Hi friends! Today I wanted to share some of my favourite alphabet centres with you! I'm hoping that it can become a reference for your weekly centre planning :) 1. ALPHABET PLAY DOUGH MATS Do your kids love play dough as much as mine do? I'm always looking for new play dough mats to add to the mix. I made these this summer and the letters are big enough to use with play dough or other loose parts like buttons or pom poms! Play dough is great for developing finger muscles which will help our kiddos with their writing as well! You can find these mats in my TPT store by clicking on the image below: 2. ALPHABET TRACING BOOKS Although I don't like having too many worksheet-type activities, I like having some dry erase activities to help kids who are just learning to print their letters. These printables are super simple and great for beginning writers! It gradually gets harder from top to bottom. Click on the image below to see these printables in my TPT store. 3. ALPHABET CONSTRUCTION My old school used to have these and my kids loved them there. Scholar's Choice was having a sale so I finally snagged them for our class! The kids love how tactile these are and the cards are super helpful for the kids who need the support. You can find this "Letter Construction" set on Amazon or the Scholar's Choice website. Here are the links if you are interested in checking them out! Amazon.ca Scholar's Choice 4. ALPHABET PUZZLE I'm usually not keen on printable puzzles (I like the real thing for puzzles) but the kids surprisingly ate this one up! The picture makes it self-correcting and it was a great opportunity for the SK's to be leaders and help their JK friends match and learn the letters :) You can find this puzzle by clicking on the image below: 5. ALPHABET Q-TIP PAINTING I shared this activity last year but I'm going to share it again because it's always a hit! The kids use paint and q-tips to trace the letters! This is another one that is great for developing fine motor skills. You can grab these sheets for free by clicking on the image below! 6. ALPHABET PATTERN BLOCKS I have SO many pattern blocks.. so I was super pumped when I found these alphabet pattern block mats! Best of all they are FREE! They are by Confessions of a Homeschooler and you can download them HERE. 7. ALPHABET TWEEZE & MAKE I found these letters at Dollarama. I set them out with some centimetre cubes and tweezers and had the kids make the letters! 8. ALPHABET ROLL & WRITE I put some magnetic letters into these insertable dice and had the kids roll and write the letter they got. Super easy, especially if you already have insertable dice and magnetic letters! 9. ALPHABET READ & SORT I wrote letters on these white beans, wrote letters on the muffin liners and then had the kids sort the beans into the matching muffin liners. Cheap and the small beans make it great fine motor practice for those little hands! 10. ALPHABET FIND & WRITE For this one, I put some letter beads in a bottle with black beans and had the kids find the letter beads and write the letters they found on a whiteboard. 11. ALPHABET PICK & WRITE {ON CHALKBOARD} I love these chalkboard from Handwriting Without Tears! I have the kids pick a tactile letter tile, trace the letter with their finger and then write the letter on the chalkboard. These chalkboards are great because they are double sided so they can flip it over and do another letter while that side dries! 12. ALPHABET MONSTER MUNCH This centre has been a hit every year! I got some tennis balls from the dollar store and then cut a slit in the middle with an exacto knife. Then I hot glued some googly eyes to make them "Tennis Ball Monsters". The kids squeeze the side of the mouth, say the name of the letter and feed the monster. 13. FIND ALL THE LETTERS! Bingo dabbers are always a hit so I made this centre to incorporate them! Here, students pick a letter out of the bin, say the letter, find it on their sheet and dab the letter. Then they put that letter back and find another until all the letters are dabbed. If this is too easy, I also set out the same activity but with pictures in the circles so that they pick a letter, identify the beginning sound and dab the letter that makes that sound. You can download both sheets for free by clicking on the image below: That's it for now! I hope to add to this post when I can :) I hope you are able to use some of these ideas! What is your favourite alphabet centre? SaveSaveSaveSaveSaveSave SaveSaveSaveSave SaveSave

