Doing this...

Reading aloud to my students is what helps set the foundation for literacy development. It provides them with a demonstration of what fluent reading looks like. As i read they always sit attentively while asking and answering questions, making text - to - self connections and drawing conclusions from what they see and hear.

Goal P-LIT 4. Child demonstrates an understanding of narrative structure through storytelling/re-telling.

Goal P-LIT 5. Child asks and answers questions about a book that was read aloud.

Leads to this...

As a result of interactive read alouds, students developed a deep interest in books and a desire to become a reader. As they read through each book, they begin to understand that print tells a story and also has meaning. The pictures aid in their ability to comprehend what is occurring in the story. Unknowingly, they have developed emergent reading skills; pretend reading, page turning, tracking words with their finger, looking at pictures to guide their understanding, and sharing their thoughts and ideas.

Goal P-LIT 2. Child demonstrates an understanding of how print is used (functions of print) and the rules that govern how print works (conventions of print).

During our Investigation unit, we conducted numerous experiments. Sink and float seemed to be a popular topic in the classroom. They wanted to test out everything, from the toys around the classroom to their own personal items. I remember saying "Friends we cannot sink and float everything!!!! Certain things might get ruined". During our small group session, students were told to find items in the classroom to do the sink and float experiment with. That was the fastest I ever seen them move. They were so excited. I gave them instructions on how to conduct the sink and float experiment and they sat there anxiously, just waiting to submerge their chosen item in the water. I asked each child to identify the item they had, and to add a little razzle dazzle, I also asked for the color of the item. I. then, asked students to make a prediction based on whether their item will sink or float. They proceeded to test out their predictions. The engagement, their ability to conduct the experiment on their own and make predictions was a result of creating a hands-on experience that allowed the students to guide their own learning and understanding.

Goal P-SCI 1. Child observes and describes observable phenomena (objects, materials, organisms, and events).

Goal P-SCI 2. Child engages in scientific talk.

Goal P-SCI 4. Child asks a question, gathers information, and makes predictions.

Goal P-SCI 5. Child plans and conducts investigations and experiments.

Goal P-SCI 6. Child analyzes results, draws conclusions, and communicates results.

Then, we went REMOTE...

Going remote was a very difficult tranisition for the students and myself. However, as a teacher we learn to adjust and adapt to ensure that the learning continues no matter what. To ensure the learning continued, a google classroom was created in which I posted videos on a daily basis. I created circle time videos similar to what we would do in the classroom. I also created learn-at-home activities that students can do with their families, story time videos that included comprehension questions, and sing along videos that included some classroom favorites.