We begin with a mini lesson, a specific teaching point shared through a read aloud or a model using a mentor text or student work. As the children take more and more ownership of their learning, from leading the choral reading of our morning message to leading the shares following academic choice, their voice must also be heard in the mini lesson.
On Tuesday afternoon, Calla, Avery, and Maeve took turns reading from a book I introduced to them the previous day. The book, The Loose Tooth, quickly became a favorite. They talked about how the characters were feeling and made connections to losing their own teeth - how it feels, the anticipation, the worry, the pain, the excitement.
I knew they would enjoy the book - losing teeth is part of Kindergarten - but the conversations they initiated shaped the following day's mini lesson; Readers feel what the characters are feeling.
I asked them to read their book and assigned turn and talk partners. There were specific parts in the book for partners to turn and talk about; how are the characters feeling, have you ever felt this way, how would you feel if this happened to you?
The lesson supported language development, encouraged deeper thinking and text comprehension, and allowed for the students to take control of their learning. Their peers were incredibly attentive, respectful and kind to the readers. Opportunities like these are part of a literacy rich environment.
Revisiting previous academic choices, such as letter stamps and names, has allowed for children to develop this work on their own - to use all of their knowledge and skills to enhance the experience and take initiative. Keith and Whitney thought to staple a collection of peer names together and make a name book.
But, what about the title?
I know! How about OUR NAME BOOK?
I wonder where you could find those words in our classroom to check your work?
THE POSTER! But, we want to write name not names, so we have to take off the ending.
We began our persuasive writing unit on Monday. I introduced the unit by revisiting our ongoing conversations about how our words are powerful, we can use them in ways to support or change our world. Writers see a problem, think about ways to help, and share their ideas. Children quickly started conversations about how trash on our playground is a problem and offered ways to help make it better - an authentic connection to Green Up Day!
For some of the writers, the behavior of a younger sibling is a problem and for others trading pokemon cards on the bus is a problem. In the below photographs, Grayson works hard to stretch the work pokemon - listening for the sounds he hears, building the word, and then writing the word on his paper.
Trading pokemon cards on the bus is a problem.
Why is it a problem?
Because you might lose your cards.
Is there a way to help?
Get rid of all of them.
Well, that might be hard to do. Another idea?
Maybe not bring them to school and just trade at home? Like a play date.
During April break I had the opportunity to sort through some of our more challenging leveled readers, offering a new selection to the Kindergarteners. There has been buzz about our new books this week - and an excitement to share important parts with a partner!
Children are reading in different ways throughout each day, from the morning message to the signs and labels around our room, we are actively engaged with text. Just as children need opportunities to read independently, they need time to share their reading and understanding with a peer or their whole learning community. While we are part of reading shares daily, we had two special shares this week - birthday celebrations - encouraging the development of speaking and listening skills. Community shares are an essential part of a literacy rich environment.
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