Telling OUR Stories To Kindergarteners

We are in Door County, Wisconsin!  We've been coming to Door County almost every year since we honeymooned here in 1982.  Four generations of our family have enjoyed this beautiful place: my mother-in-law, my husband and I, our three kids and daughter-in-law, and our two grandsons.

If you don't know about Door County, it is a peninsula in northeastern Wisconsin, surrounded by the waters of Lake Michigan and Green Bay.  We love its beautiful sandy beaches, forests with nice hiking trails, well-paved and lightly traveled country roads for biking, cherry orchards where "You Pick!," charming waterfront towns with great coffee shops, restaurants, art galleries, and boutiques.  And I do not want to forget all of the excellent ice cream shops!

Do you share your stories with your kindergarteners?  We all know how much our students need to tell us what is important in their lives.  Whether you provide a structured time for sharing or not, five and six year olds will tell you what's on their minds at any given moment! I think it is important that we listen to our students' stories and I also think it is important that they listen to our stories.  In sharing ourselves with little children, we build a relationship, we help move them past their natural egocentrism, and we broaden their imaginations.

In my classroom, I have two times each day when we can listen to one another's stories: Morning Meeting and Writers' Workshop.  I will be offering many more ideas about both of these activity periods in other posts but, for now, I'm going to describe the "sharing stories" element in both.

During Morning Meeting, we "care, share and prepare."  The "caring" part of Morning Meeting is where we learn to greet each other in a variety of ways.  It is where we develop some social skills....more about this in a future post!  The "preparing" part of Morning Meeting is where we take attendance and the lunch count, review our schedule, and discuss the calendar and weather...more about all of this in future posts, as well.  The "sharing" part of Morning Meeting is where we share with the whole group our responses to a question I pose to the group. These questions are somehow related to our ELA themes and topics. A list of these questions can be found here.   

When we share, we get into a circle and pass a large, weighted teddy bear around. Because it is big and a bit heavy, no one can toss it.  When the bear comes to you, it is your turn to answer the question.  I want the children to respond in audible, complete sentences so I tell them to use "School talk, please," and, if they forget, we all will signal "School talk, please," by cupping an ear and repeating the phrase, "School talk, please."  In the beginning of the year, I offer a lot of sentence frames or sentence starters.  I may also have to smile encouragingly and say, "Not today? Ok.  Maybe tomorrow, then," and allow some shy students to "pass." But it really doesn't take long before everyone is sharing!  And it doesn't take much time because I keep the questions very specific-- in 5 or 6 minutes, the bear makes it around a group of 24 students.

In Writers' Workshop, I always start by sharing my story with a quick drawing, a telling, and the targeted writing lesson.  I can't wait to share this picture of me kayaking for the first time which was yesterday!  And while I draw the picture, I'll be telling them how my wonderful husband, Mr. Hugo, did all the paddling.  And then I will show them how to label the important parts of my picture.

At the end of Writers' Workshop, we always share our writing with one another. Classmates share with one another and 2-3 students share in front of the group.  I have a special author's chair for those who share with the whole class. My youngest son painted it for me when he was in high school.

My Reflections:

Morning Meeting and Writers' Workshop are more recent additions to my teaching kindergarten.  I'm really happy to have these scheduled parts of the day for sharing. I used to feel so bad when a child piped up with "Can I tell you about my grandpa's boat?" and I'd have to say, "Are we talking about that right now?  No.  Tell me about it later," and then I never heard that child's story.  Now, I can say, "How about you tell us about that at Writers' Workshop?" or, "We are going to be sharing about grandparents real soon. Let me make a note of it and you can tell us then." It is so nice to have a time and place for sharing our stories in kindergarten.

Making Things: A Kindergarten Teacher's Reflections

A few days ago, I dropped off my new "Super Great" sign to be laminated at Office Max.  If a teaching material is going to be handled a lot, I will pay for a higher-quality lamination than is offered at my school.  Also, I don't laminate everything: sometimes, there is a glare from laminated posters, for example, that makes it difficult for us to read.  

