Dear Families,
We have had so much fun this week as we have begun to study Thanksgiving. While we have read some books discussing the history of why we celebrate Thanksgiving in the United States, we have largely focused on the concepts related to Thanksgiving that are most relevant to young children. We are learning that Thanksgiving is a time to be with special friends and family members; that we “feast” on Thanksgiving; that we celebrate the harvest and eat related foods on Thanksgiving; and that we feel and express thankfulness on Thanksgiving.
We began our studies by creating centerpieces that will first adorn our tables at our feast in school (with the “Bears” classroom) and perhaps later adorn your own Thanksgiving tables. The children first painted Indian corn with acrylic paint, and then glued on some glitter. The centerpieces look beautiful, and the children are feeling very proud!
The Indian corn piqued our interest in corn. On Wednesday, we studied popcorn kernels. The children first touched them on tray, scooping them and moving them with their hands. This is a soothing sensory activity that also builds fine motor skills, as the children learn to use a pincer grip to pick up the tiny seeds. At Morning Meeting on Wednesday, Morah Larissa had the children close their eyes and then placed a popcorn kernel in each of their hands. The children then each used a word to describe the kernels. They noticed that they were hard, round, gold, and had a pointed tip at one end. Discussions like this rooted in observations not only build the children’s observational skills, but also build their vocabularies. In the Owls Room, we are constantly introducing new vocabulary words, as recent research studies have shown that having a broad and deep vocabulary in preschool is an even greater predictor of later reading success than letter knowledge.
The popcorn kernels later appeared at the Math Center this week, where the children used tweezers to count out popcorn kernels and place them on a small plate with a number (1-10) written on it. The children had much fun pretending to shop at the “Popcorn Store.” The activity supported the children’s ability to recognize written digits, to count with one-to-one correspondence, and also helped the children to strengthen the hand muscles used for writing.
We also did an experiment with the popcorn kernels. We placed a small handful of popcorn kernels in plastic bags with some vinegar and food coloring. The children each made a hypothesis about what would happen to the popcorn kernels and were generally in agreement that they would change colors because of the food coloring. The popcorn kernels are still drying, but the children (and teachers!) have begun to wonder if the kernels will be different colors when popped!
We could not really wait to try popping some popcorn of course, and on Wednesday, we all walked to the kitchen and brought along some chairs. The children listened and watched as Morah Larissa read the popcorn recipe on the popcorn jar. They then watched and listened as the popcorn popped on the stove. A few pieces even jumped right out of the pot. This was hilarious for all of us, and there was much, much laughter. Later, after eating our healthy choices at lunch, the children enjoyed tasting the popcorn. They were amazed to discover how the popcorn increased in volume. We popped just 3 Tablespoons, and yet there was enough for everyone to try! On Thursday, Morah Kate read us one of her very favorite books, The Popcorn Book, by Tomie DePaola.
On Thursday, we cooked something else with corn…corn muffins for our Thanksgiving feast next week. The children all read and studied the simple recipe first. Morah Larissa wrote out the recipe for the children with very simple illustrations so that they could “read” it with the adults. Reading recipes supports children’s learning in so many ways. The children learn to sequence (what they should do first, second, and third). This helps them to learn how to organize their thinking to complete more complex tasks. They also engage in a rich literacy experience that is different from the fiction texts they are more familiar with. Finally, there is much math involved in recipes! The children practice measuring and counting. We made mini-muffins, and had to count out 24 muffin wrappers to place in the tin.
With so much cooking happening at school (and perhaps at home too), we placed some cookbooks in the Dramatic Play area. This is a wonderful way to expose the children to the different ways that adults use text. At home, you might try showing and reading to children text outside of the typical bedtime stories. Children might help write or read a shopping list, look at a synagogue newsletter that has arrived in the mail, look at a catalog, or even look at instructions on how to use a new appliance.
