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Lining objects up to see which is taller/shorter.

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Familiarity with vocabulary (longer, shorter, length).

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Games at center time where students compare.

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Using words like "light, heavy, long, short, etc."

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Not all attributes are length!

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Pre-teaching vocabulary- longer/shorter

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Using words like "lighter, heavier, longer, shorter, the same, equal, etc."

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Understanding that in order to compare you have to have at least 2 objects.

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Giving lots of visual examples/ clear anchor chart of longer shorter vocabulary terms.

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Consider what language supports explicit teaching of the measurement specific vocab either before or after the lesson 

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Consider what language supports explicit teaching of the measurement specific vocab either before or after the lesson 

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Being able to see two objects and verbally say what object is taller or shorter 

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Being able to see two objects and verbally say what object is taller or shorter 

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The idea that something is "measurable." That we are not guessing the attribute, but finding a way to figure it out so that everyone who looks at it is thinking consistently about it. (not subjective)?

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It does not require them to use numbers to measure!

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It does not require them to use numbers to measure!

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Understanding what it means to measure. What does measurement mean?

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Understanding what it means to measure. What does measurement mean?

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Making sure that if students are measuring and counting in the same lesson that the counting and measurement is very explicit

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Making sure that if students are measuring and counting in the same lesson that the counting and measurement is very explicit