< Previous66 DAY 3 Focus Question 6 Large Group Discussion and Shared Writing • Tell the children that you are going to name several things that you like. Ask them to put their thumbs up if they agree , or have the same opinion, and to put their thumbs down if they disagree , or have a different opinion. • Make several statements such as the following: “I like to play tennis.” “I like to eat green beans.” “I like to climb trees.” “I like to explore books in the library.” • After each statement, give the children time to hold their thumbs up or down. • Say, “Sometimes you agreed with me, and sometimes you disagreed. Have you ever disagreed with your friend?” • Review the question of the day and say, “It’s fun when you and your friends all agree on what you would like to do together, but sometimes you might disagree.” • Share a few examples of disagreements that can happen between friends, e.g., “Sometimes you want to go on the swings outside, but your friend would rather play kickball.” • Ask, “What can you do when you and your friend disagree?” Record the children’s responses. • Review the example that you shared above. Ask, “What would you do if you and your friend wanted to do different things on the playground?” • Support the children as they brainstorm ways to solve the problem. • Explain that there are times when friends disagree and that during these times it is important to solve the problem together. Including all children During a conflict, some children may need a few minutes alone to collect their thoughts and calm down before discussing the issue. Invite these children to find the designated quiet area in the classroom and go there until they feel ready to return to the situation. Large-Group Extension As you interact with children throughout the day, consider the following: • Use Intentional Teaching Card SE30, “Express Yourself!” • Invite the children to share their likes and dislikes during other parts of your day. Encourage them to notice what they agree and disagree on and to discuss their opinions. Beginning the year considerations When children come to you because of a conflict, you can help them learn to express their feelings appropriately and develop skills to resolve the problem on their own. It is important to acknowledge their feelings and give them the tools to work together to find a solution. Then, if the children are calm, try to step back and allow them to find a solution to their problem, intervening to offer support only as necessary. Disagreeing With Your Friend Kindergarten children are developing the skills necessary to establish and maintain friendships. An important part of being a friend is sharing mutual interests, but in every relationship, there will be times when disagreements arise. When children learn strategies for what to do when they disagree with friends, they acquire the skills needed to have lasting and successful friendships. Today you will help the children understand how to work through disagreements with their friends. Vocabulary English: agree, disagree Spanish: de acuerdo, en desacuerdo Question of the day: What do you like to do with your friends? Transitions • Game: Mighty Minutes 21, “Spin Cycle” • Song: Mighty Minutes 36, “Pugsley the Peppy Dog” How do we make and keep friends in kindergarten?The First Six Weeks: Building Your Classroom Community Focus Questions The Creative Curriculum ® for Kindergarten 67 Kindergarten Entry Assessment Survey Over the next two days, take time to observe for Objective 15b, “Notices and discriminates alliteration,” and Objective 17b, “Uses print concepts,” using the Intentional Teaching Card ™ listed here or the questions and prompts in the Kindergarten Entry Assessment Survey. You can observe for both dimensions today or continue making your observations tomorrow. • Intentional Teaching Card LL54, “Whirly Words” Large-Group Roundup • Invite the children to discuss any conflicts or disagreements they encountered during the day and share how they resolved them. • Ask, “Are there any other problems that you want to talk about and solve as a group?” Reflecting on the Day • What are some common conflicts that arise between the children in your classroom? • How can you use strategies such as group problem- solving when classroom problems arise in the coming weeks? Consider building time into your daily schedule to discuss social problems. Review Intentional Teaching Card SE03, “Solving the Problem Together,” for additional guidance. Read-Aloud Read Horace and Morris but Mostly Dolores. Before reading, show the children the cover of the book. Remind them that this story is about three mice who were good friends and then stopped being friends when Horace and Morris joined the Mega-Mice clubhouse. Ask, “Why did Horace, Morris, and Dolores stop being friends?” While reading, point to the illustrations and invite the children to recall the events of the story. Ask, “Do you remember what happens during this part of the story?,” “Do you know what happens next?,” and “How do Horace, Morris, and Dolores become friends again?” After reading, talk with the children about how Horace and Morris excluded Dolores from the group for being a girl. Invite the children to share a time when they felt excluded from a group. Talk about strategies that children can use when they feel left out and ways that they can join a group. Use Mighty Minutes 92, “It Makes Me Happy!” Encourage the children to notice which of their peers in the class enjoy the same things. 