In exposing children to books so that their world expands it is important as part of that to help them understand the parts of a book. Title pages, author, illustrator, beginning, middle and ending are all easy to develop an understanding of. In many of the picture books used for infants through preschool there are no “dust jackets”, especially with an introduction (found on the inside lap – I always thought of as the fly) or opening question to get you excited about what you will find once you start reading. So when I find one you can be sure I use it.
Our library copy of Snowmen at Night by Caralyn Buehner had a great one and it was nice to be able to start this reading and extension project off from there.
“Have you ever wondered about the secret life of a snowman? Maybe one morning his grin is a little crooked, or his tree-branch arms have drooped, and you’ve thought…. what do snowmen do at night?”
How much more fun to peak the interest in a story, than to just start right in reading? Some interesting answers to this opening.
As a follow up activity we took black paper – a little different for a snowman picture – and some unusual painting tools to make a snowy night time background for our snowman.
In answer to the question “What have you learned about Reindeer?” The group started telling me facts they had learned. From these we agreed on key words. (Can you find the spelling error? We did after the tag cloud processed.)
Lots of learning about our larger world, comparing a common animal native to our area with a larger family member. Comparing habitats.
What we learned:
Reindeer are mammals.
Male and female reindeer both have antlers.
Reindeer are called Caribou in North America.
Reindeer are good swimmers.
Reindeer are always moving to find food.
Reindeer use their antlers for protection.
Wolves kill reindeer for food.
A male reindeer is a bull, a female is a cow and a baby is a calf.
Reindeer can grow to 7 (seven) feet in length.
Reindeer migrate together in really large groups.
Reindeer eat plants: moss, grass, small bushes.
Cow reindeer are very protective of their calf.
Reindeer live in the Artic.
Reindeer have special hooves that they use to dig through the snow with to find food.
We learned about what a ruler is and how we could figure out how large a reindeer is. We compared our height, width of antlers and length of a newborn calf.
We finished this short unit making our version of kiertoidea’s reindeer . Just need to gather some sticks from bushes around the yard, recycled toilet paper tubes, hole punch and the hot glue stick. These were a hit.
We have finally finished up our lessons with pumpkins. Over the years I have found that pumpkins are great for learning about a plants life cycle and pant parts. There are so many uses for pumpkin and lessons can go in many directions. It all depends on interest and taking hold of opportunities.
This year there has been a lot of prior discussions on recycling, composting, and rotting. Now I know what a wonderful mess a Jack-O-Lantern turns into, but most children do not see theirs once Halloween is done. Our garden pumpkins were not great this year, but definitely good enough to do a bit of exploring with.
To top our lessons off I found this new book while on my lesson search. It was a perfect fit with it’s wonderful real photos and scientific information. For me this book was a non-fiction find, even though it’s story is told in 15 voices. These voices added to our discussions and knowledge gained.
Here’s the cover of this new book. Can you see why I knew it would catch the children’s attention from the start?
Here’s a quick look at our pumpkin observations over the last few weeks.
Who could do a farm unit without including this old favorite – Old MacDonald Had a Farm?
Not me, especially when there are so many materials available for extension activities.[material links and lesson details] I went with stick puppet printables from Making Learning Fun and a fun YouTube video from Kids Fun Online.
For years I have used individual printed sheets of letters randomly placed and sized for children to practice letter recognition.
Sometimes they were upper and lower case. Sometimes just letters learning, ie A…….H. Sometimes letters and number mixed together.
I’ve used pages from the newspaper or magazines for Letter Hunts – find and circle the letter called out or pulled on a flashcard.
I recently saw an idea on Little Miss Glamour Goes To Kindergarten for a way to practice sight words.
Now we are not practicing sight words, but the idea was so similar to those sheets of random letters that a light bulb went on (so to speak).
Why couldn’t I do this using letters?
It was the use of a large sheet of paper and doing as a group that was new to me.
As you can see we had fun! We used our social skills, letter recognition skills and fine motor skills, even with the youngest ones joining in. What would a few scribbles hurt? And they felt part of the group.
It’s that time of year when it seems almost everyone who works with kids is covering the same material – all in celebration of Dr. Seuss’ birthday. Some are doing a week of books and activities. This year we are just spending the last day of class time before his birthday (3/2) reading, playing with and crafting around a couple of our favorite Dr. Seuss books:
The Cat in the Hat needs to be heard by every child at least once.
Every teacher of young children needs to enjoy a good tongue workout with Fox in Socks.
and in trying to find one that is more uncommon I have settled on What was I Scared of?
Our Cat in the Hatproject is adapted from one seen at Just 4 Teachers: Sharing Across Borders. I found a free template online, drew in the 5 sections of the hat then enlarged it to a size that worked for my group to paint using their fingertips. This worked on patterns (hat), basic following directions, and color, but still left room for individualizing.
All you need is 2 colors of paint, the copied cat in the hat and 1 finger tip.
Before reading Fox in Socks we matched and counted sock pairs. (Problem solving, fine motor, language, team work/support, visual discrimination all from playing at matching socks.) Then had a race to see who could get the unmatched socks on quicker – me or the kids. They won each time. Wonder if it was because they were putting a much too large sock on?
What was I Scared of?was read as part of story time. We did some predicting as read.
We have been working on learning our letters using many different games and apps on the iPad. Last week wanting something that could go home and be adapted to the different levels of knowledge in the group I decided to adapt an old standard – a wheel game made with paper plates.
This active did not have a lot of child involvement in the making of it, but that would not have added value. For those that have never made this type of game full directions for making will be posted in CF Lessons.
For a simple game there was a ton of fun learning here and excitement about taking these home.