Alison.Board Diverse Learning Needs, General, Integration

Integrating Arts, Language, and Science

In my last post, we left off with an inquiry about snow and ice, which ultimately led to water. It wasn’t that the students were particularly interested in water, but it seemed a natural segue from ice to water, and I had a particular book in mind that I wanted to read to the class. We had also learned about cycles (big idea) in various forms since October, such as the cycle of the seasons and the weekly cycle and daily cycle. To initiate our topic about water, I first asked the students, “Where does water come from?” Some of the responses were:

“Water comes from sinks.”

“Water comes from waterfalls.”

“Water comes from the sky.”

I then read the book titled, All the Water in the World by George Ella Lyon. It is a book that captures childrens’ imagination and interest. I read it to the class a few times. Each time we discussed the descriptive words. We also created a diagram of the water cycle.

At the end of the week, I selected materials that I thought they could use to demonstrate their understanding. The materials were shades of blue paint, white styrofoam, straws, small beads, and construction paper in blue, brown, and black. The children could select from any of these materials, but by controlling the palette I knew the outcome would resemble their intentions.

I asked the students to show where water comes from or where water goes. Their finished works showed their learning and understanding about the water cycle, it also demonstrated their use of language and how effectively they use materials for visual arts.

 

 

 

 

 

“Water comes from the clouds into the lake. Then in the pipes, then in the house.”  (JK student)

 

 

 

 

 

“When we wash our hands it goes from the washroom to the lake through the pipes.” (SK student)

 

 

 

 

 

“This is the cloud. The rain drops are coming from it. Down into the lake, into the tubes to the bathtub.”  (SK student)

These small projects integrate many subjects and provide the children with authentic learning that they can relate to in the everyday world that surrounds them.

Alison.Board Differentiated Instruction, Diverse Learning Needs, Inquiry, Learning in a Real Life Context

Science in Play-Based Learning

Science in a Kindergarten classroom looks like many different things. There are learning centres such as the sand or water table, where children are using free exploration and where teachers are guiding specific experiments. There are also inquiry projects that may last a day or a few months that evolve with the children’s interests and are continued with the educators’ guidance. I would like to share an inquiry that has evolved in our classroom this winter.

 

It all started with a fish. The children found a piece of ice on the pavement in the schoolyard. They noticed right away that it was formed in the shape of a fish. One of the children carried it in his arms as we lined up to go back into the school. My first reaction was to tell them to leave it outside, then I realized this could be the beginning of something bigger – an inquiry on ice and possibly how it melts into water – that the children could observe and discover.

 

 

 

 

So, the children were thrilled and brought it into the classroom. We put it in the empty water table container. Before we left for home, I asked the children to predict, “What do you think is going to happen to the ice fish?” Here are some of their responses after a brief discussion:

  • It will melt in spring.
  • It will melt in one hundred days.
  • It will melt if we put it in the refrigerator.
  • It will melt by tomorrow.

The next morning when I entered the classroom, my teaching partner asked me if I had looked at the ice fish. I hadn’t, and figured I already knew what to expect, a container of water. When I looked, I was surprised to not only find the water from the melted ice fish, but an imprint. This was a surprise for me, something I couldn’t have planned for. We were excited to share the finding with the children when they arrived.

 

 

 

 

 

The children were excited to see the shape of the fish made from the sediment in the ice. They instantly realized that it was left from when the ice fish melted. That day, the children observed the dirt and some made drawings. As a group, we discussed the possibilities and the children decided it was the dirt from the snow that had sunk to the bottom of the container.

 

 

 

This inquiry led to more experiments with snow. We talked about the difference between liquids and solids. Through our discussions we wanted to make snow melt faster. The children made suggestions on how to make the snow melt faster and we tried them through various experiments. We set some snow under a lamp in our classroom, and it took all day to melt. We also tried adding cold water and hot water (with adult assistance) to the snow. The students discovered the effects of water and compared these to the conditions outside.
This inquiry has led us to learn more about water…
Alison.Board Diverse Learning Needs, Equity, General, Literacy

Fairness in Kindergarten

Fairness is a hot topic among children in Kindergarten! It is one of the first judgments that you hear as one child confidently points out that something isn’t fair. After reading Carmen’s informative and thought-provoking post about equity, it encouraged me to consider it in the context of the Kindergarten classroom.

