Wednesday, November 21, 2007
AU REVIOR
I've been thinking alot about how I was going to wrap this thing up for our class. My Blog (notebook) has been very important to me. It has really helped me think about what interests me and what's important to me about teaching young children. I was driving down Wilshire Blvd. and there it was....my ending.
Monday, November 12, 2007
The Blog Gods Are With Me!
I was sitting at the car wash today desperate for something to read. I noticed a silly looking newspaper called The Beverly Grove Express. Much to my surprise, I found this wonderful little article by T. Berry Brazelton. The Blog Gods must be with me!!! You may want to print this one to read it.
Sunday, November 11, 2007
To Each His Own
Every child has their own style. Some kids like to get their hands dirty.... some don't.
Saturday, November 10, 2007
This is a page from a site that I found interesting. It's called First 5 California... This is who they are, what they do and where you can find them.
First 5 California and 58 County Commissions throughout the state work to improve the lives of children from the time they are in the womb until they enter kindergarten.
http://www.ccfc.ca.gov/
What To Expect When Your
Child Is 2 To 3 Years Old
At this age, your child:
•Learns to notice more how others feel.
•May be stubborn and have temper tantrums.
•May enjoy being around other children.
•May like to jump, hop, roll and climb.
•Does a lot of pretend play.
•Learns lots of new words.
•Put together two, three and four word sentences.
At this age, your child needs the chance to:
•Do puzzles, string beads and scribble.
•Do more things for himself or herself, such as
putting on clothing.
•Sing, talk and learn more
words.
•Play with other children.
•Go to the park, library,
beach, zoo or go to other
interesting places.
The First Years Last Forever
What To Expect When Your
Child Is 3 To 4 Years Old
At this age your child:
•Starts to play with other children.
•Is more likely to take turns and share.
•Is friendly and giving.
•Starts to understand that other people have
feelings and rights.
•Likes silly humor, riddles and jokes.
•Likes to please and be like others.
Your child also:
•Enjoys new experiences.
•Starts to get dressed without help. May need help
with shoelaces and buttons.
•May start to have fears (“Mommy, there’s a
monster under my bed.”).
•May have imaginary friends.
•Likes to dance, run, skip, jump with both feet,
catch a ball, and be active.
•Starts to speak in complete sentences.
•Has more control over hand and arm muscles.
•Tries out different ways to move his or her body.
First 5 California and 58 County Commissions throughout the state work to improve the lives of children from the time they are in the womb until they enter kindergarten.
http://www.ccfc.ca.gov/
What To Expect When Your
Child Is 2 To 3 Years Old
At this age, your child:
•Learns to notice more how others feel.
•May be stubborn and have temper tantrums.
•May enjoy being around other children.
•May like to jump, hop, roll and climb.
•Does a lot of pretend play.
•Learns lots of new words.
•Put together two, three and four word sentences.
At this age, your child needs the chance to:
•Do puzzles, string beads and scribble.
•Do more things for himself or herself, such as
putting on clothing.
•Sing, talk and learn more
words.
•Play with other children.
•Go to the park, library,
beach, zoo or go to other
interesting places.
The First Years Last Forever
What To Expect When Your
Child Is 3 To 4 Years Old
At this age your child:
•Starts to play with other children.
•Is more likely to take turns and share.
•Is friendly and giving.
•Starts to understand that other people have
feelings and rights.
•Likes silly humor, riddles and jokes.
•Likes to please and be like others.
Your child also:
•Enjoys new experiences.
•Starts to get dressed without help. May need help
with shoelaces and buttons.
•May start to have fears (“Mommy, there’s a
monster under my bed.”).
•May have imaginary friends.
•Likes to dance, run, skip, jump with both feet,
catch a ball, and be active.
•Starts to speak in complete sentences.
•Has more control over hand and arm muscles.
•Tries out different ways to move his or her body.
One of my goals in the classroom this year is to be a good "circle time" leader. It's a real challenge for me right now. I found this to be a really interesting article.
Circle Time: Making a Good Idea Better
Feature Article from Newsletter #16
8/12/2002
An Overview
Circle time is an important daily activity in the preschool classroom. Think about all the things that happen during circle time. Children listen to a story, learn who is present and absent, discuss the daily schedule, talk about special happenings in their lives, find out about new materials in the classroom, and perhaps, sing a song or do a movement activity.
