What we're up to...
May 2014
Animal Saving Superheroes Our last project of the year was to become Community Superheroes. We had already determined that a hero is someone that saves or helps other people but the class decided to add animals to our definition. We brainstormed many ways to help other people and animals in the community and then wrote persuasive letters to the class, trying to convince others to vote for our idea. Finally, we narrowed down the vote to three ideas, all helping animals. One group of three students wanted to help Monarch Butterflies. A larger group wanted to build homes for local birds. The last group, half the class, wanted to help White Rhinos in Africa. We debated whether this was helping animals in our community or not. We finally determined that earth is a community, so rhinos in Africa are, in fact, part of our community! The Monarch Butterfly group spent many days studying books about the migration patterns and challenges Monarchs are facing today. They decided to write a letter asking the church next door if they could plant a Monarch waystation in their field. Unfortunately the answer was no due to allergies to milkweed and watering issues. The group decided to plant a few flowers by our playground instead.
The bird group eventually split off to study hummingbirds and Western Scrub Jays. Both groups focused on what the birds eat and how they build their nests. The group spent many days creating houses for their birds, problem solving along the way. The houses were very thoughtful; colorful to attract hummingbirds and filled with birdseed.
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Groups spent the next month researching their animals in order to truly help them. The rhino group decided to raise money to adopt a rhino after finding out that the White Rhinos are endangered because poachers kill them and cut off their horns in order to make medicine. The group made rhino necklaces and sold them on "Cinco de Rhino" day, May 5th. (Trying to explain why this was funny to a group of 6 year olds was a bit challenging!) They raised over $100 to send to the International Rhino Foundation and chose Rosa as our new, adopted rhino.
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April 2014
Learning Targets, Digital Portfolios, and Scholarly Presentations
Reading the book, Leaders of Their Own Learning: Transforming Schools Through Student-Engaged Assessment by Ron Berger, Leah Rugen, and Libby Woodfin, made me think about how to help my kindergarten students take more control over their own learning and assessments. In the past, I determined if a student had "mastered" the skills they needed. I would communicate this knowledge to parents but never really talked to the students themselves about it. I wondered what would happen to engagement and achievement levels if students had access to the list of skills they were expected to know and a way to collect their own evidence of mastery.
A month ago I introduced the class to learning targets, a list of the kindergarten common core standards. Even though I knew that most of them had indeed, mastered the targets, I wanted students to determine mastery for themselves. We discussed the difference between practicing the skill and mastering it. While practicing, they could and should use tools to assist them such as 100s charts or talking with peers. When they were ready to prove mastery, however, they had to prove that they could complete the skill independently, without help. We also discussed ways to show proof of mastery. Students used iPads to photograph and video themselves and their work. This evidence was loaded on each student's digital portfolio where students also typed reflections.
Sample digital portfolio
Learning Targets, Digital Portfolios, and Scholarly Presentations
Reading the book, Leaders of Their Own Learning: Transforming Schools Through Student-Engaged Assessment by Ron Berger, Leah Rugen, and Libby Woodfin, made me think about how to help my kindergarten students take more control over their own learning and assessments. In the past, I determined if a student had "mastered" the skills they needed. I would communicate this knowledge to parents but never really talked to the students themselves about it. I wondered what would happen to engagement and achievement levels if students had access to the list of skills they were expected to know and a way to collect their own evidence of mastery.
A month ago I introduced the class to learning targets, a list of the kindergarten common core standards. Even though I knew that most of them had indeed, mastered the targets, I wanted students to determine mastery for themselves. We discussed the difference between practicing the skill and mastering it. While practicing, they could and should use tools to assist them such as 100s charts or talking with peers. When they were ready to prove mastery, however, they had to prove that they could complete the skill independently, without help. We also discussed ways to show proof of mastery. Students used iPads to photograph and video themselves and their work. This evidence was loaded on each student's digital portfolio where students also typed reflections.
Sample digital portfolio
We are also adding photos of work completed at the beginning and middle of the year to their digital portfolios. Students will analyze their work throughout the year like a traditional portfolio to see evidence of learning growth. Thinking about growth and the scholarly traits that we focus on all year, students will then plan an end of the year scholarly presentation. Students will present their growth to a small group of their peers and parents, using their digital portfolio as a guide.