So, I'm reminiscing....I started teaching in 1977.  I was in SpEd "in my first life as a teacher," as I like to say. Back then, teachers around here didn't have access to laminating machines. We used to buy a roll of clear contact paper and try to stick it on things we made.  What didn't stick to our hands, or wrinkle, or develop air pockets protected our game boards, posters, or charts.

I remember the excited buzz when my first school district finally purchased a laminating machine in the early 1980's.  On certain days, teachers from all four schools in that district could drive their stuff over to wait their turns to laminate.

Back then, it really was more work to make things!  In suburban Chicago, there was a place called The Kohl Teachers' Store.  It was a sort of Santa's Workshop for teachers.  I would go there each summer and look through idea books.  I could purchase tagboard, stickers, theme-based cut-outs from old books, workbooks, and magazines.  For a few dollars, I was able to create whatever I wanted.  One summer, I was really ambitious and constructed a small pressed-board tree for my classroom!

My 3D pressed-board tree @1982 !

In the late 1970s and early 80s, teachers used mimeograph or "ditto" machines, as well.  I could help myself to the blank "ditto" paper in the copy room and create newsletters or worksheets by writing, drawing, or typing on them.  I could also purchase workbooks of "ditto" pages.  I'd have to carefully separate my page from its protective backing and insert the page into the mimeograph machine. Then, I'd crank the machine's handle while it turned out copies.  Most often, I'd have blue ink stains on my fingers and nails all day. Photocopy machines were in schools by the mid 80s, but I still have some of those inky blue "dittos" in my files.

Those were also the days when I had to stencil and cut out all of the letters for bulletin boards.  Die-cut machines were not available in my first district.  And I certainly  couldn't purchase pre-cut, punch out, adhesive-backed letters 40 years ago!

Stenciled letters, hand cut, and gameboards covered in clear contact paper
@1980

I took a break from public school teaching from 1985 to 1995 while our children were young. When I returned to the classroom, it was as a kindergarten teacher.  Although we teachers didn't have our own laptops until 2010, we did have a computer at home.  I could type my creations, print them out at home, and photocopy them at school.  As clipart became more readily available, my teacher-made materials have taken on a more professional and appealing look.  

I also use fewer worksheets nowadays.  Learning activities are more social, more constructivist, more technology-based, and more authentic.  But, once in awhile, I'll bring out an old contact-paper covered game board or "ditto" and my kindergartners are captivated!

Kid-Friendly Math Objectives

Last November, the superintendent came to observe me as part of the teacher evaluation process.  Of course, my lesson plan included an objective.  And, of course, I shared it with the class.  My kindergarteners are used to discussing the objectives for Math, Read-Alouds, and Writers' Workshop.

    I can arrange numerals in order from 10 to 20.

I expected a few hands would go up to ask about the academic language: "arrange," "numerals,"  'in order."  But, no. Instead, there was a loud groan, as Emma complained, "Not the same objective again!"  At first, I was mortified that this little plaintiff was going to ruin my observation. Instead, several other students came to the rescue and reminded Emma about the meaning of an objective and how there might be many lessons to help us really master an objective. It became a valuable academic discussion!

After the observation, I continued to reflect on objectives, why we share them with kindergarteners, and how many objectives we really need to cover the content standards.

I think kindergarteners benefit from discussing familiar objectives. Their confidence is stronger when the objective is familiar.  They are more able to make connections to prior learning. They understand big ideas better.

Just think about cardinality.  There are 4 standards addressing cardinality: 4a, 4b, 4c and 5.

To my way of thinking , these counting skills are subskills of  "counting objects." Plain and simple.   If a child counts objects accurately and consistently and correctly answers the question, "How many objects?", then K.CC.,4a,4b, 4c and K.CC.5 are mastered.

