message from me educator's guide updated · message from me educator’s guide 4 part 1....

MessagefromMeEducator’sGuide

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MessagefromMeismadepossiblebythegraciousfundingfromPNCGrowUpGreat


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WelcometoMessagefromMeTheEducator’sGuideisdesignedtosupportyourdailyroutines,learningexperiences,andinteractionswithchildrenwhenimplementingMessagefromMe.ThisguideservesasastartingpointforyourMessagefromMejourney…thepossibilitiesareendless!TheEducator’sGuideincludes:

• ClassroomManagementTips:Ideasfor“gettingstarted”withMessagefromMe,includingsimple,easywaystoimplementintoyourcurriculumandeducationalsetting.

• ActivityIdeas:Designedbyeducatorsinthefield,andadaptabletomeettheuniqueneedsofyourchildren,families,andeducationalsetting.

• EducatorPromptsandFamilyPromptstoguideimplementationandenhancecommunicationbetweenthechildandrecipienttobridgethehome-schoolconnection.Tipstosupportduallanguagelearnersandculturallyandlinguisticallydiversefamiliesisalsoincluded.


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TableofContentsPart1.ClassroomIntegrationofMFM Page4 TheEducator’sRole

TimeManagement PhotoGuidelinesPart2.ClassroomApproachesforMFMUse Page6

GroupMessagesLearningCentersClassroomJobs

Part3.BeforeyouBegin:SettingtheStageforEffectiveMFMUse Page7 ClassroomInstruction

EnhancingCommunicationPart4.ActivityIdeasforUsingMFMPage9


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Part1.ClassroomIntegrationofMFMTheEducator’sRoleasaMediaMentorAseducators,weplayacriticalroleinthelivesofchildrenandfamiliestosupporttheevaluation,selection,andintegrationofdigitaltechnologies.Digitaltechnologiescanplayaninnovativeandpowerfulroleinthelearningprocess,andchildrenandfamiliesneedourguidanceandexpertiseinchilddevelopmenttonavigatebestpractices.Bybuildingcollaborativerelationshipswithfamiliesasmediamentors,wecanencouragebalanced,healthymediahabitsthatenrichdigitalexperiencesforallchildren.10TipsforUsingTechnologyandInteractiveMediawithYoungChildrenasMediaMentors

1. Rememberthatrelationshipsmattermost-Usingtechnologywithyoungchildrenbeginswithlowtech,high-touchopportunitiesforinteractions,sharedexperiences,discoveries,andjoint-engagementwithmedia.

2. Integratetechnologyuseintosocialandemotionallearning-Technologyshouldbeusedinwaysthatsupportculturalandlinguisticabilities,positivesocialinteractions,mindfulness,creativity,andasenseofinitiative.

3. Usetechnologyasatool-Technologyisonemoreimportanttoolyoucanputinchildren’slittlehandsforexploring,learning,andcreating:itisnotmoreorlessimportantthatothertoolschildrenusetolearnintheearlyyears.

4. Trustyourinstincts-Focuslessonhowmanyminutesachildengageswithscreenmediaandmoreonthequalityofthecontent,thecontextforusingmedia,andthelevelofengagement.

5. Empowerchildrentousetechnologyasatoolfor21stcenturylearning-Selecttechnologythatencouragesinquiry,exploration,discovery,documentation,anddemonstrationofwhattheyknow.

6. Providebeneficialtechnologyexperiences-Offermediaexperiencesthatareengagingandinteractive;includepositiveinteractionswithothers,givethechildcontrol,emphasizeinteractions,languageuse,andrelationships;andinviteco-viewingandjointengagementwithmedia.

7. Makemediausealanguage-richexperience-narrateyourownuseoftechnologyandtalktochildrenaboutwhattheyaredoingwhentheyareusingscreenmedia;askquestions,makecomments,andsuggestwhattheycandoafterthescreeisturnedoff.

8. Helpchildrenprogressfromjustconsumingmediatocreatingit-Whenpairedwiththecuriosityandcreativityofachild,simpletoolslikeadigitalcameracanbecomepowerfulmediacreationtools.

9. Payattentiontoyourowntechnologyuseinfrontofchildren-Childrenlearnmediahabitsandhowandwhentousetechnologybyobservingtheimportantadultsintheirlives.

10. Beamediamentor-Youngchildneedtobesafelyguidedinthedigitalagebytrustedadultrolemodelswhoareactiveandintentionalmediamentors.

Donohue,C.(2017).Familyengagementinthedigitalage:Earlychildhoodeducatorsasmediamentors.

NewYork,NY:Routledge.


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TimeManagementHowoftenshouldweuseMFM?

• Itdependsontheindividualneedsanduniqueabilitiesofyourchildren.Weencourageweeklyusagebyeachchild.Morefrequentusageisacceptableaswell.However,monitortheadministrativewebsitetomakesureallchildrenareusingMFMappropriatelyandequitably.

PhotoGuidelines

SetClassroomPoliciesforPhotographs:• AsyouguidechildrenusingtheMessagefromMesystem,herearesomebasicpoliciesregarding

photographs.Youmayneedtoaddmoretofityourcontext.o Picturesshouldnotbetakenofchildrenwhosefamilieshavenotgivenpermissionforthem

tobephotographed.o Picturesshouldbeofappropriatecontent,e.g.,nobathroomorchangingphotos.o Childrenmaybeuncomfortablehavingtheirphototakenbyanotherchild.Guidechildren

inproperphototakingetiquette;forexample,modelforchildrenbyaskingpermissionbeforetakingsomeone’sphoto.


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Part2.ClassroomApproachesforMFMUseToolforDocumentationandAssessment

• MFMphotosandaudiorecordingscanserveasatooltodocumentchildren’sgrowthanddevelopment.Forlearnerswithdiverseneeds,MFMprovidesauniqueopportunityforeducatorsandfamiliestodocumentandassesschildren’slanguagedevelopment.

