11 Ideas for the Holidays

***While this post is a little early, this blog takes quite some time to research and update each week. As a result, I will be taking a pause from this blog for the next little while. I appreciate your understanding!***




I do hope this gives you some ideas for our holiday season!

1. Visit Downey's Farm! It is local and contains a variety of seasonal activities (weather dependent). Always a great way to spend an afternoon or weekend.

2. Try Public Skating. It is available at our local arenas, or if you are brave enough, Gage Park too!

3. Keep a picture journal of your holidays. Have your child draw a picture of all the exciting things they are doing! Encourage them to write in their journal-- this might be scribbles, letters, labels or sentences-- depending where they are.

4. Do some holiday baking! Baking is a math activity and promotes responsibility, science and teaches procedures.

5. Snuggle up with a book. Try reading a story and talking about some of the interesting pictures. Remember our local library might have different hours for the holidays.

6. While at the library, look and see what exciting activities your family might want to engage in.

7. Go for a community walk (and if you are lucky, go sledding!). While going for a walk, comment on changes you see in the neighbourhood.

8. Draw in the snow-- with food colouring! Simply fill a spray bottle with coloured water and draw pictures, letters and shapes in the snow.

9. Have free creative time. Allowing your child to explore their creativity without a set expectation about what will occur opens their minds to all sorts of possibilities!

10. See what Michael's has in store. Often they offer quick, drop in crafts during the holidays.

11. Play a board game, such as snakes and ladders or candy land. This promotes mathematical knowledge, turn taking, and language acquisition. Has the game become too easy? Use two die and have your child add both die together.

A Snapshot of Inside Play

We were given cameras (yay!) for our classroom, so I took advantage of it and took pictures all afternoon! Within 10 minutes of pictures, here are some of the things we working on...

Beyblade made with snap cubes.

 This beyblade is no ordinary snap cube beyblade! Traditionally, they have been made in our class with 9 blocks snapped together in a 3 x 3 grid with a block on top as a handle and a block below as a point. This monster was created after much trial and error by a friend with persistance! The new design he created is stronger, faster, and consistantly wins battles in snap cube or block stadiums. After teaching others how to make this beyblade, it has been decided it takes many more blocks (27 vs 11) and it's hard to get a colour scheme-- but a winner is a winner, no matter how you see it!

Princess and Toy Story puzzles are a favourite right now!.

 One girl can complete all our puzzles independently and is very proud of that fact! Others are learning to use logical thinking skills to match pictures on the pieces or to guess what part of the puzzle each piece belongs to.

Some were looking for sight words in our weekly literacy poem.

 Some students were playing with wiki stix (they look like pipe cleaners, but are made of wax and stick to paper!). They were hunting for the words "I" and "And" in the Dreidel song we are learning.

The boys were cooking.

 At the restaurant, the boys were busy ordering, cooking, serving and prepping! In this picture, one boy is cutting up the "food" at the table to serve to his patrons.

It spins!?!

 As our snap cube beyblades are boring for some, we are on the hunt for what spins. This juicer at the restaurant makes a fantastic top!

Exploring colours and story concepts.

 After reading some winter stories, a friend is exploring the colours and materials at the art easel to create a snow-woman that resembles herself. Other friends sat by to give input about what was missing (buttons, longer fingers, etc).

A battle is a-brewin'!

 This friend was exploring with geometric pattern blocks and using them to create complex battle grounds for his triangles. The battle ship is strategically creates and the triangle warriors are forming ranks to take the battle ship from the bad guys.

Oh wait... that's my play!

 Guilty as charged-- I was in a heated battle with some friends over who could build the tallest tower with foam blocks. We had to experiment with many bases and patterns to see who could get their tower to be the tallest each time.

Exploring funnels and pouring!

 These friends knew exactly what they were doing as they quickly-- and easily-- made "potions" by stacking funnels in such a way that water poured through the top funnel would filter into the cup below.

Alphabet hunt in the sand.

Several friends enjoyed going on an alphabet hunt with our fresh sand! It was so much fun to dig and search for letters or sounds. One friend called the letters or sounds (i.e. S! or "sssss!") and the other two had to see who could find the letter.


A snapshot of play! All the busy learning certainly made for a fantastic Thursday! Please come back again tomorrow for a post about 20 things to do during the holidays!