We have also begun to study another popular Thanksgiving food in class this week: cranberries! The children painted with the cranberries by coating them in paint, and then using a tray to roll them on paper. They also tasted three different kinds of cranberry juice: cran-apple, cran-grape, and cran-strawberry. They wrote their initials down on charts to indicate whether or not they liked each kind of juice. We counted out how many children liked and disliked each kind. Finally, the children voted on their favorite juice by using a graph. Graphing is fun for four-year-olds because they can express their own preference, but it also allows them to write their names, to read other’s names, to count, and to compare quantities. On Friday, we will experiment with cranberries in the water table and see if they float or sink!
This week we began writing in journals. The children loved receiving their very own journals, and keep asking when they can write in them again! The journals have a space for a picture at the top, and a space for writing at the bottom. We will use these for both teacher-directed writing and drawing (for example, children might be asked to draw their families or themselves) and for self-directed work.
Shabbat Shalom, and best wishes for the weekend,
Morah Larissa and Morah Kate
Friday, November 19, 2010
Friday, November 12, 2010
Goodbye to Eytan
Dear Families,
Our week began by saying a sad good-bye to Eytan and his family on Monday. Cecile brought in a delicious chocolate layer cake, much enjoyed by children and adults alike. We presented Eytan with an album of photos and artwork created by the children, so that he can bring his memories back to Paris with him. Eytan gave us a set of picture flashcards so that we can continue to practice our French! We sang “Make New Friends” together, and all of the children gave Eytan a hug before he left. We will be sure to keep in touch through writing letters, and perhaps even Skype!
We have begun to incorporate Havdalah, the religious ceremony marking the end of Shabbat, into our Monday Morning Meeting routine. We light the braided candle and enjoy smelling the spice box while singing the blessings. The children especially love listening to the sound of the candle sizzling as we dip it into the grape juice to extinguish the flame. We then wish each other a “Shavau Tov,” or a “Good Week.”
We have continued to notice signs of fall this week. While the rainy weather has kept us indoors, signs of nature were plentiful in the classroom. The children practiced cutting leaves, and then gluing them on paper. We added more leaves to the sand table. The children have enjoyed the rich sensory experience of crumbling and crunching the leaves. We also painted with acorns this week, and then conducted an experiment. We tried planting an acorn in some soil. The children made hypotheses, and learned that the word hypothesis means “a prediction,” or “a guess about what will happen.” Here are our predictions:
Nicholas: I think the acorn tree is going to grow in it.
Shayna: I think the acorn will grow into a plant like pumpkins or pineapple or clementines.
Ashley: It’s going to grow into a tree.
Julia: It’s gonna grow into a tree like an apple tree.
Matthew: When it grows to be an acorn tree, acorns will fall off of it.
Arturo: Grow.
We also had fun exploring with a pumpkin this week. We guessed at how many seeds would be inside, and then scooped them out. We counted up to 67 seeds…but alas, there were more seeds than we had the patience to count! We then rinsed and toasted the seeds, which made for a delicious snack after lunch on Wednesday.
The numerous rainy days that we had this week gave us several opportunities to play a fun new game, “Hullabaloo.” This game is a little bit like a cross between “Twister” and “Simon Says.” There are sixteen “pads” (small vinyl mats) with multiple attributes (different shapes, pictures, and colors). The children follow directions to move in different ways (bouncing, skipping, crawling, etc.) to particular pads. The children love this game, and it allows them to have some intense gross motor activity indoors. Furthermore, it supports them in developing listening comprehension, following multi-step directions, practicing knowledge of shapes of colors, and noticing multiple attributes of one object.
We have had some fun writing activities out in the classroom this week. The children loved creating their own books at the Writing Center. By drawing pictures and dictating words to teachers, the children develop their understanding that printed letters communicate specific meanings. Furthermore, when children write their own books, it supports their reading development because they can often “read” what they have composed. In the Dramatic Play Area this week, we have added wipe-off board “grocery lists” and cards displaying words and pictures relating to food. The children had a great time creating their own grocery lists. It is common for four-year-olds to use a combination of letters and scribbles when they are “writing,” and this is an important part of their development as writers. Many of the children, however, have enjoyed asking for help replicating the letters that they see in the flash cards. Adding writing materials to the Dramatic Play Area is a way to engage children in writing in a way that is different from the Writing Center – it becomes integrated into their play. This ignites their curiosity and helps build an understanding of how adults use writing.