68 DAY 4 Focus Question 6 Large Group Discussion and Shared Writing • Review the question of the day and create a list of activities that the children enjoy doing alone. • Explain that individual activities are ones that you like to do by yourself and group activities are things that you like to do with other people. • Ask, “What games and activities do you enjoy doing as a group?” Create a separate list of group activities. • Say, “These are all fun things that we can do together, but sometimes it is hard to join a group when the group is already playing a game or doing an activity.” • Share some examples of ways to join a group, e.g., “If you see a group playing a game and you would like to join, you can ask, ‘Can I play with you?’” • Ask, “What are some other ways you can think of to join a group?” Create a list of the children’s suggestions on chart paper. • Remind the children that sometimes people do not feel comfortable asking to join a group, so if they see someone who they think may want to join them, they can invite that person to play or join the group. Including all children Talk with the class about how to communicate phrases such as “Stop!,” “Will you play with me?,” and “I don’t like that” in the languages that are represented in your classroom. Large-Group Extension As you interact with children throughout the day, consider the following: • Use Intentional Teaching Card SE12, “Room for One More.” • When children are working in small groups, model how you can join the activity. You might say, “This math activity is really interesting. Can I help you complete some patterns?” • In your class library, include books that depict characters working and playing together for the children to explore. Beginning the year considerations Kindergarten children are typically ready to learn the skills needed to enter groups and have positive, successful interactions. However, you may also discover that some children struggle to develop the confidence needed to initiate and sustain positive relationships. As you observe children’s interactions with others, you may identify a reason why a child is regularly excluded. Discovering the underlying cause will help you develop a plan to help the child build his confidence and maintain positive relationships with other children. Joining Group Activities As you observe children working and playing together, you may notice a wide variety of interactions. Some children will initiate play and join groups seamlessly, while others will stand back and observe. You may notice some children who are excited to play with others but are unsure of how to join the group. Today you will guide the children to understand how to join group activities by leading a discussion about peer play and providing strategies and language that they can use to join a group. Vocabulary English: individual activities, group activities Spanish: actividades individuales, actividades del grupo Question of the day: What do you like to do by yourself? Transitions • Game: Mighty Minutes 51, “House Helpers” • Game: Mighty Minutes 65, “Sound Sack” How do we make and keep friends in kindergarten?The First Six Weeks: Building Your Classroom Community Focus Questions The Creative Curriculum ® for Kindergarten 69 Read-Aloud During your read-aloud, take time to do the following: • Invite the children to describe how the characters in the story work together. • Ask, “What would happen if they didn’t work together?” and “Can you think of a time when working with others helped you get something done?” Kindergarten Entry Assessment Survey Continue to observe for Objective 15b, “Notices and discriminates alliteration,” and Objective 17b, “Uses print concepts,” using the Intentional Teaching Card ™ listed here or the questions and prompts in the Kindergarten Entry Assessment Survey. • Intentional Teaching Card LL54, “Whirly Words” Large-Group Roundup • Ask, “What activities did you do today with a group? What activities did you do by yourself?” • Invite the children who explored books about working and playing together to share what they discovered. Reflecting on the Day • What strategies did you observe the children using to join groups? Which children need more support? • How can you help children who need guidance to initiate and join group play? You can help children learn the skills needed to enter groups by providing language they can use to join. You might say, for example, “It looks like you want to join the boys and girls at the Math and Games station. Let’s walk over and ask if there’s room for you to join the game.”70 DAY 5 Focus Question 6 Large Group Discussion and Shared Writing • Review the chart from Day 2 about being a good friend and the chart from Day 4 about ways to join a group. • Ask, “What is a friend?” Invite the children to share what they think a friend is. • Say, “Today we are going to read a story about