In our class we are interested in making our classroom a more wonderful place. We are also quite certain that we can make the whole world more wonderful. That’s just how kindergarteners roll. And I egg them on shamelessly. I want them to feel powerful and their enthusiasm and innocent faith in me makes me feel powerful too.
Today we watched Kid President’s video, 20 Things We Should Say More Often. It is the perfect blend of inspiring yet silly so we actually had to watch it twice. Once to laugh excessively and once more to think a bit deeper.
Then we made our own list of things that we think people should say more often.
Our list is also the perfect blend of inspiring yet silly.
We would like you to try out some of our ideas. Feel free to comment on your experience. Also please comment to share any additional suggestions you have. What do you think we should say more often?
Our all school celebration for safe, respectful, learner behavior was “Change Your Name Day”. The kids loved being called by a new name of their choice. Some of them even remembered to call me Moonbeam. We had a wide variety of name choices; everything from sweet names like Cupcake and Vanilla, to inspiring like Knight Taylor and Batman, to just plain silly like Peaches and Crazy. My secret favs were Periwinkle, Pinky Pie and Lamar. What a fun, smiley day we had!
Just a quick reminder that we only have school Monday and Tuesday next week. We are off the rest of the week for Thanksgiving!
We have several daily routines that help children build number sense. It is great for kindergarteners to be able to count and write numbers. Those skills are very important to students future success with mathematics. But those skills are more about memorization than anything. What kindergarteners really need is number sense, or an understanding of how numbers work. Number sense involves children understanding concepts of quantity, order, patterns, and place value. Number sense can not be taught by telling. Number sense evolves from a child’s experiences with numbers. Children work with numbers and make discoveries about how numbers work. One of our daily activities that promotes such discoveries and understanding is “Today’s Question”.
Today’s Question is a data collection activity in which the children answer a question to collect data and then participate in whole class discussions about the data. We talk about what we notice, represent the data numerically, compare and order the data, and discuss patterns.
Above are some pictures of the smart things kids do when they are given open-ended opportunities for learning. What do I mean by open-ended? I mean activities that are exploratory in nature, activities where there is no specific end product or right answer. Each approach a child takes is valuable and each discovery they make is equally important.
The pros of open-ended tasks are numerous, one of the most important is that the learning that happens is very meaningful to children. It’s not something the knowledgeable adult shared with them, rather it is their own discovery. To the child it feels like the first time the discovery has ever been made, and in a way it is the first time. For a moment we can all be Nikola Tesla, Marie Curie, or Lief Erikson.
We have been gradually working through our “Amazing Me” health unit.
We explored our five sense through apple tasting. We further refined our senses with a variety of individual work activities such as Braille, matching objects by touch, and matching sound shakers.
Last week we learned about our skeletons. At “play time” some children chose to rebuild our skeleton puzzle and pose sassy ways for a photo op. I did not prompt these sassy poses; it was all the kids. They sure made me giggle.
If you have ever observed kindergarteners writing, it is interesting to note the many ways the students use or don’t use the lines. You will see children using the lines conventionally and others ignoring the lines completely. You will see students squeezing tiny letters in between the lines.
Parents may wonder what’s ok.
At this point in the school year, it’s all ok. At certain times of the day I explicitly model and teach letter formation with lines. We call it writing “the kindergarten way”. The children are still exploring and making sense of the lines in a variety of contexts. By the end of he school year I will expect all students to be able to write their names and letters “on the lines”. Many children will also be able to create compositions “one the lines”.
Literacy work time is an industrious time in our class. The children are busy choosing literacy work all around the classroom. I meet with small groups to provide reading instruction targeted to the groups unique needs.
The special thing about literacy work time is choice. Each child picks their own work and the amount of time they spend on that work before they move on to the next activity of their choice. On a good day, the child stays busy. More often than not, a child has an amazing day. The child has an epiphany about a literacy concept they previously did not understand. Or maybe the child applies their knowledge and invents their own work, adding more meaning to their learning than any work I could dream up.
Case in point. Here my friend B. has figured out that she can type the sight words on her iPad using a white board app. It was B. who figured out how to type in the app, and B. who decided to use this discovery for such a productive means.
Please return your white parent teacher conference appointment confirmation forms if you have not already. Please also feel free to call Russell to change your appointment time(573.214.3650). I’m looking forward to talking with everyone!