A Map of My Heart

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What is love? What are the things that you love the most? If we could see inside your heart, what would we find there? These are the questions we examined in our class through the Map of My Heart project. All of this really began when we noticed the children showing an interest in making maps at the writing table. To support and challenge their thinking, we added special “map paper” and an amazing book called My Map Book by Sara Finelli to our writing centre. In My Map Book, Finelli inspires us to think about maps in a whole new way with wonderful images of maps including: “A Map of My Dog,” “A Map of My Day,” “A Map of My Stomach,” and yes, “A Map of My Heart.”

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With Valentine’s Day approaching, I wanted to discuss the theme of love and friendship with my students. To get them thinking about love, we focused on Finelli’s heart map and talked about what we might find in our own hearts. At the Art Studio, we offered the children an opportunity to continue thinking about these questions by making their own heart maps (see the original idea from Playful Learning here: http://playfullearning.net/2009/01/map-of-my-heart/). I felt it was important to give the children as much thinking time as possible for this activity, so rather than having them dive right in to the drawing and painting process, we provided them with planning paper so they could jot down their ideas first. This also had the added bonus of creating some lovely opportunities for dialogue between children as they shared their plans with each other. I found that throughout the art process, children routinely referred back to their plans to help them include all their original ideas in their art piece.

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After planning, the children set to work filling in their heart maps. We used permanent black markers for the drawing process and watercolour paints to add colour when the drawings were complete. As part of our evaluation and discussion of Finelli’s heart map, some children felt that some things would naturally take up more space in our hearts (e.g. more love for my family = a large space in my heart vs a little bit of love for flowers, which would = a smaller corner of my heart) and tried to represent this in their work. Overall, I felt the finished pieces so charmingly represented all of the things my students hold dear – and I learned even more about what kinds of things/experiences are really important to the children in my class.

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Playdough Provocations: Inventor’s Workshop!

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If you are looking for a way to jazz up the materials at your playdough table, I have a tried and tested provocation that I’m sure your students will love: The Inventor’s Workshop. I stumbled upon this amazing idea while perusing one of my favourite blogs: The Imagination Tree. On her blog, Anna has a list of over 50 ideas for using playdough which I go to whenever I’m in need of some inspiration. You can find her list as well as her recipes for playdough here: http://theimaginationtree.com/2013/01/the-z-of-play-dough-recipes-and.html

Before the children visited this centre, I set them up with some schema about what an inventor is by reading The Most Magnificent Thing by Ashley Spires and Rosie Revere, Engineer by Andrea Beaty (both titles pictured above). I have my own collection of technology cast-offs, but I also wanted to involve the children in the creation of this centre so I sent home a note asking parents for any old electronic materials that we could use. The very next day we got an awesome assortment of old wires (which we trimmed for ease of play), speakers, remotes, cell phones, etc. which we sorted into our loose parts tray. I also added some plastic caps and metal loose parts I had in my loose parts bin.

In addition to the playdough and a collection of loose parts, I also wanted the children to record their creations on paper. I created a recording sheet with “My Invention” at the top. I also provided the children with a new kind of paper to sketch on: graph paper. I told them it was a special kind of paper that planners and inventors might use. I even modeled how to draw a creation I made by sketching and labeling the parts of my machine (like the on/off button, etc.). The children couldn’t WAIT to give this one a go!

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“This is the ‘off’ button!”

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These students were working independently until they realized they could connect their inventions together with a long wire. They were so excited about this discovery!

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“This is a ‘potato maker’ – it can make all kinds of potatoes: chips, french fries, mashed potatoes…”

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This student took time to colour and label her drawing to match her creation. “I put a check mark to show that it’s done!”

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“A Tic Tac Toe machine.”

One of the interests that developed from this provocation was an interest in robots. This was in part due to our experimentation with the apps ChatterPix and ChatterKid. Both versions of the app are nearly identical but ChatterKid has a three second countdown before it starts recording so that students know when to start talking.

