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September 30th, 2021

9/30/2021

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Pumpkin Bread

Today we made pumpkin bread!  The bad news is that it takes a long time to bake.  The good news is that it makes two loaves, so it can be offered for snack in both Rainey and Tucker tomorrow.  There was a lot of talk of measuring, counting, and properties of the ingredients as we worked.  
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Reed - Don't add too much flour (gluten-free baking mix)!
Jill - Why not?
Reed - Because it will taste yucky. 

Jill - I have a tricky question.
Sylvie - I love tricky questions!
Jill - Is this batter a solid or a liquid?
Several children - A liquid!
Jill - How can you tell?
Nora - Because it's sticky!


Children represented pumpkins and other ingredients in
​drawings and watercolors.
 

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Janie

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Sylvie

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Lochie
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Audrey

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George
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Nora

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Jack
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Lochie

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Reed
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September 29th, 2021

9/29/2021

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What Makes us Unique?

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I thought it would be pretty and it was. Especially this. - Lily
Is it time for pumpkins? The trees haven't changed. - Jade

Enjoying the fall colors by painting Marigolds on the light table
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Warming up Our Minds and Bodies

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"She put her hands behind her back". - Finlay
"I like (this game). It's easy for me - Jade
Recently, we're been thinking really hard about the differences and similarities that make each of use unique. We've read books like Sparkle Boy and Pink is For Boys. We've spent time talking about fairness and how to treat others. On Tuesday, we decided to dive deeper into those topics and apply a critical eye to how we perceive others and the world around us. We started with the game "What Changed." 

Rules: One child stands as a statue and the other children take not. Then, the children all close their eyes and the statue changes 2-3 things. The children then have to guess what changed using clear language.
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What changed? - Jordan
Your hands and your legs - Bea
What do you mean? How did they change - Jill
His legs were together and now they're out - Wilder
After lunch, we had a group discussion about how we see people. This was both an exercise for the children and an opportunity for Jill and Jordan to better understand how KW children perceived the world around them. We used the same discerning eyes we used in the previous game to try and figure out similarities and differences there are between the KW teachers.
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These are our family collages. What do you see that's similar our my and Jordan's family. - Jill
​Different:
You have flowers on your dress and he has a blue dress.  Wilder
They’re not dresses, their shirts.  Bea
He has black pants and you have blue pants
Is that fabric the same? - jordan
No, this is shiny - Jade
Jordan has red shoes and Jill has white shoes.
This is too easy.  Your hair is different. Finlay
Your hair is black and your hair is grey - Wilder
I have a difference.  He is brown and you are white. Bea
You’re wearing glasses and you’re not - Wilder
You have a beard. A tiny, tiny beard - Bea
You’re a girl and Jordan is a boy - Bea
Jordan has whiskers and you don’t - Wilder

Same:
Oh that’s tricky - Finlay
You’re both wearing white socks. Wilder
You work different jobs but you still work. You teach kids in the school. Bea
Like our parents work, but not at school.  Jade
Oh, do we both have parents?  Jill 
You both have a mom and a dad. Bea
Jordan’s body is brown and your body is white.  Wilder.
I have another difference.  Jordan has brown eyes and you have blue eyes.  Finlay

What Makes a Family?

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During our training with Debbie Lee Keenan, we discussed several activities and strategies to explore diversity through the eyes of the children. One activity, which the KW team was particularly excited about introducing, is the family card game. A number of pictures are laid out in front of the children. The cards have people of different gender, age, nationality,   race and religion. The children used the cards to make families. 
Introducing People Cards

Jill - (Spreading out the people cards with Bea)  Do you want to tell a story or do you want to make a family or…?
Bea - I want to make a family.
She carefully selects her people cards and lines them up.
Bea - This is the sister.  This is the brother, this is the mom and this is the dad.  
I’m going to make another family.
She goes through the same process with more people cards.  Identifying the people left to right.
Bea - This is the sister and this is the brother.  This is the mom and this is the dad.  This is the grandma and this is the grandfather.  
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Bea lines up a third “family.”  Skin color does not seem to limit her choices about who can be a family.  She does pay attention to the ages portrayed.


Jade - (Coming to the table)  What are you doing?
Bea - Let’s make a big family.
Jade - Yeah!  This could be the mommy.  Or this could be a king and a queen.
Bea - Yeah, we can have a queen.
Jade - And this could be the mom and this….. (holding another woman)  there could be two mommies.
Bea - I’ll make a girl family.
Jade - Let’s make a big family of boys and girls.

