A flock of ducks

This week we are looking closely at 10 Rubber Ducks and The Very Lonely Firefly

We could have spent the entire week just on counting and learning directions with 10 Rubber Ducks.

Likewise, we could have studied different sources of light, or all about fireflies and why they glow with The Very Lonely Firefly.

However, I was diverted from writing on my original topic.
Both books end in a similar way.
Morah Katie: What do both of the books have in common?
Evan: At the end both find families.

The Very Loney Firefly is following lights, looking for fireflies.
Kenya: It was in the sky.
Evan: It just kept flying to lights.
Eli: It was trying to find the others but didn't and couldn't go to them.
Zoey: He didn't know where his home was.
Moshe: He was just in the sky the whole time.
Morah Katie: He was alone. What do you think he felt like to not be with the other fireflies, his family and friends?
Zoey: Sad.
Evan: Sad and lonely.
Moshe: Scary.
Morah Katie: When the firefly found the other fireflies, how did it feel?
Evan: Happy.
Moshe: Not scared because he it was with the group.
Zoey: He found his home.
Kenya: The sparkles didn't go away.
Eli: He thought he was alone but the others maybe were looking for him too,
Evie: SO happy.

In 10 Rubber Ducks, 10 rubber ducks begin an adventure together and due to a storm at sea they are dispersed. They go in different directions each on their own adventure.
Morah Katie: How was the 10th duck feeling when it was out in the ocean, just water and sky?
Evie: Sad.
Gwen: Sad, cause he lost his friends.
Moshe: Sad.
Morah Katie: After he discovers the mama duck and the ducklings, how do you think he felt?
Zoey: Happy and those ducks are real and they can float up and down.
Morah Katie: When the rubber duck first meets the real ducks, he is off to the side.  Where is the rubber duck as the sun sets?
Moshe: It's with the ducks, in the middle.

Morah Katie: The ducks have included him. Where are they going?
Evan: Back to the nest.
Morah Katie: What does it feel like to be included?
Evan: Happy.  I've been left out a lot. Sometimes when I am alone I'm happy.
Morah Katie: When I choose to be alone I can be happy.
Evan: Yeah but left out, feels like I'm sad.   

Connection develops in many way.
It can form with morning songs and rituals.

Connection is also created by feeling needed.
When our friends help they see they are important and valuable to our school family.

Evan: Kenya you can tell Hugo you don't want him to touch your doll.

Kenya: Hugo, I don't want you to touch my baby.

Hugo: Ok. 

Evan helped his younger friends, and strengthened the connections between them.

When they are invited to play, connections between friends are being formed.

Compliments between friends build connection.  Evie got up from her table to tell Brexton his painting was "beautiful."

Being included when they are feeling sad or lonely, helps a child feel acknowledged and affirms connections between friends.  Evan and Eli noticed that Evie was alone.  They asked if she wanted to join them.

Another moment of inclusion on the play ground sounded like:
Evan: Zoey, I said we would be friends always, I am just playing with all my friends right now. You can play too. 
Zoey: Oh ok. We are friends.
They all began running together.

It is clear we have a very connected school family. When our friend Hugo stumbled, our friends at the table all immediately began to wish Hugo well: Let's wish him well/1, 2, 3, We wish you well /3, 2, 1, we wish you well Hugo.

Connection develops between teachers and children when we accept the child who they are in the moment, and take steps to let him know that.
Morah Eden is giving Hugo her undivided attention. She is physically demonstrating through her actions she cares for him. Making eye contact and being face to face shows him he is valuable.

We smile. A smile is a small yet significant way to express we love our friends.