Category: word work

Readers, Writers and Mathematicians

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At the beginning of the school year, the children wrote the morning message. They used what they knew about letters and sounds to spell the words.

The Morning Message often includes a question or a wondering that leads to discussions, literacy or mathematical activities. While reading the message we identify letters of the alphabet and familiar High Frequency words. The children are encouraged to notice important reminders as writers; spaces between words, capital letters to start a sentence and punctuation at the end of a sentence.

Groups of children often meet with a teacher to work on key literacy skills. These are dedicated times when the children explore books to learn the different skills and strategies that readers and writers use to communicate effectively.

Activities that follow reading experiences usually involve reflecting on reading and using drawing, writing and spoken words to express an idea. The children might share an important part of the story, talk about the characters and settings, or discuss the different ideas presented in fiction and non-fiction texts.

It is important to remember that each child is an individual who works on specific skills while reading independently or collaboratively.

With prompting and support the children:

  • ask and answer questions about key details in a text
  • retell familiar stories, including key details
  • identify characters, settings, and major events in a story
  • ask and answer questions about unknown words in a text.

Mouse Paint – A Shared Reading Experience

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We read the book ‘Mouse Paint’ by Ellen Stoll Walsh. We began by looking at the image on the back cover. Does it share any clues about the story?

A few children made predictions about the image (tapping into their prior knowledge):

  • Eli “Maybe a cat will come to eat the mice.”
  • Oliver “A tiger might eat all the mice.
  • Wyatt “A crab is fighting and eating the mice.”

Then, we discussed the front cover. What might this book be about?

The children decided that it had to be about mice and paint, as the title was ‘Mouse Paint’!

Next, we read the book. The children noticed that some words were covered. They used their observational skills and knowledge of letters, sounds and words to suggest possibilities. The children helped sound out and spell the words while using their whiteboards to note their thinking. The alphabet card helped them look for letters and sounds they were unsure of.

We know that children develop their reading skills as they engage in shared reading experiences, practising competencies such as phonemic awareness and comprehension skills.

As we continued to read the book, the K2 readers were able to recognise and read familiar words, ask questions, and make predictions all while developing their reading identities.

Morning Meeting

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Morning Meeting is a special time for the classroom community. It is a time when we greet the children and adults by name and prepare to settle in to play, explore and learn together. Morning Meeting activities help build a strong sense of community and set the children up for success. The children are encouraged to listen, look at the speaker and manage their bodies, which sets the tone for a respectful and trusting learning environment.

Another component of Morning Meeting is the morning message. The children read and interact with a short message written by the children and/or teacher.

The message may highlight a task for the day or provide information on the day’s activities. Creating and reading the message builds language awareness.

Approaches to Learning (ATL’s) 

  • observe carefully
  • record observations using drawing and emergent writing skills
  • listen actively and respectfully to others’ ideas and listen to information
  • participate in conversations
  • understand symbols
  • understand that mark-making carries meaning
  • use mark-marking to convey meaning
  • be self- and socially aware
  • follow the directions and classroom routines
  • share responsibility for decision-making

Writer’s Workshop

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The K2 writers have continued to create pieces of writing to inform and entertain their readers. We have noticed that their stamina for writing has improved as they sit for longer periods immersed in their books, using pictures and words to tell who, where and what is happening in their stories.

The writers begin by deciding on what pieces of writing to work on during our writing times, choosing a good writing spot and the tools they need to create and make.

They are encouraged to add to their pictures and words across pages. We know that good writers use several strategies to improve their work. Some of them are to:

  • capitalise the first word in a sentence and the word ‘I’
  • say the words slowly, stretch the words out and write letters for each of the sounds heard
  • leave spaces between words
  • write across pages
  • add more details to their pictures and words

Writers in K2 use the alphabet cards, sight words and other tools around them as they write.

Morning Message

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The children began to write the morning message. They volunteered to come up and write the letters that spell the words ‘Good Morning’. The children were encouraged to listen to the sounds in words to help with spelling. They will use this strategy as they write for different purposes and situations in K2. During the next few days, we will continue to add to our message.

 

Parts of Speech

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We looked at the parts of speech that help us visualise and build complete sentences with lots of information. The students worked together to craft a sentence. Then, they used coloured tiles to represent the different parts of speech. 

Next, the students worked in groups to practice this skill which can be used when they redraft and edit their writing and when they plan for speaking.

