Vocabulary and Integrated Curriculum
Part I: The Value of an Integrated Curriculum
I've spent a lot of time in schools and learning communities of various types and permutations. But as a teacher, I think and reflect a lot on my own experiences as a student, which significantly impacts my decision making in the classroom. If I reach back to my own childhood, I can tease out what was inspiring, what I did well, what challenged me, what was maybe even painful. All of that can help inform my practice.
In my elementary school years, starting in 3rd grade, we began "switching classes" for math. This was a big deal at the time, and something of a rite of passage. Our "home" classes became fractured and the entirety of the 3rd grade was shuffled around. For me, this meant I packed up my math book and spiral and walked down the hall for math with Mrs. G. The only reason I was there was to learn math. When math was over, I went back to my "home" class, room 23. As is true for most of us, as you progressed in school, classes split up more. Again for me, by 5th grade, Science, Language Arts, Social Studies and Math were all taught by separate teachers, or specialists in that discipline. In a way, it makes sense...no one can be an expert in every subject, so teachers all teach their bits, contributing to the entirety of a curriculum. Without going too far afield into the politics of school structure, I'll say that as time went on for me, this way of teaching started to make less and less sense. Why? Because in general, our lives are not divided up into these nice and neat little categories. "Now I am doing my math." On the contrary, our skills depend on another: the overlay of language and vocabulary, history, sociology, mathematical and scientific concepts and so on all come together to enable us to understand, interpret, problem solve and even have a rich intellectual life.
So one of the many aspects I've come to appreciate about the early childhood classroom is the sense of fluidity and integration within the curriculum. We are all literacy teachers, we all teach math, science, social skills. And these types of learning are not limited to one part of the day, they can and do unfold before us when we let them and are specific and intentional about our objectives. Life is an integrated curriculum, and I see a real value in this type of teaching. From reading a recipe to an article in the New York Times, multiple parts from our history of learning have to come together for us to function as adults.
Part II: Language Acquisition and Vocabulary Development
One of the easier ways to see this idea of integrated curriculum at work is by focusing on one piece of the puzzle, so let's look at Language Acquisition and Vocabulary Development. When we build a curriculum, it's framed by the Vermont Early Learning Standards. We consult the VELS and ask if and how our instruction helps the children meet the intended standards.
Take for example, some of the language acquisition standards:
Classroom Happenings
Infant I: Mud, mud, glorious mud...sensory play seems like the focus of our week. We've been squishing, rolling and even tasting the mud after the week's early rain storms. This exploration has been very fun for the children along with their interest in the rocks, berries and hay. The rocks and different sized logs specifically are providing new challenges for the babies outdoors. They are working hard to pull themselves up and climb/crawl on and around these. Indoors we have been painting cardboard slabs; the children have shown an interest in the different colors and like to dip their fingers in the paint. The slabs contain each child's name written in tape. After the blocking is removed, the name is left within the paint the child has applied. We have used this method in painting with the children in the past to create some pretty fantastic designs.
Infant II: We enjoyed the warmer weather, and being able to wear a few less layers. BUT, we also relished the rain: splashing, collecting water and pouring. When it comes down to it, we just love to be outside no matter what. Speaking of outside, the older children spent as much time as possible on the back playground in both the morning and afternoon hours. This enabled us to move our muscles all the more and interact with similar aged peers. Our focus on using polite words and manners continues with this group, and our younger children are working on cleaning up once they are done with toys or materials; they are finding the place where it belongs and following through with putting it away. Another way they are practicing this skill is by taking their dishes to the sink when they are done eating. Note to parents: Please remember to send along a cot sheet and blanket for nap time. Thank you!
Toddler II: This week we tried some experimenting with Oobleck. For those unfamiliar with Oobleck, it's a tricky little substance -part cornstarch and part water- Oobleck changes it's properties based on how it's used. Basically it can be a solid or a liquid. Some children were a little unsure of this wacky substance (made all the wackier by our addition of food coloring) and appreciated the addition of utensils to interact with it. Others were mesmerized by the feeling of the Oobleck dripping off their fingers. Some children studied the Oobleck and tried to figure out how it kept turning from liquid to solid and back again. In case you need more Oobleck in your life, check out Bartholomew and the Oobleck by Dr. Seuss.
Although if you go hunting for this book, know that it's not "traditional" Seuss...it's written in prose. This week we also say farewell to Hannah, who is leaving MVS, we wish her well in her next adventure. Hannah donated a few books to the classroom and we thank her! Next week Paige and Melissa will be teaming up in Toddler I.
Toddler II: We did a lot of cooking and making pizza out of play dough, we sang "I am a pizza" over and over. The children also cooked pancakes in housekeeping using oil, cinnamon, and milk. We have a new pair of swim goggles and along with wearing mittens to complete the outfit led to a lot of swimming in the classroom.