GroupMessaging• TheGroupMessagingfeatureandFamilyPromptscanbeusedtosendamessagetoallrecipients

describinganactivityorspecialevent.FamilyPromptsareavailableintheActivityIdeasforMFM.Forexample:

o “Thisweekwillbevisitingthezoo.Askyourchildquestionsaboutthezooanimals;suchas,whatanimalwasyourfavoriteandwhy?”

o Sendareminderbeforetheevent.o Takeaphotoofthestageofyourclassplay,aposterwithdateandtimedetails,special

itemschildrenneedtoremembertobring,oraconversationstartertoencouragechildrenandfamiliestodiscusstheeventbeforeitbeginsinEnglishandSpanish.

o Sharehighlightsduringtheevent.LearningCenter

• MFMcanbeusedasachild-centeredchoiceinwhichMFMisopentoall,atanytime.• TurnTakingChart-Achartlistingallofthechildrencanbehungintheclassroom.Placevelcro

nexttoeachchild’sname.MakeasmallpicturetorepresenttheMFM.ThepictureishungbesidethechildwhohastheMFMturn.Afteradefinedamountoftimeormessagessent,thepicturemovesdowntothenextchildonthelist.

ClassroomJob • OptionsforusingMFMasaclassjob.

o OnechildhastheMFMjobandhastheturntotakethepicturesforthatday,week,etc.o Onechildisresponsibleformakingsureallofthechildrenintheclasshaveaturn(bestfor

olderchildren).o Ifagroupmessageissent,thechildwiththeMFMjobcansendthemessageforthegroup

withadultguidance.


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Part3.BeforeYouBegin:SettingtheStageforEffectiveMFMUseThefollowingactivitiesaredesignedtosupportyouandyourchildrentouseMFM,andshouldbeimplementedintherecommendedsequencebeforethechildrenbeginusingthetechnologytoolroutinely.Reviewingtheseconceptsperiodicallywillhelpstrengthenchildren’sdigitalwellbeing.ClassroomInstructionCommunicatingExperiencewithaPhotographMFMwasintentionallycreatedtoprovideachildanopportunitytosharemeaningfulexperienceswiththeirfamilies.Encouragechildrentocommunicatewiththeirfamiliesintheirhomelanguage.Listedbelowareexamplequestionstoscaffoldtheexperienceforachild.

• Whatwouldyouliketoshare?• Whatdidyoudothatwasnewtoday?• Whatdoyouwantyourfamilytosee/knowaboutyourday/work/project?

FramingaPhotograph PriortointroducingMFM,useacardboardpictureframetoallowchildrento“practice”framingtheirpotentialsubject.UsingaCameraOncechildrenhavebecomecomfortabletakingpretendpictureswiththecardboardframes,allowthemtotakephotographswithadigitalcamera.Youcaneitherprintthepicturesorallowchildrentoviewthemonthecomputer.Talkwiththechildaboutthephotograph.TellingaStoryaboutMyPictureWorkwiththechildrenontellingmeaningfulstorieswithphotos.Usethebook,“OffWeGo”byBeverlyAbramsontopracticestorytellingortakesomephotographsoftheclassandaskthemtotellastoryaboutthepicture.GuidechildastheytellstoriesabouttheirMFMphoto.Encouragechildrentoplanandpracticetheirstorybeforerecording.Continuepracticingstorytellingusingphotographs,wordlessstorybooks,orallowingthechildrentoshareanexperience.KeyVocabularytoIntegrateintoInstruction

GeneralVocabulary

• Aim(thecamera)–topointthecamerawhereyouwanttotakethephoto• Articulate–tospeakclearlyandslowly• Audio-sound• Camera–amachinethattakespictures• Choose–tothinkandthenselect• Communicate–toshareyourideaswithsomeone• Focus–toseeclearly• Level–toholdthecamerastraight• Introduce–totellanotherpersonwhoyouare• Message–whatyouwanttotelltherecipientaboutyourpicture


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• Microphone–atoolthattransmitsorrecordsounds• PowerButton–theonandoffswitch• Recipient–thepersonwhowillgetthemessage• Record–totalkintothemicrophonesothatyoucanhearyourvoicelater• Select–tochoose• Sender–thepersonmakingthemessage• Still–notmoving• Volume–howloudasoundis

DigitalTools

• App-software• iPad-tabletstylecomputer• AmazonKindle–tabletstylecomputer• Android–tabletstylecomputer• Internet–aglobalcomputernetworkthatprovidesavarietyofinformation• iPad-tabletstylecomputer• Microphone–adevicetocapturesounds• Robot–amachinethatisdesignedwithhumanlikeabilities• Tap-touchingthebuttonsontheiPadscreen• WirelessInternet–awaytoconnecttotheinternet

EnhancingCommunicationGeneralEducatorPromptstoDeepentheExperience

• ReportBack–Whenamessageissent,encouragechildrentoreportbacktothegroupthenextdayontheinteractionwiththeirfamilyathome.

o Askguidingquestionssuchas:§ Didyoulookatyourmessage?Whoshowedittoyou?§ Whatdidyoutellthemaboutthephoto?§ Whatdidtheyaskyouaboutthephoto?Doyouhaveanideaforanewmessageto

send?FamilyEngagement

• PreparefamiliesontheuseofMFMintheclassroomandathome.Forculturallyandlinguisticallydiversefamilies,providingMFMresourcesinthechild’shomelanguageisencouraged.

o Generalfamilypromptsthatcouldbeusedoradaptedforanyactivityare:Who?What?Where?When?Why?

Pleasenote:Ideasformorespecificpromptsareincludedintheactivitieslistedbelow.


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Part4.ActivityIdeasforUsingMFMInthissection,youwillfindactivityideasdesignedbyeducatorstosupporteducationalprofessionalsintegratingMFM.Theactivitiesareorganizedbyuniversalearlylearningstandardsandcontentareas;including:

• SocialandEmotionalDevelopment• EnglishLanguageArts• Mathematics• Science• TheArts• HealthandPhysicalDevelopment• ApproachestoLearning

FamilyPromptsarealsoincludedinthedescriptionoftheactivity.WebsitessuchasGoogleTranslatearegreatresourcesfortranslatingFamilyPrompts.WeencourageyoutohavefunandbecreativewithMFM.PleaseshareyourideaswithothersthroughtheMFMFacebookgroup!NOTE:AnyactivityusingMessagefromMewillmeetthefollowingcontentareasandstandards:

SpeakingandListening

ComputerandInformationTechnologyIntegration

Self-AwarenessandSelf-Management:PersistenceandAttentiveness

FamilyEngagement:Supportingfamiliesbyprovidinginformationthatencouragestheirchild’slearninganddevelopment.