When you think about it, you realize children are learning in all areas of development.
Areas of Development
Social/Emotional Development
When children have opportunities to share their thoughts and ideas in a safe, encouraging environment, they begin to learn that they are valued, capable, and important members of the group. The classic and familiar "Show and Tell" time can be transformed from a focus on what I have to who I am or what I can do to help others. Children can share a drawing they created, teach a song, summarize a favorite story, or show how they created a structure. In a well-planned circle time, children also get to know one another, each other's families, feelings, and ideas. This community knowledge helps children feel a part of the group.
Physical Development
Dancing, stretching, active games, and movement activities meet the physical needs of growing children to move about. These activities vary the tempo of the day and allow children to "get the wiggles out" when they seem to lose focus. Making time for dancing to music with varied rhythms and playing games like Simon Says give children opportunities to learn about space and how their bodies move.
Cognitive Development
When children talk about field trips and the work they are doing in interest areas, they draw their thoughts and observations together to form concepts. They learn math concepts when they discuss how many children are here today or whether more children walk to school or take the bus. As they clap to music, they are learning mathematical patterns.
Circle time is a time to plan for the day's activities and reflect on what has already been done. For example, you may use circle time to discuss the materials and activities that will be available in the learning centers, plan what to look for and think about during the upcoming field trip, or recount events that occurred on the playground.
Scientific thinking happens when you encourage children to make observations about weather, plants, and animals following a nature walk or you make "I wonder what would happen if" comments after a child describes something that he or she did in an interest area.
During circle time children are experiencing important social studies concepts as they learn how to take turns talking, respect the rights of others, and understand the need for rules. When you introduce new study topics about their families or the community in circle time, they are also learning social studies.
Circle time is also a great time to introduce group problem-solving. You can guide children to discuss problems that have occurred in interest areas or outdoors and develop possible solutions to try out and evaluate.
Language Development
Reading and re-reading stories and poetry to children every day is a wonderful way to develop a love of good books, learn new words, explore the sounds and rhythms of language, and develop prediction and comprehension skills. In addition to learning to listen, circle time discussions provide a wonderful opportunity to learn the give and take of conversation. Preschoolers gain experience in communication skills.
Keys to an Effective Circle Time
For circle time to be an effective learning experience, teachers need to plan. Here are some ideas to consider when planning circle time experiences:
Know your children-their age, interests, and abilities.
Circle time should last only as long as children are engaged.
Make circle time a positive experience-plan activities that keep frustration at a minimum.
Think about how to introduce important skills and concepts.
Be prepared! Have the materials you need ready.
To get children's attention, whisper or talk quietly. To help children calm down before a story, sing a song that starts off energetically and then ends more slowly or quietly.
Vary the activities from day to day depending on the needs of the children. Plan for a mix of: active and relaxing activities; cognitive, physical, social/emotional, and language activities that include a range of content knowledge.
Recognize that short circle times can happen several times during the day.
Plan for the transitions into and out of circle time. Keep the transitions brief, fun, positive, and calm to helps engage children as they move from one activity to the other.
Don't keep children waiting.
Be flexible! Have fun! Stay positive!
Age of the Children
Circle time must be different for various age groups. The amount of time spent in the group and the complexity of activities should be considered in relation to the age of the children.
Three-year-olds might spend 15 minutes in circle time, especially if there is a mix of listening to a story and then responding to some open-ended questions. Movement activities, fingerplays, and simple conversations are important with this age group.
Children ages 4-5 can usually be engaged for slightly longer periods (15-20 minutes) and can tackle some more complex circle time activities. For example, you can become the scribe as the group invents a story or dictates their recollection of events.
Extending Circle Time to Families
You probably work very hard to include family members in the life of your classroom. Here are some ideas.
Think about ending each day with a closing circle time. This helps the children remember all the exciting things they did, and sends them out the door with lots to tell their parents. Reviewing is also a key method of helping children make cognitive connections and recall events.
Incorporate circle time songs and stories into program newsletters, or teach them to families during workshops or parent night programs. Parents will be happy to sing along with the children or to read their favorite book.
Invite family members to share stories, traditions, talents, and hobbies.
Video or audio tape some circle time music and movement activities and encourage children to bring the tapes home to share with families.