The kids also became dragons outside that could fly and have "hot, red fire breath". We also spent time painting, with more intention and specific ideas in mind. Block area was very busy, there was a bridge that needed to be repaired, and a tow truck that was too tall went through it.
The children made sure to be safe and put on work gloves. "I need my tool gloves, to keep my hands safe." -H
Pre-K: During the few moments we actually spent in the classroom we've been reviewing our numbers and letters, starting up a new and challenging puzzle and drawing maps. But otherwise, we have been out and about all over town. On Tuesday we visited a 5th grade classroom at SES to see baby trout in a tank. On Friday we will return to see the trout be released into the river. The 5th graders are also working on rockets just as we are. We hope to return later in the spring to see them launch their rockets. On Thursday we headed out to the SES playground, but got a little distracted on our way: As we stared at the cement mixer, the foreman invited us over to check out just what they were doing.
He explained how the mixer dispersed the concrete and how the workers used the shovels and other tools to spread and level it. He even invited us back to next week to watch them demolish the sidewalk and rebuild it. This prompted lots of good questions from the children: " Why will you do that?" "How long will it take?" "Will you use a jackhammer?" The Pre-K children continue to be tremendously polite and attentive in situations like this! Another example of their great social skills can be seen as we walk in town and children kindly greet other in the community with "good morning." They are also practicing stepping to the right when faced with oncoming pedestrians. They will be driving sooner than we know it...oh my!
Trout: Out and About, Friday's Trip to the River
As Seen at MVS
Thanks for Reading
Sam
Part I: The Value of an Integrated Curriculum
I've spent a lot of time in schools and learning communities of various types and permutations. But as a teacher, I think and reflect a lot on my own experiences as a student, which significantly impacts my decision making in the classroom. If I reach back to my own childhood, I can tease out what was inspiring, what I did well, what challenged me, what was maybe even painful. All of that can help inform my practice.
In my elementary school years, starting in 3rd grade, we began "switching classes" for math. This was a big deal at the time, and something of a rite of passage. Our "home" classes became fractured and the entirety of the 3rd grade was shuffled around. For me, this meant I packed up my math book and spiral and walked down the hall for math with Mrs. G. The only reason I was there was to learn math. When math was over, I went back to my "home" class, room 23. As is true for most of us, as you progressed in school, classes split up more. Again for me, by 5th grade, Science, Language Arts, Social Studies and Math were all taught by separate teachers, or specialists in that discipline. In a way, it makes sense...no one can be an expert in every subject, so teachers all teach their bits, contributing to the entirety of a curriculum. Without going too far afield into the politics of school structure, I'll say that as time went on for me, this way of teaching started to make less and less sense. Why? Because in general, our lives are not divided up into these nice and neat little categories. "Now I am doing my math." On the contrary, our skills depend on another: the overlay of language and vocabulary, history, sociology, mathematical and scientific concepts and so on all come together to enable us to understand, interpret, problem solve and even have a rich intellectual life.
So one of the many aspects I've come to appreciate about the early childhood classroom is the sense of fluidity and integration within the curriculum. We are all literacy teachers, we all teach math, science, social skills. And these types of learning are not limited to one part of the day, they can and do unfold before us when we let them and are specific and intentional about our objectives. Life is an integrated curriculum, and I see a real value in this type of teaching. From reading a recipe to an article in the New York Times, multiple parts from our history of learning have to come together for us to function as adults.
Part II: Language Acquisition and Vocabulary Development
One of the easier ways to see this idea of integrated curriculum at work is by focusing on one piece of the puzzle, so let's look at Language Acquisition and Vocabulary Development. When we build a curriculum, it's framed by the Vermont Early Learning Standards. We consult the VELS and ask if and how our instruction helps the children meet the intended standards.
Take for example, some of the language acquisition standards:
- Young children attend to, comprehend, and respond to increasingly complex language.
- Young children use increasingly complex vocabulary and grammar to express their thoughts, feelings, and ideas.
- Children demonstrate increasing knowledge and use of the conventions of Standard English and an ability to think about language. They gradually acquire a larger & more complex vocabulary and an understanding of word relationships and the nuances in word meanings.
So, how to do this? Well, we don't sit the children down with flash cards, that's for sure. Instead, we talk with the children. A lot. But that talking is not necessarily simple. The way that we talk with the children is both planned and intentional. That means introducing new words to the children, using synonyms, clarifying the meaning between different words, or repairing misunderstandings about words (Collins). This can of course happen through reading with children, but also throughout the day: conversations at lunchtime can spur new vocabulary, projects on the playground can introduce new words and concepts (Last week we explored the word "lever" when trying to pry a treasure out of the hard ground).
