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Date: October 16th, 2016
Submitted by: Jamie
VanHuizen
Submitted to: Cheryl
Herder
EDUC 88 Section 01
Heading and description of that frame and the learning
encompassed in that frame taken directly from the Kindergarten
Program document. Include pg. #.

Belonging and Contributing (Kindergarten Program pg. 14)

Description: This frame encompasses childrens learning and development
with respect to:
Their sense of connectedness to others;
Their relationships 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 frame also relates to the childs early
development of the attributes and attitudes that inform citizenship, through
his or her sense of personal connectedness to various communities.

Find an experience or activity found on Pinterest (that will be

pinned to the Fleming ECE Pinterest board at a later date) It must
directly relate to that frame.
Pinterest url: https://www.pinterest.com/pin/342625484132153903/

Instructions:
1. Students are given different coloured pieces of construction paper to
begin this task. They will be provided with a stencil of a flower petal
 and will be asked to cut themselves between 5 and 10 flower petals.
Assistance will be available for children because each childs ability to
use scissors will vary.
2. Students will then cut out their flower petals and the middle
(circle) of their flowers. And will be provided with markers/writing
utensils.
3. Once students are finished cutting out their flower petals they
will asked to write something about themselves on each petal.
For example: I like apples, or I like to watch tv. They will write
one fact per petal.
4. Its time to put our flowers together. Glue will be provided and the
students will glue their flowers together including however many petals
that they wrote on.
5. Write the students name in the centre of the flower and lay the flowers
out to dry.
6. The flowers could be kept up all year as a reminder of how
beautiful the classroom community is together but how unique
each person is.

Include links to learning expectations for that frame (students must

include the overall expectation and a minimum of 2 specific
expectations for that frame). Include pg. #s. Explain how it
connects to the frame heading

Belonging and Contributing Links to Expectations

Overall Expectation (Kindergarten Program Pg. 135)
25. As children progress through the Kindergarten program, they: demonstrate a
sense of identity and a positive self-image

Specific Expectations (Kindergarten Program Pg. 136)

25.1 Recognize personal interests, strengths, and accomplishments
25.2 Identify and talk about their own interests and preferences
Explanation
From each student creating an individual, personalized flower in our class
garden, students will get the idea that each and every one of us are unique,
and together we create a unique flower garden. Students will see that they
each bring something different to our classroom, while helping to make our
classroom a community. They all represent a single class of the larger school
community and they all represent a family in that school community.
Include links to learning expectations for another frame that
interconnects (as well as the overall expectation and a minimum of
2 specific expectations for the interconnecting frame that fits)
Include pg. #s. Explain how it connects to the frame heading.

Self-Regulation and Well-Being (Kindergarten Program Pg. 157)

Overall Expectations:
1. As children progress through the Kindergarten program, they:
communicate with others in a variety of ways, for a variety of purposes, and
in a variety of contexts
Specific Expectations: (Kindergarten Program Pg. 158)
1.8 Ask questions for a variety of purposes (e.g., for direction, for assistance, to
innovate on an idea, to obtain information, for clarification, for help in
understanding something, out of curiosity about something, to make meaning of a
new situation) and in different contexts

Explanation
During this task children may need assistance, or clarification so they will be asking
questions. They may be asking to direction, or they may require help writing or
cutting out the flower petals.
Heading and description of that frame and the learning
encompassed in that frame taken directly from the Kindergarten
Program document. Include pg. #.

Self-Regulation and Well-Being (Kindergarten Program pg. 15)

Description: This frame encompasses childrens learning and development
with respect to:
Their own thinking and feelings, and their recognition of and respect for
differences in the 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.

Find an experience or activity found on Pinterest (that will be

pinned to the Fleming ECE Pinterest board at a later date) It must
directly relate to that frame.