Throughout this process I have seen excitement for learning grow. Students who are normally passive learners have taken an active role in their education. Students are now challenging themselves to exceed the standards and are asking to practice at home. (Of course they can practice at home!) I can't wait to see how this translates to the upcoming scholarly presentations.
Throughout this process I have seen excitement for learning grow. Students who are normally passive learners have taken an active role in their education. Students are now challenging themselves to exceed the standards and are asking to practice at home. (Of course they can practice at home!) I can't wait to see how this translates to the upcoming scholarly presentations.
4/15/14
A student led 100th Day celebration
A student led 100th Day celebration
All year we've been keeping track of the number of days we've been in school. As we got close to 100, the class decided that we should celebrate! We broke up into committees to plan our event. The food committee made a list of healthy food we hoped to have and then shared the list with the parents through email and a google doc. The games committee created a game using 100s boards. The decorations committee made signs and banners to put up around the classroom. Finally, the goody bag committee create a necklace design for students to make at our celebration. After the event, we took some time to reflect on our planning. Each group thought about what went well and what they would do differently if they had to plan a celebration again. Overall, the class wanted more food and more games next time. =)
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3/17/14
Making Leprechaun traps in Kindergarten could help your child get a job later in life!
I am not the first teacher to have her students make leprechaun traps. This is not a new idea. My purpose for it, however, may be new.
I spent this last weekend at a gigantic education conference in LA. Also in attendance were thousands of other teachers, principals, and superintendents from across the country. Speakers from the education and business world, such as Daniel Pink and Sir Ken Robinson, urged the audience to educate children for the new global economy. Business leaders and colleges are calling for students who are critical thinkers, creative, and know how to collaborate and communicate well. Of course we sill need to teach reading, writing and math but these are not the skills graduates are lacking these days. Students come out of college able to do advanced math but can they solve problems that are new and have not been explicitly taught? Can they overcome setbacks and think of creative solutions without giving up? Can they clearly explain their ideas to others? These skills need to be taught, starting in kindergarten.
Making Leprechaun traps in Kindergarten could help your child get a job later in life!
I am not the first teacher to have her students make leprechaun traps. This is not a new idea. My purpose for it, however, may be new.
I spent this last weekend at a gigantic education conference in LA. Also in attendance were thousands of other teachers, principals, and superintendents from across the country. Speakers from the education and business world, such as Daniel Pink and Sir Ken Robinson, urged the audience to educate children for the new global economy. Business leaders and colleges are calling for students who are critical thinkers, creative, and know how to collaborate and communicate well. Of course we sill need to teach reading, writing and math but these are not the skills graduates are lacking these days. Students come out of college able to do advanced math but can they solve problems that are new and have not been explicitly taught? Can they overcome setbacks and think of creative solutions without giving up? Can they clearly explain their ideas to others? These skills need to be taught, starting in kindergarten.
Many generations of students have made leprechaun traps but today it was about more than just fun. The students went through the Design Thinking Process that adults use in the real world. We started with a problem that we wanted to solve: "How can we trap a leprechaun." This naturally came up of course as soon as students walked in the door. They were all wearing green and discussing "Leprechaun Day." This led to a class discussion about what they knew and questions they had about St. Patrick's Day. Every child was practically yelling their personal knowledge on the subject to the rest...all at the same time. They were clearly engaged and had a connection to this topic.
As soon as I told them that today we would try to make traps for leprechauns, they were hooked! They had trap ideas right away and started whispering them to their neighbors and calling them out to the class. This is where the project took a deeper thinking turn. We couldn't make a good trap without first understanding our subjects. This first step in the design process is called Empathy. We listed questions that we had about leprechauns and then listened to two books about them. After reading we charted what we learned. This sparked lots of discussion about what the trap should be made out of and what should be inside it. A debate ensued over which magic powers leprechauns have and what would entice them the most: gold or the color green. |
Next students brainstormed individually and we discussed what being creative actually means. We talked about using your imagination to think of an original idea. We also looked around the room and located different supplies we might use. After a bit of thinking on their own, groups of two or three formed and new ideas blossomed from the individual seeds.
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Collaboration, I told students next, is not the same as group work. When people truly collaborate, they make something together that could not have been accomplished by just one person in the group. In order to collaborate, individuals in the group need to give ideas, listen to other's ideas, and then build on those to create something together. This is especially challenging for kindergarteners and some students are just not developmentally ready for this yet. I noticed this early in the year during The Box Project. Some of the groups were able to truly work together and some worked side-by-side on their own projects. I specifically observed students today to see who was able to collaborate and who still worked individually.
