Troy Preschool: Schroeder 3’s, 4’s, & 5’s – Weekly Happenings: February 25th – March 1st

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
2. Bath at school written, Mrs. Chowdhury’s letter link and drawing of her, Mrs. Akther’s letter link and drawing of her, explained that they were now Social/Emotional – sense of competence,
back community, building relationships
3. Happy birthday written, drawing of Bhavishya and Bhavishya’s letter link, wished Bhavishya a happy birthday, discussed how she is now 5
Physical/Health – fine-motor skills, body
Tuesday: awareness
1. Self-portrait written, students helped Mrs. Chowdhury draw a picture of herself, we discussed shapes we could use for body parts and hair color,
eye color, etc. Language/Literacy/Communication –
2. Rhyming written, photograph of a fox and a goat, photograph of a box and a boat, students stated that those don’t rhyme and put the words together comprehension, speaking, vocabulary,
that do rhyme phonological awareness, alphabetic
3. Counting written, stars drawn, students counted how many stars there were using 1:1 correspondence, students stated that there were 20 stars knowledge, reading, concepts about print,
book knowledge, writing
Wednesday:
1. It is a ½ day written, drawing of Lunch Time schedule sign and Rest Time schedule sign with no symbol, student’s letter links with no symbol, Mathematics – number words and symbols,
explained how we’d be leaving earlier and stated who would be absent counting, shapes
2. Photograph of a nose, a net, a nest, and nails, students stated that they all begin with letter n, made the n sound, wrote an uppercase and lowercase n
3. Diversity written, photographs of people that are blind, explained what it means to be blind, stated how people use walking sticks, leader dogs, and Creative Arts – art
Braille to help them
Science/Technology – observing, classifying,
Thursday: drawing conclusions, communicating ideas
1. Comparing written, blocks of different sizes on board, students compared the sizes of the blocks using words such as taller, tallest, smaller, etc.
2. Photograph of a horse, a nest, a heart, and nails, students sorted them by beginning sounds Social Studies – diversity, community roles,
3. Fire drill written, drawing of a stop sign, of students lining up at the door, and of students exiting the building, photograph of the fire alarm and fire decision making, geography, history
extinguisher, reviewed what we do during a fire drill and how we don’t touch the fire alarm of fire extinguisher

Friday:
1. It is a new month written, photograph of spring, explained how it is now March and no longer February and hopefully it will start getting warmer
soon
2. Assembly written, photographs of students at an assembly, explained how we would be attending an assembly in the cafeteria about reading month,
Tornado Drill written, drawing of a stop sign, students lining up, and students covering their necks, reviewed what we do during a tornado drill
3. Noella’s letter link, photograph of the United States, explained how Noella would be going to Disney World with her family

*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.” Teachers engagement, use of resources, reflection
Group
demonstrated how they can add more to their pictures. Also, they demonstrated how you can label drawings with letters. Students reviewed how to
Time visualize their stories in their head and how to discuss them before putting them onto paper. Students learned that if they encounter drawing Social/Emotional – community, building
something difficult, they should keep trying to draw it and not give up. Afterwards, students were given a piece of paper and writing utensils, relationships, cooperative play
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 drew a picture of themselves using crayons and colored pencils. We had a conversation about the way in which we look (hair color, eye
color, etc.). Also, we talked about what shapes we could draw for each body part. Language/Literacy/Communication –
comprehension, speaking, vocabulary,
 Each student was provided with a bucket of items. Students sorted these items by size, color, shape, etc. Then students explained how they sorted phonological awareness, alphabetic
their items. Afterwards, students were shown how they could sort their items even further into subcategories. knowledge, reading, concepts of print, book
knowledge, writing
 Students built towers of various sizes using blocks. Students compared the heights of their towers and compared their towers to other students
towers. Students used comparison words such as smaller, taller, smallest, etc. Mathematics – measuring

Creative Arts – art

 Science/Technology – observing, classifying,
drawing conclusions, 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, Della got t to choose the song, sang I Wonder What Song She’ll Pick Today, chose the song Rain, Rain Go Away, students
Time stated why they wanted the rain to go away, chose how to keep a steady beat 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
 Song book taken out, sang Happy Birthday to Bhavishya, sang Here We Go Around the Birthday Girl as we walked in a circle around Bhavishya, awareness
and sang Make a Wish and Blow Us Out as we pretended to be candles and as Bhavishya pretended to blow us out, students pretended to bake a
cake, Bhavishya pretended to eat the cake Language/Literacy/Communication –
comprehension, speaking, vocabulary,
Wednesday: 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, students chose how they would sort themselves (who likes dance and who Mathematics – measuring
doesn’t, who likes hockey and who doesn’t, etc.), students counted how many students were in each group by using 1:1 correspondence, they
compared the amounts Creative Arts – music, movement, pretend
play
Thursday:
 Easy to Join Activity – sang Come on Over and Sit Right Down song Science/Technology – observing, classifying,
drawing conclusions, communicating ideas
 Students played a measuring game, students sorted themselves into groups of two and groups of three, they compared their heights and put
themselves in order from shortest to tallest
Social Studies – decision making
Friday:
 N/A – assembly
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
 Laid out area card chart, chose an animal and placed it on areas where wanted to go play Social/Emotional – building relationships
 Passed around square bean bag while saying poem Eeny, Meeny, Miny, Moe, when done student holding beanbag stated where wanted to go play
 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: 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,
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
 Students given a bucket, grabbed two items that played with and did a show and tell Social/Emotional – building relationships
 Teacher described a person at the table, the person described shared what did
 Took turns taking 3 dimensional shapes off string, after taking shape off shared what did Physical/Health – fine-motor skills

Afternoons: Language/Literacy/Communication –
 Scarves placed into container, teacher hid eyes as students pulled out and hid them, teacher stated a color, that student spoke about what did comprehension, speaking, vocabulary
 Laid out area card chart, chose a doll and placed it on areas where went and played
Mathematics – shapes
 N/A – ½ day of school
 Students sat in a circle, rolled ball to one another, person that received ball shared what did
  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 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