WHAT DOES KINDERGARTEN LOOK LIKE IN OUR CLASSROOM?What is inquiry/play-based and reggio-inspired learning?Our classrooms are designed primarily through an inquiry approach. Inquiry involves students’ interaction with materials, experiences and exploration of information. Learning is guided by the concepts that we have focused on in class. Students are given the opportunity to further expand their learning with hands-on experiences and opportunities to test out theories, develop new ideas and see what processes it might take to build their understanding. Parents see the word “play” and may think this does not mean learning; however, a great deal of learning happens through children’s play facilitated by the teachers.

In order for students to do this work there is a great deal of time spent in building concepts and curriculum understanding. Deep understanding and learning is been done every day through their natural process of exploration and wonder. Children learn through figuring out how things work, what a feather looks like under a microscope (so they understand line and shape when drawing), what happens when I mix red and blue together, how do I communicate my needs with others in a respectful way, how does math and language Twitter:

Ms. Wrathall: @Educ8trKim Ms. Campbell: @GWSCampbell

What is included:

Overview of classroom

Classroom expectations Questions you may have

Parent Ideas Parent

Questionnaire

MS. K. WRATHALL & MS. C. CAMPBELL

Kindergarten Team

403-777-6740

kcwrathall@cbe.ab.cacaicampbell@cbe.ab.ca

Class Website:inspiringwonder.com

OVERVIEW OF THE CLASSROOM

HOW DO YOU INCORPORATE THIS TYPE OF LEARNING IN THE CLASSROOM?Often it may seem like a challenge for students to learn everything they need to in the short period of time that they have at school. In order to provide the best learning experience for students we have a combination of approaches. Formal teaching time, discussions, table work, and time for exploration through the use of centres and outdoor exploration are all utilized. Centres are designed with choice and purpose.

Centres change and adapt throughout the year but have some fundamentals that remain constant.

Language Arts: Students have access to various materials to build on language skills like letter identification, letter sounds, beginning words, learning their names and the names of their friends.

Math: Students receive opportunities to expand on math concepts learned in class and use objects to count, pattern, and build number sense.

Art: Students can use many materials like crayons, markers, pencils, paper, paint, scissors, glue, stamps, texture tools etc. to freely create their own understanding.

Drama: In our dramatic play setting, students are provided with ways to explore the ways animals move, pretend they are explorers, and, use their imagination along with props to explore their world.

Blocks: This is an opportunity for children to build and create items through learning concepts in stability, foundations, angles, supports and more.

Puzzles/Carpet Toys: This area of the classroom is used both as a way to solve problems in completing puzzles and games but also in learning social skills such as sharing and learning from others.

Books: This is a space for children to enjoy the love of exploring books. Students begin to learn beginning reading concepts such as letter identification and that letters go together to form words.

Fine/Gross Motor: Students are given opportunities to work on skills such as building finger strength and whole body movement through fun activities that they can do independently or with support.

Water/Sand/Sensory Table: Students use this area as a way to explore scientific concepts or to try new experiences to play with rice, water, sand and other items.

LARGE AND SMALL GROUP WORKStudents will work within the classroom and outdoor settings to build relationships with their peers and teacher. Many times students will be introduced to a new concept or idea through stories, videos, interactive games and work. We will also spend much of our time going outside to find physical items to further our learning and understanding of the world around us. With this being said it will always be important to dress or provide additional clothing for any potential changes in weather. Students will work on large concepts like measurement, shapes, patterns, letters and more by emersing themselves into small teams of learners. This aids in learning from each other and fostering question building with all learners. Students will therefore explore and test theories through trial and error and learn from these expereinces.

WHAT IS COLLABORATION?Collaboration is about working togther. Students biggest growth in kindergarten is in how they interact with others. As the year develops students will gain skills in understanding how to communicate their needs, learn from and respect others ideas, learning and property. These are large and profound learning skills that can take time, but are esstential to our classroom foundation. Children are guided and supported in this process by their teacher and teacher’s aide.

This also extends to the very important collaboration that occurs between teacher and parent, we are a team in this journey and communication and support is extremely valuable.

WHAT DOES IT MEAN TO BE SUPPORTED?All students receive support from their teacher in some way. It could be through comforting them at the beginning of the year that their parents will return soon. It could also be academic in the sense of learning a new language, developing letter identification, or number concepts. It could also be socializing with others and building relationships, learning what it means to be in a classroom, having respect for others needs or even being able to physically complete a task. All children are supported at whichever level they work, and for every child that looks different. This is where parents become a huge piece in their learning. You are your child’s first teacher and you have valuable insight into your child. This kind of understanding means that working as a team is very important to us and your child. Please feel free to discuss concerns or questions at any time, with the understanding that there are moments when we may have to schedule an appointment that works for all of us.

