Creating
a Restaurant with Kindergartners
We
know that young kids love to play and NEED to play. This play offers
major literacy learning and can provide so many opportunities to
develop language, routines and procedures in order for that literacy
learning to become self sustaining as the year progresses. My
co-teacher, Amy, and I talked about the opportunities that a
classroom restaurant could offer and decided to make space for one as
one of our first imaginative play areas of the year. We were talking
about some of the things we would need and we started to make a
verbal list. We did go ahead and get some things we felt the kids
would need to play, but before we reveal them we will use this
opportunity to set up the structure of our classroom where kids will
be in charge of all the thinking and planning.
Some
books to help us start our discussions: Froggy Eats Out
(Jonathan London), Wiggens Learns His Manners at the Four Seasons
Restaurant, How Do Dinosaurs Eat Their Food? (Jane Yolen),
Pretend Soup and Other Real Recipes.
We
will start with a discussion around restaurants and the experiences
they've all had. What is a restaurant? What would you find at a
restaurant? Then start to make a list (through interactive writing)
about the kinds of things that we will need in our restaurant. I
would expect that the list the kids would come up with would include
menus, food, waitress, dishes, silverware, cook, etc. We will
continue to add to that list as kids get the chance to talk with
their families (it would be awesome to take them to a rest, but we
are on a no field trips budget) about going to a restaurant.
Creating
the necessary elements of our restaurant:
Once
we have a list established we will go about setting our restaurant up
and organizing it together.
Menu:
We
do have some “food”. We will show the kids the food we have and
ask them what we could offer on a menu based on the food we have.
Using chart paper we will be able to make a list of the foods we
could put on our menu. It's important for students to have the
chance to look at a variety of menus so that they can start to notice
the features of a menu and what all menus include. This will give us
the chance to start to model and practice looking at “mentor text”,
working with a partner, and how to “notice”. After allowing
them the chance to take a look at some menus in small groups/pairs we
will share what everyone found and make a chart to refer back to.
This info. Will help us to design our own menu. The menus we will
provide for the kids to look at will have some purposeful features,
such as pictures that go with the food selections, simple bold
headings, etc. We then want them to use the features we noticed in
other menus to create our own. A lot of literacy learning will go
into the design of our menu: labels and illustration, very
beginnings of saying words slowly and writing what we hear, matching
sound to letter, making words and pictures match, how to use a mentor
text, how to collaborate as a group, layout, communicating with an
audience... These same kinds of skills will be used as we create
place mats, a restaurant name, paint the restaurant name on our
aprons and chef hats for the workers in the restaurant, create name
tags, etc.
Opportunities
to Learn and Practice Language...
Training
our restaurant workers: It will be fun to train our servers and
chefs to work in the restaurant. We will be able to have discussions
around how you treat your customers, the language you use when you
talk with customers, how to explain what food specials there are, how
to take an order, and so much more. We will figure out what we need
to know as we play!
Of
course we will have to talk about how to be a good customer (not
like Froggy!) in a restaurant and practice the kind of
language you use when you're ordering, how to ask questions, or tell
your server when you want something cooked in a special way (no
onions please!).
Reading
and Writing Recipes:The
restaurant will give us the chance to look at recipes and talk about
how to read one and what is included in a recipe. This will help us
to write our own and talk about how to explain how to do something
step by step (Pretend
Soup and Other Real Recipes is
a great mentor text for this.).
The
more I think about this restaurant the more opportunities pop up! The
playing itself will be awesome. As we get the chance to pretend (and
model) with our kids in the restaurant and watch and listen to them
it will give us new ideas and opportunities to use that imaginative
play to continue to encourage our students to create new dishes to be
served, new specials to make posters for, to solve problems, and
brainstorm new imaginative play centers.