The Zones of Regulation

Pinterest url: https://www.pinterest.com/pin/70439181652223233/
Instructions:

1. Teacher will create copies of the zone of regulation bingo cards to

provide for the children.
2. When students are introduced to emotions, and being
understanding their own self-regulation they can also be
introduced to zone of regulations bingo.
3. Students will each be given a bingo card and chips.
4. Teacher will have a spinner and will call out different emotions.
5. Students will need to recognize each emotion and put a chip on
whatever emotion is called out.
6. Teacher may also demonstrate, or ask children to demonstrate
each emotion.

Include links to learning expectations for that frame (students must

include the overall expectation and a minimum of 2 specific
expectations for that frame). Include pg. #s. Explain how it
connects to the frame heading
Self-Regulation and Well-Being Links to Expectations
Overall Expectation (Kindergarten Program Pg. 154)
1. As children progress through the Kindergarten program, they:
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)
1.3 Use and interpret gestures, tone of voice, and other non-verbal means to
communicate and respond (e.g., respond to non-verbal cues from the
educator; vary tone of voice when dramatizing; name feelings and recognize
how someone else might be feeling)
1.6 Use language (verbal and non-verbal communication) to communicate
their thinking, to reflect, and to solve problems
1.8 Ask questions for a variety of purposes (e.g., for direction, for assistance,
to innovate on an idea, to obtain information, for clarification, for help in
understanding something, out of curiosity about something, to make
meaning of a new situation) and in different contexts
Explanation
In this activity children will need to recognize different emotions that in turn
will help them with self-regulation. This experience refers to the self-
regulation and well-being section of the 4-Frames because they will be using
the experience to communicate thinking and understand different emotions
and feelings.

Include links to learning expectations for another frame that

interconnects (as well as the overall expectation and a minimum of
2 specific expectations for the interconnecting frame that fits)
Include pg. #s. Explain how it connects to the frame heading.
Problem Solving and Innovating.
Overall Expectation (Kindergarten Program pg. 256)
1. As children progress through the Kindergarten program, they: communicate with
others in a variety of ways, for a variety of purposes, and in a variety of contexts

Specific Expectations (Kindergarten Program pg. 256-259)

1.2 Listen and respond to others, both verbally and non-verbally (e.g., using
the arts, using signs, using gestures and body language), for a variety of
purposes (e.g., to exchange ideas, express feelings, offer opinions) and in a
variety of contexts (e.g., after read-alouds and shared reading or writing
experiences; while solving a class math problem; in imaginary or exploratory
play; in the learning areas; while engaged in games and outdoor play; while
making scientific observations of plants and animals outdoors)
1.4 Sustain interactions in different contexts (e.g., with materials, with other
children, with adults)
1.5 Use language (verbal and non-verbal communication) in various contexts
to connect new experiences with what they already know (e.g., contribute
ideas during shared or interactive writing; contribute to conversations in
learning areas; respond to educator prompts)
Explanation:
Understanding self-regulation and well-being involves communication, both
verbal and non-verbal. Children explore emotions through themselves as well
as interactions in different contexts, i.e. materials, other children, and adults,
therefore exploring problem solving and innovating. During this experience
children will need to problem solve to recognize and understand the different
emotions on the bingo board if they are unaware of some of the emotions.

Heading and description of that frame and the learning

encompassed in that frame taken directly from the Kindergarten
Program document. Include pg. #.

Problem Solving and Innovating (Kindergarten Program pg. 15)

Description: 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, with 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.
 What children learn in connection with all four frames lays the foundation for
developing traits and attitudes they will need to become active, contributing,
responsible citizens and healthy, engaged individuals who take responsibility
for their own and others well-being.

Find an experience or activity found on Pinterest (that will be

pinned to the Fleming ECE Pinterest board at a later date) It must
directly relate to that frame.

