Kindergarten Kindergarten

Back to School: Hurtful vs. Helpful Words

Here's another quick back-to-school activity I do to build community the first week of school--a lesson on hurtful vs. helpful words. Despite what our parents told us (and despite what we tell our students), words do have the power to hurt! We have all felt the sting of cruel words at one time or another. They have an even bigger impact on a 5-year old!

(I've been doing this for several years now, and I don't remember where I got the original idea--but it's a great one, so thanks to whoever I got it from!)

I start by asking the kids if anyone has ever said anything to them that hurt their hearts. I write these down on a big red construction paper heart.

Then I ask them how it feels when someone says these hurtful words to or about them. I tell them that for me, it feels just like my heart is being crumpled. I crumple up the big heart. Then I explain that sometimes, the person who said the words may not have meant it. They might say they're sorry, you might forgive them, and that will make your heart feel better. I then un-crumple my heart and smooth it out as much as possible.

 
 

Then I ask the kids what they notice about the heart. It looks much better, but it is still crumpled a little. No matter how hard you try, it is never going to be the same as it was before it got crumpled. It's just the same with our own hearts. Although it definitely makes someone feel better when you apologize after saying hurtful words, it is much better to never say them at all!

Then I read Words Are Not for Hurting by Elizabeth Verdick. I've talked about this book before--it's a great book and (I believe) a must-read in all kindergarten classrooms.

After reading the book, I ask the kids to tell me some helpful words, words that make their hearts feel good. I write these words down on another, un-crumpled construction paper heart. We leave this heart up all year long, and add to it when people say nice things. When the heart  gets full, we attach a paper chain that has nice things the kids say to each other on the links (the kids write them down themselves). By the end of the year, the chain can get very long! 

 
 
  
I then give the kids 2 small hearts of their own and have them decorate them--one with a happy face and one with a sad face. I have them crumple the heart with the sad face. 

I tell them these hearts can always serve as a reminder of what kinds of words they should be using with their friends.

 

Math Problem Solving Week 5: Position Words

Ahh...position words. This is a hard week to plan, because, in general, kindergartners' oral language and understanding of the concept is much more advanced than their reading ability and writing skills. I also never know, from year to year, how easy or hard this will be for them. (This is very easy for kids who have had a lot of exposure to the English language--MUCH harder for our ESL learners!)

So--as you will probably guess--I read these problems to the kids--slowly and several times, repeating parts when necessary. Often, we don't even get out our individual notebooks. We just do these problems together in our Big Class Notebook. I can always give them more problems to do individually later in the year, when they're reading skills have improved.

I start everyday with the Position Word Warm-ups found here.

Day 1

 

 

Day 2

Day 3

Day 4

Day 5

 

Of course, you know your own class and can make the problems harder/easier according to their previous knowledge and experience. And this will be a concept you will practice all throughout the year in informal settings--doing art projects or playing games, even cleaning up (I like that one! Please put the frog puzzle underneath the farm puzzle!)

Math Warm-Up: Position Words

So here is a fun activity I do to start my math unit on position words. I made a PowerPoint that has some of the scrapbook layouts I have created in it. We look at the pictures together as a class and I have the kids tell me everything they can about it. I am looking specifically for descriptions that contain position words--i.e. "The apples are in the basket." If somebody gives me a description that is not position-related, I guide them with questions, most obviously, "Where is it?"  

I record all of their position-related responses on a chart paper.

Then I tell kids that I am looking for words that describe position--or where things are. We work together to find them and underline them.

And then we transfer them to a chart we can keep up in the room for future reference. When we think of new position words, we add them to the chart. This activity works well with any picture that is engaging to kids and has a lot of details. Art posters work well, as do big floor puzzles, like the ones from Melissa and Doug.

Here is my PowerPoint if you would like to try it in your own classroom. There are 5 different pictures. I do one a day and just keep adding to the same charts.

Download Position Words Powerpoint

I'll be back later today with my Position Word problems and a few more warm-ups. Happy Friday!

Kindergarten Writing Journals

Today I made my beginning kindergarten writing journals. It was kind of a no-brainer--I just stapled some blank typing paper together (although I did print a cute cover). I start the whole class out with blank paper until I can assess their writing and fine motor skills.

After a week or so, we move on to this paper that has a specific box for the picture.

Eventually, as their writing skills improve, we move on to paper that has wide lines. Some kids will get this paper earlier than others.

When we first start learning about organization and that stories have a beginning, middle and end, I give them paper that has a divided box to help them organize their thinking. I do not do this forever. Our writing can be organized in many different ways, and I do not want them to think that this is their only option.

