Kitah Alef Explores Color - orange and yellow!

One of the concepts we, as Morahs, have been exploring this year is called Emergent Curriculum. It's essentially an "inquiry-based" leaning model which allows the students to ask questions, express curiosity, and determine where their projects go. We first introduced prompts, called "provocations" on the table during an art project. We'd noticed that some of the students seemed interested in "writing", or making attentive and controlled marks on paper with markers and colored pencils. To pursue this "writing" interest, we noted some of their most-used words, like "ball" and "moon", typed them, found stock images of those items, and placed them on the table during a free-drawing exercise. Then we watched, took notes, and waited to see what would happen. 

The Morahs noticed that students were drawn to using colors of markers that were most represented in the images they were seeing. For instance, black is never a requested color of paint or marker, nor is it a "favorite color" often, but the students were drawn to using black crayons when an image of the moon was present. Because of this interest (even if unspoken) in color, we decided to do a deep-dive into color! Seasonally, it made sense to start with orange and yellow (it was autumn). Again, we made provocations (the words "orange" and "yellow" in their respective colors, an orange, a banana, and blocks of orange and yellow), sat back, and observed. During these projects, we take notes, encourage exploration of new mediums, and ask lots of questions. 

Emergent Curriculum encourages Morahs to ask questions in certain ways that inspire a deeper level of thought in the child, and eventually, a deeper level of communication. Some of those questions are:

"Show me what you can do with it?"

"What can you tell me about the things you have?"

"How did you think of that?"

"What would happen if...?"

"What are some things you could try?"

"What does this make you think of?"

"Could you tell me about this?"

These are also questions we encourage parents and guardians to ask at home!

It's also been fun to notice the student's preferences for mediums. When we started the project, Morahs ordered many different kinds of supplies, including finger paint, watercolor, glitter, glue, markers, crayons, colored pencils, play color, pastels, and chalks. Some friends LOVE to use their hands, while others prefer a tool. Some like to make large sweeping motions, while others prefer to make more controlled movements, like pretending to write or drawing lines. Some friends are minimal, and some are maximal. Some friends know when they're done, and others prefer to stay and add as long as possible. Noticing is a way of getting to know each friend's personal approach to art, and meeting them there. 

At the end of the year, we will be using each of our color studies to compile a "color book", and until then, we will keep you posted here! 

Shabat Shalom 

Exploring Magnets in PKA

We are exploring magnets and their properties in Pre-Kitah Alef. In true Reggio fashion we took direction from the children when we noticed them noticing that our new wooden truck had a magnet on the back. Some things would stick to this magnet! That got us thinking that we should provide more opportunities for magnet manipulation.

 We put all kinds of magnets and metal objects in a big square tray. The base of the tray is metal as well, which makes it easy to make the vertical magnets stand up. 

Some things were too big and heavy to pick up with another magnet, even a strong one.

 Some of the magnets fit in certain holes. As the children figure out which size is a match, they're building connections in their brains and strengthening hand-eye coordination. 

With all the different materials, the possibilities for discovery are endless!

We Are Writers and Illustrators!

How to Write a Best-Seller in Three Easy Lessons

     The Extended Day yeledim love stories of all kinds.  Almost every afternoon, the Morahs share a book, or two, or three.  Right now, fiction is our favorite.  We decided to try writing a story (or two, or three) of our own.

     Enjoy our photo gallery.  The children are hard at work illustrating their original Extended Day books.  So far, we have written and illustrated two books by working together.

How do we write a book?

     1.  First, we dictated an original story to the Morah.  We worked in pairs and small groups to do this.
     2.  Then the Morah typed up the story.  We took turns illustrating each "scene."
     3.  Now the Morahs share our completed stories during snack.  Soon we will leave our collection out on a table so we can experience each story independently.

  (Noticing the process, left:  our booklet, before the illustration.  Above, after the children illustrate the pages.)