Lily joins the next day

Lily: This is my dad. This is my mom. This is a queen. They all look nice.
Jordan: Why did you choose those people?
Lily: The other ones didn't look as chic.
Jordan: Who is that person? 
Jordan points to Lil Nas X
Lily: That's a boy. He's wearing lots of gold jewels. He's in the family, too.
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Cate makes a family next
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Jordan: Cate, would you like to make a family?
Cate: Which skins matches to be in the family?
Jordan: Is that what makes them a family?
Cate: Maybe these skins match.
Jordan: Who could they be?
Cate: This is a big sister. And this is a mom.
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How to Catch a Bug

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No rainbows today. The clouds blocked out the sun. We were forced to come up with a new idea. KW decided to try and make bug/animal catchers. According to the children, we needed specific materials:

​Cate: Tubes
Finlay: Blocks
Cate: A fence
Wilder: Ropes
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​That’s a trap. You won’t get out, you beasts.
It will be stronger with more blocks. - Cate
"There's a tunnel in there. It leads to a dead end." - Wilder

This is where the bugs come in. Then, this (basket) is how we catch them - Cate
How can we trick the bugs into the trap? - Jordan
We could tell them a joke - Cate
Cate whispers to the toy beetle
I talked in bug way - Cate
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Our First Attempt at Animal Traps

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The next day, Cate invite Wilder and other friends to come back at try to make new traps.

Cate: We need a lot of cages
Wilder: Maybe we can make a roof.
Cate: He'll never get out of this!
Bea and Lily disagree with the plan but Wilder has a solution
Wilder: You can make a house over here (Lily) and we can make a trap over there.
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Lily: I'm making the floor.
Bea: I'm making the bed. I'm measuring it. The blocks measure her.
Lily: This is a bunny path. These are the stairs to the downstairs kitchen.
Photographs taken by Bea and Lily

Collaborating to Catch the Rainbow

Finlay: Can I build with you Jade?
Jade: Yes
Finlay: So when a rainbow comes in here, it falls and traps it.
Cape: Using shutter pieces. It's locked up!
He snaps the shutters closed on the rainbow
Jade: So it buzzzzzz and that means it works.
Cape: Want to hear the sound mine makes?
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Cape shakes the shutters back and forth
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Finlay has developed a system of 3 baskets to trap the rainbow. The other friends positively reflect on each other's work.

Cape: I really know how yours works, Jade. Does the rainbow go into that hole?
Jade: Yea. The air comes up and out and sends the rainbow away.
Cape: Can we amok shutter house?
Jade: I like your house!
Frannie: I like your house, too!
Cape makes some adjustments
Cape: I'm in the shutter house

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Tuesday, September 28, 2021

9/28/2021

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Our Weekly Projection

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This week, we will be following up on the interests that we began to explore last week.  We are hoping for sunny, rainbow-filled afternoons so that Rainey Room can continue to devise rainbow catchers.   Tucker children will continue with large, collaborative building as we bring even more blocks into our space.  We will also begin conversations and experiences related to the concepts of same and different.  We can't wait to get started!
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Friday, September 24, 2021

9/24/2021

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Building BIG!

  Last week, Giacomo led his classmates in making a large, stable, and strong building in the middle room.  We brought the blocks into the classroom on Thursday to see if we could make something equally strong in the bigger space. Here's some of what happened:
Giacomo begins builds with blocks horizontally, then adds a layer on top going vertically. 
    “This thing can already hold me. Even all my strength. Even my tummy.” - Giacomo
The group builds vertically with long, thin blocks. There is concern about structural stability.
   “Is this wall strong?” - Jordan
   “No, its wobbly.” - Giacomo
   “If we keep building, it will fall.” - Lochie
The wall collapses and a new wall is made with blocks on the side to act as supports .  Giacomo makes a T-shaped building.
    “I used 2 blocks first and then 4 and then put one (heavier block) on top - Giacomo
    “How did that help?” - Jordan
    “The weight on the top made it sturdier” - Giacomo
    “The weight on the sides makes it stronger.” - Lochie

Finding Common Ground in Creation
Lochie, Jack and Elle are building together but they have not vocalized their individual ideas. Elle wants to add slides to the structure but Lochie is more focused on building up the walls.
   “I made this (slide) for the next floor.” - Elle
    “But it doesn’t fit” - Lochie

