Later during the day, after nutrition break was finished, I set up some creative art centres for the students.  I had printed pictures of dinosaurs for the children to do marble painting, set out toilet paper rolls for them to make 3D dinosaurs and put out construction paper/glue/scissors/markers for them to create their own dinosaurs.  A small group of children also wanted to help finish the mural we had begun in the morning. 

By the end of the day, we had created a dinosaur mural displaying our art, read 2 non-ficiton books about dinosaurs, hung several stories the children had created throughout the classroom and had time to share all of their knowledge that they already had about dinosaurs.  The children were engaged in all of the centres throughout the day and are excited to continue to learn about dinosaurs.

    This student independently drew a picture of his neighbourhood when we were writing in our journals.  He carefully selected shapes that are parts of a building, told me about the buildings-some stores and houses and added stairs that go to the bed on the top floor (blueprints show stairs!).

It gives details and research round building inquiry from nature and the world around children!  The full website is http://naturalcuriosity.ca/

http://earlylearningcentral.ca/wp-content/uploads/2009/02/literacy-and-the-young-child-GRR-p64-65.pdf

One is done with a poem and the other is a Big Book that is repetative, and is simple to follow (level C).  I just finished this book-I Went Walking with my class and they loved it.  Here is a 5 day plan for the book.  http://www.eworkshop.on.ca/edu/pdf/Mod08_WP_k_l_went_walking.pdf

Keep a clipboard handy for assessment possibly by subject or learning area–mark it as such–create a class list and produce a 3 column chart with these headings-  

• Three-column chart (Got It! Getting There! Needs Help) to quickly capture student understanding and next steps for instruction.

I keep something similar to this on hand at all times in a folder.  I use the headings Not Evident, Some Evidence, Evident.  Or Needs Improvement, Satisfactory, and Good.  I also keep a column for comments/next steps and a place on the bottom to write notes.

• Laminated folder with post-it notes to monitor ongoing student progress and development of a skill, strategy and/or technique (i.e., I, L, ?).

• Anecdotal notes, one-on-one conferencing and written observations of student understanding in a variety of settings (whole, small-group, partner activities).  I created a table with large blocks and placed each child’s name in one.  This way I can keep track of who I have written notes for and have the subject indicated on the top.  I also keep extra paper on hand if I see/hear a special oral conversation that needs to be noted.

The children have shown an interest in learning about dinosaurs so my ECE partner and I decided to enhance the idea by making an attractive centre.  We used table cloths for water and land, we added wood pieces for children to do as they wish, and dinosaurs.  Children brought over the books that illustrated where they lived, some wrote the dinosaur names referenced in the books and I displayed their writing next to the table, and words that describe some new knowledge about dinosaurs are also posted.  The display is on our sandbox table which we decided to switch over for the week.  Simple, easy, and has sparked some new learning on the topic! 

Next we will change the sandbox into a Paleontologist work site.  We have bones from a left over turkey, some brushes, name tags and some fun dinosaur hats they can wear to begin their research in the sand!

My finding came at a great time! We have been working on the reading strategy, making connections and many of my students could not remember a birthday or have never experienced one so my ECE partner and I decided to create one.  The students have been listening to Junie B. Jone stories all year so we wanted to have a birthday for our character.  We planned and touched on all aspect of a birthday.  The resource, Beautiful Stuff, became the ”gift” the children would bring to the party.

The book begins discussing what recycled materials would be useful to collect from children’s homes. Things like; paper, old jewellery, buttons, ribbons etc.  They bring them to school in a bag for exploring in small or large group.  The book explores the materials and shares the dialogue between teacher and students, tells about the sorting processing, and gives some great prompts to move the thinking and investigating along.  Other chapters discuss building with wood pieces, collaging, and various other ideas that could extend what you can do with all the found materials.

Our Beautiful Stuff has lead us into a Building Inquiry, an Art Inquiry, we have used the items to extend into our Math Focus and Fine Motor for sorting.  As well, building on oral language.

The found materials have now become my art centre.  The children initially sorted all the materials into baskets, trays etc.  Each day they can access the materials to create.  I may add new items, give a lesson about something new they can do with the materials, I added more popsicle sticks and large cardboard on day, another day I added the paint.  They tied it into our building inquiry.

Below are a few pictures of the children first exploring, then creating with the materials.

  These children are showing what they have collected for the first time in small groups.

 This child created a house using the real wood pieces.  He is also drawing out the structure like an Architect. With adult assistance children are trying out real tools.

Below the children have creating pictures with the materials.

Main Page that will tell you about the project http://www.mlvpz.org/index.html

Documentation samples http://www.mlvpz.org/documentation/index.html

When we begin working on a new unit of study we need to collect information to see where students are at so we can plan what we need to teach.

Diagnostic Assessment is a ”pre” task that will give you an idea of what students know or not, before you get started. Example: 

Teachers can choose the assessment tools they need to collect, organize, and record information about the student learning during the unit.  It is also the informal times that we may see learning.  So choosing how that will be captured-camera, recorder etc. may be an alternate form of assessment to keep on hand.

Assessment as Learning is the ongoing monitoring of student progress, allowing for feedback, changes/tweaking, and adjustments or whatever is needed to give the students a clear understand of how they can improve.  Example:  This can be done in small group, with descriptive feedback, conferences, written exchange of dialogue, oral conversations, etc.  This may be a time when the teacher needs to provide mini-lessons to fill the gaps in learning to make the students successful. 

Here is a link to an article on formative assessment http://earlylearningcentral.ca/wp-content/uploads/2009/02/Research-for-Teachers-Number-2-Formative-Assessment-article-nov-2010.pdf.  Formative assessment assists students making them successful by giving suggestions for improving learning rather then just judging.

Summative Assessment is the final task at the end of the unit where students show their final learning.  This can take a variety of forms and should allow for students to show their learning from a variety of tasks.  Some students may want to choose to illustrate their learning through a visual-drawing, artwork.  Some may need to display in an oral conversation, a play etc.  Giving students different assessment strategies based on their learning styles and needs, will engage students and give them other options to display their learning.

Here is a full link on ELC around assessment http://earlylearningcentral.ca/?page_id=2234