And here's the text of our two books:

The Night the Pipes Broke

     There was a boy named Shimmy.  He is 5 years old.  He lived in the city on a block with a lot of houses and a lot of trees.
     One night the whole family got in their pajamas and went to bed.
     Shimmy has a lot of brothers and sisters.  The baby went to sleep in his brig brother's bed.  Then the big brother carried the baby back to the Mommy and Daddy's bed.
     Then the children were reading their favorite books in their beds.
     All of a sudden they heard a big crash!  Boooshhhh!
     The mother and the father and the baby and Shimmy and the big brother jumped out of bed.  Everyone jumps out of bed!
     Five pipes were broken and there was water everywhere.  (That means 2 pipes and 3 more!)  There's water  in the house!
     The father and the mother and the baby and Shimmy and the big brother made a bridge to jump over the water!
     Then they all went back to sleep on the floor because their beds were broken.

The End

(The Morah's notes about the above story:  we helped the children pick the name "Shimmy."  We didn't want the children to think the story was about a particular child at IJP, so "Shimmy" worked for us--we don't have a Shimmy!) 

     What we love-love-love about this story is the warmth and closeness of this fictional family.  The children in this family know that mommy and daddy will provide safety, either the emotional safety of climbing into their bed or the physical safety of the bridge construction.  

     What we also love is the use of a sound word, Boooshhhh, (otherwise known as onomatopoeia in fancy-shmancy educator language).  There's a clear beginning-middle-end to this story, and there is a resolution of a problem.  The inclusion of a math concept (Five pipes, that means 2 pipes and 3 more!) shows the children's growing understanding of addition.  The fictional children's appreciation of books (and the fact that they bring books to bed), tells us that our IJPers value reading. Who wrote this story?  A few of the children from Kitah Bet, and it beautifully reflects their interests and skills.)

Next up, our second book, written mostly by the Kitah Gimmel children along with the KDH children.  Here's their text:

The Kids in the Forest

   

     Once upon a time there were a bunch of kids in the forest.  When they were hungry they ate pasta and cheese and snack.  It was a sunny day.  When they were thirsty they drank water and lemonade and ate oranges.
     They went back to their house and ate broccoli.
     Then they went to a different city and ate at a different person's house.  It was a gingerbread house.  (Gingerbread is like a brown cookie.)
     Then a stinky cheese man and a cookie man came to the house.  Then the house got stinky.
     Then people came to wash the house.  Now the house is good.
     Yeah, yeah, yeah--and there are blocks in the house!
     The children build a castle and a house with the blocks.

     The End

    What have we noticed about this second story?  As the IJPers told us the story, they began to include bits and pieces of other stories, particularly the Stinky Cheese Man and Hansel and Gretel.  Could it be that the more stories you know, the more you can synthesize what you know into something new?  Perhaps so!     

     We began a new story today.  Who are the characters?  An apple, an avocado and a talking crocodile!  The plot?  There's danger and a boo-boo.  The resolution?  A bandaid!  Oh, the drama!  It's a perfect story, designed by some of the Kitah Gimmel children, with additions by the KDH children.

     A few of the children told us that they several stories in their heads.  We believe them.  We'll continue to write down some of their thoughts and ask the children to create their illustrations.  Hooray for books!

By the Readers and Writers of Extended Day, and their Morahs

Small Hands, Big Difference - KB

“With my own two hands I can change the world
With my own two hands build a better place
Make a kinder place, make a kinder place
With my own two hands.”

As we approached Martin Luther King Day, we examined the idea of kindness and taking care of other people.  “You can be a King” is the title of a book we read, and from it children used their eyes to look for ways to be helpful and kind to their friends. 

“Tell me about Mr. King,” requested Tanner, remembering the book we read.  “Mr. King,” explained Morah Adi, “Used his eyes to see who needed help then he did something about it.  He used his words and his hands to be kind.”  We encouraged the children to continue using their hands to find ways to help and be kind.

“I can do it!” exclaimed Levi as he offered help to another child opening a paint jar.  “Hands are for coloring with chalk” explained Aliza.  “Here, you can have this bag” offered Mila.  Indeed, little hands can make a big difference.

Kitah Bet children made this big difference as they collected and packaged breakfast items for a local homeless shelter called Rebecca’s Tent.  In fact, we wanted to help so much that we invited the whole school to join our project.  Many families participated by donating breakfast bars, tea, instant coffee, and instant oatmeal.  On Guy’s Day, the whole school incorporated this service project as one of their activities with the guests.  The shelter was overwhelmed with IJP’s generosity. 

