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The teacher observed that Kayann was at the paintng centre and was mixing paint colours together on her picture.

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T–”How were you able to make that colour Kayann?”

S–”First you take some red and then you mix in some blue, like this, and you get purple!”

T–”That’s great! Do you know how to make any other colours?”

S–”Yes! If you mix some red with some yellow, like this, (she demonstrates on her painting) you get orange!”

T– “Wow! That’ amazing!”

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S–”And I can make another colour too, like this. (She mixes yellow and blue) Look! I get green!”

T–”You’ve made some interesting colours. I wonder if you can make any more. What do you think will happen if you try to mix the three colours you’ve mixed already–some red, blue and yellow.”

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S–”Let’s see. Can I just try it?” 

She mixes the three colours together.

S–”OH!!! A mud colour! Brown! I found out how to make brown! It’s kind of a muddy colour!”

T–”That’s exciting!”

S–”Yes, and you know, I know how to make another colour..I know how to make white, but I can’t tell you how because it’s a secret!. I can tell you just a little. Some of the colours you use are pink and yellow but that’s all I can tell you!”

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Kayann then invited a friend to join her and she asked her to add some ideas of her own to the painting. Another student, Sarah, sat down beside them and discussed the painting.

Sarah–”I really like your painting Kayann. I want to copy some of it because your painting is so beautiful. But I’m going to make some other things in my painting too.”

Kayann allowed her to copy it for a short time and then she removed her painting from the easel.

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Sarah–”I didn’t put a tree like Kayann but I put a pink sky and some dots and the stars are moving.

T–”How did you show that the stars are moving?”

Sarah–”I put some stripes beside the stars so that tells you that they’re moving!”

T–”That’s a good idea!”

Sarah–”O.K! I’m done!”

Two students, Angel and Hakima, were at the chart stand talking together and drawing a picture.

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T–I like your picture! Tell me about what you are drawing.

Angel–We’re drawing together. It’s a flower story. It’s called “Rainbow Land” We just thought about it and decided to make the picture and the story. It was my idea!

Hakima–It was my idea too!

Angel–We said, “Let’s draw a picture of you, me and our moms.” We’re going to make the words up for the story tomorrow.

Hakima–Yes we’ll write the words tomorrow.

T–It sounds like it will be an interesting story!

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After 5 to 10 minutes the teacher returned to see how the girls were progressing with their picture, only to find that more students had joined in the community picture!.

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Angel–”I asked some other people to draw because we didn’t have enough time to finish it.”

T–It’s nice to have other people helping.

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Angel–”Yes, It’s fun together and it’s nice to have everyone help. They can draw some special things that they want in the picture. Or we can give them some ideas if they want.”

T–It’s going to be a wonderful picture and I’ll be interested to hear the story.

Angel–O.K. everyone, you can have a rest now, when I’m done colouring this.!”

The students were playing together at the Science and Technology Centre. They were sorting nuts and bolts and using a variety of tools to disassemble parts of an old typewriter. There was a great deal of enthusiastic energy and conversation as they discussed what they were going to do with all of these materials.

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T—It looks as though you are trying to repair something here.

S—They’re trying to fix the big space ship up there in space but they can’t and they need help so we’re going to help them.

One student chooses a screwdriver and shows it to the other students. “I think this one will work.” He tries to unscrew parts of the clock in his hands. “There’s something wrong–it’s not working” His friend tries to help him unscrew pieces of metal. “We have to try another one.” He shows his friend another screwdriver. “Here, try this one!” ” Yeah! It’s better!”

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S—We have to go up to the space station and help some people. They’re calling us for help. We can help them if we can bring them some tools.

T—How are you going to get to the space station?

S—We’re going in a rocket. I will press these booster keys and the rocket will go up into space. (She points to some of the keys on the typewriter.)
S—We’re going to use all these tools–they’re called “file tools” and we’re going to take them.

T—How do you know they are the right tools to take to the space station?

S—Because we tried them and practiced with them and they’ll work.

S—We have 87 minutes to get ready to go up to space! We need to hurry!

T—The astronauts at the space station are lucky that you are going to help them! They’ll be very happy to see you and to get the tools they need to fix everything. Have a safe voyage everyone!

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After the teacher had read “The Grouchy Ladybug” to the class, some of the kindergarten students were busily engaged in making clocks and practising telling the time with one another. They would help each other by showing where to write the numbers and where to point the hands of the clock, etc.

T–What are you making here?

S–We’re making clocks. Then we can tell the time.

T–Can you tell me what the hands are for?

S–Yeah! I can tell the time. The hands show you what number it is and what time it is. (the student proceeds to move the hands around the clock and tell the time) It’s 5 o’clock….(she moves the hands again)..now it’s 7 o’clock…now it’s 9 o’clock.

T–Can you show me 10 o’clock? Now can you show me 12 o’cock? What do you notice about the hands of the clock when you make 12 o’clock?

