Tessa Heffernan mentioned that perhaps it could be thought of as a different type of font and reflected that perhaps there are many forms of the alphabet in the classroom.
Laurel Fynes added in that it is important to reflect on what children use and look at in the classroom (beyond just the alphabet, thinking of documentation and other things on our walls - what do they return to? what do they ignore? what do they share with others/visitors/new students?)
|Co-Constructed Alphabet - Gems on a Tree Stump|
|Our number line was created from play dough and photographed by children. They later illustrated and used water colours to create pictures to make a song that we wrote with musician Catherine Wheatley about numbers.|
Further to that, many classrooms have the alphabet or number line posted so high that it is not within eye sight of the children and much more challenging for them to interact with.
|Students bring the number line to different areas of the classroom.|
|Our own version of City ABC. Children photographed and |
then drew red over images (similar to book). We created a binder with all captured images.
|After reading Ten Birds, children created with loose parts, nature and materials outdoors.|
What is up in our room now?
After deciding that we wanted children to have access to an alphabet and number line that had properly formed letters and numerals, we began to reflect on what that might look like in our classroom.
Based on the children's interactions with both lines this year, we have found that the children are engaging with them more and making stronger connections to letters/sounds/numbers in play.
Our number line begins at "0" and goes to "20". Below each number is a 10 frame with simple black dots. Starting at 0 helps to build the understanding for later years when children begin to engage with integers. Keeping the ten frames simple with black dots allows children to easily count or subitize (rather than images or objects which are more challenging to quickly subitize). The magnetic number line is posted above the shelves at eye level where children can take the numbers off and carry them around the room.
|Photographs in the right corner are taken with and by children to represent something in the|
classroom or someone in the class that connects with the letter.
Ultimately, there is no right or wrong here. Simply another piece of the puzzle in our practice that we want to continue to think about.