< Previous56 Who works at our school? DAY 5 Focus Question 5 Large Group Discussion and Shared Writing • Review the question of the day. Point out all of the ways the children help their families at home. • Display the photos of school staff members that the children met on their walk on Day 1 and review their names and job responsibilities. • Say, “I wonder if there is a way we could help, or assist , one of these people.” • Divide the class into small groups of two or three children. Ask each group to choose one staff member from the pictures and brainstorm a way the class could assist her with her job. • Ask questions to prompt children’s ideas, e.g., “What could we make to help the nurse’s office feel comfortable?” or “How can we help the custodian keep the school clean?” • After a few minutes, ask the groups to share their ideas. Document their suggestions on the board or chart paper. Save all the children’s suggestions to review and complete throughout the school year. Including all children As children choose an item from their list to implement, consider breaking down each task into smaller steps that cover a range of abilities. A task that can be easily done by one child might be more challenging for another. Large-Group Extension As you interact with children throughout the day, consider the following: • Invite the children to choose one item from the list they created in large group to plan and implement. Talk with the children about how their idea will help a school staff member and make her job easier. • Use Intentional Teaching Card SE14, “Handy Helpers.” Talk about how children’s jobs in the classroom help others at school. Beginning the year considerations Giving positive feedback when children exhibit pro-social behaviors that result in the happiness of others encourages their efforts and accomplishments. A child who recognizes positive consequences of a behavior is more likely to behave that way again. You might say, for example, “Lilith, Jason said that he was really happy when you invited him to sit with you during reading. It’s a nice choice to invite someone to work with you.” How Can We Help? Thinking of ways to help others beyond typical classroom jobs helps children understand the needs and feelings of people in their school, home, and community. These experiences also expose children to the positive feelings that come from helping others and show them firsthand the benefits of their hard work. Today the children will consider ways they can help school staff members and make a plan to implement their ideas throughout the school year. Vocabulary English: assist; see Book Discussion Card 02, The Woman Who Outshone the Sun, for additional words Spanish: ayudar Question of the day: What job do you do at home? Transitions • Movement: Mighty Minutes 100, “Fruit Stomp” • Game: Mighty Minutes 02, “Outer-Space Explanations”The First Six Weeks: Building Your Classroom Community Focus Questions The Creative Curriculum ® for Kindergarten 57 Read-Aloud Read The Woman Who Outshone the Sun. • Use Book Discussion Card 02, The Woman Who Outshone the Sun. Follow the guidance for the third read-aloud. Kindergarten Entry Assessment Survey Continue to observe for Objective 9a, “Uses an expanding expressive vocabulary”; Objective 9c, “Uses conventional grammar”; and Objective 9d, “Tells about another time or place.” Use the Intentional Teaching Card ™ listed here or the questions and prompts in the Kindergarten Entry Assessment Survey. • Intentional Teaching Card LL13, “My Story” Large-Group Roundup • Review the idea the children chose to implement to help a staff member. • Invite the children to tell the group about a time that someone helped them. Ask, “How did it make you feel when someone helped you?” Reflecting on the Day • How did the children respond to helping others? Were they excited, anxious, happy, nervous, or uninterested? • How can you help the children continue to reach out and help others throughout the school year? Try to provide children with opportunities to help around the school and the local community. You might suggest that the children help the groundskeeper collect trash or encourage them to ask their families to donate food items to a nearby food pantry. Day 1Day 2Day 3 AT A GLANCE How do we make and keep friends in kindergarten? Focus Question 6 Day 1Day 2Day 3 Question of the Day What are two ways you can say hello to someone? How do you show kindness?What do you like to do with your friends? Large Group and Extension Discussion: Making Friends Materials • Mighty Minutes 42, “Good Morning/Buenos dias” • a book that depicts a character making a new friend • Intentional Teaching Card SE33, “Peer Interactions” Discussion: Being a Good Friend Materials • Intentional Teaching Card SE08, “Sharing Sunshine Messages” • index card-size pieces of paper • pencils • small laminated cards with a photo of each student • magnets • large cookie sheet decorated with a picture of a sun Discussion: Disagreeing With Your Friend Materials • Intentional Teaching Cards SE30, “Express Yourself!” • Mighty Minutes 92, “It Makes Me Happy!” Read-Aloud Horace and Morris but Mostly Dolores Selection from the “Children’s Books” list or your own library Horace and Morris but Mostly Dolores Kindergarten Entry Assessment Survey Objective 18a Intentional Teaching Card LL83, “Illustrating Information” Objective 21a Intentional Teaching