100 of the Best Ways to Teach the Alphabet, Creative ways to teach the alphabet, Hands on Learning, Sensory Play, Printables, Alphabet Games,Alphabet Crafts

Forty ideas to inspire you!

Woot woot! This post was featured on the TpT blog! You can see it here. Never underestimate the importance of teaching routines. In every classroom and every grade level... but ESPECIALLY in Kindergaten. And in Kindergarten,

Shapes pattern recognition for kindergarten plays a big role in the learning of kids. These worksheets are instrumental in the development of kindergarten kids.

Happy last Teaching Tip Tuesday!! Today will be my final post of the school year for teaching tips. Starting next week, Tuesdays will be Tank Top Tuesdays where I will feature a fun summertime acti…

Kids will be WOWED with this hands-on, fall science experiment where they will explore Why do Leaves Change Color for kids! Fun Leaf Activity!

This post is adapted from a presentation given by myself and my teaching partner Shelagh Saunders in May of 2015 at a Kindergarten Leaders Inspiring Visions of Excellence session. ___________________ Before examining the many benefits of focusing on building a sense of community, I feel it's important to come to a shared understanding of what community means, by hearing from multiple voices. Webster’s Dictionary defines community as: 1) a group of people living in the same place or having a particular characteristic in common. 2) a feeling of fellowship with others, as a result of sharing common attitudes, interests, and goals. 3) a group of interdependent organisms of different species growing or living together in a specified habitat. Some of the students in our classroom community last year defined it as: n “Community means that we work and play together” – J (SK) n “We help other people in need” – D (JK) n “We treat others nicely and we listen to our brains so we can make good choices” – V (SK) n “In our community it’s important to respect each other” – A (JK) n “This community belongs to us because we work together to take care of it” – S (SK) And lastly, I define it as such: A classroom community provides equal voice to all involved – teachers, students, families. Each member’s unique perspective is honoured, valued, celebrated, and reflected in our space. As a learning community, the focus is not on arbitrary rules and discipline, but on co-created expectations, self regulation, teamwork, mutual respect, and accountability. Community members are viewed as confident and capable and are able to gain independence in navigating social interactions with their fellow community members. Time is given to academic learning that occurs in school, but equal time is given to building and maintaining, this community. As a community we talk about our feelings, and as often as we can, we dance, we play, and we laugh. But why is building community in a classroom so important? For this, I turn to an article by Ellen Booth Church. She eloquently says: “We know from recent studies that children who feel a sense of identity within a group are the most well-adjusted and successful in school. As children progress developmentally, their group interaction skills become more finely tuned as well. Children's "world view" expands to add a greater understanding of the relationship between self and other. Studies also tell us that some of the most important skills children need for school readiness and success are the "people skills" of social interaction, communication, collaboration, and problem solving. That is what you are doing in the first month of school — creating an emotionally secure "home base" for children to learn in” – Ellen Booth Church In addition to the aforementioned points, I feel that community is important in a classroom as conversations about big ideas such as respect, responsibilities, and roles tend to go hand in hand with community – and this only makes our job easier! When focus is given to building community, students have a vested interest and pride in caring for each other and for the space (i.e. tidy up becomes less about arbitrary rules and more about the responsibility of members within a community). Differences are celebrated. Students feel confidence about who they are as humans and as learners, which trickles down to the “academics”. Students feel valued, safe, and supported. They feel comfortable making mistakes and look at themselves with a growth mindset. So - given that creating a community within your classroom is so beneficial, how do we go about doing so? I'll now share some specific examples of what we've done in our own experience and how it unfolded in the context of community building. Practical Considerations for Building Community The role of the environment: "It has been said that the environment should act as a kind of aquarium which reflects the ideas, ethics, attitudes and cultures of the people who live in it. This is what we are working toward." - Loris Malaguzzi In addition to the Reggio Emilia approach, my thoughts about classroom environment have been influenced and shapes by Patricia Tarr's "Consider the Walls". That article is linked at the end of this post, and I highly recommend it. She states: "The atmosphere created by so many cartoon figures with smiling faces spoke to me about the intended atmosphere for learning. [...] What I saw were cute and trivialized images of children and childhood. The stereotypes images suggested a dumbing down of the environment based on adults' conceptions of what children like." - Patricia Tarr I interpret this as an important reminder to start the year with your space as a blank canvas, to be filled by the unique individuals that enter your room – this removes ownership of room from solely the teacher(s) and establishes it as a place that belongs to and reflects ALL community members. Students take pride in filling the space with their work, and see relevance of what’s posted, therefore gaining a deeper understanding than they may with store bought posters and cartoon borders that are “just there”. I always like to imagine a student giving a room tour to someone entering our space for the first time. I ask myself – would the student know what everything on the wall is? Would they be able to explain the process behind it? Can they articulate why it’s posted? If not, I consider that time to reflect on what’s up on the classroom walls. Here are some photographs of letter panels, number panels, and colour word panels that were created by students in our community. We believe (and saw!) a