Troy Preschool: Schroeder 3’s, 4’s, & 5’s – Weekly Happenings: February 20th – February 22nd

Description KDI’s
Greeting Monday: Approaches to Learning – initiative,
1. N/A – no school engagement, reflection
Time
Tuesday: Social/Emotional – sense of competence,
1. N/A – no school community, building relationships,

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

1. Toy Area and Book Area card with photograph of books, Sand and Water Table Area card with photograph of water, Block Area card with awareness
photograph of puzzles, discussed what would be out for the week
2. Photograph of a heart, a hand, a hat, and a horse, stated how they all begin with h, practiced making the h sound, wrote an uppercase and lowercase Language/Literacy/Communication –
h comprehension, speaking, vocabulary,
3. Mrs. Akther’s letter link with no symbol, drawing of Ms. Radha, explained how Ms. Radha would be our substitute as Mrs. Akther is gone phonological awareness, alphabetic
knowledge, reading, concepts about print,
Thursday: book knowledge, writing
1. Labeling written, drawing of outer space, students sounded out and labeled the drawing
2. Rhyming written, photograph of a bug and a boat, photograph of a rug and a goat, students stated that those words didn’t rhyme and matched the Mathematics – number words and symbols,
ones that do rhyme counting, part/whole relationships, shapes
3. Sorting written, magnatiles on the board, students sorted the magnatiles by shape and by color
Creative Arts – N/A
Friday:
1. Mrs. Akther’s and Mrs. Chowdhury’s letter link with no symbol, drawing of Ms. Radha and Ms. Shah, explained how they would be our substitute Science/Technology – observing, classifying,
teachers for the day drawing conclusions, communicating ideas
2. Photograph of a horse, a gorilla, a hat, and a guitar, students sorted the pictures by beginning sounds
3. Sorting written, magnets on the board, students sorted the magnets by size and by color Social Studies – community roles, decision
making, geography, history
*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
16 – 18 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 5 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
Teachers demonstrated how they can add more to their pictures. Also, they demonstrated how you can label drawings with letters. Students
Time reviewed how to visualize their stories in their head and how to discuss them before putting them onto paper. Students learned that if they Social/Emotional – community, building
encounter drawing something difficult, they should keep trying to draw it and not give up. 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 played an I Spy game with beginning sounds. Each student was provided with a bucket. Inside each bucket were a glue sticks, keys,
hexagons, and triangles. Students were given time to look at their items in the bucket and to state what they had inside. Afterwards, the teacher Language/Literacy/Communication –
would say, “I spy with my little eye something that begins with this sound /g/.” Students had to find the item in their bucket that starts with that comprehension, speaking, vocabulary,
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 phonological awareness, alphabetic
were gone through. knowledge, reading, concepts of print, book
knowledge, writing
 Students were provided with a number chart with numbers 0 – 9 or numbers 10 – 20 on it. Also, they were provided with a bucket filled with
Popsicle sticks. Students identified a number, colored over the number, and counted that many popsicle sticks using 1:1 correspondence. Mathematics – number words and symbols,
counting

Creative Arts – art

Science/Technology – observing,
communicating ideas

Social Studies – decision making

Large Monday: Approaches to Learning – initiative,
Group  N/A – no school engagement
Time Tuesday: Social/Emotional – community, building
  N/A – no school relationships, cooperative play

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

 Easy to Join Activity – sang Come on Over and Sit Right Down song awareness
 Song Book taken out, Declan got t to choose the song, sang I Wonder What Song He’ll Pick Today, chose the song Row, Row, Row Your Boat,
students chose how to pretend to row the boat Language/Literacy/Communication –
comprehension, speaking, vocabulary,
Thursday: phonological awareness
 Easy to Join Activity – sang Come on Over and Sit Right Down song
 Students played a sorting game, students sorted themselves into groups by hair color, eye color, gender, etc., students counted how many students Mathematics – N/A
were in each group by using 1:1 correspondence, they compared the amounts
Creative Arts – music, movement, pretend
Friday: play
 Easy to Join Activity – sang Come on Over and Sit Right Down song
Science/Technology – observing, classifying,
 Students played a sorting game, students sorted themselves into groups by hair color, eye color, gender, etc., students counted how many students
were in each group by using 1:1 correspondence, they compared the amounts drawing 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 paper towel tube, pretended it was a telescope, looked for 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 Social/Emotional – building relationships

Afternoons: Physical/Health – N/A

 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,
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  Used phones, dialed number and stated areas where went and played Social/Emotional – building relationships
 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
Afternoons: skills
 Rolled die, stated number rolled on, did that number of movements, stated areas where went and played
 Held onto bucket, took turns tossing ball into bucket and stated where went and played Language/Literacy/Communication –
 Each received a transportation puzzle piece and hid it in hands, when number stated, placed onto puzzle and stated areas where went and played comprehension, speaking, vocabulary

Mathematics – number words and symbols,

counting, spatial awareness

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 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