Card M35, “Looking High and Low” Objectives 15b and 17b Intentional Teaching Card LL54, “Whirly Words” Additional Daily Resources Mighty Minutes ® 73, “Telling Tales” 08, “Going Up!” Intentional Teaching Cards ™ SE02, “Sharing Strong Feelings” Mighty Minutes ® 44, “Follow That Sign!” 93, “Hands All Around” Intentional Teaching Cards ™ SE17, “Good Sports” Mighty Minutes ® 21, “Spin Cycle” 36, “Pugsley the Peppy Dog” Intentional Teaching Cards ™ SE03, “Solving the Problem Together” 5859 Day 4Day 5Make Time for… Vocabulary English: greetings, kind, agree, disagree, individual activities, group activities, friendship Spanish: saludos, amable, de acuerdo, en desacuerdo, actividades individuales, actividades del grupo, amistad 59 Day 4Day 5Family Connections What do you like to do by yourself?What’s your favorite game to play at school? • Download, customize, and send home the Starting Kindergarten Together: Being a Good Friend at School! note. You can access this note to families and other resources in the Resource Library at teachingstrategies.com/ first-six-weeks-k-support (password: First6SupportForK). • Encourage families to review the information and follow the guidance in the note to support their child’s development and learning at home. Family tip As the school year progresses, you might encounter challenging situations despite the steps you have taken to build positive relationships with families. When situations like these arise, it is important to understand the family’s perspective and decide together how to solve the problem in a way that best meets the child’s needs both at home and at school. For more information on responding to challenging situations, refer to pages 181–182 in Volume 1: The Foundation. Discussion: Joining Group Activities Materials • Intentional Teaching Card SE12, “Room for One More” • books that depict characters working and playing together Discussion: Friendship Materials • chart from Day 2 about being a good friend • chart from Day 4 about ways to join a group • book that depicts friendship • materials to play a class game Selection from the “Children’s Books” list or your own library Horace and Morris but Mostly Dolores Objectives 15b and 17b Intentional Teaching Card LL54, “Whirly Words” Objective 11c Intentional Teaching Card SE11, “Breathe In, Breathe Out” Mighty Minutes ® 51, “House Helpers” 65, “Sound Sack” Mighty Minutes ® 66, “Cockroach Dancing” 77, “Glowing Candles” Intentional Teaching Cards ™ SE13, “Feelings on the Page”The Creative Curriculum ® for Kindergarten 61 Focus Question 6 How do we make and keep friends in kindergarten? Over the last few weeks, I have noticed children beginning to develop friendships and regularly seeking out the same peers to play with. However, Damian, though he plays and works in small groups and initiates play, does not interact with the same child repeatedly or have a special connection with any of the children. Damian is exhibiting many positive social skills but may need some support to develop closer friendships. How can I help Damian develop special friendships? (Objective 2d) Since friendships are often formed around mutual interests, I will identify what Damian is interested in and look for children in the class who share those interests. Throughout the year, I will offer the children opportunities to work and play together in ways that allow them to share their interests. EXAMPLE 1 ObserveReflectRespond EXAMPLE 2 ObserveReflectRespond Over the last several days, I have noticed Jamie and Taylor repeatedly seeking each other out to work and play together. They worked together on the sight word race game, played together on the monkey bars, and sat next to each other at lunch. Jamie and Taylor seem to have established a special friendship. How can I provide opportunities for them to continue to work and play together? (Objective 2d) I will continue to observe how Jamie and Taylor’s friendship develops over time and offer additional opportunities for them to work together in pairs and in small groups. Now that children are comfortable with you and their peers, you can refine your focus to helping children share materials, establish special friendships, and work together to solve any conflicts that arise in the classroom. While these are skills that you will continually nurture and support, the next several days will lay the foundation for learning strategies children can use throughout the year to build positive relationships with others. You can guide children’s understanding of what behaviors are acceptable and unacceptable by using positive guidance strategies, such as saying, “I see that you are sharing the crayons with Jasmine. That makes her happy because she wants to color, too.” Working on these important social–emotional skills will help build a positive classroom community where children can be successful in their interactions with others. During this focus question, keep Objective 2, “Establishes and sustains positive relationships,” Dimension d, “Makes friends,” in mind. Upon entering kindergarten, most children are engaged in at least one mutual friendship, but they may not have any friends in their new class. Helping children develop their social skills and nurturing their peer relationships is an important part of building a strong classroom community. While some children will settle in and make friends quickly, others may not yet have the skills to establish friendships with their peers without support. You can support these children by providing opportunities for them to work in small groups and by intentionally partnering children with shared interests together. For additional strategies related to helping children establish and maintain friendships, refer to page 20 in Volume 2: Objectives for Development & Learning. As part of your focus this week, observe how the children in your classroom interact with their peers. While you observe, take time to reflect on the behaviors you see and how you can respond to individual children to support their social–emotional development. 