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Table of Contents
Please note that names have been changed to protect children's privacy on this page.
Relationships & Routines
Relationships & Routines
Documentation by Melissa Westfall, August 2021
The first few weeks of kindergarten are all about building relationships. We spend lots of time sharing, listening, learning, and growing comfortable with new friends. We are quickly nearing the end of the "honeymoon phase" and are getting to know the children's personalities and unique identities. This group has many questions and wonderings, and it has been an exciting few weeks exploring some of their inquiries. Here are some of their initial questions from the first couple of weeks together.
What do we do in kindergarten?
Where do I play?
Who's in my group this week?
What are my new friends' names?
What are my teachers' names?
What's for lunch? What's for snack?
When's a good time to get a new mask? Where do I put my dirty mask?
How do I make a plan for center time?
How do I share my ideas during group meeting times?
What happens when someone takes something I was using?
What do I do if I accidentally hurt someone?
How can I calm my body when we have rest time?
What do I do when I feel sad or mad?
How do I fit all of my things in my cubby?
Where can I put art projects and papers I want to take home?
Where do I put my shoes when I want to take them off?
What do we do when there's a fire drill?
When will my family pick me up from school?
What are our special kindergarten traditions?
Is kindergarten a safe place for me to try new things?
What happens when I make a mistake?
The curriculum work of the first weeks of kindergarten is all about building relationships and establishing routines. These two elements are the foundation that all learning throughout the year will build upon. As we grow to know each other, we share our stories, ideas, questions, and wonderings. The children's and teachers' shared experiences birth collective lines of inquiry that lead to beautiful and rich curriculum work. We hope you will walk alongside us and engage in conversation with us and your child as this process evolves.
Afternoon Games
Afternoon Games
Games Overview
Games Overview
In the afternoon, Rachel and Rylee initially started playing games with the children. Some of these games include the following: Chutes and Ladders, Camp, Farkle, and Simon. The children were put into four different groups in order to form greater relationships with Rylee and Rachel. The children enjoyed creating their own rules while playing these games and working together to make sense of their new rules. They were very creative with these rules which allowed for more engagement. Over the course of the semester, Rachel and Rylee look forward to helping the children become active participants through playing, choosing, and teaching games.
Eli focusing hard on our "Chutes and Ladders" game.
After playing a few rounds of Chutes and Ladders, Sarah came up with a new idea to spice up the game so that some of the numbers on the spinner mean that number times 10. For example, 1 meant 10, and 5 meant 50.
Rachel introducing Avery, Eli, and Maylin to the game "Camp".
Game Agreements (10/4 - 10/7)
Game Agreements (10/4 - 10/7)
Documentation by Rylee Jost (470 Student)
After allowing the children to be teachers, we decided to move the project into a new direction that allows the children as a group to decide on "game agreements." These "agreements" will act as rules or expectations on how to act during a game, what to do/what not to do during a game, and what to do if a conflict arises.
Monday (10/4)
We discussed, as a group, what we think is important when it comes to playing a game. Many of the children said things such as "do not interrupt the person explaining;" "listen to the rules;" "include everyone;" and "say good game to the winner and try the game again."
After our discussions, we played musical chairs. This game was new for most of the children which called for a lot of excitement and thrill when it came to finding the chairs and dancing to the music.
Wednesday (10/6)
We continued our discussion about what we think is important when it comes to playing a game. We also debriefed our musical chairs game, and talked about the ways in which our agreements arose in the game. We voted on which agreements we thought were the most important. The two the children voted in were "include everyone" and "listen to each other".
Following our discussion, Melissa taught the class how to play "Upset the Fruit Basket." This was also a new game for many of the children.
Thursday (10/7)
AGREEMENT #1: INCLUDE EVERYONE
AGREEMENT #1: INCLUDE EVERYONE
We focused on the following agreement: "always include everyone, do not exclude anyone." The children split into two different groups. One group worked to show the Dos and Don'ts of this agreement through drawings, and the other group depicted this agreement through video. Following their participation in these roles, the children played "Red Rover." This was a whole class game that many of the children were new to playing.
Individual Drawings:
Below I have attached the Kindergarteners' work. Some explained what they drew, while others gave me a caption or rule to go along with our agreements!
In Sarah's drawing, she drew all the Kindergarteners in our classroom. At the top she drew different times to show that although time is passing, everyone is still including in the game.
