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When reading about 6 year olds it stated that they might have difficulty copying from the board or a chart. Reading this made a lot of sense to me because I realized our scholars have difficulties with this as well. I do often try to write on small white boards for scholars that may be struggling. Providing handouts for students to copy can help support their learning as well.

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In the text, it talks about how five-year-olds at this time are living the good life and they strongly perceive and explore the world through their five senses. In our Wit & Wisdom curriculum, the first unit contains learning content about the five senses and one of the questions asks, " How do we use our five senses to help us learn about the world"? That realization of how our teacher resources align so well with our curriculum gave me an "aha" moment! Also, something that resonated with me was where it informs us about older five-year-olds and needing to have support from teachers and parents by inviting their input and offering them guided choices. This information helped me to make a connection with Responsive Classroom because I recall Kerry talking about giving scholars choices and options but also the language we use when doing so. In Yardsticks, it gives the example of " You have five minutes to finish that page in your journal", is better to say at school than " How long do you think you'll need to finish your journal page?" The way we say things and question children also made me reflect back to our ACES training by changing the question "What's wrong? " to "What happened?"
- Megan Daniels

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"Learning is at its best for fives when it is both structured and exploratory"(pg.44). This statement resonated with me because I've seen the success in the classroom when both are applied efficiently. Scholars are more attentive, on task and thoroughly engaged with proper structure. Scholars are able to initiate their own active discoveries creating art within a lesson when given the opportunity to explore ideas and concepts. Structure is the foundation in doing so.

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When reading the statement. 7- year olds are serious children who see and feel with thoughtful intensity (p.70). Makes me think of the scholars that I’m with every day. There is always a story or event that I must hear about it, or  know what happened. I always try to
listen with intensity and enthusiasm because it’s important to them and in that case it’s important to me.
Kecia Lewis

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Enthusiastic, energetic,
competitive
Rush to be first or dawdle
to be last
Seek friends
Easily upset when criticized
or discouraged
Challenge boundaries and
authority
Work well in small groups. I have a scholar who is very energetic, enthusiastic, competitive and full of energy. He also challenges boundaries and authority at times. The Yardstick section for his age group helps me to understand the why of some of the behaviors that have been recently exhibited.
Opal Archie

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Pg. 75
7-Year-Olds have a strong sense of right and wrong, and concern for others leads them to sometimes tell adults about classmates' behaviors.

It can sometimes be very frustrating to have constant scholar reports from them. I have to always remind myself that I do want them to take justice and fairness seriously. I must remind myself that they are hearing me (especially when it pertains to someone else) and that I am making a difference in their lives.

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"6 Year olds are curious, imaginative, enthusiastic, eager "(p.57). This statement resonated with me because not only do I teach classroom guidance to this age group, I also teach dance on Thursdays to this age group and I see the curiosity, enthusiasm to lead, and the imagination to create new movement.

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Nine year-olds' peer solidarity can be channeled into wonderful club activities; they enjoy gathering to play chest or computer games or to share collections of rocks,stamps, books series, or the latest collectible cards or gadgets. THEY'RE LIKELY, THOUGH, TO BE VERY COMPETITIVE IN THESE ACTIVITIES, as well as in the CLASSROOM and on the PLAYGROUND.  Although these traits contribute to the balance and growth at this age i'm wondering now if this might have anything to do with scholars being anxious about everything. I will continue to encourage,listen, and understand.

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Nine year-olds' peer solidarity can be channeled into wonderful club activities; they enjoy gathering to play chest or computer games or to share collections of rocks,stamps, books series, or the latest collectible cards or gadgets. THEY'RE LIKELY, THOUGH, TO BE VERY COMPETITIVE IN THESE ACTIVITIES, as well as in the CLASSROOM and on the PLAYGROUND.  Although these traits contribute to the balance and growth at this age i'm wondering now if this might have anything to do with scholars being anxious about everything. I will continue to encourage,listen, and understand.

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Shlis McMillan

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“It’s all a blur of enthusiasm tempered by a vague understanding of how things get done.”

“Generally able to pay attention, but don’t always remember what they’ve heard or are supposed to do; establishing “direction partners“ can help them…”

“Work in teacher-assigned, cooperative groups.”

“During this year of realization and reflection…need adults to be patient and explain clearly, but concisely.

~Rondelle Wheeler

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“Elevens do well with projects and service learning. Tackling new and demanding skills in research such as finding and assessing online sources feeds elevens’ cognitive strength.”(124)

“Communication at a distance” - teachers responding in writing to students’ journal entries or leaving a note on desk - enables adults to respect elevens’ need for independence while continuing strong relationships with them. (126)

Reading these chapters helped me to understand academic as well as social and emotional needs of 5th graders.

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At the age of 6, are more likely to take on responsibility and appreciate having choices. They also thrive on encouragement and are easily upset when criticized. They are also able to approach schoolwork and play with the same delight, no job is too big.

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8’s are full of energy and imagination. They are eager to learn, work quickly, love to share and remember details. They also love to compare , compete and benefit from positive surprises. “They need parents’ and teachers’ appreciation of their exploratory excitement, patience with their changeability, and gentle harnessing of their energy to give it direction and focus.” I see this being displayed in so many areas. They are eager to learn. We are going to keep working on gently harnessing that energy to bring out the focus and creativity 🙂

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Although five and six year old ages sit on top of each other their need and wants are drastically different. Five year old are in the phase of depending solely on the adult to tell them right and wrong. They only want to do what makes the adult happy and they truly adore them. By the time children are six they believe in total independence. My personal push is to pay attention to those who are finding their sense of independence versus the scholars who can work independently.

