The Very Busy Spider- Children's Art and Literature

I just love Eric Carle's wonderful books! Guess what? So do my students! In my art classes, we studied creepy creatures that you might find in a rainforest.  One class created fabulous spiders out of painted paper inspired by his book, 

The Very Busy Spider.

This project was a simple project to do with the students and all students had fun creating their personal spiders.

Step One: Make the painted paper.  Use up old paint and have kids paint away! Let Dry.

Step  Two:  After reading The Very Busy Spider, have painted paper pre-cut in various sizes for the students to create their spiders.

 Next, look at the various shapes that make up the spider, 

tear drops, circles, and rectangles .

 After the main shapes are created and glued together have students add the details such as large eyes, mouth etc.

Legs are created by cutting strips of paper into short rectangles then glue together to make the long legs that crawl through spider webs and up trees!

 Lastly, give your spider a wonderful habitat to live in- 

Make fun flowers and leaves for your spider to crawl on.

Supplies:
Painted paper
construction paper
glue 
scissors

Laura is an elementary art teacher and the author of the blog Painted Paper. She has presented her thematic units nationally at the National Art Education Association and Ohio Art Education Association Conferences. You can follow her updates on fun and creative projects for kids here.

"W" Sitting Alternatives: Needs + Rationale

What is “W” sitting?

Marianne Gibbs, EdD, OTR/L

Gibbs Consulting, Inc.

“W” sitting occurs when children sit on the floor with their legs bent in the shape of a “W”. Observe your students today and see how they sit on the floor at school and home. Do they sit in the “W” position?

            

Why do children “W” sit?

Children may develop a habit for “W” sitting as a way to establish increased stability in their bodies when they cannot assume and maintain the criss-cross (tailor) sitting position. Unfortunately, “W” sitting compromises knee and hip joint positioning, inhibits trunk stability needed for sitting, and may impact the development of proficient hand skills. 

What should teachers and parents do when a child is a “W” sitter?

Teachers and parents should gently, but firmly discourage “W” sitting. I recommend allowing a variety of sitting positions especially if kiddos are struggling or have pain sitting in the criss-cross position. All of the following positions support healthy joint development and learning.

Recommended Sitting Positions:

1.      Long Sit (legs straight out in front of torso)

2.      Side Sit (legs bent and tucked to one side)

3.      Lying on Tummy (propped up on elbows) 

            
4.      Lying on Back (propped up on elbows)

5.      Sitting on a small to medium-sized ball with feet connected firmly with the ground is a fun way to sit and gain coordination at the same time.

We should expect young children to move in and out of positions when sitting on the floor - that is natural and the way kids stay alert and learn to manage their bodies in space. Just as one size does NOT fit all, one sitting position will never accommodate the sitting needs of all children. Young children learn best when their bodies are safely and comfortably positioned. When you support a variety of appropriate sitting positions, you are setting all children up for success!

Marianne Gibbs, EdD, OTR/L

Write Out of the Box

Note-from-the-editor: This is very significant insight and often "unknown" by parents. Would you please help pass the word by 'pinning' from this post? Your pin is the most direct way to circulate this information to a wider group. Please share directly with those that you have the opportunity to impact. Thanks for your support of behalf of developing children everywhere. ~~ Debbie 

Where the Wild Things Are

I am so excited to be able to share the work of one of my co-workers! Her name is Jo Ann Hamer, known to her friends and colleagues as JoJo! 

JoJo is a middle school art teacher now, but used to be our Kindergarten and First grade Art teacher until our district decided to make some moves a few years ago. JoJo had such knack for working with our Kinders and First graders, she would get them to do work that I never imagined a child that age was capable of! When I asked her to be a guest writer for our blog, she was a nervous because she has never blogged before! I told her not to worry and to just think of it as if she were sharing with me on what she did with her kinder classes. So, when she agreed to write, I was super happy to get to share her talent with each and every one of you!

JoJo has decided to share one of her FAVORITE lesson plans for Kindergarten:

Where the Wild Things Are 

 

The Focus of this lesson: reading, imagination and painting process and brush care

Materials Needed:     Book: Where the Wild Things Are by Maurice Sendak

18 X 24 white or neutral construction paper 80# (heavy is better for tempera paint)

Black tempera paint (day 1)

Colors of tempera paint (day two and three) I use old frosting cups to hold paint because it will not tip over it is a cylinder, plus you can leave at the easel and cover it with the lid!

Brushes/ water cups at each easel/ hand wash buckets around the room with towels

Easels (optional but truly the BEST way for Kinder age)

Day 1:

 

Procedures:

Introduce the book and Ask children if they have ever seen this book before.

