March 25th - March 29th

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

Description Greeting Time

Monday: 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 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 3. Mystery reader written, photograph of students thinking, students predicted who would be coming in to read to us

Approaches to Learning – initiative, engagement, reflection

Tuesday: 1.

Physical/Health – fine-motor skills, body awareness

2. 3.

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 an uppercase and lowercase z Map of United States and Brandon’s letter link, explained how Brandon would be traveling to Florida Life cycle of a frog written, students reviewed the book Fish is Fish and pictures were drawn of the frog’s life cycle

Wednesday: 1. It is a ½ day written, no symbol with Lunch Time and Rest Time Schedule sign, explained that we would be leaving early 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 3. Labeling written, drawing of a child, a mom, a dad, and a heart, students sounded out and wrote the words Thursday: 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 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 3. Mystery reader written, photograph of students thinking, students predicted who would be coming in to read to us Friday: 1.

Small Group Time

Language/Literacy/Communication – comprehension, speaking, vocabulary, phonological awareness, alphabetic knowledge, reading, concepts about print, book knowledge, writing Mathematics – number words and symbols, counting, part-whole relationships, shapes Creative Arts – N/A Science/Technology – observing, classifying, drawing conclusions, communicating ideas Social Studies – community roles, decision making, geography, history

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)*  Students reviewed lesson 6 of Writer’s Workshop. With this program students are told how they are going to be authors. Teachers demonstrated 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 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 giving up when drawing something difficult. Students were shown books. Students were asked to point out where the illustrations were and 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 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. 

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.

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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 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, 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 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.

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Social/Emotional – sense of competence, community, building relationships

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 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 and the markers are bigger.

Approaches to Learning – initiative, engagement, use of resources, reflection Social/Emotional – community, building relationships, cooperative play Physical/Health – fine-motor skills, body awareness Language/Literacy/Communication – comprehension, speaking, vocabulary, phonological awareness, alphabetic knowledge, reading, concepts of print, book knowledge, writing Mathematics – number words and symbols, counting, part-whole relationships, measuring, unit Creative Arts – art Science/Technology – observing, communicating ideas Social Studies – decision making

Large Group Time

Monday:  Easy to Join Activity – sang Come on Over and Sit Right Down song  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 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 pretended to eat the cake

Approaches to Learning – initiative, engagement

Tuesday:  Easy to Join Activity – sang Come on Over and Sit Right Down song  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

Physical/Health – gross-motor skills, body awareness

Wednesday:  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 Thursday:  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

Planning Time

Friday:  

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

Mornings:    

Laid out area card chart, placed paper towel tube over areas, placed shapes down tube on areas where wanted to go play 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 Took turns lacing 3 dimensional shapes onto string to make a pattern, after lacing shape on stated where wanted to go play

Afternoons:  Planning chart on back of door everyday, place area cards where want to go play behind own letter link

Social/Emotional – community, building relationships, cooperative play

Language/Literacy/Communication – comprehension, speaking, vocabulary, phonological awareness Mathematics – counting, part-whole relationships Creative Arts – music, movement, pretend play Science/Technology – observing, drawing conclusions, communicating ideas Social Studies – decision making Approaches to Learning – initiative, planning, engagement Social/Emotional – building relationships Physical/Health – fine-motor skills Language/Literacy/Communication – comprehension, speaking, vocabulary, concepts about print, writing Mathematics – shapes, patterns Creative Arts – pretend play Science/Technology – communicating ideas

Recall Time

Mornings:    

Letter links placed into container, teacher pulled letter link, students stated whose it was, that student spoke about where went and played 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 Took turns taking 3 dimensional shapes off string, after taking shape off shared what did

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  Laid out area card chart, chose a doll and placed it on areas where went and played  N/A – ½ day of school 

Students drew a picture of what they did during work time

Social Studies – decision making, geography Approaches to Learning –engagement, reflection Social/Emotional – building relationships Physical/Health – fine-motor skills Language/Literacy/Communication – comprehension, speaking, vocabulary Mathematics – shapes Creative Arts – art, pretend play Science/Technology – drawing conclusions, communicating ideas Social Studies – geography, history

Other

Literature:  Students spent time looking at books. They did this at greeting time, snack time, work time, rest time, outside time, afternoon snack time, and afternoon work time. Sensory Table:  Inside the sensory table was water. 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, and in the sandbox. Some students played chase and catch. Some played hide and seek. Students are pretending to be villains and superheroes and 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.

Work Time:  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.  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.  Students are respecting one another by listening to each others thoughts and ideas.

Approaches to Learning – initiative, engagement, use of resources Social/Emotional – sense of competence, community, building relationships, cooperative play, moral development, conflict resolution Physical/Health – gross-motor skills, finemotor skills, body awareness Language/Literacy/Communication – comprehension, speaking, vocabulary, phonological awareness, alphabetic knowledge, reading, concepts about print, book knowledge Mathematics – N/A Creative Arts – art, pretend play Science/Technology – observing, drawing conclusions, communicating ideas, natural and physical world Social Studies – community roles, decision making, geography