*Thefollowingpagescontaindetailedactivityideasgroupedbyuniversalearlylearningstandardsandcontentareas.*


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CONTENTAREA:SOCIALANDEMOTIONALDEVELOPMENT

STANDARD:SELF-CONCEPT

DevelopmentofSelf-Concept• SharingAccomplishments-Whenchildrenapproacheducatorstosharean

accomplishment,thechildrencanrecordtheaccomplishmentandsendittofamilies.Theteachercanalsobepartofthemessagetothefamilies.

• Selfie–Havethechildtakea“selfie”andaskthemtodescribedetailsaboutthemselves;suchas,haircolor,eyecolor,facialfeatures,etc.

o FamilyPrompt–Createaself-portraitathomebasedonthephotosent.Createafamilyself-portraitaswellandcomparewiththechild.

DevelopmentofSelf-ExpressionandSelf-Awareness• PersonalPreferences–Haveeachchildtakeapictureofsomethingtheylikeordonotlike

todemonstrateawarenessofthechild’spreferences.• PersonalIntroductions–MFMcanbeusedtoteachchildrentointroducethemselvesto

others.WhenusingtheMFM,encouragechildrentosay,“Hi____.Thisis_____.Itookapictureof_____.Good-bye.”

• ExpressingFeelings–MFMcanbeusedasawayforchildrentocommunicatetheirfeelingstotheirfamilythroughouttheday.Forexample,encouragechildrenwhoareexperiencingseparationissuestosendamessagetoletfamilyknowhowtheyarefeeling.Forachildwhohaslostatooth,theycanreporttheiremotionsviaamessage.Havethechildanswerthequestion“Ifeel…”asapromptfortheirmessage.

STANDARD:SOCIALRELATIONSHIPS

DevelopmentandDemonstrationofPro-SocialBehaviors• Classrules-Whilelearningaboutclassrules,childrencansendamessageaboutthe“ruleof

theday.”Forexample,iftheruleis“beakindfriend,”childrencansendmessagesofwaystheyseeothersbeingkind.

• ThinkingofYou–Sendahappybirthdaymessagehometoafamilymember.Sendamessagetocheerupateacherorfamilymemberwhoissick.

• Schedule–Duringthetypicaldailyschedule,havephotostakenandsenttofamiliesthatdemonstratethedailyschedulethechildrenfollow.

o FamilyPrompt–Encouragechildrentosharewiththeirfamiliesabouttheirdailyschedule.Askguidingquestions;suchas,whatisyourfavoritepartoftheday?

Cooperation• Reflection–Atcircletime,childrencanuseMFMandtakeaphotoanddescribewhatthey

likedmostthatdayandsharethephotowithhis/herpeers.• PickleProblem-Completea“pickleproblem”whereaproblemthatisaddressedinthe

classroomissolved.Describeanddiscussaproblemorconflictanddifferentsolutions.o FamilyPrompt–Havethefamilymemberaskwhatsolutionwasusedordecidedon

asthebestoption,encouragediscussionofproblemsolvingathomewithadultsandpeers,andmakeathomepickleproblems.


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• ClassJobs-Aseachchildbeginsanewclassjob,photographthechildcompletingthejobandletthechildsendamessagedescribingtheresponsibility.

STANDARD:KNOWLEDGEOFFAMILYANDCOMMUNITY ProgressionofUnderstandingoftheirRoleintheFamilyandCommunity

• GettingtoKnowYou-UseMFMasawayforchildrentolearninformationaboutpeers/adultsandintroducethemtotheirfamily.Childrencanaskaquestionofapeerandsenditasamessage.“ThisisapictureofBobandhelikestoeatCheerios.”

• FamilyNight–Setupaparentnighttoshowfamiliestheclassandtoshareartwork.Priortothismeeting,haveeachchildsendaphotoofafavoriteareatofamiliessaying“Iliketoplayinblocks.Iwanttoshowyoublocks.”

o FamilyPrompt–AtOpenHouseFamilyNighthavefamiliesvisittheareatheirchildsentthemaphotoof.

• Culture-Havechildrensendamessagetofamiliesaboutchildren’sfavoritefamilytraditionsorfood.Thechildren’sfavoriteculturalmealscanbegraphedintheclassroom.

o FamilyPrompt–Familiescansendintherecipefortheirchild’sfavoriteculturalmealtocreateaclassroomcookbook.

• FamilyTraditions–Whenplanningalessonondifferentfamilytraditions,havechildrensendamessagetofamiliesaskingthemiftheywouldliketovolunteertospeaktotheclassaboutfamilytraditions.

o FamilyPrompt–Askfamiliestosharewithchildrenaboutdifferentfamilycustomsandtraditions.

• FavoriteBuilding-Askeachchildtocreateareplicationofabuildingtheyknowintheirtownandsenditasamessage.

• DollHouse–Childrensetupfurnitureinadollhouseandatakepictureoftheroom.Themessagecanincludedetailssuchasthenamesoffurnitureandnameofroom.

o FamilyPrompt–“Tellmewhatyouputinyour_____?Doesthis_____looklikeour_____?Whatfurnitureisthesame/different?”

STANDARD:DISPOSITIONSTOLEARNING IntrinsicMotivationforLearning

• DescribingTime,MakingaPlan-Childrencansendamessageindicatinganactivitytheywanttodointhefuture.Forexample,“TonightIwill/wantto_____.”“Tomorrow,Iwill/wantto______.”“Thisweekend,canwe______?”

o FamilyPrompt-Discussthechild’splan.Ifthemessagesays,“Tomorrow,Iwanttowearmybluestripedshirt,”helpthechildtofindtheshirtandwearit.


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CONTENTAREA:ENGLISHLANGUAGEARTS

STANDARD:SPEAKINGANDLISTENINGAnyactivityusingMessagefromMewillmeetthisstandard.

