Los Feliz Arts

Kindergarten News Feb 2010

Our current unit in Theatre Arts is Imagination Play.  Students have been, throughout the unit, collaborating and improvising a story and script.  The characters and stories come directly from their collective imagination.  Please print out a script for your child so that he or she can practice their lines at home. The Kindergarten and the Kinder/First performance date will be announced shortly.

Ms. Fann’s Class: Avenue 21-Funny Town

Ms. Pardo’s Class: The Treasure Seekers

Ms. Jindra’s Class: Life in the Woods

Mr. Dmytriw’s Class: Village by Silver Lake

Kindergarten Newsletter 
January 2010 
- Happy New Year!!!
Readers’ Workshop

In reading, the guiding question is: What strategies are in my reading toolbox to help me figure out words? 
The month of January has been an exciting month of growth for our kindergartners. All students have begun to recognize many story elements and words when reading.  They are really beginning to enjoy reading and are starting to see that it is fun!  One aspect of Readers’ Workshop students have been focusing on this year is how to respect other readers in the room. With the New Year, we agreed to set a classroom goal to sit and read quietly in our reading spots for a full twenty minutes.  This gives teachers the opportunity to meet with individual students for reading conferences and to work with small groups of students who have similar academic needs.  We are still working to reach the goal and increase our stamina as readers, but we are almost there.  We are certain that in February, we will meet our goal and students will be able to sustain reading for 20 minutes independently in their “just-right books.” 
Some reading strategies students have been working on include using their index finger to point to each word as they read, looking at the pictures to help figure out words, reading sight words they have learned, and identifying patterns in books to help them read the rest of the story.  Students have also begun to use their critical thinking skills by making predictions about the story based on the cover and then checking the prediction as they move through the story. They begin to check for comprehension by asking themselves if the story makes sense as well as understanding the parts of the story–what happened in the beginning, middle, and end of the story. Teachers are also asking students to make connections to what they are reading by thinking about how the story relates to their life. Finally, we have begun to help the kindergartners see how reading and writing go together by identifying attributes of the words and sentences and recognizing how to use those attributes in our writing.  For example, when readers read a sentence and see a period at the end of each sentence, students recognize that as writers, they must put periods at the end of their sentences,too.

Writers’ Workshop

In writing, the guiding question is: How do I write for readers? 
January has been a great month for writers to practice the skills they learned when writing the letters of the alphabet and sight words.  Word study has been combined this month with writers’ workshop using lessons called “Star Names.”  Every day, a new student’s name is drawn out of a bag by the previous day’s “star name” student. Next, classmates are asked to give that student a put up.  Then, they write their sentence and draw a picture for the star name friend and put their name and date on the paper. While students are writing these sentences, it is an opportunity for teachers to reinforce writing conventions such as capital letters at the beginning of sentences, finger spacing between words, and periods at the end of the sentence. Students are also working on spelling sight words correctly using the “snap word wall” as a resource. Students are beginning to understand that writers write for different purposes and for different audiences by thinking about why they are writing and who is going to read their writing.  They know that other people are reading their writing because once everyone has created their written sentences and drawn a beautiful picture, all of the pages are combined into a “Star Name Book” that each student then can take home and read with their families. Thus, we have a purpose for making our writing legible for our readers.

DWOK (Different Ways of Knowing)

In project-based learning, the guiding question is: How do we show we care? 
During the month of January, students turned their attention to an understanding of how families show care through protection with many different learning experiences in DWoK. Our students have learned about things that help protect them such as helmets, umbrellas, sunglasses, flashlights, seat belts, and sunscreen. They also learned about ways families show care through protection such as making rules, providing shelter and food.   We also explored ways we are protected at school. Finally, we wrapped up our study of who protects us in our community with special visits from a L.A. county sheriff deputy, a fire fighter, and a dentist. The students were delighted to have these special community workers visit our classrooms and discuss their responsibilities to protect us. Even though our study on protection is coming to a close, here are several important things you can do at home to make connections to protection. Help your children learn their address and phone number; also help them to learn to write their full name. In addition, as a family, make a plan of action in the event of an earthquake or fire and practice it. Finally, discuss with your children what they should do if they ever get lost and who they should ask for help.
Word Study