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Basically, ChatterPix allows you to bring photos, drawings, and creations to life. You simply “draw on” a mouth and record your message and your image will talk! Here is a sample that one of my students made. This particular student is generally quite shy, so him having the confidence to not only record something but then share it confidently with the class at reflection time was a breakthrough (you can click on the link below to see the video on Twitter)!

Here are a few of the robots the children created:

What I liked most about this provocation  (besides the fact that it is engaging, creative, and fun!) is that it provided so many opportunities for our students to engage in literacy behaviours. The children were actively telling each other about their inventions as they worked, negotiating the use of special materials, and of course recording and writing about their inventions. During reflection time, the class was rapt with attention listening to each other describe what their inventions could do and how they were made. Many students were inspired to visit (or re-visit) this centre after hearing about what their classmates had created there.

Have you ever tried an Inventor’s Workshop in your class? Are you using ChatterPix with your students? I’d love to hear about what you’re doing!

Snowflake Loose Parts

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Before the winter break we set up this loose parts provocation at the science table. The children thoroughly enjoyed touching and combining the materials to make stunning snowflake designs. I watched with interest to see how some children randomly placed their materials on the snowflakes (by clumping, stacking, and piling materials together) while others were meticulous about creating symmetrical designs. All you need for this provocation is a selection of colourful loose parts (I went with blue, silver, clear and white pieces. The children particularly loved the gems!) and some snowflake designs. I found these wooden and cork snowflakes at my local dollar store, but printed out templates would also work. This activity would also be beautiful on the light table!

Take a look at some of the children’s stunning designs:

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Happy winter!

Happy New Year!

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Before the holidays my students worked on a special project for their families: small family portraits. The children were beyond excited to create something from the heart to share with their loved ones at home. I thought their finished work was completely charming! Each student made and decorated a frame and then sketched and coloured a portrait of their family to put inside. The children even wrapped their own gifts: stamping paper bags with cookie cutters dipped in paint, making hand print cards, and wrapping their gifts in tissue (a first for many children – they were excited to wrap something up all by themselves!). I sincerely hope their families loved their gifts as much as the children loved making them.

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To everyone who has visited my blog this year: thank you! This year I have been fortunate to connect with some truly wonderful educators (both in person and online) and I want to take this opportunity to express my gratitude to the dedicated teachers who continue to inspire me each day!

Happy New Year! Wishing you all the best in 2017!

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Writer’s Workshop

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Writer’s Workshop. I’ve been meaning to get to this post for some time. I often have visitors in my classroom, and when I do, Writer’s Workshop is by far the aspect of our program that gets the most interest and generates the most questions. There are MANY ways to run a writing program and mine is but one way to go about incorporating explicit writing instruction into the day. I have modeled my approach after the one created by Lucy Caulkins and modified it over the years to suit my own style and the needs of my students, as well as to include new learning I have gathered from current research and new publications.

So to start, here are the resources I recommend for learning about how to begin a Writer’s Workshop in your classroom: What’s Next for This Beginning Writer? by Janine Reid, Betty Shcultze, and Ursula Peterson:

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And, Launching the Writer’s Workshop (from: Units of Study for a Yearlong Curriculum) by Lucy Caulkins (*all of the books in the Units of Study collection are wonderful). When I first began implementing Writer’s Workshop many years ago, Lucy’s book “Launching the Writer’s Workshop” would sit perched on my lap during every lesson. In the beginning, I read her mini lessons out loud verbatim until I was able to find my own voice and comfort level for teaching. They were wonderful models, easy to implement, and engaging for my students. If you aren’t sure where to begin, I recommend starting with this book.

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Preparations for Writer’s Workshop begin even before the first day of school. I start by finding the special place in our schedule where Writer’s Workshop will take place. Although it doesn’t have to be at the same time each day, I find that having it occur as a regular and predictable part of our routine is helpful to my students. We do Writer’s Workshop after lunch about 3 or 4 days per week. The children are used to this routine, and are prepared and excited for writing each afternoon as they return from lunch. Many children are prepared as soon as they arrive in the morning, telling me exactly what they plan on writing about later in the day!

