Saturday, November 9, 2019

developing a culture of storytelling

We all have a story.

The children are natural storytellers, eager to share their experiences with their community. Their buildings and structures have stories, their play has a story, the woods and the natural world have stories, too.

Our process of developing a culture of storytelling began on our first day, when we read storybooks about starting school and shared important parts of ourselves. It has continued every day when we tell stories at lunch or pretend to have a campfire on the playground and tell spooky stories. The children love to hear stories from when I was five and how I spent many thoughtful moments in the peace space. This week during writing workshop we began a new kind of writing; writing true stories.

It is important to practice thinking of one story and telling it to an audience. Writers think about something that happened and practice telling their story. We read and studied an assortment of stories written by Kindergarten students last year, noticing the characters in their stories, the sounds, and the feelings. We compared these stories to our teaching books; our teaching books gave information, but the storybooks we read had characters and shared feelings. The stories we read started with, "One day. . ." or "On a dark night. . ."

Using our developing noticings, the children practiced thinking of one small story and telling it like a storyteller. They told their stories to a partner and then practiced retelling their stories to the community in a story oval.

We turn off the lights and the storyteller holds a small tea light. They tell their story into the silent and dark classroom. Children practiced starting their stories by telling us when and where. They named the characters; my mom, my dog, my cousin.

With blank books they told the same story again, touching each blank page as they planned how their story will go. This foundational work is essential for learning how the parts of a story connect together. Writers think, share, and plan.

 


 

Some of the stories the children have been developing;

The time the fire alarm went off, but it was just burnt breakfast!
When we got our baby cow
Christmas morning with my family
When I went trick or treating
The time the fire alarm went off, but it just needed new batteries!
My mom's birthday party
The time the raccoons got our last chicken (don't worry, we will get more chickens in the Spring)
The time when our dog, Jack, ate all of the gravy off of our table!
When I woke my dad up really, really early!
The time my little brother ripped a library book

Friday, November 1, 2019

weaving together curriculum and creativity

This past week the children engaged in the creative and empowering process of building books; science journals to use in our outdoor classroom. Our experience connected to essential Kindergarten curriculum. The children worked together and supported their peers, demonstrating strong social and emotional skills. They persevered at new and challenging tasks and followed specific directions. Throughout the process there was a strong sense of community, joy, challenge, flexibility, and pride.

What do we know about the structure of a book?

front cover
title/author
back cover
spine
pages
















Ms. Shelley, our skilled Librarian, shared her book making knowledge and tools with us. Our process began with the naming and passing of the tools. The children felt the weight of a rubber mallet and the sharp point of an awl. Gathered around the rug Ms. Shelley taught us the steps in making our science journals and supported our community throughout the experience.

First we needed to fold a piece of paper, creating a front and back cover. Using a bone folder, students carefully pressed and pushed against the fold.

Then they counted 15 pages to go inside. We counted in groups of 5. Once their paper was secure with binder clips, the children helped to measure three holes with a ruler.

At this moment SW leaned in to help SH to measure and mark her three holes. Is the building of books an opportunity to build community? We observed as children helped their peers to follow the steps in our process; they held paper steady and gave kind reminders to be careful and give it a try.

The Kindergarteners then used their strength to lift a rubber mallet and hit it against the back of an awl, creating three holes along their fold.

The children cheered for their peers with each hammered hole. The mallet was heavy and they had to connect it to the back of the awl. One student said she couldn't do it, it was too heavy. Her peers encouraged her to use her muscles. She was able to hammer her three holes and proudly smiled, "I did it!"


 

 

 

 

 











Our second part in the process was attaching a thin stick as the spine for our journals. With the help of teachers, the children carefully sewed their book together. Weaving waxed thread over and under their sticks and through the holes they made, securing the spine and pages together.

Our journals were missing something important on the front cover, something that every book has.

The name of the author and an image to show what the book is about!

Once again we gathered together. The children used letter stamps to stamp their names across the top of the front cover; we read left to right and top to bottom. At the bottom of their front covers they chose a nature stamp; a rabbit, a plant, or little mouse tracks.

 

 

 

 

 

During our Tuesday morning meeting we used our strategy for stretching words and listening for the sounds we hear to add labels to a picture of our book making tools. The children were able to transfer skills and knowledge from our writing workshop, listening for sounds and writing the corresponding letter. Writers add labels to give information!

















How do you feel after building your science journal?

Happy
Good
Proud
Happy
Proud
Proud
Amazed
Proud
Powerful
Happy
Excited


















Kindergarten curriculum connections;

Literacy

knowledge of the structure of a book (front/back cover, spine, pages, author/picture)
naming and describing tools/materials (vocabulary)
labeling the tools needed to make books (letter-sound correspondence, hearing phonemes in words)
sharing how we feel after making books (speaking and listening, social and emotional)
using letter stamps to stamp our names (letter identification and formation)

Math

measuring sticks to use for the spine (same length as the front cover)
math language; top, bottom, left, same/different
counting and cardinality; three holes, 15 pages in all (groups of 5)

our teaching book checklist

What do we know about teaching books?

What is important?

In the recent weeks we have revisited our earlier explorations of teaching books. The children shared their noticings and connected them to some of our teaching points from throughout the unit. We worked together to develop a checklist of important things we know about teaching books. Our checklist is written in student language, ensuring children are able to assess their own writing.

We have used our checklist to prepare for publishing. The writers chose one of their books to review and revise as needed. They then checked their work again with a partner. Using their most powerful illustrating and printing they rewrote their final drafts with black pen.

At the end of this writing unit all children are expected to be able to name the tool we used to check our writing; a checklist. They should also be able to tell the essential things about our teaching books.

Their final drafts are freshly rewritten and their colorful front covers are ready to be opened for an audience during our next writing workshop. We will be asking our audience to check our work for a third time using our checklist.


Developing our checklist


 





















Using our tool to check our writing


 

 











Working with a partner to check our writing again and using our mistakes from our first drafts to rewrite our final drafts


 




A (very) small collection of final drafts

Fall
By - Sebastian

1 topic; information about Fall weather, changing and falling of leaves and animals in the Fall. An ending page; Fall is fun!

 

 














Halloween

By - Zoey

 

 














Jay Peak

By - Alice

 

 


distance learning share 6/8 - 6/10

Community Connections Ira's How To Make a Straw Rocket Book! We can learn how to build a straw rocket from Ira's numbered steps ...