Read story, talk and keep the topic light regarding the wild things…

Notice in the book: The yellow eyes of the wild things.

·         Talk about their facial features and exaggerate…

• Ask children if they have ever seen this book before?

At the Easel you:

• Paint using black paint your Wild Thing
• As you paint talk about the shapes you are using, circle, triangles a smile line, nose holes, hair…
• Tell the students they will be only painting with black paint today and then let them paint their own Wild Thing
• Show them how to clean their brush in water cup at end of class.

Day 2

• On day two have students watch you paint with bright colors, your Wild Thing
•  Let them do the same with their art.

THEN...
(Day 2 or 3) 
Share and Reflect:

• Students can share their art                
• While they are sharing ask them:
• Tell us about your Wild Thing
• Does your wild thing have a name? 
• If you were to change anything on your painting, what would it be?

 

I hope you enjoyed this lesson on Where the Wild Things Are by JoJo.  She has so many wonderful Art ideas for Kinder and I plan on having her share them with you on my personal blog Kindergarten Hugs and also through Pre-K and K Sharing throughout the upcoming months! 

I have been trying to talk her into writing her own blog to share her talent and love for Art! Maybe all the love and support she gets from Pre-K and K Sharing will help her make that leap!

Carie is a kindergarten teacher from Illinois who writes on the 17th of each month. She shares her experiences and ideas from her classroom, writing about reading, writing, math, Art, and several other fun and exciting things!

Carie also writes her own blog: 

Kindergarten Hugs

Carie Ramirez

DRUMS: Rat-a-tap-tap Rhythms with Reasons!

     Miss Carole of Macaroni Soup beating the bongo here!  Let's talk about drumming with Pre-K and K children!  You don't have to be a music teacher to engage your students in drumming exercises that will benefit their brains and bodies.  Today's blog will get you started.

     Active Music stimulates every area of the developing brain.  Early literacy skills such as rhythm, steady beat, pattern and sequence are a natural part of drumming – and the children just think it’s fun – and “cool!”

EQUIPMENT: You don't need to purchase drums to start.  Container drums are great - the children on the right are using empty baby-wipes containers that I have sealed shut with packing tape.  Empty oatmeal containers, 2.5 lb plastic nut/rice 

jars (mine came from Costco), coffee cans, Tupperware, pots & pans - there are lots of inexpensive (recycle-able) options.  Experiment with the different sounds made by different materials.  The boys in the picture (left) made drums from craft containers - great for storing other smaller instruments such as kazoos, a scarf, egg shaker, inside!

SPACE:  I start with hand drums - leave mallets or drumsticks for later.  I ask the children to sit in a "Safety Zone" - not too close so that they don't accidentally whack-a-friend while drumming!  Drums on the floor - they are not safe or secure on their legs.  They can sit criss-cross, legs folded with the drum in front of them OR in a V-seat with the drum between their legs.  Sitting on knees is ok - but I prefer "drums on the floor, bottoms on the floor!"

TIME:  Keep drumming time short (5-6 minutes to start) and fun.  Accuracy with beat-work will come, but it takes practice and ear-training. Encourage children to listen and do with enthusiasm!

BEAT IT!  Start with easy beats – two hands on the drum, then alternating hands as children become more adept.  Here are some great starters (you can hear this sequence on my Stinky Cake cd):

This is the Way We Play Our Drums (tune: Here We Go ‘Round the Mulberry Bush)

This is the way we play our drums

Play our drums, play our drums

This is the way we play our drums

So early in the morning!

  (speak/sing – these are music dynamics – an opposites, too!)

I can play my drum very softly!   (they play)

I can play my drum very loudly!        “

I can play my drum very slowly!        “

I can play my drum very fast!             “

Tap-A-Drum!  

   Children should use their pointer fingers as “drumsticks” to gently tap the first verse.  Open hand and let’em wail for the second verse!

Tap a drum, tap a drum, tap tap tap

Tap a drum, tap a drum, tap tap tap

Tap a drum, tap a drum, tap tap tap

Tap a drum, tap a drum – SHHHH!

v.2  Bang a drum!

NOTE:  if you put ½ cup of something (popcorn, rice, etc) in the drum before sealing it, you can do v.3 – Shake-A-Drum!  It's a favorite.  We do some additional "listening" to determine who has rice (soft sound) and who has beans (louder sound).

