Literacy & Learning- Evolution of a Preschool Class Book

For those of you who are not aware, our friends here at Creative Minds are quite interested in books! We love to explore books on our own, read them in small groups, and listen in group story time. But, something many of our friends had not tried yet was writing a book.

Last fall, we decided to change that. The two Creative Minds Preschool classrooms worked collaboratively to come up with an exciting adventure filled with mystery, intrigue, and heartfelt friendship.

We sat down early in the fall to talk about what we would like to write about. Our first discussion actually

lead to an extensive list of what we did not want in our story, as friends were coming up with some ideas that made other friends uncomfortable.We discussed as a class what we would and would not like to happen both in the story and in our classroom.

Once we had established the ground rules, we began to brainstorm. Friends were invited to think of anything they might want in the story from character names to plot points to setting. Everyone's ideas were written down, and we talked together about which points fit best together. As you can see below, we came up with quite a wealth

of ideas.

Once we found a focus with our space plot, we still had some friends taking some pretty wild tangents (e.g. What happened next?", "What did they say?"). They still skipped around quite a lot, but we were much more able to keep focused on the characters, the setting, and the conflicts we had created. And, with the inclusion of the giraffes and the dinosaurs despite the unlikely setting, we were able to accommodate many different ideas in one (relatively) cohesive story. Our first and second drafts (with some extensively messy edits) are below."And then Spongebob came and Patrick was his friend."). I decided to get them into the real structure of the story- writing actual sentences- to keep them focused. I asked questions (e.g. "And then what happened)

With the story written, we then had to move on to illustrations. Friends worked with a variety of different mediums to create over 30 pages of art that expressed to them the sentences they chose from the story.

After months of work and much debate over the title (Ghost Fighters was the final decision), story order, and who got to illustrate which sentences, we came out with a final product we are all quite proud of. The electronic copy is provided here (Warning: It is 26 MB).

You can print it out at home or use a book printing service (such as Blurb). Please feel free to browse through it in the classroom as well. We would love to have your feedback!

Kindness and Caring

This week, we have been dealing with some wide-scope social/emotional issues. Last week, we talked about how it is everyone's job to be good to one another and help our classroom run peacefully and successfully.

This week, we're taking that a step further, discussing our duties not only to our classroom, but also to our families, our friends, our communities, and our world. We are talking not only about how to behave in a classroom, but how to treat people. Being "kindful", as L put it, is important for everyone, and we are learning about why some people might need our kindness more than we know. We discussed how people struggle every day with feelings of sadness, fear, loneliness, longing, and hunger- without ever showing us.

We asked friends to think of the hungriest moment they could remember- perhaps after skipping breakfast and spending a long morning outside. We asked them to think about that feeling they might have gotten in their tummies- rumbly, growly, empty. Then, we asked them to imagine (to the best of their abilities) that the feeling didn't go away after half an hour... an hour... all day at school... or all evening at home. Their faces shifted- not ever really being able to know that feeling, but having a distinct sense that it was not one they wanted. We helped our friends consider how someone, even a child, might grow to have that feeling. The dialogue went something like this:

Friends: They could just eat.

Teacher: But, what if there's no food in the house?

F: They can ask for some!

T:From where? There's no food in the house

F: Their mommy and daddy can go to the store for them!

T: But, what if mommy and daddy don't have money for the store?

F: ...

The "us" and "them" nature of this conversation is potentially problematic. We certainly don't want our friends worrying that they are going home or coming to school with empty tummies any time soon. But, we also want them to understand that this is a real thing that real people suffer through. This is where a tangible experience is essential. We are doing a food drive throughout the school, and we will be going into the Second Harvest Food Bank to turn in our donations and hear about what happens to the food once it gets there. Where does the food come from? Who gets it? What do they need? How do they get it? Why do they need it?

We are opening the lines of communication for a concept that can be confusing and scary to

children in stable and comfortable living environments. Knowing that there are resources in place for those who suffer makes it easier to grapple with the potential of being in that position or knowing someone who is. And, it also empowers us to help so long as we have the means to do so.

We hope you will bring donations in throughout the Food Drive, and we look forward to updating you as the project continues.

K is for Keys

Today we were discovering the keys for k week.  Our friends were given several different sized padlocks and keys to match each one.  The children had to figure out through trial and error which key opened which lock. What a fun puzzle and fine motor activity :)

J is for Jobs!

This week, we are learning about lots of fun and interesting concepts that begin with J. Our friends were eager to tell us that "jump", "Japan", and "jet" should be on our list of topics for discussion. We have also added in "juice", "juggle", and "jungle". Now, we would like to take a moment to focus on today's addition of "jobs".

A couple months ago, we created something on the side of the bookshelf that has transformed the way we take care of our classroom. Some of you may have noticed it at pick-up or drop-off. You may have heard about it on the ride home. If you haven't, I'm sure your little ones would be happy to fill you in. I'm talking about the Job Chart. Every morning friends gather on our infamous purple line (You can ask your children about that one, too. I'm sure they're quite familiar!). We draw names out one by one (spelling out rather than reading each name as it comes) , and students choose the job they would like for the day (i.e. Dustpan Helper, Door Holder, or Naptime Helper).

A student may choose not to take a job, but once he chooses, he is obligated to fulfill. And, at least for the most part, they take on those responsibilities with open arms and very busy working hands. We even added the ever-coveted position of Super Helper in recent weeks, encouraging children to take extra initiative in helping other friends do their jobs, taking over for friends who have gone home, or even (as D did for N today) helping a friend put on her coat or shoes.