Word Study provides an opportunity for each teacher to meet with a small group of students every day. During our small group time, the instructor differentiates learning to meet the needs of each child. For example, one group will work on matching capital letters with lower case letters and another group will create a word “bank” of rhyming words. Please continue word study at home with your child. Practice writing upper and lower case letters. Play word games in the car, such as rhyming words or name every word you can think of that starts with the same letter. Another fun game to play is “I’m goin’ on a trip…”. Everyone takes a turn to say what they will take on a trip and each object correlates with a letter of the alphabet. For example, “I’m going on a trip and I’m takin’ an apple.” Then the next next person would name something that starts with the letter b, then c, until you get through the entire alphabet.

Math

In math, the guiding questions are: How do I use tools to measure time? and How do I identify and describe solid geometric shapes? 
During the month of January, students learned about placing events in sequential order by looking at a series of pictures, putting them in order and explaining their thinking. They also learned about the concepts of time: (morning, afternoon, evening, yesterday, today and tomorrow) and what everyday events happen during those times. To learn about tools that measure time, students learned the parts and function of a clock and calendar. Each class made a birthday graph to learn about the months of the year and also as a meaningful way to learn how a picture graph gives information. Also this month, in the area of geometry, students learned about solid shapes: spheres, cubes, cylinders and cones by using clay and play dough to form the different shapes. They learned about the different attributes of each shape and how three-dimensional shapes are different from plane shapes. Ways to help your student in math include looking for three dimensional shapes in the environment and having your child name and describe the shapes. You may also help your child, by discussing what activities take place at different times of the day and mentioning time to the hour which will help your child identify the time of everyday events.
P.E.

Children love to run.  If they get to run with a baton – even better!  Many times our students tell us that it is their favorite activity, so that’s how warm up is conducted in P.E. Four teams split up behind eight cones racing each other –  not to win, but for fun! Students are learning how to throw and catch balls, how to balance on beams – either safely on the ground or on the stegel (our gymnastic apparatus) with a mat underneath. Our students are also frequently seen on the monkey bars to build their upper body strength. Sometimes they use the “bouncy balls” to hop across the yard.   After a thirty minute class Coach Wenger asks students to sit down in a circle, take some deep breaths, give themselves a hug. They then finish up with a team cheer: “two, four, six, eight, who do we appreciate?”  By the way, the team names are: Ms. Pardo’s class: The Cheetahs; Ms. Fann’s class: The Fire Webs;  Mr. Dmytriw’s class: Wolf Squad;  and Ms. Jindra’s class: Butterfly Dinosaurs.

Music

We have recently introduced our keyboard curriculum into our music classroom.  We are identifying not only the basic elements in music such as high and low, fast and slow–but we also apply these concepts to the geography of the keyboard. Patterning of black and white keys as well as patterning in melodic phrasing, is the key to our development of math skills in the music “studio.” We are also extending our fall curriculum of “steady beat” movement.  We have used tambourines, bells, woodblocks and hand drums to feel the steady beat, and we have transitioned to using the percussion ensemble setting on the keyboards to feel the steady beat. Cooperation, unison and the idea of ensemble is central to our studies in music.  We will continue to explore beat, tempo, dynamics and melodic direction in the upcoming weeks, with a special segment on basic note-reading in March.

Visual Arts

In visual arts, our artists have been focusing on how to view the world as a sculptor.  Looking for ways to break each picture or object into shapes is a helpful tool that will aid them in both sculpting and drawing and naturally ties into areas of mathematics that they have been exploring.  With that understanding, students are able to use three-dimensional shapes that independently have no resemblance to an object, but combine well into people, places and things.  This emphasis on shapes is carried into clay, when students learn to use their greatest art tools – their hands, to effectively mold solid shapes.  The final product of all this work with shapes is creating a clay character planned out and brought to life.