And finally, I give them paper with a dotted middle line, to help get them ready for our Primary Journals. These are composition books that have a blank space at the top for pictures and dotted-middle-lines at the bottom.

Some kids are ready to move into these notebooks by November or December. My goal is to have the majority of kids in them by the start of the 2nd semester. I'm not going to lie--these notebooks are not perfect. I still think the lines are too small for most kindergartners. And we use the Handwriting Without Tears curriculum to teach handwriting, and their lines are completely different! But by mid-year, my kindergartners are very prolific--they can write pages and pages! My copies are very limited and it takes time to staple all those journals. These notebooks are practical.

I do stress with my kids, throughout the year, that it doesn't matter what kind of paper we write on. I model and give them opportunities to write on all kinds of paper. It's the words--not the paper--that matter!

I made a cute label for the writing journals if you want it. I'm going to steal an idea from one of my teamates and have kids and their families decorate the outside of the journals with pictures, so that the kids will have instant story ideas.

Download Writing Journal Labels

And here is the paper if you want it:

Download Writing Paper

Happy Writing!

 

A Great Article about Science Notebooks

I was messing around on the web this morning and ran across this article written by Michael. P Klentschy. It's a great summary if you want to know a little more about science notebooks, but don't want to buy his book:

Science Notebook Essentials

A Lazy Day...

It was a dreary, rainy day in Central Texas. I meant to go to school, but somehow I found myself on the couch, eating Oreos and watching old episodes of 30 Rock. Since I wasn't in the mood to do anything else today, I shopped. I need a new lunchbox (the bottom fell off my old one). Here are some cute ones from Etsy. And some cute little baggies, because I go through Ziplocks like it's nobody's business. And--who doesn't need an  apple cozy?? Tomorrow, I plan on getting off the couch and accomplishing something. (I have big strong men coming to help me move furniture).

Etsy Buy Handmade KatybeeScraps

And so it begins...

I ventured back into my room, yesterday. It's always such an odd sight...furniture stacked, shelves empty, everything so clean. I feel just like Miss Bindergarten (minus the parrot).

I didn't get a lot accomplished...I mostly just sat there and stared. I like the way I did my room last year, but I'm changing the way I do reading workshop, and think I need to change my layout accordingly. Maybe a wave of inspiration will hit me today.

I do know this--

I love the shiny, waxed floors. And I love the possibilities.

A Couple More Emergent Readers

Enjoy!

Download Goodbye Summer

 

Download I like lunch
 

Science Notebooks: Painting a Rainbow

I created this mini-unit as a way to get my kindergartners really excited about science and to give them more practice participating in inquiry-based science investigations. Having kids record in their own notebooks is optional at this point. I think modeling how to record on chart paper and leaving the journals tucked away is a very good idea. I think the value of this unit is in practicing those key skills: asking questions, developing a plan, making predictions and analyzing evidence/making claims.

One more thing--although it has a "rainbow" theme, it is not actually about rainbows. (We learn about rainbows later in the year during our weather unit).

Day 1: Mixing Colors

This is a very simple activity that involves mixing colored water to create new colors.

I start by posing a problem: Yesterday, I painted a rainbow. I really like my rainbow, but it's not very colorful because I only have 3 colors of paint--red, yellow and blue. I wish I had more colors so that I could make a really pretty rainbow.

That should activate the children's prior knowledge (schema) on colors. I bet many of them already have experience mixing colors. I write what they already know on chart paper and then we work together to generate a list of questions about colors. Then we choose a focus question. I already know that I want the focus question to be something like "How can we mix red, yellow and blue to make new colors?" So I manipulate guide them to that question.

Now, we make a plan to investigate this question. Again--I know that I want the kids to mix colored water together to make new colors. I tell the kids that I don't have very much paint and want to save it to make a new rainbow. But I have plenty of water and food coloring. I "guide" them into coming up with the "correct" plan!

Because I want the kids to be independent, I put them in charge of most of the prep work. But they are, after all, still 5 years old--so I use the Super Scientist Procedure to guide them. For example: Scientist #1, please fill up 3 cups with water. Scientist #2, please squeeze 5 drops of red food coloring into one cup of water. And so on. You will find the procedure that works best in your class. Yes, there will be spills! But it's only water! (Wait 'til we get the really messy stuff out!)

Basically, for each table, you want a cup of red water, a cup of blue water, a cup of yellow water and at least 3 empty cups.

At this point, stop and have the kids make predictions about what will happen when the colors are mixed, and record them on the chart paper. You can also have them record their predictions in their own science journals.