Colour Block Puzzle

Pinterest url:

https://www.pinterest.com/pin/352477108318880581/

Instructions:
1. Choose different colored pieces of craft foam (red, orange, yellow,
green, blue, purple, and black) and corresponding colors of blocks.
2. Set up the blocks in various shapes on the color they match
3. Trace the shapes with a permanent marker
4. Then set out all the craft foam sheets and mix up the blocks
5. Students can then match the blocks to the corresponding colors, and
use those blocks to recreate the shape puzzles on the sheets
Include links to learning expectations for that frame (students must
include the overall expectation and a minimum of 2 specific
expectations for that frame). Include pg. #s. Explain how it
connects to the frame heading
Problem Solving and Innovation Links to Expectations
Overall Expectation (Kindergarten Program Pg. 255)
1. As children progress through the Kindergarten program, they: communicate with
others in a variety of ways, for a variety of purposes, and in a variety of contexts

Specific Expectations (Kindergarten Program Pg. 255-259)

1.2 Listen and respond to others, both verbally and non-verbally (e.g., using
the arts, using signs, using gestures and body language), for a variety of
purposes (e.g., to exchange ideas, express feelings, offer opinions) and in a
variety of contexts (e.g., after read-alouds and shared reading or writing
experiences; while solving a class math problem; in imaginary or exploratory
play; in the learning areas; while engaged in games and outdoor play; while
making scientific observations of plants and animals outdoors)
1.4 Sustain interactions in different contexts (e.g., with materials, with other
children, with adults)
1.5 Use language (verbal and non-verbal communication) in various contexts
to connect new experiences with what they already know (e.g., contribute
ideas during shared or interactive writing; contribute to conversations in
learning areas; respond to educator prompts)
Explanation

During the process of creating the colour block puzzle, students will have to
problem solve in order to get the correct shapes in the correct spaces. This
activity relates to problem solving because in order to get the right shapes in
the right spaces the will need to trouble shoot and critically think. Trial and
error may also be necessary for children during this experience. They will
need to focus and use their critical thinking skills.
Include links to learning expectations for another frame that
interconnects (as well as the overall expectation and a minimum of
2 specific expectations for the interconnecting frame that fits)
Include pg. #s. Explain how it connects to the frame heading.
Demonstrating Literacy and Mathematics Behaviours.
Overall Expectation (Kindergarten Program pg. 229)
17. Describe, sort, classify, build, and compare two-dimensional shapes and
three-dimensional figures, and describe the location and movement of
objects through investigation
Specific Expectations (Kindergarten Program pg. 230-234)
17.1 explore, sort, and compare the attributes (e.g., reflective symmetry)
and the properties (e.g., number of faces) of traditional and non-traditional
two-dimensional shapes and three-dimensional figures (e.g., when sorting
and comparing a variety of triangles: notice similarities in number of sides,
differences in side lengths, sizes of angles, sizes of the triangles themselves;
see smaller triangles in a larger triangle)
17.2 communicate an understanding of basic spatial relationships (e/g/, use
terms such as above/below, in/out, forward/backward- use
visualization, perspective, and movements [flips/reflections,
slides/translations, and turns/rotations]) in their conversations and play, in
their predictions and visualizations, and during transitions and routines
Explanation:
As the students work on the colour block puzzle they will have an
opportunity to compare and sort the attributes of the blocks. They will need
to use spatial relations to fit the different sized blocks into the different sized
shapes.

Heading and description of that frame and the learning

encompassed in that frame taken directly from the Kindergarten
Program document. Include pg. #.

Demonstrating Literacy and Mathematics Behaviours

(Kindergarten Program pg. 15)
Description: 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 a 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 pattern 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 learning and a developing love of learning,
which can instil the habit of learning for 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 Words!
Pinterest URL: https://www.pinterest.com/pin/354377064413171261/

Instructions:
 1. Prepare a page of sight words and provide a plastic letters
2. Provide each children with plastic letters
3. Explain the task to the students: they are to use the plastic letters to
spell the sight words on the paper
4. Explain to the students that assistance is available if needed

