KindergartenWorks: modifying calendar time

Growing with our kinders throughout the year requires that we modify our day, activities and sometimes routine. I feel slightly squeamish on modifying that last one. When I get into a really good routine, I often find it hard to break from that and "seeing" the potential in creating a new one.

Now, having said that...

This year, I found myself needing to greatly modify my calendar time and making it fit exactly what my kinders need to get daily practice with a few connected standards.

We start by discussing the day, pattern, full date (clap it in syllables) and write the simplified date. We use the date on everything that we do in class. I flip through the dates like flashcards as students call out the numbers. From August to September, the numbers were all traceable as we learned how to form our numerals, but since we've got that down, now we focus on fluently recognizing the numbers.

And here's the life skill that ties in, we keep track of our behavior choices in our own calendars in our folders. Students also keep track with families of special dates, events, etc. in their folders. Can I teach life organization? Well, I try...

{calendar pieces available}

We then practice keeping track of our days in school using ten frames.

We talk about how many are needed to make five (until we get to six) and then discuss addition to make 10. I write the first number sentence and a student comes up to model the "switched" version. We have practiced this in guided math groups and they are making progress seeing the connections.

We figure out the number of days by composing the number and decomposing it. We read this statement aloud:

{available in the Calendar Pack}

We move through the counting chart to match our objectives. We need to master counting up to 60 by ones and tens by the end of December. Since 20/24 kinders are there and beyond we have a different focus each day in counting. Right now, we count to 80 every day and will move onto 90 once we're closing in on 80 days of school.

Monday - We count to 80 by ones and clap on all of the tens. We shout on today's number as we're counting. Students are selected to practice counting by tens, starting at ten and not ten to review. {Insert informal assessment - check!} Connect to dimes and counting them.

K.CC.1.a. Count orally by ones to at least 60.
K.CC.1.b. Count orally by tens to 60.
K.CC.2. Count forward beginning from a given number (not 1) within the known sequence (known sequence includes counting by ones and tens).

Tuesday - We count to 80 by ones and punch on all of the fives. We punch up in the air on today's number as we're counting. Students are selected to practice counting by fives. Connect to nickels and counting them.

Wednesday - We count to 80 by ones and snap on the ones (yes, all of them). We wiggle on today's number as we're counting. Students are selected to practice counting by ones, starting at a random number to review. Connect to pennies and counting them.

Thursday - We count to 80 and stomp on all of the numbers that feature the same number as today's number in the one's place. We practice switching from counting by tens to ones (clapping to snapping) on the ten frames to today's dot.

Friday - We count and review, "These are the twenties... These are the fourties..." as my finger sweep across the ban of numbers. We close our eyes and I select two numbers (right now up to 20) and pull them out. Students are called on to tell what number they think is missing and "How did you figure that out?" We model their strategy they share and if correct, I post up their number on the white board. Once both numbers are up, we bring out a stuffed alligator to model which is greater and less than. We check our work by determining the least should be placed first in the counting chart, etc. Our alligator (seen above) is fondly known as "Mr. Monster Number Muncher."

I launch into choosing student jobs for the day and the first one chosen is our weather checker. Once the rest of the jobs are delivered, the weather checker takes over the role of teacher. We used to ask, "Which one has the most? Which one has the least? and Which ones are equal?" This quarter, we have changed our language to, "Which one is greater... (student chooses two categories)?" They repeat it with least and we have kept our equal question the same. After getting an answer from the audience, they have to ask, "How did you figure that out?" I love hearing students share their reasoning. I prompt if needed, "...because 7 is less than 9."

This lines up with:

K.CC.6.b. Compare two groups of objects and identify and state which group is greater.
K.CC.6 d. Compare two groups of objects and identify and state if they are equal.
K.CC.6.f. Compare two groups of objects and identify and state which group has less.

I've worked at really trying to work and building in the opportunity for students to practice telling and explaining their thinking about math. I figure if we're doing it in small groups, then it should also be happening in our whole group work too. The student directs yesterday's line leader to choose a new one for today and we're off! So, while modification isn't always easy to choose, new routines can be surprisingly rewarding.

More on Calendar Time

Using Calendar Binders
Calendar Materials

Read how I began to use Calendar Binders later in the year to grow upon these skills!
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- Leslie