Diamond Ranking Powerful Words

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The students have been working in groups to find and document what they know about powerful words. They have written descriptions, provided explanations and presented their words to the class. But which of these words are the most powerful?

To help the students explore this further, we asked them to rank the words from the ‘most powerful’ to the ‘least powerful’ through an activity called Diamond Ranking.

The Diamond Nine is an oral language strategy that challenges students to work together to evaluate and collectively prioritise nine ideas, opinions, or pieces of information into what they consider highest to lowest importance.

We noticed how the students engaged in rich focused discussions as they tried to reach a consensus on the placement of the words. Justifying their choices and listening to others’ perspectives helped the students negotiate and decide on the final ranking.

They had opportunities to manage information, communicate with each other and learn to prioritise information.

Then, each team explored how they might show their most powerful words through performance and dance. They had opportunities to be imaginative and use their bodies and a range of materials to express their ideas creatively.

Protect

Fight

Fight

‘Give Up, Gecko!’ – Character Traits

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We read the story ‘Give Up, Gecko!‘ by Margaret Read MacDonald Illustrated by Deborah Melmon.

This folktale is about a persevering Gecko who becomes the Chief. We discussed the moral of the story, the setting, and the students helped list the characters in the text.

We discussed the beginning, middle and end of the story.

What can we learn about the characters in the story?

We brainstormed different character traits. We talked about opposites, and also explored some spelling patterns we have been working on during Work Work.

The students worked in 3 groups to compare the traits and agree on how they would describe the different characters in the text.

They continued to work in groups to complete an independent activity.

Through this activity, the students had opportunities to:

  • ask and answer such questions as who, what, where, when, why, and how
  • recount stories
  • determine their central message, lesson, or moral
  • describe how characters in a story respond to major events and challenges
  • describe the overall structure of a story
  • demonstrate understanding of the characters, setting, or plot

Salt Writing Tray

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Online Learning

Focus: Communication Skills (Writing)

Salt Tray Writing
Sensory writing is a fun way for children to experience writing. The tips of your fingers are extremely sensitive. Therefore, writing in salt, sand, and rice can help children remember the shapes of letters, numbers, words and the strokes in different characters.

It is important to encourage children to be conscious of food waste. You can use regular kitchen salt or expired rice. The salt can be reused. Only a small amount is needed, and these sensory materials that can be saved for long periods of time if kept clean and dry. Please remember to wash your hands before and after using the salt writing tray.

Here are some resources you can use to explore writing.

Patterns

Through these sensory writing experiences the children develop with following skills:

  • draw simple shapes
  • use correct top-to-bottom left-to-right directionality for letters, numbers and other symbols

  • establish handedness for writing

  • develop mature grip for crayon/pencil

  • experiment with various ways to move and produce marks

  • sit with good posture (furniture must fit child)

  • start letters at the top

  • trace capitals correctly, step by step

  • enjoy writing in play and activities

Clap the Alphabet

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Online Learning

Focus: Communication Skills (Literacy – Alphabet knowledge) 

Watch Ms. Kelli as she ‘claps’ the letters in the English alphabet.  

Some of the letters are short (a, c, e), some are tall (b, d, f) and some hang down (g, j). Ms. Kelli will also show you how she claps her name. The alphabet chart at the end of the video can be used as a guide.   

Can you clap your own name?  

Language and Literacy Skills

Alphabet Knowledge

  • recognise and name lowercase letters in abc order

  • recognise and name the letters in own first and last name

  • recognise and name lowercase letters in random order

  • say the alphabet from memory

Names and Words

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Online Learning

Focus: Communication Skills (Literacy)
Build/create your name using ‘loose parts’ (Lego or other toys, natural materials such as stones, leaves, sticks, objects in the kitchen etc.). Take a picture and post it on Seesaw.
Some children might like to extend this activity by writing the names of other family members, and even other words that they know. The children have been learning that in English, letters have both an upper case (capital) and a lowercase form. In school the children have been noticing how their names and other words can be written with both uppercase and lowercase letters.
Jiwon is in Korea! She created her name using using ‘loose parts’. Jiwon is learning how to write her name in Korean.

Felix met his aunt and cousins and the children created their names using loose parts! 

Simone, Felix and Jonas created their names with ‘loose parts’.

Julia and Katharina created their names with ‘loose parts’.

 

Bruce is in Japan! He created his name using ‘loose parts’ too!