ExpressiveLanguage• Self-Expression–ChildwilltakeaphotoofthemselvesusingMFManddescribetheiroutfit

andwhytheyliketheiroutfit.o FamilyPrompt–Engageinaconversationaboutdifferenttypesofclothing.

• Storytelling–Childrenwillchooseastorytoretellwiththeoptionofusingpuppets,props,etc.UsingMFMtosendaphotooftheirfavoritestoryandaudiorecordthechildretellingthestory.

o FamilyPrompt-Sendaseparatephotoofquestionsforfamiliestoaskaboutthestorytoextendthelearningathome.

• ShowandTell-Takeaphotoofachildduringshowandtell.Askthechildtoaudiorecordadescriptionofwhattheychosetosharewiththeclass.

o FamilyPrompt–Encouragefamiliestoaskquestionsaboutwhatotherchildrenintheirclassbroughttoshowandtell.

ReceptiveLanguage• ReportBack–Whenamessageissent,havethechildreportbacktothegroupthenext

dayontheinteractionwiththefamilyathome.Ask:Didyoulookatyourmessage?Whoshowedittoyou?Whatdidyoutellthemaboutthephoto?Whatdidtheyaskyouaboutthephoto?Doyouhaveanideaforanewmessagetosend?

o FamilyPrompt-Askfamilymemberstoengagechildintheprocessofsending/receivingthemessage.

• BookReactions–ReadastorysuchasTheGingerbreadMan.Havethechildrenretellthestorywithprops.UseMFMtotakeaphotoofthechildwhenactingoutthestory.Askthechildtoshareamessagewiththeirfamilymembers;suchas,myfavoritepartofthestorywas…orthecharacterswere…

o FamilyPrompt–Encouragefamilymemberstoaskquestionsaboutthestory.Whatstoryareyoureading?Whatwasyourfavoritepartandwhy?Whowerethecharacters?

STANDARD:FOUNDATIONALREADING BookAppreciationandKnowledge

• PartsofaStory–Childrendescribecharacteristicsofthecharactersinthestoryoftheweek.

• FavoriteBookExtension-Afterchildrensendmessagesaboutafavoritebook,encouragethemtosendmessagesaboutafavoritecharacterinthestoryortheplotofthestory.

• RealvsImaginary-Childrensendhome2messages-onethatisfact(real)andonethatisfiction(imaginary).Familieshavetodecidewhichiswhich.Forexample,thefactmessagecouldbe“Ihadabagelforsnack”whilethefictionmessagecouldbe“Apigvisitedusforsnacktoday.”


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• FavoriteBook-Eachchildcantakeapictureofthecoverofafavoritestorytosendhome.

o FamilyPrompt-Encouragefamiliestogotothelibraryandfindthebooktoreadtogether.

o GroupMessagePrompt-Sendhomeapictureofthebooksreadtotheclassduringthecourseoftheday.

• Facts-Asnewtopicsareexplored,childrencansharefactsaboutthetopicwithfamilies.Forexample,ifstudyingtransportation,childrencansharefactsaboutkindsofvehicles.

• BookReactions-Eachchildcansendamessageaboutabookthey/theclassreadtoday.Encouragethechildtosharewhytheylikedordidnotlikethebook.

PrintConcept

• EnvironmentalPrint-Sendphotosofenvironmentalprint(names,productlogos,etc.)throughtheuseofMFM.Thechildrenwillalsoreadtheprintastheaccompanyingaudiofile.

o FamilyPrompt–Assistchildrenindiscoveringmoreenvironmentalprintathomeandencouragethemtofindfamiliarprintandlogos.

• LetterScavengerHunt–Hidelettersaroundtheroom.Eachchildisgivenaspecificlettertofind,photographandsendasamessage.

• PrintedMaterials–Encouragechildrentosendhomepicturesofprintedmaterialsaroundtheclassroom.Forexample,ifyoulabelyourcenters,childrencansendapicturereadingthewordsasthemessage.

o FamilyPrompt-Askyourchildtoreadthewordsinthephotographtoyou.• Names–Haveeachchildidentifythefirstletteroftheirname.Then,askthechildtofind

somethingintheroomthatalsobeginswiththatletter.Documentwithaphotoandoraldescriptionofwhatthechildfound.

o FamilyPrompt–Askquestionsaboutwhatotherobjects,places,orthingsmaystartwiththesameletter.Encouragechildrentobringinitemsthatbeginwiththesameletterthattheirnamesbeginwith.

PhonologicalAwareness• SeeaSound–Askeachchildfindanobjectintheclassroomthatbeginswithacertain

lettersound.• PracticingVerbs–Askchildrentosendaphotoandmatchingmessageusingaverbto

describetheaction.Throwingaball(pretending),jumpingoffthestep,etc.• WordoftheDay-Introducea“WordoftheDay”duringcircletime.Thechildrencould

sendapicturemessageofthewordwiththeobjectitrepresents.Forexample,thewordcouldbe“sink”.Eachchildcouldtakethewordtothesinkandphotographthewordandthesinktogetherwhilereadingthewordsaspartofthemessage.Itcouldalsobeanactionwordsuchas“jumping”andthechildcouldtakeapictureofafriendholdingthewordwhilejumping.

o FamilyPrompt-Havethechildreadthewordinthemessagetoyouandthenfindthatobjectinyourhometoconnectthewordtotheobjectoraction.

• MorningMessage-Encouragechildrentosendhomeaphotographofthemorningmessageandaudioofthemreadingthemessage.


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• Newsongs,rhymesorchants-Whenanewoneistaught,youcouldsendagroupmessageoftheclassrecitingitoreachchildcouldsendtheirownmessage.

STANDARD:WRITING EarlyWriting

• NameWriting–Encouragechildrentowritetheirname.UseMFMtodocumentaccomplishmentsbytakingaphotoofthechild’sworkandsharingthephotowiththeirfamilymembers.

• Mail–Askchildrentocreatemailoralettertosend.UsingMFM,thechildcantakeaphotoofthemail/letterandaudiorecordthechild’sthoughtsastheyarecreatingit.