The other way I prepare for our writing time is by constructing our writing notebooks. You can purchase books from your school supplier, but I have found the quality of what is offered to be sorely lacking. The books are often too small, the paper too thin, and the number of pages fixed. I make my books using 8 x 11.5 inch paper with a cardstock cover and backing which I bind together using our school’s binding machine. I calculate how many pages I will need from September – December (we will use another system after the holidays – more about that later!) and voila! Our special notebooks are ready for the children’s wonderful ideas! You can download a pdf copy of the cover page I have created here: writing-notebook

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At the beginning of the school year, the goal for our Writer’s Workshop lessons is for the children to learn what is expected during writing time: what they are expected to do, what materials they are expected to use, what they do when they’re finished, where to put their materials, etc. Every Writer’s Workshop involves a mini lesson, writing time, and reflection. In our class, the reflection or sharing time always happens at the end of the day. I save a few pieces of work to share later so that the children can get on with discovery time as soon as they are finished their work. This is how we set it up: The classroom tables are cleared of their provocations (which are put aside on adjacent shelves) and the children’s notebooks are placed on the table along with the writing materials they will need to create with (pencils, markers, crayons, etc.). Pro tip: I date stamp each child’s page for the day and add a picture stamp (a smiley face, a heart, a sun, etc.) on the page the children will be writing on. This helps the children flip to the correct page for writing and focuses them on just that one page for the day (so the children don’t flip through and write or scribble on every page…which some children will do, out of pure excitement of course!). As the children finish their work, they bring it to a teacher to share what they have done and then put it away in the bin on the writing shelf and immediately choose a centre for discovery time. As the tables empty of writers, we re-set up the provocations for discovery time. I find that doing it this way allows for greater flexibility and flow in the classroom, i.e., the children don’t have to wait for the whole class to finish their work before getting on with their other learning centres, and those that finish early are able to get themselves engaged in other learning without the assistance of a teacher.

The mini lesson is extremely important. When I do a mini lesson I am explicitly modelling the writing behaviours I want to see my students exhibit. I draw my own picture each time, modelling with a think-aloud everything I think about and consider while writing. Where was I? What was I doing? Who was with me? What was the weather like? etc. I model how I choose colours. I model how I add details. I model how I draw myself. After I draw, I model how I can label the details in my picture. Over time, this is something I ask the children explicitly: “Can anyone tell me something in my picture I can label? ‘Me’? Great! How do I spell ‘me’? M-E. Wonderful!” We usually label using initial consonants at first, or names like “mom” and “dad.” Then I will write my sentence. At the beginning of the year I do this quickly. Over time, the children help me with this as well. We share the pen in an interactive-writing way. The children sometimes help me generate a sentence based on the picture I’ve drawn. This is where I teach the children about sounding out words, using finger spaces, directionality and punctuation. It all happens rather quickly, given that the mini lesson is only 10 minutes or so. But the practice we get doing this almost daily sinks in and I will see my students begin to use these strategies on their own during writing time.

Writing time immediately follows the mini lesson. All the children find their writing notebooks and get to work on their pictures. The teachers circulate and talk to the children about what they are writing about. Sometimes children need help thinking of a topic, but after a few weeks of Writer’s Workshop most children do this independently.  I should make clear that writing time is not a quiet working time. It is loud. It is lively. The children are engrossed in their work and love telling the classmates at their table what they’re writing about. They help each other spell things. They share markers. They give advice or feedback to each other.

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When the children finish their work they bring it to a teacher. This is when our mini “conferences” happen. I ask the children to tell me about what they have written and take note of the story they are telling. I do not scribe the child’s sentence on their work, but rather on a sticky note which I stick to the back of their work  (for my own reference later). I learned this from What’s Next for This Beginning Writer. The thinking is that the children lose ownership over their work once the teacher takes control of writing their thinking for them. Although skeptical at first,  I found the children were more likely to begin to write their stories themselves once I stopped scribing for them.

