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English Language Arts Kindergarten
Writing Standard 2
In this activity students identify the different relationships that can be found in a community and create a class Community ABC Book.
One per group:
One per student:
The enduring understanding for Standard II is for students to be able to discuss, What is the relationship? In this activity students identify the different relationships that can be found in a community. Therefore, students need to understand the meaning of the word community. Community may be defined by the place we live and the people living or working together in that same area. There can be many different kinds of communities such as a family community, neighborhood community, school community, workplace community, church/religious community, and city community. Students should understand they are a part of these different communities and they receive strength, or help, from members of a given community. For example: police officers help us keep our city safe; custodians help us keep our schools clean; teachers help us learn to read, etc. In turn, students need to recognize they can make positive contributions to their community by the choices they make. For example: a child may choose to follow the school rules; a child may choose to throw away their trash when they are at the park; a child may choose to visit an elderly neighbor who is lonely, etc.
1. Demonstrate a positive learning attitude.
2. Develop social skills and ethical responsibility.
5. Understand and use basic concepts and skills.
6. Communicate clearly in oral, artistic, written, and nonverbal form.
Invitation to Learn
Ask the class, What is a community? Give me as many examples as you can of the different kinds of communities you know. Encourage students to generate the ideas given in the background information (e.g., they are a part of a family community or school community). Create a simple definition of community as a class to use throughout this thematic study. For example, A community is the place where we live. This definition may be modified as the students progress in their understanding of the concept of community. Continue the discussion by asking, How do the people, places, or things in a community help you? What are some ways that you can help your community? For the next few days our class will be exploring our community. By the end of our study we will be able to answer these questions in many different ways.
Field Trip Photography
When you go on a field trip, take a disposable camera. Allow each student to take one photograph of something that is of special interest to him/her. As each child takes his/her photograph, list the childs name and a description of the picture s/he took on a piece of paper. This will make it easier to give the correct photograph to the person who took the picture. After the film is developed, mount the picture at the top of the paper. At the bottom of the paper, provide space for the student to write about his/her photograph. Give students time to show their photographs and read their captions to each other. This makes a great bulletin board display and is a good record of a field trip for a students portfolio.
After the class ABC Community book is completed ask the child to look through the book and choose two or three pages that show aspects of the community that are important to him/her. Have the student verbally explain how or why these people, places, or things help the community. Ask the child to explain if s/he has had any personal connections to the items s/he selected. The student should be able to express in complete sentences a clear description of how or why the items s/he has chosen are important to the community.
The student may say something like, “My mom takes me to the park in our city. I like to play on the playground.” or “I have seen the police officer drive by my house. He keeps our city safe.” The teacher may record the child’s response and place it in the child’s progress file.