I have found that read-alouds about topics such as fairness are a good starting point. The stories are didactic in that they provide characters and scenarios that the children can relate to and support personal connections for the students. The message is conveyed in a less instructional, more entertaining way.

The book, Big Red Lollipop by Rukhsana Khan, is an example of an engaging story that addresses the idea of fairness not always having to be the same for everyone. It is a story about a girl, Rubina, who is invited to a birthday party. Her mother insists that she brings her little sister, Sana, an embarrassment to Rubina. When it comes time for Sana to get invited to a birthday party, their mother wants to send the youngest sister. Rubina interjects and tells her mother that only Sana was invited and she should go alone, knowing that her sister will have a better experience if their experiences are different. Sana appreciates her sister’s understanding and shows her appreciation with a lollipop.

 

 

 

 

Another book to read aloud for discussion, is Peter’s Chair by Ezra Jack Keats. In this story, Peter is upset when he realizes that many of his things are being painted pink for his little sister to use. The highchair is already painted, but he rescues his little chair before it succumbs to pink paint as well. He wants to run away with his special chair, but realizes it is now too small for him to sit in. He returns with the chair and they paint it for his sister. Although, the bigger idea is about acceptance and change, there is also a connection to the idea of fairness. As we grow, expectations change and what was once appropriate may no longer be the case. Things do not remain the same, situations change, and what was considered fair may not remain so.

 

 

 

There are many opportunities to talk about fairness in Kindergarten. Often, the teacher may need to respond to the statement, “Why does he get to do that? It’s not fair.” And the teacher will respond, “Fairness isn’t the same for both of you. It is what he needs right now.”

Alison.Board Assessment, Communication with Parents and Guardians, General, Report Cards

Reporting for JKs

The Junior Kindergarten Summary is an important document, as it is the first formal written assessment that parents may receive about their child. In saying that, there also should be no surprises when they read the report. Part of the reporting process in Kindergarten is to provide ongoing assessment in an informal basis when necessary through notes, phone calls, or updates during face-to-face interaction at entry or dismissal times. If you feel that a report you have written may have information that would be of specific concern to the parent, you may want to give a “heads up” phone call before your reports go home in February. If however, you have shared information with parents/guardians regarding a child’s struggles or difficulties in adjusting to the program, then the report will be of no surprise and act as a record of the child’s development at this time, which may be referred to if struggles continue in the next year or two.

The Summary includes three broad areas to provide information for:

1) Interests and Strengths – Try to individualize reports as much as possible. In this section you want to highlight what the child can do (not what they can’t do compared to others). Qualifiers on scripted sentences will not work, as each child will have different interests and different strengths. Suggestions for this section include mentioning the learning centres that the child most enjoys, the ways in which the child contributes to the class, and what attributes the child brings to either group discussions or play.

2) Development and Learning – In this section I would suggest providing assessment on the child’s development according to any of the six areas of development: Personal and Social Development, Language, Mathematics, Science & Technology, Health & Physical Activity, and the Arts (see http://www.edu.gov.on.ca/eng/curriculum/elementary/kindergarten_english_june3.pdf). Remember, you are stating where the student is based on the outcomes/expectations at the end of a two-year program. In this section it is a good idea to draw on specific examples of a child’s learning by quoting what they have said, or referring to something they did or created.

3) Planning for Further Learning – Here you can provide two short paragraphs. One for the planning that the Kindergarten teacher/team will implement to support or extend the child’s learning, and another short paragraph to suggest practical ways that the parents/guardians can help the child at home. Rather than suggest “reading to your child” (which we always want to suggest), you can add specific ideas like counting the floors on an elevator ride to your apartment; counting cheerios at breakfast, learning the sounds of letters on cereal boxes, learning how to write the names of family members. These suggestion may sound obvious to you, but they may be more useful to the parent than suggesting they work on letters and numbers with their child at home.