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I choose the 7 years old, 2nd grade. This book said that ( page 74) it is that time to have more coordinated movement such as trowing, catching. But when you get more coordinated skill , you need to have basic movement, need to know the body to move efficiently. I see the 2nd grade scholar at physical education most of the scholar, more than 1/3 of them, did not get the basic movement, they don't know how to move the body efficiently. They need to master the basic first and start to learn next level. There is no Gold standard.
Yuko Kitaoka

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10-year-olds need lots of time outdoors with physical activity and frequent breaks throughout the day.

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"In fact, elevens very much need solid connections to trusted adults who can see through their seemingly rude behavior and realize that feelings and relationships are seldom clear or simple for them" (126).

As teachers, we are trying to accomplish a thousand things at one time--all day long. It is easy to react or throw attitude/comments/ "disrespect" right back at students. However, it is up to us to respond and see that behavior as communication every SINGLE time. This was a good kick in the butt for me to remember to consult my reference materials when I am feeling in a rut, as well as a reminder that my little humans are not so little. They are quickly forming their own identities, and these moments of eye-rolling, sarcastic comments for attention, and boundary testing are all part of their healthy development. It also gives me tools to give them relief and opportunity for this appropriate development.

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Nine year old students like to work in groups and brainstorm ways of solving problems. They can also misuse communication by saying inappropriate jokes, negative words towards others, and being very competitive which could lead to arguing.(page 100) Students are able to sit down and talk through their problems and come up with solutions to make things better. They are able to partner up and explain by using short skits on communicating and preventing escalation.

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Children in grades one to three will be easier to follow the direction of teachers and parents. When students are in fourth and fifth grade, they have their own ideas because of the rapid development of their thinking skills. Some students are getting bored and find it hard to focus on their academics . As teachers, we will give more understanding and help them going through this special period.

When students are in the first, second and third grades, their studies are relatively simple and easy to complete. With the deepening of the fourth and fifth grade courses, the difficulty has increased, making some students feel a little powerless. It is particularly important to help fourth and fifth grade students to enhance their self-confidence and stimulate their interest in learning.

4th and 5th graders do well with collaborative work. They are likely, though, to challenge, debate, and argue with each other as they practice the art of social negotiation. I will design more tasks that they can decide for themselves.

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Be the Change You Want to See...Jackie Prescott

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Be the Change You Want to See...Jackie Prescott

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Eight year olds although full of energy, often need redirection but in a positive way that holds their attention. I have found the best way to do this is by example of being a student with them. This also provides a connection of trust to where we sit together, we stay focused together, and we have healthy learning experiences. We also learn to take accountability for our learning and learning style.

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At the age of 9, kids like to work with a partner of their choice. They also are very competitive; can work in groups but with lots of arguing. This was seen in our jump rope unit. The students got to pick their own groups, but most argued with the people they chose. For me, it was understanding that this is normal for their age and showing them strategies they can use to help when they are in the situation.

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Five year olds are the center of attention in their own minds and have difficulty understanding someone else's point of view. Six year olds start to understand others points of views and begin to care about others. I am so grateful that we get to explore topics such as; Showing Empathy every Wednesday during our Second Steps lessons. The scenarios, cards, games and visuals really hit home for a lot of our kindergartners by giving them a chance to explore and discuss different types of social/emotional skills.

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Across the Curriculum 8 year olds (Nicole Barefoot)

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Across the Curriculum 8 year olds (Nicole Barefoot)

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Although our Math word walls are great in helping to introduce new vocabulary words, my students would benefit more if they had their own personal vocabulary journal at their desks. (page 93). This would be helpful in being able to write down new vocabulary words and definitions as soon as they see or hear a new word. In some cases students can draw a picture instead of writing the definition.

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11-year-olds can be impulsive and often speak before thinking. They also like to test limits and rules. All of these are actually part of important developmental milestones for this age group. I have to remind myself of this and remember these are not personal attacks. When issues arise, class meetings and peer mediation are often effective.

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6 yr olds enjoy surprises, games, new characters and drawing treasure maps.
7 yr old like to play games and tell jokes to moderate their seriousness.

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"Doing things with just-right precision matters very much to sevens. Whereas sixes are fond of the pencil sharpener, sevens adore eraser." In thinking back from late August when I joined CoC for 6 weeks up until today, this exact example is what is happening now in CoC. It tells me that I need to allow time for them to correct their paper, without making them feel rushed to go to the next thing.

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In reading about the section about six and seven year old's I have realized that they truly love to engage in discovery in multiple aspects. I need to allow more discovery opportunities in my scholars day as it is said that they love to embrace their creativity! I will keep this in my mind when not only planning ELA subjects but math, science, and social studies as well!

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Nine and ten year olds benefit from developing a strong whole-class bond. Friendships and friend groups are becoming more complex at this age, so grounding the class in whole-group experiences and a common class culture helps to foster belonging and healthy friendships. I'm going to start by incorporating more team-building games and holding class meetings to problem-solve or discuss current events.

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I work with grades K-5, but read the chapter on eight year olds as a median age of my scholars.  I found it very informative to read that eight year olds are generally able to pay attention, but don't always remember what they've heard or are supposed to do. (p. 89) I need to remember that when I am giving instructions!

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Page 79: Letters for 7-year-olds are often microscopic in size. Wow. I didn't know that was a thing. Helps me to be more patient and intentional about getting them to work on this.

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Developmentally, 11-year olds would benefit from reading to children in younger grades. We're already doing that. Yay!