Troy Preschool: Schroeder 3’s, 4’s, & 5’s – Weekly Happenings: March 18th – March 22nd

Description KDI’s
Greeting Monday: Approaches to Learning – initiative,
1. Toy Area and Book Area card with photograph of books, Sand and Water Table Area card with photograph of water, discussed what would be out engagement, reflection
Time for the week, photo of a leprechaun and a pot of gold, explained how yesterday was St. Patrick’s Day, Mrs. Akther’s letter link with no symbol,
stated how she would be absent, photograph of girl getting eyes tested, explained that vision testing would be taking place Social/Emotional – sense of competence,
2. March is reading month written, photograph of bulletin board, stated how we have read 117 books thus far community, building relationships
3. Happy birthday written, drawing of Della and a birthday cake with her letter link, wished Della a happy birthday and stated how she turned 4
Physical/Health – fine-motor skills, body
Tuesday: awareness
1. Stranger written, photograph of eyes, drawing of a person, and teacher’s letter links, explained how if we see a stranger to not talk to him/her and
to immediately go tell a teacher, explained how workers such as the custodian and cashier are not strangers but workers for the school Language/Literacy/Communication –
2. Measuring written, block on the board, measured the block using small wooden cubes, started at the baseline and stopped at the end, counted that it comprehension, speaking, vocabulary,
was 6 cubes long phonological awareness, alphabetic
3. Velcro board written, words on a piece of paper and Book Area card, explained how these words would be out for us in the book area from now on knowledge, reading, concepts about print,
for us to learn to read and to form sentences, explained how you can attach them to the Velcro board book knowledge, writing

Wednesday: Mathematics – number words and symbols,

1. Comparing written, 2 red magnets, 3 blue magnets, discussed which had more and which had less, explained how need 1 more red to make amounts counting, part-whole relationships, shapes,
equal, added all of them together to find the total measuring, unit, data analysis
2. New items written, Block Area, Book Area, House Area, and Toy Area cards, explained that there are new items out in these areas
3. Labeling written, drawing of a mom, a dad, a cat, and a dog, students sounded out and wrote the words Creative Arts – N/A

Thursday: Science/Technology – observing, classifying,

1. It is a ½ day written, no symbol with Lunch Time and Rest Time Schedule sign, explained that we would be leaving early, Cultural Day written, drawing conclusions, communicating ideas
photograph of people dressed up in traditional clothing, explained how people would be dressed up in clothing from around the world
2. Photograph of a question mark, a queen, a quilt, and a quail, students stated that they all begin with q, practiced making the q sound, wrote an Social Studies – community roles, decision
uppercase and lowercase q making, geography, history
3. Do you have siblings written, photograph of a family, students took a vote on if they do or don’t have siblings, counted the tally marks, compared 9
to 4, stated that 9 people have siblings and 4 people don’t have siblings

Friday:
1. Literacy event written, photograph of a family and drawing of a Special Time schedule sign, explained that at the end of the day some of our family
members would be coming in to participate in a literacy event
2. Photograph of a quilt, a guitar, a queen, and a gorilla, students sorted them by beginning sounds
3. Measuring written, students measured a ruler using unifix cubes, they counted it to be 16 cubes long

*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 reviewed 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.” engagement, use of resources, reflection
Group
Students 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
Time never giving up when drawing something difficult. Students were shown books. Students were asked to point out where the illustrations were and Social/Emotional – community, building
where the words were. We emphasized how authors use not only pictures but words to tell a story. Afterwards, students were given a piece of relationships, cooperative play
paper and 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 went on a scavenger hunt to find our classroom Legos and our art supplies. They learned that a leprechaun came at night and took our
stuff and hid it in the school. Students listened to a letter that the leprechaun left. They searched the school for clothes and navigated their way Language/Literacy/Communication –
throughout the building until they found the Legos and the art supplies. comprehension, speaking, vocabulary,
phonological awareness, alphabetic
 Students made rainbows with ripped pieces of paper, glue, and cotton balls. We discussed what rainbows look like and when and where they knowledge, reading, concepts of print, book
appear. knowledge, writing

 Students made a graph using fruit loops. Each student sorted their fruit loops by color. They glued them onto the chart, counted how many there Mathematics – number words and symbols,
were of each color, counted how many there were altogether, and compared the amounts. counting, part-whole relationships, data
analysis
  We read the book Fish is Fish by Lionni. We discussed concepts of print before, while, and after the book was read. Students made many Creative Arts – art
predictions and recalled what happened at the end of the book.
Science/Technology – observing, classifying,
communicating ideas

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, sang Happy Birthday to Della, sang Here We Go Around the Birthday Girl as we walked in a circle around Della, and sang
Time Make a Wish and Blow Us Out as we pretended to be candles and as Della pretended to blow us out, students pretended to bake a cake, Della Social/Emotional – community, building
pretended to eat the cake relationships, cooperative play

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

 Easy to Join Activity – sang Come on Over and Sit Right Down song awareness
 Song Book taken out, Keerthika got to choose the song, sang I Wonder What Song She’ll Pick Today, chose the song Are You Sleeping, students
acted it out using props Language/Literacy/Communication –
comprehension, speaking, vocabulary,
Wednesday: phonological awareness
 Easy to Join Activity – sang Come on Over and Sit Right Down song
 Song book taken out, students learned the song Down Around the Corner at the Bakery Shop, students took turns acting the song out Mathematics – counting, part-whole
relationships
Thursday:
Creative Arts – music, movement, pretend
 Easy to Join Activity – sang Come on Over and Sit Right Down song
play
 Song book taken out, students introduced to the song Down Around the Corner at the Bakery Shop, students took turns acting the song out
Science/Technology – observing, drawing
Friday:
conclusions, communicating ideas
 Easy to Join Activity – sang Come on Over and Sit Right Down song
 Song book taken out, students introduced to the song Down Around the Corner at the Bakery Shop, students took turns acting the song out 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
 Laid out area card chart, placed paper towel tube over areas, placed letter die down tube on areas where wanted to go play
 Each received a shape puzzle piece and hid it in hands, when shape named, placed onto puzzle and stated where wanted to go play 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
 Laid out area card chart, drove/flew vehicles to areas where went and played Physical/Health – gross-motor skills, fine-motor
 Each received a number puzzle piece and hid it in hands, when number stated, placed onto puzzle and stated areas where went and played 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
  N/A – ½ day of school
 Each received a transportation puzzle piece and hid it in hands, when number stated, placed onto puzzle and stated areas where went and played 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 water. 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 k1liy\ 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 –
comprehension, speaking, vocabulary,
Work Time: phonological awareness, alphabetic
 Students are deciding who they want to play with and what they want to play with, with more detail. knowledge, reading, concepts about print,
 Students are beginning to problem solve on their own and come to teachers if they need some help. book knowledge
 Students are independent during their play and ask teachers to participate in their play with them.
Mathematics – N/A
 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.
Creative Arts – art, pretend play

Science/Technology – observing, drawing

conclusions, communicating ideas, natural and
physical world

Social Studies – community roles, decision

making, geography