centers

Word Work, Free Writing, Letter Focus, and Free Reading

Centers. It's just how we roll in Room 1 Kindergarten. Sometimes it is a stretch to find time to actually do our centers, but I try to make it work three days a week. As the end of the year crunch comes though, I may need to cut back to two days a week. For now though, we spend one hour rotating through four different centers to help with pre-reading and emergent reader skills. Today, my little learners worked on stamping their sight words for the week, using proper sentence structure, completing a letter Gg mini-book, and independent reading. 

Today was the first day that I broke out my letter stamp collection and the kiddos loved it. I had gotten a set at the beginning of the year, but with only two stamps for each letter, I was unsure of how to prevent arguments over different letters. A month or so ago though, my problem was solved. I found alphabet stamp sets for 97 cents a piece! With six copies of each letter the stamping was smooth sailing (with the exception of actually locating the letters that were needed in the jumble of 156 stamps).

I was impressed by my kiddos in their free writing center. Most remembered the basic sentence structures that we have been practicing all year - a capital letter first, finger space between words, and punctuation at the end. Some wrote multiple sentences and most remembered how to spell their sight words. Since we have been working on sounding out words, I was also excited to see what everyone came up with on their own in terms of letter sound recognition.

Our letter focus and independent reading centers happen almost daily. My students are getting better at remaining focused on their reading for the whole 15-minute center rotation, and most are self motivating enough to remain on task. 

I know I've said it before, but I really do have a pretty impressive group of kiddos this year. They have made a lot of progress. While I may forget it sometimes in moments of frustration, they always end up surprising me in the end.

one hundred

I have survived the first one hundred days of the school year! So have my kinders. We've had our highs and lows, but I like to think that we're kicking this year's behind.

Counting 100 Objects (They were a little off, but we got it sorted out in the end!)

Aside from being the hundredth day of school, we also had the pleasure of having Explora, a pretty awesome science exploration organization, come and lead some experiments in reflection and symmetry for the kindergarten and first grade students. The kiddos loved it, and I think that anyone in the hallway where they were working knew it. If you want to entertain a kindergartener for an hour or so, give them two small mirrors taped together and let them explore.

Friends Playing With Mirrors 

I See You!

How Many Do You See?

Symmetrical Wormy Reflections

I personally enjoyed closing out my hundredth day with setting a PR on the Pyramid Trail (55 minutes,woohoo). I had had to leave school early to check in at the Boys and Girls Club about volunteer opportunities (yes, volunteer opportunities...). One of our grad classes this semester requires 20 hours of community service work, so the mister and I decided that reconnecting with our After School roots would be fun. Once I got that squared away though, I went and did a little trail running. And it felt great.

A Quick View From the Top, Before Running Back Down (to beat the sunset of course)

breathe

Sometimes, we just need to breathe. I have been noticing lately that I have been getting frustrated with my kinders that just aren't getting it. I think that the reason I am getting so frustrated is because so many of my little learners do get it. Yet, there are three that just baffle me. I keep trying and trying, and still, nothing.

One of my grad classes this semester is on the psychology of learning. I really do try to employ best practices every day, during every lesson that I teach. I keep things moving, I try to keep the kiddos involved, there are hands on activities. I try to create lessons that appeal to different learning styles and abilities. And, for 14 out of my 17 students, they get it. And, they get it fast. And then there are those three that just do not get it. Not through regular instruction, not with modifications, not with additional small group instruction, not with guided practice, not with intervention work. And I get frustrated. I shake my head. And then I ask myself why.

Yesterday I was reflecting on the week. I thought about how my emerging students (those that are just above my struggling learners) and about how we laughed in small group when they were working on figuring out consonant blends. They made silly comments, I laughed at their reasoning and corrected them, and then, when they had their reading assessment on Friday, they were all proficient.

This got me thinking that maybe I just need to breathe. I need to relax. I need to have fun. While they may not be getting the instruction that I am providing, maybe if my kinders have a personal connection to the material through laughter something will click. And, laughter is a much better response in education than frustrated head shakes.

namaste

Today, just two weeks after entering my classroom, my lovely little girl from Nepal and her family came into school to say farewell to our class. We are sad to see her go, but I am glad that her father found a job. Unfortunately it is in Albuquerque. But, I suppose this is the way things work in education, and in life in general. People enter our lives and then they leave, we can only be thankful for the time that we get to spend together.

planning

Today when my grade level came together for a planning session a wonderful thing happened. We planned out the remainder of the school year. I am in heaven. Our language arts pacing was already determined by the district, but math has kind of been moving along on a week-to-week basis. One of the other teachers was getting worried about whether or not we would be able to cover all of our required material in the remaining months of school, so we sat down and figured it out. I love, love, love the fact that I can now plan as far in advance as I can find the time to. I can sort and file worksheets accordingly. I can, in essence, be a planning nerd. There, I said it. I'm a planning nerd. And I'm okay with that!

And now I'm off to an evening of grad school. (This is partially why I am a planning nerd, so many things to do, so little time.)

sentences

My kinders are gradually getting the hang of the idea that letters make up word and that words make up sentences. Then, I had to go and throw number sentences into the mix.

Today we began to move beyond basic addition stories to interpreting the stories into number sentences. We began our lesson by reading a basic sentence, "I have a little cat." Then we put some magnets up on the board to compare to the sentence. We talked about how our numbers were like words and the mathematical symbols were like punctuation. Granted, the symbols are a little out of place, but seeing as my kinders are super smart, they got a hang of it pretty quickly.

Once I put the magnets on the board, my students used their previous knowledge to compose a number story about what they saw. Four magnets plus five more magnets equals nine magnets. Then we transferred that information into number sentence form. This is where things got a little tricky. While their stories were good, the idea of symbols and punctuation being the same made them want to put all of the symbols at the end of the sentence.

This is where my sentence came into play. We put the number sentence directly under the language sentence. I rearranged the words according to how the students tried to write their initial number sentences. This resulted in our original sentence reading, "I a cat have little." We talked about whether or not this made sense. All of my kinders were laughing because we have been talking a lot about sentences that make sense. This sentence did not. We talked about how the number sentence needs to be written in the right order, just like a language sentence, otherwise it wouldn't make sense.

By the end of the lesson, number sentences were making more sense to most of my kinders, but it will take some more practice for sure. At the very least, the foundation has been laid, and I think that it was a pretty good one (if I do say so myself).

spring

I may be jumping the gun a bit here, but it seems as if spring has come to Gallup. Last week we had afternoons in the fifties, contrasting heavily with the mornings in single digits, but that's spring in the desert. 

Spring has also come to the Hall House. With this spring semester we found ourselves exhausted by the start of a new semester of grad school and we found ourselves sifting through items that we rarely use and making trips to Goodwill to donate that which was still in good condition. (We even managed to drop off our goodies without going in to replace it all, as is our usual modus operandi.)

It has been fortunate that we had a three-day weekend following our first week back to our very busy lives. We have been allowed to mix work with fun, cleaning with relaxing, and all in all, have a pretty balanced weekend. Sure, there are chapters to read and papers to write, but we're taking things at a more relaxed pace which is nice.

For me, this is quite the change. Perhaps a good one. I generally go full force, right out of the gate. But, maybe after so many years of go, go, go, I'm figuring out how to apply my slow and steady running strategy to life. When I have a due date that is several weeks away, I don't need to be working on the assignment now. I can balance my drive to be successful in school with the joy that I find in long, lazy runs and afternoons of crafting.

Spring is here. A time of new growth, of blossoms, of sunny afternoons. For me, it may just mean a time of growth in how I approach life. Spring is good.