• Journaling-Childrenwilluseacombinationofdrawingandwritingideasinajournal.Askthechildtotakeaphotooftheirworktosharewiththeirfamilies.

o FamilyPrompt–Whatdidyouchoosetowriteabout?Tellmemoreaboutit.• WritingCenter-Encouragechildrentocreateillustrationsandthendictateastoryaboutit

asthemessage.o Note-Thiscanbeusedasportfoliodocumentation

• FinishtheStory–Havechildrenwriteastoryorjournal.Leavethestoryunfinished.Letthestudentdictatethestorytotheirfamilymemberandendbyasking“Howdoesthestoryend?”

CONTENTAREA:MATHEMATICS

STANDARD:COUNTINGANDCARDINALITY

NumberNames• Countingsongs-Asagroupmessage,singacountingsongtosendtofamiliestoteachthem

thesong.o FamilyPrompt-Practicethesongathome.

CountingtoTelltheNumberofObjects• CountingActivity-Whencountingconcreteobjects,childrencansendamessageshowing

howmanyobjectstheycancountespeciallyifitisanewmilestoneincountingforthatchild.• NumberoftheDay-Sendagroupmessageexplainingthattomorrow’snumberofthedayis

5.Askeachfamilytosendin5ofthesameitems(pennies,Kix,etc.).Agroupmessagecouldbesenttothenshowwhateveryonebrought.

• PickingupFallenSnow–Placecottonballsaroundtheroomandhavegroupsofchildrenusetongsandpickup“snow”tocollectincups.Discuss,count,andchartthesnoweachchildpickedup.

o FamilyPrompt–Placecottonballsaroundoneroominthehouseandusetweezersorkitchentongstopickthemup.Countthequantitytogether.


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STANDARD:OPERATIONSANDALGEBRAICTHINKING ComposingandDecomposingNumbers:AdditionandSubtraction

• Building–Askchildrentobuildatowerwithanumberofblocks.Ifthetowerwaspreviouslybuilt,theycanaddorsubtractblocks.UseMFMtodocumentthebuildingprocessandcapturethechildcountingtheblocksoracompletedphotoofthetower.

o FamilyPrompt-Encouragefamiliestoasktheirchildquestionsaboutthetoweractivitywiththeblockswhileusingterminologysuchassubtract,add,construct.

• ClappingPatterns:Havechildrenclapapatternandsenditasamessage.o FamilyPrompt:Listentothepatterntogether.Havethechildclaptheirpatternand

askyouwhatshouldcomenext.Clapthepatternforyourchildandletthemtellyouifitiscorrect.

STANDARD:MEASUREMENTANDDATA DirectMeasurement

• UnitsofMeasure–Measureitemsintheclassroom.Findsomethingthatis1footor1inch.Sendamessagehomeshowingtheitembeingmeasured.

o FamilyPrompt-Findanitemathomethatisthesamesize.• MeasuringSteps-Usefootstepstomeasurevariousdistancestoplacesinthe

classroom.Eachchildselectsadistancetomeasureathome(i.e.bedtobedroomdoor).Thechildthensendsamessageofhis/herfeetshowinghowtostepwiththetoetouchingtheheelwiththemessage“Ithinkitwilltake___stepstogofrom____to____.”

o FamilyPrompt-Completetheactivityandhelpthechildwritedowntheirfindingstobringtoschool.

• LongJump-Useatapemeasureoryardsticktomeasurehowfareachstudentcanjump.Sendamessageshowingthechild’sfeetnexttothetapemeasureandsayhowfarthestudentcanjump.RepeattheactivitylaterintheyearandcomparejumpingdistancebyreviewingtheoriginalmessageontheMFMwebsite.

o FamilyPrompt-Askfamiliesorsiblingstotrythelongjumpathome.Letthechildcountthenumberoffeetjumped.

• Weight-Useabalancewhileexploringtheweightsofclassroomobjects.Askthechildto

placetwoobjectsinfrontofbalance.Childsendsamessagetoguess/predictwhichobjectwillbeheavier.

o FamilyPrompt–Familyaskschildwhichobjectwasheavier.Talkaboutifguesswascorrectornot.Lookfortwoitemsathomethatyoucanguesswhichwillbeheavierandcompareguesses.


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RepresentingandInterpretingData• WhatDoesn’tBelong?–Childrensortobjectsby:use,category,shape,etc.Oncesorted,add

anotherobjectthatdoesn’tbelongintheset.Takeapictureoftheset.Inmessage,childasksparent,“Whatdoesn’tbelong?”

o FamilyPrompt–Askchild“Howdidyousorttheobjects?Whydoesn’tthe______belong?Youfindsomethingathometoaddtotheset?”

• HeightinWaterBottles–Ask“Howmanywaterbottlestallareyoutoday?”Havethechildrenwritedowntheirpredication.Photographthembeingmeasuredbythewaterbottles.“IthoughtIwas____bottlestall,butIam_____bottlestall.”

• Graphing-Shareclassgraphingactivitieswithfamilymembersbytakingapictureofthechildrenmakingthegraphorofthecompletedgraph.Thechildcanexplainthegraphinthemessage.

o FamilyPrompt-Askyourchildtocountthenumberofeachgrapheditemandexplainittoyou.

• Transportation–Childrencouldgooutsideandseehowmanydifferenttypesoftransportationtheycanfind.Childrencreateachartandcaptureinaphoto.

o FamilyPrompt–Familiescantakechildrenforawalkandaskthemtoidentifythedifferencetypesoftransportation.

STANDARD:GEOMETRY

ShapesandSpatialReasoning• ShapeSearch(orcolor,number,etc.)-Askchildrentofindacertaincolor,shape,ornumberof

objectsandsendthatasamessagetoafamilymember.

CONTENTAREA:SCIENCE

STANDARD:SCIENCEASINQUIRY FoundationalKnowledgeofScientificInquiry

• PhysicalCharacteristics-Childrencansendmessagesdescribingtheirowntraits.“Ihaveblueeyes-whatcolorareyoureyes?”

o FamilyPrompt-Discussothersimilarities.• ChangesatSchool-Whenachangeoccursintheschoolsuchasnewmaterialsorroom

arrangement,childrencansendamessageexplainingthechange.o FamilyPrompt-Talkaboutthechangeatschool.Extendtheconversationby

discussinganychangesinthehome.• ClassExperiments-Havechildrenrecordmessagesofscientificexplorationsandfindingsin

theclassroom.• Planting–Discussthetypesofplantsandvegetablestheclasswouldliketoplantintheclass

garden.Sendagroupmessagetofamiliesaskingtheirpredictionsaboutwhatwillbegrown.o FamilyPrompt–Askaboutwhatwillbeplantedinthegarden.Theymayalso

possiblyplantasmallgardenorplant.