When you re-read your finished reports, it is important to get a sense of who the child is – including their strengths and needs. It is also a good idea to add an encouraging line at the end of the report, noting the child’s efforts and accomplishments in their adjustment to Junior Kindergarten.

Alison.Board Assessment, Communication Tools, Communication with Parents and Guardians, Interviews, Math, Report Cards

Math in Play-based Learning

Math is integrated into most of the learning centres in the classroom. Although glancing around the room, it often looks just like play. To ensure that I am continually assessing for math, I keep a clipboard of observations sheets accessible. I prefer observation sheets that have a square with each child’s name that I can fill-in with any pertinent information I want. Then, by glancing at the sheet, I can easily see if there is a blank box and ensure that I seek out that child to observe. Looking around the classroom, I may see children measuring at the water table, sorting in the drama centre, or comparing shapes in the building centre. I approach and listen. Often, I can record their understanding with a phrase or a brief description. Then, I am able to clarify or extend their learning. For example, if a child is counting animal figures and gets stuck at 15, I may direct them to the number line to show them what was missed. Observation and recording them at play allows for assessment of their current understanding as well as an opportunity to support their learning.

At the beginning of the year, some parents may ask about the math program, as they do not see generic math sheets coming home in the backpacks. It is therefore a good idea to take photos of the children engaged in mathematical activities as you are observing them in the classroom. These can be added to a website to communicate to your families what math learning looks like in the classroom. Or you can print them to display in the hallway, add to a student’s portfolio, or keep for a parent interview.

Recording comments during circle time is also another way to demonstrate a child’s understanding of math. Last week, when the children were considering a number line together, one student pointed out that there were kid numbers and teenage numbers. He said, “The 1-10 are like kid numbers and the 11-20 are like teenager numbers!” Another day we did a group activity when reading the book One Monday Morning by Uri Shulevitz. Using connecting cubes we represented the characters, as someone new arrived, each day of the week. When the concrete graph was finished, a student observed, “It looks like stairs going up!” By recording these comments, I am able to add them to their math profile when writing reports or planning for further learning.

The photos show what math looks like in a play-based learning environment:

 

 

This child is using 1:1 representation with counters on the light pad to represent each individual in our class photo (her idea!)

 

 

 

 

 

This child has sorted the animals into two groups and is then counting them as she places them on the top of the drums (her idea!)

 

 

 

 

 

These students are measuring volume by filling a larger container with a smaller one.

 

 

 

 

 

The children grouped like objects, sorted them, and displayed them on wood blocks using 1:1 representation.

 

 

 

There are also opportunities for children to write mathematically throughout the classroom with pencils and paper provided, as well as number lines and number displays of quantity. They use magnetic numbers to put in order on white boards and they learn to recognize their phone numbers at the carpet (after learning their first and last names), then write their phone numbers at entry during sign-in. Children enjoy songs with counting and books with sequences. Math is happening all around the classroom and children are intuitive with math. When teaching Kindergarten, it is important to see it, name it, and record it!

 

 

Photo of Alison Board
Alison.Board Building Inclusion, Classroom Management, Diverse Learning Needs, Learning About Your Students, Planning

Making Adjustments

As I read the previous additions by fellow bloggers, I look for connections to my own classroom, and what I see is the constant of change. We are all working with different age groups, but consider similar topics, such as adjustments to integrate technology, outdoor education, or making learning meaningful. Like others, I am continuously reflecting on my practice and making adjustments. As I am teaching in a new Full-Day Kindergarten classroom, there are many changes that the ECE and I have made in the last 8 weeks.

In September, our days were focused on establishing routines and building a community with our 27 children. The biggest routines were entry and dismissals, learning centres, and independent reading/quiet time. Then, as the children settled into these routines, we constantly re-assessed our schedule. We found that our children are so social, that independent reading is more like a book club with sharing and discussions. So, we now lead meditation and quiet breathing and stretching exercises after our reading block. Some of the children struggle with stilling their minds, while others have embraced it and look forward to this part of our day.

Adjustments to the classroom are also a constant in FDK. As interests in certain areas increase or wain, I change the spaces to accommodate the children’s interests and needs. I also change the materials. The basics in each learning centre remain the same, such as the blocks in the building centre, however, I may add recycled materials, clipboards and paper, or figures to encourage new relationships with the materials.