The children are enjoying collecting tzedakah on Fridays. If any of you wish to send in a roll or two of pennies in a zip-lock bag, we will be happy to store them in the classroom and give them to the children to donate during Shabbat on Fridays.
Next week we will begin talking about Thanksgiving. We are planning on creating a feast for the children, in combination with the “Bears” classroom, on Wednesday, November 24th. There will be much cooking and preparation happening in the week ahead!
Shabbat Shalom, and best wishes for the week ahead.
Morah Larissa and Morah Kate
Our week began by saying a sad good-bye to Eytan and his family on Monday. Cecile brought in a delicious chocolate layer cake, much enjoyed by children and adults alike. We presented Eytan with an album of photos and artwork created by the children, so that he can bring his memories back to Paris with him. Eytan gave us a set of picture flashcards so that we can continue to practice our French! We sang “Make New Friends” together, and all of the children gave Eytan a hug before he left. We will be sure to keep in touch through writing letters, and perhaps even Skype!
We have begun to incorporate Havdalah, the religious ceremony marking the end of Shabbat, into our Monday Morning Meeting routine. We light the braided candle and enjoy smelling the spice box while singing the blessings. The children especially love listening to the sound of the candle sizzling as we dip it into the grape juice to extinguish the flame. We then wish each other a “Shavau Tov,” or a “Good Week.”
We have continued to notice signs of fall this week. While the rainy weather has kept us indoors, signs of nature were plentiful in the classroom. The children practiced cutting leaves, and then gluing them on paper. We added more leaves to the sand table. The children have enjoyed the rich sensory experience of crumbling and crunching the leaves. We also painted with acorns this week, and then conducted an experiment. We tried planting an acorn in some soil. The children made hypotheses, and learned that the word hypothesis means “a prediction,” or “a guess about what will happen.” Here are our predictions:
Nicholas: I think the acorn tree is going to grow in it.
Shayna: I think the acorn will grow into a plant like pumpkins or pineapple or clementines.
Ashley: It’s going to grow into a tree.
Julia: It’s gonna grow into a tree like an apple tree.
Matthew: When it grows to be an acorn tree, acorns will fall off of it.
Arturo: Grow.
We also had fun exploring with a pumpkin this week. We guessed at how many seeds would be inside, and then scooped them out. We counted up to 67 seeds…but alas, there were more seeds than we had the patience to count! We then rinsed and toasted the seeds, which made for a delicious snack after lunch on Wednesday.
The numerous rainy days that we had this week gave us several opportunities to play a fun new game, “Hullabaloo.” This game is a little bit like a cross between “Twister” and “Simon Says.” There are sixteen “pads” (small vinyl mats) with multiple attributes (different shapes, pictures, and colors). The children follow directions to move in different ways (bouncing, skipping, crawling, etc.) to particular pads. The children love this game, and it allows them to have some intense gross motor activity indoors. Furthermore, it supports them in developing listening comprehension, following multi-step directions, practicing knowledge of shapes of colors, and noticing multiple attributes of one object.
We have had some fun writing activities out in the classroom this week. The children loved creating their own books at the Writing Center. By drawing pictures and dictating words to teachers, the children develop their understanding that printed letters communicate specific meanings. Furthermore, when children write their own books, it supports their reading development because they can often “read” what they have composed. In the Dramatic Play Area this week, we have added wipe-off board “grocery lists” and cards displaying words and pictures relating to food. The children had a great time creating their own grocery lists. It is common for four-year-olds to use a combination of letters and scribbles when they are “writing,” and this is an important part of their development as writers. Many of the children, however, have enjoyed asking for help replicating the letters that they see in the flash cards. Adding writing materials to the Dramatic Play Area is a way to engage children in writing in a way that is different from the Writing Center – it becomes integrated into their play. This ignites their curiosity and helps build an understanding of how adults use writing.