So this year, I'm going to put aside all of my too-specific objectives and use fewer objectives. I'll revisit the same objectives more often.  Here is my trimmed list of kid-friendly math content objectives:

I always write my objectives on sentence strips.  I have devised a few tricks so that I don't use as many sentence strips:

If the objective is a group objective, I stick a post-it note over the word "I."

If the objective is the same except for one word (eg: "weights" instead of "lengths,"
I have taped a flap that can cover the earlier term.

 I post the day's objectives in a small pocket chart.

Each day, the classroom helper removes the objective from the chart and brings it over to our meeting area so we can discuss it.  I have tried to write objectives that are kid-friendly but still use some academic language:  'describe,"  "identify," "compare" are terms kindergarteners can and should learn.  I've also included some math language: "objects," "attributes," and "numerals."  We read the objective before we go off to practice it, and again at the end of each lesson.

MY REFLECTIONS:

Emma really had me thinking about the value of sharing objectives with kindergarteners.  Obviously, she was quite intent on learning something new each day.  Just because an objective is the same, it doesn't mean something new isn't being taught or can't be learned.  As the year progressed, Emma and her classmates continued to like to "think like a teacher!"

What do you think about the number of math content standards?  about discussing objectives with kindergarteners?  about the use of academic language?  

Helper Charts

It is raining today which puts me in the mood to make bright, cheery kindergarten things!  I just finished making what I have calculated to be my 33rd Helpers' Chart.  I made two each year that I taught half-day kindergarten (2 x 10= 20) and one each year of full day kindergarten (13) and 20 + 13 = 33. 

My helper chart is a simple foam board upon which I've drawn enough lines for 24 students. I am being optimistic that I will have no more than 24 kindergarteners in my class this year! I like to make the chart on foam board and set it on the old chalkboard ledge in front of the class.  In this way, it can be removed on substitute days when no single student is the helper. I want everyone to be helpful on substitute days and a container of popsicle sticks with everyone's names on them is provided instead.

On the first day of school, I show the children the lined helper chart.  I tell them that each day, one of them will get to be my helper all day long! Whatever the job-- taking attendance or the lunch count, delivering notes or sick classmates to the office, being the line leader--the helper does it all.  The helper also has a special chair which matches mine to sit upon in front of the others who are seated on mats.

I always try to have an adult helper on the first day of school: a former parent volunteer, a college student, even my grown daughter has been known to spend the first day of kindergarten with me. So, on Day 1, an adult models all the helper jobs.

On the second day of school, I pull a student's name from my magician's hat.  I've written everyone's name on sentence strips, having carefully measured the varying lengths of names.  For example, "Maria," with just 5 letters is just a little longer than "Josh" with 4 letters.  I have laminated all of the names and put them in the hat.

No- not a rabbit!  A student's name!!

After I pull out the helper's name, this kindergartner comes up to sit on the helper chair with the name card.  He or she reads the letters in his/her name and I write the name on the helper chart next to the number 1.  I write in pencil and trace it over in marker later--for obvious reasons.  Then we post the name on a pocket chart.  Each day, we compare the new name to the names already on the chart.  Is today's helper's name longer or shorter than another one?  How is today's helper's name the same as another name? The pocket chart can become a great literacy center activity, too.

       

Then, the helper and I proceed to the word wall with another copy of her name(in pink) or his name (in blue.)  After tacking the name to the word wall, the helper sits back down on the helper chair and holds up the Super Great sign.  We sing a little song:

And that is how I have celebrated one student each day for 23 years!  When everyone's name has been added to the helper chart, I clip a clothespin to the side of the chart by the first name.  Each day, it moves down to the next helper's name.  In this way, everyone takes turns being the helper for the rest of the year.

MY REFLECTIONS:
My kindies have always loved this simple helper celebration and all of the responsibilities of being helper.  I've had parents tell me that their children NEVER want to miss their helper days: they get up early, dress for success, and take it all very seriously.  As they should!