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Hi friends! I'm super excited to share with you how I made graphing in Kindergarten fun and independent this year! Every year my kids find graphing super fun and engaging but teaching JK/SK (that’s Pre-K/K for my American friends) it was always hard to make this an independent centre. This year I found a solution that worked well! Here is how I taught it: Day 1: Learning Goals & Success Criteria First I introduce the learning goal "We are learning to make graphs". Then we start by talking about the first step in the success criteria: I know I can do this when I can make a question. I give them a few examples first then have the kids share and added their questions to a chart. Then I typed up the questions and laminated a couple copies to keep in our question folder so that the students can reference them if they need help coming up with a question. Day 2: Make a Question and Collect & Graph the Data On the second day, I introduce the rest of the success criteria I can collect and record data on my graph. Data=information Sidenote: I followed some of the kids around as they graphed the first couple of days and asked them questions like "What do you need to do first?" and "How do we record _____'s answer?" etc. to uncover some student thinking. I took pictures and notes as I followed along and then printed a couple out as exemplars for the success criteria "I can collect and record the data on my graph." I can answer questions about my graph using the words most, least and the same. Then we practiced making our graph. I was going to start with a concrete graph (in theory that might be better) but I have a higher group of kiddos than usual this year and I wanted to introduce the graphing papers that we they would be using at the graphing centre so I could open it that day. So I put this graphing paper up on the smart board and we went through the steps together. First we read the question together and I showed them how to trace the question. Then we picked three colours for the choices. We talked about we could do a small scribble with crayon to indicate our colour choices if copying colour words from the word wall was too tricky. I also told them that even if they can copy the colour word to do a small dash of the colour with crayon underneath to help them remember what is what. Then I modelled how to ask the question to each student in the class and add the data to the graph. At the end we talked about which colour was the most popular, least popular and if any were the same. I left out this paper with clipboard, pencils and crayons for the kids to try. Here is an example of a completed "What is your favourite colour?" page. I told the kids that if there were no colours that were the same they could either put an X or write "none". The kids also used these "Photo Class List"'s to keep track of who they've asked. As they asked their question and graphed their data, they crossed out the person they asked. On the third day we made our first concrete graph. First we reviewed that the first step was to make a question. I told them that the question we are going to answer and graph today is "What is your favourite animal?" I then quickly taped 5 different animal pictures around the room. Then I had the students move to the picture of their choice. Then we called 1 group at a time and graphed the kids on the carpet. We have the perfect carpet for this as our carpet is a grid! We had the person at the front hold the animal picture, took a picture with the iPad and showed the image on the SMARTBoard. Then we talked about which one was the most, the least and the same. Here is a sample of an favourite animal graph they could complete at centre time: On the fourth day we made another concrete graph. This time we graphed siblings in our class! We followed the same steps as favourite animal but I taped the signs for "sisters only", "brothers only", "brothers and sisters" and "no siblings" instead. The rest was the same as the third day :) On the fifth day we created our birthday graph! First I had some of my kiddos write the months of the year for me. Then I put them up on the bulletin board. Then I printed out a square picture of each of my kiddos and mounted it on black construction paper. Then we added the pictures during whole group math time and we talked about which month has the most birthdays, which month has the least birthdays and if any of the months have the same. Next time I would have the students write their birth date on a whiteboard and hold it in from of them when I take the picture so that I could easily get that information from this graph. I also used this graph on my graphing wall and put it under "I can answer questions about my graph using the words most, least and the same." Then I put a velcro dot on top of each column and the words most, least and same on a velcro strip underneath. This way, the kids can come and practice identifying which month has the most, which month has the least and which months are the same number of birthdays on the graphing wall. If you would like to try the pre-filled favourite animal graphing sheets click on the button below to download them for free :) All of the printables above can be found in my newest product, Graphing for Little Learners! You can click on the image below to check it out in my TPT store :) My kids are still loving graphing and it is a popular centre every day. How do you teach graphing in Kindergarten? I would love to hear your fun ideas!