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• DinosaurPuppetShow–Childrencansendpicturesofdinosaurplaytofamilies.o FamilyPrompt–Encouragefamiliestosendinbooksandpicturesofdinosaurs.

PossiblyatriporvirtualfieldtriptoaMuseumofNaturalHistory:talkspecificallyaboutwhichdinosaursyoulearnedabout.

UtilizationofInquiry

• Growing-Whenplantingseeds,havechildrendocumenteachphaseoftheprocess-planting,sprouting,growth,blooming,etc.Thiscanbeextendedtodevelopingtadpoles,hatchingeggs,andtransformingcaterpillars.

• Patterns-Askchildrentofindapatternintheclassroomsuchasstripesorspotsandsendamessageexplainingthepattern.

o FamilyPrompt-Findasimilarpatternathome.• Collections-Aftercreatingacollectionofmaterials,childrencansendamessagedescribing

theircollection.o FamilyPrompt-Whatdidyoucollect?Whydidyouchoosetheseobjects?

• SortingClassifiedCollections-Aftersortingthecollection,childrencansendamessagedescribingtheirsortingrule.

o FamilyPrompt-Havethechildexplaintheruleusedforsorting.Seeifyoucanfindanyobjectsthatwouldfitthecriteria.Makecollectionsandsortthemathome.

• ChangesinMatter-Sendagroupmessageatthebeginningofanexperimentandagainattheend.Forexample,ifshakingcreamintobutter,agroupmessagecanbesentwhenthecreamisputinthejar,whilethechildrenareshakingthecontainer,whenthebutterismade,andwhenthechildrenaretastingthebutter.(Thisactivitycanalsobedonewithmaterialsthatmeltsuchasiceorwax,mixingpaint,dissolvingsugarorsalt,etc.)

o FamilyPrompt-Askthechildtodescribethebuttermakingprocessdepictedinthemessages.Trytheactivityathome.

• SeasonalClothing-Havechildrensortintogroupsofwhoworeglovesvs.mittens,shortsvs.pants,etc.Sendagroupmessageshowingthesortedgroupsanddescribinghowmanychildrenareineachgroup.

o FamilyPrompt-Discusswhyyouwouldchoosetowearthoseclothesbasedonweatherconditions.

• LoosePartsPlay–Userecyclableobjectsinacreativemannertobuildnewthingsoutofmaterialsthatwouldotherwisebethrownaway.Takepicturesofthenewcreationstosharewithfamilies.Talkabouttheimportanceoftakingcareofourearthandrecycling/reusingitemstoreduceamountofgarbage.

o FamilyPrompt–Encouragefamiliestosendinitemstoaddtoour“loosepartsplay”collection.Hostaloosepartspartyforchildrenandfamilies.

• GuessWhat’sGrowing–Childrenwilltakeapictureweeklyofthesameplantandsendhomeagroupmessagesaying,“Whatdoyouthinkwearegrowing?”

o FamilyPrompt–Familiesandchildrenwilldiscusswhatisgrowingandcreateapictureofwhattheythinkitwilllooklike.

• MysterySounds-Setupacenterwithitemsthatmakenoise(forexample,instruments).Havethechildtakeapictureofthewholetableandthenchooseoneitemtomakeasoundthattheyrecordinthemessage-“Hi.Thisis____.Canyouguesswhatmadethissound_____?”Thefamilyhastoguesswhatitemmadethesound.

o FamilyPrompt-Guessthesound.Playthegameathome.


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STANDARD:SCIENTIFICKNOWLEDGE UnderstandingtheLivingandPhysicalWorld

• LifeCycleStories-Sendaseriesofmessagesdocumentingthelifecycleofchicks,tadpoles,ladybugs,etc.Sendanewpictureeachdayshowingtheprogressorateachnewphaseinthelifecycle.

• ClassPets–Havechildrenphotographclasspetsandsendamessage.o FamilyPrompt-Whatkindofpetisthis?Howdoyoutakecareofit?Whatdoesit

eat?Wheredoesitliveintheclassroom?Canyouholdit?• ClassExperimentswithdifferenttypesofmatter-Afterdiscussingsolids,liquids,andgas,

havechildrenrecordmessagesoftheobservations.Forexample,achildcanphotographameltingicecubeanddescribethesituation.

o FamilyPrompt-Findexamplesofsolid,liquid,andgasathometodiscuss.• Magnetexploration-Sendmessagesdepictingobjectsthatareattractedtomagnetsand

objectsthatarenot.o FamilyPrompt-Useamagnetathometofindthreeobjectsthatareattractedtoa

magnetandthreeitemsthatarenot.Thechildcanreportthefindingstoschoolthenextday.

• WeatherReport–Takeapictureoftheweathereverydayinthesamelocation.Later,reviewthepictureswiththechildrenonthewebsite.Lookatpicturesfordifferentlengthsoftimesuchasattheendoftheweek,overthecourseofamonth,orpicturesfromeachmonthoftheyear.

• ShadowPuppets–Afteravisittotheplanetariumoralessonaboutthesunasastar,setupaflashlightsothatchildrencanmakeshadowpuppetsagainstawhitewall.Covertheflashonthecameraandtakeapictureoftheshadowpuppet.Thechildcandescribetheshadowpuppet.

• WhyIHaveaShadow-Outside,havechildrenlocatetheirshadowsonthegroundandtakeapicture.DescribewhytheycanseetheirshadowusingMFM.

• PuddlesandCreeks–Sendagroupmessagehomeforthefamilymemberstoaskiftheysawanypuddlesorcreeksonthewayhome.Takeawalkaroundtheschooltoseeiftheclasscanfindanybodiesofwateronthewalk.

o FamilyPrompt–Familiescanaskifthechildsawpuddlesontheirwayhomeorduringanypointintheirday.

