“We Can Bead”
Over the month that I spent in my Kindergarten practicum, we focused a lot on patterns. We used many different manipulatives and loose parts to practice making different patterns (AB, AAB, ABC, AABB etc.). As students began to grasp to the concept of patterns, I added a math center called “Flower Beading,” featured in the picture below. This included four different kinds of patterns that students would have the opportunity to practice recreating using beads along the flower stem. The purpose of this lesson was to give students practice with patterning and fine motor skills. Students were made aware that this was to give them practice before they would be asked to make their own beaded, patterned necklace at the end of my time in the classroom. The flower beading center was a very useful formative assessment tool for me because I was able to observe which students needed more support and intervention with the concept of making patterns.
We Can Bead – Summative Assessment
I got the “We Can Bead” kit from the Chilliwack School District’s Indigenous Education Department. It was an excellent resource because it included a book to read to the class about beading and six different samples of types of beads Indigenous people used before plastic beads were an option. It spoke about the cultural significance of beading to Indigenous people and items that were typically embellished with beadwork. Finally, it included leather string, and different beads for students to use to make their own necklaces.