Some Final Thoughts
Be proactive. If a child seems to have trouble participating, ask another adult, if possible, to sit nearby, or position yourself near the child in advance. A gentle touch or encouraging smile may be all that is needed to refocus the child. You might also involve the child as a "helper" by inviting him or her to pass out materials or sing a song.
Be flexible about participation. It's okay if some children don't want to participate in some activities. By offering that child a choice to join in or to read a book quietly, you can help him feel in control within limits.
Be dynamic. By aiming for a balance between repeated and novel activities, you can maintain an ever-interesting learning experience. While you can always make room for the children's favorite songs and stories, you can also make it a goal to introduce new topics to expand the children's world.
Above all, circle time should be a time and place where children feel safe to express themselves, explore, learn, and grow in a caring community. It should provide a spark in imaginations, and a place to reflect what has been learned. Most of all, circle time should be fun and inviting.
Circle Time: Making a Good Idea Better
Feature Article from Newsletter #16
8/12/2002
An Overview
Circle time is an important daily activity in the preschool classroom. Think about all the things that happen during circle time. Children listen to a story, learn who is present and absent, discuss the daily schedule, talk about special happenings in their lives, find out about new materials in the classroom, and perhaps, sing a song or do a movement activity.
When you think about it, you realize children are learning in all areas of development.
Areas of Development
Social/Emotional Development
When children have opportunities to share their thoughts and ideas in a safe, encouraging environment, they begin to learn that they are valued, capable, and important members of the group. The classic and familiar "Show and Tell" time can be transformed from a focus on what I have to who I am or what I can do to help others. Children can share a drawing they created, teach a song, summarize a favorite story, or show how they created a structure. In a well-planned circle time, children also get to know one another, each other's families, feelings, and ideas. This community knowledge helps children feel a part of the group.
Physical Development
Dancing, stretching, active games, and movement activities meet the physical needs of growing children to move about. These activities vary the tempo of the day and allow children to "get the wiggles out" when they seem to lose focus. Making time for dancing to music with varied rhythms and playing games like Simon Says give children opportunities to learn about space and how their bodies move.
Cognitive Development
When children talk about field trips and the work they are doing in interest areas, they draw their thoughts and observations together to form concepts. They learn math concepts when they discuss how many children are here today or whether more children walk to school or take the bus. As they clap to music, they are learning mathematical patterns.
Circle time is a time to plan for the day's activities and reflect on what has already been done. For example, you may use circle time to discuss the materials and activities that will be available in the learning centers, plan what to look for and think about during the upcoming field trip, or recount events that occurred on the playground.
Scientific thinking happens when you encourage children to make observations about weather, plants, and animals following a nature walk or you make "I wonder what would happen if" comments after a child describes something that he or she did in an interest area.
During circle time children are experiencing important social studies concepts as they learn how to take turns talking, respect the rights of others, and understand the need for rules. When you introduce new study topics about their families or the community in circle time, they are also learning social studies.
Circle time is also a great time to introduce group problem-solving. You can guide children to discuss problems that have occurred in interest areas or outdoors and develop possible solutions to try out and evaluate.
Language Development
Reading and re-reading stories and poetry to children every day is a wonderful way to develop a love of good books, learn new words, explore the sounds and rhythms of language, and develop prediction and comprehension skills. In addition to learning to listen, circle time discussions provide a wonderful opportunity to learn the give and take of conversation. Preschoolers gain experience in communication skills.
Keys to an Effective Circle Time
For circle time to be an effective learning experience, teachers need to plan. Here are some ideas to consider when planning circle time experiences:
Know your children-their age, interests, and abilities.
Circle time should last only as long as children are engaged.
Make circle time a positive experience-plan activities that keep frustration at a minimum.
Think about how to introduce important skills and concepts.
Be prepared! Have the materials you need ready.
To get children's attention, whisper or talk quietly. To help children calm down before a story, sing a song that starts off energetically and then ends more slowly or quietly.
Vary the activities from day to day depending on the needs of the children. Plan for a mix of: active and relaxing activities; cognitive, physical, social/emotional, and language activities that include a range of content knowledge.
Recognize that short circle times can happen several times during the day.
Plan for the transitions into and out of circle time. Keep the transitions brief, fun, positive, and calm to helps engage children as they move from one activity to the other.
Don't keep children waiting.
Be flexible! Have fun! Stay positive!
Age of the Children
Circle time must be different for various age groups. The amount of time spent in the group and the complexity of activities should be considered in relation to the age of the children.
