Tuesday, September 12, 2017


Every Friday, I select a new student to be Owl-Star.  Our Owl-Star is someone who has shown exceptional behavior in the classroom and been an excellent role model for others.

We skip the traditional Writing Workshop lesson on Fridays in favor of writing for our Owl-Star.  The selected student tells us how old they are and what some of their favorite things are: color, food, toy and thing to do.  Students must copy the first two sentences I write and then choose one of the others to copy.  Then they draw a picture of themselves with the Owl-Star. If they finish before time is up, they can also add a sentence of their own.  

This is a great time to work on handwriting and other writing conventions such as spacing and punctuation!

I bind all of the writing into a book for the Owl-Star to keep as a kindergarten keepsake.  They also get a certificate and our class mascot, Owlison, for the week.  Students are supposed to write in the log about what they did with Owlison and glue one or two pictures of their adventure to share with the class.  Owl-Stars also get to help Mrs. Steeh lead the class in the Kindergarten, Kindergarten, Who Do You See? book. 

This week, we got our FIRST Owl-Star! Congratulations, Hunter!

Wednesday, September 6, 2017

Week Highlights

Students got a chance to pick out a book they'd like to listen to over and over again at home.  They took the books home for the long weekend, and when they returned they got to "read" them to the whole class! These are now special, favorite books for the students.   It was so cute to hear their expression as different characters were speaking or as feelings changed!

For students who needed extra practice writing numbers, we worked in small group with sand trays to practice tracing and independently forming numerals.  The tactile process of writing in sand can make formation steps a lot easier to remember.

In Science, we used our five senses to analyze and sort a ton of lids!

In Social Studies, we've gotten into community helpers and the jobs they do. 

Friday, September 1, 2017

Kindergarten, Kindergarten, Who Do You See?

Guys, Mrs. Steeh has the best ideas.  I just love them!  When she realized how much difficulty the kids were having remembering each others' names, she made this book.  To introduce it, she reads Brown Bear, Brown Bear, What Do You See?  When the kids had the pattern, she showed them how she made a book with each member of our class asking who you see.

Every day, she mixes up the order of students' pictures, so that they'll have to say a different peer's name each time.

They're catching onto the names so quickly now! 

Friday, August 25, 2017

Partner Work

Sure, learning is fun on your own, but we all know it's better when you have a partner and can talk about what you're learning about.  This week we got our reading, writing and math partners! (Ok, writing partners really just end up being who you sit next to on the carpet, but that's fine.)  

In the top two pictures below, you'll see students reading their writing to their partner and discussing what they can add to their stories.  In the bottom two, you'll see students working to illustrate a story I'm sharing aloud and the labels we stretch out together - "handstand." The focus here was to not give up, even when the picture was hard to draw and the word was hard to sound out.  We just kept trying.

Students work with their math partners at tubs (stations) once they've finished their independent work.  We've been working on writing numerals and counting & writing to represent how many objects there are.  As students turn in their work, they go grab their assigned math tub and work with their partner on the activity.  Students go to two math tubs a day.   Currently, all math tubs are on counting, forming and recognizing numbers.  

In small-group math, we've been focused on counting and ways to represent numbers.  For example, if we put six shells on the beach, it could be 2 in the water and 4 on the sand (2 and 4), 3 in the water and 3 on the sand (3 and 3) or 4 on the water and 2 in the sand (4 and 2).  It could, of course, be other combinations as well, but these are the only ones that this group chose as they represented six.  

In Science, we've discussed the five senses and began working with our sense of touch alone using grab bags.  Students could reach in the bag, feel and describe what they were feeling, and make a guess as to what the item might be.