   

 Now let’s add a familiar song:

This Old Man

This old man, he played one                 hold up one finger

He played knick-knack on my drum     tap drum

With a knick-knack, paddy-whack      beat drum with alternating hands

Give a dog a bone                                in time with the song

This old man came rolling home!          Roll hands in front of you

v.2  he played knick-nack on my shoe – tap shoe

v.3  he played knick-nack on my knee – tap knee

v.4  he played knick-nack on the floor -  tap floor

Echo Drumming – you play a pattern, then the children echo it!  We start "hands on knees" (picture right) so that they listen first, then repeat what they heard.

    I would not add this activity until after a few drumming sessions.  With children 2 – 6 years old, I start by using the syllable “ba” for each beat.  It emphasizes the sound, and they can copy it with greater accuracy.

BA BA BA!   (they play the even, steady beat back to you – BA BA BA!)

BA BA BA BA BA!          (they echo)

BA BA BA BA BAH BA  (they echo)

BA (rest) BA BAH BA!     (they echo)

Now let’s get up and put the beats in our feet.  This is a Kodaly-based pattern.  I use a mini-timpani drum – but anything that you can beat out a good, loud beat with will work!  Be sure the children are all travelling in the same direction.  This is a spoken piece.  When you're done, let each child have a chance to play the larger drum, encouraging them to play both loud and quiet.

When the Drum Says…

Walk walk walk when the drum says walk

When the drum says stop, you stop!    (pause)

Jump jump jump when the drum says jump

When the drum says stop, you stop!     (pause)

Run run run when the drum says run

When the drum says stop, you stop!      (pause)

Tiptoe, tiptoe tiptoe when the drum says tiptoe

When the drum says stop, you stop!     (pause)

The Beats:  The “walk” beat is a medium tempo and steady.  My “jump” beat is 2 quick beats with a slight pause – as in a gallop tempo.  “Run” – fast, but not too loud!  “Tiptoe” beat is quiet and quick.

NOTE:  As the children get more familiar with the different beat patterns, you can stop saying the lyric and just beat the rhythms.  They should be able to identify what rhythm goes with what movement.

    There are many wonderful types of drums: wave drums, bongos, djembe, etc.  But even mastering the activities above is a great way to introduce your children to the joys of rhythmic drumming!  Children of all abilities love to drum – what are you waiting for???

Yours for a Be-bop-a-loo and a Wham-bam-boo!

“Miss Carole” Stephens

Macaroni Soup! Active Music for Kids!

Montessori-Inspired Flower Math Activities

By Deb Chitwood from Living Montessori Now
 

Last year, I had a post here with Montessori-Inspired April Showers Activities. Today, I decided to add some Montessori-inspired May flower activities. I used some great free printables I found online to create the activities.

The hands-on activities in this post are for preschoolers through first graders. You'll find many more activities for preschoolers through first graders throughout the year along with presentation ideas in my previous posts at PreK + K Sharing.

You can find my previous posts from 2012 easily in this post at Living Montessori Now: More Than a Year's Worth of Freebies and Montessori-Inspired Activities. You'll also find ideas for using free printables to create activity trays here: How to Use Printables to Create Montessori-Inspired Activities.

This post contains Montessori Services affiliate links (at no cost to you).

Roll and Build a Flower Activity

The Roll and Build a Flower Activity uses the Flower Unit {Expanded} from 2 Teaching Mommies. I just used an inexpensive wooden tray and a basket from a hobby store for the activity.

Leaves on the Flower Stem Counting Activity 

This activity uses the Leaves on the Flower Stem Counting from Mr Printables. You could make this activity easily by printing out and laminating the 2-D printables. I had found 3 adorable little clay pots for $1 at the Dollar Tree, so I wanted to make a 3-D activity. The activity as I made it required delicate cutting after I printed and and laminated the printables. 

Then I added Velcro circles to the numbered circles and the flower. I added Velcro circles to the leaves as well. I glued a bamboo skewer to the back of the stem so it would stand up, and I inserted the stem into the pot filed with black beans. The tray was an inexpensive tray from the grocery store. I used small containers to organize the numbered circles and the leaves.

You could make the activity a game by turning over the numbered circles and having the child draw a number before adding the leaves. The numbered circles could be 1-10 as in the photo or could be a smaller number of circles according to the child/children's age and ability.

The flower is rather fragile, so I wouldn't recommend this version for children who aren't able to handle a delicate flower. Of course, when children are told that a material is delicate and shown how to use it carefully, they'll often be extra careful.

Hundred Chart Art Flower
 

For this activity, I used another 2 Teaching Mommies printable - from Flower Unit {K Extension}. The flower in the photo is the control chart with the numbered chart and directions underneath it. I used glass gems from the hobby store and a small glass bowl from Montessori Services.