• EarthDay–CleanupayardforEarthDayandrecyclematerialscollected.Talkabouttheimportanceoftakingcareoftheenvironment,readbooks,andresearchphotosaboutit.Sendgroupmessagesshowingtheyardbefore,during,andafterthecleanup,orsendamessageshowingtheitemscollectedandsortedforrecycling.

o FamilyPrompt–Encouragefamiliestohelpchildrenrecycleathomeandallowthemtosortitemstoberecycled.

• MudDay–CelebrateNationalMudDayonJune29th(facebook.com/internationalmudday,www.worldforumfoundation.org).Sendmessagesshowinghowyoucelebrated.

o FamilyPrompt–TalkaboutMudDay.Howdidyoucelebrate?Whatdidthemudfeellike?Howdidyoucreatemud?

• Recycling-Childrenandteacherswilldiscusswaystoprotecttheenvironment.Thechildrencansendamessageabouthowrecyclingisdoneattheschool.Havethechildrentake


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picturesofthecenter’sAbitibi(paperretriever)andtheboxwherewerecycleourpaperintheclassroom.

o FamilyPrompt–Thefamilymemberandchildcouldbrainstormhowtheycouldprotecttheenvironmentathome,e.g.collectinglitterintheneighborhood,recyclingcans.

CONTENTAREA:

THEARTS

STANDARD:MUSIC Self-Expression

• BalletPositions–Learnaboutthedifferentpositionsinballet.Childrencandemonstratethepositionandnamethepositionordescribewhattheylearnedaboutballet.

• Favoritesongs-Encouragechildrentosingafavoritesongandsenditasamessage.o FamilyPrompt-Listentothemessageandhavethechildsingthesongwithyou.

FoundationsofMusic(FM)

• MusicalInstruments-Encouragechildrentotakeapictureofafavoriteclassroominstrumentandplayitasamessage.

o FamilyPrompt-Whatisthenameoftheinstrument?Listentomusicandseeifyoucanhearthatinstrumentinthesong.

• RainSticks–Createvariousmusicalinstrumentswithpipeshapedobjects,suchas,rainsticks.Capturetheprocessbytakingphotosandsharingaudiowithfamilies.

• RecordingMusic–Recordachildsingingasonglearnedintheclassroom.Takeaphotoandsharetheaudiowiththefamilies.

o FamilyPrompt–Playaudiowiththechildandaskhim/hertosingthesongwithyou.Encouragethechildtoteachyouthesong.

STANDARD:VisualArt

Self-Expression AnyactivityusingMessagefromMewillmeetthisstandard.

• RepresentationofArtwork-Encouragechildrentotakepicturesoftheirartwork.• DemonstrationofCreativeArtwork-Encouragechildrentotakepicturesofitemsnoteasily

broughthome(playdoughcreations,blockstructures,collaborativework).• ArtCritique–Takeapictureofsomeoneelse’sart.Askchildrentoexpresstheirreactionto

theart.Ilike/dislikethis.Askchildrentodescribesomethingtheylikeordislikeaboutit.• ArtistStudy–Childrenchooseaspecificpieceofartworkorartisttostudy.Theteachercan

encouragechildrentocreatetheirownartworkduringthestudy.TakeaphotowithMFMandaskthechildtosharetheirwork.

o FamilyPrompt–Encouragethechildtocreateasimilarartpieceinthehome.Bringbackartworktosharewiththeclass.


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FoundationsofVisualArt(FV)• DrawingtoMusic–Playapieceofmusic.Askchildrentodrawalongtothemusic.

Photographtheirdrawingandplaythemusicinthebackgroundasthechilddescribestheirpicture,howthemusicmakesthemfeel,orwhatthemusicmakesthemthinkof.

• CirclePatterns–Usetoiletpaperorpapertowelrollstocreatecircularpatternswithvariouscolorsofpaint.Sendaphotoofthepattern.

o FamilyPrompt–Usethesamematerialswithdifferentcolorsofpaintandexplorenewpatternsanddesignswithcircles.

STANDARD:DRAMATICPLAY Self-Expression

• CommunityHelpers–Encouragechildrentodressupasdifferentcommunityhelperssuchasthelettercarrier.Sendamessagewherethechilddescribeswhattheylearnedaboutthattypeofcommunityhelper.

• NurseryRhymes–Actoutnurseryrhymesasaclass.Usepropsanddressupclothestohelptellthestory.Takeapictureoftheperformanceandsendamessagewiththenurseryrhymenarrative.

• BuildingaPerformance–Createapuppetshoworotherclassperformance.Sendagroupmessageeachdayshowingtheprogressionoftheprojectanddescribingwhatthechildrencreatedtoday.

o FamilyPrompt–Encouragefamiliestocomeseetheperformanceattheend.• RolePlay–Asaclass,thechildrenre-createastoryinthedramaticplayarea.Capture

photosfromtheshowtosendtofamilies.Recordaudioofthechildrenincostumeandcommunicatingwithoneanother.

o FamilyPrompt–Encouragefamiliestoengageinplayathomeandcreatestorieswiththeirchildren.

• Shopping–Theteachercansetupthedramaticplaycenterasastorewithpricesonitemsthatcanbebought,playmoney,andacashregister.Thechildrencansendpicturesoftheir“play”(exchangingplaymoneyforgoods)totheirfamilies

o FamilyPrompt–Familiescanasktheirchildrenwhattheyboughtattheclassroomstore,howmuchitcost,andwhatkindofstoreitwas.Theycanalsotalkaboutwhattheybuyatwhatstores.

• WhenIGrowUp–Childrencanreadbooksaboutdifferentcommunityworkers.Thentheycandressuplikethecommunityworkerthattheywouldliketobewhentheygrowupandsendamessagetotheirfamilyaboutit.Theycouldsay,“Iwanttobe_____whenIgrowup.”

o FamilyPrompt–Afterfamiliesreceivethemessage,theycanasktheirchildrenwhytheychosethecommunityworkerthattheydidandwhatthecommunityworker’sjobconsistsof.Theycouldalsotakethemtovisitsomeoneintheircommunitythathasthatjob.


