LITERACY/LANGUAGE: "Chicka Chicka Boom Boom"

As an extension of our literacy-rich program, the Cardinals decided to create a letter tree. This idea was inspired by Bill Martin Jr. and John Archambault’s book, Chicka Chicka Boom Boom. This is a funny, funny story that the Cardinals enjoy hearing over and over again. In an alphabet rhyme, all the letters of the alphabet race up the coconut tree. “Will there be enough room?”

 

The following day, the Cardinals gathered in a circle and together we spoke about each Cardinal choosing a letter of the alphabet. To be fair, we decided that pulling letters out of a cup would be the best strategy. After each Cardinal had a letter, we talked about decorating each letter with an item that has the beginning sound of their chosen letter, e.g., nickels for N, cotton for C, straws for S, and so on.

We decided to replicate this image by attaching the papier mâché tree in our classroom. But, just like in the story, twenty-six letters was way too many letters for our tree! So, after much discussion, the children decided to display the letters on our classroom wall for all to enjoy!

Thank you, Audrey, for decorating the letter "E" with "eggs!"

LITERACY / LANGUAGE: Self-expression

"Fish are swimming in the purple water and fish are swimming in the sky."

April 2014 

SOCIAL/EMOTIONAL: V.I.P., Sense of Self

Young children love to share their treasures and are very eager to do just that. Show and Tell is not just about giving them the opportunity to bring their special item(s) from home but a chance for children to hone their communication skills. Each child’s social, emotional and language skills will grow and develop from this activity as they increase their confidence, learn to use descriptive language, practice listening skills, and learn how to ask inquiry based questions. Sharing the things that are important in a child’s life with their friends at school connects their worlds of ‘home and school’ in such a meaningful way. Learning more about each other helps build a classroom “family” community as well as makes for a fun and comfortable learning environment for everyone involved.

We value the individuality of each child in our Cardinal class and have created an activity in which each child can celebrate his/her uniqueness. But, instead of calling it the Show-n-Tell week, we have named it the VIP Week as we feel every child should feel like a “Very Important Person”! Audrey's V.I.P. week was on April 7^th through the 11^th of 2014 and here are the items she shared with us.

“My shell I made at Turks and Caicos. This is actually mommy’s cause mine she messed it up.”

“I got it at the same place I got the shell. The hotel gave it to us.”

My favorite "piggy bank"

"This is Elsa. I don't remember where I got her. She's from the movie Frozen. She "plays a Queen."

"This is a bird I made in my other school. I used cardboard for the wings and for the beak too. I used corks for the eyes and decorated it with feathers. I sue a sock for the body."

"A picture of me when I was little. It was my mommy and daddy's wedding. I don't remember how old I was."

COGNITIVE DEVELOPMENT: Cooking

Providing young children with hands-on cooking opportunities make an already fun activity into a deep learning experience. It is a basic life skill that fosters competence and independence. Cooking projects are a great way to incorporate several learning concepts. It can help build children’s vocabulary, reasoning ability, and learn cause and effect.

Here we see Audrey as she eagerly prepares Irish Potatoes. When Audrey helps out with cooking, she is learning and practicing social skills as well as mathematical, scientific, and literacy concepts.

Math skills are always a part of the process of cooking since counting and measuring are included in the recipe. Using different types of measurement devices gives Audrey the chance to practice the skill of measurement and builds for understanding concepts such as fractions. Science concepts are also part of cooking experience. Chemistry comes into play as Audrey discovers how things change if you alter the environment. For instance, combining powdery and liquid ingredients becomes eatable dough. Fine Motor Development and hand-eye coordination are strengthen as she uses the cooking tools and rolls the dough into small sized balls...and teaches sequencing. Sensory Experience is provided when she smells the ingredients and tastes the ending result. Literacy and following directions skills are promoted through the practice of reading picture clues and following the steps. And, Audrey is also learning Social skills as preparing and eating foods together takes cooperation.

COGNITIVE DEVELOPMENT: Mathematics, Pattern

Learning to recognize and create patterns helps cognitive development and is a basic component of mathematical and organizational thinking. As young children learn to see patterns in their world, they will be setting the foundation for higher level thinking such as patterns in numbers, graphs, charts, and so on. 

Audrey has grasped the simple concept of patterns.  She is developing an understanding that a pattern is determined by attributes; e.g., size, color, shape.  Working with small colored teddy bear counters, Audrey was able to create and identify a pattern as “blue, red, blue, red”.  When asked what color will go next, she responded "blue?" Audrey enjoys working with the math manipulatives and practicing newly learned concepts.   

COGNITIVE DEVELOPMENT: Mathematics, Visual Perception

Pattern blocks consist of shapes that are perfect for creative design. Additionally, it is an ideal tool to use to teach basic math concepts, e.g., patterning, basic geometry, visual perception, and to promote problem-solving skills. To endorse critical thinking, during a classroom Math Workshop, patterns blocks was an activity that was provided for creating pictures.

Here we see Audrey as she explores geometric shapes while matching different shapes and colors to replicate the pattern shown. This activity also supports Audrey with good small motor development and coordination. Although challenging, Audrey stayed with activity until completion, experimenting with trial and error along the way. 

