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.

Don't Blame the Parents... Work with Them

A big frustration for preschool teachers is having that child in the class that demonstrates a behavior that is challenging and disruptive.  You have tried everything to get the child to cooperate so the next step is to contact the parents.  The director hopes that it won’t come down to having to remove the child from the school so she keeps her fingers crossed that the parents will be open enough to help with the situation.

Approaching the parents of the child can be the real challenge.  You may worry about whether they will be receptive to the problem or will they get defensive?  Will they take the stance that they don’t know what to do or that their child couldn't possibly be behaving this way?  Having worked with both schools and parents for many years, let me offer five tips for partnering with parents in resolving in-school behavior issues.

BEFORE CONTACTING THE PARENTS.  A child in your classroom who is demonstrating challenging behavior can be incredibly frustrating.  Before reaching out to the parents to turn this problem over to them, be sure that you've taken care of your responsibility first.  Has the child’s teacher received adequate training to handle the problem in her classroom?  Have you considered seeking out a behavior analyst to observe and assess the situation?  Not all challenging behaviors start at home.  Because children are affected by adult emotional chaos, some behavior situations can be caused by the teacher herself.  Is she handling her classroom well and is she entering the classroom in a peaceful and emotionally balanced state?

PARTNER WITHOUT JUDGEMENT.  Put your fears and

preconceived ideas aside in order to create an atmosphere of openness and acceptance.  You may have information about the parents and their lifestyle, but it’s best to prepare for the conversation with an open mind and without assuming how they will react or what they will say.  Remember, you receive what you put forth.  Assuming you will receive the best in parents is more likely to make it happen.

CLEARLY DEFINE THE PROBLEM.  As the teacher or director, you are the professional and usually have more knowledge on child development than the parents do.  Therefore it’s important that you clearly define the problem you’re having with the child in the classroom and put it in terms the parents will be able to understand.  While the child may be disruptive and uncooperative in your classroom, do your best to see the child’s behavior for what it is.  According to many child psychologists, a child’s challenging behavior is often indications of an unmet need such as attention or power.  It could also be that the child is just too immature and not yet ready for the classroom situation.  Consult a behavior specialist if one is available to you before assessing the problem you’re having with the child.

GIVE THE PARENTS HOMEWORK.  Do not assume that you can just tell the parent about the problem you’re experiencing and expect them to know what to do.  Think about the behavior challenge and help your parents understand what similar behavior to look for at home.  Give them specific actions or discipline measures to take at home, especially if they experience the same behavior challenges that are being seen in the classroom.  When children see the same discipline measures in the home as well as the classroom, they are more likely to become cooperative a lot quicker.

SCHEDULE A FORMAL MEETING.  Once the parents have had an opportunity to look for the challenging behaviors at home and/or to try out suggestions from you, schedule a formal meeting with them including the teaching staff and the director.  Invite discussion about their findings and progress at home.  Treating the parents as members of your team and keeping a positive attitude about the initiatives of this group will avoid having the discussion turn into an uncomfortable conflict.

SEND PROGRESS REPORTS.  If the parents are cooperative and everyone has agreed to work together, send home progress reports about your observations of the child’s behavior in the classroom and invite parents to do the same.  Stay engaged with the parents and thank them for their cooperation.  Be sure that your approach with them is kind, supportive and encouraging.

WHEN ALL ELSE FAILS.  If you've done all that you can and either the parents are uncooperative or the child’s behavior is not changing, you may be forced with having to ask the parents to remove their child from the school.  As uncomfortable as this might be, it is always best to communicate this to the parents in person and not through email or letter.  Be sensitive to the parents’ position and avoid becoming defensive of yours.  Determine the length of time that should elapse before the child will be allowed to re-enroll in the school and help the parents focus on that date.  Consider sharing the information regarding this incident with other teachers to help educate them on best practices in their classrooms.

Bill Corbett is the author of the award winning book series “Love, Limits, & Lessons: A

Parent’s Guide to Raising Cooperative Kids” in English and in Spanish, and the founder and president of Cooperative Kids.  He has three grown children, three step children, two grandchildren, and lives with his wife Elizabeth and teen step daughter Olivia near Hartford, CT.  You can visit his Web site www.CooperativeKids.com for further information and parenting advice.

THE COLORS OF MAY

THE  COLORS  OF  MAY

 "You are as welcome as the flowers in MAY."

- Charles Macklin

Many places are close to the end of their school year and are experiencing the colors of May.  Others are planting for the colors of summer.  I want to share some May color with you and let your imagination absorb it with pleasure.

FRIENDS

"Be like a flower and turn your face to the sun."
- Kahlil Gibran

Cover your halls with child created flowers, insects, weather and enjoy the process of SPRING.

"'Tis like the birthday of the world,
When earth was born in bloom;
The light is made of many dyes,
The air is all perfume:
There's crimson buds, and white and blue,
The very rainbow showers
Have turned to blossoms where they fell,
And sown the earth with flowers."
- Thomas Hood

SWINGING PENDULUM ART

A TRIPOD HAD A LONG STRING AND HEAVY OBJECT ON THE BOTTOM.  The children added blobs of paint and the pendulum was pulled and began to swing across the paint.  The children were fascinated and the art was displayed for an open house at the Methodist Temple Child Care Center in Evansville, IN>

 

"The air is like a butterfly
With frail blue wings.
The happy earth looks at the sky
And sings."
- Joyce Kilmer, Spring

Easy to create - coffee filters with water base markers.  Sprinkle with a mist of water and the colors will bleed and fascinate the children.  The butterfly on the right is created when paint is placed on a folded piece of paper and then with gentle fingers the color is moved between the two sides of the paper.

 Garden party fun.  Provide the children with carrots, celery, peppers and any other crunchy veggies.  Talk the talk and ask lots of questions.  The best idea would be to plant a garden and document the growth of each of the veggies.
Provide dip and you will be surprised how fast the veggies will dissappear.

This is the PEEPER PALACE the home of the Peeper puppets.  It has been part of this school library for several years and due to construction at the school the palace will now be at the Ohio Twp. Central Library in Newburgh, IN. 

 

Peeper Puppets can be found at www.storytellin.com and are made in the USA.  Unfortunately there are eyes made out of the country and they are dangerous for children so beware of the counterfeits.