 

Tyson is in Canada! He created his name using using ‘loose parts’ and toy cars.

Sarah created her name using using ‘loose parts’.

Yoochan has used magnetic letters to create his name!

Charlotte has created her name using ‘loose parts’ and Lego!

Michelle has used many different types of pens, markers and even a hairband to create her name! 

Through these experiences the children:

  • explore the difference between letters
  • recognise and name the letters in own first name
  • position capitals right-side up
  • can point to and name capital letters
  • position lowercase letters right-side up

Not Just a ‘Name’!

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Sarah brought in a secret box. Inside was a message for Ms. Shemo. She wanted to communicate an idea she had about Ms. Shemo’s identification tag and whistle.

Michelle was excited about her message to Ms. Tina.

Sarah and Michelle used pictures, numbers and symbols to express their ideas. They were listening for the sounds in words to help her ‘spell’ unknown words.

A group of children continued to gather at the writing table. They were curious about their own and other children’s names. They used print around the classroom to help them write their messages.

The messages were presented to the class.

The children read out the written names. Then, we used the name cards to read all the children’s names.

The children noticed the different ‘first letters’ that we have in our names. They began to call out and sort names that started with the same letters.

We collected and organised the names. We could see the beginning sounds in names.

The teachers showed the children the movable alphabet that had magnetic letters. The children helped Ms. Shemo look for her own name first.

The teachers showed the children the letter punchers. The children gathered around the writing table to punch out their names, and words that they wanted to ‘read’.

We collected all our messages and posted them on the ‘Message Wall’.

What other types of messages do we have around us?

The teachers brought attention to the different ‘messages’ that we have been sharing around our learning space. We noticed the different messages we share and receive through our projects.

  • We continue to wonder about our names…
  • We continue to wonder about the different messages we share and receive…

Do you have a message for me?

Approaches to Learning (ATL’s)

  • Listen actively and respectfully to others’ ideas.
  • Interpret visual, audio and oral communication: recognizing and creating signs, interpreting and using symbols and sounds.
  • Understand the ways in which images and language interact to convey ideas.
  • Express oneself using words and sentences.
  • Participate in conversations.
  • Negotiate ideas and knowledge with peers and teachers.
  • Understand symbols.
  • Make inferences and draw conclusions.
  • Understand that mark-making carries meaning.
  • Use mark-marking to convey meaning.
  • Document information and observations in a variety of ways.
  • Communicate using a range of technologies and materials.

Handwriting Without Tears

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We used the ‘Alphabet Mat‘ to look for the letters in our name. We first found the letters in Ms. Shemo’s name. Students who had the letters S-H-E-M-O in their names looked for letters on the alphabet mat. 

The students were introduced to manipulatives used with the programme ‘Handwriting Without Tears‘. 

The students use special wood pieces to create the letters. These are placed in a particular order which help students learn to print them correctly. The students used the wood pieces to make the first letter of their name. 

 

The programme introduces students to the capital letters first. All capitals start at the top and strokes are made in correct sequence. 

SLO’s

  • write letters of the alphabet
  • use a variety of implements to practise and develop handwriting and presentation skills

Word Wall

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We received a new whiteboard over the spring break. The whiteboard will be used as a ‘Word Wall‘. The students began creating the upper and lowercase letters using loose parts. Pictures of the letters will help us sort out our words in alphabetical order. The students then began to add their names onto the board. More frequently used words will be added to the wall to help the students with their writing and reading.

https://twitter.com/NISKinder2/status/851288346223550467

SLO’s

  • write letters of the alphabet (upper and lower case)
  • recognize high-frequency words

Word Work

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A group of students have been exploring CVC (consonant, vowel, consonant) words. They wrote the words, stamped the words and drew a picture to match each word. Many of these words are in the books we read so watch out for them! Through these activities the students were distinguishing the beginning, medial and ending sounds of words and writing letters of the alphabet.

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Some students have been exploring letter and sound centres. Here are some of the activities they have been engaged in.

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Word Wall

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A group of students decided to create a ‘Word Wall’. First they made the alphabet using play dough. These activities strengthen all the tiny hand muscles and tendons which support students as they write, draw, colour and create.

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We took pictures of the letters, printed them out and laminated them. The students then read and sorted the words on the pocket chart.

IMG_7847Here are some of the High Frequency Words we use in our reading and writing. Screen Shot 2015-10-10 at 11.09.06