Safe Bodies, Strong Kids (SBSK) Lesson 1: Everybody’s Special
This week in SBSK Lesson 1, students learned that everyone’s body is unique and special. We read the book We’re Different, We’re the Same by Bobbi Jane Kates. They learned that bodies have similarities and differences in size, abilities and interests. Ask your child what differences and similarities they discussed as a class.
To reinforce this message at home you can talk with your child about similarities and differences in family, friends and neighbours. This can be enhanced with photos and books, or during activities where people demonstrate their unique abilities and interests.
Here are some great books to read with your child at home:
The Skin You Live In – Michael Tyler and David Lee
It’s Okay to Be Different – Todd Parr
Whoever You Are – Meme Fox
Your Body is Awesome – Sigrun Danielsdottir
Your child will be bringing home their self portrait today. Please feel free to connect if you have any questions about this week’s lesson.
Personal Safety Program is starting tomorrow
Dear Parents/Guardians,
A notice is coming home today in your child’s yellow communication folder about our Personal Safety Program that will be starting tomorrow. I am copying the notice here, just in case.
Re: PERSONAL SAFETY PROGRAM, “SAFE BODIES, STRONG KIDS.”
The school is excited to let you know that your child will be soon be learning about personal awareness and personal safety strategies. Teachers will be using a program called “Safe Bodies, Strong Kids” that was jointly developed by several school districts in the lower mainland.
Research has shown that children who are taught the correct names of body parts, self-assertive strategies, along with being made aware of how and when to seek an adult’s help, are less likely to be victimized and/or exploited and are more likely to report earlier if they are. (Finkelhor, Asdigian, & Dzuiba-Leatherman, 1995a, 1995b; Rispens, Aleman, & Goudena, 1997; Topping & Barron, 2009; Gibson & Leitenberg, 2000)
Personal safety is one of the learning standards of the Physical and Health Education Curriculum mandated by the Ministry of Education. Children, throughout their school education, will learn about various topics including personal safety, personal boundaries and how to seek help when needed.
Examples of topics discussed in the program include:
- Your body belongs to you,
- Safe and respectful reasons for touch
- What to do when a touch is not safe and respectful,
- Scientific names for private parts of the body,
- The “No, Get Away and Tell” safety rule.
Please use this opportunity to talk to your child about what they are learning and practice the safety strategies they have been introduced to.
Please feel free to call if you have any questions or concerns regarding your child’s education.
Many thanks,
Ms. Quin
Protected: Happy Halloween!
Halloween Day Info
Hello Kindergarten Families,
A yellow notice come home today with some reminders for Halloween day. I’m posting it here just in case some papers didn’t make it home.
This is a reminder that your child is invited to wear their costume tomorrow on Halloween day. If you child is going to wear a costume, please have them come to school in it and that they can independently go to the bathroom while it’s on.
If your child is planning on handing out treats, please ensure they are nut free.
On Wednesday, we are going to have pajama day! Your child is invited to wear their pajamas to school and bring a small stuffy (one that can fit on their table and in their lap at the carpet).
Happy Halloween!!
Protected: Spooky Halloween Activities
Protected: Apple Investigation
Picture Day Tomorrow!
Hello Families,
This is a reminder that tomorrow (Thursday, October 19) is picture day. Kindergarten classes are usually called first, so please ensure you arrive to school on time.
Many thanks,
Ms. Quin
Reading and Writing in Kindergarten
Letter Learning
Learning the names of the alphabet letters – like all early learning – is best done in the context of what is meaningful to young children.
Many children first learn the initial letter of their own name, which has a great deal of meaning and importance to them. For the child who loves Jello, J may be an important letter, while the child who knows that daddy works at Safeway may begin to notice the letter S.
Some children learn to read without knowing the names of letters or the sounds associated with them. But research shows that for most children, associating names and sounds with the alphabet comes before conventional reading.
However, this finding does not mean that letter names should be drilled into young children. There are far more effective and enjoyable ways for children to learn about letters. For instance, children enjoy labeling items that they chose. Sound out the name of the object together to determine which initial letter to use, then cut out big letters from magazines or newspapers and invite the child to tape them on items that they want labeled.
