Troy Preschool: Schroeder 3’s, 4’s, & 5’s – Weekly Happenings: March 4th – March 8th

Description KDI’s
Greeting Monday: Approaches to Learning – initiative,
1. Toy Area and Book Area card with photograph of books, Block Area card with photograph of puzzles, Sand and Water Table Area card with engagement, problem solving, reflection,
Time bubble wrap, discussed what would be out for the week
2. March is reading month written, photographs of the bulletin board, explained how we would be trying to read 250 books as a class for the month Social/Emotional – sense of competence,
3. Taking toys home written, photograph of a toy, a pocket, and a house, explained that we have seen students putting toys in their pockets and trying community, building relationships, moral
to take them home, explained how these are toys for school and that students have toys at home they can play with development

Tuesday: Physical/Health – fine-motor skills, body

1. Photographs of Dr. Seuss and his books, explained that it was Dr. Seuss’s birthday over the weekend and we would be celebrating it awareness
2. Photograph of a watch, a whale, a watermelon, and a wolf, students stated that they all begin with w, practiced making the w sound, wrote an
uppercase and lowercase w Language/Literacy/Communication –
3. Labeling written, drawing of a dad, a mom, and a child, stated how we have been sounding out words during writer’s workshop and have been comprehension, speaking, vocabulary,
writing the beginning and ending sounds we hear, explained that we can write words, students sounded out and learned how to write the words dad, phonological awareness, alphabetic
mom, and me knowledge, reading, concepts about print,
book knowledge, writing
Wednesday:
1. Do you like green eggs written, yes and no chart, took a vote on who did and didn’t like the green eggs, students learned that 5 students liked green Mathematics – number words and symbols,
eggs and 5 students didn’t, they stated the amounts were equal counting, part-whole relationships, data
2. Photograph of a watermelon, a watch, jam, and a jump rope, students sorted the words by beginning sounds analysis
3. Predictions written, drawing of a book and of a glass of water, photograph of students thinking, explained that predictions are guesses as to what’s
going to happen, explained that we can make predictions before reading a book and when doing science experiments Creative Arts – art

Thursday: Science/Technology – observing, classifying,

1. No school tomorrow written, drawing of Schroeder Elementary with a no symbol, explained how we would come back on Monday drawing conclusions, communicating ideas
2. Tacky tourist day written, photograph of people dressed up as tourists, explained how people would be dressed up for the day
3. Mystery reader written, photograph of students thinking and a question mark, students learned that someone would be coming in to read a story to Social Studies – community roles, decision
them, students predicted who it would be making, geography, history

Friday:
1. N/A – no school

*What did each morning: wrote their names, read/looked at books, sang Time to Put Books Away song, stated day of week, stated the weather, wrote numbers
19 – 21 on board stating number poems, stated who had jobs each day (identifying those by their letter links, the first letter in their name, and the beginning
sound of their name, and their last name)*
Small  Students learned lesson 6 of Writer’s Workshop. With this program students are told how they are going to be authors. Teachers demonstrated Approaches to Learning – initiative,
how they can draw/write something that they know about. Students reviewed the saying “When you say you’re done, you’ve just begun.” Students engagement, use of resources, reflection
Group
reviewed how they can add more to their pictures, how they can label their drawing, how they can visualize their stories in their head, and never
Time giving up when drawing something difficult. Students were shown books. Students were asked to point out where the illustrations were and where Social/Emotional – community, building
the words were. We emphasized how authors use not only pictures but words to tell a story. Afterwards, students were given a piece of paper and relationships, cooperative play
writing utensils, thought of their stories, and began drawing/writing their stories. As they worked, teachers walked around learning what students
were drawing/writing about and helping them to further their thinking. Physical/Health – fine-motor skills, body
awareness
 Students made green eggs after reading the book Green Eggs and Ham by Dr. Seuss. Students took turns measuring, pouring, and mixing the
ingredients in the bowl (eggs, milk, salt, and pepper). The eggs were cooked and students ate them during afternoon snack time. Language/Literacy/Communication –
comprehension, speaking, vocabulary,
 Students used wooden cubes to measure how long rulers and markers were. Each student had a bucket filled with wooden cubes. Students first phonological awareness, alphabetic
measured the ruler. They learned how to start at the baseline and to stop at the end of the ruler when placing the wooden cubes on it. They learned knowledge, reading, concepts of print, book
not to leave any spaces. They counted how many cubes long it was using one to one correspondence. Then they measured how long the maker knowledge, writing
was.
Mathematics – number word and symbols,
 Students counted how many green eggs each character from the story Green Eggs and Ham wanted. Each student had a bucket filled with green counting, part-whole relationships, measuring
unifix cubes or tiles, numbers 0 – 5, and a picture of two characters from the story. They placed the pictures of the two characters in front of them
on the table. Then the pulled out and identified two numbers to determine how many green eggs they would like. They gave one character one Creative Arts – art
amount and gave the other character the other amount. They compared the amounts. They stated who made more and who had less. Some students
stated by how much. Some students learned how to combine the amounts together to make addition problems. Science/Technology – observing, drawing
conclusions, communicating ideas
  N/A – no school
Social Studies – decision making
Large Monday: Approaches to Learning – initiative,
Group  Easy to Join Activity – sang Come on Over and Sit Right Down song engagement
 Song Book taken out, Isaac got t to choose the song, sang I Wonder What Song He’ll Pick Today, chose the song Twinkle, Twinkle Little Star,
Time students sang the song in different ways (tempo – fast or slow, pitch – high or low, tone – loud or quiet) Social/Emotional – community, building
relationships, cooperative play
Tuesday:
 Easy to Join Activity – sang Come on Over and Sit Right Down song Physical/Health – gross-motor skills, body
 Read the book Green Eggs and Ham by Dr. Seuss, concepts of print were discussed before, while, and after the book was read, awareness