After planning with their group and choosing materials, students went to work building. I've seen our room messy before but today takes the cake! The entire floor was covered in sparkles, gold cording and pieces of cardboard! (This is why we do whole day projects and don't spread it over multiple days!) My favorite part of the day was listening to each group tell me how they would attract the leprechaun to their trap. Many solved this part of the problem quickly. Most planned to put something shiny or gold inside the trap. The "trap" part proved to be the most challenging. Many students had a plan to cut a rope or quickly shut the door after the leprechaun ran in after the gold.
After planning with their group and choosing materials, students went to work building. I've seen our room messy before but today takes the cake! The entire floor was covered in sparkles, gold cording and pieces of cardboard! (This is why we do whole day projects and don't spread it over multiple days!) My favorite part of the day was listening to each group tell me how they would attract the leprechaun to their trap. Many solved this part of the problem quickly. Most planned to put something shiny or gold inside the trap. The "trap" part proved to be the most challenging. Many students had a plan to cut a rope or quickly shut the door after the leprechaun ran in after the gold.
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During our test phase, we discovered that most of the traps wouldn't work unless we planned to spend the night at school, holding a rope! Although many wanted to, I blamed the parents and claimed that they just wouldn't allow it. Back to the room we went to revise and rethink our plans. At this point we had about 45 minutes left of school. Not one student gave up. They kept going; changing, retesting, changing, retesting. I think back to The Box Project at the beginning of the year. The actual building step took about an hour and then they were completely done! Today they worked until the absolute last minute of school and would have stayed if I'd let them; definitely showing persistence. Today was such a blast, for me and the students. If feel like their brains were working harder today than any other day we've had so far. I can't wait for tomorrow to see if we catch any leprechauns! ;)
Today your child worked on the skills below. In 15 years these are the skills that will get them hired:
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If, after all of this, you are still wondering how the project was "educational", here are the Common Core Standards that students practiced today:
Language Arts
Language Arts
- ask and answer questions from a text
- ask and answer questions about unknown words in a text
- actively engage in group reading activities with purpose and understanding
- activate prior knowledge related to the information and events in texts
- use illustrations and context to make predictions about text
- participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups
- follow agreed-upon rules for discussions
- continue a conversation through multiple exchanges
- ask and answer questions in order to seek help, get information, or clarify something that is not understood
- analyze, compare, create and compose shapes
- describe and compare measurable attributes
- use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live
- plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object
- analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull
- ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
- develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
- analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs
- learn examples of honesty, courage, determination, individual responsibility and patriotism in American and world history from stories and folklore
- know beliefs and related behaviors of characters in stories from times past and under stand the consequences of the characters’ actions
2/18/14
A visit from the San Diego Symphony
The students were dancing in their chairs while listening to the beautiful music played by the San Diego Symphony. After the assembly a few students were even inspired to make their own musical instruments!
A visit from the San Diego Symphony
The students were dancing in their chairs while listening to the beautiful music played by the San Diego Symphony. After the assembly a few students were even inspired to make their own musical instruments!
2/11/14
Field trip to study our local community
Field trip to study our local community
First stop...The Flower Shop to see Camden and Fitzgerald's parents, learn about flowers, and make surprises to take home.
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We also visited Wells Fargo Bank, the Shoe Repair shop, a Pediatric Optometrist and a Barber Shop.
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2/5/14
A visit from Officer Opeka and "Mike"
The class was so excited to meet a real community hero! Officer Opeka came to teach us how to be safe and what to do if you don't feel safe. We got to meet Mike, the robot his team uses and each student climbed up to the top of his truck. We learned a lot and showed our appreciation by writing thank you notes to Officer Opeka and Mike.
A visit from Officer Opeka and "Mike"
The class was so excited to meet a real community hero! Officer Opeka came to teach us how to be safe and what to do if you don't feel safe. We got to meet Mike, the robot his team uses and each student climbed up to the top of his truck. We learned a lot and showed our appreciation by writing thank you notes to Officer Opeka and Mike.
1/30/14
Rock Star Day!
Rock Star Day!