Just Playing

My greatest downfall and best strength is my passion that students can learn through play. I truly believe in what I teach, and I like to share this poem with parents every year, as I know that sometimes it can be hard to see how we actually do learn by playing in the classroom. With a well-thought out environment, strategically placed materials and guided interaction, playing is more than just a past-time, but a way of developing new skills that are forever engrained in students minds.

When I think about play, the book "Play" by Stuart Brown always bursts from my head and into my heart. He is a scientist who spent years and years studying the effects of play on everyone from children to adults and from aerospace technicians to serial killers. His results are interesting and often result in some "lightbulb" moments. He does have the first chapter of his book available on his website for those who are interested. 

Just Playing

"When I'm building in the block room,
Please don't say I'm "just playing."
For, you see, I'm learning as I play.
About balance and shapes.

When I'm getting all dressed up,
Setting the table, caring for the babies.
Don't get the idea I'm "just playing."
For, you see, I'm learning as I play.

When you see me up to my elbows in paint,
Or standing at an easel, or molding and shaping clay,
Please don't let me hear you say "he's just playing."
For, you see, I'm learning as I play.

I'm expressing myself and being creative.
I may be an artist or an inventor someday.

When you see me sitting in a chair
"Reading" to an imaginary audience,
Please don't laugh and think I'm "just playing."
For, you see, I'm learning as I play.

I may be a teacher someday.

When you see me combing the bushes for bugs,
Or packing my pockets with choice things I find,
Don't pass it off as "just playing."
For, you see, I'm learning as I play.

I may be a scientist someday.

When you see me engrossed in a puzzle,
Or some "plaything" at my school,
Please don't feel the time is wasted in "play"
For, you see, I'm learning as I play.

I'm learning to solve problems and concentrate.
I may be in business someday.

When you see me cooking or tasting foods,
Please don't think that because I enjoy it, it is just "play.
I'm learning to follow directions and see differences.'
I may be a chef someday.

When you see me learning to skip, hop, run and move my body,
Please don't say I'm "just playing."
For, you see, I'm learning as I play.
I'm learning how my body works.
I may be a doctor, nurse or athlete someday.

When you ask me what I've done at school today,
And I say, "I played."
Please don't misunderstand me.
For, you see, I'm learning as I play.
I'm learning to enjoy and be successful in work.
I'm preparing for tomorrow.
Today, I'm a child and my work is play.

- Anita Wadley

A Big Update!

My apologize for the extreme lack of updates. After a week of being quite sick and having lots of visitors, we are back to our regular routines and procedures. As a result of that (and, of course, my camera finally biting the dust), we are ready to head back into this blog!

So as for some classroom updates....

In science we have been doing colour mixing experiments! Last week we experiemented with what happens if we put two coloured waters in seperate cups and use a paper towel to link them to a middle cup. It looked a little like this...

We did yellow in one cup and red in the other... and it made orange!

We took guesses and drew pictures about what we thought might happen and a few friends were right! The colours mixed together and out popped orange.

This week in science we are doing new colour mixing activities. Today Mrs. Saini helped friends to dye pasta. We had to make the colours using primary coloured food dye and tomorrow we will be able to bead with them. At the art easel we used primary colours to create all the colours an artist could need by mixing them just right.


Our newest inquiry has become seasonal holidays. This week we are learning a driedel song and all about Hanukkah. We have read a book and we are learning important vocabulary, such as "menorah" and "driedal". Next week we are all very excited to play a driedel game with pennies and real driedels!




Here, in kindergarten, we know that parents sometimes ask for ideas of what to do over those long (rainy?!) days. Check back Friday night for a post with several ideas of what to do at home with your child.

Creating a Restaurant

What a fantastic day for an inquiry to sweep across the classroom! Some of our parent observers were witnesses to the beginning of an incredibly interesting learning experience.

During our morning inside play a girl asked me to come to the drama centre to see what she had cooked. I went over and saw her soup, but I said she needed a bigger pot (she was supposed to be in the stew, and just didn't fit). One of the boys volunteered to help build a pot, and halfway through said, "Um... can we make a restaurant instead?"

WELL SURE WE CAN!

Quickly other friends joined in and suddenly we had benches being built, patrons seated at a table, tables being set, orders being taken, line cooks working at the stoves and it was into full force. Students were writing down orders, plates were being counted and all around you could hear students shouting, "How do you spell noodles?" with resounding choruses of, "N! It says nnnn!"