The feedback each child receives depends on what each child is working on currently. At the beginning of the year I focus heavily on picture making as a way of story telling. We work on choosing a good topic (I emphasize modelling events from my own life – from grocery shopping, to going out with my kids, to drinking coffee and reading books, etc.) and I encourage the children to draw themselves in their pictures. I want the children to write about authentic experiences so that they can simultaneously work on their oral language skills when talking about what they have seen/done. The children always have more to say about things they have actually experienced first hand rather than just things they enjoy (e.g., rainbows or monster trucks – though we often get a lot of those kinds of pictures too in the beginning which is ok. There is also a difference between a child writing about something they are inherently passionate about and something they just think is cool or pretty. I have students who’ve written many interesting stories about Minecraft for example.).

During writing time, I am busy looking for breakthroughs or roadblocks. I’m also looking for work to share during reflection time. Usually, it is work that reflects a concept I was teaching in my mini lesson. However, we also love sharing breakthroughs or personal bests, so if a child has suddenly started labeling or writing their own sentences we will share that new learning with the class.

After the winter break, I switch from using writing notebooks to using writing folders. These are two pocket folders that the children use to store their work. Instead of a notebook, the children use single sheets of paper to write on (I use the ones suggested by Lucy Caulkins). The paper reflects the needs of the students. Some children continue working on a blank sheet. Other children use a paper with space for a picture and one or two lines underneath for sentence writing. Still others use paper with space for a picture with lines underneath and lines on the back of the page as well. Again, the work is date stamped. At any time a child can use paper with lines if they need it. I mostly let the children self-regulate this step, but will also suggest it when I feel a student is ready. At the end of each month, the children choose their best work and that work is showcased on our Writer’s Wall. Before choosing their best work we spend time talking about what “Best Work” might look like and we co-construct success criteria together. I love meeting with each child to discuss the progress they’ve made over the month. It’s amazing how reflective the children become over time about their own learning and development as writers. Some children have a hard time choosing what their best work is and will invite their classmates to help them choose (last year one girl even took a survey of her classmates to help her pick!). Once the child has chosen their best work the rest of the work from the month gets stapled together with a cover page with the month on it. The children enjoy re-reading their “books”during writing or discovery time.

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Some children like to lay out all their work and narrow it down through a process of elimination.

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This student said, “It’s so hard to choose my best work because I always do my best!”

One thing I want to make clear is that Writer’s Workshop is for everyone. One of the reasons I dedicate so much time to it during the week is that for me, it is a high yield strategy. It is our reading and writing and oral language development all rolled into one. Whether or not a child can speak English or hold a pencil or draw figures or know their alphabet, they can all participate in Writer’s Workshop. The teaching, the individual attention, the flexible format of our writing materials meet our students where they’re at. If you are at all hesitant to give this a try, my advice would be just to go for it! Believe me, there are times in the first couple of weeks of school where I don’t see a whole lot of progress that I have to remind myself just to keep at it…keep encouraging, keep supporting, keep modelling..and always the payoff comes.

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The other thing I want to make clear is that our writing program is not limited to our Writer’s Workshop time. Most (if not all) our provocations encourage the children to draw or write about their learning. We use writing for routine tasks (like our daily message or calendar-journal, our sign-in, etc.), at learning centres, for special projects, at the writing centre, and during workshop time. Writing is encouraged always and everywhere in our classroom!

If you have any questions about our version of Writer’s Workshop please don’t hesitate to leave a comment below.

Read-Alouds for Outdoor Learning

Over the summer our school yard got a massive make-over. We went from having a small concrete pen to a large, beautiful, natural play space. When I was constructing my schedule for this year, I wanted to make sure I left ample time in our day, every day, for outdoor learning. It is important to me that the children aren’t simply released into the outdoor classroom without guidance or explicit teaching, but that we use the outdoor classroom as a springboard for conversations about environmental stewardship and the development of inquiry skills like noticing, asking questions, and carrying out explorations.