Although older children can use the activity as intended, younger children could simply place the matching colored gems on the colored squares on the control chart.

Grid Work Tulip
 

The grid work tulip uses Grid Work Tulip from Making Learning Fun. This is a fun introduction to grid work that will be useful later on in math. It's also a good way to emphasize number- and letter identification. I used mini glass gems and a glass candle coaster to organize the gems on the tray. I also used a sugar tong from Montessori Services for an added practical life activity.

Add the Flowers Activity 

Add the Flowers printable is from 3 Dinosaurs' Spring Pack Update. I used glass candle coasters to organize plastic flower gems from the hobby store (Michaels).

You can find some ideas for presenting hands-on addition activities in my Montessori-Inspired One Fish, Two Fish Math Activities post. You'll also find ideas for counting, subtraction, and greater than/less than in my PreK + K Sharing posts. There are printables for those concepts as well in the 3 Dinosaurs pack, so you can choose the concept or concepts that are best for your child or students.  

Place Value Flowers
 

Place Value Flower Pots is by Sarah Ridley at Teachers Pay Teachers. I added a felt mat and Montessori golden bead materials for hands-on decimal system work. Montessori-Inspired St. Patrick’s Day Math Activities also has a decimal system activity and resources for making your own bead bars.

More Free Printables 

Go to my post at Living Montessori Now for links to more flower freebies from around the blogosphere: Free Flower Printables and Montessori-Inspired Flower Math Activities.

More Montessori-Inspired Spring Activities

For more Montessori-inspired spring activities, see my Montessori-Inspired Spring Themes and Activities post. If you'd like ideas for calendar-based themes throughout May, see May Themed Activities for Kids. Have a happy end of the school year!
 

Deb Chitwood is a certified Montessori teacher with a master’s degree in Early Childhood Studies from Sheffield Hallam University in Sheffield, England. Deb taught in Montessori schools in Iowa and Arizona before becoming owner/director/teacher of her own Montessori school in South Dakota. Later, she homeschooled her two children through high school. Deb is now a Montessori writer who lives in Colorado Springs with her husband of 38 years and their cat of 12 years. She blogs at Living Montessori Now.  

Linked to Monday Kid Corner, Afterschool Express, Tuesday Tots, The Mommy Club Resources and Solutions at Milk and Cuddles and Crystal & Co., The Weekly Kid’s Co-op, Hearts for Home Blog Hop, TGIF Linky Party, Preschool Corner, Sharing Saturday, Saturday Show & Tell, Show-and-Share Saturday, The Sunday Showcase, and Link & Learn.

Moving from Counting to Math

It's the 14th of the month, are you ready for your freebie from Wise Owl Factory? This month I read Help Me Learn Addition, which is a math picture book with activities based on the kindergarten Common Core State Standards (CCSS). It has ideas for helping children work with numbers from 0-20. It was the inspiration for this month's freebie from Wise Owl Factory for the Pre K and K Sharing Blog.  So, here is my free count to 20 ocean theme left, and A to Z Dabbers pages, all on one PDF.  

Help Me Learn Addition is by Jean Marzollo of the I SPY books, and addresses CCSS for Kindergarten math.

The next photo shows the math printable with number tiles and glittered clothespins from the craft store. The glittered clothes pins are located in the wedding section of craft stores. Such fun!

Children need many experiences with numbers before being able to conserve them, and also need practice with organized counting before being able to subatize and work with addition.  Children who can count to 20 may or may not be able to add and subtract to 20 (work with numbers).  For instance, if a child counts 1, 2, 3, 4, 5 to add 5+1, that child is counting.  Addition will be meaningless at this stage.  Children who recite with excitement math problems such as 2 + 2 = 4, or 5, 10, 15, 20, 25 . . . may not actually have enough understanding to add or subtract numbers.  So another step with these counting cards would be to have the children add a button or counter over each picture and then move them down to count practice efficiently.  Counting by ones is not efficient and does not prepare children for addition and subtraction.  So in this picture, the fish are first on the math card, and then moved down and grouped as numbers are represented on dice.  

example of center in use to help children learn to count efficiently

When children are able to take counters and group them for efficient counting by groups of 2s, 3s, or 5s, they are approaching addition readiness.  When children do not have to recount the 5 in a problem such as 5 + 1 = ? they are ready for addition. To do justice for the children's education, we need to give them opportunities to work with counting objects.  

Happy counting and dabbing with your children or students, Carolyn

Wilhelm, MS, MA, NBCT, Wise Owl Factory