“Play is the highest form of research.” – Albert Einstein

“Play is often talked about as if it were a relief from serious

learning. But for children play is serious learning. Play is really

the work of childhood.”

-  Fred Rogers

CLASSROOM EXPECTATIONS To develop in each child a sense of postitive self-image, attitude

and confidence and self initiative towards learning. To develop in each student a sense of belonging in a community

of learners, and have respect for social and cultural differences. To develop each students’ ability to use language to

communicate with each other effectively and in a manner that is respectful.

To develop concepts of understanding through inquiry and play-based learning that involves collaboration and involvement of student interactions.

To develop each students’ physical skills in both fine and gross motor areas.

To develop each students knowledge and understanding of maintaining healthy choices.

To develop each students level of critical thinking, reasoning and problem solving skills by building on concepts in the areas of math, science and social skills.

To develop each students’ exploration about the world that we live in and all it has to teach us.

To inspire students’ to continue to love learning.

OFTEN ASKED QUESTIONS:Classsroom communication of learning: There will be kindergarten newsletters provided monthly. All important updates from the school will also be in their back pack regularly. We also have a classroom website which will be provided to you after our meeting in September with details on how to access it. You can also feel free to contact any of us with any questions at school through our contact information provided on the first page of this package. We do not have agendas in Kindergarten, instead your child will receive a folder in the first weeks of school to use for communication between home and school.

Snack: You are welcome to send a small, healthy snack with your child each day, however, there is not a formal snack time in our classroom. Ideas for snacks are: vegetables, fruits, cheese, crackers, yogurt, etc. Snack time will be offered as a choice centre on the days that we are having centres (which are most days). There will also be dates within the calendar (that you will receive separately in our classroom newsletter) where we will celebrate other special occasions and snack time will occur as a whole class. Please understand that students are here for a short period of time and that we are trying to make the most of that time and their learning. Thank you.

**We are also a Teaming Up for Health School and therefore students are not to bring candy, cookies, pop, chips etc. in their snacks at anytime. Thank you for your understanding.

Children learn as they play. Most importantly, in play

children learn how to learn.” – O. Fred Donaldson

“It is a happy talent to know how to play.” – Ralph

Waldo Emerson

Items that students require daily: Students are asked to bring a set of indoor shoes (to leave at school), a full size backpack, and appropriate clothing daily. All other learning materails are provided.

Parent Volunteers: All volunteers are required to have a valid security clearance done by the Calgary Board of Education. Parents who wish to volunteer need to go through the office to have this process done. It can take up to 6 weeks or longer for this to be completed and parents may not be in the classroom during school hours without one. This is for the safety and security of all students.

Where do I meet my child and their teacher during pick up and drop off times ? We will always meet at the kindergarten doors on the east side of the school. If you arrive at the doors late and all student have gone in then you must go around to the front doors and bring your child to the office for a late slip. You will then let them walk on their own down the hallway to our classroom. Please do not use the front entrance unless you are late.

When is it appropriate to ask to speak with the teacher? During arrival and dismissal times it is not always a time that we can speak to you. The best times are at dismissal as we do not have children waiting for us in the classroom. Also it is okay to ask to speak with us in priviate. You can always leave a phone message or send an e-mail to express your concern or need for an appointment. When we need to speak with a parent , we will kindly ask if you have a minute and we will go to the classroom to speak, it is important to maintain respect and privacy for all students. Please do not be offended if we tell you that we might not be able to talk at that moment as we have students waiting. You are always welcome to speak with us later. Thank you.

Parent Ideas Model appropriate behaviours; through demonstrating your

sucesses in life. Demonstrate that you will support their learning (through

providing some of your time for reading and exploring). Help them explore their talents and interests (this does not have

to be expensive) Communicate high expectations and accept shortcomings. Allow them to experience both success and failure. Welcome mistakes – we learn from these opportunities. Allow them to accept responsibility for their actions, and

reinforce consequences for them. Problem solve togther as a family. Have frequent contact with their teacher, so as to work together

to bring out the best in your child. Read all items that come home in their backpack, ask questions

and return forms in a timely manner. Encourage and foster their love of learning through talking

about the work they bring home and the things they have done in school that day. Understand they may not always remember,

You can discover more about a person in an hour of

play than in a year of conversation. –Plato

**ALL IMAGES PROVIDED BY BING.

We look forward to working with you this year!Sincerely,

Ms. Wrathalland Ms. Campbell