This week we read a chapter book to JK, called “Zoom the Cat,” by Tim Wynne-Gunn. It may be out of print, but teachers have had a copy for decades and like to read it to JK kids when they’re ready. With more text and less pictures, a chapter book can challenge kids to maintain attention and track the story in a different way. Zoom is exciting and suspenseful, with rich, complex language and with stories taking place in settings like the North Pole and Egypt. We read one story each day, and after we finished all three stories in the trilogy, a child asked where Zoom would go next. We invited everyone to think of Zoom’s next adventure, and wrote their ideas in their journals during table time.
If you’re interested in hunting up a copy to read at home, here’s a link to one source. You may be able to find the trilogy in one book, or the three separate books: Zoom at Sea; Zoom Away; and Zoom Upstream.
https://www.thriftbooks.com/series/zoom-trilogy/75209/
Lately music has been on our minds, and in our hands and in our feet! Recently we brought out some percussion instruments: tambourines, various types of shakers and maracas, a rain stick, a cabasa, circular xylophones, ridged wood blocks, thumb pianos.
In JK, this happened after a child who had been bringing his own harmonica was invited to play a bit for us at a grouptime. A teacher had brought a harmonica, too, and surprised kids that day with a simple tune. We talked about whether it was the ABC song, or the Twinkle song, and spent a few rounds listening and singing and noticing that they’re the same tune, and could be sung either way. We talked a little about how blowing different holes could produce different sounds and that we could play songs by following the notes she pulled up on her phone. When kids asked to try, we let them know that harmonicas weren’t ok to share but that we could bring out instruments another day. The child with the harmonica said he didn’t know how to play that song, so we told kids that musicians sometimes try to play the same song together, but sometimes they have a “jam session,” when they listen to the sounds that the other musicians are playing, and add their own sounds. JK was game to try a jam session that day. As the harmonica players played their own tunes, kids used their bodies to play along. Some were making up beats with their mouths. Some were playing pretend instruments, some were clapping, snapping fingers or drumming on their legs or the floor. Bodies started to move, and the beat went on for a few minutes. It was a real hoot!
The next day, kids were playing instruments and one asked about walking around with them. A teacher put on some music and almost everyone joined in, playing and marching around the room. Now we’ve had several marching bands, with varying members. They’re usually announced by a child during play time and many JK kids like to pick out an instrument and follow along, snaking through the playhouse and past the tables where kids who are busy playing or drawing get the chance to watch and listen.
We’ve also had some Dance Sessions at group time. Recently a teacher shared a new song she’d heard on the way to school, and invited kids to get up and dance during grouptime. “I Feel Like Dancing,” by Jason Mraz inspired all kinds of moves, as kids grooved to the sound and even followed some suggestions in the lyrics. Another day, kids voted between dancing again to that song, or trying a new one, and we had a chance to dance to a song called, “Sunshine” by One Republic. Now we’ve used those songs for a transition song the last few days, to offer kids their own turn to dance on the way to washing hands.
We’ve begun using a speaker in the gym to play some music for our end of gym transition as well. Sometimes it’s quiet music, and we do some yoga poses together. Other times, we stand up and try action songs, like “Che Che Kule” (the Susan Salidor version) or “Silly Little Ostrich,” by Bill Hooper.
We hope you all find some opportunities at home to put on those dancing shoes and shake a leg!
Best,
Anita Chris Sarah