At home or out together, point out letters and words that are likely to be of special interest to your child. Try simple activities such as reading logos of favourite foods and stories, identifying street signs, writing grocery lists together and playing with magnetic letters on the refrigerator door while singing the alphabet song. Remember, children learn through play!
The Write Stuff
Long before a child learns to form letters with a pencil or marker, they have taken many steps toward learning to write. Children must have many opportunities to use their hands to do various things before they can successfully print letters.
Molding with clay or playdough, using large and small Lego’s, picking up beads and playing with knobbed puzzles all prepare the fingers and hands for writing. Scribbling with markers and crayons, controlling a pencil for use with a stencil, using chalk on the sidewalk and painting with fingers/large brushes are a few of the many ways children practice for later writing.
We stock our room with plenty of paper, paper clips, staplers, markers and crayons, and we make sure that these materials are available for children to use. Children may want to “write” notes to their friends or messages to their teacher or parents. They use writing materials in their dramatic play – making signs for a store, tickets for a show, menus for a restaurant, and so on.
As children experiment, developmental stages of writing become evident. Children move from random scribbling to controlled scribbles, to random alphabet letters, to consonants that represent words. Only with lots of opportunities to practice can children move through these stages.
If your child does not have a proper pencil grip, cannot purposefully manipulate a crayon or simply shows no interest in learning to write, they are probably not ready to do so. Take care not to push. Children enjoy learning a new skill only when they are ready for it. Getting ready is just as important as mastering the skill.
Make Your Own Storybooks
Children love stories and love making things so take advantage of this terrific combination and make some books with your child. Preschool children are ready to help write and illustrate stories from their own experiences or imagination. Here’s the idea:
- Write down a story as your child tells it. Be sure to write the child’s words, not yours, and repeat the words as you write. This process helps a child recognize that print is “talk” written down.
- Place an appropriate number of words at the top of separate pages of paper and reread the story with your child.
- Invite your child to illustrate each page and, if s/he wishes, to create a cover, title page and dedication.
- Arrange pages in order and place in a notebook.
- Encourage your child to “read” this new book to you.
The same process can be used with photographs that describe a trip to the zoo, a vacation or a visit from Grandma or Grandpa.
These unique books make wonderful gifts. You might want to photocopy them (colour photocopies are great!) and give them to several members of the family and close friends.
Remember, whatever the topic, we adults act only as the scribes for the child’s words and as assistants in putting the book together. Children should make all the decisions about the content and creation of their own storybooks!
And, of course, HAVE FUN!
Stages of Children’s Writing
Educators look at writing very differently than they did a generation ago. The things that young children seem to do naturally when given a paper and markers are now viewed as true forms or writing.
There are at least six different forms of writing:
Drawing: Children draw and “read” their drawings as a form of communication. They may draw unrecognizable forms and say “I played at the house centre today with my friends”. Or they may draw a treelike form and say “This says remember to take me to the park”.
Scribbling: Young children believe they are writing when they scribble and often “read” what they just scribbled. Children often will move the pencil like adults, making their scribbles from left to right.
Invented Letters: Many young children make up their own letters. A circle with a line drawn down from the bottom (resembling a lollipop) is a common invented letter. Again, children believe they are writing.
Random Letters: As children become more aware of the alphabet, they often write the letters in long strings, usually at random.
Invented Spelling: Invented spelling takes many forms but is related to the sounds the child hears in each word. At the beginning of this stage, children may write one letter to represent a word. Later, words are represented by two letters, the initial and ending letter sounds. As the child’s writing continues to mature, most sounds are represented in their invented spelling. I refer to this stage of writing as Kidwriting when we start Writer’s Workshop.
Common Spelling: The child begins writing more and more words spelled as adults spell.
***Letter borrowed from Tracy Fulton, New Westminister School District***
Kindergarten Philosophy
Letting Children Choose
Why do we as adults pursue hobbies such as golf, crochet or gardening? We spend time in such an activity because we find it enjoyable, we have some control over the activity and we see it as offering some probability of success. We choose what we will crochet or plant; we decide where, when and with whom we will play golf or tennis.
Children, too, learn best when they have some control over their learning, when activities are meaningful and relevant, and when they can make choices in the materials they will work with and how they will use them.
