QR Codes in Kindergarten

We have moved our blog to a new website.

To read this blog and more, please visit:

https://passionatelycuriouseducators.com/qr-codes-in-kindergarten/

This year we have explored some new ways to use QR codes in our classroom. We are excited about some of the possibilities in the unique ways that they can be easily incorporated!

What is a QR code?

It is machine-readable code consisting of an array of black and white squares, typically used for storing URLs or other information for reading by the camera on a mobile device.

We have used QR codes in 3 different ways so far this year. We do want to ensure that these QR codes are by no means a substitute for human interaction. We love spending time reading with children and providing opportunities for rich conversations. They are simply another tool that we have found to be interesting and helpful in engaging students.

QR Codes: Student Voice in Writing

We have a "What's New" board in our classroom. When something exciting happens at home or school, we support students in writing about their experience to share with their peers. It creates a great conversation starter and supports students in engaging in writing about something that is of interest to them. Children have written about their new pets, family trips, learning something new at school, or celebrating their birthday.

We support children in their writing and developmentally it looks very different for each student. To add more detail and depth, we gave children an opportunity to record their story. We then add the QR code to their picture, photograph and writing.

QR Codes on Documentation

Each student in our room has a portfolio with documentation that is meaningful to them. We also document students conversations, explorations and experiences daily. When we add documentation to their portfolios or on the wall in a panel, they often invite us to read it to them. 

To support this we have started to record some of our pieces. We will read what we have written (whether it is a story of their learning or a group conversation) and then create a small QR code to add to the documentation. Students can then use the QR code to hear their learning stories anytime.

QR Codes: Listening to Favourite Stories

It can be expensive to purchase books for a listening centre. Sometimes we are limited by what we purchase too! There are so many great apps that have books for children to listen to, but we have found another neat way to support this!

We will record a story that we have read as a class or a nonfiction text that we are using for an investigation. We then add a photo of the book and the QR code so that students can easily scan the code to hear it read aloud to them.

The "How To":

1. Record an Audio File:

• You can record an audio file many different ways, you have to find what works best for you!
• We use the built in speaker in our computer and the web based audio recorder Vocaroo http://vocaroo.com/

www.vocaroo.com (one website option to record Audio)

After stopping recording, click to "save"

2. Save the Audio File to your device or computer.

Download as MP3

3. Load the File to Google Drive

• we created a folder in google drive called "QR codes"
• You can use other file sharing programs (such as Drop Box) too.

4. Make the link Public:

• change settings to make the link public (or so that your students can open it, depending on your school and boards privacy settings)
• Copy the Link

5. Create a QR code:

• using any QR code generator, copy and paste the link in!
• QR Code Generator: http://www.qr-code-generator.com/

"But I can't read": Perspective and Reading with Young Children

We have moved our blog to a new website.

To read this blog and more, please visit:

https://passionatelycuriouseducators.com/but-i-cant-read-using-wordless-picture-books-2/

There is this growing pressure from different people and groups for young children to read at a younger and younger age. In our experiences, some children are absolutely ready and excited to read simple books in Kindergarten. Other children are not. Developmentally, some children have other needs that should outweigh this pressure for them to read.

However, that being said...we do want young children to enjoy books. We want them to be confident and comfortable handling them and we hope that they are drawn to their beauty, excitement, and develop an interest in books.

During one of our small group learning times, we asked a few students to spend some time reading in our book nook. We asked students who are not usually drawn to that area naturally to spend some time reading. Our hope was that we would support them in becoming familiar with handling and interacting with books.

We spent time in our school library selecting some books that we thought would appeal to the students that we were going to invite to the book nook area. We collected a variety of books both fiction and nonfiction with lots of different topics.

On the first day, one of the students looked up and said "I can't go there, I don't even know how to read".

This short interaction was so helpful and important. It told us a few things. There are students that may not be exploring, investigating or visiting certain areas because they don't believe that they are able to. It also told us that perhaps some students do not understand that they can enjoy and read stories without being able to actually read the words.

We had a few conversations to brainstorm and reflect on what we could do with this new information.

Ultimately, we wanted students to understand that they could enjoy stories and books even if they couldn't read the words. We thought about the concept of retell and that perhaps if we added more familiar repeated read alouds that may support their confidence. 

But we decided to scale back even further.

We introduced the idea of oral storytelling. We collected a large selection of books that were wordless to support us in creating stories with and for the children without the language being provided for us.