deeper understanding of these concepts when students went through the process of creating them themselves. Students independently knew where in the room to go for anchors when they needed to find a letter, number, or colour word. These panels weren't store bought and slapped up by me in late August - but rather created at the forefront of students' active learning, providing them with a relevant and holistic understanding in a way that they could take ownership of in the end. The role of the students: In order for students to feel like valued members of the community, we need to give them the chance to explore skills and knowledge necessary to self regulate. Self regulation is linked to the idea of creating a learning community because it’s rooted in respect and understanding, while valuing where the child may be, rather than where we think they should be or how they should act. It empowers students as functioning members of our communities and removes educators from the role of “policing behaviours”. Students gain a self image of themselves as autonomous members of the community who are able to make decisions based off what they feel/need without a teacher being "the boss". “…thinking in terms of self-regulation is particularly useful, for it moves us away from seeing the activity as an end in itself – where, for example, the point of the exercise is simply to get children to learn how to sit quietly and listen – to thinking about the underlying capacities that we are hoping to develop.” – Stuart Shanker In our space, we worked to implement several different tools and strategies, which are visual and tangible reminders for the students to engage in the act of self regulating their emotions, needs, and actions. Some specific examples are below. We use a rainstick to signify transitions in our community. Students created their own personal rainsticks to take home and continue exploring how they can be used to self regulate. Students created a community Talking Stick in an effort to create a space where all members felt their voice could be heard. Our Quiet Corner provides students a quiet and calm place should they need it. Some documentation found in our Quiet Corner. Rather than a group snack time, we build it in as a learning centre, which encourages students to listen to their own needs and act accordingly. The Talk It Out Table provides students with a place to work through social conflicts in a respectful and effective way. Click here to see the blog post detailing the Talk It Out Table. The Sparkle Jar (adapted from the Minds Up curriculum) provides students with a visual representation of their current energy level or emotional state. The role of the educators: So, where do we come in as educators and what can we do to actively shape a sense of community within our classrooms? To put it simply, we need to make time for community building. Community doesn't build itself. Dedicated time and effort needs to be given not only to build a classroom community, but also to maintain it. I believe that this should be of equal value and importance as academic matters. In fact, at the start of the year, I would argue that this needs to be more important than "getting to the academics". Remember, social learning is an important form of learning, and engaging in "meatier" forms of academics without the basic foundations of a respectful community can be extremely difficult. A huge part of this is recognizing that we as educators aren't the boss or leader of this community, but rather a co-learner positioned alongside the students - and our learning is reciprocal and ongoing. As the Ontario Kindergarten Curriculum states... We've implemented a few specific strategies that we feel, in our role as educators but also members of the classroom community, have allowed us to cultivate a growing sense of community amongst the students and ourselves. As often as possible, we try to provide opportunities to work together on collaborative art projects based on student interest. These projects allow community members to work together towards a common goal by adding their own individual marks. A few of our community's collaborations are pictured below. We also have dedicated whole group meeting time. Yes, it's known and understood that Kindergarten students benefit greatly from small group learning opportunities, but I feel strongly that also providing whole group experiences as vital in coming together and feeling like a community. We use our talking stick, and once a month provide all community members with the opportunity to discuss what they like about our classroom, but also what they want to see changed. These discussions have been so rich, and giving a voice to ALL community members (not just teachers) about how we set up our space has been eye opening. Also, and this will come as no surprise to anyone who has visited our space, we have lots and lots of dance parties. On the surface, it looks like just a lot of fun (and it is!) - but it's actually so much more and done for a very purposeful reason with regards to community. These moments of celebration and exploration strengthen the bonds of our community, and provide a joyful moment for all members in which they are free of any expectations or criteria. It is my hope that you find our specific examples of how we've shifted from looking at our space as a classroom to looking as it a community have been helpful. It seems like a small distinction in words, but hearing students speak about the value of community towards the end of our year together, I knew exactly why it's so important to me. As we look forward to the start of a new school year, I hope to continue considering how to function as a community of learners, and I encourage all educators to do the same. Lastly, here are a few resources that have been helpful to me in my ongoing learning about cultivating classroom community: Working In The Reggio Way: A Beginner’s Guide for American Teachers – Julianne P. Wurm Insights and Inspirations from Reggio Emilia – Lella Gandini, Susan Etheredge, & Lynn T. Hill Designs for Living and Learning: Transforming Early Childhood Environments – Deb Curtis & Margie Carter The MindUp Curriculum – The Hawn Foundation Calm, Alert, and Learning: Classroom Strategies for Self Regulation Stuart Shanker “Consider the Walls” – Patricia Tarr (https://www.naeyc.org/files/yc/file/200405/ConsidertheWalls.pdf) “Building Community in the Classroom” – Ellen Booth Church (http://www.scholastic.com/teachers/article/building-community-classroom)

