Spontaneous Science

A special thank you to Makiya and Jane for bringing in a caterpillar and chrysalis for our class to observe for the day. We enjoyed our visitor and hope he/she has a good life free in Makiya’s yard.

Some of the kids discovered that the butterfly sequencing work we have for literacy matched the real life caterpillar!

Literacy Work Time

The kids have been industrious this week building their literacy skills. At literacy work time each child can complete activities that enhance their skills as readers and writers. Some of our work includes letter writing, sequencing, reading, beginning sounds, and letter matching. There are also a variety of activities that helps the kids develop their fine motor skills which are essential for writing. Here are a few pictures of the kids working. They are doing a wonderful job learning to focus and concentrate.







Next Week’s Learning Goals

Next week we will focus on the following learning goals.

Identifying 2-D and 3-D shapes
Memorizing student numbers
Counting to 20

Adding details in our pictures
Labeling with letters and words
Stretching out words to spell
Letter names, sounds, and formation of “n” and “m”
Reading habits (finishing books, rereading, paying attention to the story)

Working independently
Using words to solve conflicts

First day of Writer’s Workshop!

I love the first day of writer’s workshop. It is the beginning of something beautiful. The kids put crayon to paper and find a new voice, a new vibrant form of communication. Becoming a writer makes kids powerful! Today we read, When Sophie Gets Angry, Really, Really, Angry, and examined how the author, Molly, told her story. We learned that writing is a way of talking with our crayons and pencils and paper rather than our voice. Writing is a way of telling using words and pictures.
Here are some of our budding writers at work. It was a proud, proud day!









What’s In a Name?

Yesterday we explored our names a little more in depth. We examined the capital letter at the beginning of our name as well as counting the letters in our name and recording the numeral. We also got in a little fine motor practice with our scissors.




Our Inclusive Community: Preparing the Learning Environment Together

One way our class is building an inclusive learning community is by sharing the role of setting up the physical environment. While a lot of that responsibility is only developmentally appropriate for me, there are many tasks the children can take charge of. When setting up the classroom this year I deliberately left certain areas of the classroom undone and set up a plan for how the children and I could create those parts of the classroom together. There was even a point in which I was taking items down off the walls to make room for the children to take charge.
On the first day of kindergarten, the children made their own name tags for their coat hooks using their table name tag I had made as reference and a little creativity. The children were so proud to find their own coat hook the next morning, many children making a point of telling their parents about making their own name tag. It was a powerful moment of independence and collaboration.

On the second day of kindergarten we completed a more decorative project for the bulletin board above our SMART Board. This board is too high to hang learning tools for the kids to refer to, making it the perfect spot for a little beauty just for beauty’s sake. We read the book Shades of People and discussed the beautiful rainbow of people that made up our class.

The kids then made their own uniquely beautiful creations to hang under the banner of “peace, love, and kindergarten”.


The result was bold, graphic, and full of the whimsy of children’s art.



One of my favorite song lyrics is a line that goes, “Keep my feet on the ground and my head in the clouds.” I’m thankful to have my head in the kindergarten clouds.

M is for Monster!

The kids got very creative turning their “m”s into monsters! We even had a coconut-eating monster! We have been working on finding that balance between following directions and being creative. For example the kids were able to decide where to glue their feathers and how many to use but were expected to use a small drop of glue to attach each feather.
Here are some monster creations.