But, what about those jobs that aren't on the chart? Much of today's discussion was about the unspoken, sometimes under appreciated jobs we all do every day to keep our classroom running smoothly. We discussed the kinds of jobs we have to do every day and how important it is that everyone does their part to keep the classroom running smoothly.

It is our job to be kind and inviting to one another-- as A is here, sharing her book with friends.

It is our job to help each other out--as L does for C below, pouring the water in as C holds it open.

It is our job to listen to the teacher's directions and do projects in a way that respects our materials and allows friends to work freely around us-- as D does here by gluing carefully and using the pieces he was provided, rather than grabbing from a friend's pile.

It is our job to work through conflict with our words and not our hands-- as N and D do here,

deciding how to go around one another on the narrow bike path.

It is our job to try to

keep ourselves and our friends safe-- as K and J do here, remembering the teachers' words and giving space to the potentially hot popcorn maker.

Everyone has the job of tidying up after projects, of keeping our spaces organized and respecting friends' spaces as well. We must listen to one another's words and respond patiently and respectfully. It is our job to go potty. It is our job to keep our hands clean and keep our mouths off of our classroom supplies- keeping our environment clean, safe, and (relatively) germ-free. It is our job to keep our hands on our own bodies and let our friends know when their hands or words are hurting us. It is our job to treat everyone with the same respect with which we expect them to treat us. It is our job to be good friends, good classmates, good students, and good teachers... and we do a really great job of it!

Let us know if/ when you are free to come talk to friends about your job(s). From dropping them off at school to tucking them in at night, you have some pretty important jobs, too. We would really love to hear about them!

Visiting Teachers!

Here in the Purple Room, learning happens in a lot of different ways. We learn with our hands. We learn through music. We learn inside, outside, at Circle, at Stations, at lunch, and throughout the day. And, this winter, we've learned from a LOT of different teachers. In case you missed it, we wanted to take a moment to show you all the wonderful guests we've had to share with us over the past few months!

Mr. Joe brought his family's dog, Polly, to share with us. We learned about how dogs need a lot of care, love, and attention. We heard her bark; we barked with her! Many of us were even brave enough to pet Polly, and we learned that she is very gentle. We also talked about how we have to be careful around animals, because not all of them are as good with strangers as Polly is.

For H Week, we had several parents come in to talk about their holiday traditions.

M's mom, Jennifer, came to tell us all about the Advent Wreath. We talked about joy and the holiday spirit of giving and sharing. We discussed how important it is to remember that Christmas is not all about getting presents, and we tried to think of ways we could be kind to our friends and family during the holiday season.

S & G's family came to talk to us about Hanukkah. We read a book about family holiday traditions, and we got to light a Menorah right inside the classroom! We couldn't leave it up in our classroom all week, but S & G's mom, Mandy, explained how their Menorah at home would stay lit as long as the oil would last.

S's grandma, Mrs. Shimada, came to teach us about some Japanese traditions and make Oragami with us. Friends got cranes to take home and made little paper shirts and pants at stations. Mrs. Shimada read us an Eric Carle book with parallel English and Japanese versions, and she brought us a special Japanese rice cracker for snack.

We also had a special guest from Green Waste come in to talk about the importance of the Three R's: Reduce, Reuse, and Recycle! With all the excitement our friends show for the garbage truck every week, it was no surprise to see their intense interest in The Garbage Monster. We talked about how some things that get thrown in the garbage can every day might not be garbage at all. We tore The Garbage Monster apart, reducing the paper cups we use, reusing good paper, and recycling old cans and bottles. Our friends are growing ever more aware of the difference between trash and recyclables, and we're trying every day to make our room greener!

Last week, C's mom, Jill, came to talk to us about ice hockey for I Week! C told us all about his favorite team, (The Sharks, of course!) and mom brought sticks, balls, a puck, and even a net so we could all try it. C showed us what the real goalies wear, and we heard all about each piece of equipment helps the goalie do his job of keeping the puck out of the net.

Keep an eye out for more visitors in the months to come... Just next week, Mister James will be coming in to juggle for us!

Please let us know if you have a talent or an interest you'd like to share with our friends. We'd love to have you!

"I Have a Dream..." Dress-up Day!

With all the winter holidays flying by, friends and parents sometimes forget the profound importance of remembering Martin Luther King, Jr. We began last week by reading simple biographies to learn about who Dr. King was, how he lived, and why he was important. We talked together about fairness and equality, and we talked about the dreams he had for a better future. Over the weekend, we asked our friends to think about their dreams, what they hope or wish, and what is important to them. We asked them to remember why they would not be at school on Monday and what life might be like without Martin Luther King, Jr.

Today, we tied it all in for a special dress-up opportunity. For "I Have a Dream..."

Dress-up Day, friends were asked to use their imagination and show us whatever they dreamed of being or doing. And, our friends had some very interesting

dreams. We had a fairy princess, a pro hockey player, an

obstetrician, an astronaut, and even a lion roaming our classroom. Even our friends who did not dress up were eager to share their dreams of being space cowboys, train conductors, and dinosaurs.

Rather than tethering them to reality, we tried to draw these ideas out and give each friend a chance to share a passion or a goal with their friends. It gave some of our quieter friends a chance to speak out and some of our more rambunctious friends a chance to settle in and focus on a topic of interest.

With a tangible experience to relate to, they showed an increased interest and a deeper understanding of King's life and work. We used our dreams to tie the discussion back into King's speech and the dreams he had for the world. We considered together how much life has changed since his time, and how it will continue to change throughout the future.