My students need new materials such as play-doh, story wands, stampers, and a rhyme kit to compliment our new common core curriculum, which focuses on nursery rhymes.
We are beginning a new common core curriculum that teaches familiar nursery rhymes, one of the main ideas of common core is for children to create! I'd like to gather a few supplies to encourage creating character models, summarizing, retelling important details and asking questions.
I have a new group of curious kindergarten kids.
They are so ready which is a sign that the new transitional kindergarten, and 5 year old minimum entry into kindergarten age is working for us. The common core is rigorous, so I'm excited to have ready, willing and anxious to learn individuals in my class this year.
I am embracing the new nursery rhymes that are well, quite old! It is a shift back to what many of us used to discuss in school, however, after 15 years of teaching I've never personally taught nursery rhymes, so it's time to begin getting the right tools together for my class. Thank you for considering to help!
My Project
We will use the felt nursery rhyme kit to retell the rhymes we are working on in class. The play dough can be used to create models of the characters. We will use story wands to discuss the rhymes and stories taught this year through common core. And, finally, in order to create many projects we need to cut, and my scissor supply has gone down over the years. The scissors can be used to cut and glue picture clues from the story into the correct sequence or to categorize.
I feel this project will make a difference for kindergarten because the new lessons are digital and in colorless binders, and are not really that accessible to kindergarten students.
I like the soft wands for asking questions, and the hands on felt characters from the nursery rhymes to put the learning into the students hands! They can manipulate the story to retell, and they can model clay objects or characters from the stories to bring it to life!
More than half of students from low‑income households
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