I often use read-alouds as a starting point for classroom learning or inquiry projects. Outdoor learning is no different. Luckily, I have stumbled upon some truly wonderful children’s books that I have found to enhance the learning my students and I do together outdoors. Today I thought I’d share some with you. Here are some of my favourite books about nature and the outdoors:

Step Gently Out by Helen Frost step-gently-out

This book is a favourite because of its beautiful photography and lyrical text. The main message in this read-aloud is the need to be careful and gentle with nature. I love using this text at the beginning of the year when I am establishing expectations about our outdoor time with the children.

Quiet in the Garden by Aliki

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This is a beautiful book in which the main character talks about how to be still and quiet in the garden and how doing so will allow you to notice things in your surroundings. I love using this book to teach the children about the importance of being still in nature, looking closely at our surroundings, and making observations.

Nature Spy by Shelly Rotner and Ken Kreisler

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This is another gem of a book that teaches children about how to be a “nature spy” and look closely at one’s surroundings. The book includes several photographs with “zoomed in” images and creates a few opportunities for the children to make their own observations during the read-aloud. After reading this one with my class, several children identified themselves as “nature spies” when we returned to the outdoor classroom.

We’re Going on  a Nature Hunt by Steve Metzger

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This is one of those delightfully simple books that has a powerful message! In We’re Going on a Nature Hunt, the author presents several scenarios one might encounter on a nature hunt and in each one, adds a message about being gentle and kind to nature. I often use this book when teaching about point of view. When reading, I ask my students to pay close attention to the author’s message: “Look at the frog jump and swim. But don’t scare it.” “Look at the colourful flowers. But don’t pick them.” “Look at the eggs in the robin’s nest. But don’t touch.” This books sends the message that children need to respect nature.

Basil’s Birds by Lynn Rowe Reed

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I’ve done quite a few bird inquiries over the years (in part because we used to have a prime view of some beautiful sparrow nesting boxes outside our classroom window!) and this is always one of my go-to read alouds. Again, this book carries the theme of caring for and respecting nature. The main character, Basil, originally views the birds nesting around his school as a nuisance. But one day, after falling asleep outside, Basil wakes to find a bird nest on his head. Ultimately, he grows to love and care for his birds, until the eggs hatch and the birds fly away. This book is wonderful for highlighting different feelings/emotions and having “what would you do?” types of discussions.

Gummytoes by Sean Cassidy

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This is a book about a little tree frog who wants to be noticed and admired, but when he finds himself captured by a group of children and kept as a “pet” he realizes how much he wants to blend back in to his natural environment. Because this book is told from the point of view of the frog, you can’t help but imagine how terrible it is to be poked and prodded, yelled at and held captive in an inhospitable jar. I’ll never forget one of my students suddenly becoming concerned about her pet goldfish after hearing this story; namely, she was worried that perhaps her fish felt like Gummytoes and would prefer to be in a big pond in the wild. It’s a great resource for teaching children about the importance of returning their found creatures (like worms or snails) to nature after taking time to study them respectfully.

The Dandelion’s Tale by Kevin Sheehan and Rob Dunlavey

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This is the story of a dandelion who wishes to be remembered. A little sparrow helps her out by writing her story in the dirt. This is a magical little tale about friendship that my students are always captivated by! Dandelions are a focus of excitement nearly every spring, and every spring I find myself reaching for this book.

The Imaginary Garden by Andrew Larson

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I have blogged about this book before (you can read about it here). It is one of my all time favourite children’s books. In this story, Theo and her Poppa share many special days in Poppa’s garden. When Poppa downsizes to an apartment with a windy balcony, recreating that garden becomes a creative inspiration! Instead of plants in pots, Theo and Poppa set about painting an imaginary garden on a large canvas. This is a wonderful book to read during the last cold snap of winter when you are waiting for spring to arrive. We used this book as inspiration for our own garden mural, but it would just as easily work for any garden projects you are undertaking in your outdoor space. So many possibilities!