S–They’re together!

T–That’s right! The little hand and the big hand are together.

S–We read “The Grouchy Ladybug” and every page has a clock and it tells the time on every page and each page changes the time.

T–Tell me more about “The Grouchy Ladybug”. Why does the time change on every page?

S–Because the ladybug meets different animals at all different times.

S–The words and animals on each page get bigger and bigger until the biggest animal is a whale.

S–Yeah! Little animals have little words and big animals have big words.

This was a story that the students asked to have re-read or chose to read for themselves several times.

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This student was working by herself and completely focused on writing on the chart. She was copying words and sentences from a book which the teacher had recently read.

T–Can you tell me what are you writing?

S–My teacher read the story to the class and I liked it so I’m writing some words and some of the story. I want to remember the story and I like to write.

T–Can you tell me what some of the words say?

S–No….I don’t want to…I want to write!

—at which point she went back to her writing task!

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Simple Machines

 

Two students were at the Simple machines table busily working at taking apart an old typewriter with a screwdriver.

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T–Can you tell me what you are doing here boys?

S–We’re fixing the airplane engine.

T–What’s the matter with the airplane engine?

S–It’s broken and the airplane won’t fly.

T–How are you going to fix it?

S–We have to use the screwdriver to fix parts of the engine. ( He flicks a switch up and down) This part of the engine makes the plane go up and down and opens the doors and it’s broken.

T–How long will it take to fix the engine?

S–I think it will take a couple of hours.

 

 

Over the month of March the Kindergarten students enjoyed learning centres such as the Doctor’s Office, the technology Centre and the Art Studio. We have opened up several new centres which are now being investigated and explored. The ‘Doctor’s Office’ (Dramatic Play

Centre) has now been changed into the ‘Flower Shop’. Here, the students enjoy writing and taking flower orders from ‘customers’, making beautiful arrangements and selling flowers. As well, the students have been learning about money and how much the flowers cost.

Many students have made money in order to use the cash register and exchange dollar bills!

Another learning centre that is attracting attention is the water table. We have added a tiny bit of soap and are asking the students to discover different ways to make bubbles! Using various tools such as whisks, hand mixers, pouring water from higher levels and swishing water around, the students are discovering and learning as they work and play!

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FLOWER SHOP  T-(teacher)  S-(student)

T–I would like to buy a bouquet of flowers please.

S–We have lots of different flowers. What ones do you want?

T–Can you help me choose some?

S–Yes! –She proceeds to select different bunches of flowers and place them in a container.

T– They are beautiful! How much are they?

S–$10 please–another student beside her says “no, these are $8!”

(She pushes the buttons on the cash register and then hands me a slip of paper with $10 written on it so I will have money to pay for the

flowers.)

T–The flowers cost $8 and I am giving you $10. Can you tell me how much change or how much money I will get back? ( the teacher worked with the students to determine how much change would be given) S–Let me give you your flowers, O.K.?

T–Where do you get your flowers from?

S–Someone grows them at a farm. They pick them and drive them here in a truck. We give them water and keep them in a special place so they won’t die.

T–I see that the flowers are all different prices. How do you decide how much the flowers will cost?

S– Some are more than others because some are taller.

 

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Two students were playing “teacher” and “student”. They were fully engaged in reading the message together on the chart and by documenting this learning a great deal can be learned and recorded about the literacy knowledge of these two students.

One student would take a turn reading and then the other. They would assist each other whenever they needed help identifying a word. After reading the chart, they decided to move to the Word/Name Wall where they proceeded to read all the names on the wall, again taking turns and helping each other whenever necessary. Finally, they moved to the teacher’s chair and took turns as the teacher.

The student playing the role of the teacher showed the book (which the teacher had read that day) to her friend and talked about the cover and some of the pictures and then proceeded to read the book. She then asked questions related to the story she had read and the other student answered the questions, after which, they changed places and repeated the process. These students were completely focussed on these activities for the entire Learning Centre time.

Consider the learning that these two students have demonsrated.Two students were playing “teacher” and “student”.They were fully engaged in reading the message together on the chart and by documenting this learning a great deal can be learned and recorded about the literacy knowledge of these two students.One student would take a turn reading and then the other.They would assist each other whenever they needed help identifying a word.

After reading the chart, they decided to move to the Word/Name Wall where they proceeded to read all the names on the wall, again taking turns and helping each other whenever necessary. Finally, they moved to the teacher’s chair and took turns as the teacher.

The student playing the role of the teacher showed the book (which the teacher had read that day) to her friend and talked about the cover and some of the pictures and then proceeded to read the book.She then asked questions related to the story she had read and the other student answered the questions, after which, they changed places and repeated the process.These students were completely focussed on these activities for the entire Learning Centre time.Consider the learning that these two students have demonsrated.

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