The planning has become one of the most challenging aspects of the FDK program, as there is no time for the ECE and I to sit down and exchange ideas. I continue to plan weekly with my Kindergarten teacher partners, then I convey ideas to my ECE while we are in the classroom together. I started off the year with my weekly plans in a binder on my desk (as I always previously used them). Then, I realized that it was more beneficial to enlarge them on an 11 x 17 inch page and hang them in the centre of the room where the ECE, and the Special Education Assistant can access the daily plans with ease. We are also using a web diagram to document the big ideas that are emerging in the classroom and the connections to the curriculum, which is visible to all.

Every day at our gathering circle, I start by asking the children, “How do you feel today?” As the children share their responses, I get a better understanding of what adjustments I can make to ensure it is a successful day for all of us. Making adjustments is just another way of being a reflective and responsive teacher.

Alison.Board Communication with Parents and Guardians, Interviews

Preparing for Interviews

 

The interviews provide an opportunity for parents to meet the teacher, see the classroom, and ask questions about their child’s progress. It is also an opportunity for the teacher to ask questions that will provide a better background understanding of the child that is struggling in his/her adjustment to the Kindergarten program. You may want to know if the child has siblings, has opportunities for play dates, or gets enough sleep.

To prepare for interviews, I do the following:

  • review anecdotal notes, highlighting any positive comments as well as any concerns
  • look through examples of child’s work, and have it on hand to refer to during the interview
  • have a copy of the SK report
  • make note of something positive to start the interview, and something to work on with the child to end the interview.

I like to use a basic notepad and dedicate a page to each student. At the top of the page I write their name and time of interview. I copy the points that I highlighted from my anecdotal records to ensure that I can easily refer to them during the interview. (When you get in a roll of interview after interview without a break, your memory should not be relied on!) I then add parent/guardian comments from the interview and next steps for myself to follow up with. I can then refer to this notepad when I am measuring progress in the next couple of months.

Since JK students do not receive a report at this time, a half-page checklist can be created as a reference for parents. List items like; can recognize first name, can write first name, can count to 10, can follow routines independently, etc. This can also be created for your own use to guide the interview and be kept as a reference to see progress when you write the JK reports in January.

Interviews can be difficult if you need to address challenges that the child is experiencing. A good way to approach these interview is by starting with your observations in the classroom, then asking the parents/guardians, “What are you seeing at home?” Often, parents see the same behaviours or have similar struggles, which they will expand on when the discussion is directed in this way.

You may want to set up a desk or table in the hall for parents that are waiting for their interview. It can have a clock (set to the same time as your clock in the classroom), resources for parents that you may find applicable from public health, the public library, or a list of websites that you think would be beneficial. This is also an opportunity to display a project, photos (even a digital photo frame!), or some form of documentation that the parents can enjoy while waiting for your interview.

 

Alison.Board Building Inclusion, Planning, Resources, Social Justice

Social Justice Begins in Kindergarten

I am using the literature-based resource kit, Social Justice Begins with Me (ETFO), to introduce various themes to my Kindergarten students regarding social justice. In the first lesson lesson we used the book, The Colors of Us by Karen Katz. It is the story of a little girl that paints a self-portrait and wants to use brown for her skin. Her mother takes her on a walk in their neighbourhood where she learns that there are many different shades of brown.

Before reading the book we compared and discussed the sources of colour used in the book, such as cinnamon, chocolate, and honey. After we read the book, we used red, yellow and black paint to mix and create various shades of brown. The children were engaged in the process as they observed then commented on whether their shade was a light or dark brown. Some children were using the words from the book in their descriptions, such as “It looks like cocoa!”

For the final activity, each child looked at the shades of brown and selected the one they identified with as the colour of their own skin. We made a display of “handprints” for display in our classroom, one for each child. As they picked the shade of their choice, they made comments such as, “My hand looks like honey” or “She is that shade of brown (pointing).”

