Children and the Curriculum: The Kindergarten Program

Multi-grade Classrooms

It is sometimes necessary for Kindergarten and Grade 1, Kindergarten to Grade 2 or other combinations of children to be taught by the same teacher. More time is required for preparing and organizing, but it is possible to offer an activity-centred program with suitable learning activities for all children.

In a multi-grade classroom, cooperation is essential. Older children become tutors of their younger peers. This reinforces their knowledge, and skills and bolsters their self-confidence.

Small, multi-aged cooperative groups, with each child having a role, are commonplace. The children soon become independent, responsible learners, thus allowing the teacher to circulate and meet with small groups and individuals. In collaboration, children can write, illustrate and read stories. They can record and graph observations, produce plays, and create poems and songs.

It is often effective for teachers to introduce a concept to the entire class with a discussion that includes asking differentiated questions of the different grades. Then, following the discussion a special learning centre related to the concept and including appropriate activities for the varying grade levels could be available.

Teachers have found that clearly defined rules and routines are necessary and that subject-integrated, open-ended activities work best in multi-grade situations.

Desks are not needed, but tables, chairs and adequate space for personal belongings should be available, along with quiet areas for reading and writing. Activity centres must be equipped with a wide variety of materials, from simple to complex, in order to engage all the children meaningfully.

Teaching in a multi-grade classroom is indeed a challenge, but teachers often come to appreciate the family atmosphere and the opportunity to watch children grow over an extended period of time. As in all classrooms, it is most important that the teacher remembers to trust students and expect them to learn.

A sample of a full-day Kindergarten/Grade 1 day plan follows.

"My Friend and I Are Sharing Popcorn" by Peter

Full Day Kindergarten/Grade 1--May

9:00 a.m.		Greeting Time
9:05 a.m.		Meeting Time "O Canada" Weather Song/Good Morning Song Attendance--answer with a word that rhymes with name Measure plant class has been nurturing. Record height on graph.
9:15 a.m.		Gym Centres--scoops, balls, scooters
9:45 a.m.		Story Time Read Make Way for Ducklings by Robert McCloskey(to follow-up field trip to park yesterday). Ask questions such as, "Do you think ducks really name their ducklings?", "Do most cars look like this today", "Do you think it's safe to feed ducks peanuts?", "How can we find out?"
10:00 a.m.		Response to Literature Fingerpaint on tables using various colours of pudding. Encourage emergent writing and drawing about the story.
10:20 a.m.		Clean up (Children are responsible.)
10:30 a.m.		Recess
10:45 a.m.		Floating/Sinking Project Discuss floating/sinking in large group Grade 1s are paired with Kindergarten students to experiment with a variety of articles in a bucket filled with water. They record results on a chart they create. Encourage students to consider why some objects sink and others float. Have measuring devices available (e.g., scales, rulers).
11:35 a.m.		Clean Up (Children are responsible)
11:45 a.m.		Lunch
12:45 p.m.		Centres Add: to small-sized manipulative centre--duck puzzle to exploration centre--matching birds to environment cards to creative problem solving centre--feathers, rocks, seeds, etc. collected on field trip to quiet-time relaxation centre--stories about birds
1:45 p.m.		Clean Up (Children are responsible)
1:55 p.m.		Reading Buddies Students are paired with a class of Grade 4s, who read them short stories. While still inpairs, students respond to the experience in their own journals.
2:20 p.m.		Clean Up (Children are Responsible)
2:30 p.m.		Recess
2:45 p.m.		Music/Movement "Six Little Ducks". Vary by starting with tn and working down to two little ducks. Have flannel cut-outs to illustrate. Children can move like ducks and take turns leading others around room. For gender equity, vary "she/he" in the song. Read words from experience chart. "Rubber Ducky". Discuss favourrite water toys and write names of them on cards. Read sog from experience chart and substitute chidren's favurites for "ducky".
3:15 p.m.		Sharing Time Share with group neat experiences, questions, etc.
3:25 p.m.		Goodbye Song Check mailboxes
3:30 p.m.		Home

"I Like to Pretend I'm a Bunny" by Kimberly