Don't say no to your friends if they ask to play a game with you.
-Kylie
Nolan drew a scenario where his friend was upset because Nolan's lunchbox was bigger than his. Nolan said instead of bragging, we should "share with each other and respect each other."
Eli drew our discussion table and made it important to include everyone's names and spots.
Don't say no to your friend's rules during a game.
-Maylin
Alice choose to show the "Don't" of our agreement. She drew herself and her brother, Liam, playing "What's the Time Mr. Fox?". Maylin asks if she can join, and they say "No" which makes Maylin upset.
Videos:
This video shows the DON'T.
This video shows the DO.
Friday (10/8)
AGREEMENT #2: LISTEN TO EACH OTHER
AGREEMENT #2: LISTEN TO EACH OTHER
We focused on the following agreement: "listen to each other." The children split into the same Wednesday groups but switched roles. The drawing group switched to the video group, and the video group switched to the drawing group.
Individual Drawings:
Below I have attached the Kindergarteners' work. Some explained what they drew, while others gave me a caption or rule to go along with our agreements!
Mason drew an ear with sound waves pouring into it to show what is happening when we are listening.
Yasira drew a story about her and her parents. She showed how we must listen to each other when we need help.
Listen to your friends when you are playing.
-Cooper
When you are talking to someone, don't shout in their ears.
-Molly
Avery drew the game of "Telephone". She explained that this is a listening game so people must be quiet and keep things to themselves.
Videos:
The Children as Teachers (9/20 - 9/29)
The Children as Teachers (9/20 - 9/29)
Documentation by Rylee Jost and Rachel Renner
For a week and a half, the children had an opportunity to teach a game of their choosing to their friends. This gave each of the children an opportunity to actively engage in a game that they enjoy, and they gained practice and experience with communicating and negotiating game rules with their group.
Monday (9/20)
On Monday, Molly taught her group how to play the game "Slapjack." First, She spent time explaining the rules of the game to her group. Finally, using jumbo cards, her group played the game, together.
Also on Monday, Avery taught her group how to play the game "Doggy, Doggy, Where's your Bone?" Avery first started off by teaching the group the typical way of playing the game. After every child had their turn as "doggy," Avery created different rules for how the game could be played.
Avery teaching her group how to play "Doggy, Doggy, Where's your Bone?
Maylin and Kylie playing Slapjack with jumbo cards
Wednesday (9/22)
On Wednesday, Nolan taught the game of "Checkers". He explained the game and the materials to his groupmates while they listened. After the breakdown of the rules, the children began playing together.
Also on Wednesday, Kylie taught the game of "Turkey Tag." Most of Kylie's group was not aware of the game so they had to listen closely to her rules and play a few rounds before they understood the game. Once they got the hang of it, there was a lot of running and laughing involved!
Nolan, Avery, Alice, Yasira, Sarah, and Miller playing checkers
Thursday (9/23)
On Thursday, Mason taught his group how to play "Toilet Tag." Some of his group members have played this game before, however, Mason taught the rules to his group members who had not played. Mason explained to his group what happens if you are tagged, how to no longer be a "toilet," and the correct way to be a "toilet."
Also on Thursday, Eli taught his group how to play "Go Fish." Using the jumbo playing cards, Eli explained the rules of the game to his peers, passed out the cards, and facilitated the game.
Eli teaching his group how to play "Go Fish"
Nolan and Yasira frozen as "toilets"
Friday (9/24)
On Friday, Sarah taught her group how to play the game "Outfoxed!" Sarah explained the game and the rules to her group, and, together, the group was able to uncover who the thief in the game was!
Sarah teaching her group how the pieces move on the board
Monday (9/27)
On Monday, Foster taught his game of "Mario Rabbits" using the Chutes and Ladders materials. He talked through the rules of the game with his group and each group member had turns going up and down the "pipes" trying to knock each other off the board.
Finn modeling how you move on the game board.
Tuesday (9/28)
On Tuesday, Maylin explained the game, "What's the time Mr. Fox?" to her group. They played in the garden and were spread out on opposite ends meaning there was a lot of room for the players to take steps towards the "fox". A lot of players knew the rules of the game, but they still listened as Minh explained.