The slide is not secure and falls off, along with part of the wall. Elle and Lochie both seem to feel mildly frustrated.
   “I’m building a slide and place so they don’t get hurt” - Elle
    “Lochie, did you tell Elle what your plan was before you started?” - Jordan
    “I didn’t know” - Elle
    “So, I want to make the walls bigger so it stands up.” - Lochie
    “I have an in idea but you might not like it.” - Elle

Elle adds a block without support which falls off.
    “Nope, not stable.” - Elle
Lochie shows Elle his idea and how she can add to the work
   “We need to make these (supports) and then it will work” - Lochie
   “Oh ok. I understand” -Elle


Creating A Bigger Structure
Jack, Lochie and Giacomo decide to connect their buildings.
    “We could add to each other.” - Jack
    “We could put our ideas together.” - Lochie
    “What if we used Jack’s build to connect our buildings together and build on top to be the strongest?” - Giacomo
    “Yes, I agree with you. I’ll move over.” - Jack
    “Why don’t we knock down our buildings to make a bigger building?” - Giacomo
    “Before you take them down, we need to take pictures in order to remember them.” - Lochie

Lochie uses a camera to take pictures of their work before disassembling it.
The group begins another building but there is a disagreement on how to build the base.
    “They won’t listen to me.” - Giacomo
     "Have you told them your idea?” - Jordan
     “No.” -
Giacomo
 By the end of the afternoon, children understood the importance of collaboration and communication.  We will have other afternoons to explore these important concepts.
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Some of Lochie's photos...

Working with Watercolors

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In the studio on Thursday, children used watercolors on paper that had been divided into sections with tape.   When the tape is removed, it provides sharp contrast to the colors that children have selected, as well as a chance to think about negative space.   As children were encouraged to use one color in each space, it was also an example of one-to-one correspondence.  Here's some of the thoughts they shared as they worked:
    George - Hey, look what I'm doing!  I'm putting one color in every space!  (George's enthusiasm continued, as he went on to create on two additional "design" pages.)
    Sylvie - Yellow is my 1st favorite color.  Yellow and blue and pink.
    C.C. - I want to do bright yellow like Sylvie.  (A little later). Look at the dots!  it looks like space!
    Reed - I'm thinking of patterns.  And colors.
               Peeling the tape:
               Reed - Mine definitely looks like a maze.
​               George - Mine looks like the sun.
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A Fun Friday
​Field Trip

It was a beautiful day for a walk!  After lunch our Tucker crew headed to the Koi Pond on the Georgetown University campus.  Children responded to the area in various ways.  Children drew, painted, climbed trees, launched leaves and sticks down the waterfall, and generally enjoyed being together.   It was a great end to a fantastic week.  Thank you, Molly and Audrey for walking with us!

Enjoy these images and have a wonderful weekend!

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Thursday, September 23, 2021

9/23/2021

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 A Look at Books

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One of the ways that we can explore diversity, equity, and inclusion is through the books we choose to share with children. In KW, we are reading books that feature people of color, non-traditional families, and differently-abled people.  These books sometimes elicit responses and conversations.   Here's some of the things that we've heard from the children lately.  
      Sparkle Boy
      Bea 
- The sister is mean, but at the end she's nice.  There's some mean boys that laugh at him (the title character).
      Wilder - That might be bad and hurt his feelings.
      Jade - Or he might not play with them. 
      Jack - I liked the book because of all the golden stuff.
      Nora - I liked the book because of the sparkle nail polish.
      C.C. - I liked the book because of the ending.
      Lochie - Yeah, I liked the ending when the sister and brother were friends.
      Audrey - I liked the ending, too.
      
     Pink Is for Boys
     Finlay -
 Pink is for boys and girls.
     Elle - I love that one.  Pink is for only girls.
     Giacomo - Pink is for girls, but boys can use it.
     C.C. - Pink is for girls and boys and green is for girls and boys and blue is for girls and boys.

     Maiden and Princess
     Finlay - 
I liked it when they kissed.
     Bea - I liked it because they loved each other.

