Kindergarten Planning

4 Frames
Assignment

Julia Hughes
Cheryl Herder
EDUC 88 S02

Belonging and Contributing (Kindergarten Program, pg.14)

This frame encompasses childrens learning and development with respect
to:

Their sense of connectedness to others;

Their relationship with others, and their contributions as part of a
group, a community, and the natural world;
Their understanding of relationships and community, and of the ways
in which people contribute to the world around them.
The learning encompassed by this frames also relates to childrens early
development of the attributes and attitudes that inform citizenship, through
their sense of personal connectedness to various communities.
Large Group Mural
Pinterest Url: http://www.teachpreschool.org/2013/07/five-activities-that-
promote-teamwork/?
utm_source=feedburner&utm_medium=email&utm_campaign=Feed:
+TeachPreschool+(Teach+Preschool)&utm_content=Yahoo!+Mail
Pin to the ECE Fleming Pinterest Board: Belonging and Contributing
(Kindergarten Frames)

Instruction
1. Provide children with a large piece of paper and materials such as
crayons, markers, pencil crayons, paint, etc.
2. Draw a circle (doesnt necessarily have to be a circle, could be any
shape) for all the children to colour in.
Belonging and contributing links to expectations
Overall Expectations (Kindergarten Program, pg.125)
22. Communicate their thoughts and feelings, and their theories and ideas,
through various art forms.
Specific Expectations (Kindergarten Program, pg. 126 & 135)
22.1 communicate their ideas about something through music, drama, dance
and/or visual arts
1.2 listen and respond to others, both verbally and non-verbally, for a variety
of purposes and in a variety of contexts
Explanation
As all the children are working together side by side to create one
masterpiece, each child will feel like part of the group or community because
they are all working on one thing together. Each child can contribute their
own thoughts or feelings about what they should draw and draw what they
want somewhere on the mural. The children will then be able to contribute
what they draw on the mural and feel like they belong.
Self-regulation and well-being
Overall Expectation (Kindergarten Program, pg.154)
1. Communicate with others in a variety of ways, for a variety of purposes,
and in a variety of contexts
Specific Expectations (Kindergarten Program, pg.155 & 156)
1.3 use and interpret gestures, tone of voice, and other non-verbal means to
communicate and respond
1.6 use language (verbal and non-verbal) to communicate their thinking, to
reflect, and to solve problems
1.8 ask questions for a variety of purposes and in different contexts
Explanation
By doing the mural together the children will be communicating. They may
be communicating verbally about their feelings or what they think about
something to other peers. If they have questions about something (maybe
about where they can draw) they can ask others and use their words and
language to help think and solve problems if there is any. For example if they
are having problems with another peer drawing over top of their drawing
then they could discuss with their peer to solve that problem.
Self-Regulation and Well-Being (Kindergarten Program, pg.15)

This frame encompasses childrens learning and development with respect

to:

Their own thinking and feelings, and their recognition of and respect
for differences in their thinking and feelings of others;
Regulating their emotions, adapting to distractions, and assessing
consequences of actions in a way that enables them to engage in
learning;
Their physical and mental health and wellness.
In connection with this frame, it is important for educators to consider;

The interrelatedness of childrens self-awareness, sense of self, and

ability to self-regulate;
The role of the learning environment in helping children to be calm,
focused, and alert so they are better able to learn.
What children learn in connection with this frame allows them to focus, to
learn, to respect themselves and others, and to promote well-being in
themselves and others.
Pumpkin Faces Matching Game
Pinterest Url: http://www.practicalmommy.com/printable-pumpkin-faces-
matching-game-other-fun-fall-activities-for-kids/
Pin to the ECE Fleming Pinterest Board: Self-Regulation and Well-Being
(Kindergarten Frames)

Instructions
1. Print out the matching game
 2. Cut out the pieces along the dotted lines. Either you do it, or the
children
3. Spread out the pieces and turn them over so you cant see the faces
4. Turn over one piece to reveal a face. Turn over a second piece to try to
find its match
5. If you find a match keep them turned over, if not a match turn them
back over
6. Take turns until all the faces have been matched

Self-regulation and well-being links to expectations

Overall Expectation (Kindergarten Program, pg.154)

3. Identify and use social skills in play and other contexts

Specific Expectations (Kindergarten Program, pg.165)

3.2 demonstrate the ability to take turns during activity and discussions

3.3 demonstrate an awareness of ways of making and keeping friends

Explanation
While the children are playing the matching game they will have to take
turns with each other. Each person will have a turn to try and find a pair and
then the next person will so. They might also choose to play as a team and
help each other which shows they are working together and maybe trying to
make/keep friends by playing together.

Problem Solving and Innovating

Overall Expectation (Kindergarten Program, pg.255)

1. Communicate with others in a variety of ways, for a variety of purposes,

and in a variety of contexts

Specific Expectations (Kindergarten Program, pg.256-262)

1.2 listen and respond to others both verbally and non-verbally

1.6 use language to communicate their thinking, to reflect, and to solve

problems

1.8 ask questions for a variety of purposes

Explanation
While playing the matching game with someone the children might work
together to solve the problem of which goes with which. They would have to
listen to each other and they might have questions for each other like, what
if we flip this one over? The would have to communicate to problem solve to
finish the game

Demonstrating Literacy and Mathematics Behaviour

(Kindergarten Program, pg.15)
This frame encompasses childrens learning and development with respect
to:
Communicating thoughts and feelings through gestures, physical
movements, words, symbols, and representations, as well as through
the use of variety of materials;
Literacy behaviours, evident in the various ways they use language,
images, and materials to express and think critically about ideas and
emotions, as they listen and speak, view and represent, and begin to
read and write;
Mathematics behaviours, evident in the various ways they use
concepts of number and patterns during play and inquiry; access,
manage, create and evaluate information; and experience an
emergent understanding of mathematical relationships, concepts,
skills, and processes;
An active engagement in earning and a developing love of learning,
which can instil the habit of learning of life.
What children learn in connection with this frame develops their capacity to
think critically, to understand and respect many different perspectives and to
process various kinds of information

Sight Word Swat!

