School Language and Inquiry: Color Words

We know how important it is for our young children to identify colors. It is one of those school language skills that can confuse children if they begin kindergarten not being able to identify blue, red, green, etc. Think about it - teachers say, “Sit at the red table. Stand on the green square.” If children are not able to identify colors, it can set them up for early confusion. They may be mislabeled as poor students or behavior problems when the real issue they didn’t understand color words. This is why academic language (or school language) is necessary for children to learn. 

You can use color identification as more then memorization; this skill can lead to inquiry and scientific thought, too. So let’s delve into the many opportunities color provides us!

One fun way to encourage color knowledge is to let children explore. Give them paints and have them plop blobs of the primary colors: red, blue, and yellow on a paper.  Develop expressive language by talking about the colors. Have children look for other objects that match these colors. Be sure to use the color words when looking and discussing these objects.

This child looks for red, blue, and yellow letters.  

You may even encourage children to look through books for pictures of red, blue, or yellow items. This encourages all those Concept of Print components like holding the book right side up, turning pages correctly, or looking at the page on the left before the page on the right.  Be sure to discuss this with your child (or small group of children) as you do this. Model and talk about looking at a book by saying, “We can look for red things by holding the book like this.” Show how to hold the book. “We can look for blue things on this page first.” Point to the left page. “We can turn one page at a time to look for yellow things.” Demonstrate how to turn pages. It sounds simple, but children often don’t know and we forget to show them!  

Children can begin to think about sorting colors. This encourages higher order thinking skills. Sort anything: blocks, crayons, pieces of clay, or even letters. We like sorting as it encourages creative thought!

There are many ways to sort objects. This child sorts by color.

A wonderful way to go beyond the identification of colors is to encourage scientific inquiry. Ask children to predict (or hypothesize) what will happen when colors are mixed together. This is the beginning of science exploration! Let children find out for themselves and rejoice in their discoveries. This can be as simple as letting them mix paint on a paper as shown below:

 

Stay tuned for more January fun with colors. We’ll show you how to continue to develop creative thought!

Holiday Art Geometry!

Holiday time is a wonderful opportunity to intersect geometry and art. This week we share two fun ways to teach and reinforce geometric shapes. The key is oral expression. So, get children talking about their work!

Painting Geometry:

First paint a large green triangle on a paper. 

Talk about the shape and ask children to find other shapes that look like a triangle in your classroom, on the playground, or in the home. Give children green paintbrushes and ask them to fill in the green triangle.

After it dries, suggest they paint red circles or other shapes on the tree. Again, discuss the shapes and ask children to verbalize. For an added touch, I like to have children use a straw to create a string of lights. Dilute paint with water and then put a dab on the tree. Have children use a straw to blow the paint around. There will be lots of giggles and excitement!

Shape Tree:

You can also glue a geometric tree scene. Cut several sizes of green triangles. I cut out squares and rectangles to look like gifts, too. 

Ask children to layer the triangles from small to large. This is good practice with key math vocabulary.  Have children glue the triangles. Later add the gifts as you discuss the shapes.

This project can become a winter scene, too. Skip the gifts and glue cotton balls to the trees. As you do this, talk about circles and spheres. The finished product is a winter wonderland of geometry!

Happy Holiday Art! 

Art = Science and Oral Language Skills

Many of you likely made the famous “hand” turkeys but did you know handprints can be used to make many other animals, too?  As you do this art project, remember the key is in the conversation. You can teach and reinforce color words along with direction words as children make their caribou (or reindeer) masterpieces.

Begin by showing children a picture of a reindeer or caribou. For interested children, you may want to point out that reindeer are smaller caribou. They live with people. For curious children, you can even introduce the word domesticated. You can talk about dogs, cats, or cows as domesticated animals. Ask children to think about animals that are wild animals like squirrels, bears, seals, and caribou!  You can show children this drawing of a reindeer:

 

Tell children they are going to make a reindeer (or caribou) head. Have them clench their fist as shown:

Ask children what color the reindeer’s face could be. This child chose purple:

Paint the part of the hand as shown above. Have the child put his/her hand down on the paper. Emphasize the word, “down. “

Then have children make the antlers. Talk about these structures that appear on caribou and reindeer. Ask children to choose a color and paint the hand:

Emphasize to children to put their hand “above” the head.

Let the paint dry. Then ask children to paint the eyes and nose on the face.  See if children can point to the place where these facial features should be before painting.

When finished, have children describe the sequential steps in creating their pictures. See if they use appropriate color words and proper direction vocabulary such as down, on, and above.  Also ask children to talk about the differences between caribou and reindeer. The key is the conversation! 