Wednesday: Language/Literacy/Communication –
 Easy to Join Activity – sang Come on Over and Sit Right Down song comprehension, speaking, vocabulary,
 Students learned how to translate patterns, students took turns coming up with a shape, number, or letter pattern, the pattern was written down, phonological awareness, alphabetic
students took turns translating the pattern into a movement pattern knowledge, reading, concepts about print,
book knowledge
Thursday:
Mathematics – patterns
 Easy to Join Activity – sang Come on Over and Sit Right Down song
 Students learned how to translate patterns, students took turns coming up with a shape, number, or letter pattern, the pattern was written down,
Creative Arts – music, movement, pretend
students took turns translating the pattern into a movement pattern
play
Friday:
Science/Technology – observing, drawing
 N/A – no school conclusions, communicating ideas

Social Studies – decision making

Planning Mornings: Approaches to Learning – initiative, planning,
 Laid out area card chart, took turns using pointer stick to point to and state the areas where wanted to go play engagement
Time  Used binoculars for pretend, looked for areas where wanted to go play
 Used paper towel tube, pretended it was a telescope, looked for areas where wanted to go play Social/Emotional – building relationships
 Each received a shape puzzle piece and hid it in hands, when shape named, placed onto puzzle and stated where wanted to go play
 N/A – no school Physical/Health – N/A

Afternoons: Language/Literacy/Communication –
 Planning chart on back of door everyday, place area cards where want to go play behind own letter link comprehension, speaking, vocabulary,
phonological awareness, alphabetic knowledge
concepts about print

Mathematics – shapes, spatial awareness

Creative Arts – pretend play

Science/Technology – communicating ideas

Social Studies – decision making, geography

Recall Mornings: Approaches to Learning –engagement, reflection
 Area card chart laid out, took turns using pointer stick to point to and state the areas where went and played
Time  Laid out area card chart, used tweezers to pick up animal counters and placed onto areas where went and played Social/Emotional – building relationships
 Used phones, dialed number and stated areas where went and played
 Each received a number puzzle piece and hid it in hands, when number stated, placed onto puzzle and stated areas where went and played Physical/Health – gross-motor skills, fine-motor
 N/A – no school skills

Afternoons: Language/Literacy/Communication –
 Rolled die, stated number rolled on, did that number of movements, stated areas where went and played comprehension, speaking, vocabulary
 Used puppets for pretend, changed voice to state areas where went and played
Mathematics – number words and symbols,
 Held onto bucket, took turns tossing ball into bucket and stated where went and played
counting, spatial awareness
 Each received a transportation puzzle piece and hid it in hands, when number stated, placed onto puzzle and stated areas where went and played
 N/A – no school Creative Arts – pretend play

Science/Technology – drawing conclusions,

 communicating ideas

Social Studies – geography, history

Other Literature: Approaches to Learning – initiative,
 Students spent time looking at books. They did this at greeting time, snack time, work time, rest time, outside time, afternoon snack time, and engagement, use of resources
afternoon work time.
Social/Emotional – sense of competence,
Sensory Table: community, building relationships,
 Inside the sensory table was bubble wrap. cooperative play, moral development, conflict
resolution
Outside:
 While outside, students observed and explored the world. Students played on the swings, on the jungle gyms, on the slides, on the merry-go-round, Physical/Health – gross-motor skills, fine-
and in the sandbox. Some students played chase and catch. Some played hide and seek. Students are pretending to be villains and superheroes and motor skills, body awareness
are catching one another. Teachers are helping students to learn to swing by themselves by pumping their legs. Teachers are modeling how to do
this. Also, teachers are helping students go across the monkey bars. Language/Literacy/Communication –
 Students had to go to the gym due to the weather. While in the gym students played with hockey sticks, balls, jump ropes, and hula hoops. Also, a comprehension, speaking, vocabulary,
mat was set out for students to do tricks across. phonological awareness, alphabetic
knowledge, reading, concepts about print,
Work Time: book knowledge
 Students are deciding who they want to play with and what they want to play with, with more detail.
 Students are beginning to problem solve on their own and come to teachers if they need some help. Mathematics – N/A
 Students are independent during their play and ask teachers to participate in their play with them.
Creative Arts – art, pretend play
 Students are engaging in a lot of pretend play scenarios. Many are playing house and pretending to be restaurant owners, pets, firefighters, etc.
 Students are respecting one another by listening to each others thoughts and ideas.
Science/Technology – observing, drawing
conclusions, communicating ideas, natural and
physical world

Social Studies – community roles, decision

making, geography