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CONTENTAREA:HEALTHANDPHYSICALDEVELOPMENT

STANDARD:SAFETYPRACTICES SafetyPractices

• ClassroomRules–Aswelearnandcontinuetouseclassroomruleshaveeachchilddemonstrateorspeakaboutclassroomexpectations.

o FamilyPrompt–Talkaboutalltheclassroomrules,seeiftheyaresimilartorulesathome,andtalkaboutwhatrulesfamiliesfollowathome.

• FireDrill-Documentafiredrillbytakingapictureofeveryonemeetingoutsideatthedesignatedmeetinglocation.Sendagroupmessagetoletfamiliesknowtherewasafiredrilltoday.Letfamiliesknowwheretheclassmeetinglocationisandask,“Iftherewasafireathome,wherewouldyourfamilymeet?”

o FamilyPrompt-Encouragefamiliestopracticeafiredrillathomeanddesignateameetinglocationforthefamily.

STANDARD:HEALTHPRACTICES

HealthyDevelopment• DocumentingHealthyRoutines-Earlyintheyear,havechildrentakepicturesofhealthy

routinessuchaswashinghandsandsendamessagedescribingtheproceduretofamilymembers.

o FamilyPrompt-Askthechildteachthefamilythehealthyroutine.• Mealtime-Atmealtime,allowchildrentosendpicturesofwhattheyarehavingforlunchor

snack.TheMFMhelpercouldsendthisasagroupmessagedailyortohighlightparticularlynutritiousornewsnackitems.

• NewFood–Whenachilddiscoversanewfoodtheyenjoy,takeaphotoofthechildwiththefoodandaskthechildtodescribewhytheyenjoythefood;suchas,taste,texture,andsmell.

o FamilyPrompt–Encouragefamiliestomakethefoodathomeandexplorethefoodinrecipeswiththeirchild.

STANDARD:GROSSMOTOR GrossMotorDevelopment

• HeadShouldersKneesandToes-Sing“HeadShouldersKneesandToes.”Encouragechildrentodemonstratedifferentpartsofthesong.Sendagroupmessageoftheclasssingingtogether.

• GymClassandPlaygroundExperiences-Childrencansendmessagesofnewgameslearnedingymclassornewactivitiesoraccomplishmentsontheplayground.Ifachildmastersridingatrike,theteachercouldtakethepictureandallowthechildtorecordthemessagedeclaringtheirachievement.

• ActiveOutdoors-Takepicturesofchildrenparticipatinginoutdooractivitiessuchasmonkeybars,etc.Practiceusingthecorrectverbvocabularytodescribetheactivity,andhavethechildrendescribetheirphysicalaccomplishments.“Ihungonthemonkeybarsfor10seconds.Iclimbed6rungsontheladder.Icompletedtheobstaclecoursein1minute.Icaughttheball4timesinarow.”


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STANDARD:FINEMOTOR FineMotorDevelopment

• Grip-Theteachercouldsendapicturedemonstratingthechild’sachievementofacorrectgripwhenwritingordrawing.Ifthechildneedsadditionalsupportwithfinemotordevelopment,theteachercouldalsosendamessageshowinghowtohelpthechild.

CONTENTAREA:APPROACHESTOLEARNING

STANDARD:INITIATIVEANDCURIOSITY Interestinvariedtopicsandexperiences,desiretolearn,creativeness,andindependenceinlearning

• QuestionoftheDay-Haveaspecificquestionofthedayforchildrentoreporttofamilies.Forexample,haveeachchildtakeaphotoofacaregiverandaskhis/herfavoritecolortoreporttofamilies.

• MysteryBox-Bringinabox.Childrencanhideanobjectintheboxandsendamessagegivingtheirfamilyclues(3)abouttheobject.

o FamilyPrompt-Thefamilymembercanguesswhatisinthebox.• BlockCenter-Askthechildrentosendmessagesexplainingtheirblockbuildings.• DramaticPlay-Childrencansendmessagesoftheirdramaticplayexperiences.

o FamilyPrompt-Whoplayedwithyou?Whatareyoupretending?• Playdough-Childrencansendmessagesexplainingtheirplaydoughcreations.

STANDARD:PERSISTENCEANDATTENTIVENESS

Engagementinactivitieswithpersistenceandattention AnyactivityusingMessagefromMewillmeetthisstandard.

• Puzzles–Whenachildcompletesapuzzle,encouragethemtotakeaphotoofitandsendtoafamilymember.

STANDARD:COOPERATION Interestandengagementingroupexperiences

• BoardGames-Childrencansendpicturesofboardgamesusedintheclassroomwithamessageofwhoplayedthegametogether.

o FamilyPrompt-Thefamilymembercanaskthechildhowtoplaythegame.• DailyRoutine-Havechildrentakeapictureofyourposteddailyscheduleandsenditasa

message.o FamilyPrompt-Encouragefamiliestoaskchildrenabouttheday.Forexample:What

doyoudofirstintheday?Whatdoyoudonext,etc.Whatisyourfavoritepartoftheschedule?Whatdoyouliketheleast?Why?

• StorySequence-Givethechildrenasetofstorycardstosequence.Havethechildrenputthecardsintheproperorderthentakeapictureandtellthestorybasedonthecards.Thechildrencouldalsoomitthelastcardandhavethefamilyguesswhathappensnext.


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Specialthankstothefollowingleadauthorsandcollaboratingchildcarecentersinthe

developmentoftheMessagefromMeEducator’sGuide.

LeadAuthors:LindaHancock,CarnegieMellonUniversityChildren’sSchool;SusanPolojac,TryingTogether;EmilyHamner,CarnegieMellonUniversityCREATELab

CollaboratingChildCareCenters:Angels’PlaceSwissvale,CouncilofThreeRiversAmericanIndianCenter(COTRAIC)Overbrook,DePaulSchoolforHearingandSpeech,LatrobeKinder-

Schull,RighteousBeginnings,WestVirginiaRESA3EarlyChildhoodEducators

LeadEditor:KatherineGullone,TryingTogether

message from me educator's guide updated · message from me educator’s guide 4 part 1....

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