Sorting Holiday Objects

We are currently working on objectives from the Data Management and Probability strand of the math curriculum. In the next few weeks children will be sorting objects into groups and talking about what is the same and what is different about the objects.  Children will also be learning about each other by talking about things they like and dislike and putting this information onto simple graphs.  Other key learning goals for our children include: sorting and classifying objects according to specific characteristics, creating simple graphs, and using appropriate language to describe activities and events (more, less, the same as).

Today the children spent time sorting a variety of small holiday objects into groups using sorting trays.

At circle time the children sorted their winter items with Mrs. Oshar into piles of hats, mittens, and gloves.

We also sorted the items by colour too!

To enrich your child's mathematical understanding in this area of study, why don't you do some of these activities together at home?

Sort the Groceries

After grocery shopping, sort the different items in the grocery bags with your child. For example, sort the groceries into tinned goods, vegetables, or food in boxes. Count the items as you put them away.

Sort the Laundry

Sort out the different clothing items from the laundry basket (socks, shirts, pants). Count the items to see if there are more coloured socks or white socks, or more shirts than pants.

Set the Table

Sort the cutlery and dishes needed to set the table. Count each item as it is placed on the table.

Family Suveys

Have your child ask family members or friends about different preferences. For example, ask: "Do you like grapes or oranges best?" "Do you like chocolate or strawberry ice cream best?" Count the results to see which fruit and ice cream are the most popular.

Making Holiday Wrapping Paper

Children spent time today making prints using a variety of paint colours and holiday stampers. We discussed how the artwork can be recycled as wrapping paper for any gifts your family might be giving this upcoming holiday season. When the art work is dry we will be sending it home for your use. Some children were so intrigued with the idea of making their own wrapping paper they spent their whole play time at the art table, making 5 and 6 sheets of wrapping paper each!

Paperwhite Bulbs

The paperwhite bulbs have started to grow!  We were excited to notice one bulb had 7 stems!  Because we planted the bulbs in a clear container, the children are able to observe the roots growing in the soil. It is very neat!

December Oral Language Activities

Here are the December activities to promote oral language and early literacy skills.  How many can you and your child complete this month?

A tip for each day!	√
What 2 words do you hear in “candycane”? What sound does ‘candy’ and ‘cane’start with?
Do you know another word for “present”? (gift, package)
Here’s a riddle for you: What is warm, chocolate, and has marshmallows?
New word: “famished” What does that mean?
Name as many things that you can think of that come in a can (pop, peas, soup, etc.)
Let’s drum out the beats in the word “decorations” [de/co/ra/tions]—4 parts.
Tell 5 things that you will need for winter that you do NOT need for summer.  Use complete sentences (e.g., I will need gloves, I will need boots….)
Make popcorn. Talk about how it looks (before and after it pops), sounds, smellsand tastes.
How many words can you think of that rhyme with the word “sack”? (e.g., tack, rack, pack).
Watch a holiday video with your child. Who were the characters? What was it about?
What do you do with these things: snow shovel, sled, scarf, present, snowball
Let’s stretch out the sounds in the word: “lights” [l-igh-t-s]—4 sounds
Let’s write a list of our favourite things!
Tell me another word for “sparkly”.
Tell me one thing that belongs in each category: furniture, sports, tools
How many things can you think of that zip up? (coat, pants, back pack, pencil case)
What sound do you hear in the middle of these words: doll, log, box, song
Let’s name or point to something that is: *long, *short, *hot, *cold,*sweet, *sour
Which 2 words go together best: mittens, boots, cookies.  Tell me how/why they go together.
What does it mean if a person says “I am roasting in here!”
What kinds of things might you see in a toy store?
Find as many “white” things as you can!
How may syllables do you hear in the word “holiday” [ho/li/day]—3 parts
Tell me some words that rhyme with “tree” (e.g., bee, me, see, etc.)
Sing a holiday song with your family.  Tell what the song is about using complete sentences.  What is your favourite song?
What sound do you hear at the end of these words: love, give, have, save
Tell me where you might find these things: socks, juice, plate, coat, dirty dishes
What is crunchy, orange and used to make a snowman?
Have a chat or look at pictures from this year with your family: “What did you do this year?” “Where did you go?” “What was your favourite thing about this year?” “What do you hope to do next year?”
What month comes next?  Do you know what year it will be?  Bye-Bye 2010!

Provided by: The Speech and Language Services Department of 

                      the Greater Essex County District School Board

Sand Table Fun

We added water, stamping, and scraping tools to our sand table this week. We thought the children would appreciate having a different medium to work with, as we've had dry sand for quite a while. It was a very popular center and the children used the tools in very interesting ways!

Some Ontario Curriculum this activity fulfilled includes:

2.3 demonstrate self-motivation,

initiative, and confidence in their

approach to learning by selecting and

completing learning tasks (e.g., choose

learning centres independently, try

something new, persevere with tasks)

2.5 interact cooperatively with others

in classroom events and activities

(e.g., offer and accept help in

group situations, engage in

small- and large-group games

and activities, participate in

democratic decision making)

4.1 begin to demonstrate control of

small muscles in activities at a variety

of learning centres (e.g., sand, water,

visual arts centres) and when using

a variety of materials or equipment

(e.g., using salt trays, stringing beads,

painting with paintbrushes, drawing,

cutting paper, using a keyboard,

using a mouse, writing with a

crayon or pencil)

Secret Messages

After reading a story about clubs and invisible messages, our children spent time writing secret messages to one another during play time.  It was a very popular activity! (Thank you to Mrs. Shepley and Mrs. Bombadier for a great idea!)

We used white oil pastels, white paper, and tempera block paint. Children were invited to draw a picture, create a design, or write letters and words using the white pastel and paper.

Once the secret message had been written, children brushed the paint over top and watched their message magically appear!

Some children wrote messages to themselves, while others passed their papers back and forth. It was very exciting being given a message from a friend!  Some children couldn't wait to get to the painting area to decode their secret message!

This activity inspired much writing and positive interaction among our young learners!  It's easy to do it at home too!  Why don't you encourage your child to write secret messages to family members?  It's a great way to get children interested in writing and discussing their writing with others!

Some Ontario Curriculum that this activity fulfilled includes:

1.4 follow and provide one- and two-step

directions in different contexts (e.g.,

in classroom routines; in music,

drama, and dance activities; in

outdoor play; in learning centres;

in large-group activities)

4.1 demonstrate an interest in writing

(e.g., choose a variety of writing

materials, such as adhesive notes,

labels, envelopes, coloured paper,

markers, crayons, pencils) and choose

to write in a variety of contexts

(e.g., draw or record ideas at

learning centres)

4.3 write simple messages (e.g., a grocery

list on unlined paper, a greeting

card made on a computer; labels for

a block or sand construction), using a

combination of pictures, symbols,

knowledge of the correspondence

between letters and sounds (phonics),

and familiar words

4.3 use a functional grip in written

communication to produce writing

that they and others can read