tag:blogger.com,1999:blog-1352539880410883104.post5492125641557943500..comments2024-03-17T03:23:06.534-04:00Comments on A Pinch of Kinder: Teaching Sorting in FDKYukarihttp://www.blogger.com/profile/04849000290547332559noreply@blogger.comBlogger8125tag:blogger.com,1999:blog-1352539880410883104.post-3201993143541796302021-08-02T22:24:53.438-04:002021-08-02T22:24:53.438-04:00Hi Yukari,
I was absolutely inspired by your site...Hi Yukari, <br />I was absolutely inspired by your site. Thank you for sharing your ideas with us. I love how the students have clear descriptors of what they are expected to do. The centers that you have would allow students to practice until they felt comfortable that they had mastered the skill. I was thinking that after the sorting unit, I might put the descriptors and the provocations into a tub, so students can pull them out throughout the year and compare their learning. Could possibly even circle back to this concept later in the year to add on other forms o sorting that they have discovered. Kathy Shttps://www.blogger.com/profile/16706920027579327721noreply@blogger.comtag:blogger.com,1999:blog-1352539880410883104.post-84775114420660306362020-09-24T12:22:19.490-04:002020-09-24T12:22:19.490-04:00We do 5 days of mini lesson for sorting! Hope that...We do 5 days of mini lesson for sorting! Hope that helps!Yukarihttps://www.blogger.com/profile/12682488311720997666noreply@blogger.comtag:blogger.com,1999:blog-1352539880410883104.post-68748754058510217512020-09-20T15:16:08.400-04:002020-09-20T15:16:08.400-04:00Hello,
Awesome resource! I am just wondering how ...Hello,<br /><br />Awesome resource! I am just wondering how long you spent on sorting before moving on to patterns?<br /><br />Thanks!<br />Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-1352539880410883104.post-85595968675846382102018-09-03T14:28:17.515-04:002018-09-03T14:28:17.515-04:00
I made them with wooden rectangles and felt stick...<br />I made them with wooden rectangles and felt stickers! Both can be bought at Michaels.Yukarihttps://www.blogger.com/profile/12682488311720997666noreply@blogger.comtag:blogger.com,1999:blog-1352539880410883104.post-90966272071007195822018-09-03T13:50:25.722-04:002018-09-03T13:50:25.722-04:00Hello! Thank for your willingness to share! You ar...Hello! Thank for your willingness to share! You are a true inspiration! I am wondering about your letters and numbers in this post. The black ones on wood? Where did you get these?Anonymoushttps://www.blogger.com/profile/11050859932063926595noreply@blogger.comtag:blogger.com,1999:blog-1352539880410883104.post-43955476410008316572016-10-16T19:49:04.546-04:002016-10-16T19:49:04.546-04:00I also want to add though, that I am of course no ...I also want to add though, that I am of course no means an expert and on either learning goals, success criteria or noticing and naming the learning.. Like so many of my colleagues we are reading and making sense of the new curriculum and which parts we might be able to incorporate into our program to start. I am looking forward to taking more PD through out the school year and learning from others as we implement the new curriculum to best meet the needs of our students and to increase achievement and engagement :)Yukarihttps://www.blogger.com/profile/04849000290547332559noreply@blogger.comtag:blogger.com,1999:blog-1352539880410883104.post-67302150721510704642016-10-16T18:54:56.896-04:002016-10-16T18:54:56.896-04:00Hi! I have read the new curriculum and the emphasi...Hi! I have read the new curriculum and the emphasis on "noticing and naming the learning" certainly caught my attention. I do believe that there can be a balance.<br /><br />I always have centres that encourage the practice of a variety of strands and provocations that encourage a variety of math skills too (e.g. I might put out a sensory bin with magnetic numbers in a variety of colours, unifix cubes and a variety of small animal figurines in some rice with 3 containers). The students could count the items, match it to the numbers, make a pattern, sort the items etc.<br /><br />So provocations of this sort would be out before I formally teach sorting and if the students are naturally sorting, my teaching partner and I may go over and name the learning. However I find that not all students will naturally sort or need more guidance than an open-ended provocation. So I do teach a mini-lesson daily (5 minutes max.) to ensure that all students are introduced to each math concept in the Kindergarten program. Then I do a diagnostic assessment and we create guided groups to focus on the students who need more practice with certain skills.<br /><br />So I guess my response is, although the blog post may have not made it clear, I do expose them the kids to a variety of materials that encourage the various strands of the Kindergarten curriculum from the get-go and notice and name the learning when possible, but also explicitly teach and state the learning goal and success criteria within my mini-lessons.<br /><br />I hope that makes sense! Thank you for your thoughtful comment. It was an unexpected but happy surprise to find in my inbox! Yukarihttps://www.blogger.com/profile/04849000290547332559noreply@blogger.comtag:blogger.com,1999:blog-1352539880410883104.post-72946534836707693112016-10-16T16:57:58.395-04:002016-10-16T16:57:58.395-04:00Hi, I'm new to learning about Kindergarten (ha...Hi, I'm new to learning about Kindergarten (have been teaching for 17 years, but mostly in J/I). As I recently moved to the Ministry of Ed as an Education Officer with the Curriculum and Assessment Policy Branch, I've been doing a lot of work with the newly released Kindergarten Addendum for Growing Success.<br /><br />My colleagues have been talking to me a lot about what inquiry might look like in Kindergarten, with an emphasis on "noticing and naming", rather than sharing LG and co-constructing success criteria up front like we tend to do with the children in the higher grades... I'm intrigued by the nuanced differences, and am trying to wrap my head around this.<br /><br />The hyper organization of your flow in the blog post above really appeals to me, but I am wondering what might happen if you turned it on its head, i.e. put out a few things for students to sort at a centre a week or a few days *before* you begin your sorting unit, and then as children invariably start to sort by colour, shape or some other rule, you or your teaching partner notice and name these behaviours. Then later, you might pull a group of children (or the whole class?) together to comment on what you have been noticing at the sorting centre, and *then* share the learning goal. Rather than feeding them the rules by which to sort up front, I mean.<br /><br />Since you clearly have more "on the ground" experience with Kindergarten than I do, I would be very interested in hearing your thoughts about this... if you are willing your share your response? :)<br /><br />Thanks for sharing so many insightful photos and captions from your practice, btw! It's very inspirational to see all the wonderful things happening in Kindergarten classrooms across the province. Teschowhttps://www.blogger.com/profile/11245842636171843428noreply@blogger.com