Our current ICT/library/media inquiry unit is about examining what is funny. Some of the kindergarten expectations I've been aiming at include:
1.2 identify and talk about their own interests and preferences
1.3 express their thoughts (e.g., on a science discovery, on something they have made) and share experiences (e.g., experiences at home, cultural experiences)
5.2 communicate their ideas verbally and non-verbally about a variety of media materials (e.g., describe their feelings in response to seeing a DVD or a video; dramatize messages from a safety video or poster; paint pictures in response to an advertisement or CD)
I was a little worried (especially when one teacher hinted that she'd like the final comments by May 7) that I wouldn't have sufficient evidence to properly comment on the students' learning. I consulted with our ECEs - I've mentioned these two dynamite ladies in a previous blog post - and together we came up with ways to use their media books in ways that evaluate understanding of media instead of reading fluency, and we decided on a great procedure for having them articulate how funny a media text is to them (using our funny meters) by providing several concrete examples for them to refer to. This second task involves me dressing up in a ridiculous outfit, so it's been a fun assessment tool. I'll try and post a photo of me in my funny costume later on. Having these tasks vetted by other professionals increases my confidence in the tools and the process. Thanks Thess and Jenn!