​    Sulwe
    Sylvie - 
I like that one a lot.
    Janie - I like the dark skin and the light skin.
    Lochie - It's not okay that they're being mean to her about skin.
​    Janie - They need to change their attitude.
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We will continue to read and think together about these issues. In every discussion, we value considering everyone's opinions.  As we continue to explore diversity, equity, and inclusion, we will focus on concepts such as similar and different, as well as fair and unfair.  We'll keep you posted as these conversations unfold!
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September 22nd, 2021

9/22/2021

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How to Build a Better Rainbow Catcher

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Fresh off the heels of our previous work, KW sat down to share their ideas and brainstorm how to finally catch a rainbow:

    Finlay - (Referring to his drawing)  If it’s a black rainbow, it goes in here.  If it’s a blue rainbow, it goes in here.

   Wilder - I just thought that if the rainbow was in front it would go in.
   Finlay - You push the button and it sucks up all the rainbows.
   Wilder - Mine is a little like Finlay’s and a little not like Finlay’s.  Mine sucks up the rainbow and stores them and then a long time ago it goes into a box  and you close the box with tape.  It has wheels to move it around.
    Cate - (Referring to her drawing and indicating that the rainbows go in the tubes.)   Those are the rainbows inside (referring to the colored circles).
    Jill - Are we interested in building some of these ideas tomorrow?
    Children indicate that they are.
    Jill - What materials will we need?
    Finlay - We need fire, ice, a mask.
    Cate - (Again referring to her rainbow catcher)  It’s a cage.  
The group agrees that we might need cage materials and tubes,
    Cate - We have tubes!
    Wilder - How do the rainbows get in there?
    Cate -  The air.  I mean the wind.

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Testing Our Hypotheses

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Once we established our hypotheses, proposed explanations based on our limited evidence as a starting point for further investigation, we experimented with materials to see what might work for our goals. Since it was a cloudy day, there were no rainbows circulating in the Tucker Room.  We took some light sources and prisms to see if we could create rainbows.
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Jade - Holding the prism up to her eyes and looking at the small flashlight)  I don’t see a rainbow.  Oh  I do!
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Cate - (Holding a flashlight up to the shadow screen)  It shines through!
Jade - (Spreading dark fabric on the far side of the show screen)  I thought we could do this.
Children put the silhouette shapes on the OHP.  
Jade - ( Projecting stars) It’s night.  It’s time to go to sleep.
Bea - That looks nice.  It’s time to go to sleep. 

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Finlay - (Pointing to a prism in the window)  There’s a rainbow

Putting it all Together

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Cate - This could be a cage but there's no top. (Encloses the cage) Now they'll never get out.
Wednesday, we took all our work on rainbow catchers and put it together to create our device. Frannie, Cate and Jade started the day by working on rainbows with transparencies

Frannie - Mine's done. It looks like the rainbow is trapped. The rainbow is big.
Cate - I'm done! Now it looks like it's (rainbow) inside (the catcher).


Jade adds a rainbow the transparency.


Frannie -  This is a beautiful rainbow
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Adding the final touches to the Rainbow Catcher 

Using the Rainbow's colors

Alongside our rainbow catcher research, we also worked with the colors to create new explorations. This week, we used colorful, rainbow like materials to collage and make works. We decided on two different strategies. Some friends had specific images in mind and then created them with materials. Other children let the materials inspire them and used what they thought was the strongest material to further their exploration. 
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These look like green, slimy eye balls. And the blue is like water
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"A monster with 100 eyes that's coming out of the water. You better be careful or he'll eat you." - Finlay
I like that you came back and added to your monster. - Jade
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I wonder what happens when you add blue to the feather. Pink and blue make purple.
I want only purple and pink. And blue. That's a good color. We need to find more of those colors. - Cate
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I need to collect all these materials. They are special to me.
Collects a large assortment of materials
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These were my favorites. I put them on a rainbow. -Lily
These are all the colors I like - Bea
Jade - A monster
A blue tree with green leaves - Bea
I need to make more eyeballs - Finlay
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September 21, 2021

9/21/2021

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Welcome to Week Three!

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Here's a look at our plans for the week.  Last week, the Rainey KW crew was able to travel to the Koi pond and work with watercolors.  We're looking forward to giving the Tucker KW the same experience this Friday.  Last week,  the Tucker KW children worked on interesting Ginkgo transformations.   Rainey will be doing similar work, but we will wait until the Ginkgo leaves outside our school are a little more dramatic.  