Pinterest Url: http://mypagesofgrace.blogspot.ca/2015/06/sight-word-swat-

are-you-looking-for-fun.html
Pin to the ECE Fleming Pinterest Board: Demonstrating Literacy and
Mathematics Behaviours (Kindergarten Frames)
Instructions

1. On chart paper write words that the children know throughout the page
2. Grab a swatter and give it to a child
3. You say a word thats on the paper or let another child say a word
4. The child with the swatter with hear the word and when they see it,
they swat it!
5. Then the child hands the swatter to another child and its their turn

Demonstrating Literacy and Mathematics Behaviour links to

expectations

Overall Expectations (Kindergarten Program, pg.181)

11. Demonstrate a understanding and critical awareness of a variety of

written materials that are read by and with their educators

Specific Expectations (Kindergarten Program, pg.207 & 210)

11.6 use prior knowledge to make connections to help them understand a

diverse range of materials ready by and with the educator team

11.8 demonstrate knowledge of most letters of the alphabet in different

contexts

Explanation

By doing the swatting game the children will be able to recognize words they
have previously saw, maybe in a book, or in the classroom. They can sound
the words out to read them, they can say letters. If this was to hard then
instead of words maybe just use letters.

Belonging and Contributing

Overall Expectation (Kindergarten Program, pg.125)

4. Demonstrate an ability to use problem-solving skills in a variety of
contexts, including social contexts

Specific Expectations (Kindergarten Program, pg.126 & 130)

4.1 use a variety of strategies to solve problems, including problems arising

in social situations

1.2 listen and respond to others, both verbally and non-verbally for a variety
of purposes

Explanation

When children are playing this game they may have to problem solve to
figure it out. For example if they cant remember how to spell the word to
find it, they could sound it out, or ask another peer for help. If a child cant
find a word then they could ask their peers for help and their peers could say
its at the top, its at the bottom corner, etc.

Problem Solving and Innovating (Kindergarten Program, pg.15)

This frame encompasses childrens learning and development with respect

to:

Exploring the world through natural curiosity, in ways that engage the
mind, the senses, and the body;
Making meaning of their world by asking questions, testing theories,
solving problems, and engaging in creative and analytical thinking;
The innovative ways of thinking about and doing things that arise
naturally with an active curiosity, and applying those ideas in
relationships with others, materials and with the environment.

The learning encompassed by this frame supports collaborative problem

solving and bringing innovative ideas to relationships with others.

In connection with this frame, it is important for educators to consider the

importance of problem solving in all contexts not only in the context of
mathematics so that children will develop the habit of applying creative,
analytical, and critical thinking skills in all aspects of their lives

Dr. Seuss Stacking the Cats Hat

Pinterest Url: http://littlebinsforlittlehands.com/dr-seuss-stem-challenge-cup-
tower-stacking-cat-hat/

Pin to the ECE Fleming Pinterest Board: Problem Solving and Innovating
(Kindergarten Frames)

Instructions
1. Set out cups and square pieces of paper
2. The children will then start with a cup upside down on the table
3. Then they will put a piece of paper on top of the cup
4. Then they will stack another cup, then add a piece of paper in between
the next cup
5. They will proceed to do that till they can put no more on or it falls down

Problem Solving and Innovating links to expectations

Overall Expectation (Kindergarten Program, pg.255)

13. Use the processes and skills of an inquiry stance (i.e., questioning,
planning, predicting, observing, and communication)

Specific Expectations (Kindergarten Program, pg.282 & 284)

13.2 make predictions and observations before and during investigations

13.4 communicate results and findings from individual and group
investigation

Explanation
While the children are doing the cup stacking they will have to problem solve
the best way to do. Should they go fast, slow, and steady? They will have to
observe when it is getting to tall, if its starting to lean. And if it does then
they will have to problem solve to figure it out.

Demonstrating Literacy and Mathematics Behaviour

Overall Expectation (Kindergarten Program, pg.182)

18. Recognize, explore, describe, and compare patterns, and extend,

translate, and create them, using the core of a pattern and predicting what
comes next

Specific Expectations (Kindergarten Program, pg.237)

18.2 explore and extend the patterns

18.4 create and translate patterns

Explanation

The stacking of the cups and paper demonstrates patterns because when
stacking it goes, cup, paper, cup, paper.. The children will be able to
explore that pattern and point it out. As they continue to go cup, then paper
they will be extending and translating the patterns. If it falls over then they
will have to recreate the pattern.

References

Large Group Mural - http://www.teachpreschool.org/2013/07/five-activities-

that-promote-teamwork/?
utm_source=feedburner&utm_medium=email&utm_campaign=Feed:
+TeachPreschool+(Teach+Preschool)&utm_content=Yahoo!+Mail

Pumpkin Faces Matching Game - http://www.practicalmommy.com/printable-

pumpkin-faces-matching-game-other-fun-fall-activities-for-kids/

Sight Word Swat - http://mypagesofgrace.blogspot.ca/2015/06/sight-word-

swat-are-you-looking-for-fun.html

Dr. Seuss Stacking the Cats Hat - http://littlebinsforlittlehands.com/dr-seuss-

stem-challenge-cup-tower-stacking-cat-hat/
The Kindergarten Program (2016) Ministry of Education www.edu.gov.on.ca,
Queens Printer Press) pages 15, 125-305 .