Include links to learning expectations for that frame (students must

include the overall expectation and a minimum of 2 specific
expectations for that frame). Include pg. #s. Explain how it
connects to the frame heading
Demonstrating Literacy and Mathematics Behaviours Links to
Expectations
Overall Expectation (Kindergarten Program Pg. 182)
1 As children progress through the Kindergarten program, they:
communicate with others in a variety of ways, for a variety of purposes, and
in a variety of contexts
Specific Expectations (Kindergarten Program Pg. 182-190)
1.4 sustain interactions in different contexts (e.g., with materials, with other
children, with adults)
1.7 use specialized vocabulary for a variety of purposes (e.g., terms for things they
are building or equipment they are using)

Overall Expectation (Kindergarten Program Pg. 195)

9 As children progress through the Kindergarten program, they: demonstrate
literacy behaviours that enable beginning readers to make sense of a variety of
texts

Specific Expectations (Kindergarten Program Pg. 195)

9.1 use reading behaviours to make sense of familiar and unfamiliar texts in print
(e.g., use pictures; use knowledge of oral language structures, of a few high-
frequency words, and/or of sound-symbol relationships)

Explanation
In this experience the students will be able to practice their literacy skills. Between
ages 4-5 children work on developing and learning pre-reading skills in
kindergarten, such as
Substitute words in rhyming patterns
Write some letters
Pronounce simple words
Develop vocabulary
(Annie Stuart, 2016). This is a good experience for children because they are being
introduced to simple words, and able to use the letters to form familiar, common
words.

Include links to learning expectations for another frame that

interconnects (as well as the overall expectation and a minimum of
2 specific expectations for the interconnecting frame that fits)
Include pg. #s. Explain how it connects to the frame heading.
Problem Solving and Innovating.
Overall Expectation (Kindergarten Program pg. 274)
10 As children progress through the Kindergarten program, they: demonstrate
literacy behaviours that enable beginning writers to communicate with others

Specific Expectations (Kindergarten Program pg. 230-234)

10.1 demonstrate an interest in writing (e.g., choose a variety of writing materials,
such as adhesive notes, labels, envelopes, coloured paper, markers, crayons,
pencils) and choose to write in a variety of contexts (e.g., draw or record ideas in
learning areas)

10.2 demonstrate an awareness that text can convey ideas or messages (e.g., ask
the educator to write out new words for them)

10.3 write simple messages (e.g., a grocery list on unlined paper, a greeting card
made on a computer, labels for a block or sand construction), using a combination
of pictures, symbols, knowledge of the correspondence between letters and sounds
(phonics), and familiar words

10.4 use classroom resources to support their writing (e.g., a classroom word wall
that is made up of childrens names, words from simple patterned texts, and words
used repeatedly in shared or interactive writing experiences; signs or charts in the
classroom; picture dictionaries; alphabet cards; books)

10.5 experiment with a variety of simple writing forms for different purposes and in
a variety of contexts

Explanation:
Math and literacy skills often involve problem solving and innovating. During this
experience children will have to use their problem solving and innovation skills to
complete the literacy task. At the kindergarten age children being to develop
literacy skills and are being taught to write small words. They will begin to use
simple words to create messages so this experience is beneficial for the children in
regards to recognizing the look of letters, and spelling small words.
References:

Pinterest url Activity 1: https://www.pinterest.com/pin/342625484132153903/

Pinterest url Activity 2: https://www.pinterest.com/pin/70439181652223233/
Pinterest url Activity 3: https://www.pinterest.com/pin/352477108318880581/
Pinterest url Activity 4: https://www.pinterest.com/pin/354377064413171261/

Stuart, A. (n.d.). When Should Kids Learn to Read, Write, and Do Math?
Retrieved October 14, 2016, from
http://www.webmd.com/parenting/features/when-should-kids-learn-read-
write-math#1

The Kindergarten Program (2016) Ministry of Education www.edu.gov.on.ca,

Queens Printer Press

Image retrieved from: The Kindergarten Program (2016) Ministry of

Education www.edu.gov.on.ca, Queens Printer Press