Unfortunately inside play was coming to an end, but we decided to save the restaurant that was built and continue on in the afternoon.

In the afternoon I gathered some "planners" and we brainstormed what we knew about how restaurants work.

I almost fell over when someone said "busboy". Such rich vocabulary!

Afterwards, we asked friends if they wanted to create menus. Soon after we had some friends playing in the restaurant, busily taking orders and others creating menus for next time. Here is some of the fantastic work we saw!

Chocolate ice cream!

Ice Tea is only $5!

Popsicles and ice cream for dessert!

Pineapples for those in the mood for citrus.

Tomorrow we will start to add in more resources to support their learning. I can't wait to see what develops next!

The Egg Experiment

On Monday we set out in the science centre the following:
2 eggs
2 containers with lids
1 container full of water
1 container full of vinegar

We also placed a sign that said, "I wonder what this is for?". Many students explored the eggs, drew pictures and made predictions about what the eggs were for. The most popular prediction was that we were going to have a chicken come out of the egg.

In the afternoon, we put it together. One egg went into a container with water and a lid. The second egg went into a container with vinegar and a lid. The students made new guesses, but they still, for the most part, expected a chicken.

Today when we came in we saw the following:

Egg in water

 And...

Egg in vinegar

 It was amazing! The egg in the water was hard, smooth and easy to hold. The egg in the vinegar was not white, squishy, slimy, hard to hold and soft. What had happened? We made some guesses! Some students thought that the chicken was coming out. Others made a guess That the egg was disappearing. Others thought that the egg was changing "like our class". In the end, the egg IS changing!

Tomorrow we are going to look again. We are so excited to see what will happen! Will the rest of the white shell disappear from the egg? Will there be bubbles on the vinegar egg again?

Until then, enjoy some pictures of the "new and improved" science centre as well as our book nook!

Using our sense of touch to compare eggs.

Our science table, complete with our eggs and magnifying glasses.

A cozy new book nook!

The Clutter Jail

I've started to write this post, what feels like, a hundred times, but I'm never quite sure how to put it. In the long and short of it, our fantastic cleaners, for the most part, took a cleaning hiatus at the beginning of November. It kind of reminded me of this mother who took a cleaning hiatus to show her kids how much she does around the house, except reversed. And trust me-- it worked. Mrs. Saini and I were so aware of what fantastic cleaners they could be, and we missed them.

So after pleading, begging, bribing and more, someone came up with the idea to start a clutter jail. Today all of our friends came in at 8:25 to our SUPER DUPER REARRANGED classroom (lots of excitement there, and a new post tomorrow!) and we were introduced to the clutter jail.

Clearly he is not clutter OR a child in our class, but he is sitting in a clutter jail that looks nearly identical to ours!

 Every clutter jail has it's own rules. Some clutter jails have moms and dads who have kids do chores to get their toys out. Some clutter jails have parents who have kids say or do a nice deed to have things out of the clutter jail. There is even a mom who had a clutter jail that had a life sentence. Our clutter jail, however, had a very simple set of rules.

1. When most of the students are sitting on the carpet at the end of tidy up time because they feel like they are done tidying, the timer goes on for 2 minutes.
2. When the timer goes off, Mrs. Walt puts on her handy-dandy SUPER TOY FINDER glasses and walks around looking for toys.
3. When Mrs. Walt finds a toy, it goes in the clutter jail.
4. When a students wants to free a toy, they ask a teacher what they have to do. They will be directed to help tidy the classroom in some way (i.e. tuck in 5 chairs or tidy up boots or pick up 3 pieces of garbage, etc). Once they are done, they can choose a toy from the clutter jail and "free" it.

So far, our clutter jail is looking pretty barren. Every child helped to keep our classroom clean and it was great! Our toys were put away, nothing was "locked away" and we all practiced teamwork when cleaning our room. It looks like we have re-inspired tidy-up time in room 101!

What tips and tricks do you have for keeping everything tidy? Do you have a special incentive?

Creating Rangoli

As part of our Diwali celebrations, we created rangoli! Rangoli is a traditional art that is created with coloured rice, sand or flour. Hindu's create rangoli during Diwali to welcome deities into their home. Often times rangoli designs are geometric or in the shapes of flowers.

The first step we took in making our rangoli was to talk about what rangoli is and what it looks like. We looked at pictures of rangoli on the overhead lcd projector.