couleurs, CP, fiches

'Social Emotional Learning' seems to be the new buzz word/term going around in the education world. What I love about this is that it is encouraging a child-first perspective in everything we teach. We have always used this lens to view education, so it is wonderful to see it spreading! "Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions." One way we support this learning in our classroom is using the Zones of Regulation. We have worked through the 4 different Zones of Regulation over the past month. Our students are now feeling experts and have demonstrated a good understanding of which feelings associate with which Zone. We used books and videos to work through the different feelings. Our first week we spent time reading books and watching videos about all feelings in general. We then focused on a specific zone for the week, reading a variety of books and then talking through what it looks like, sounds like and feels like in that zone to end our week. We used Story Bots videos for introducing many of the feelings. We put up all our signs in a way that helps students understand up and down regulation. When you are up-regulated, you need to down regulate to come back to the green zone. If you're down regulated, you need to up regulate back into the green zone. We then talked about ways we can up and down regulate to help ourselves get back to the green zone. Students loved using breath to help calm them, so we began recording the various breaths we can use. We are continuing to introduce new breaths they can use. Students shared their learning through drawing, writing and using loose parts. If you want to get these books for your classroom/personal library you can see my Amazon Storefront, I have a 'self-regulation/mindfulness' book list: https://www.amazon.ca/shop/wonderfullinquiry?listId=BTDC6FZWSO61 *Please note I get a small fee for most purchases made*

The most important activity students can do to develop scissor skills is to cut with scissors. Young learners should cut a variety of things-repeatedly-and perform cutting activities frequently! Teacher friends,...

Since the middle of February while were creating our dragon project, I started to notice something. The kids were taking the logs out of our building area and creating "bands" with them as drum sets. Kids were making shaker's at the maker's space, two friends brought three sizes of clay to me and wanted to show the class how when they thumped them each size made a different sound. Another friend took a plastic bottle wrapper off the bottle and pulled on both ends sharply and showing us the snapping sound it made. I was hoping to avoid it this year, but somehow, every year, kids start exploring sound! So....guess what our next large scale inquiry is: Sound! I set out some areas for them to explore first. Then we will let them wonder. I set out glasses for them to compose their own music and perform for the class. I had planned on it being an exploration of pitch, but they noticed something else instead. At first the compositions were very random, then one friend colored an AB pattern and played it. It sparked a discussion on how there could be patterns in sound and also defined "rhythm" as their patterns became more complex. After they were done with this area, I set out these materials to see what they noticed about sound. We discovered that the more water that was in the bowls, the lower the pitch and the less water the higher the pitch! For our Engineers, I put out materials for them to create instruments and show what you have to do to get it it to produce sound. They created instruments that produced sound through shaking, striking, rubbing and strumming. For our artists, I set out pictures of instruments for them to look closer and then draw its outline with a sharpie and creatively paint it with watercolors. We also looked at Picasso's Blue Guitar painting, then hung it at our easel to inspire artists to create their own. As they explored, two main things came up in our wonders which became our driving questions. How is sound made? When does sound become music? We learned that sound is caused by vibrations and that the sound waves travel through the air to our ears. But something had to happen to make the vibrations start? The kids through exploring came to the conclusion that sound is made by striking, shaking, blowing, rubbing, strumming and plucking. We made instruments to model the different ways to make sound. To show that sound can be made by shaking, we made maracas. To explore the concept of pitch, we provided different fillings for maracas: Sand (not pictured), rice and two different sizes of beans, then we compared them. We also used these as guiros to show show that sound can be made by rubbing. They just ran a craft stick over the ridges of the bottle. To show that sound can be made by blowing, we made harmonicas! The first time we tried them they didn't work. I realized that we needed thicker rubber bands to create the sound. They could tell the rubber bands were vibrating as they produced sound. They were very loud! The kids loved them! To show that sound can be made by strumming or plucking, we made cup guitars! They have a great rich sound when you put them by your ear and pluck them as the sound is amplified by the cup! We used three different sized rubber bands to create different pitches. The kids could really see the vibrations with these. They could also feel the vibrations on their hands. To show that sound can be made by banging, we made drums! To organize our data, we created a web map showing the different ways to make sound and the instruments that are used for each one. To explore when sound becomes music, I showed them videos of a group called STOMP. They use random objects to create different rhythms with different pitches. Look them up on YouTube! They are amazing and the kids loved watching them. They were inspired and created their own STOMP inspired groups using random objects we could find in our room and our closet! You can see some videos of these on my Instagram account at darlamyersclass. Through STOMP we realized that when sound has a pattern it gives it rhythm, and when sound has different pitches added to the rhythm it creates music! After all of our exploring and investigating, we wrote informational books about sound to show what they learned. The kids really loved exploring the science of sound! Another thing going on in our room is a Mo Willems author study. These little friends have been in our reading area all year long. The kids didn't think they were really anything special until... we read one of his Elephant and Piggy books. The kids have really enjoyed listening to and reading his Elephant and Piggy books. They have been very inspired by him in Writer's Workshop and many Elephant and Piggy stories have been written by them. They decided that they wanted to turn our dramatic play area into an Elephant and Piggy Workshop where they could read and write stories about them! Now these stuffed animals are extra special to them! Here is our finished area! They made a sign: This area has been very popular! A lot of reading and writing skills are being practiced here! I am sure as we read his pigeon and Knuffle Bunny books, they will be inspired to write stories about them in this area also! We brought out our collaborative canvas again! It just didn't seem finished yet! I poured some paint on it and the kids used large craft sticks to scrape the paint across the canvas. They loved this process! I think next we will start adding some texture and three dimensional aspects to it! Here is a clue as to what we are going to discover next! It fits in this box!

