As they located the items, the students used pencils and clipboards to record their observations using pictures and/or words, thereby allowing for multiple entry points for both JKs and SKs. Writing in the early years passes through many identifiable and sequential stages. We noticed students using lines, squiggles, letters, inventive spelling, and stick drawings when they recorded their observations. We also saw recognizable words and very sophisticated illustrations. All of these attempts at print are developmentally appropriate!
Mme Hulskramer prepared a forest scavenger hunt that offered the students a wonderful opportunity to explore familiar natural spaces with a specific purpose in mind. Independently or in small groups, the children searched for les feuilles, les vers de terre, les oiseaux, et les roches. The use of French allowed new vocabulary to be introduced and reinforced. Interestingly, the earthworms that were plentiful on rainy days were much more elusive when it was dry. To solve this problem, the students needed to consider earthworms’ habitats. “Where might worms go when it’s hot and sunny outside?” The children overturned logs and dug in the soil. The students also had to use their senses to search for something crunchy, something wet, something soft, and something an animal might eat.
As they located the items, the students used pencils and clipboards to record their observations using pictures and/or words, thereby allowing for multiple entry points for both JKs and SKs. Writing in the early years passes through many identifiable and sequential stages. We noticed students using lines, squiggles, letters, inventive spelling, and stick drawings when they recorded their observations. We also saw recognizable words and very sophisticated illustrations. All of these attempts at print are developmentally appropriate!
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Tosh TiplerUGDSB Kindergarten Teacher Categories |