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Ms. Li’s Classroom Edit display name

  • PS 124 Yung Wing
  • New York, NY
  • Half of students from low‑income households

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Many of my pre-k and kindergarten students, as well as some of my first grade ones, struggle with understanding and using spatial terms, such as "over," "under," "in front of," and "behind," which affects their ability to follow everyday directions from their teachers, family, peers, and others and to communicate what they need or want. Children their age are still learning through play. Hands-on materials can facilitate learning the spatial terms in a fun way. After they have learned the terms through play, they can practice generalizing what they had learned in daily activities and other real life situations. One resource that provides such materials is Lakeshore's Positional Words Resource Box. I can use the objects in the box set to teach various spatial terms. For example, I can show my students what "under" means by placing the car under the bridge or the duck under the pool. I can also show "over," the opposite of "under," by driving the car over the bridge and flying the duck over the pool. I can demonstrate using those terms in directions and following the directions. Then I can orally present my students with directions to follow, such as "Fly the duck over the lily pad" and "Hide the duck under the toy box." To ensure that they understand those terms in other contexts, I can give them directions to follow using other materials like Lego's Our Town and Cafe Set and Lakeshore's Map-My-Town Learning Center. After it has been determined that my students are able to follow the oral directions, they can give me and their peers directions to follow using the same materials. Ultimately, they can then proceed to work on generalizing what they had learned in daily routines and other real life situations.

About my class

Many of my pre-k and kindergarten students, as well as some of my first grade ones, struggle with understanding and using spatial terms, such as "over," "under," "in front of," and "behind," which affects their ability to follow everyday directions from their teachers, family, peers, and others and to communicate what they need or want. Children their age are still learning through play. Hands-on materials can facilitate learning the spatial terms in a fun way. After they have learned the terms through play, they can practice generalizing what they had learned in daily activities and other real life situations. One resource that provides such materials is Lakeshore's Positional Words Resource Box. I can use the objects in the box set to teach various spatial terms. For example, I can show my students what "under" means by placing the car under the bridge or the duck under the pool. I can also show "over," the opposite of "under," by driving the car over the bridge and flying the duck over the pool. I can demonstrate using those terms in directions and following the directions. Then I can orally present my students with directions to follow, such as "Fly the duck over the lily pad" and "Hide the duck under the toy box." To ensure that they understand those terms in other contexts, I can give them directions to follow using other materials like Lego's Our Town and Cafe Set and Lakeshore's Map-My-Town Learning Center. After it has been determined that my students are able to follow the oral directions, they can give me and their peers directions to follow using the same materials. Ultimately, they can then proceed to work on generalizing what they had learned in daily routines and other real life situations.

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About my class

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