforce, and practice the skill of identifying nouns is to have word sorts. For a simple sort, have just noun and verb sorts. Don’t make the words too difficult at first. Have simple nouns like, “man, boy, cow, book, car” or simple verbs like “jump, run, clap, read, eat”. Believe it or not, some words that may seem like simple nouns or verbs may be a little confusing. For example, when I was writing the examples above, I originally had toy as a simple noun. However, if a student has ever been told, “Don’t toy with me” he or she may wonder why it is a verb in this case and a noun when it refers to something with which to play. I also had hide down for a simple verb, but a student who has heard of animal hide, may not understand why it is a noun in that case and a verb when playing and trying not to be found. You may decide to use the words that may be a little tricky, however, I do feel that it is worth considering before you teach them. This may be especially true when teaching the skill to those whose first language is not English. A third way to teach, reinforce, and practice nouns is to have students do activities in which they color in words a certain color based on the type of speech. I actually created an activity where nouns are colored in blue. It seems to be one that people enjoy. Now, it is your turn. How do you teach, reinforce, and practice the identification of nouns? Please, comment below. I look forward to your ideas. If you are finding value in what I write, please share it with your friends and family. Also, please consider joining the email list to get content sent straight to your inbox. Thank you. P.S. Did you know that DUO Inspirations creates educational materials? If you are interested in having me create an activity for you, please contact me. Also, some are given free, especially if you are on the email list. Thank you.
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Hi friends,
How are you today? I think of math as a cool puzzle. In most puzzles, there are only a right way and a wrong way to put the puzzle together. Yet, with math, the puzzle pieces can go together in a variety of ways and still be right. Teaching fact families once students know how to count and start learning to add is a great way to show them that math can be a cool puzzle. There are fact families for addition and subtraction as well as multiplication and division. However, right now, I am only addressing the fact families for addition and subtraction. I believe the skill should be taught in addition and subtraction. Yet, I think it should be reinforced in multiplication and division. Fact families are four closely related math statements. To me, it shows that numbers can be manipulated to make them easier to solve or explain. This may not make much difference in the early years of simple addition and subtraction. However, in later years during more difficult problems and algebraic equations, this skill will come in handy. Let’s look at a sample fact family: 2+3=5, 3+2=5, 52=3, 53=2 These four equations use the same three numbers. There are two addition equations and two subtraction equations. The first two equations shows that it doesn’t matter which order you add two numbers the answer is still the same. This is also known as the commutative property. Fact families help you to know more than you think you know. For example, if you know that 2+3=5, you also know that 3+2=5. If you know that 2+3=5, you also know that you can “undo it” by saying that 53=2. And, if you know that 53=2, you can also switch the order of the numbers you “take away” to make 52=3. Attitude can make a difference as to whether students find this information to be “more that they HAVE to remember” or “more that they GET to know.” Sometimes adding silly parts to a lesson make it more enjoyable to students. Maybe start off by asking, if I put two purple and pink polkadotted pigs and Johnny puts three purple and pink polkadotted pigs in a pile and we add them up, how many purple and pink polkadotted pigs do we have all together? (Yes, five. That is right.) If we take them back and then Johnny puts his three purple and pink polkadotted pigs in the pile first and then I put my purple and pink polkadotted pigs in the pile second, then how much will we have all together? (Yes, five. That is right.) So, does it matter who puts their purple and pink polkadotted pigs in the pile first? Does the number of purple and pink polkadotted pigs that we have all together change in any way by which order we put them down? (No, that is right.) It is the same with adding numbers. It doesn’t matter if we add 2+3 or 3+2 because the answer is still 5. Then, you can go through the same process, showing that it doesn’t matter in which order you pick up your purple and pink polkadotted pigs, because the same three numbers are being used. You are just “undoing” what you did when you put them down. You can then relate the picking up of the purple and pink polkadotted pigs to subtraction. Make it a game. Have students come up with the objects that are being put in the pile and picked up again. Ask them to choose silly objects, fun objects, dull objects, sharp objects, etc. Relate them all back to numbers. Have the students to choose the numbers, count them, and add them too. Ask the students to write and/or draw the math equations that make up their fact families. The idea is to not only teach the important skill of fact families, but to also show students that math doesn’t have to be difficult and boring. The idea is to show students math can be helpful and exciting as well. It also gives you as a teacher to role model to students that the right attitude matters. Now, it is your turn. Do you teach fact families? How do you introduce fact families? I would be interested in your thoughts. Please, leave a comment. Also, if you find value in the Education Blog by DUO Inspirations, please consider signing up below. Thank you.
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