During the last couple of weeks we have spent some time learning about different late fall and winter celebrations including Diwali, Hanukkah, Christmas, and Kwanzaa. As we have learned about each holiday we have talked about characteristics they have in common: light and candles, special foods, giving gifts, and time with friends and family. Children had fun during math playing a modified version of the driedel game and using pattern blocks to create Diwali rangoli, symmetrical pictures meant to bring luck. We have focused our discussion of these holidays on the spirit of giving and have read several books about the many ways we can give to others, from making actual gifts, to giving a hug or a compliment, to simply being kind. These books also highlight the inherent joy in giving and bringing happiness to others. 

It was really nice to have the playground covered with lots of fresh snow this week!

 

Just before Thanksgiving we began a new science unit called Structure and Function: Exploring Design. We began the unit by drawing objects that can hold water. Students shared their object and we talked about the similiarities in their design, or structure, which were connected to the function of holding water. Children quickly noticed that all of the things that could hold water had sides to contain the water. We repeated this by drawing things that can be used to write and things that can be used to move a person from one place to another, noticing the connections between function and design.

Children were presented with their first design challenge after reading a version of Jack and the Beanstalk. We talked about the function of the beanstalk (it was used like a ladder) and how its structure supported its function. Each child was then given 10 pipe cleaners (and nothing else) to build a beanstalk that could stand freely and hold a golden egg. Before beginning we talked about some design considerations that might be necessary, including providing a base for the structure to stand up and a place for the egg to securely rest (just connecting the pipe cleaners in a chain definitely would not work).

We also talked about the fact that the task might be a frustrating and would probably require trying, and trying again with the end result different from what we might have first envisioned. It would require flexible thinking and perseverance! 

This week we also completed our second challenge, based on a version of The Mitten. After discussing the function of the mitten, to keep the animals warm and provide shelter, students were challenged to use materials from the classroom to create a free-standing shelter for the eight animals from the story. There was flexibility in what materials they used, but they couldn't make any permanent alterations, so no tape, glue, scissors etc. This time they worked in pairs and before beginning we talked about what makes a good partner. I asked students to think about what they would hope for in a partner and we shared ideas: someone who works together, someone who is kind, someone who listens, someone who helps, and someone who includes. As they set to work they were encouraged to keep these things in mind as they worked with their partners.

These challenges, while providing experience with building and design, also gave students great opportunities to practice problem solving, managing frustration, persevering, and working as a team, all important skills for life!

One of the most important things children will learn in Kindergarten is letter names and sounds, as this is the foundation for reading and writing words. We have been working on this since the beginning of the year, using a program called Fundations to learn letters a few at a time. Each letter has an associated picture and key word to help students remember the sound. Perhaps you have heard your child saying t, top, /t/  or b, bat, /b/. We have finished almost all of the letters and now know enough to begin blending sounds to read simple words such as cat and bat.  

Children have also been eagerly applying this knowledge to their writing. I encourage them to try to write independently by stretching words, or saying them very slowly, writing  any sounds they hear. For some children it is easier to hear the sounds if a classmate stretches the word, and helping a friend is a fantastic way to learn.   At first glance it is sometimes challenging to read what has been written (I have years of practice!), but most often when I ask a child to tell me what they wrote I can begin to pick out corresponding sounds. With time, as children hear more and more sounds and begin to leave spaces between words, it becomes much easier to read what has been written.  After writing we spend a few minutes sharing work and celebrating the effort and growth of each child. 

Writing has become a favorite time of the day for many, with some even choosing to write during choice time. This is hard work and requires a lot of effort from students. Everyone should feel proud of their growth!

 Kindergarteners had a lot of fun carving pumpkins with their reading buddies. These will be placed on Loop Road for family viewing. Happy Halloween!

 Our weekly sightings of red efts during ECO sparked children's curiosity, so over the past several weeks we conducted research as a whole group to learn more about these cute creatures. First we brainstormed a list of questions we had about red efts to help focus our research. We talked about how scientists sometimes gather information from  non-fiction sources such as books and how they gather information by observing. Children were encouraged to observe the efts closely during our forest time to see what questions they could answer this way: red efts are not actually red, in fact their color can vary quite a bit, from orange to greenish, but they always have spots. Red efts have distinct toes that seem to be quite grippy and yes indeed, they can climb trees. We've seen them do it, but when they get to a certain height they almost always gently tumble down! We also read a few books about red efts which answered many of our other questions, such as: What do they eat? What do they do in winter? How do they find their way? and Where do they live? 

After gathering all of this information we synthesized by completing four sentence stems: Red efts can.... Red efts are...  Red efts have...  and Red efts need. We capped our research by completing painted illustrations. These are now hanging in the hall and will be there during conferences.