Children thrive when they have opportunities every day to make choices in their learning. We facilitate children’s choices within a carefully planned environment. We create the environment to allow each child to choose activities that are developmentally appropriate for his or her age. The children choose the peers with whom they will work and play and usually determine how they will use the available materials.
These choices empower children to take control of their own learning. Children use materials and equipment in far more creative and innovative ways than we could ever plan, and they use the materials in ways that meet their own developmental needs.
Research indicates that intrinsic motivation – when we work on a task primarily because we find it satisfying – is the most effective and engaging way to learn. In this program we make an effort to provide materials and activities that provide choice and interest for the children. That’s a key reason that you’ll see busy, involved children when you visit the classroom.
What Did You Do At School Today?
It is difficult for young children to recall and describe what they did during the program day. Children are active and busy for the entire time, but they sometimes lack the words to tell others about their activities – or by the time you pick them up, they have moved on to other things.
Parents, of course, want to know about their child’s day. Here are a few ideas to keep in mind when asking your child about his/her activities.
Keep informed of the class’s planned events so you can ask specific questions. For example, “Did you get to walk to Safeway today, or was it too rainy?”
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- With most children, avoid general questions like “What happened at school today?”
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- Avoid questions that produce one-word answers
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- Ask specific questions such as:
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- “Whose special day was it today? Tell me about what s/he shared”
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- “What centre(s) did you go to today?”
- “Tell me about this drawing in your backpack”
Sometimes telling your child a little something about your own day starts the ball rolling. Your child may get the idea of sharing news and feelings about his/her day this way.
And remember – if your child shares something about his/her day that you question or worry about, BE SURE TO BE IN TOUCH WITH ME ABOUT YOUR QUESTIONS OR CONCERNS IMMEDIATELY! Sometimes it is a matter of clarifying an issue, and if something is truly bothering your child (or you), it is best to have the issue dealt with right away. Prevention is certainly the best policy!
The Best Learning Is Active Learning
Active learning takes advantage of children’s natural desire to move and touch. Young children love to manipulate items and explore new ideas. They enjoy the opportunity to see how things work and to test their own theories.
Active learning takes advantage of children’s natural motivations, abilities and interests. Children get lots of opportunities to investigate what interests them – to solve problems, discover relationships and make comparisons.
Children use all their senses to make discoveries: How heavy is it? Does it smell? Can I find another one that feels the same? What does it sound like when I drop it? How is it different from other items? Using their hands, eyes, nose, ears and mouth to explore an item, children gather more information and remember what they learn.
As they interact directly with the environment, children not only gather sensory information, they also refine their senses and motor skills. For example, it takes very refined movement of the hands and fingers to produce the penmanship required for writing. Squeezing playdough, picking up puzzle pieces and using scissors are ways for young children to practice using their hands and fingers.
We organize the classroom environment to promote active learning and we do lots of things to encourage children to think and talk about their discoveries and creations. The next time you want your child to learn about something, provide the materials, space and time. Then step back and watch. You will be surprised at how much more your child will discover through active involvement!
Dynamic Classrooms Are Not Quiet!
Quiet classrooms do not mean that young children are learning. In fact, since oral language is very important during the early years, quiet classrooms may indicate that young children are not learning all that they could be.
Talking gives a child the opportunity to experiment with new words. It provides the vehicle for expressing ideas and testing current knowledge.
Shared experiences are important; they give children something to talk about. Children learn the nuances of communication in groups by trying out their language skills. For example, they learn what a question sounds like and how loud is loud enough.
Using words and talking about how things work, making comparisons and retelling experiences lead to increased intellectual development. When children reconstruct experiences, sequence events and point out similarities or differences, they are engaging in higher-level thinking skills. And when children are encouraged to ask questions, they not only gain information from adults’ responses but also build their competence – and confidence – as active seekers of knowledge and understanding.
The vocabularies children use in reading and writing are based on the words they are familiar with from listening and speaking. But expanded vocabularies and other aspects of language growth occur through using language. Talking in the classroom may be a little noisy, but positive results are easily heard!
***Letter borrowed from Tracy Fulton, New Westminister School District***