Graphic Communication

Last Spring, I attended a workshop at Havergal College which has an exemplary inquiry based Kindergarten program. Among the many things that I was introduced to and learned, the scaffolded writing in kindergarten approach was most interesting to me. Kindergarten children relay their messages in so many forms, from basic shapes on a page to detailed pictures accompanied by simple sentences. Since we can have children on all levels of the developmental writing continuum, it makes most sense that we focus our attention on where the child is and provide instruction that scaffolds their growth. I decided to expand upon our writing area and focus on all forms of communication. This is why it is now called the graphic communication learning area. Here, children are encouraged to write stories, send friends letters, make lists and plans for their daily activities. In addition to the many authentic writing opportunities, I also do guided instruction to provide individual children with the tools that they need to become better graphic communicators. One way that I encourage our emergent writers to extend their stories and independently write is through Scaffolded writing. This approach helps those children who are ready to write, remember their thoughts and elaborate more on their stories. I have found that this approach is incredibly helpful to our emergent writers to become more independent.

Above, students were asked what they wanted to write about their picture. The teacher drew lines that corresponded with the length of each word. Once the lines were drawn, the teacher and student repeated what was going to be written. Using prior knowledge of sight words, a portable word wall and phonemic awareness strategies, they were able to independently write and add detail. With continued practice, it is expected that our students will be able to write much more and do so with confidence and enjoyment.

Should you be interested in learning more about this approach to writing you can refer to the link below. Their is much more in the article to support children at various stages of writing. Also, keep in mind that the key to building a classroom full of confident writers is to meet them where they are. Writing should be fun and enjoyable. If a child is not yet ready to write or has not yet had opportunity to experiment with various forms of writing, then it is very easy to change a child’s perspective from an enjoyable activity to a daunting task.

Click to access doc_122.pdf

Looking A Little Closer

On a regular day in our class, you will find that the Art Studio is one of the busiest areas in the room. The children love to draw, paint and create! This week we decided to introduce pastels to the students. I did a mini lesson on how you can create both bold and soft colours with oil pastels, while still showing detail in the drawing. The children were very eager to give it a try at the Art Studio.

On a walk that we took last week we collected fall leaves in different colours and shapes. We have been matching the leaves to the trees that they come from and learning why leaves change colour and fall off the trees.  To extend the learning, I decided to set up a provocation with fall leaves, pastels, white paper and magnifying glasses.

Paying close attention to the details they observed in the leaves, the children used their sharpie markers to draw the veins. They then began to blend different coloured pastels to create the colours they saw on the leaves.

M.B. “Their are lots of different colours on my leaf!” 

A.R. “The bottom of the steam is bigger than the top part.” 

The results were quite remarkable! The detail that the children were able to observe and portray in their drawings showed us that its very important to ask children to look a little closer and pay attention to the finer details. This skill with help them later when they are reading, writing stories, or discovering something new. This was not only a lesson for the children but also us. We are reminded that we have to take a moment and look a little closer so as not to miss the learning that is happening while children are engaged in their play.

“The Full-Day Early Learning- Kindergarten program capitalizes on children’s natural curiosity and their desire to make sense of their environment. However, curiosity on its own is not enough. The guidance of a thoughtful Early Learning-Kindergarten team is essential to enable children to learn through inquiry.”                                            -Ontario Ministry of Education, FDK Document

Welcome to Kindergarten

As the summer comes to an end, I am excited to meet the new group of kindergarten students as well as welcome back the children who were in my class last year. Since our program is primarily play based, there is not much that the children take home that demonstrates what we are learning in our classroom. The blog is our way of documenting our learning throughout the year and sharing it with our families.

Our room is set up in nine different learning areas. Here is a sneak peek with some descriptions to get a better idea of what our classroom looks like.  I have worked hard to create a calm environment where the children have many opportunities to learn throughout their day.

The Discovery Area (A Place of Wonder) is where children have the opportunity to engage with natural materials. Our program includes opportunities for our class to explore the outdoors and often what we observe and collect on our nature walks will be reflected in this area of the room.  Children are encouraged to talk about and document what they see, think, notice and wonder in their I Wonder Journal.

Materials: plants, books, magnifying glasses, objects found in nature, writing materials

The Graphic Communication Area provides an opportunity for children to express their thoughts and ideas on paper. They are encouraged to use pictures and words to tell a story, write a letter, or make a plan.

Materials: Pencils, crayons, markers, paper, stapler, tape, magnetic letters, stamps, sight words,  personal writing books, alphabet books and letters, pictures and names of each student.

 

The Light Area provides an opportunity for children to intentionally select materials and create stories through placing objects on the illuminated surface or in front of a projected light. We explore shadows, transparency, luminosity, colour mixing and silhouette.

Materials: light table, overhead projector, numbers, letters, jewels, transparencies, stones, tissue paper, figurines.

   

The Dramatic Play centre is filled with materials that are found in our homes. Children often use this area to explore various roles and create stories that help them to better understand their world.

Materials: clothing, scarves, child sized furniture, mirror, writing materials, pretend food and dishes, dolls.

 

The Hands on Thinking Centre is where mathematical materials are intentionally placed. Throughout the year we will provide the children with materials that will extend and challenge their mathematical thinking.

Materials: math manipulates for sorting, patterning & counting, writing materials, books, dice, dominoes, sorting trays, beads, 5 and 10 frames.

The Calm Corner is a quiet area where children can go to slow down and enjoy some quiet time. Reading a book with a friend or by themselves, retelling stories with figurines and puppets, or practicing a poem help to teach children self regulation.

Materials: picture books, big books, poem charts, retelling materials, prayer table, wonder window, family photos, calming activities

 

The Art Studio is were children can let their creativity flow freely. At the beginning of the year we will be collecting beautiful stuff that will be used to create artful opportunities. Children develop fine motor skills, learn about various techniques in drawing and painting, and explore elements of design.

Materials: paint, clay, paper, found & recycled materials, glue, tape, scissors, easel, markers

  

In the Construction Area the children plan and work together to create and test their designs. In this area children learn about cause and effect, balance and stability, gravity, force and motion.

Materials: wooden blocks, tree blocks, boxes, pictures and books, props, looses parts, straws & connectors, writing materials

   

At the Sensory, Sand and Water Centre children engage with materials which help them to make meaning and collect information about the world around them. The materials that are intentionally placed in these areas often extend children’s understanding about mass and volume and weight and conservation.

Materials: sand, water, snow, containers, funnels, pails, molds, spoons, sieves, measuring cups, loose parts (rocks, shells, gems, figurines.

In the coming weeks I will post about what we are investigating, exploring and creating in our classroom. I look forward to seeing everyone our first full day together!