Tri-States - Engaging In Our Kindergarten World Kindergarten Team Tri-States - Engaging In Our Kindergarten World

Intellectual Engagement Students document their independent learning This video shows children working in centers and keeping track of the work that has been completed through the use of activity lists. Engaging in and completing “Must Do” and “Can Do” activities allows students to make choices that meet their preferred learning modality while allowing opportunities that speak to students’ multiple intelligences. https://drive.google.com/a/hastings.k12.ny.us/file/d/0ByK1x87nXj1mc21GaGpSX0pyU2c/view?usp=sharing

Intellectual Engagement Discussions occur among and between both teacher and students. The children follow agreed upon rules for discussion using “Turn and Talk” to participate in conversations, staying on topic, initiating comments or responding to a partner’s comments. Teachers follow -up by calling on several students to share what was discussed with their partner.

Intellectual Engagement Students document their independent learning https://drive.google.com/a/hastings.k12.ny.us/file/d/0B- DziYkwbJuNblVYQU51TGdHVTg/view?usp=sharing This is an example of a LATIC classroom where students have independence and make choices for their learning. The children have the ability to decide which centers they should go to in order to complete the assigned tasks at hand. There is accountability embedded in the differentiated centers that are offered to children for both work quality and completion of activity.

Intellectual Engagement Students initiate learning opportunities This slide reflects student working together to problem solve using manipulatives. Working together as a group to solve a problem enhances peer collaboration and allows children an opportunity to explain their thinking while negotiating with their group.

Intellectual Engagement Students explain their thinking process https://drive.google.com/a/hastings.k12.ny.us/file/d/0BxS6j33HNVDPckFhaV9xWENuQzg/view?usp=sharing

Intellectual Engagement Students explain their thinking process https://drive.google.com/a/hastings.k12.ny.us/file/d/0B- DziYkwbJuNMGtHOWw4MVJERG8/view?usp=sharing An open ended question is posed to the children . The students have an opportunity to discuss their thinking with a partner. In this video clip the children are having a conversation about why the buffalos were important to the Lakota Sioux.

Intellectual Engagement Students reflect and provide feedback to teacher about learning. https://drive.google.com/a/hastings.k12.ny.us/file/d/0B-DziYkwbJuNZjhYcDhjZkZ1a1U/view?usp=sharing A child discusses how he picks his “Must Do” and “Can Do” activities in the classroom during literacy time. What activity is most important and relevant to him!

Intellectual Engagement Reflect and provide feedback to teacher about learning Students reflect on sorting shapes with and without curves. They explain their thinking process to each other and to their teacher.

Intellectual Engagement Students make connections to what they’re learning.

Social Engagement Students serve as resources for one another when learning. Students collaborate together and work in small groups and partnerships. This is a perfect opportunity for peer mentoring.

Social Engagement Students collaborate/discuss with peers Throughout the day, across a variety of curriculum areas, children have ample opportunities to collaborate and discuss their thinking with their friends in class.

Social Engagement Students give and receive constructive feedback This is an example of talking to peers about the story ideas that the children have generated for their writing. This sharing of ideas is done before the children start their writing. The children get feedback from their friends about their stories (does the story make sense, what more can they say (adding details), etc.).

Social Engagement Encourage positive relationships Kindergarten students explore and share manipulatives, discuss construction design, while learning about each other.

Social Engagement Students assume ownership of roles within a group Students lead the group during Morning Meeting and Fundations after many experiences practicing the skills. During Fundations, students can take turns being the drill leader. As drill leader they state the letter, keyword, and sound and student repeat. The students can also be “experts” in certain areas to allow for students be mentors and help their peers.

Physical Engagement Student position themselves strategically for learning. Students are facing the smartboard in listening position in order to maximize learning. The large rug in each K classroom lends itself to multiple turn and talk opportunities.

Physical Engagement Students move purposefully through activities. Students use pictures and words to help them independently navigate their way through stations.

Physical Engagement Students use different modalities when learning. We frequently tap into different learning styles by incorporating kinesthetic activities. In this example students are counting from 1-10. As the numbers increase the students start rising up like the sun. They then count backwards and as the numbers decrease they start descending down to the ground as if the sun were setting.

Physical Engagement Students participate in hands on learning activities Making choices about the order in which they would like to complete the activities during reading block help to foster independence and time management. Students also keep track of completed work through filling out a graphic organizer to indicate work that is finished and to track work that still need to be completed.

Physical Engagement Use different modalities when learning: Students can choose from a variety of multi-sensory materials when learning letter formation. (skywriting, wooden pieces, etch-a-sketch, whiteboards, concluding with pencil and paper)

Technology Supports Student Engagement Technology is used to enhance and extend the lesson Technology is a part of our everyday lives. We use our ipads to enhance student learning. Here is an example of a literacy center where ipads are used to teach letter identification, sounds,and phonemic awareness skills

Technology Supports Student Engagement Technology is used to differentiate instruction. Each student has their own account on Raz- Kids where they read books at their individual independent reading levels. Students who are emerging readers work on their phonemic awareness using individualized literacy apps.

Technology Supports Student Engagement Technology fosters independence and self-monitoring Students use iPads during literacy centers. They practice phonemic awareness skills by choosing those skills that they have not yet mastered and practicing them via apps such as Raz Kids, Starfall, and ABCya.

Technology Supports Student Engagement Multimedia makes traditional print text visual. This video shows students engaged in a multimedia letter/sound warm-up experience as means to engage students in the skills lesson that follows. https://drive.google.com/a/hastings.k12.ny.us/file/d/0B1Zc83AIj8Q1R1lacHVVaV93S E0/view?usp=sharing