62 DAY 1 Focus Question 6 How do we make and keep friends in kindergarten? Making Friends Children enter kindergarten with a variety of backgrounds and experiences in making friends and interacting with other children. As you purposefully and thoughtfully build a classroom community, you can offer many opportunities for children to practice the skills they need to develop positive peer relationships, such as practicing ways to greet new people or share classroom materials. Today you will support the children to interact positively with each other and make new friends by sharing stories that depict friendship. Vocabulary English: greetings Spanish: saludos Question of the day: What are two ways you can say hello to someone? Transitions • Game: Mighty Minutes 73, “Telling Tales” • Game: Mighty Minutes 08, “Going Up!” Large Group Discussion and Shared Writing • Review the question of the day. • Use Mighty Minutes 42, “Good Morning/Buenos dias.” • Say, “Hello and buenos dias are both greetings, or things you say when you first meet or see someone. What are some other greetings you know?” Record the children’s responses. • Explain that it is important to greet new people when they enter the classroom to help them feel welcome. Say, “Starting with a greeting is also a good way to meet a new friend.” • Say, “Today we are going to talk about how we can make friends. I am going to read this story about someone who makes a new friend. I wonder how she will do that. Let’s read and find out.” • Read a story to the children that depicts a character making a new friend. • As you read, ask the children questions that encourage them to notice how the characters interact with one another. • After reading the story, ask questions such as “How do you know the characters in the book were friends?,” “What kinds of things did they do together?,” and “What do you like to do with your friends?” • Ask, “How did [the character from the story] make a new friend? Have you ever made a friend that way?” • Tell the children that the book will be available at the Library station if they would like to explore it. Large-Group Extension As you interact with children throughout the day, consider the following: • Notice aloud when children interact positively with each other throughout the day. For example, you might say, “Henry, I noticed that you invited Leila to sit next to you at the Discovery station. It makes me feel happy to sit with my friends. I wonder if it made you and Leila happy, too.” • Use Intentional Teaching Card SE33, “Peer Interactions.” Including all children When teaching in an inclusion classroom, it’s important to pay very close attention to ensure all children have opportunities to build friendships. You can intentionally support these friendships by strategically pairing children who have disabilities with other children you think they might get along with. Beginning the year considerations When children experience strong emotions such as anger, frustration, excitement, or elation, it can be difficult for them to articulate what they want to say, which may lead them to exhibit these feelings in an unacceptable way. Coaching children on the words to use in these situations helps them practice the important skill of being able to identify and explain their feelings, wants, and needs in appropriate ways. Review Intentional Teaching Card SE02, “Sharing Strong Feelings,” for additional guidance.The First Six Weeks: Building Your Classroom Community Focus Questions The Creative Curriculum ® for Kindergarten 63 Kindergarten Entry Assessment Survey Take time to observe for Objective 18a, “Interacts during reading experiences, book conversations, and text reflections,” using the Intentional Teaching Card ™ listed here or the question and prompt in the Kindergarten Entry Assessment Survey. • Intentional Teaching Card LL83, “Illustrating Information” Large-Group Roundup • Invite the children to share what they can do to be a good friend. • Ask, “What did you notice your classmates doing today to be good friends?” Reflecting on the Day • Which children have established special friendships? Which children need more support to make and keep friends? • What strategies can you use to help children develop the social skills they need to have successful friendships? Try to plan opportunities that encourage children to work together in groups and support individual children as they join different groups. You might say, for example, “Janelle, there is room for one more person to help with our class collage. Let’s ask the group if you can cut a few pictures out of a magazine while they paste them onto the paper.” Read-Aloud Read Horace and Morris but Mostly Dolores. Before reading, talk with the children about things they like to do with their friends. Show the cover and say, “This is a book about three mice who are good friends!” Ask, “Who do you like to play with?” and “How is this person a good friend to you?” While reading, point to the illustrations and talk about the events that take place throughout the story. Discuss how the friendship between Horace, Morris, and Dolores changes as you read. Ask questions such as “Why did Horace, Morris, and Dolores stop playing with each other?” and “What does Dolores do when Horace and Morris join the Mega-Mice clubhouse?” After reading, discuss the events of the story. Talk about the characters’ feelings and their actions throughout the story. Talk with the children about what makes a good friend. 