The Curious Garden by Peter Brown

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Another garden favourite, this book is a stunning example of the difference one person can make in the world. In the book, a grey drab city transforms into a lush green garden paradise after Liam discovers a bit of garden life and sets about nurturing it. This is a wonderful story about the power of human action and the importance of taking care of our environment.

Raindrops Roll by April Pulley Sayre

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This is a stunning book! It is a lovely book to read on a rainy day, particularly before heading outside to see how the world looks different after a rainstorm. Besides the gorgeous photographs, one of the things I like best about this book is its use of descriptive vocabulary: “Rain plops. It drops. It patters. It spatters.” 

Any book by Diana Hutts Aston and Sylvia Long

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I have every book written by Diana Hutts Aston and Sylvia Long: A Butterfly Is Patient, An Egg Is Quiet, A Nest Is Noisy, A Rock Is Lively, A Seed Is Sleepy,and A Beetle Is Shy. I love the scientific detail that has gone in to each of these books, but what I really love is the journal/sketchbook-type illustrations. These are beautiful books to look at and we always marvel at the information that is presented in each one!

I must say, it was very hard to narrow down this list! As a self-professed book lover, I do hope you will take some time to share your favourite books about nature and the outdoors in the comments below. I’m always looking for my next great read-aloud!

 

 

Playdough Provocations: Emojis!

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Are your students interested in emojis? Mine are obsessed! We stumbled upon this interest after setting out some loose parts for the children to explore in the first few weeks of school. One student created a “winking emoji” with his loose parts which, when shared with the class, created an uproar of excited children all trying to talk at once about their knowledge of emojis.

Later that week I decided to include emojis in my modeled writing lesson during writer’s workshop. As I was drawing my picture, I drew a thinking bubble above the drawing of myself and put a “love” emoji inside it to show how I was feeling. Once again, my students erupted with excitement! Many children also included emojis in their writing work that day.

This got me thinking. What is it about emojis the children find interesting? How can I use the children’s obvious excitement about them to further our learning? I saw an opportunity to have rich discussions around how we can recognize and communicate our feelings in the modern world. I thought about how I could create an invitation for the children to demonstrate more about what they know.

I decided to go the route of creating a playdough provocation with an emoji focus. I found a printable emoji poster on Teachers Pay Teachers (you can access it here). I made bright yellow playdough (you can find my recipe here) and collected a variety of emoji-inspired objects: circle cookie cutters, blue drop gems, heart gems, black pipe cleaners, small black stones, and googly eyes. The children were VERY excited about this centre! While the children worked, we had an opportunity to talk about what feelings they were representing and what might make someone feel that way.

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A “queen emoji”

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An “extra extra loving emoji. For when you love someone SO MUCH.”

When sharing our emojis during reflection time, we also started playing a game called “Guess the Emoji” where the children would try to guess what kind of emoji had been created by examining its features. This emoji created some debate:

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“It looks like the laughing/crying emoji.”

“Yes. It has two tears.”

“No! It has a sad mouth! It’s a crying emoji!”

“It’s extra sad!”

We continue to talk about why we use emojis and why they are useful for communicating how we feel. The children think of emojis as a way to give someone else a clue about how they are feeling, especially when their face is not immediately visible. The children are now consistently adding emojis to their journal writing as a way of trying to communicate to others how they/others were feeling in their stories. They are also beginning to spot emojis everywhere, which is making them more aware of environmental print. Quite a few children have brought in emoji items from home or things they’ve found when out and about. Emoji lollipops, markers, balls, t-shirts, and stuffies are just some of the items that have come into school! I have a feeling this interest is going to last the whole year long!

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The Curious Kindergarten is on Instagram!


I love blogging about the discoveries my students and make together in Kindergarten! However, as a busy mom of two young boys I don’t always get a chance to write about the happenings in my classroom (at least not as often as I would like!). 

Though I will still continue to blog about my classroom, I have recently created an Instagram account so that I can document the daily provocations, discoveries, and conversations my students and I experience together. If you are interested in following the daily activity in my classroom, feel free to join me on Instagram!