We talked about the colours, shapes, and information about why they are made and how they are made. The next day we brought in salt, chalk and cookie sheets and started our own rangoli designs.

The first step was to colour the salt to get vibrant and beautiful colours.

Colouring the salt with chalk to give it a nice colour.

After we had a variety of colours of salt, we drew designs on paper with a pencil, went over the pencil lines with glue, and added pinches of the colours we wanted on our designs.

Starting to add colours to a beautiful flower design.

Two stages--- Mrs. Walt pinching salt onto her flower, a boy drawing his picture and another boy just starting his chalk.

We had so much fun creating beautiful designs! Some friends have taken them home, and others are displayed at school. Check back later today for pictures of some of our rangoli art.

Happy weekend!

Fine Motor Development and Writing

As part of our Kindergarten Program, you may hear the phrase "fine motor" or "fine motor skills" tossed around quite a bit. Many people realize what this means, but many more do not realize the implications that fine motor development has on other areas of your child's education. As I like to think, we are not educating just the mind, but the whole child.

Fine motor development, in our program, refers to the hand. It talks about how strong a child's hand is, how coordinated their movements are, how precise they can be when doing small tasks, and how they hold and use writing instruments. The key to this, is the end of that sentence: "how they hold and use writing instruments".

We say that every skill is progressive-- your child cannot learn how to add if they have yet to count. They cannot write phonetically if they do not yet know their letters. They cannot kick a ball if they have a hard time standing on one foot. For writing, the first step is to develop the strength, precision and coordination in your child's hand so that they are able to hold a pencil, control the pencil with the proper movements and strengthen their grip so they can do this for an extended period of time (i.e. to write a sentence, vs being tired after writing their name).

I truly believe that no child can "over develop" their fine motor abilities. There is always something else they can explore or do. As well, I have yet to see a fine motor activity that simply teaches fine motor skills and does not work on other areas (math, language, science and technology, etc). As a result, fine motor is seen throughout our classroom in a variety of ways and in nearly every centre. You will see different sized writing instruments at the creative centre, you will see a variety of paint brushes at the painting areas, you will see playdough and tools at the fine motor table, you will see beads and string at the math area, and it goes on and on.

How do you know if your child is still working towards developing these skills? There are a few things that usually jump out when looking at a child's fine motor development. First, look at their writing. Are the movements confident, or are they shaky? Do they hold the writing tool in a way that allows them the freedom to move across the paper and create their strokes correctly? When using a zipper, can they put the zipper together? Are they able to pick up small objects successfully (pennies, small legos, beads)? Can they use their hand muscles for simple activities like opening yogurt (pudding lids are tricky for adults!) or breaking apart two blocks that are stuck together? If any of these items bring up a possible no, or if you are concerned about your child's fine motor development, here are some activities you can do at home to help your child develop the grip and strength they need to be successful future writers!

1. Have your child pick up pennies from a table and put them in a jar.
2. See if your child can use one hand to put wooden clothes pins. These can be used to pick up toys, hang up baby clothes for dolls, or even as a game to put on the edge of a bucket.
3. Allow your child opportunities to bead with string and beads that are difficult, but not impossible or frustrating, for them to use.
4. Give your child a chance to paint and draw with a variety of tools.
5. Make some playdough (there are several easy, no-bake recipes, such as this one) and have your child explore it.
6. Have your child play a game where they put pom-poms into a jar using tweezers.
7. Allow exploration with legos or other snap-together building blocks.
8. Have your child use scissors at home. Scissor skills help to strengthen hand muscles and work with precision. Scissors are not just for paper! Try using them with playdough or clay.
9. Have a bucket of bolts and nuts that can be manipulated.
10. Practice doing up and undoing buttons and snaps.

Happy practicing!

Happy Diwali!

*** EDIT***  If there is a holiday you celebrate at home, that you would like to help us celebrate at school, please feel free to help us find ways to celebrate! We respect all cultural and religious backgrounds and would love to learn more about a celebration that is coming up and important in your family.



Today was our Diwali celebration! Yesterday we learned a song about Diwali and painted diyas. Today we saw a short video about Diwali, talked about how people celebrate (I hear a few people watch fireworks in Brampton!), and sang our song. As Mrs. Saini was away today, celebrating Diwali with her family, we will also be creating our very own rangoli designs tomorrow with coloured salt.

