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Screen Shot 2020-10-14 at 7.12.05 AM PLC Q1 document linked HERE - Coggle…

- - - - 15 Oct. Observation: We brought out magnifying glasses. Ss were excited to look for germs. Germs were displayed all over. We put them even inside the toilet seat and saw Ss were not willing to use the toilet. Fun game. Understanding the concept of physical actions to care for well-being. Reminding each other of sneezing in elbows.
- - - - 15 Oct. Observation: PE - Ninja course was engaging; the kids loved it. Ss showing lots of courage. Still not as much engagement down in this space but they seem more engaged in the old EY5 area. Analysis: Our space isn't as open or engaging. Eventually this new playground will be accessible.
        
        15 Oct. Response: LJ looking into how we might have Ryan and movement embedded into the day every day.
    - - You could use the language blueprint with the water table
    - - 22 Oct. Observation: Even in small groups some children do not talk. Children often leaving small group space as well. These smaller groups are only during inquiry time.
        
        22 Oct. Response around concepts growth and change: Gardening, caterpillars, compost, caterpillars, Russian stacking dolls, adult & baby photos, Possibly look at things that can grow more instantaneously: water beads, sprouting beans, mold on bread, chia seeds, maggots in old food; Put up videos as students enter (or other times during the day) that have loops of different growth & change videos; Put out different materials like soil and seeds and let them play with it -- have a play garden and a real garden; Focus on vocabulary: big, small,
        
        22 Oct. Children Literature on Growth & Change: Rosie's Walk, dramatic play with books, use scarves for growth, early reader books about big and little,
        
        22 Oct. Observation: Today was the first time that we noticed interest and sustained attention from the class when we put up photos of THEM engaging in experiences. They connected with this and started talking. How could we embed this into our routine and day? Response: Create "slideshows" (or scroll through photos) to open and close the day.
        
        22 Oct. Observations: Many children do not do things independently and their families do not let children do much at home. Seeing this translate into school through children not being able yet to put on shoes, sustain attention, curiosity. Response: Address this during conferences. Offer a parent and caregiver session -- give info. regarding the session during the conferences.
  - - - 15 Oct. Response: Read the "I Can" book. Take photos of Ss independently doing thing (i.e. putting on shoes). Display the photos to inspire this in others. Ask Nina (Speech & Lang.) will help provide ideas. Use the Gold Continuum to see where our children currently are developmentally - check in three times a year. Work on getting continuum printed.
        
        Perhaps you can play a game called "I can" (just making this name up) in a circle time - Kind of like Simon Says, but with you leading "I can jump", everyone jumps, "I can sit" everyone sits, "I can clap" etc then you could ask them "What can you do?" and pick a volunteer. Maybe Halina says "Jump", repeat and expand "I can jump" and everyone jumps.