The children are enjoying collecting tzedakah on Fridays. If any of you wish to send in a roll or two of pennies in a zip-lock bag, we will be happy to store them in the classroom and give them to the children to donate during Shabbat on Fridays.
Next week we will begin talking about Thanksgiving. We are planning on creating a feast for the children, in combination with the “Bears” classroom, on Wednesday, November 24th. There will be much cooking and preparation happening in the week ahead!
Shabbat Shalom, and best wishes for the week ahead.
Morah Larissa and Morah Kate
Friday, November 5, 2010
Observational Drawings, Number Hunts, and More!
Dear Families,
As signs of fall are now more than plentiful, many of our activities in the Owl Room this week have reflected the signs of the changing seasons. This week at the art table, the children engaged in observational drawings of pumpkins. When we engage in observational drawings in the classroom, we first sit at Morning Meeting and talk about the objects we are observing. In the case of the pumpkins, we noticed the color, texture (smooth with ridges and bumpy on the stem), and shape. The children were then encouraged to draw what they saw. We make the distinction for the children that while we sometimes draw what we imagine, there are other times when we practice drawing what is real and what we can see.
Observational drawings are frequently used in the Reggio Emilio approach to early childhood education. They are valued because they support children in learning to slow down and carefully observe the world around them. They also encourage children to learn to use writing and drawing to communicate their experiences. Observational drawings also encourage children to notice new details. In this case, the texture of the pumpkins was very interesting to the children. This detail might have gone unnoticed if we had not stopped to carefully observe and draw the pumpkins.
We then took our growing observational skills out to the playground, where the children used crayons and paper on clipboards to record what the playground looks like in the fall. They noticed leaves and acorns on the ground, and a few flowers still growing across the street. They discovered the blue sky above them, and the dark color of the bark on the trees. It will be interesting to compare our outdoor observational drawings for fall, winter, spring, and summer. We brought some of our fall discoveries indoors by collecting leaves and acorns. It is fun to cut the dried leaves (and additionally, a great new way to practice with scissors). Later this week and next, the children will work on sorting some of our fall discoveries.
A big highlight of the week for the children was using the listening center to listen to books read aloud while following along with printed copies. This is a fun way to support children’s engagement with books, and supports their listening comprehension as they learn to turn the pages so that the words and pictures correspond. We have also been using our Morning Meeting time this week to go on “Picture Walks.” When we go on a picture walk, we first look at the cover of a book that we have yet to read, and make predictions as to what it might be about. We then study each page of the book, and the children take turns making predictions about what is happening based on what they see. Picture Walks are frequently used in pre-kindergarten and early elementary classrooms as they support the children in developing reading comprehension skills. The children learn to use the pictures to understand the plot. By making predictions, they build critical thinking skills. Picture Walks can be fun to do at home too – please see Morah Larissa if you’d like some help trying this out with your child!
We have also been going on some “number hunts” this week, corresponding with the numbers that the children see on the classroom calendar. (For example, on
November 3, we went on a “number three” hunt.) The children go off into the classroom and are asked to come back with a collection of that quantity of toys. In particular, we are practicing pointing to each object as we count them in order to reinforce counting with one-to-one correspondence.
We so enjoyed meeting the donors visiting for the Trust Center Gala on Thursday. The children sang with smiles on their faces. It was, of course, very exciting to sing to Jerry Stiller right in our own classroom!
We are sad to say good-bye to Eytan. His last day will be Monday, November 8th. The children know that that is Eytan’s “Good-bye Day” – our day to say good-bye to him. They have been hard at work making pictures to put into an album for him (and have miraculously kept their work a surprise). We have talked about how much we will miss Eytan, but that we will find ways to keep in touch, such as by sending letters and pictures through the mail. We wish his family a bon voyage,
shalom v' kol tov שלום ו כל טוב and a safe journey home.