To be clear, we are not simply relying on the "teachable moments" in an integrated curriculum, but combining them with strategic instruction across the day. (Neuman &Wright). In reading a text for instance, a teacher previews the book to identify unknown words, or to look for areas where the words might need clarification. Then, a discussion about the word can follow. Take this example of the word "unruly" from the book, Henry's Happy Birthday by Holly Keller:
Teacher: Unruly means hard to control. It was hard for Henry to make his hair do what he wanted, stay down. Your hair might do that in the morning too.
Student: Yeah my hair does that in the morning.
Teacher: When you first wake up?
Student: Ya, like this. (hands circling around).
Teacher: Sounds like your hair is unruly too, hard to control.
Modeling sophisticated word choices ourselves is another way to introduce words to children. Author E.B. White said, "Anyone who writes down to children is simply wasting his time. You have to write up, not down. Children are demanding. They are the most attentive, curious, eager, observant, sensitive, quick and generally congenial readers on earth… Children are game for anything. I throw them hard words and they backhand them across the net." That's not to say that children are necessarily "word sponges," they do need repeated exposure to words for them to stick, and they are most likely to remember the words they hear the most (Neuman & Wright). So challenging them by modeling and explaining your word choices can be another effective way to build vocabulary. And as White said, they are game for it.
While we see the results of these strategies at school, these are certainly things that can also be done at home to prepare that foundation for early literacy. Moreover by incorporating a variety of learning into the daily lives of children, we are able to better prepare them for their school years ahead.
Works Cited:
Collins, Molly F. (2014). Sagacious, Sophisticated and Sedulous: The Importance of Discussing 50-Cent Words with Children, NAEYC.
Neuman, Susan B and Tanya S. Wright (2014). The Magic of Words: Teaching Vaculary in the Early Childhood Classroom, American Educator.
Classroom Happenings
Infant I: Mud, mud, glorious mud...sensory play seems like the focus of our week. We've been squishing, rolling and even tasting the mud after the week's early rain storms. This exploration has been very fun for the children along with their interest in the rocks, berries and hay. The rocks and different sized logs specifically are providing new challenges for the babies outdoors. They are working hard to pull themselves up and climb/crawl on and around these. Indoors we have been painting cardboard slabs; the children have shown an interest in the different colors and like to dip their fingers in the paint. The slabs contain each child's name written in tape. After the blocking is removed, the name is left within the paint the child has applied. We have used this method in painting with the children in the past to create some pretty fantastic designs.
 |
| The babies paint using tape blocking. From February 2016. |
Toddler II: This week we tried some experimenting with Oobleck. For those unfamiliar with Oobleck, it's a tricky little substance -part cornstarch and part water- Oobleck changes it's properties based on how it's used. Basically it can be a solid or a liquid. Some children were a little unsure of this wacky substance (made all the wackier by our addition of food coloring) and appreciated the addition of utensils to interact with it. Others were mesmerized by the feeling of the Oobleck dripping off their fingers. Some children studied the Oobleck and tried to figure out how it kept turning from liquid to solid and back again. In case you need more Oobleck in your life, check out Bartholomew and the Oobleck by Dr. Seuss.
Toddler II: We did a lot of cooking and making pizza out of play dough, we sang "I am a pizza" over and over. The children also cooked pancakes in housekeeping using oil, cinnamon, and milk. We have a new pair of swim goggles and along with wearing mittens to complete the outfit led to a lot of swimming in the classroom.
The kids also became dragons outside that could fly and have "hot, red fire breath". We also spent time painting, with more intention and specific ideas in mind. Block area was very busy, there was a bridge that needed to be repaired, and a tow truck that was too tall went through it.
Pre-K: During the few moments we actually spent in the classroom we've been reviewing our numbers and letters, starting up a new and challenging puzzle and drawing maps. But otherwise, we have been out and about all over town. On Tuesday we visited a 5th grade classroom at SES to see baby trout in a tank. On Friday we will return to see the trout be released into the river. The 5th graders are also working on rockets just as we are. We hope to return later in the spring to see them launch their rockets. On Thursday we headed out to the SES playground, but got a little distracted on our way: As we stared at the cement mixer, the foreman invited us over to check out just what they were doing.
He explained how the mixer dispersed the concrete and how the workers used the shovels and other tools to spread and level it. He even invited us back to next week to watch them demolish the sidewalk and rebuild it. This prompted lots of good questions from the children: " Why will you do that?" "How long will it take?" "Will you use a jackhammer?" The Pre-K children continue to be tremendously polite and attentive in situations like this! Another example of their great social skills can be seen as we walk in town and children kindly greet other in the community with "good morning." They are also practicing stepping to the right when faced with oncoming pedestrians. They will be driving sooner than we know it...oh my!
Trout: Out and About, Friday's Trip to the River
As Seen at MVS
Sam
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