It was great to see so many of our families represented on the PTC zoom call this morning.  As a reminder, every parent is already a member of the PTC and we love having participation from as many parents as possible.  Katherine Nix made the awesome suggestion to share the digital collages that the families created.  As soon as we have all the collages from KW families, we will share them on the blog!   
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September 17th, 2021

9/17/2021

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Note:  Due to the wet conditions, we postponed our neighborhood walk to the Koi Pond.  We hope to reschedule for next week.

Ginkgo Explorations

Inspired by the school's new logo, children have been working on their own ginkgo transformations.  Both today and yesterday, children used drawing, collage, and painting for their creations.  The work was engaging and even a little whimsical, at times.  We will continue working with ginkgo leaves next week.  
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Audrey stacked "log" pieces to form a tree trunk.  She placed the leaves on top of the trunk.  
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Jack and George both work with a bird theme.  
Jack _ I'm going to do a bird's nest.
George -My birds are flying near the tree.
Jack - I'm doing a beautiful tree with branches.
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Reed - I'm going to add flowers because I think Ginkgoes are a plant. (Later) I have a plan.  My plan is to cover the drops of glue that are already out.
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C.C. demonstrated her expertise with cutting.
C.C. - I'm going to cut off this big piece so it's easier to cut. 

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Nora worked to personify her ginkgo leaf by adding human body images.
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Maxon - I'll take blue.  Blue is my favorite color.  I'll get this manta ray. And this seal.  This is the sea.  I love the sea.
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C.C. continued her work today.  
C.C. - I want to da a rainbow because I love rainbows so much.


Today, Nora and Giacomo used the overhead projector to make large ginkgoes on the easel.  They then painted in the shapes.  
Giacomo - It's much bigger here (Noticing that the leaf is much bigger on the paper than on the glass of the projector.  I'm mixing some colors together.  It's making a yellow. 

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Audrey's second collage.
Audrey - That's a ball and that's a person kicking the ball.
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George's collage
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Jack's collage
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Reed's collage
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Maxon's collage
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Nora's collage

Middle Room Adventures

Yesterday and today, some children went to the middle room to build.  Once there, they were delighted to see large hollow blocks and unit blocks.  Yesterday's group was inspired to build BIG.  Here's some of the conversation from yesterday.  
   Jordan - What are you creating?
   CC - A circle that I'm going to put blow hole (a stuffed dolphin) in.
   Giacomo - This is different classroom.  Can we even do that?
   CC - This is my old classroom, but it looks different.
 CC builds a circular structure with rectangular blocks.  It's challenging to keep the blocks upright on the carpet.
   CC - Some of these blocks aren't stable!  There's a bump in the carpet.  I can't get this one to stand up.  (She rearranges the blocks.)
   Janie - (Watching CC and trying to help)  We are girl builders.
  Giacomo - That's not a circle, that's an oval. 
   CC - What's an oval?
   Giacomo - An oval.  It's an egg shape.  It's like a circle, but a bit up.

After CC and Janie move away, Giacomo decides to add to the work.  He uses large blocks.  He builds two columns, but struggles to find blocks long enough to connect the wall.  
   Giacomo - Here's the question, are these long enough?  (He tries the medium length blocks, but they do not make a bridge. )  There's only one solution.  One of these super mega-blocks. (With assistance from Jordan, he finds long blocks to add to his structure.) We can use this long one because it's longer than the base.  

After finish his building, Giacomo puts his whole body on the structure.  
   Giacomo - Jordan, it's stronger than muscle!  It can hold my whole body!
   
   
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Today's middle room work began with children noticing the work from yesterday and thinking again for the home for the dolphin.  As is often the case with construction, there were more opportunities for collaboration.  They also incorporated the dollhouse into their play.  
   Jack - (Noticing the building) It's so strong because I'm sitting on it with my knees.
   Lochie - If we put these side on now, we can't get the bottom.  it will fall through. 
   Jack - Lochie, do you need more?
   Lochie - Look, we made a house for Blowhole.
   Elle - I added slides, waterslides. (Later...) Here's a diving board and another diving board.
   Reed - (Building nearby). It's a castle.  
   Jack - This is a backyard with all the trees.  This is stove.  The stove goes downstairs.  Can you help me get all this stuff out and we can organize it?
   Elle - You can all play, but first we are all organizing it.  

Have you noticed that this group loves to build?  There was smaller scale building for animals taking place in the classroom both days!

Tablesetting

There has been a lot of enthusiasm for table setting.  Each child is eagerly waiting for his or her turn to design an interesting arrangement.  Today we were excited to add to the experience by using our place cards.  