Morah Larissa had a lovely meeting with a kindergarten teacher in the Brookline Public Schools this week. Although it is still early in the year, we are already working hard to ensure that the children make a smooth transition and are prepared for the kindergarten curriculum. We will continue to communicate with you about this preparation throughout the year.
Shabbat Shalom, and best wishes for the weekend!
-Morah Larissa and Morah Kate
As signs of fall are now more than plentiful, many of our activities in the Owl Room this week have reflected the signs of the changing seasons. This week at the art table, the children engaged in observational drawings of pumpkins. When we engage in observational drawings in the classroom, we first sit at Morning Meeting and talk about the objects we are observing. In the case of the pumpkins, we noticed the color, texture (smooth with ridges and bumpy on the stem), and shape. The children were then encouraged to draw what they saw. We make the distinction for the children that while we sometimes draw what we imagine, there are other times when we practice drawing what is real and what we can see.
Observational drawings are frequently used in the Reggio Emilio approach to early childhood education. They are valued because they support children in learning to slow down and carefully observe the world around them. They also encourage children to learn to use writing and drawing to communicate their experiences. Observational drawings also encourage children to notice new details. In this case, the texture of the pumpkins was very interesting to the children. This detail might have gone unnoticed if we had not stopped to carefully observe and draw the pumpkins.
We then took our growing observational skills out to the playground, where the children used crayons and paper on clipboards to record what the playground looks like in the fall. They noticed leaves and acorns on the ground, and a few flowers still growing across the street. They discovered the blue sky above them, and the dark color of the bark on the trees. It will be interesting to compare our outdoor observational drawings for fall, winter, spring, and summer. We brought some of our fall discoveries indoors by collecting leaves and acorns. It is fun to cut the dried leaves (and additionally, a great new way to practice with scissors). Later this week and next, the children will work on sorting some of our fall discoveries.
A big highlight of the week for the children was using the listening center to listen to books read aloud while following along with printed copies. This is a fun way to support children’s engagement with books, and supports their listening comprehension as they learn to turn the pages so that the words and pictures correspond. We have also been using our Morning Meeting time this week to go on “Picture Walks.” When we go on a picture walk, we first look at the cover of a book that we have yet to read, and make predictions as to what it might be about. We then study each page of the book, and the children take turns making predictions about what is happening based on what they see. Picture Walks are frequently used in pre-kindergarten and early elementary classrooms as they support the children in developing reading comprehension skills. The children learn to use the pictures to understand the plot. By making predictions, they build critical thinking skills. Picture Walks can be fun to do at home too – please see Morah Larissa if you’d like some help trying this out with your child!
We have also been going on some “number hunts” this week, corresponding with the numbers that the children see on the classroom calendar. (For example, on
November 3, we went on a “number three” hunt.) The children go off into the classroom and are asked to come back with a collection of that quantity of toys. In particular, we are practicing pointing to each object as we count them in order to reinforce counting with one-to-one correspondence.
We so enjoyed meeting the donors visiting for the Trust Center Gala on Thursday. The children sang with smiles on their faces. It was, of course, very exciting to sing to Jerry Stiller right in our own classroom!
We are sad to say good-bye to Eytan. His last day will be Monday, November 8th. The children know that that is Eytan’s “Good-bye Day” – our day to say good-bye to him. They have been hard at work making pictures to put into an album for him (and have miraculously kept their work a surprise). We have talked about how much we will miss Eytan, but that we will find ways to keep in touch, such as by sending letters and pictures through the mail. We wish his family a bon voyage,
shalom v' kol tov שלום ו כל טוב and a safe journey home.
Morah Larissa had a lovely meeting with a kindergarten teacher in the Brookline Public Schools this week. Although it is still early in the year, we are already working hard to ensure that the children make a smooth transition and are prepared for the kindergarten curriculum. We will continue to communicate with you about this preparation throughout the year.
Shabbat Shalom, and best wishes for the weekend!
-Morah Larissa and Morah Kate
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