Fairy Houses

We used literature and photographs from previous Kindergarten classes to introduce the experience of building Fairy Houses. 

This is a time in the year that we find warm places to be with friends and family. We feel a sense of togetherness. This feeling provided the foundation for building Fairy Houses and creating a Fairy House community. 

We looked at pictures of homes from around the world and homes in the natural world. We noticed materials, detail, essential parts, and the surrounding environment. We talked about what we know about homes and shared what we think a home is. 

This experience was rich with opportunities for turn and talks, reflections, and discussions. Every child shared a part of their life and family with their peers, they practiced important speaking and listening skills. They felt comfortable and safe to share.

What do you know about homes?

LS- I know there are different kinds of homes.

SW- All homes are beautiful.

ZM- Some homes are made from Mother Nature.

SP- Some homes have gardens.

 

What is a home?

LS- A home is a place for different animals or people.

RD- A home is where you live.

IA- A place you live.

CM- A home is something that has furniture.

IBW- A home is where you live. There is stuff there.

SW- A home is a place for more than one person or animal.

AW- A home is where you sleep.

MW- A home can be different.

BP- Yes, a home can be different from every home.

OH- A home is where people stay. Some people might not have a place to stay.

ZM- A home is where you can be with your family.

SP- A home is your mom, dad, and sister. 

Following our read alouds of storybooks and teaching books about homes, the children reflected on their own home and the feeling of home. We had conversations about home being with friends and family. 

Perhaps home isn't a place, but a feeling and the people you love. 

SORTING AND COUNTING OUR COLLECTIONS

An important part of our process was the collecting, sorting and counting of building materials. During our number corner we sorted and counted the beautiful materials the children brought in. We poured out cans of buttons and gems on our rug and predicted how many. We used our ten frames to count out groups of ten. The children counted by tens and ones. We compared amounts, using the words less, more and equal. The mathematicians shared their noticings and recorded how many of each material.

 

 

 

 

 

PLANNING

Builders- like writers- think and plan before they start. The children chose a base for their Fairy House and worked at their tables, using the base as a visual to support their illustration. They used their knowledge of letters and sounds to write labels and titles. 

They used a variety of strategies from Writing Workshop to carefully develop a plan for their Fairy House. Their was a shared excitement of their plans and future building. 

 

 

 

 

 

BUILDING AND REFLECTING

On Friday morning the builders walked carefully around our classroom, choosing the materials they needed for their Fairy House. They used glue, string and wire to connect pieces together and to add detail. They were responsible and kind. 

Our classroom was alive with joyful creativity and a gentle buzz. We came together a few times to notice how one builder used a stick to add height to their house and how another used small logs to build two walls. We were inspired by the work of our peers. Like in our initial conversations about homes there was a sense of togetherness. 

As we cleaned our spaces and moved our fragile homes to the window we had one final reflection. 

After the building of our Fairy Houses, how do you feel?

surprised
happy
good
happy
great
grateful
surprised
proud
proud
thankful
loved
amazed
proud
amazed
happy
impressed

 

 

 

 

 

 

 

 

 

 

 

alphabet art

As part of our work hearing beginning sounds in words we have read and explored many different kinds of letter and alphabet books. Every Kindergarten classroom should have a collection of alphabet books- they are often the children's favorite books to read with peers.

One of our new choices during academic choice is the building of a beautiful alphabet wall. Using illustrations inspired by Kim Krans the children have chosen pages from the book ABC Dream to represent using permanent marker and watercolor paints. Their representations include an uppercase letter and illustrations beginning with the letter's sound. This choice supports students in developing their letter-sound correspondence, drawing and representational skills, letter identification, and supports their ongoing growth in forming different kinds of lines.

A for an apple and ants.
B for a branch, butterfly, and braid. 
D for dog and door.
F for ferns and fiddleheads. 
K for kittens.

The documentation on our large white easel has encouraged math conversations during snack. How many letters are done? How many more do we need? How many letters in our alphabet? 

 

 

 

 

 




Possible next steps for this choice;

children can draw and label other things that begin with a specific letter and we can hang their drawings underneath

we can photocopy the letters and all children can have their own alphabet book made by their peers 

children could continue to create letter cards to live at home

we could create a large beautiful alphabet wall to live in our primary common

an extension from this choice could be to create your own little alphabet book

other ways to engage with the alphabet; create a class alphabet puzzle using letter-sound