“Welcome to your new week! I say as kindergartners walk in Monday morning.
“Our morning work is what we usually do Friday afternoon before we go home. Our morning work this morning is “Friday afternoon work!” I announce with a smile.
I direct their attention to the empty number 6 hanging by the calendar.
“You know what we’re doing…”
The students respond, “Making ways to show 6!”
One future teacher even adds, “It will help us learn 6 when we have to do ‘All About 6.’” (“That’s the plan!” I think to myself, and hope that all goes well. This is exciting stuff!
The students are getting this routine “down.” I just love when the many and varied “new things” I implement each year go well. (It doesn’t always happen, I have to admit!) But this is a moment that brings a smile to my face, and before I start the weekly conversations with individuals and small groups about tally marks or the specific location of dots on a 6 number cube, I enjoy the routine that we’ve created… even on a non-routine day.
As usual, while the students are working away, I’m circulating away, getting the students to talk as much as possible about what they’re working on. While this is good practice in general, it’s especially important with concept development, and I’m finding that it’s “routine enough” that even students who usually need extra support feel very confident as they work on their 6’s.
“Okay, so are you ready to help yourselves learn this week?” I ask. “You are doing the important work to may your number work get really easy!”
We talk about the pumpkins and how we’re making a pumpkin patch on our 6, and I resist the (very cute) suggestion to put vines in between our pumpkins. We talk at length about the extra tally after the set of 5, and I use this as a preview for their work the following day when we do tally marks independently (for the most part!)
“So what do you think?” I ask. “Is your great work this morning going to help us out this week?”
“Yes!” students exclaim. Now that’s my kind of morning work!