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Ms. Branchini’s Classroom Edit display name

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By adding a light table that includes hands-on manipulatives such as pegs, magnetic blocks, imagination builders, and pattern blocks to my classroom, I will be able will promote the following Nevada Academic Content Standards: - PD:6.PK.1 - Demonstrate skills in eye-hand coordination (e.g., stacking, sorting, lacing toys, stringing beads, reproducing basic patterns, complete six-piece puzzles, Legos and pegboards). - SE: 4.PK.1c - Respect rights and belongings of others (e.g. "It is my turn to use the bike, but you can have the bike when I am finished.") - SE:5.PK.1b - Play in pairs and small groups. - M: 4.K.1 - Identify two-dimensional shapes (circles, triangles, rectangles including squares) regardless of orientation. - M: 4.K.4 - Identify three-dimensional figures in the environment. - M: 4.K.2 - Demonstrate an understanding of relative position words, including before/after, far/near, and over/under, to place objects. All of these reflect the COVID-related learning deficits in the areas of fine motor and social-emotional and behavioral skills. One of the biggest results of the COVID-19 pandemic that I have noticed in my students is that they struggle when working together. Sharing, taking turns, and creating something together is a major challenge. By having a light table center, I will be able to model and facilitate appropriate social skills when working with others. A light table center will also strengthen my students' fine motor skills by encouraging them to build and create. Improving hand-eye coordination will also improve their cutting and writing.

About my class

By adding a light table that includes hands-on manipulatives such as pegs, magnetic blocks, imagination builders, and pattern blocks to my classroom, I will be able will promote the following Nevada Academic Content Standards: - PD:6.PK.1 - Demonstrate skills in eye-hand coordination (e.g., stacking, sorting, lacing toys, stringing beads, reproducing basic patterns, complete six-piece puzzles, Legos and pegboards). - SE: 4.PK.1c - Respect rights and belongings of others (e.g. "It is my turn to use the bike, but you can have the bike when I am finished.") - SE:5.PK.1b - Play in pairs and small groups. - M: 4.K.1 - Identify two-dimensional shapes (circles, triangles, rectangles including squares) regardless of orientation. - M: 4.K.4 - Identify three-dimensional figures in the environment. - M: 4.K.2 - Demonstrate an understanding of relative position words, including before/after, far/near, and over/under, to place objects. All of these reflect the COVID-related learning deficits in the areas of fine motor and social-emotional and behavioral skills. One of the biggest results of the COVID-19 pandemic that I have noticed in my students is that they struggle when working together. Sharing, taking turns, and creating something together is a major challenge. By having a light table center, I will be able to model and facilitate appropriate social skills when working with others. A light table center will also strengthen my students' fine motor skills by encouraging them to build and create. Improving hand-eye coordination will also improve their cutting and writing.

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