Et les voici enfin ici également ! Un dossier avec trois niveaux de Sudoku pour un centre de mathématiques progressif, ou des ateliers dès le cycle 2 Le premier niveau comporte une grille par semaine de classe environ, car c'est un niveau d'initiation, et si les élèves buguent, on peut rester dessus. Le second niveau est plus court : un élève qui s'en sort bien, s'en sortira avec des vrais sudokus. Le troisième niveau est encore plus court, car il s'agit des grilles "normales", qu'on peut recréer ou copier à l'envie ! J'en ai mis quelques unes le temps d'habituer les élèves, en conservant la mise en page des niveaux précédents mais on peut en créer tant qu'on veut... (dans le dossier, un fichier modifiable)

Salut ma belle ! Je suis super contente de te retrouver aujourd'hui pour te présenter un article qui devrait te plaire et te donner de l'inspiration. J'ai

Image 28 of 41 from gallery of The You Art Centre / Atelier Global. Analytical diagrams

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Hi friends! Today I want to share with you our dinosaur inquiry from the past few months! We originally had some dinosaur wonders on our February wonder chart, so we went back to those questions and I also invited students share more questions they had about dinosaurs. Here is what they came up with initially: Why did the dinosaurs go extinct? How did dinosaurs go extinct? Is it true that the dinosaurs died because it go too cold? Back then, were the dinosaurs real or was it just a story? What do dinosaurs eat? Where did dinosaurs live? Did dinosaurs live in caves? Why do dinosaurs have tails? Why did dinosaurs run? What did dinosaurs sound like? Why did dinosaurs make loud noises? They weren't brainstormed in that order, but I grouped them like that so we could look at questions that were similar consecutively. For our lessons, we first started by reading the book "What are dinosaurs?" by Bobbie Kalman. In this book we learned that dinosaurs were real but lived long ago and that no dinosaurs are alive today. After we learned this information, I had the girl who originally asked the question "Back then, were the dinosaurs real or was it just a story?" come to the teacher table during centre time and record the sentence "Dinosaurs were real but they lived long ago. There are no dinosaurs alive today." It's hard to see but it's the writing at the bottom left corner on the bulletin board! Here are two centres I put out early on in our dinosaur inquiry. First, I bought this egg at Dollarama and posed the question "What do you think will hatch out of the egg?" and had students observe and write their predictions. They loved looking for changes, especially after seeing a few cracks develop! After it hatched (it was a triceratops inside) we talked about how all dinosaurs hatch from eggs. Another centre we set out early on was this dinosaur provocation. This centre lets the students freely explore different dinosaur items and also record their observations and questions about dinosaurs. I bought the dinosaurs from Michaels. You can get the tracing/matching cards you see in the picture for FREE by clicking here on the image below: The next day, we continued to read the book "What are dinosaurs?" by Bobbie Kalman learned that dinosaurs eat plants and meat. We learned the words carnivore and herbivore. After the lesson we prepped for our next lesson by making the titles "What do dinosaurs eat?", "plants" and "meat". Then I made 2 eggs and printed the herbivore and carnivore signs. I also printed the herbivore and carnivores that were in "What are dinosaurs?" and "First Facts: Dinosaurs" by DK Publishing (that I planned to read the next day). The next day, we put the chart pieces up on the whiteboard and read the pages about what dinosaurs eat in "First Facts: Dinosaurs" by DK Publishing. As we read the book, we sorted the dinosaur cards on to the correct egg. We also went back to the "What are dinosaurs?" book and re-read the pages that had information on herbivores and carnivores ands sorted the corresponding dinosaurs on those pages as well on to the egg. Here is the finished chart: (this activity and the map activity below was inspired by @playexplorelearn on Instagram!) The next morning, I set out this invitation to sort dinosaurs based on what they eat. I left out the two books we read to make our chart the previous day as a resource and our completed chart was also on the bulletin board for them to reference! Next, we looked at the question "Why and how did dinosaurs go extinct?" First, we watched the video "Where did the dinosaurs go?" by Pink Fong on YouTube. We watched the video twice and then the students recalled the steps to me about how the dinosaurs went extinct. I wrote each step on a different whiteboard. Then at centre time, students volunteered to record the steps and draw a corresponding picture (if they wanted to) so that