Quotes from the Upper Elementary Students on Reading with the Pre-K:
I like how Sophia and Emilia wanted me to read to them because it makes me feel special. I like how more and more kids started coming and listening to me. (Leo)
I like it that Otis and Itamar want me to read chapter books to them because I like to read chapter books myself. (Noah)
I like how more and more pre-K kids kept on joining my group and I got to have a big audience. (Zara)
Colby and Aspen were really involved with me the whole time. After the first time reading together, whenever I walk by them they say hi to me. I like that they are not shy: if they want to say something, they say it. Like, they ask me, “Can I go to the bathroom? Can we get water?” (Caroline)
At first only Oliver was listening and he chose the books. And Archer didn’t like the books by the cover, so he just walked away and wandered around the room. But later he joined in and started listening because I seemed to be reading the books that were interesting to him, like “Jupiter” which was about the planet Jupiter. (Billie)
Theater/Costume Day with the Pumpberries!
Exploring Gratitude through the Language of Making
Once again the students and teachers of KMS and Watershed School – visiting from Boulder Colorado – continued to strengthen the beautiful ties of friendship and collaboration. This year’s concept of inquiry was gratitude, which we explored through hands-on activities crafted by the visiting 7th graders. Our week-long journey together culminated with an epic field trip to the Maker Faire.
Thank you, Watershed School, for another incredibly rich and meaningful experience working, playing, and learning together. We look forward to joining forces again next year!
Cool Camp Trip 2017
Cool Camp Trip 2017
in photos and quotes
“Cool camp let’s kids learn about animals and nature.” -Tallulah
Alumni Visit to KMS
The Language of Mathematics (and a heavy dose of teamwork)
“Let’s put them all together,” Ruby (7 y/o) suggested. Then she added, “Who wants to work with me?”
Niko (7 y/o) and Abril (6 y/o) volunteered. I handed Ruby the clipboard of fifteen Stuck-In-The-Mud scores, all of which were in the double digit range. The three girls ran to the white board, picked up dry-erase markers, and began putting their heads together to add up all the scores. Applying skills learned from everyday math class, along with a heavy dose of perseverance, teamwork, and critical thinking, they worked out the final sum within an hour: 871!
Reflecting on this experience as an educator, I am not only proud of the hard work Ruby, Niko and Abril applied. I am inspired by the beauty in the way they embodied the KMS values through this experience.
No way. The hundred is there.
Billie admires the first stanza of Loris Malaguzzi’s poem, The Hundred Languages of Children. She knows this stanza well, as she proudly points to the word “hundred” and tells me, “This first part of the poem is my favorite.” Billie, along with her peers, has embarked on a profound journey to uncover the deep meaning of this poem, having already learned that Malaguzzi was a teacher who lived in Italy in a city called Reggio Emilia, and that he wrote this poem as he wanted the whole world to know what he thought about children. As Billie studies words in the first stanza, she softly reads them out loud to herself:
is made of one hundred.
The child has
a hundred languages
a hundred hands
a hundred thoughts
a hundred ways of thinking
of playing, of speaking.”
Later on that day, KMS Atelierista Alden and I asked Billie and her peers, “What kind of school do you think Malaguzzi wanted to create for children?
Billie replied by drawing this picture:
She elaborated by explaining, “Malaguzzi wanted to create a nice school that kids could have fun in and enjoy the free time and also the things that they had to learn and they don’t even notice. There might be something they don’t want to do and the teachers turn it funner and they turn it different and they turn it fun so they don’t even notice they’re learning.”
Here is a link to the full poem by Loris Malaguzzi:
My Dream for the World
Pre-K have been discussing fairness, a topic that is part of their everyday routine. They were introduced to the idea of constitutional rights for all people, through developing an understanding of the diversity of our world. With the celebration of Martin Luther King Jr’s birthday we discussed the awareness of social justice within the classroom as well as in the community. We investigated many influential people such as Martin Luther King Jr., Coretta Scott King, Harvey Milk, and Rosa Parks. Along with reading books the Pre-K class has incorporated the art of music to correlate with the idea of peace and love. Maria Luna, director of the Spanish program, introduced the song “Barquito De Papel” by Mexican composer and singer Jose-Luis Orozco, (Little Paper Boat). This a beautiful song that speaks about spreading the hope of creating friendships across the world.
We spoke about the KMS’s core value Honoring our Relationships. We believe that building compassionate and trusting relationships is the foundation of a safe learning environment. Strong bonds between children, teachers, administrators and parents all contribute toward creating a space where each person is valued and respected as an equal member of the community.
Dr. King was the catalyst for the changes we see today in society. Integrated classrooms, buses, restrooms, as well as the ability for people of all races to enjoy movies, church, parks, and communities together are all thanks to the efforts and leadership of Dr. King. Teaching children about these accomplishments as well as introducing them to the history of Dr. King and the Civil Rights Movement gives them a foundation for honoring values that will carry them into their future.
The children illustrated their concepts of civil rights, diversity, justice and equality after reading My Dream of Martin Luther King by Faith Ringgold. Dr. King’s powerful speech I Have a Dream laid the foundation for the Civil Rights Movement. Pre-K reflected on what it means to be considerate of others and have equal opportunity to be their true self, full of hopes and dreams for a better tomorrow. Students drew pictures of a wish or dream they have for the future of our world:
“The white people getting to sit on the bus and black people can’t. My dream is for the world to be peaceful and have justice” – Mahiti, age 5
“This is Rosa Parks, on a bus and someone is telling her, “I don’t like you! Get off my bus!” That’s why I want to be a Super Hero and help people!” – Willa, Age 4
Metaphorical Thinking in Children: Seen through Projections
Metaphorical Thinking in Children:
Seen through Projections
by Loty Arteaga and Alden Fletcher, in collaboration with the KMS PreSchool Students
In the ongoing study of the sky, Loty invited the children to observe projections of the sky in the Atelier. Video and projections are an effective language for the children’s research. The children were captivated with the images and created a special relationship with this new visual language, engaging in spontaneous dramatization.