Have a wonderful weekend!

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September 16th, 2021

9/16/2021

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Game of the Week: Clean your Room

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What do materials you need:
Different types of balls, bean bags or throwing items. A medium to large space.

How do you play:
Jack - It's where you throw the ball all the stuff to the other side. You're on one side and the other people are on the other side. And you try the other side messy. And if your side is not messy, you win. 
A Deeper Dive into the Game
This game encourages communication, awareness, strategy, fine motor and eye coordination. Throwing requires proprioception, being able to know where your body is, and fine motor, moving small objects with control. As we practice these skills in Drop that Cookie, we are practicing our pre literacy skills. Because of the inseparable connection between reading and writing, fine motor skills prepare young children for writing, and learning letter and numbers. 
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What strategies or plans did you use to help you win?

Lochie - Because I picked up 6 balls at the same time.
George - I threw 4 at a time
Reed - I threw one at a time
Elle - My strategy was only picking up the orange thing (gator balls.)
Audrey - I just threw one at a time.
C.C. - Sometimes, I threw one thing at a time and sometimes I threw 2.
​Jack - When I was playing the game, I threw 2 balls at once.
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September 15th, 2021

9/15/2021

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Ginkgo Transformation

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Inspired by the work of previous member of the St. John's community, KW children transformed ginkgo leaves with new and exciting ideas. At first we were sure how to progress but, we came together as a group.

"How do you make it into an animal?" - Wilder

"I know! You (start by) making the shape that the animal is." - Jade
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Our first attempt at transformation
Unicorn by Bea
Elephant by Wilder
Upside down Turtle by Bea

How to Catch a Rainbow

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KW was transfixed by the rainbows in Tucker Room last week. Unfortunately, we were unable to create a system to 'catch' said rainbows. Jill and a small group of friends left to discuss the rainbow catchers and how they worked. From there, the children sketched and planned out how to create their machines. 

Jill - Here's what I was confused about. It seemed like we had different idea about the rainbow catchers.
Lily - Well, I didn't really do it. I tried to, but I couldn't.
Lucas - The rainbows went in the rainbow catcher and flew around. And when it was dark, you can't see them
Jill - So darkness has something to do with it?
Finlay - Yea it does. So the light is making the rainbow. The light was coming from the sun.
Cate - Well maybe the rainbows come when it's sunny out and the sun goes behind the clouds when it's dark out.
Lucas - (My rainbow catcher) worked forever.
Finlay - My rainbow catcher worked like 16 times.
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Lucas - (starts drawing large square). I need a big area in here. (adds large lines through box) this is how (the rainbows) move.
Lily also starts with a large square shape. Finally starts with a series of dots.
Finlay - These are the rainbows in light. There's the rainbow that my rainbow catcher caught. And there's a dot
Jill - What does the dot do?
Finlay - Catches rainbows
Lucas - (adding green in his box) This is where the rainbows go. The rainbow catcher gets it here and then it flies into (the green area.)
Lily - I'm not really making a rainbow catcher. I was thinking it could be steps. Colored steps.
Cate - There's lots of ways to get in (describing the tubes in her catcher.)
Finlay looks at Cates drawing and audibly gasps.
Finlay - I'm doing light, light, light (with colored pencils.)These are the older ones of my rainbow.
Lucas has been watching Finlay's work
Lucas - I'm going to do a ball of energy.
Finlay - And here's where the rainbows go in. 

Lucas
Cate
Finlay
Lily's rainbow stairs
Lucas
After taking time to carefully plan out our ideas, we returned to Tucker Room to build our ideas.
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Our Field Trip: The Koi Pond

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Today, we took a lovely walk to the GW campus to see the Koi Pond. This was an opportunity for us to bond as a group and explore our neighborhood more. It was great for the children to experience more of the Georgetown community we all share. Once we arrived, we used pens and water colors to capture what makes the Koi Pond so unique. 
"That's Georgetown!" - Cate
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Wilder - I want to draw the fish
Lily - What do I want to sketch? What are you sketching, Bea?
Bea - I'm drawing the flowers in the pond.
Cate - I'm drawing a big one (koi fish.)
Jade - I'm making big lily pads and big lily pads.

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"People didn't used to be here until the fish. The fish came and look! There are more people and we have more friends." - Jade

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The Koi Pond Experience:
Wilder and Jade
Lucas
Bea
Cate
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