we could display the steps on our bulletin board. Next we explored the question "Where did dinosaurs live?" We read pages from "Dino Encyclopedia" (I can't remember the author, sorry!) and "You Can Be a Palentologist!" by Scott D. Sampson to learn that dinosaurs only lived on land (those other creatures that flew or lived in the water were flying reptiles or ocean reptiles that lived at the same time as dinosaurs! Who knew!) but they lived on every continent. I drew up a big map on poster paper and told them that we will be painting it together and then adding dinosaur stickers to show our new learning. First, students were invited to show their new learning about the world map by painting one. If they were able to paint the map correctly (green for land, blue for ocean) then they were invited to come and paint on the large collaborative map. We projected a large world map on the projector so that students could use that as a reference when painting. Here is some of my girls adding to our collaborative map! After we painted the map, we also made labels for the continents, the title and the writing piece to show our new learning. The next day, we glued the continent labels as a class and also added the dinosaur stickers whole group. And here is the completed map and corresponding title/writing: I got the stickers we used for the collaborative map at Michaels. The next day, I also let the students add mini dinosaur stickers to their original maps! I bought the mini stickers at Walmart. I started with a limit of 10 but I realized not everyone made a map so increased the limit to 15. These tiny stickers are great for fine motor development! Here is a sample of a finished map! I had some requests to share the printable for this activity so you can click here or on the image below to download it for free! Next we investigated the question "What did dinosaurs sounds like?" We watched these two videos: and we learned that scientists think dinosaurs did not roar like they do in movies like Jurassic Park. Instead they think they made a hissing noise. Then the girl who originally asked the question came to the teacher table at centre time and wrote her new learning to display on our bulletin board. It's hard to see but it's the top right writing piece in the picture below: Another centre I put out was this story making centre! Students were invited to make a dinosaur story with play dough and loose parts and use ChatterPix to record it. They LOVED this activity! On the last day, I wrote some of the remaining questions on chart paper (Did dinosaurs live in caves? Why do dinosaurs have tails? Why do dinosaurs run?) and we used google and our own inferencing to come up with the answers. I don't have a picture of this... sorry! To consolidate our learning, we also made these non-fiction dinosaur books! This was a great guided group for my higher writers. First we made our cover page and talked about titles, authors and illustrators. Then we learned about table of contents and how it helps us find information in a non-fiction book. We wrote our learning on each page, added a title and went back and added each new topic to our table of contents. It took about a week to complete but it was worth the time! Next time I think I'll start with less pages in the book though, especially for our first book! Here are some other books in case you are interested in looking! They used our bulletin boards as a reference when thinking of facts to include in their books which made our bulletin board more interactive than usual which I loved! If you are looking for these non-fiction book making printables, you can find them in my "Inquiry Writing Templates for Kindergarten" pack on TPT. You can click here or on the image below to see what else is included! Here is the finished bulletin board again: We had some amazing questions come up during our dinosaur inquiry (see below). We recorded them but the kids were losing steam with this inquiry and our caterpillars arrived so we switched gears without exploring these questions. I just wanted to share that because it's ok to not explore every question! Don't beat yourself up if you can't find the time! We can only do what we have time for :) That's it for our dinosaur inquiry! I hope this post gave you some ideas if your students have similar wonderings or are interested in dinosaurs too! - Yukari

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Help your students record all letters of the alphabet with this simple grid. Students will write a different letter of the alphabet in each grid of the chart. Students will be signaled to go back and find any missing letters if they have boxes remaining at the end of the activity. For a fun twist, I often allow students to add alphabet stickers or foam shapes after they have printed letters in each box. Click the image below to hop over to my TpT store to grab your freebie!