Alice taught her group how to play the game "Witch, Witch, Ghost." This game follows the same idea as the game "Duck, Duck, Goose," with a Halloween spin. Each group member listened to Alice teach the game, and they worked together to play the game.
Wednesday (9/29)
Cooper taught his group how to play "Hide and Seek." Although most of them knew how the game worked, they were still very engaged in Cooper's rules and shared many laughs together!
Yasira taught her group how to play the game "Rocks and Lava." Yasira would say either "rock" or "lava," and the individuals in her group had to jump between the carpet and floor.
Writer's Workshop Overview
Writer's Workshop Overview
Writer's Workshop is such a special part of the Kindergarten curriculum and one that the children look forward to and have quickly grown to love. Writer's Workshop is a dedicated time each day for the children to spend putting their stories on paper and practicing drawing and writing skills. The entire time period consists of 3 parts: The Mini Lesson, Try it Out (Work Time), and Sharing. The mini lesson is the first part which is teacher led and focused on introducing a particular writing/drawing/storytelling skill and typically lasts around 10 or so minutes. After the mini lesson, the children leave the meeting space and move to a designated work space where they begin working on putting their story down on paper. This is the "try it out" time and they are currently spending about 8-10 minutes working during this time. Finally, they return to the meeting space where they move into the last part of Writer's Workshop, Sharing. During this final part, 2-3 children are asked if they would like to share their story with the class. So far, every child has been very eager to share their story. All of the children are such storytellers and they all have so much to share. On our very first day meeting for Writer's Workshop, the children engaged in discussion and shared their thoughts and ideas about this part of our day. Eamon ended up creating the word "author-strators" to define what they would be as they wrote their stories since they would be writing the words and drawing the pictures. On a regular basis, each child is returning to their story and continuing to add to it rather than starting a brand new story each day and this has absolutely blown us away as we don't normally see this immediate strong interest right from the beginning. We are so eagar to watch the children grow in their storytelling abilities and drawing and writing skills and see their stories grow in depth. Here are some photos that can give you a glimpse of Writer's Workshop.
- Emily Harlow
UNIT 1: My Pictures Tell a Story!
UNIT 1: My Pictures Tell a Story!
The children's initial thoughts and ideas about Writer's Workshop
The children's thoughts about both child and teacher responsibilities during each part of Writer's Workshop
Some of our ideas for writing topics
Cooper adds to his story about going to his grandfather's house, and he works to add a boat.
Alice draws the characters in her new story about going to the supermarket with her family.
Maylin works on a new story about going to the pool with her mommy. She begins by drawing her house.
Eli continues to work on another page in his chapter book about the solar system.
Avery continues to add more details to her story about going to the cabin with her family.
Molly adds details to her drawing of her house in her story about playing with mommy at home.
Foster works on his story about his family. He has been working on the same story since we began Writer's Workshop, and his story is now 10 pages long.
Yasira sounds out and writes, "We were going to school."
Kylie begins a new story about inviting Molly over to her house to pick flowers.
Sarah continues working on her story about going on a walk and cats are underground spying on her.
Mason works to draw a car on the road in his story about driving to Nana's to spend the night.
UNIT 2: ALL About Me!
UNIT 2: ALL About Me!
The children learned about the Story Hand. The story hand helps them to prepare and remember their stories. Our thumb helps us to remember to add characters. Our pointer finger helps us to remember the setting of our story, and the other three fingers help us to think of three things that will happen in our story.
Learning to respond to their peers' stories will help the children to wonder about their own stories and push their friends to think more deeply about their own stories. The children have been focusing on using the technique of noticing and wondering about their friends' stories during sharing time.
Using speech bubbles can help the children add important details to their stories. Cooper and Molly had a conversation about Sonic in order to help us learn how to use speech bubbles within our own stories.
We All Have a Story to Tell
We All Have a Story to Tell
Yasira shares her story about riding her bike with her mom
Nolan shares his story about going on a walk with his mom
Eli shares his story about riding his bike
Molly shares her story about going to the beach
Mason shares his story about going to his Nana's house
Avery shares her story about going to dance
Sarah shares her story about going to Deep Well Farm
Cooper shares his story about scaring a bear
Kylie shares her story about going to the pet store
Alice shares her story about going to the playground
Foster shares his story about going to a wedding
Maylin shares her story about going to the fish store
Our Second Authors' Celebration
Our Second Authors' Celebration
It is important to allow children with an opportunity and space to share their stories. Through Writer’s Workshop, your child has been given a space and occasion to work on and share stories of importance to them. There are many important aspects of your child learning to be a storyteller in the classroom. The children are:
Developing creative thinking skills
Developing communication and language skills
Learning to organize their stories
Listening and learning about new topics
Learning to reflect on their own stories.
