Reggio Inspired Self-Portraits

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Fun process, beautiful product and lots of language activities.

Questions:

  • What is a self-portrait?
  • Why do you think artists did self-portraits?
  • What materials could we use to make self-portraits other than pencil or paint?
  • Can a self-portrait make people think about themselves? In which way?

Activities:

  • Make a self-portrait and write own name using natural materials.
  • Discuss if it’s easier to use natural materials to write using upper or lower case letters. Let the children choose what they want to do.
  • Name each letter in own or friend’s names.
  • Place name cards on the floor and ask one child at a time to read a few or all names.
  • Tell the sounds of the letters in the names.
  • Identify same sounds in different names.
  • Describe a friend and make links between the description and the self-portrait – description can go beyond physical characteristics.
  • Hold your self-portrait and tell your friends about yourself – likes, dislikes, favorite things, hobbies, etc.
  • Identify similarities and differences between self-portraits.
  • Appreciation – Tell friends what you liked about their self-portraits.

Materials – Use natural materials collected during a nature walk, brought from home, or any other material you have at school such as seeds, leaves, bark, twigs, pine cones, shells, pebbles, seeds, etc

Math connection – Sort out materials collected in separate containers. Materials collected might be kept in shelves / centers for further use and exploration if appropriate.

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Common Core Connections

RF.K.1 b – Reading: Foundational Skills – Print Concepts – 1.Demonstrates understanding of the organization and basic features of print – b.Recognize that spoken words are represented in written language by specific sequences of letters

  • Ask each child to read the names of their friends.

RF.K.1.d – Reading: Foundational Skills – Print Concepts – 1.Demonstrates understanding of the organization and basic features of print – d.Recognize and name all upper and lowercase letters of the alphabet

  • Discuss if it’s easier to use natural materials write their names using upper or lower case letters. Let the children choose o r you can choose.
  • Ask them to name each letter in their names.

RF.K.3a – Reading: Foundational Skills – Phonics and Word recognition – 3.Know and apply grade-level phonics and word analysis in decoding words – a.Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant

  • Ask children to tell the sounds from letters in their names
  • Ask them to identify same sounds in different names

SL.K.4 – Speaking & Listening – Presentation of Knowledge and Ideas – 4.Describe familiar people, places, things, and events and, with prompting and support, provide additional details.

  • Ask children to describe a friend and make links between the description and the self-portraits – The description can go beyond physical characteristics.
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