Chair Pockets

It's a beautiful July day here in Illinois!  Since we will be traveling to Minnesota to visit my parents this weekend, I need to be productive today and get something done on my school preparations "To Do" list.  I think it is the perfect day for hanging out the wash!

Have you discovered the usefulness of chair pockets?  These sturdy cloth storage items fit beautifully on student chairs! You can purchase chair pockets from a variety of school supply stores and catalogues but they are expensive. I've made my own at a cost of less than $2.00 apiece. If you sew or can enlist the help of someone who does, they are easy to make.  I followed the directions here.  My first set lasted 5 years.  I wash them and hang them to dry each summer.

So, how do I use chair pockets?  The children store their Take Home and Writers' Workshop folders in them, as well as their Aquarium Journals.  I'll tell you about Writers' Workshop folders and Aquarium journals in future posts!  For now, let me describe the Take Home folders.

Our district purchases one vinyl Take Home folder for each child in kindergarten through second grade. These folders are very sturdy and last the entire year.  At parent orientation, I emphasize the importance of always writing their children's names on papers that they send to school.  I explain that all correspondence between home and school needs to go in the Take Home folder. 

When they arrive at school, the children take out all of the papers, notes from home, and money envelopes and put them in the colorful bin on their tables. Then they put their empty Take Home folders in their chair pockets.  At the start of the day, I call on the Table Captains to bring me the colorful bins (more about Table Captains in another post!)  I compile all the papers into one bin to look through during a planning period or lunch.  During the day, as students finish a paper or project, they put it in their Take Home folders. At the end of the day, they pick up mail from their mailboxes and stuff their own folders.

MY  REFLECTIONS:

I love how chair pockets, take home folders, and mailboxes build responsibility in young children.   Also, by keeping things in chair pockets, tables can be kept clear of bins and other distractions. And, I used to spend 15-20 minutes emptying and filling folders during a planning period or lunch. Now, I spend just a few minutes looking through papers from home and stuffing mailboxes. 

My one caution is that you initially only teach the children what DOES belong in a chair pocket. If you give examples of what doesn't belong in chair pockets (used tissues, PlayDoh, sweaters) you will soon find those things in there.  Of course, they find their way inside eventually, and then you need to have a discussion about what is appropriate and what is...gross!

Preparing for a New School Year

                                            

The Fourth of July.  Flags. Parades. Barbecues.  And my mom’s voice in my head telling me, “The fun hasn't ended! You still have a lot of summer vacation to enjoy!!”  Growing up in Minnesota, my mom was right since school started after Labor Day.  But where I teach in Illinois, summer vacation ends when the school bell rings in mid-August.  So, for me, summer vacation is rapidly coming to a close.

Out comes my list of things to do before each school year begins. I organize it like this:

                         

I have taught kindergarten for 22 years but I still have lots of preparations!  This summer, I’ll be finding some of my old Beanie Babies and buying a few new ones to help me teach decoding strategies. Stretchy Snake will be a prop for helping kids to stre-etch out sounds! 

I want to affix cute The Little Engine That Could nameplates to the Read to Self book boxes. I always read this classic on "Blue Day" during the first week of school. The stickers may remind the kids to try their best to read to themselves each day.

I am eager to either find or create a much smaller set of math objectives from the Common Core.  I always post and share the lesson's objective on a sentence strip but think I may have too many.

     I can arrange objects to count them.

This summer will be my last summer vacation EVER because the 2017-2018 school year will be my last year of public school teaching.  After eight years as a special ed teacher and 23 years of teaching kindergarten, I will be retiring.  I’ve heard it said that retirement is “everlasting summer vacation.”  If that is true, I wonder how I’ll fill my days?  When the next July 4^th rolls around, what will I be planning?  I already know I WON’T stop teaching someone something.  I AM a teacher!

I’ve started this blog to share what has worked best for me in my long career in public education, to reflect on the final year of public school teaching, and to figure out how to continue my love of teaching in retirement.

What does your "To Do for School" list look like for the new school year?  What are you excited to prepare?