Some of the diyas as the paint dried.

 If you are interested in seeing the video we watched (it was great!) it is here. You can skip the puzzle and go right to the "start" button.


In other news, it looks like we have some realism painters among us. Miss. Biasuitti brought us a poinsettia and look at the beautiful drawings that emerged!

Painting the red leaves by studying their shapes.

This friend was looking at how the red petals and green leaves blended together in the plant.

Just So Creative!

You may remember that I mentioned a few days ago that we would be creating a PetsMart in our dramatic centre. It was held off for Halloween festivities and in the five days that have followed that, the drama centre has been used as:
-a house for people to play "house" (mom, dad, baby, sister, brother, etc)
-a house that needs to be fixed (repair sink, fridge, etc)
-a car lot
-a doctors office
-a poppy store
-a princess castle
-a puppet theatre

And these are likely only a FEW of the things that we have seen! As a result, the PetsMart is being put on hiatus until we can brainstorm what we'd like to do... er... again.

I will give a hint towards what I believe might be stirring! Our neighbouring Kindergarten's made a zoo (complete with children dressed like animals and tour guides). They invited us over by making tickets to their zoo and creating signs for when the shows would begin. Of COURSE we had to go! As soon as the students came back, they all started making tickets. After 30 or so, they were bored, so I pulled out a roll of tickets from the Dollarama and we were back on track. They want to give the tickets to their friends in the other Kindergarten classes, but they have been told they cannot do so until they decide why they are giving them tickets. Is it for a movie theatre? A zoo? A play? A puppet show? Once they decide, and we build it, we will invite friends over to see.

Stay tuned for all the fun!

Remembrance Day

This week we are talking about Remembrance Day, as it is coming up this weekend and our school is recognizing it on Friday. As a Full Day Kindergarten, we are often much more active in the school than a typical half-day program because we are there all day! That means we go to many more assemblies and presentations. Fortunately, many people have recognized that, as great as the Kindergartens have been during assemblies, we are not quite ready to have 70 four- and five-year old students sit through a longer and very solemn ceremony. As a result, we are talking about Remembrance Day in our class and will be doing our own recognition on Friday in our classroom.

Today we talked about poppies and we listened to the story about why we remember in Kindergarten friendly terms. We talked about a horrible war where people died to make sure we stayed safe and free in Canada, and how we remember what they did on November 11.We discussed how poppies grew on Flanders Fields and how we wear a poppy to remember the people who died to make sure we were safe.

Throughout this week we will continue to explore Remembrance Day with our students and are looking forward to being able to share what we are learning with everyone at home.

Kelso's Choice

For the last two weeks we have been working on learning all about Kelso the frog and the choices he makes when he has a problem.

First we learned that there are two types of problems-- a big problem and a small problem. A big problem is something you need a grown up to help you with, such as a fire, stranger danger, or someone who is hurt. A small problem is something a kid can solve, such as breaking a structure, not sharing or bumping into someone.

When we have a big problem, we tell a grown up RIGHT AWAY! When we have a small problem, we use two of Kelso's choices to help us solve the problem.

Today we sent home a copy of Kelso's Choices to help your child to focus on problem solving at home. At school, our friends have been doing an amazing job of making two choices to solve their problem before telling an adult. They also have Kelso living in our classroom to help them out if they forget. By reinforcing Kelso's choices at home, you will help your child to be a better problem solver at school!

An Artistic Type of Day

Today Mrs. Saini and I decided to put out Halloween themed stamps and paint at the messy table. Out came the paper! Out came the stamps! Out came a completely new direction to our plans!

Within minutes of digging in we had:

String art....

Look at the experiments with symmetry!

Finger painting...

Colour mixing, writing and general fun!

Stamping....

Exploring the correct amount of paint to put on the stamp. Too much paint made globby pictures.

And although there are no pictures, there were colour mixing activities occuring in the sink after messy hands were washed off. How they used the paint was fantastic. In the end, we talked about symmetry, patterning, directionality, sensory experiences, colours, letters, writing, and more.

So of course, I turned around and, my goodness, there were art activities being explored all over the room! At the creative centre we had a student exploring hole punches...

Super strength to push that punch!

Someone else was drawing a lovely picture with our markers...

Scary costume!

And someone else was writing a letter to Mr. McCutcheon...

Mr. McCutcheon is going to have a lot of writing to do!