In classrooms a generation or two ago, it is unlikely that “emotional intelligence” topped the list of subjects most teachers prioritized for their students. But today, learning how to recognize, express, and explore feelings is a central part of the CEE curriculum as students develop the agility, creativity, and empathy required in the modern world.

Howdy! I am Mr. Greg from The Kindergarten Smorgasboard. My real name is Greg Smedley-Warren. I have been teaching for 11 years. I spent a year teaching fifth grade, two years in second grade and am now in my 9th year in Kindergarten. Kindergarten is my passion and my calling but honestly, that wasn’t how it started. When I was moved to Kindergarten (not voluntarily!) I called my mommy and cried. But on the first day, I fell in love and knew that Kindergarten is where I belonged. I have remained in Kindergarten ever since. I plan to never leave the classroom as the kids are what drive me to continue my growth as a teacher and person.

en faisant des recherches sur Internet avec google chrome, je suis tombée sur cette petite comptine. cliquez sur l'image pour voir le document original Ayant une classe un peu difficile cette année, je suis en recherche d'élèments originaux pour mettre...

20 Free Name Activities for the First Week of Kindergarten. Check out these amazing hands-on and fun name activities! Integrates multiple skills.

This shape activity is one that preschoolers love, and it only takes a minute to put it together. Jonathan (age 3.5) has been desperate to “do school” when we are doing school. And one or two coloring pages won’t cut it! He colors something and then says, “Now what can I do, Mom?” I’m glad […]

At the beginning of every year my teaching partner and I incorporate lots of name recognition, construction, and writing provocations to engage children. Here are some of our favourites so far this…

Have you heard of "That" Kid? I'm sure you have. In fact, you might even be the mom of that kid. But what does "that kid" even mean? Who are we really talking about?

Free, fun and useful Kindergarten - 1st Grade, Common Core aligned lesson plans, math games, calendars, behavior charts, materials and more!