“It’s snowing there!” Navya exclaimed, when looking at the clouds.
Navya started to “collect” the clouds in her hands and “ate” a handful. She explained, “I’m eating the sky.” Other children followed her imaginative invitation.
The sky transformed to a colorful sunset. “Fire! Fire in the sky,” Cecily exclaimed, pointing to the bright orange.
“Not fire,” reasoned Parker Simone. Then Kiran pointed to the clouds, saying, “Look at that smoke… Fire clouds.” Torben shook his head, saying, “No, it’s not fire, it’s only the sunset. It’s yellow and orange.”
So Loty asked the children, “What is the sunset?”
Oona offered her idea, “When the sun goes down and the moon comes up.”
Then Kiran made a beautiful compromise, combining the two descriptions, “It’s fire sunset!”
Later, the video showed a fire pit on the beach. The children noticed and exclaimed, “Fire!”
Lucas went up to the wall and touched it, removing his finger quickly as if burned.
The next day, Ethan observed, “The clouds are moving, the wind is pushing the clouds. Look! The sun is burning the water.”
This was another interesting perspective, related to Kiran’s idea the day before.
Loty noticed this and asked, “How can the sun do that?”
Ethan explained, “When the sun is almost down, it burns the water because the sun is hot.”
Through the language of projections, the children are able to observe variations of sky in a controlled environment. They see the colors, the clouds, the movement and the reflections more acutely. They are also inclined to collaborate with the projections in a way that surprises the teachers, interacting with the environment they see in metaphorical ways.
Pre-K Games: A Parent Perspective
We love having parents in to see how we learn through play. Vincent’s parents Bridget and Tommy came in to visit yesterday morning, and had this to say about their visit:
“We spent the morning with Vinnie and his classmates, playing games and learning how the kids created them. Some used color matching, some used handmade pawns, while others brought different objects from home. Everyone enjoyed using their counting and math skills while competing against each other to cross the finish line. It was action packed and everyone was very proud to share the rules of their game and to show all of their hard work!”
The Environment as the Third Teacher
“Stand aside for a while and leave room for learning, observe carefully what children do, and then, if you have understood well, perhaps teaching will be better than before.”
– Loris Malaguzzi: Founder of the Reggio Emilia Approach
This quote by Malaguzzi came to my mind as I observed the children gathering around Zara (3rd grade) to listen to the story and contemplated the ways that this scene reflects the Core Values of KMS:
The environment in the child-constructed classroom – AKA “Community Literacy Center (whose name was coined by Caroline, 2nd grade) – truly played the role of the “3rd teacher.” That is, Zara’s personal book-basket where she keeps her favorite books conveniently lived nearby for her to take to a comfy spot; the bean bag served a warm invitation for Zara’s friends to come and enjoy her reading aloud; and the spelling rules on the walls, anchored and designed by the children earlier in the school year, hung ready to to be utilized to help figure out tricky words.
This video clip is but one reflection of our school identity: that we believe in children as competent citizens, that we view our environment as an essential partner in all facets of teaching and learning, and that we honor each other’s relationships through the journey of exploration.
Exploring Rain Clouds
Exploring Rain Clouds
Alden Fletcher, Atelierista
This stormy wintery month is a wonderful opportunity to explore the changing weather. In pre-k, we have been dialoguing about rain and where it comes from. The children have many theories, which I asked them to portray in a graphic form. These quotes and images convey the varied thinking of the children, as well as their ability to use the language of drawing to articulate their ideas.
“The world spins around and when it faces the moon on one side, some of the moon’s air comes to the earth and bumps in and goes to different parts of the world” -Ali (age 5) describing where clouds come from
The Life and Art of Diego Rivera
As part of the KMS Spanish Program the Upper Elementary children have been studying, observing and admiring Rivera’s masterpiece. The students had the opportunity to see his work in person at the City College SF campus. Afterwards, all the students shared their inspiration by creating their own mural-inspired artwork and by sharing their thoughts and reflections with each other about the artist’s work.
“I think the mural is like from the future and from the old times. I think it’s so cool and inspiring.” -Rio, 3rd Grade
The Beauty of Partner Reading
One of many ways that we incorporate academics into these values is through partner reading and story-telling. The Upper Elementary students have taken leadership in reading their “Just Right” books to the Kindergarteners. Not only does this relationship-building process foster confidence in the older students, it also reinforces the reading skills they are practicing as they aspire toward fluency. By the same token, the Kindergarteners get to build important reading skills through active listening, asking questions, and making inferences.
Tallulah reads to Hazel and Presley.
Niko proudly displays her competency as she reads to Lorenzo.
Abril explores one of Esther’s Just Right books from her book bin while Adelia listens to Esther read.
Ruby and Eva share the bean bag while Ruby reads aloud from her book.
Billie shares one of her favorite non-fiction books with Cyrus.
“A Building So High it Reaches to the Moon”
“A Building So High it
Reaches to the Moon”–Kiran
Engineering, Building and Design in Pumpkin Land (Preschool)
by Carlota Arteaga and Alden Fletcher
This Summer, a group of Pumpkins (Preschoolers) were immersed in a building investigation. It started with a simple but intentional question, “What is the tallest building in San Francisco?” That one question led them to an collaborative months-long investigation into the language of building, a process that touches on a multitude of disciplines. The intensive documentation of this process is a nine page PDF, found here.