Squishy Squash Exploration

Squash exploration is a perfect integration of science, art, fine motor skills, and school readiness skills. Try squishin’ some squash to excite young children.  And holiday time is the perfect time to turn preschoolers into food scientists.

Bring in several types of squash. Still have pumpkins around? Add them to the table or ask them to recall what they remember about cleaning their pumpkins.  This will help activate background knowledge, an important school readiness skill. 

 

Write words like seeds, pulp, and skin. 

 

Ask them to look at types of squash you have in your classroom or home. You can encourage families to visit the local market to look at different types of squash on display. Some families may even use their mobile phones to take photos of this squash exploration. 

 

Ask children to predict what the squash will look like when cut open. Either write class predictions on a chart or have each child draw a picture of what they think they will see. You can also encourage children to talk about and/or draw what they think the similarities and differences of each squash will be once cut open.

Encourage children to handle the squash. Ask them to use specific vocabulary to describe the squash as they take out seeds, feel the pulp, and touch the carved-out squash.  Children can discuss their predictions. It is important to create an atmosphere where children are free to say, “My prediction was wrong.” We like to praise children for these words, as we want them to feel free to think creatively as they make guesses. We don’t want a classroom where only correct predictions are celebrated.

 

Finally, integrate art with your science project.  This art can be an accurate representation of what was discovered. Have them glue actual seeds and ribbon or yarn to construction paper to show the inside of a squash.

 

Conclude the Squishy Squash Exploration by preparing a dish with squash and reading a book like Sophie’s Squash by Pat Zietlow and Anne Wilsdorf to the class. 

 

Happy Birthday To Me!

As families and teachers know, a birthday is an important and exciting milestone in a child’s life. There are many ways to celebrate and mark this occasion, but you can also use a birthday as a fun motivator for accomplishing necessary preschool learning goals.

Ask children to look through family photos. These should range from birth to the present. Talk with the child about the passage of time. This will help make words such as year and month more meaningful. Encourage your child to choose 3 favorite pictures showing different ages of growth.

Have your child put the photos in order from birth to present day. Ask the child to think about how he or she has grown and changed. Encourage the child to tell you something about each picture. Write the words under or beside each picture.

This helps children understand time passage (especially as birthdays approach!), use sequence vocabulary, practice oral language skills, and see that ‘writing is talk written down.’ What important learning opportunities along with a special way to celebrate a child’s birthday!   

 

 I was a baby. My dad had to hold me.

I got bigger. I could sit. I learned to eat messy food. I was funny. 

 

 I grew and grew. I went to school. It is my birthday!

*Teachers can send home instructions to families to complete this project at home. It makes a fun and meaningful family project.  Teachers may ask that the photos be bought to school for sharing time.

The Importance of Rhyming

We know there is a strong correlation between a child’s phonemic awareness and later literacy abilities. You can develop phonemic awareness by helping your preschoolers learn to rhyme.

We love books that have a regular rhyming pattern like the Llama, Llama books by Anna Dewdney. Read these often to children. After children get the sound of the language in their ears, leave out the second pair of rhymed words and let children fill in the word, as the child does in this clip:

Give clues and praise for the rhymes! This sets the stage for onsets and rimes as children move to the beginning stage of reading. For example:

-ide is the rime. Add the onset r to make the word ride. Add h for hide, s for side, or t for tide. You can see how rhyming sets the stage for reading.

Thinking BIG Mathematically: Naming Numbers

Picture a ladder.  Is your ladder narrow and tall? Will it get you to the top but in a tippy way? Wide ladders give you balance. When we encourage preschoolers to talk about numeracy, we need to be sure we are giving them a broad understanding of numbers. We don’t want those mathematical ladders to fall down in future years!

As your preschooler begins to talk and explore numbers, be sure he or she understands the many names for a number and the many ways to represent this number.

Ask your child to pick a number. I like numbers with meaning like the age of the child. If your child chooses 4, have them find 4 items.

Show the representation of these 4 items, by using dots.

Have children draw their own pictures or even just lines to show the concept of 4.

Write the number 4 using words – four:

Show something broken or torn into 4 pieces:

Other ideas, depending on a child’s understanding include:

Discuss or write the idea of before and after. – “The number before 4 is 3. The number after 4 is 5.”

Tally four:

IIII

Write the number four in another language – cuatro

Have your child find everyday objects and use them to show addition sentences:

Count backwards from 4 as this is an important precursor to subtraction:

4, 3, 2, 1 ,0

Showing the many representations for numbers will help your child understand mathematics in a BIG way!