At the creative centre we were exploring writing, communication, pencil grips, telling stories with pictures, counting shapes, developing hand muscles, exploring colour and sharing.



Finally, our builders were hard at work preparing our drama centre. On Monday we are making it into a PetsMart. A few boys were working hard to ensure that it was "fixed" and ready for the pets. Stay tuned to see our drama centre come into fruition!

Halloween Spook-tacular!

What a fantastic week! On October 30th we enjoyed carving pumpkins and roasting our seeds. Every child put two scoops of salted pumpkin seeds in a bag to take home and share with their family. On October 31st we celebrated all things Halloween! Everyone did a great job remembering our rules (no fighting-- even if you are a superhero or ninja, no replica weapons and no masks), and I don't quite think I've ever had so many iron men or kitty cats in one room!

We had fun at our halloween parade where a spooky teacher taught us how to walk up the catwalk to show off our costumes, and monitored the Clap-O-Meter where we clapped for our favorite teacher costumes.

The spooky m/c didn't scare us!

After our parade we continued our regular day until 1:15, when it was time for our party! Everyone got a cupcake, cup of icing, candies and punch. We decorated and ate our hearts out. It was a very pleasant surprise to see so many students independently making the choice to get some healthy snacks! They munched down on carrots, grapes, cucumbers and apples until there were none left.

Lots of cupcake... lots of carrots!

I believe this was plate two or three of grapes for this friend!

We are looking forward to hearing all of our friends spooky Halloween experiences!

Pumpkins, Pumpkins and MORE Pumpkins!

Today we learned about pumpkins, and, in fact, started an inquiry on everything "jack-o-lantern." It all started last week when some students noticed that we had put out word cards at the writing table. A few students really enjoyed writing "jack-o-lantern" or drawing a picture of their own jack-o-lantern. After this, we watched a short movie on Shapes and Pumpkins with Thomas the Train and added some stencils to our writing and creative centre with Halloween shapes.

It was the day to take complete advantage of jack-o-lanterns, however! Mrs. Saini read us a story about how pumpkins grow in the morning. Soon after we decided to measure our pumpkins. First we thought of all the ways we could measure pumpkins (how tall, how heavy, with our hands, with a scale, with a measure, with our bodies), and then we drew a picture of how we were going to measure them and began!

Diligently measured the pumpkin, then drawing a picture to record it!

 Many students used tape measures, rulers and the scale to see how they could measure the pumpkins. Often times it involved teamwork as students had to have someone help them to measure the circumference of the pumpkins. After we measured, we recorded our information on a paper by drawing a picture and doing our best job to write what we used to measure.

There were a few disagreements about what pumpkin was bigger, but in the end, it didn't matter because we all had fun exploring measurement.

After we were all done measuring, I got a carving knife and we decided to see what was inside. Our guesses were: seeds, slime, baby pumpkin, candy, orange, brown and nothing. When we opened it up we saw...

Princess and pumpkin guts!

Lots of seeds and pumpkin guts! Anyone who wanted a turn got to scoop out some of the pumpkin. Our students all felt that the insides were smooth, slippery and slimy. They certainly had fun exploring the feel of the pumpkin between their fingers.

At this point, a few friends were curious about the seeds. They asked questions like, "If we bring this home and plant it, what will happen?" and "Can you eat these?". While the first was a great question, there are few green thumbs in our class (nor the light for growing a plant in the midst of a cold windstorm), so we decided to see if we could eat them. I explained that you can eat the seeds, but you need to separate the seeds from the pumpkin "guts" first, and then cook them.

We quickly started separating!

Our red seed bowl was behind the cauldron. They did a great job! Mrs. Walt helped out by bringing them home, washing them of all their germs and marinating them in olive oil and salt.

We decided that we would cook them tomorrow morning.

In the meantime, many students were asking what our jack-o-lantern would look like and were coming up with designs.

Ohhhh! So scary!

Whose design will win for our two pumpkins? Find out tomorrow when we carve them to get ready for our spooky Halloween party on Wednesday!

Welcome and Hello!

Welcome to Jessica Walt's Full Day Kindergarten blog. Here we will be discussing the learning and doing of our students through our play based learning activities. No names, faces, recognizable images or identifying characteristics will be shown-- it is simply a collected site to host what we are learning, not who is learning.

Please feel free to check weekly for a variety of information about our classes interests and passions.

Jessica Walt