Theatre Arts

In theatre arts, the guiding question is: How do we tell our stories through theatre arts? The unit of study in theatre arts is called Imagination Play. Kindergarten students have been practicing what it means to collaborate and cooperate with each other by playing theatre games.  We are practicing collaboration because we will soon be writing our own play together to present at the Spring Showcase in March.  To practice collaboration we have played games such as mirrors, freeze, and the adjective game.  In the coming weeks we will create an original story building on, and incorporating everyone’s ideas.

Dance

The Kindergarten dancers have started their very first dance style – Ballet.  This dance form emphasizes maximum control of the body; a real challenge for such young dancers. They have isolated their foot and leg movements to demonstrate the five basic positions, and have started an introduction into the language of ballet with steps such as demi plie and grand plie. This language of dance will serve them well as they venture into other dance styles.  Before the unit is through, these dancers will recognize and be able to demonstrate several ballet steps, as well as come away with a better understanding of the stylistic elements that make ballet unique.

Readers’ and Writers’ Workshop
In reading, the guiding question is:  How do readers read, think, and talk about books?
In writing, the guiding question is: How can writers tell stories from their lives?
These last few months have been incredibly exciting for our readers and writers. We have been working towards understanding that print carries meaning.  Our students are studying words and letters every day and looking for print in the environment. Students are labeling their stories with the sounds they hear in words and identifying “snap” words (words that are recognized instantly in a «snap», such as and, it, the, etc.) in books. In January our readers will be asked to really think about what they are reading. A crucial part of reading is not only being able to decipher and decode words but also to comprehend —aquire a deep understanding of what they are reading. Students will learn how to get their minds ready to read by looking closely at the pictures and making predictions about the story. We also want to encourage students to think about their books as they read them. To help build your students’ reading and writing skills over break, read and write with them every day and ask them questions such as “What do you think this story will be about?” “What is your favorite part? Why?” When they draw pictures, ask them to tell you their story by explaining all the details and encourage labeling. Engaging children in these conversations will strengthen their reading comprehension and increase retention. You can also help your child by practicing “snap” words with them, help them make flash cards and play a memory game. Have your child find snap words in the stories you are reading. You can also review letters of the alphabet, asking them to identify the sounds letters make and words that begin or end with that letter. more…

Our current theater arts unit of study is Fables and Fairy Tales. Each class will showcase a fable or fairy tale from around the world.  The kindergarten classes will showcase on Wednesday, December 16 at 6:00pm.

Ms. Fann’s class: I Bet I Can (PDF)

Ms. Pardo’s class: THREE BILLY GOATS GRUFF (PDF)

Ms. Jindra’s class: THE THREE LITTLE PIGS (PDF)

Mr. Dmytriw’s class: Little Red Riding Hood (PDF)

Readers’ Workshop
In reading, the guiding question is: How can readers read, think and talk about books?
In October, readers have been learning how to make connections within and across books.  Within books, students have been focusing on talking with a partner about how certain parts of the book make them feel and also on discussing the feelings of characters as seen through facial expression and body language.  To further explore feelings in books, students have also pantomimed characters from shared reading and acted out stories using storyteller voices.  Students have also learned how to identify the setting in their books. Integrating drama, students have used what they know about setting to pantomime how they would act in different settings. Our readers are becoming better at making predictions using textual and pictorial cues.  Integrating what students have learned about patterns in math, students are also becoming experts at recognizing and understanding patterns in books.
In November our readers will continue to read words in their stories and their environment as they make the connection between letters and sounds. Our readers will soon be moving into reading groups and into their own “just right” books as they begin to read independently.  This month our readers are also adding more tools to their readers’ toolbox as they move into learning to read sight words as well.  Many students will be able to read words, sentences and even entire books.  At home, you could show readers that we can read the world; from signs to magazines to stories before bed.  Read at least 20 minutes each day with your children.  When you read together, ask your kids to point out details, like the setting or how the characters of the book show their feelings.  Ask your children to predict what will happen in the story as you read together.  Also, you can have them begin to retell the story what happened first, next and last.

Some helpful websites are:
Starfall (http://www.starfall.com)
ICT Games (http://www.ictgames.com/phonemeFlop_v4.html)
Funbrain (http://www.funbrain.com)
more…