“Look! A flower!”

Nov. 2013

Exploring Sewing...

December 2013
Fine Motor Skills 

Amanda introduced the concept of sewing in Art class and demonstrated the skills involved using a large plastic sewing needle, yarn and burlap.  The initial introduction of this activity was done in large group and provided an opportunity for all of the children to practice listening skills and following directions. 

Developing strong listening skills is an important component of our curriculum and our children have many varied opportunities to both practice and develop these skills in our Early Childhood program. The children have matured in their abilities to listen and focus as a group  and they continue to learn and grow so much from each other.

Audrey thoroughly enjoys visiting the art studio and loves to participate in our Art classes with Amanda.  Working in small groups at the art tables, Audrey applied the information she heard and enthusiastically began to sew!  Audrey is eager to try new experiences and challenges and does not frustrate easily.  Sewing involves many steps as well as fine motor coordination and Audrey approached this task with determination! She has mature fine motor coordination and loves the challenge of new experiences to practice new skills.  Audrey spent quite a long time working on her burlap and stayed focused on her work until she felt she was done.

An Imaginary Bird Adventure...

December 6, 2013
Language and Literacy

Audrey's interest in drawing is growing everyday in the Cardinal classroom; at Choice Time she often chooses to work with her friends at the Writing Center drawing pictures.

 During literacy today, Audrey was asked to think about what it means to take an imaginary adventure. She listened attentively as the children shared their ideas about imaginary adventures. "It's like when you can make up any story you want."

 Audrey was asked to draw an imaginary adventure with the bird she chose to research this year. She was able to create an imaginary story reflecting an understanding of  this more abstract concept. 

Audrey's drawings have become quite elaborate and detailed; reflecting her deeper understanding and connection to the world around her.  Through this literacy activity Audrey had the opportunity to practice fine motor skills.  She is using a more mature pencil grip and demonstrates skill in fine motor coordination.  

LITERACY/LANGUAGE: Journaling, Winter Break experience

What did you do during the Winter Break?

“I went to my aunts and the puppy jumped on my back.”

1/6/2014

SOCIAL/EMOTIONAL DEVELOPMENT: Cooperative Play, Board Games

Board games are wonderful learning tools for young children. They can teach important social skills such as communicating verbally, sharing and waiting, taking turns, and enjoying interaction with others as they share each other’s ideas. Board games can foster the ability to focus, and lengthen a child’s attention span by encouraging the completion of an exciting, enjoyable game. In addition to teaching young children about patience and good sportsmanship, board games also help children improve their literacy, mathematical, memory and spatial skills.

Here, we see Audrey and her peer as they play cooperatively The Ladybug Game. In their play, Audrey and her friend are sharing and turn-taking. Also, they are listening to each other’s ideas and responding politely and respectfully to one another.  

1/17/2014

LITERACY/LANGUAGE DEVELOPMENT: Writing

In the Cardinals’ classroom, endless opportunities are provided to write for many purposes. As the children continue to be exposed to language and print and develop an understanding of how words work, they start to understand how to group letters into words.

Each child progresses at their own developmental writing level. The goal is not to tell the children how to write, but to help them sound out words by stretching the sounds. Allowing the child to write the words the way they sound will eventually help them as they learn to read.

Here we see an example of Audrey’s budding interest to write as she writes down her words to describe what she likes to eat for Thanksgiving. As Audrey was provided with help to sound out the words, she wrote:

“PASTA”

“CHICKEN”

“BREAD”

What also helped Audrey was displaying the HWT alphabet chart which enabled her to refer to it as she wrote the words. At times, Audrey knew the sound of the letter she needed to write next but she needed to find its form, so she used the chart as a reference. Along with teacher support, the chart helped Audrey make letter-sound connections to the words she wanted to write.

Eventually, with practice and formal teachings, Audrey will learn what are called the conventions of print, e.g., writing from left to right, the difference between uppercase and lowercase letters, how to put spaces between words, and how to use correct spelling and punctuation.

Love of Books With Friends...

December 2013
Social Development
Lnaguage and Literacy

Audrey's love of books is observed each and everyday in our Cardinal classroom!  She reads after lunch on a daily basis in a comfortable chair and is often joined by her friends who enjoy listening to her 'pretend reading' aloud. She takes leadership in these experiences and the children have come to love the 'teacher Audrey'!   Throughout this year Audrey has gained confidence in herself and has established wonderful relationships with the children in the class.  When sharing a book with the children, she is very intentional and aware of details in how she 'reads'.   She carefully shows the pictures to all of the children who are listening and uses picture clues to relay the story.  Recently she has been particularly interested in reading books about birds to her friends. She carefully points out details of the birds including color and size.  

Audrey often chooses to play during Choice Time in our Dramatic play area.  Her interest and joy of role playing with her friends reflects the deeper connections she has made with her peers.   She has matured in the area of social development and works well in collaborative, cooperative

play.  Audrey loves to play with the baby dolls and it is so wonderful to see how she is able to bring her love of books and reading into her world of imaginative play with her friends!