friendship. Friendship is being a good friend to someone. As I read the story, tell me when you notice the characters being good friends or when you see someone using a strategy to play with a group.” • Read a story to the children that depicts friendship. • As you read, ask the children questions that encourage them to notice how the characters interact with one another. • After reading, review the charts from Day 2 and Day 4 again and ask the children to recall if the characters used any of those strategies in the story. Large-Group Extension As you interact with children throughout the day, consider the following: • Invite the children to play together by providing a class game, e.g., a beanbag toss, ring toss, bowling, or “Simon Says.” • As they play, notice aloud when they are working well together and being good friends. For example, you might say, “You’re right, James, it is Dell’s turn next. Thank you for reminding her,” or “Thank you for getting the ball for Allison.” Including all children Offer games and activities based on children’s needs and abilities. For example, if some children in your class primarily speak Spanish, you can include guidance in Spanish as you play “Simon Says.” Beginning the year considerations A great way to start a discussion about friendship is by reading a book that depicts friends working or playing together. In the beginning of the year, share stories with children that feature friendships and feelings to help them build on their understanding of what positive peer relationships look like. When children are given examples of what positive friendships look like, they are more likely to act out similar situations with their own friends. For additional support, see Intentional Teaching Card SE13, “Feelings on the Page.” Friendship As children interact with others and make friends, they begin to recognize, accept, respect, and appreciate their peers as individuals. Today you will help children build positive relationships and nurture essential social– emotional skills by reading books about friendship, discussing what it means to be a friend, and supporting them when conflicts occur. Vocabulary English: friendship Spanish: amistad Question of the day: What’s your favorite game to play at school? Transitions • Movement: Mighty Minutes 66, “Cockroach Dancing” • Game: Mighty Minutes 77, “Glowing Candles” How do we make and keep friends in kindergarten?The First Six Weeks: Building Your Classroom Community Focus Questions The Creative Curriculum ® for Kindergarten 71 Kindergarten Entry Assessment Survey Take time to observe for Objective 11c, “Solves problems,” using the Intentional Teaching Card ™ listed here or the question and prompt in the Kindergarten Entry Assessment Survey. • Intentional Teaching Card SE11, “Breathe In, Breathe Out” Large-Group Roundup • Invite the children to think about the peers they enjoyed playing with today. • Ask the children who played a class game to share their experiences. Encourage the children to explain how they played well with others. Reflecting on the Day • How well do children work together and interact with their peers? • How can you ensure that you are giving the children opportunities to engage with others throughout the day? When planning activities, pair children whose strengths and skills complement each other. For example, if Julio is a great reader while Moses has strong computer skills, you might plan a digital literacy activity where they can work together and learn from each other. Read-Aloud Read Horace and Morris but Mostly Dolores. Before reading, show the children the cover of the book and ask, “What is this story about? What part of the story did you like the best?” While reading, point to the illustration where Horace and Morris exclude Dolores from the group. Ask, “What could Dolores have said to express how she felt to Morris and Horace?” or “Do you think Horace and Morris felt bad about excluding Dolores? How do you know?” After reading, ask children to choose a part of the story that they enjoyed the most. Invite a few volunteers to dramatize the story. Encourage the children to recall the events of the story as they act it out.Day 1Day 2Day 3 AT A GLANCE How can I do things for myself? Focus Question 7 Day 1Day 2Day 3 Question of the Day What do you like to draw?How do you help take care of the classroom? Would you rather draw a picture or read a book? Large Group and Extension Discussion: Using 3-Step Instruction Cards Materials • 3-Step Instruction Card 09, “Draw a Picture” • paper • pencils or crayons • 3-Step Instruction Card 05, “Play a Game” Discussion: Classroom Jobs Materials • Intentional Teaching Card SE25, “We’ll Get the Job Done!” • poster board • index cards with the name and/or photo of each child • 3-Step Instruction Card 09, “Draw a Picture” • paper • pencils or crayons • 3-Step Instruction Card 05, “Play a Game” • materials to play a game Discussion: Classroom Choices Materials • 3-Step Instruction Card 06, “Sort the Items” • sorting materials • 3-Step Instruction Card 14, “Count How Many” • counting math manipulatives Read-Aloud Elizabeti’s School Book Discussion Card 03 (first read-aloud) Selection from the “Children’s