It is always exciting when you stumble upon a topic of interest to the entire learning community. Through the literature we read during the building of our Fairy Houses, the Kindergarteners showed an incredible interest in homes around the world and the children and families living in these homes. The children's interests have inspired our read alouds, the books available during Reading Workshop, and our ongoing thoughts and reflections. We have looked at the World Map and circled the places found in the books we have been reading, we have noted differences and similarities. We have used what we know about 3D shapes to explain that a globe of earth is a sphere. We have questioned and made connections.
It was during the above observation that children also began to shout out sight words they could read on each page. The following day, using their curiosity and desire to find more sight words to guide my teaching, we reread the book about homes. With their peer AR recording how many of each word, the children went up to the front and pointed to the sight words they found. We talked about using tally marks to keep their findings organized in groups of 5. We celebrated the noticing of sight words inside of other words. We counted and compared how many. It was an exciting and engaging morning!
To meet the needs of all children in our learning community, we must look at the many different ways Kindergarteners engage with print and language. We search for words in books, we read signs in our environment, we look at pictures and words displayed in our classroom and school, we use labels to name and sort materials, and we connect to the various types of text being shared with us.
In the below photographs, CB sorts animal magnets, using the terms little and big. This kind of engagement with math language encourages CB to make comparisons, to categorize and sort items, to develop a foundation to use in future contexts. It is an opportunity to count and check his work, looking back at the print and ensuring that he has sorted the animals accurately. It is also an opportunity to feel a sense of empowerment!
TJ shares his book about The Very Hungry Caterpillar with his peers. He carefully reads the words on each page, looking for support as needed. Following his reading, two children connect to his book. CB states, I like ALL of it!
There is a changing display of pictures, words, and work in our classroom and common area. This documentation is a way to celebrate learning, to share about the children's ongoing work and investigations, and a way to advocate for all that we do in Kindergarten. In the midst of a busy day or week, I sometimes forget to stop and allow time to look at the documentation with the children. It's important to provide time for children to look and read documentation, to relive an experience - especially when they are so often the audience! Below, we take the time to look at the documentation of our Fairy Houses in the common area.
TW shares, "I like this, because I see my mom in the pictures. I just really love my mom so much!"
ML asks if I can read some of the words.
IM notices that some of the bark she shared with our classroom was used to frame the pictures and words on the wall.
No comments:
Post a Comment