Three-year-olds might spend 15 minutes in circle time, especially if there is a mix of listening to a story and then responding to some open-ended questions. Movement activities, fingerplays, and simple conversations are important with this age group.
Children ages 4-5 can usually be engaged for slightly longer periods (15-20 minutes) and can tackle some more complex circle time activities. For example, you can become the scribe as the group invents a story or dictates their recollection of events.
Extending Circle Time to Families
You probably work very hard to include family members in the life of your classroom. Here are some ideas.
Think about ending each day with a closing circle time. This helps the children remember all the exciting things they did, and sends them out the door with lots to tell their parents. Reviewing is also a key method of helping children make cognitive connections and recall events.
Incorporate circle time songs and stories into program newsletters, or teach them to families during workshops or parent night programs. Parents will be happy to sing along with the children or to read their favorite book.
Invite family members to share stories, traditions, talents, and hobbies.
Video or audio tape some circle time music and movement activities and encourage children to bring the tapes home to share with families.
Some Final Thoughts
Be proactive. If a child seems to have trouble participating, ask another adult, if possible, to sit nearby, or position yourself near the child in advance. A gentle touch or encouraging smile may be all that is needed to refocus the child. You might also involve the child as a "helper" by inviting him or her to pass out materials or sing a song.
Be flexible about participation. It's okay if some children don't want to participate in some activities. By offering that child a choice to join in or to read a book quietly, you can help him feel in control within limits.
Be dynamic. By aiming for a balance between repeated and novel activities, you can maintain an ever-interesting learning experience. While you can always make room for the children's favorite songs and stories, you can also make it a goal to introduce new topics to expand the children's world.
Above all, circle time should be a time and place where children feel safe to express themselves, explore, learn, and grow in a caring community. It should provide a spark in imaginations, and a place to reflect what has been learned. Most of all, circle time should be fun and inviting.
Children's needs: Dr. Stanley Greenspan
This is an interesting interview with Dr. Stanley Greenspan on childcare. He feels that babies and toddlers are better off at home with loving parents when possible.
http://www.usatoday.com/community/chat/0929greenspan.htm
http://www.usatoday.com/community/chat/0929greenspan.htm
Thursday, November 8, 2007
Gobble, Gobble
I think this is a nice keepsake for parent. I know you can't save everything but some things are worth saving.
Handprint Turkey with Poem
Materials you will need are a printer, paper (I prefer construction paper or another heavier paper), scissors, glue, and something to colour with.
Turkey hand print
Print out the template of choice (the template is a Thanksgiving poem the girl's brought home from daycare. I'm sure some of you have likely seen it before... it was so sweet, I couldn't resist putting it on the site).
Trace around child's hand at the bottom of the paper. This will be the Turkey's tail.
Colour or paint hand print.
Draw 2 small eyes, a triangle beak and a gobbler to complete
you can cut a peanut shape out of paper for the body, glue it to the center of the handprint and draw the face on that if you like.
see picture above for how it should end up looking.
For those of you who don't want the template... here's the poem
This isn't just a turkey as you can plainly see.
I made it with my hand which is a part of me.
It comes with lots of love especially to say,
I hope you have a very, Happy Thanksgiving Day!
Handprint Turkey with Poem
Materials you will need are a printer, paper (I prefer construction paper or another heavier paper), scissors, glue, and something to colour with.
Turkey hand print
Print out the template of choice (the template is a Thanksgiving poem the girl's brought home from daycare. I'm sure some of you have likely seen it before... it was so sweet, I couldn't resist putting it on the site).
Trace around child's hand at the bottom of the paper. This will be the Turkey's tail.
Colour or paint hand print.
Draw 2 small eyes, a triangle beak and a gobbler to complete
you can cut a peanut shape out of paper for the body, glue it to the center of the handprint and draw the face on that if you like.
see picture above for how it should end up looking.
For those of you who don't want the template... here's the poem
This isn't just a turkey as you can plainly see.
I made it with my hand which is a part of me.
It comes with lots of love especially to say,
I hope you have a very, Happy Thanksgiving Day!
Wednesday, November 7, 2007
Life's Greatest Miracle
If you've never seen Nova's Life's Greatest Miracle now's your chance. It's an amazing show and worth your time. http://www.pbs.org/wgbh/nova/miracle/program.html
Monday, November 5, 2007
Speaking of Playing
Since we're talking about playing I want to share two of my favorite recipes with you. The first is a Play Dough. It's sooooo much better then the store bought and you can get great colors of food coloring from cake decorating stores. The second recipe enhances store bought bubbles. Enjoy!!
