Learning to Read Through Play!

In order for children to become fluent readers they must "develop the ability to recognize automatically the words most commonly used in print (A Guide to Effective Instruction in Reading, Kindergarten to Grade 3, 2003, pg. 9.17)." High-frequency words are words that are abstract and have no concrete meaning. They are typically harder for young children to remember, but they are essential to forming proper sentences. It is important that students be exposed to high-frequency words through various activities including poems, songs, and word games. With the proper exposure and practice with these words, students eventually recognize them instantly when reading independently (A Guide to Effective Instruction in Reading, Kindergarten to Grade 3, 2003).

In our classroom, we teach high-frequency words in a variety of ways, to those students who are ready, based on their learning behaviours, strengths, and needs. We use play as a vehicle for learning and we embed opportunities for students to practice their high-frequency words at various areas of the classroom through play. In addition to our shared reading lessons, mini guided reading lessons, and whole group read-alouds, the following are some examples of ways we teach high-frequency words through play.

Our Interactive Word Wall to help build automatic word recognition and support written language.

What words can you make?
Provocation to inspire students to make words using wooden and transparent letters on the light table.

Say the word as you build a structure with transparent cups on the light table.

Writing sight words in kinetic sand using sticks.

An effective literacy environment is one that is planned, purposeful and engaging for students. Making use of the whole classroom to foster literacy skills, ensures that our youngest learners are being supported and are able to develop the skills needed to become fluent readers. 

"The whole world opened up to me when I learned to read." 

Patterns, Patterns, Everywhere!

The Full-Day Early Learning- Kindergarten Program states that EL-K teams should "introduce mathematical concepts in carefully planned hands-on activities at various learning centres in the classroom and provide children with opportunities to explore mathematical concepts and strategies in a wide variety of ways (pg. 93)." In addition, "children should be provided with ready access to a wide range of concrete materials such as found objects, so that they can develop beginning understanding of how to use various materials to explore mathematical concepts (pg. 94)." 

In order to see what the students already knew about patterns, a provocation was set up with the question, "Can you create a pattern?"

AAB Pattern: green, green, red

AB Pattern: orange, green

AB Patterns

We accessed prior knowledge during a Knowledge Building Circle by asking the question, 

"What is a pattern?"

We read books during our read-alouds to deepen the students understanding of patterns. "Reading books aloud and in shared reading contexts provides real links between literature and mathematical ideas, since some stories use mathematical terminology and/or contain illustrations of mathematical concepts (FD-ELK, pg. 93)."

Students explored different patterns during math exploration, small group, and whole group lessons. 

ABB Pattern using small and big corks

AB Pattern using links

ABB Pattern using coloured buttons

ABB Pattern using pattern blocks

Students also chose to draw and write about their patterns during their work on daily writing.

AB Pattern: star, heart

AB Pattern: blue, red

AB Pattern: blue, red

We worked with the students to help extend their learning and understanding by having them reflect on the patterns they created by asking them to "tell me about your pattern" and "what comes next?" Reflecting is one of the seven mathematical processes for early learners where they "demonstrate that they are reflecting on and monitoring their thinking to help clarify their understanding as they complete an investigation (FD-ELK, pg. 95)."

Exploring Seasonal Changes

I have learned that inquires can spark in many different ways; students interests, conversations, emerging events, provocations, observing children in play, or simply by stepping outside into the outdoors and embarking on a nature walk. 

On our very first nature walk as a class, we asked the question, "What do you see?" 

The students in Room 9 noticed "red and green trees," "Canada flag leaves," and "different leaves."

One student shared, during an outdoor Knowledge Building Circle, "I found a leaf and it is a red one.
I think fall is coming!"

We asked the students, "Why do you think fall is coming?" They were eager to share their theories- 

"Leaves are changing colours," "some places are green and red," "it is windy," "it is cold in fall," "leaves turn yellow, red, and brown and they fall on the ground."

At a later Knowledge Building Circle, the students began wondering about leaves-

"I wonder why leaves have two different colours Ms. Dutt." "I wonder why leaves are falling down to the ground." "I wonder why leaves fall down for winter." "I wonder why leaves turn from red to yellow to brown and why they fall and die." "I wonder why trees turn colours."

We read fiction and non-fiction books during our read-alouds to deepen our understanding of why leaves change colours and why leaves fall off trees. 

We explored the students wonders through the 100 languages of children.

Using our "Wonder Window" together with our light table to represent the changes we see.

Working together to draw what we see on a nature walk.

An Invitation to Learn about Fall.

Learning about the different types of leaves.

An Invitation to create with leaves and loose parts.