1/26/14
A switch to Choice Centers
During our language arts time, we have traditionally used a centers approach where the teacher groups students and they rotate through various centers. Over two days, each student would participate in listening center, word work, writing, buddy reading, I pads and guided reading with the teacher. I noticed that students were doing what they were told to do but didn't seem excited about it. Personally, this was my least favorite time of the day. It just seemed like a chore for all of us. At the same time I noticed how much students loved Tinkertime, our creative time at the end of the day. Tinkertime felt like play but often involved literacy like creating puppet shows, writing letters to others and stamping out words. I wondered how to make centers feel more like Tinkertime.
After much thought and professional reading during the winter break, I decided to implement choice into our center time. Students would still have all of the same centers available but could choose the order in which they completed them. I worried a little bit, "What if a student never chooses writing or reading? I realized, however, that was impossible because every center involved reading or writing! I decided to just give it a try and see what happened.
Day one was definitely a bit chaotic! I allowed lots of extra time for explaining and for choosing but students were so used to being told which center to go to, they were a little unsure about the whole process. By day two, they were pros! Each morning students write their choices on the center poster after I add their buddy reading time. They are excited to do centers now and are completely engaged. Having choice puts the power in the students hands and they are taking charge of their learning!
A switch to Choice Centers
During our language arts time, we have traditionally used a centers approach where the teacher groups students and they rotate through various centers. Over two days, each student would participate in listening center, word work, writing, buddy reading, I pads and guided reading with the teacher. I noticed that students were doing what they were told to do but didn't seem excited about it. Personally, this was my least favorite time of the day. It just seemed like a chore for all of us. At the same time I noticed how much students loved Tinkertime, our creative time at the end of the day. Tinkertime felt like play but often involved literacy like creating puppet shows, writing letters to others and stamping out words. I wondered how to make centers feel more like Tinkertime.
After much thought and professional reading during the winter break, I decided to implement choice into our center time. Students would still have all of the same centers available but could choose the order in which they completed them. I worried a little bit, "What if a student never chooses writing or reading? I realized, however, that was impossible because every center involved reading or writing! I decided to just give it a try and see what happened.
Day one was definitely a bit chaotic! I allowed lots of extra time for explaining and for choosing but students were so used to being told which center to go to, they were a little unsure about the whole process. By day two, they were pros! Each morning students write their choices on the center poster after I add their buddy reading time. They are excited to do centers now and are completely engaged. Having choice puts the power in the students hands and they are taking charge of their learning!
Book Clubs in Kindergarten?!
As part of our new Choice Centers, we've also started Book Clubs. Students choose a book they are interested in and meet up with others reading the same book. The purpose of a book club is to read and discuss the book together. By collaborating, students will deepen their reading skills and understanding of the book. I started the week doing a lot of guiding and modeling during the book clubs but by the end of the week, I was able to sit and observe the groups facilitate themselves. It was amazing! I actually witnessed a group of five students work for 10 minutes to figure out the word "Rhino." They used every strategy I had taught them: looking at the pictures, sounding out the word, rereading the sentence, and checking to see if the word made sense. The group did not get frustrated or give up. I was sitting right at the table and they never asked me what the word was. Finally, one student burst out with the word and the group realized it was correct. They cheered and I could see the pride on their faces. (Although I think my face should the most pride!) I loved watching every group member contribute to the final reading of the word. Without all of the "failed attempts" they may not have gotten to the correct word in the end. Overall, students are more engaged and are working harder because they are choosing books they are interested in. Once again, I see the power of having choice and ownership over learning. |
12/18/13
Field Trip to the Birch Aquarium
We had a fantastic time learning about Tide Pools!
Field Trip to the Birch Aquarium
We had a fantastic time learning about Tide Pools!
10/31/13
Pumpkin Exploration The students had a busy day playing with pumpkins. They measured, weighed and sketched their pumpkin. We discovered how pumpkins grow and finally explored the insides! I heard lots of screaming and "eeeewwwws" but they LOVED it. After pulling out the "guts" we roasted and tasted the pumpkin seeds. |
10/24/13
5th Grade Probability Math Carnival Mr. Johnson's 5th grade class was nice enough to invite us to their probability math carnival. We had so much fun testing our luck with various games of chance. The big kids were wonderful role models for the kindergarteners. They were patient and helped us take turns. Thanks 5th graders! |
10/23/13
Book writing and recording our thinking Over the next few weeks, the class will begin writing workshop. During writing workshop students may choose to write about any topic they would like. They may write stories or nonfiction and are learning how to find the appropriate materials. Many students wrote books today and then shared them with a partner. Most students are telling stories with pictures but some also contain words. We have also learned how to tell stories and document our learning through video. Students are using iPads to explain how they solved problems in math, to show examples of living and nonliving in science, and to show the stories they created. I'm hoping to gather each student's videos onto a digital portfolio soon. |
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10/9/13
Making flags and banners for the weather parade
After closely studying pictures of parades, the class decided to make banners and flags for our parade. I enjoyed watching the students problem solve how to make a flag pole. Many students used rulers to hold their flag but some flags were too big. The students showed persistence by not giving up and trying other materials. Some used a combination of cardboard and a ruler while others used multiple rulers and a LOT of tape.