Your child has also gained vital practice in learning how to respond to their classmates, and these responses have led to other children adding vital details to their own stories. Throughout this unit, I have seen tremendous growth in each child in Writer’s Workshop, and I am looking forward to continuing working with them throughout the remainder of the semester.
Within this section, you can find the video of your child telling their story. Feel free to watch your child’s video and others’, and I hope that you enjoy watching and listening to their stories. Below each video is their response to the following question: "what do you notice about the way you told your story?"
- Rachel Renner
Rituals
Rituals
Documentation by Rylee Jost
As we began introducing this new routine, Melissa and I noticed that the children's transition from rest time into thinking time seemed a bit challenging and abrupt. We decided that changes need to be made on our end, considering the afternoon is typically when the children become physically and mentally drained.
With hopes of finding ways to increase engagement and make Math Workshop more meaningful, we began observing the classroom during this transition time and discussing different methods on how we might make changes. After some conversation between Melissa and me, we made the pedagogical decision to form what we call "Math Rituals." Instead of immediately splitting into our small groups and diving into the content, we decided to gather on the carpet as a whole and perform a set of rituals. These rituals are quick, math-related activities or games that bring more excitement and engagement to the start of meeting time.
Some of these rituals include the following:
Eli's Number Game - This ritual evolved from a game Eli created during lunchtime where a child closes their eyes, places their fingers in the air, and hold up a number 1-10. For our ritual, we took this popular, well-liked game and turned it into an activity that allows for number-writing practice. The Daily Helper chooses a number using Eli's technique, while the rest of the Kindergartners use their whiteboards to write the number, the tally marks, and the number word.
Upset the Number Basket - This ritual evolved from a class favorite, "Upset the Fruit Basket." The children sit in a circle while the Daily Helper chooses three numbers, 1-10, and the teacher assigns each child one of these three numbers. One child stands in the middle and holds up one of these three numbers; the other children who were given that number are then expected to leave their seats and switch spots with another child assigned the number. One of the chairs is removed from the group meaning the object of the game is to find a seat before someone else does; if a child does not find a seat, they go to the middle and are in charge of choosing the next number.
Around the Rainbow- This is a game we use in many different content areas, but in Math Workshop, we turned this game into a ritual to enhance the children's number recognition skills. Starting with one child, they attempt to make their way "around the rainbow" or around the classroom by successfully guessing the number I point to on the number chart. I point to a number 1-30, and the first of the two children to answer it correctly gets to move on to the next child in the circle; if that child says the wrong answer or is not quick enough to the answer, they switch spots with their "opponent" and the opponent is then given a chance to make it "around the rainbow."
Dice Fluency Game- A teacher rolls a dye or dice and says "one more" or "one less," the children then have to tell me the answer based on which of the two the teacher picks. This helps the children quickly recall numbers while practicing what comes before or comes after that number.
Although there are seven more rituals, these are the classroom favorites. At the start of this new routine, I picked out three rituals on my own to do each day. Shortly after, I begin seeing how deciding the rituals on my own was decreasing the children's ownership and sense of predictability. To increase child ownership and predictability, Melissa and I decided there needed to be a way for the children to choose the daily rituals.
After more conversation and suggestions from Melissa, I decided to make a menu. On the menu, there is a list of rituals disguised as foods that the Kindergartners selected during a group discussion. They are categorized into three groups: Entrées, Sides, and Desserts. The entrées are the longer rituals, the sides are the shorter rituals, and the desserts are the movement breaks, which are times we give our bodies a break and dance around the classroom to a math-related song or exercise. Each afternoon before Math Workshop, I select three Kindergartners to glance at our menu and pick a part of our meal. They do this by moving a menu item onto a plate. The plate tells us which rituals we will be doing that day. After the meal is selected and the plate is full of the three rituals, I set the plate where the Kindergartners can see. Using this tool has allowed the class to know what is expected of them in an exciting way that enhances their involvement. Below are pictures of the menu and plate the Kindergartners use to make their ritual decision!
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