PlayDough Recipe
4 cups flour
1 cup salt
4 cups water
4 tablespoons oil
1/2 cup cream of tartar
Mix all ingredients in a sauce pan. Cook and stir over low/medium heat until playdough is completely formed and no longer sticky. Allow to cool slightly before storing in an air tight container or zip lock bag.
Variations:
Add one package of unsweetened powdered Kool-Aid to your playdough to give it a great smell.
Have you ever seen more beautiful play dough!!!!
Click on the bubble recipe to enlarge.
PlayDough Recipe
4 cups flour
1 cup salt
4 cups water
4 tablespoons oil
1/2 cup cream of tartar
Mix all ingredients in a sauce pan. Cook and stir over low/medium heat until playdough is completely formed and no longer sticky. Allow to cool slightly before storing in an air tight container or zip lock bag.
Variations:
Add one package of unsweetened powdered Kool-Aid to your playdough to give it a great smell.
Have you ever seen more beautiful play dough!!!!
Click on the bubble recipe to enlarge.
A Poem
This is another way to show parents that kids aren't just playing! I think it's a concept that we have to share with parent as much as possible. Don't forget to click!
Friday, October 26, 2007
This Always Makes Me Happy
I first saw this when my daughter was a little girl. It always makes me happy!!! I hope you enjoy it too.
http://www.youtube.com/watch?v=Jf-AC5dDcHw
http://www.youtube.com/watch?v=Jf-AC5dDcHw
Thursday, October 25, 2007
Does My Toddler Need a Tutor
It's amazing that some parent's believe that learning to read is the most important thing a toddler can learn. I've known some kids that taught themselves to read at an early age, and it was pretty impressive, but really, who cares. Here are some interesting articles about early reading. Don't forget you can click to enlarge.
The Myth
Are You Ready?
The Myth
Are You Ready?
Sunday, October 21, 2007
They're Not Just Playing
It's taken me a while to track down this sheet. It's the perfect hand-out for parents who think play is just play. Even as a teacher I sometimes find it hard to let my toddlers have the "experiences that enable them to accumulate their own knowledge." I find all to often I'm "helping" rather then observing. I'm trying not to be so helpful. Don't forget to click on the picture to enlarge.
How do you know if your child is in a good preschool? Check out National Association for the Education of Young Children list.
10 Signs of a Great Preschool
Source: National Association for the Education of Young Children
If your child is between the ages of 3 and 6 and attends a child care center, preschool, or kindergarten program, the National Association for the Education of Young Children (NAEYC) suggests you look for these 10 signs to make sure your child is in a good classroom.
1. Children spend most of their playing and working with materials or other children. They do not wander aimlessly, and they are not expected to sit quietly for long periods of time.
2. Children have access to various activities throughout the day. Look for assorted building blocks and other construction materials, props for pretend play, picture books, paints and other art materials, and table toys such as matching games, pegboards, and puzzles. Children should not all be doing the same thing at the same time.
3. Teachers work with individual children, small groups, and the whole group at different times during the day. They do not spend all their time with the whole group.
4. The classroom is decorated with children's original artwork, their own writing with invented spelling, and stories dictated by children to teachers.
5. Children learn numbers and the alphabet in the context of their everyday experiences. The natural world of plants and animals and meaningful activities like cooking, taking attendance, or serving snack provide the basis for learning activities.
6. Children work on projects and have long periods of time (at least one hour) to play and explore. Worksheets are used little if at all.
7. Children have an opportunity to play outside every day. Outdoor play is never sacrificed for more instructional time.
8. Teachers read books to children individually or in small groups throughout the day, not just at group story time.
9. Curriculum is adapted for those who are ahead as well as those who need additional help. Teachers recognize that children's different background and experiences mean that they do not learn the same things at the same time in the same way.
10. Children and their parents look forward to school. Parents feel secure about sending their child to the program. Children are happy to attend; they do not cry regularly or complain of feeling sick.
How do you know if your child is in a good preschool? Check out National Association for the Education of Young Children list.
