Troy Preschool: Schroeder 3’s, 4’s, & 5’s – Weekly Happenings: March 25th – March 29th

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, Stella and Gloria’s letter link with no symbol, explained how they would be absent
2. March is reading month written, reviewed how many books we have read this far, stated that we’ve read 231 Social/Emotional – sense of competence,
3. Mystery reader written, photograph of students thinking, students predicted who would be coming in to read to us community, building relationships

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

1. Photograph of a zebra, the zoo, zucchini, and a zipper, students stated that they all begin with letter z, students practiced making the z sound, wrote awareness
an uppercase and lowercase z
2. Map of United States and Brandon’s letter link, explained how Brandon would be traveling to Florida Language/Literacy/Communication –
3. Life cycle of a frog written, students reviewed the book Fish is Fish and pictures were drawn of the frog’s life cycle comprehension, speaking, vocabulary,
phonological awareness, alphabetic
Wednesday: knowledge, reading, concepts about print,
1. It is a ½ day written, no symbol with Lunch Time and Rest Time Schedule sign, explained that we would be leaving early book knowledge, writing
2. Comparing written, 2 white magnets and 4 green magnets, compared amounts, stated need 2 more white magnets, added the amounts together to
find the total Mathematics – number words and symbols,
3. Labeling written, drawing of a child, a mom, a dad, and a heart, students sounded out and wrote the words counting, part-whole relationships, shapes

Thursday: Creative Arts – N/A

1. Spring break written, photograph of family, drawing of Schroeder with a no symbol, discussed how we would be out of school for 10 days and
spending time with our families, American pride day written, explained how people would be wearing red, white, and blue Science/Technology – observing, classifying,
2. March is reading month written, reviewed how many books we have read, stated that we would share the grand total once we count the last forms drawing conclusions, communicating ideas
3. Mystery reader written, photograph of students thinking, students predicted who would be coming in to read to us
Social Studies – community roles, decision
Friday: making, geography, history
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 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,
Group 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
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 sounded out words and wrote them down using white boards and dry erase markers after looking at pictures. For example, students chose
the picture of a cat and sounded out and wrote the word cat. Other students practiced identifying the letters in their name and writing their name. Language/Literacy/Communication –
comprehension, speaking, vocabulary,
 Students played an I Spy game with beginning sounds. Each student was provided with a bucket. Inside each bucket were a picture of a jungle, a phonological awareness, alphabetic
necklace, a walrus, and a rubber band. Students were given time to look at their items in the bucket and to state what they had inside. Afterwards, knowledge, reading, concepts of print, book
the teacher would say, “I spy with my little eye something that begins with this sound /r/.” Students had to find the item in their bucket that starts knowledge, writing
with that sound and put it in the center of the table. Then students thought of other words that begin with that sound. This game continued until all
the items were gone through. Mathematics – number words and symbols,
counting, part-whole relationships, measuring,
 Students measured magnatiles and pieces of paper using wooden cubes as the unit of measurement. They learned how to start at the base line and unit
to stop at the end. Then they learned to count the wooden cubes using 1:1 correspondence to find the measurement. Some students measured the
items with markers at the unit of measurement. They learned that it took more wooden cubes than makers because the wooden cubes are smaller Creative Arts – art
and the markers are bigger.
Science/Technology – observing,
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, Leia got to choose the song, sang I Wonder What Song She’ll Pick Today, chose the song Humpty Dumpty, 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 5 Little Monkeys Swinging in a Tree, students took turns acting the song out Mathematics – counting, part-whole
relationships
Thursday:
 Easy to Join Activity – sang Come on Over and Sit Right Down song Creative Arts – music, movement, pretend
play
 Song book taken out, students reviewed the song 5 Little Monkeys Swinging in a Tree, 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 reviewed the song 5 Little Monkeys Swinging in a Tree, students took turns acting the song out Social Studies – decision making
Planning Mornings: Approaches to Learning – initiative, planning,
Time  Laid out area card chart, placed paper towel tube over areas, placed shapes down tube on areas where wanted to go play engagement
 Laid out area card chart, wrote first letter of first name underneath areas where wanted to go play
 Passed around square bean 9 bag while saying poem Eeny, Meeny, Miny, Moe, when done student holding beanbag stated where wanted to go play Social/Emotional – building relationships
 Took turns lacing 3 dimensional shapes onto string to make a pattern, after lacing shape on stated where wanted to go play
Physical/Health – fine-motor skills
Afternoons:
 Planning chart on back of door everyday, place area cards where want to go play behind own letter link Language/Literacy/Communication –
comprehension, speaking, vocabulary,
concepts about print, writing

Mathematics – shapes, patterns

Creative Arts – pretend play

Science/Technology – communicating ideas

Social Studies – decision making, geography

Recall Mornings: Approaches to Learning –engagement,
Time  Letter links placed into container, teacher pulled letter link, students stated whose it was, that student spoke about where went and played reflection
 Laid out area card chart, looked at initials, discussed if went to the areas that planned on going to
 Teacher described a person at the table, the person described shared what did Social/Emotional – building relationships
 Took turns taking 3 dimensional shapes off string, after taking shape off shared what did
Physical/Health – fine-motor skills
Afternoons:
 Scarves placed into container, teacher hid eyes as students pulled out and hid them, teacher stated a color, that student spoke about what did Language/Literacy/Communication –
 Laid out area card chart, chose a doll and placed it on areas where went and played comprehension, speaking, vocabulary
 N/A – ½ day of school
Mathematics – shapes
 Students drew a picture of what they did during work time
Creative Arts – art, 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.
 Students are engaging in a lot of pretend play scenarios. Many are playing house and pretending to be restaurant owners, pets, firefighters, etc. Mathematics – N/A
 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