Now direct the students to mix the colors and observe the results. For example--Scientist #3, please pour some yellow water in an empty cup. Then pour a little blue water in the same cup. Stop and talk about the results and whether or not their predictions were correct. Record the results on chart paper and/or in the science notebooks. Repeat for all 3 secondary colors.

When all the data, or evidence, has been collected, work with the kids to make "claims"--i.e. "We claim that red and yellow make orange because when we mixed the red and yellow water, it turned orange."

Now the kids are probably full of new questions--the most obvious being "What will happen when we mix all the colors together?" (You know you have to let them try it, right?) Record their new questions on the chart paper and either give them some time to investigate now or save for later investigation/research.

Day 2: Now Try Paint!

We start by reflecting on yesterday's investigation. Then I pose a new problem:

So, we know that mixing red, yellow and blue water will make green, orange and purple water. But I  tried painting a rainbow with the water, and it did NOT work!

So now, guide the kids to come up with the question:

What will happen if you mix yellow, red and blue paint?

Time for the plan. I already know I want them to mix the colors in a zippered bag, but I want them to think it was all their idea (is that cheating?) So, I guide them by showing them the paint and baggies and tell them that I don't have a lot of paper (I am such a liar!) and so on until we have resolved to put a little squirt each of red, yellow and blue paint in a bag and zip it up.

Note: I am all for independence, but I'm also not stupid! I squirt the paint in and double check that the bag is sealed before I let them smush!

We talk about the best plan for mixing the paint--should they squish it all together at once, or should they mix little areas one at at time so that they can clearly see the results? 

Before I let them squish, we make predictions about what will happen and record them on chart paper and/or in our science notebooks.

Then squish, observe, record data on chart paper and/or in science notebooks, make claims ("We claim that blue and yellow make green paint because when we mixed them, they made green paint"), reflect, ask new questions...you get the drill!

Day 3: Painting a Rainbow

Today I give each kid a plate with a squirt of red, yellow and blue paint and let them mix colors and paint their own "colorful" rainbows. I even give them a squirt of white and black paint and let them experiment.

Rather than doing a whole formal lesson, I just walk around the room and talk to the kids as they work--having them tell me their "plans" and make predictions and claims. I use that language, because I want them to become competent at using it. After they have dried, we glue the rainbows in their science notebooks. (By the way--because this activity is not actually about the science of "rainbows," I do not worry about ROY G. BIV. I just want them to experiment mixing the colors).

Day 4: What About Markers?

Today, I have the kids do a chromatography experiment. If you've never done this, it's a lot of fun! Here is a website that has a simple procedure for completing this activity. I have the kids work in table groups and use the Super Scientist routine to manage them.

Pen Colors: A Homemade Chromatography Experiment

Basically--you color some marker on the end of a paper towel about 1 inch up (I cut my paper towels in half and do 3 colors on each). Then you stick it in a glass with about an inch of salt water. The water will travel up the paper towel, and as it does, it will carry the ink with it. But some colors in the ink travel further up the paper towel than others, thus "separating." You have to look closely, but you can see the red and yellow in the orange, etc.

Problem: I start by having the kids reflect on what they've already learned about mixing colors. Then I show them a green marker, and ask how they think it is made. I let them tell me what they know, and then ask their questions, recording it all on chart paper.

Question: I guide the kids into developing the following focus question: Is a (green; orange; purple) marker made from (blue, yellow; red, yellow; blue, red)?

Plan:Obviously, most 5 year-olds will not have a lot of experience with chromatography and will not know how to separate out ink colors. So I show them by separating out the colors in a black marker (It separates into several colors!). Then I have them develop a plan for separating out the colors in the green, orange and purple markers. (You might want to experiment on your own before this lesson. Some markers work better than others. I used plain Crayola (not washable) but have had success with others, also)

Prediction: Have the kids predict what will happen when you do the experiment with the orange, green and purple markers.

After you have finished with the experiment, record the results on chart paper and/or in the science notebooks. Reflect on the results and ask new questions for further investigation/research.

A fun extension is to have the kids predict what, if anything, will happen to the red, yellow and blue ink.

Day 5: Open

I'm going to leave this last day open so that we can possibly explore other questions the kids come up with. If they don't have any other questions, we'll mix colored play-doh or something! I might also read some books about colors (which I don't want to do before the kids have had a chance to explore).

Mouse Paint by Ellen Stoll Walsh

White Rabbit's Color Book by Alan Baker

I realize that these activities are planned out almost entirely by me--which defeats the whole purpose of "inquiry-based" science. But it's only the beginning--as the year goes on and the kids have had more practice with these skills, I will give up more and more "control"--I will, really! Have fun!

Flower Garden File Folder Game

One more file folder game...matching colored flowers to the correct color words.

 
Download Flower Garden Color Game