To artistically display this idea of using hands to make the world a better place, we created a hand stamping art project.  Children took turns squishing their hands into their choice of colorful paint and stamping them onto paper to reveal a beautiful design.  Just as each of these hand prints is unique, so too each friend is beautiful in his or her own way.  Each has unique gifts to offer the world and can create unique solutions to help others.

We are all in this together! KDH explores the Power of Unity

Inclusiveness, diversity, and equality are on our minds as Martin Luther King Day approaches. Kitah Daled Hay started exploring these important concepts by looking at our IJP school community. Who is in this community and how do they help us?  “Mr. Kevin  fixes everything” “he works hard” “he works hard to build” “he is the hardest worker”  "we love Mr. Kevin" Who else helps us at IJP? “Donna works at the front desk” “she reads books to us” “she helps the school” “Morah Ezie plays with us” “she reads books” “she is nice to us”  Once we started thinking about our school community, the children couldn’t stop. “What about Morah Elie?” “she helps us” “and Morah Dena” “they take care of the school” “they are really well at their job” “they are in charge” “ I am going to give them a medal a trophy for being super good at their job” 

The class recently received a thank you note from the children in need at Amy’s Holiday Party whom we baked for at Hanukkah time. They enjoyed the cookie bars we baked and encouraged us to continue to do kindness for others. Kitah Daled Hay wondered what act of kindness we could do for these special people in our IJP community. “bake cookies” “make bracelets and necklaces” “make thank you cards”

The children set out making thank you cards using materials that are special to them: markers, stickers and decorative tape. They carefully selected the stickers. “Hearts for love” “Hanukkah stickers” “Jewish stickers” “number 5 because I am 5” “rainbow” “pink dots ... ok no more pink dots we have a lot” “fruits ... fruits and vegetables keep you healthy” “butterflies” “lots of Magen Davids”  “numbers” "music notes she helps us with music" After one card was complete, the children immediately asked who can we make a card for next? As they created more cards, they created new techniques for decorating. “We are putting the sticker down, tracing the sticker, and taking the sticker off and putting it back when we are done” tracing the stickers evolved into drawing their own hearts, Magen Davids, and more.  As the children made these cards to thank our community members for helping us, they united stronger as a community themselves. While creating, the air filled with “can I have a turn with the blue marker? ... yes I’m almost done ... here” “no more pink dots we have a lot ... ok I am getting a green dot ... ok” “can I use the purple?” The children were communicating effectively, listening and helping each other as they were creating cards thanking people for doing that with them.

When the children delivered their first card to Mr. Kevin, we paused and noticed how he felt. They observed his face and body and felt how their card made him feel. Seeing this made the children eager to deliver more. They brought the cards all around IJP in case they saw the recipients. Their pride in making our IJP community feel good was palpable in the care they took of their cards and the expressions on their faces. Each time they saw a recipient, the children naturally united as a group and rushed over to get the cards to deliver.  As the children got ready to deliver the cards they said “everyone needs to be holding on.” and chanted "we have a delivery" "we have a special delivery" with big smiles from ear to ear. After delivering the cards, the children eagerly explained their contributions to the card and enthusiastically expressed their gratitude and why they made the cards. Adults and children lit up as they connected.

Everyone needs to hold on. We have a delivery!

Each time the children finish a card they immediately want to know “can we make another one?” and we say “yes who should we make a card for now? “ Followed by “why -how do they help us?” The children always answer these questions quickly demonstrating their understanding of everyone's unique role in our community in relationship to them. The children's list continues to grow ... “Morah Adina she helps us with music, sings songs, teaches us music” We can deliver it today when we have music." “Morah Jessica she makes art with us.” “Morah Adi she told us about her trip to South Africa” “Morah Cree she plays with us in aftercare” Each time the children deliver a card, we pause, observe the recipient's body language and pay attention to how the card made the recipient feel. Noticing the smiles and appreciation makes KDH smile too. Our KDH kindness card project will continue to grow as the children continue to identify people in the IJP community who they would like to thank for helping them.  

Thank you to everyone in the IJP community for everything you do: helping us, keeping us safe, and teaching us how to unite and work together. ❤️ Kitah Daled Hay