"A forest with lots of leaves falling because it's windy."

We also created Web Maps and Anchor Charts to organize our thinking and learning.

After several opportunities to explore, create, represent, and reflect, the students gathered to share their theories about why leaves change colours and why they fall off trees. 

"They need sun and water to stay green." "The sun makes it change colour because it goes away early." "Because it's fall and windy and they get sick." "When fall comes they change colours." "The sun points at the leaves." "They give trees sugar so they can grow." "The leaves give the trees food." "In fall trees don't need water and sugar." "The leaves are the trees body." "The leaves fall because the trees don't need them anymore." "The leaves get ready to fall because it's almost winter."

As a culminating task, the students worked on a collaborative art piece and story to represent their understanding of the changes in fall.

(Another wonderful example of a collaborative art piece and story can be found at www.ljpskindergartenteam.blogspot.com by the inspiring Jocelyn Schmidt and Heidi Theis.) 

How beautifully leaves grow old. How full of light and colour are their last days.

Happy Thanksgiving!

~Give Thanks~

I wanted to take this time to thank each and every one of you who has followed me on my journey, motivated and inspired me to share my journey, and encouraged me to keep setting new goals and reaching new heights as a learner and educator. It is with a grateful heart that I wish you and your loved ones a blessed and happy Thanksgiving weekend! 

Our students had to opportunity to share their wishes of thanks after reading
 "The Thankful Book" by Todd Parr.

The following are some things they were thankful for:

"I am thankful for my mom because she takes care of me."

"I am thankful for music because it makes me want to dance."

"I am thankful for my brother because he plays with me."

"I am thankful for my family because they give me lots of hugs."

"I am thankful for my teacher because she listens to me."

"I am thankful for my mom because she loves me."

What are you thankful for?

Slowing Down and Having Fun!

 "The work will wait while you show the child the rainbow, 

but the rainbow won't wait while you do the work."

~unknown

Every time I enter the classroom, I remind myself to slow down. It is easy to get caught up in "work" and getting things "done", but it is important to slow down and spend time with your students. In order to offer them learning opportunities that are based on their interests, strengths, and needs, we must first get to know our students and how they interact with each other and the materials in the environment. 

As much as I have been mindful in slowing down as an educator, the first month of school has flown by! Our classroom has come alive and we have been busy exploring, creating, learning and 

most importantly- having fun!

Learning to recognize our names using sign-in rocks

Learning to complete our daily drawing and writing for
Our Daily Writing Wall

Learning to develop a positive self-image by looking closely at ourselves
and creating self-portraits out of loose-parts

Learning to count and represent numbers to 5
to develop our 1-1 correspondence skills

Building and constructing with various materials

Representing what we see in nature during our nature walks

Answering the question "What do you see?" at the "Wonder Window"

Exploring how colours mix to make new colours at the light table
and creative arts area

Working together and sharing with each other

Exploring line using different materials

Looking closely at sunflowers and using watercolours to represent what we see

Making "wishes" for our children during Meet the Teacher Night

Slowing down and enjoying our time together!

~take it all one day at a time and enjoy the journey~

All About ME!

"In any environment, both the degree of inventiveness and creativity, and the possibility of discovery, are directly proportional to the number and kind of variables in it." 

Simon Nicholson, Architect  

During the first month of school, our goal as educators is to learn more about the students we will be working with over the year. In addition to completing assessments, interviews, and observations of the students during play, we set up a provocation or invitation to learn "about me." 

The above invitation to learn, includes circular bases which act as a canvas for creating self-portraits out of loose-parts. Wooden bowls hold various loose-parts such as buttons, gems, yarn and beads, and mirrors are to encourage students to look closely at the various features of their faces. A word wall specific to "self-portraits" and clipboards also help students to add detail to their work and allow them the opportunity to draw and write about what they create. Finally, a book relating to the provocation is added and would be shared during a group read-aloud to offer another way to connect the students to the invitation. Once the provocation is set up, the educator would choose a time in the day to sit and observe what the students do with the materials. 

The first student to visit this provocation sat down and looked in the mirror. She then began to place buttons on the circular base. She placed two at the top, side-by-side, another one underneath, and some along the bottom, resembling a face. I asked "What are you making?" The student points to her face with both hands and exclaims "face!" She begins adding buttons around the circle and points to her hair. Upon completion of her self-portrait, the student is invited to draw what she created. 

   

Another students' process was captured on video. This student independently decided "I want to draw what I made" when she finished creating her self-portrait. 

If we take time to slow down, observe, and record what students are saying, doing, and representing through purposefully planned play activities, we can learn so much from them and about them!