During the week we spent on these lessons, we were also asked to paint a canvas for one of the Character Traits that our school recognizes throughout the year. The canvases are hung with pride at our school entrance. Our class was given the task of creating a canvas for the trait, Co-operation. The ECE and I thought why not have the children use their selected handprint not only as a symbol of identity and self-esteem in the classroom, but as part of one panel to demonstrate how respect for one another is the first step that leads to co-operating with one another. Our canvas became a culminating activity for lessons we learned about social justice.

Photo of Alison Board
Alison.Board Diverse Learning Needs, Learning in a Real Life Context, Planning

Integrating Art in Kindergarten

As mentioned in my previous post, I have been working on an Art Studio for the classroom that will provide enough space and materials to meet the interests of all the children in my class. Even though I have set up a physical space called the “Art Studio” there are other centres in the classroom where representational art is also taking place. At the Messaging Centre, many children are graphically representing their ideas with pictorial images, and in the Building Centre children are using the blocks to create designs and structures. We have a table where play dough is often provided, and this too allows the students to represent their ideas in 3-D form.

By integrating art throughout the classroom, I can access many areas of the curriculum in a way that is engaging and accessible for the children. For example, one of the first overall expectations in Science that I like to plan for is “demonstrate an awareness of the natural and human-made environment through hands-on investigations, observation, questioning, and sharing their findings.” Children need support to develop their observation skills and really notice what is around them, rather than assume an image that they picture in their mind. When you ask a child to draw a tree, they often draw the same straight trunk with a round green top on it! By taking students outside to touch the bark, notice the texture and observe the branches, children will develop an awareness and reflect their observations in more accurate representations.

Strengthening visual discrimination in young children can be done at the art centre by providing an object to observe and represent. I often select a natural and aesthetic piece such as the vase of hydrangeas pictured below. A basket of leaves could also be used at this time of year. Then provide a controlled palette of materials. So for the hydrangeas I only set out pencils for drawing and coloured pencils that match the shades of the actual flowers, stems, leaves and vase. The children still have choice, but their selection is from a realistic palette that they will identify as they look at the object with discrimination.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Rather than make art for art’s sake, planned centres can be used to support skill development for visual discrimination, fine motor, and representational as well as integrate many subjects such as Science, Language, and Math.

Alison.Board Classroom Layouts, Classroom Management, Planning, Resources

Creating the Environment for FDK

As I mentioned in my last post, our Full-Day Kindergarten room was formerly a Special Education classroom, so it is evolving each week as I acquire furnishings and materials. With a limited budget I have been busy searching for some small scale furniture items and resources that will provide an inviting and engaging learning environment. One of the first centres that I focused on was a Reading Centre. Although I had a carpet and cushions to define a reading area, the children were not frequenting the space as expected. Last weekend I was able to source a small set of outdoor furniture from a friend that only required some sanding and painting. I then went to IKEA to buy a canopy leaf that would define the space (hanging a curtain or fabric as a canopy is also effective). Baskets were used for organizing the books, and I also added a container of magnetic letters to use on the front of my desk which frames the reading centre space. The Reading Centre is now an inviting area that is enticing all the students to settle alone or with a friend to look at a book.

 

 

 

 

 

 

 

In the photo you will notice a covered chalk board above. I found that the black chalk boards surrounding the areas were not useful, so I covered them with brown craft paper. This provides a neutral background to display the children’s work. In this area as seen in the photo, I glued a piece of black construction paper for each student (26 total) and used paperclips to hang their current “Self-Portrait” representation. As noted on page 85 of The Heart and Art of Teaching and Learning, the self-portraits provide a gallery of the children’s work, as well as a source for assessment. Each month the children complete a new self-portrait and it is added on top of the previous month. Over time, one can see the development of fine motor skills, pictorial development, and writing abilities.

The other centres that are popular at this time are the blocks/building centre, drama centre (we just received a fridge and sink), and the play dough table. I do not have a specific number of students for each centre, however we limit according to what makes sense. If 5 or 6 children want to play in the dramatic centre, the children can accommodate to make it work. However, if 10 children ask to go to the drama centre, we say, “There isn’t enough space today,” and the child selects an alternative.  We are still adjusting our centres to meet the students needs and interests. This week I will be working on the art studio, writing centre and math centre. In the next blog, I will provide updates on this progress.