I spend a lot of time watching and listening to the kids, trying to figure out what interests them. I love to teach the standards by using the kids interests. When I do this, they use the academics they need while they investigate things that they are interested in. It makes them excited to learn and they automatically use reading, writing and math skills with out any push from me when these skills are needed during the investigation. Sometimes, the interests are small groups, but sometimes, an interest is widespread and covers most of the kids in the class. This year this widespread interest was superheroes. This major interest in superheroes was obvious ever since the beginning of the year! I knew that I was going to have to figure out a way to do a superhero inquiry, but what could I cover in our curriculum with superheroes? There was nothing about superheroes in our science or social studies standards. Once I started brainstorming and putting my ideas down on a web map, I was amazed at how much curriculum I could cover! Reading, writing, math, social studies social skills, and LOTS of science! For reading, I found easy readers about superheroes and they read them over and over and over! They never tire of these books and were used as inspiration in their writing also! For Art, I set up the art area with lots of superhero colors. They were very inspired! The kids loved going to the easel and painting their favorites! For Art and Fine Motor work, I set up an area where my sculptors could create superheroes using their passion and skill. This was a very popular area. The sculptures they made amazed me! For Writing, I set up an area where they could create comics about their favorite superheroes. They LOVED to write about superheroes. Not only comics, but stories and and books! I never had to beg them to focus on their writing during this inquiry! They wrote with excitement and were so proud of their stories. They loved rereading their stories to friends. It was a great opportunity to focus on what they need to do to make their writing easy for them to reread such as adding spaces, sight words being spelled correctly, writing down every sound they hear in unfamiliar words, writing neatly and drawing a picture with details that helps you remember what you wrote. Superheroes were a big help for working on social skills. We talked about the qualities of superheroes and how we should all strive to have these same qualities and behaviors! Of course with a focus on superheroes, there was a lot of superhero play. As they played, the play would get too rough, or the villains would say something mean. I see these situations as opportunities for them to grow in the areas of: 1) Getting along with others. 2) Learning what to do when someone makes us angry. 3) Problem solving 4) Learning from our mistakes. 5) Working together as a team. If children are not playing and put in these situations, how will they learn these skills? These problems have to happen so that they can see a need to find a solution and be able to work together. We sat down as a group, and the kids came up with these rules for super villains. For reading comprehension, we read about a superhero and created a tree map to organize what we learned about them from the book. They loved to compare and contrast them. Most had secret identities, were kind and good, helpful, team players, strong, etc. They noticed some differences. Some needed gadgets, some had super powers, some could fly, others could not, etc. For Science, I set out opportunities for them to explore different super powers. Here, Aqua Man inspired us to explore the properties of water. There was a lot of exploration in volume as they filled containers (math), and the concept of sink and float. They tried to figure out why some things sank and others didn't. They also tried to sink things that would float and tried to make the things that sank, float! Magneto inspired us to explore the power of magnetism. They tried to figure out which things stuck to the magnets and why. They were also interested in how sometimes the magnets would repel each other. Superman and Supergirl inspired us to explore the power of flight. A lot of creative and critical thinking skills were used here! Our engineers created all kinds of objects such as planes and kites and tried to see how far they could glide on the air. They measured using the tiles on the floor how far they could go. Some friends made designs that spun while they glided! Spiderman inspired us to explore spider powers! A group here is very interested in spiders so I will let them explore further! We strengthened fine motor skills by creating webs and books about spiders were provided for them to learn more. Here they studied the pictures of webs and used white crayons, glue and glitter to show what they noticed about spider webs. These turned out beautiful! I wish I thought to take a picture of one! Ironman inspired us to explore the power of propulsion. They had to use the materials to make the superheroes shoot up in the air without throwing anything or touching the superhero. After some experimenting, most came up with a catapult design which is a simple machine (lever). I decided to set up another similar propulsion challenge with only clothespins and craft sticks. How can you get the superhero to fly the absolute highest it can? I want them to think about the importance of where to place the fulcrum of this simple lever machine in order to gain the most height! Where the fulcrum is placed makes a big difference! They are really into these lever designs! Now that we have explored and investigated superheroes, we are now working on our project, along with exploring a couple more super powers! We will also integrate social studies as we talk about real heroes in our world in the form of community helpers. They are also interested in animal super powers. I will blog about that next time! Meanwhile, here are some other things that have gone on in our room! Valentine's Day: We have some very creative families that created Valentine's Boxes. The kids loved every single one of them! We lined them up and the kids put their valentines in each one. We made Friendship Fruit Salad to celebrate our friendship on Valentine's Day also. The kids each brought something to add to the salad and also helped mix it up. It was a big hit! They thought it was the best salad they had ever had! We also celebrated our 100th day of school! Some of the kids and I dressed up like we were 100 years old. I think I scared my husband and a few friends when I posted the picture of just me on social media! We counted out 100 Fruit Loops by putting them in groups of 10 and then strung them to make a necklace! This was hard work for those finger muscles! Here are a few of the math games that we are playing. Here they pick a number from the basket, find it on the chart, identify it and cover it with a button. This helps with number i.d. to 100. Though they are only required to i.d. numbers to 20, many are ready to take it further. Here they use the materials to create a math game and show the class how to play the game and what math skills we are using. Here they are learning that teen numbers are a long group of ten and some short ones. Here they are picking to hands and adding the fingers together. Here they are making sight words on the pipe cleaners, taking a picture of the words and putting them on the promethium board to see if their friends can read them. I have encouraged them to find the hardest ones!