When we began we chose a book and did a picture walk through. We pointed out to the students that there were no words on the pages. They were really intrigued and some wondered "how will we know what the story is about?". Our picture walk led to conversations about how pictures in storybooks often tell a lot of the story.

The next day, we brought out the same book and we made up a story on each page for the children. We modelled our thinking by making reference to what was happening on each page and then making up the story as we went.

"What did you notice today?" we asked:

• "You can tell the story by looking at the picture"
• "You can make up any story you want"
• "The pictures help you"
• "You have to look closely at the picture"

For the next couple of weeks, we spent our whole group focused learning time reading one wordless book after another. Each day we scaffold the process, until eventually we were just turning the pages and the students created the entire story orally themselves.

We filled our book nook with wordless story books. Then, after all of our practice and rich discussions...we tried again.

When we invited the student who "couldn't read" to go back, we were especially interested in how he would interact with the books. He smiled and shared "I can do it now" as we sat down beside him. He chose one of the Carl books, they were a favourite with the children. He made up a story looking carefully at each page.

It was so powerful to watch the transformation in this student and the other students. It taught us as educators how valuable it is to be aware of what the children are saying, doing and how they are interacting with materials. We feel as though this experience was such a clear example of responsive teaching that the new curriculum document in Ontario invites.

We didn't plan a unit on "wordless books", we saw a need and we reflected on why it was happening. We thought about different ways to approach, teach, and support the concept in small group, whole group and in the context of the students play.

Maximizing Small Groups: Time to Practice and Play

Traditionally small group learning takes place with a group of 3-5 students and an educator. Often times the small group is focused on a very specific academic based skill and takes place at a table in the classroom.

Sometimes, it is the things that "don't work" that teach you how to develop a system that "does work" in the classroom. We are constantly revising and rethinking the way that we do things in our classroom. Everyday we have discussions about how things are going and how we can make minor adjustments.

Our Small Group Observations:

• There was never enough time. We tried to fit groups in all different times and were creative in our structures, but always found we could not reach as many students as we wanted to. We also struggled to fit in a small group for all children in both math and literacy (which was our goal).
• Timing is tricky. Students often did not appreciate or welcome an invitation to small group while they were in the middle of play. Further to that, many students struggled to stay focused and concentrate on a planned small group during learning centres
• Impromptu Small Groups worked well in the context of play. These small groups were not invitations, but based on something that was happening in play, something we noticed.
• Children are drawn to experiences with other children and adults when they feel as though it is their choice to join (e.g., setting up interesting materials and spending time learning alongside them as an educator).

Making Changes:

We decided to slightly restructure our small group instruction (both the time and structure of the groups). We wanted to ensure that children had long, uninterrupted blocks of play both inside and outdoors. We wanted to ensure that we were reflecting carefully on what was happening in the small group time. And most importantly, we wanted to think creatively about the skills we were supporting, scaffolding, teaching, and reinforcing during small group experiences.

Students used the number line to support them in reading the numerals on the dice in the game Frustration. This was such a powerful example of peer teaching - another student noticed that their peer was struggling with number recognition and supported them by teaching a tool that they found helpful.

What does it look like now?

• We now have small group learning twice a day.
• Students are in groups of 2-5 and they are all engaged in a chosen activity or experience.
• One educator supports a specific small group (of 3-5 students), other educator floats between other groups to provide support, ask questions, capture thinking.
• The learning is not centred on math and literacy, but involves opportunities for art, dramatic play, construction, social/emotional development, and communication.
• This short time can provide students with an opportunity to practice skills that will further support them in play (e.g., how to hold a pencil, how to record their name, how to take turns while playing a game).
• These are  NOT must do jobs, these are NOT centres that the children all rotate through. We create small group experiences that make sense for the students socially, academically and developmentally.

Many of our students practice skills such as Coding during Small Group Learning Time. 

Simple Matching Games: Using cups, you can place different objects underneath to create a matching game.

OSMO is another great app that supports spatial awareness and reasoning, geometry, communication, and team work.

Development of Skills Supports Overall PLAY...

When having a conversation with a colleague, they made a really interesting connection between play and the skills that developmentally are important for children to learn.

When learning to play the piano, one can simply sit down and "play". You can try out different combinations with the keys, you may learn simple songs by experimenting, you can enjoy the music that is created.