Making flags and banners for the weather parade
After closely studying pictures of parades, the class decided to make banners and flags for our parade. I enjoyed watching the students problem solve how to make a flag pole. Many students used rulers to hold their flag but some flags were too big. The students showed persistence by not giving up and trying other materials. Some used a combination of cardboard and a ruler while others used multiple rulers and a LOT of tape.
The Weather Parade Idea is Born!
As these two students painted during Tinkertime, they began to discuss the idea of putting on a weather parade. We had been discussing weather throughout the last few weeks and the class had just finished working on their very first project; The Box Project. They now knew what an exhibition felt like and wanted to show their work to an audience again. The two students told me their idea and then decided to announce it to the class, hoping everyone else would be on board. ...and they were! The class was so excited that they started brainstorming right away. They thought about making costumes, flags, and signs. They also wanted music during the parade. This actually caused a bit of a debate while a few students discussed whether the music should be songs from an iPod or music from student made instruments. Since that day we have chosen topics, made groups based on the topics, and each student has researched their chosen weather topic. More on our progress coming soon... |
9/16/13
Today the students and I made heart maps to glue into our writing journals. These heart maps will help us think of story ideas during writing time. Students thought about and drew what was in their heart, including family, favorite foods, etc. I can't wait to see these ideas translate into stories tomorrow! |
9/13/13
I had so much fun watching my students discover nature this week. We learned what real scientists do by using our senses to observe details in nature, diagrammed what we saw, and compared and contrasted two objects. Our little scientists are progressing rapidly in their drawing skills. I can't believe that the shells and objects below were drawn by kindergartners in their first month of school! They are really "reaching for the stars" and using their best effort! |
9/9/13
Today was such a great day because we started science. While observing different ocean shells we talked about what helps us notice details. The students mentioned that their eyes, fingers, nose, and ears all help people notice details. After carefully observing their shell's details, students drew beautiful pictures and wrote the word shell. Look for these drawings at Back to School night tomorrow!
Today was such a great day because we started science. While observing different ocean shells we talked about what helps us notice details. The students mentioned that their eyes, fingers, nose, and ears all help people notice details. After carefully observing their shell's details, students drew beautiful pictures and wrote the word shell. Look for these drawings at Back to School night tomorrow!
During Tinkertime, some students have been making puppets. Today they decided to put on a puppet show. Others are making creations with legos or using engineering to make marble roller coaster tracks. Over the past two weeks we have been exploring many supplies in our Makerspace. In a week or two we'll be ready to "redesign" our Makerspace to be more functional for our needs. I can't wait to see what the students design!
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8/26/13
What a wonderful first day! I have to admit...I am pretty tired and I bet my students are too! We had a busy day making new friends, learning how to be scholars at a whole school assembly, and building with many different kinds of blocks and legos. There were a lot of procedures to learn in one day!
Tomorrow we will learn how scholars look for details. We will also get to use the listening center, go to P.E. and buddy read. Lots more new learning to come this week!
See you all tomorrow morning. Please remember to hang up your backpack and then join us in the classroom before 8:15.
What a wonderful first day! I have to admit...I am pretty tired and I bet my students are too! We had a busy day making new friends, learning how to be scholars at a whole school assembly, and building with many different kinds of blocks and legos. There were a lot of procedures to learn in one day!
Tomorrow we will learn how scholars look for details. We will also get to use the listening center, go to P.E. and buddy read. Lots more new learning to come this week!
See you all tomorrow morning. Please remember to hang up your backpack and then join us in the classroom before 8:15.
8/22/13
It was so wonderful to meet many of my students this week. I can tell that this will be a fantastic year! I can't wait until Monday.
It was so wonderful to meet many of my students this week. I can tell that this will be a fantastic year! I can't wait until Monday.