A fun and easy early math activity for toddlers and preschoolers using squeeze pouch lids!

15x Alternatief inhoud zandbak / watertafel; zoals kurken, gekleurde rijst etc.

In my first post for this series ~ How to bring Waldorf into your home… I mentioned that I’ve spent hours seeking out Waldorf blogs. I’ve sought out these blogs because I wanted to know more about Waldorf. I wanted to know how families incorporated Waldorf into their days, I wanted to find craft ideas & patterns, and I wanted to find inspiration. And I wasn’t disappointed! So I thought I would share my reading list with you all… Now this is not a complete list, but rather those blogs that I go back to time and again. *** The Magic Onions This is where it started for me, and a great starting place it was. Donni’s series Discovering Waldorf is very informative, and I love finding inspiration at each Friday’s Nature Table. Beneath the Rowan Tree Another original favourite, here I discovered about the magic of play silks and other Waldorf toys. And found craft ideas for Dino Boy and I. Anna Branford The most amazingly beautiful crafts you will ever see. Anna also writes wonderful children’s books {which I am rather partial to myself} Hinterland Mama Aleta’s lovely space spoke to me straight away. I love the way […]

Kindergarten has changed so much since I was in Mrs. Ryan's half day class back in the 80's. Kindergartners have gone from playing house to being expected to read and write by the end of their first year in school full time. While I could debate the merits and pitfalls of these changes at length I prefer to focus on how to incorporate more of this creative energy alongside the push for academics. I was fortunate to teach in schools that still had full time art teachers that saw my students on a weekly basis so I knew they were getting solid art instruction regularly, however I feel that in kindergarten especially the need to practice writing, painting, coloring within the lines and cutting with scissors is essential for fine motor development. One of the ways that I integrate arts alongside my instruction is through the use of paper crafts, often called craftivities, that accompany our read alouds, comprehension and writing work. These crafts require students to really focus their attention to building strong scissor skills which help in so may aspects of a child's development. If you have an administrator or even parent that is less than enthusiastic about your cute little paper crafts lining the walls and wants to know how this could possibly be helping students, then I have a little one page info sheet that you can quietly slip into their mailbox or backpack. (Click on the image to download a printable copy.) If you need some really great advice for helping those kiddos in your class that have never picked up a scissors before entering your classroom and you don't know where to start with them, Mama OT is a FANTASTIC resource for parents and teachers, I use lots of her ideas with my 3 year old all the time. Here are just a few of my favorite craftivities. Click on the pictures for the printables! Thanks for reading and happy crafting!

Concepts of print refers to the understanding of how print and books work. These skills are a critical prerequisite to teaching children to read. Concepts of print include: -How books are read -Identification of parts of

As you explore animals who hibernate in the Winter, practice fine motor and visual-spatial skills as students create hibernating snake crafts.  Simply cut, color, and glue to create a lift-a-flap craft for your science center!  Three printing options are included to meet the needs of your little learners. Contents: Page 1: Cover Page 2: Product Details Page 3: Hibernate, Hibernate tunnel, snake (option 1) Page 4: ground (option 1) Page 5: ground (option 2) Page 6: underground tunnel, snake (option 2) Page 7: two Hibernate, Hibernate tunnels (option 2, 3) Page 8: underground tunnel (option 3) Fictional books to accompany your crafting include the following titles The Snake Who Said Shhh Hide and Snake Verdi Find more crafts for phonics, writing, math, science, and social studies by returning to our store's home page HERE. Note: The cover of Krazy for Kindyland products includes exact JPEG(s) of included craft(s).  Please see our most recent TERMS OF USE here. What our customers are saying about our products: -provides engaging, hands-on fine-motor practice while learning across the curriculum -easily differentiated kindergarten activities, based on student needs and also allows room for teacher choice -includes consistent layouts; easy for students to understand -low prep and a huge time saver; GREAT for subs Questions?  Requests?  Email us at [email protected]

Here is a freebie that I get asked about all the time. These are my Behavior Notes that get sent home with students at the end of the day. These notes are in my Behavior Calendars that I will be updating by the end of the month.