18
THINKING IT THROUGH: TEACHING AND LEARNING IN THE KINDERGARTEN CLASSROOM
ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO
Time
Notes
Assessment
9:00
Sign-in “Did you wear boots today?”
Independent book time
– Sharon and Yee introduce new
text
– check book choices
9:30
Group time (Math focus)
– read sign-in question, Did you wear boots today? and look at
results – What do you notice? If we asked the same question
tomorrow would we get the same results?
– continue reading Anno’s Counting Book – have children organize
themselves according to the number 3/4 – What did we notice?
Invite children to make their own Anno’s page
Reread Water Centre challenge: How can we make rain?
Review home centre tidy-up
Watch for:
– What do children notice about
the graph?
– listen for math language
9:45
Self-initiated learning centre time
Water – How can we make rain?
Modelling – plasticene (no tools)
Science and tech – seed observation and sorting
Small group – Leonard, Sun, Hiep, Chantelle – revisit Anno and talk
about groups in pictures, make groups with counters and count
– Remember to invite four to sign Sharing list
*Building Time – Tuesday and Thursday
Observe:
– water centre
10:45
Sharing
– Review speaking and listening in front of group
– Have children read names of those on sharing list
Listen for:
– ability to explain
– logical sequence
– use of voice
11:00
Story/Movement
Read: Listen to the Rain (listen for words that describe the rain)
Finding own space – moving and stopping in own space (freeze)
– falling like the rain
– showing what you do in the rain/use tambourine/changing to
when the sun comes out/repeat
Observe:
– following instructions
– ability to stop
– interpretation of actions to
rain and sun
11:30
Dismissal
12:45
Outdoor Play
– look for changes in yard from rain (5 min.)
– add bean bags and targets
Observe Paul, Eric, Nathan,
Aaron
Full-Day Plan

19
PLANNING FOR LEARNING
Time
Notes
Assessment
1:15
Group time (Language Focus)
– Shared reading of poem Rain on the Green Grass/keep beat/
introduce actions per line/use cut up version for children to
read and sort
– Model making web using pictures of what we saw in the yard
Observe:
– keeping beat
– alternating lines
– ability to share ideas
1:30
Self-Initiated learning centre time
– Listening centre (introduce Big Sarah’s …)
– Continue water activity
Small group – take four who are interested for making web
together
Observe water
Listen for connections children
are making between pictures
2:30
Sharing
One or two from water experiments
Review rules for circle
– Circle – What I did today?
2:45
Story/Music
– Let child choose a favourite story of the week for rereading
– Introduce Echo song (what is an echo)
– Choosing instruments and making sounds of the storm (quiet to
loud and back to quiet)
Remind children to bring a seed from home
Observe:
– interpretation of sounds
– recognition in changes of
sound
Full-Day Plan cont.
Planning for Centres
Educators need to also consider planning based
on centres. Learning goals for each centre need to
align with the big ideas identified in long-range
planning.
At the beginning of the year, the goals and
activities will look very different to those at the
end of the year. Centres need to change and
evolve as the children do, over the course of the
program. A guiding question for planning is, What
skills, strategies, and processes will the children learn
in the centre? How are they applying these skills and
strategies in new contexts independently?
The following shows the beginning of plans
for dramatic play, and includes the educator’s
thinking and the rationale.
Dramatic Play Centre
Goals for the centre:
• develop social skills;
• engage children in using literacy and
numeracy skills;
• engage children in decision-making.