Books” list or your own library Elizabeti’s School Book Discussion Card 03 (second read-aloud) Kindergarten Entry Assessment Survey Objectives 17a and 18b Intentional Teaching Card LL43, “Sharing a Story” Objectives 17a and 18b Intentional Teaching Card LL43, “Sharing a Story” Objective 3a Intentional Teaching Card SE24, “What Can We Create Together?” Additional Daily Resources Mighty Minutes ® 86, “Movement Patterns” 90, “Fluttering Moths” Mighty Minutes ® 70, “Wind It Up” 22, “Similar Words” Mighty Minutes ® 27, “Hat Soup” 35, “Silly Steps” 7273 Day 4Day 5Make Time for… Vocabulary English: independently, job, choice, order, challenge, practice Spanish: independientemente, trabajo, opción, orden, reto, practicar 73 Day 4Day 5Family Connections What can you do by yourself?What game or activity is hard or tricky to do? • Download, customize, and send home the Starting Kindergarten Together: Doing Things for Ourselves! 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 you meet with families to share their children’s progress over the course of the year, invite them to participate in the process of setting goals for their children. By involving families in planning for their children’s learning and development, you share a vision of what children’s strengths and opportunities are and how to help them at home and at school. These exchanges strengthen the home– school connection and help children feel supported by the important adults in their lives. For more information about making the most out of your meetings with families, see pages 178–180 in Volume 1: The Foundation. Discussion: Things I Can Do by Myself Materials • materials for an activity of your choosing Discussion: We Can Do Challenging Things! Materials • beanbags and basket • Intentional Teaching Card P19, “Practice Kicks” • 10-inch rubber playground ball Selection from the “Children’s Books” list or your own library Elizabeti’s School Book Discussion Card 03 (third read-aloud) Objectives 20b and 22a Intentional Teaching Card M07, “Body Math” Objectives 20b and 22a Intentional Teaching Card M07, “Body Math” Mighty Minutes ® 38, “The Giant’s Breakfast” 45, “ ¡ Sí! ¡ Me gusta!” Mighty Minutes ® 79, “Mirror Me” 87, “Balancing Act”The Creative Curriculum ® for Kindergarten 75 Focus Question 7 How can I do things for myself? For the last several days, I have observed Leila leaving her pencils, eraser, and pencil sharpener out on the table after using them for writing. When reminded, she cleaned up the items and put them away where they belong. Leila consistently forgets to clean up her writing materials when she is finished using them. How can I help her remember to clean up when she is finished? (Objective 1c) I can create a cleanup poster with visuals and steps at the Library station for Leila to refer to when she is finished writing. I will introduce Leila to the poster and walk her through each of the steps. When Leila is at the Library station again, I will remind her to follow the steps on the poster prior to cleanup time. EXAMPLE 1 ObserveReflectRespond EXAMPLE 2 ObserveReflectRespond During morning arrival, Timothy roamed around the classroom looking at the different activities that were available but did not choose one. Timothy seemed to be looking for something to do during morning arrival but was not able to choose an activity. How can I support Timothy to independently choose an activity? (Objective 1c) I will ensure that Timothy is aware of his activity choices. I will refer to the daily schedule and tell him that when he arrives at school in the morning, he can choose an activity to do until it is time for the morning meeting. I can ask, “What would you like to do this morning?” A kindergarten teacher’s day includes many routine tasks that children can learn to carry out on their own with adequate support. As the children get more comfortable with the classroom rules and routines, you may notice them taking on some of these tasks independently. To support children’s increasing independence, you can work with them on selecting, practicing, and completing activities throughout the day. The work that you do to support children to carry out simple tasks independently at the beginning of the year will help prepare them for more challenging tasks later in the year. During this focus question, keep Objective 1, “Regulates own emotions and behaviors,” Dimension c, “Takes care of own needs appropriately,” in mind. Kindergarten children have a growing capacity to take on responsibility for their own well-being. This means that they can complete routine classroom responsibilities, take charge of their own self-care tasks, complete assignments, and typically act responsibly. To do this, they need opportunities and encouragement to work independently. Support their growing independence by only offering help when needed during typical classroom and self-care tasks. For additional strategies to promote children’s growing independence, refer to page 10 in Volume 2: Objectives for Development & Learning. As part of your focus this week, observe how the children in your class approach and carry out routine tasks. 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. Next >