64 DAY 2 Focus Question 6 Large Group Discussion and Shared Writing • Review the question of the day. • Explain that being kind is when you show someone that you care about them. • Begin by sharing a story about a special friend, e.g., “I have a very good friend named Ursula. We always have fun when we are together, and we like to do the same things. She is very kind and listens to me when I share my problems. Our favorite thing to do together is go hiking. She makes me feel happy when I am around her.” • Ask the children to think of a special friend. Encourage them to think about how they feel when they are with that friend and what they like about their friend. • Invite the children to share their thoughts. • Ask, “What makes these friends special to you? What do they do that makes them good friends?” Record the children’s responses. • Review the list with the children and support them as they put their ideas into categories, e.g., “being kind,” “enjoying the same things,” and “spending time together.” • Say, “Thank you for sharing about your special friends. We made a great list of things that help us be good friends. Remember, you can do the things on this list when you are making friends in kindergarten.” Including all children Social stories depict typical social interactions by describing a situation with relevant social cues, others’ perspectives, and appropriate responses. To help children connect new knowledge about being a good friend to what they have already experienced in social interactions, share social stories that focus on being a good friend to others. Large-Group Extension As you interact with children throughout the day, consider the following: • Use Intentional Teaching Card SE08, “Sharing Sunshine Messages.” • Display the list of ideas generated in large group. Invite the children to continue adding ideas about what makes a good friend to the list throughout the day. • Notice when children are interacting positively with each other and add your observations to the list. Beginning the year considerations Losing a game can be a frustrating and disappointing experience for children, while winning can bring out a boastful side of their personalities. It is helpful for children to practice winning and losing a game in playful ways and in a supportive environment. Being a good winner or loser will help them as they continue to learn and grow as members of the classroom community. Review Intentional Teaching Card SE17, “Good Sports,” for additional guidance. Being a Good Friend Knowing how to be a good friend and establishing lasting friendships requires children to learn a variety of social skills, including social problem-solving, taking turns, sharing materials, and interacting with other children and adults. Just as children need opportunities to learn math and literacy skills, they need the same opportunities to practice social skills. Today you will discuss with the children how friends make them feel, how they can show kindness to others, and what it means to be a good friend. Vocabulary English: kind Spanish: amable Question of the day: How do you show kindness? Transitions • Game: Mighty Minutes 44, “Follow That Sign!” • Song: Mighty Minutes 93, “Hands All Around” How do we make and keep friends in kindergarten?The First Six Weeks: Building Your Classroom Community Focus Questions The Creative Curriculum ® for Kindergarten 65 Read-Aloud During your read-aloud, take time to do the following: • Talk about the characters in the story. Ask, “Do you think they are friends? How do you know?” • Ask the children to share what they like to do with their friends. Kindergarten Entry Assessment Survey Take time to observe for Objective 21a, “Understands spatial relationships,” using the Intentional Teaching Card ™ listed here or the question and prompt in the Kindergarten Entry Assessment Survey. • Intentional Teaching Card M35, “Looking High and Low” Large-Group Roundup • Display the list of things that make a good friend. • Choose a few items from the list and ask, “How do you feel when someone [helps you open your milk]?” • Explain that tomorrow you will talk about what to do when you disagree with a friend. Reflecting on the Day • How well did the children understand and value the meaning of being a good friend to others? • How can you model friendships and positive peer relationships for the children? For example, interact with other adults around the school in friendly and respectful ways. Use self-talk to describe the thought behind your actions: “I know Ms. Harrison was looking for some new items to add to her nature collection. I am going to bring her this interesting rock that I found.”Next >