However, in order to learn how to play the piano one needs to learn some basic skills (e.g., how to hold or position your hands, how to put notes together, how to read music etc). 

We have found that some of those beginning skills such as writing your name can be fostered in the context of play, however, when practiced for a short period of time the skill becomes automatic, more comfortable, and confidence develops. 

We have noticed that our small group learning experiences are providing the students with short, structured times to practice the things that THEY NEED. They are then bringing those new skills into the context of their play. This is the beauty of transference. It is almost magical to see these fundaments come into their play in context! 

This year, more than any other year, we have seen our students really excited for small group learning time. They are developing resilience, new skills, and stamina. They know that they won't be taken out of their play to practice these skills and perhaps that is why we have seen very little resistance and a high interest in this focused time of the day.

Puzzles are something that students have really been drawn to this year. We have increasingly invited students to try harder puzzles as the year has progressed. Our small group planning allows us to choose which students need to practice which type/difficulty of puzzle.

Incorporating sensory into small groups has been important and valuable for our students. Play dough, sand and water with tools and materials that are DIFFERENT than those used during learning centres.

Sometimes, simple is best. Some students who are just understanding and recognizing numerals worked as a team to sort a basket of numbers using playing cards and our number line.

Whiteboards and Different Writing Opportunities: We often have a small group that focuses on writing opportunities. Some students are working on just lines and curves (perhaps holding a writing tool), some are practicing their name, some enjoy drawing or writing the names of their peers.

Where does this fit into the Flow of the Day? Check out our Fall Blog Post:
http://passionatelycuriousinkindergarten.blogspot.ca/2016/10/flow-of-day-reflecting-on-yearly-changes.html

Why Repeated Read Alouds Support Children

We have moved. To access this blog and others, please go to our new website:

https://passionatelycuriouseducators.com/?s=repeated+read+alouds

Repeated, interactive read alouds are a technique developed based on research to support

the comprehension and vocabulary development of young children. This technique has

been shown...

"to be effective in increasing children's engagement, understanding, and appreciation of literature in kindergarten settings"  - Lea McGee and Judith Schickedanz

We have been using this technique for a few years, but sometimes forget how

valuable it is and need to remind ourselves that even though we may not want to hear

the same story again, the children are often engaged and gain new insight with each

repeated read.

Some of our reflections from the past year:

Carefully and intentionally selecting the story that we chose to read aloud (not just 

"picking" a book quickly or because we "like it")

Whole Group, Small Group? We thought a lot about the structure in terms of

grouping this past year, we experimented by doing read alouds both as a whole and

small group and found benefits to both structures.

Be Intentional and Prepared: record your questions or vocabulary that you plan to

discuss on a sticky note on the back of the book or nearby. 

Do NOT stop during the first reading: stopping often to ask questions or take

questions will impact the flow and comprehension (especially during first reading), as

much as possible we tried to read through the whole book on the first day

without interrupting. 

Redirect: Although there are times when we will follow the children's interests or

lead, there are also teachable moments where we have to redirect back to the

question or focus of the story.

What does a Repeated Read Aloud look like?

There is no right or wrong way, you may read the same story 2, 3, or 5 times!

Below is a structure that we follow and find that it supports both vocabulary and 

comprehension development in our classroom.

Some stories will lead to extensions during Learning Centres, some won't! It is

important to note that not all books will be repeated read alouds either. Sometimes we

just read for the pleasure of reading with children too.

Day 1: Activating Prior Knowledge, Building Knowledge (zone in on making

connections, oral language)

Just Read – No Stopping!

Day 2: Five Finger Retell

(re-read, then ask…)

1.Who?

2.Where?

3.Problem

4.Solution

5.Connections

Day 3: Re-Read and Vocabulary

•Stop and focus in on vocabulary (discuss, brainstorm examples, use in sentence etc)

•Select words that you will discuss in advance

Day 4: Higher Order Questioning

•Asking, discussing, reflecting on high order questioning 

•“between the lines” questions

Extensions:

•Does the text support any extensions for learning centres?

•How can students engage with the text further after reading? (e.g., in book nook, 

listening centre)

   

Sample Repeated Read Aloud Plans:

This summer we had a workshop on Early Literacy. Educators created plans for Repeated 

Read Alouds and we thought we would share some of them below. These are simply suggestions and ideas, as always think about what makes sense for your children and community. Our goal is to continue to add to this list throughout the year with books that we use and find interesting!