10 Signs of a Great Preschool
Source: National Association for the Education of Young Children
If your child is between the ages of 3 and 6 and attends a child care center, preschool, or kindergarten program, the National Association for the Education of Young Children (NAEYC) suggests you look for these 10 signs to make sure your child is in a good classroom.
1. Children spend most of their playing and working with materials or other children. They do not wander aimlessly, and they are not expected to sit quietly for long periods of time.
2. Children have access to various activities throughout the day. Look for assorted building blocks and other construction materials, props for pretend play, picture books, paints and other art materials, and table toys such as matching games, pegboards, and puzzles. Children should not all be doing the same thing at the same time.
3. Teachers work with individual children, small groups, and the whole group at different times during the day. They do not spend all their time with the whole group.
4. The classroom is decorated with children's original artwork, their own writing with invented spelling, and stories dictated by children to teachers.
5. Children learn numbers and the alphabet in the context of their everyday experiences. The natural world of plants and animals and meaningful activities like cooking, taking attendance, or serving snack provide the basis for learning activities.
6. Children work on projects and have long periods of time (at least one hour) to play and explore. Worksheets are used little if at all.
7. Children have an opportunity to play outside every day. Outdoor play is never sacrificed for more instructional time.
8. Teachers read books to children individually or in small groups throughout the day, not just at group story time.
9. Curriculum is adapted for those who are ahead as well as those who need additional help. Teachers recognize that children's different background and experiences mean that they do not learn the same things at the same time in the same way.
10. Children and their parents look forward to school. Parents feel secure about sending their child to the program. Children are happy to attend; they do not cry regularly or complain of feeling sick.
Sunday, October 14, 2007
Love Means Never Having to Say Your Sorry
It's always been awkward for me to watch people make toddlers say they're sorry. Sometimes it's a humiliating and the child just digs their heels in the ground and refuses. The adult is then forced into this showdown and the real issue is forgotten. This article puts the real issues in the forefront. Enjoy! If you want to make the article larger, just click on it.
Saturday, October 13, 2007
The Little Boy
This poem is by Helen Buckley. It's very touching. It was the first thing I wanted to include in my blog because it expresses the way a school can either stunt or facilitate growth and development.
Once a little boy went to school.
He was quite a little boy
And it was quite a big school.
But when the little boy
Found that he could go to his room
By walking right in from the door outside
He was happy;
And the school did not seem
Quite so big anymore.
One morning
When the little boy had been in school awhile,
The teacher said:
"Today we are going to make a picture."
"Good!" thought the little boy.
He liked to make all kinds;
Lions and tigers,
Chickens and cows,
Trains and boats;
And he took out his box of crayons
And began to draw.
But the teacher said, "Wait!"
"It is not time to begin!"
And she waited until everyone looked ready.
"Now," said the teacher,
"We are going to make flowers."
"Good!" thought the little boy,
He liked to make beautiful ones
With his pink and orange and blue crayons.
But the teacher said "Wait!"
"And I will show you how."
And it was red, with a green stem.
"There," said the teacher,
"Now you may begin."
The little boy looked at his teacher's flower
Then he looked at his own flower.
He liked his flower better than the teacher's
But he did not say this.
He just turned his paper over,
And made a flower like the teacher's.
It was red, with a green stem.
On another day
When the little boy had opened
The door from the outside all by himself,
The teacher said:
"Today we are going to make something with clay."
"Good!" thought the little boy;
He liked clay.
He could make all kinds of things with clay:
Snakes and snowmen,
Elephants and mice,
Cars and trucks
And he began to pull and pinch
His ball of clay.
But the teacher said, "Wait!"
"It is not time to begin!"
And she waited until everyone looked ready.
"Now," said the teacher,
"We are going to make a dish."
"Good!" thought the little boy,
He liked to make dishes.
And he began to make some
That were all shapes and sizes.
But the teacher said "Wait!"
"And I will show you how."
And she showed everyone how to make
One deep dish.
"There," said the teacher,
"Now you may begin."
The little boy looked at the teacher's dish;
Then he looked at his own.
He liked his better than the teacher's
But he did not say this.
He just rolled his clay into a big ball again
And made a dish like the teacher's.
It was a deep dish.
And pretty soon
The little boy learned to wait,
And to watch
And to make things just like the teacher.
And pretty soon
He didn't make things of his own anymore.
Then it happened
That the little boy and his family
Moved to another house,
In another city,
And the little boy
Had to go to another school.
This school was even bigger
Than the other one.
And there was no door from the outside
Into his room.
He had to go up some big steps
And walk down a long hall
To get to his room.
And the very first day
He was there,
The teacher said:
"Today we are going to make a picture."
"Good!" thought the little boy.
And he waited for the teacher
To tell what to do.
But the teacher didn't say anything.
She just walked around the room.
When she came to the little boy
She asked, "Don't you want to make a picture?"
"Yes," said the lttle boy.
"What are we going to make?"
"I don't know until you make it," said the teacher.
"How shall I make it?" asked the little boy.
"Why, anyway you like," said the teacher.
"And any color?" asked the little boy.
"Any color," said the teacher.
"If everyone made the same picture,
And used the same colors,
How would I know who made what,
And which was which?"
"I don't know," said the little boy.
.And he began to make pink and orange and blue flowers.
He liked his new school,
Even if it didn't have a door
Right in from the outside!
Once a little boy went to school.
He was quite a little boy
And it was quite a big school.
But when the little boy
Found that he could go to his room
By walking right in from the door outside
He was happy;
And the school did not seem
Quite so big anymore.
One morning
When the little boy had been in school awhile,
The teacher said:
"Today we are going to make a picture."
"Good!" thought the little boy.
He liked to make all kinds;
Lions and tigers,
Chickens and cows,
Trains and boats;
And he took out his box of crayons
And began to draw.
But the teacher said, "Wait!"
"It is not time to begin!"
And she waited until everyone looked ready.
"Now," said the teacher,
"We are going to make flowers."
"Good!" thought the little boy,
He liked to make beautiful ones
With his pink and orange and blue crayons.
But the teacher said "Wait!"
"And I will show you how."
And it was red, with a green stem.
"There," said the teacher,
"Now you may begin."
The little boy looked at his teacher's flower
Then he looked at his own flower.
He liked his flower better than the teacher's
But he did not say this.
He just turned his paper over,
And made a flower like the teacher's.
It was red, with a green stem.
On another day
When the little boy had opened
The door from the outside all by himself,
The teacher said:
"Today we are going to make something with clay."
"Good!" thought the little boy;
He liked clay.
He could make all kinds of things with clay:
Snakes and snowmen,
Elephants and mice,
Cars and trucks
And he began to pull and pinch
His ball of clay.
But the teacher said, "Wait!"
"It is not time to begin!"
And she waited until everyone looked ready.
"Now," said the teacher,
"We are going to make a dish."
"Good!" thought the little boy,
He liked to make dishes.
And he began to make some
That were all shapes and sizes.
But the teacher said "Wait!"
"And I will show you how."
And she showed everyone how to make
One deep dish.
"There," said the teacher,
"Now you may begin."
The little boy looked at the teacher's dish;
Then he looked at his own.
He liked his better than the teacher's
But he did not say this.
He just rolled his clay into a big ball again
And made a dish like the teacher's.
It was a deep dish.
And pretty soon
The little boy learned to wait,
And to watch
And to make things just like the teacher.
And pretty soon
He didn't make things of his own anymore.
Then it happened
That the little boy and his family
Moved to another house,
In another city,
And the little boy
Had to go to another school.
This school was even bigger
Than the other one.
And there was no door from the outside
Into his room.
He had to go up some big steps
And walk down a long hall
To get to his room.
And the very first day
He was there,
The teacher said:
"Today we are going to make a picture."
"Good!" thought the little boy.
And he waited for the teacher
To tell what to do.
But the teacher didn't say anything.
She just walked around the room.
When she came to the little boy
She asked, "Don't you want to make a picture?"
"Yes," said the lttle boy.
"What are we going to make?"
"I don't know until you make it," said the teacher.
"How shall I make it?" asked the little boy.
"Why, anyway you like," said the teacher.
"And any color?" asked the little boy.
"Any color," said the teacher.
"If everyone made the same picture,
And used the same colors,
How would I know who made what,
And which was which?"
"I don't know," said the little boy.
.And he began to make pink and orange and blue flowers.
He liked his new school,
Even if it didn't have a door
Right in from the outside!
Week one
Welcome Karen and UCLA Curriculum class. As you know this is my first online class. I'm hoping to create my first on-line blog too . We were told to keep a notebook to turn in as our final project. Hopefully I'll be able to scan and upload information that's important to me and use this as my final project.
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