Red: A Crayon's Story - Repeated Read Aloud Plan



The Invisible Boy - Repeated Read Aloud Plan



The Day the Crayons Came Home - Repeated Read Aloud Plan



Tops and Bottoms - Repeated Read Aloud Plan



I Am Yoga - Repeated Read Aloud Plan



Puff the Magic Dragon - Repeated Read Aloud Plan



Paper Bag Princess - Repeated Read Aloud Plan



Click, Clack, Moo Cows that Type - Repeated Read Aloud Plan



Malaika's Costume - Repeated Read Aloud Plan



Ask Me - Repeated Read Aloud Plan



The Curious Garden - Repeated Read Aloud Plan



Ellie - Repeated Read Aloud Plan



The Cloud - Repeated Read Aloud

Our goal is always to share as many practical ideas as possible to go along with our reflections! If you have a repeated read aloud that you would like us to add, please do share! passionatelycuriouseducators@gmail.com

Co-Constructed Alphabet and Number Line: Thinking Intentionally

We have moved our blog to a new website.

To read this blog and more, please visit:

https://passionatelycuriouseducators.com/co-constructed-alphabet-and-number-line-thinking-intentionally/

Over the past year, we have been reflecting a lot on co-constructed alphabets and number lines. Cheryl and I have had rich conversations about their benefits, how they are approached, how they are used, and what their purpose is in a classroom.

All over social media, you will see absolutely stunning alphabets, number lines and representations created by and with children. I am always impressed with the beauty, passion and detail that goes into their creation.

With all that being said, our wondering lies in the purpose and intention of displaying a co-constructed alphabet in the classroom for an extended period of time.

Questions that come to mind...

What is the purpose or intention of having it displayed? 

Is it art...or is it a tool for learning? 

Is it truly art, if we are inviting children to make a specific letter?

Does it become wallpaper?

How do children engage with it?

Is it at eye level?

Is it interactive?

Does it stay up the following year?

What is students aren't interested in contributing, is it then meaningful for them?

How does it support students in understanding about letters and/or numbers?

We have talked through all of these questions and I think that they are helpful in supporting educators in reflecting on their intentions.

Conversations on Twitter and with colleagues brought up other important factors too:

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

Are we posting something in the classroom as a tool to support student learning? If so, should the letters not be properly formed and clear/concise for the children to see?

I think about a young child who is curious and learning about letters. When looking at a co-constructed alphabet the letter may not be clear and easy to decipher for a child who does not have clear concepts of certain letters/numbers.

Contrarily, I don't know that shopping at a teacher resource store and buying a "pre-made" commercialized alphabet is the solution. Often times, these commercial alphabets are extremely overstimulating in terms of colour and images.

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.

Slow down and reflect...

What is your intention or purpose?

Ultimately, we are always thinking about our intentions or purpose behind things that are happening in our rooms. If our intention is to support children in developing their understanding of the alphabet - is a co-constructed alphabet the more supportive way to do so?

If our intention is to provide a tool for children to use when engaging in reading or writing in play, does the co-constructed alphabet help?

Accessibility is Important:

For us, we wanted the children to have access to an alphabet and number line that was practical, helpful, and accessible.

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.

Can we do both? 

Could we invite or follow children's interests when finding or making a co-constructed alphabet, while still sharing a form that is practical and used as a tool?

We decided that instead of putting the co-created alphabet up on the wall, we would create a binder with the creations in it and share it in our book nook. Last year, students were inspired after reading City ABC to photograph representations of letters in the outdoor environment. Instead of posting, we added the photographs into a binder for children to access when interested.

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.

NUMBER LINE:
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.

ALPHABET:

While we value the connection that children have to creating and being a part of the process we wondered if there was a way to ensure that it was still a valuable learning tool while inviting children to be a part of the process.

We have created letters this year and we added a small picture in one corner from the letter cards that we have in the room as a student tool. We have left space for students to add a picture that is meaningful to our classroom (e.g., a picture of flowers in our front play area on the letter "F" or a picture of a child whose name starts with that letter specifically).

Our alphabet has the capital, lower case, and sometimes another form of the letter (e.g., different ways you can write the lower case a). The letters are magnetic and children can reach them to take them on and off the whiteboard.

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.

_________________________________________________________________________________

Looking to create an alphabet or number chart similar to the one we used with our students?
Check out our template selection available!

https://passionatelycuriousinkindergarten.blogspot.com/p/templates.html