Troy Preschool: Schroeder 3’s, 4’s, & 5’s – Weekly Happenings: December 10th – December 14th

Description KDI’s
Greeting Monday: Approaches to Learning – initiative,
1. Book Area card and Toy Area card with photograph of books, Block Area card with photograph of puzzles, Sand and Water Table area card with engagement, reflection
Time bubble wrap, stated what would be out for the week
2. Rhyming words written, Bhavishya’s letter link, replaced the beginning letter with a new letter to create rhyming words Social/Emotional – sense of competence,
3. A mad face, students learned synonyms for the word mad (angry, frustrated, fuming, furious, etc.) community, building relationships

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

1. Patterns written, two complex patterns drawn (circle, circle, square, square, etc. and triangle, circle, square, etc.), students completed the patterns awareness
2. Writer’s workshop written, drawing of a boy walking a dog, students labeled the drawing with beginning letters of words
3. Winter break written, photograph of people at a party and a countdown chain, showed students our countdown chain, explained we would be Language/Literacy/Communication –
counting down how many days are left until our classroom party and break comprehension, speaking, vocabulary,
phonological awareness, alphabetic
Wednesday: knowledge, reading, concepts about print,
1. Patterns written, two complex patterns drawn (M, M, O, O, etc. and T, L, Z, etc.), students completed the patterns book knowledge, writing
2. Photograph of money, a monkey, milk, and a mouse, students stated that they all begin with the letter m, practiced making the m sound, wrote an
uppercase and lowercase m Mathematics – number words and symbols,
3. A mad face, students reviewed the synonyms for mad (angry, frustrated, fuming, furious, etc.), students shared times in which they have felt mad counting, part-whole relationships, patterns

Thursday: Creative Arts – N/A

1. Comparing written, a circle with one green magnet in it, another circle with six blue magnets in it, students counted how many were in each circle
using 1:1 correspondence, the amounts were written, students stated that the blue magnets had 5 more than the green Science/Technology – observing, classifying,
2. Rhyming words written, Manvikh’s letter link, replaced the beginning letter with a new letter to create rhyming words drawing conclusions, communicating ideas
3. 3 dimensional shapes written, drawing of a cube, Isaac’s letter link, explained that yesterday Isaac pointed out a cube that he saw, explained that a
cube looks like a square but it has 6 faces Social Studies – community roles, decision
making, geography, history
Friday:
1. Happy birthday written, Noella’s letter link and a drawing of her with a birthday cake and balloons, wished her a happy birthday stated that she
would be turning 4, Mrs. Chowdhury’s letter link with word absent, drawing of substitute teacher, explained that Mrs. Chowdhury would be absent
for the day and Ms. S would be there for the day
2. Photograph of a monkey, a mouse, socks, and a snake, students sorted the pictures by beginning sounds, students practiced making the m sound
and s sound
3. Map of the world, Stella and Gloria’s letter links, stated that they would be leaving and going to South Korea

*What did each morning: wrote their names, read/looked at books or did puzzles, sang Time to Put Books Away song, stated day of week, stated the weather,
wrote numbers 10 – 12 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)*
Small  Students reviewed Lesson 2 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 learned 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. Afterwards, students were
Time dismissed to their tables, were given a piece of paper and writing utensils, thought of their stories, and began drawing/writing their stories. As they Social/Emotional – community, building
worked, teachers walked around learning what students were drawing/writing about and helping them to further their thinking. relationships, cooperative play

 Students made as snowstorm in a jar. They put water into a jar. Then they squirted in white paint and mixed it together. Afterwards, they poured Physical/Health – fine-motor skills, body
baby oil into the jar. Lastly, they put glitter into the jar. Students were told that they were going to be putting alka seltzer tablets into the jar and awareness
observing what happens. Students made predictions before putting the tablets in. After putting the tablets in, students observed and discussed what
happened. They stated how bubbles formed and the bubbles moved up and down. Language/Literacy/Communication –
comprehension, speaking, vocabulary,
 Students made candy-cane patterns. Each student had a pipe cleaner in the shape of a candy cane. Students put beads onto the pipe cleaner. phonological awareness, alphabetic
Students made simple (AB) patterns and complex patterns (ABC). knowledge, reading, concepts of print, book
knowledge, writing
 Students made letters in play-doh using pencils. Each student was provided with a piece of paper with all of the uppercase letters of the alphabet on
it. Students rolled out their play-doh and began making letters. They pointed to and identified the letter after it was made and crossed it off on the Mathematics – number words and symbols,
piece of paper. counting, patterns

 The book The Thing About Yetis was read to students. Concepts of print were discussed before, during, and after the book was read. When the Creative Arts – art
book was finished students were provided with play-doh. They made characters/items/events from the book out of the play-doh.
 Science/Technology – observing,
experimenting, predicting, 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, Manvikh got to choose the song, sang I Wonder What Song He’ll Pick Today, chose the song The Ants Go Marching, students
Time acted it out 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, students introduced to the song The Mittens on My Hands, students changed the lyrics by choosing body parts and what winter awareness
clothing goes on them (example: boots on my feet)
Wednesday: Language/Literacy/Communication –
 Easy to Join Activity – sang Come on Over and Sit Right Down song comprehension, speaking, vocabulary,
 Song book taken out, students reviewed the song The Mittens on My Hands, students learned the song Ten Little Snowflakes, students changed the phonological awareness
lyrics by choosing different places for the snowflakes to land (example: on my boots)
Mathematics – number words and symbols,
Thursday: counting
 Easy to Join Activity – sang Come on Over and Sit Right Down song
Creative Arts – music, movement, pretend
 Song book taken out, students reviewed the song The Mittens on my Hands and Ten Little Snowflakes, students learned the song Jingle Bells
play
Friday:
Science/Technology – observing, drawing
 Easy to Join Activity – sang Come on Over and Sit Right Down song
conclusions, communicating ideas
 Song Book taken out, sang Happy Birthday to Noella, sang Here We Go Around the Birthday Girl as we walked in a circle around Noella, and sang
Make a Wish and Blow Us Out as we pretended to be candles and as Noella pretended to blow us out, students pretended to bake a cake, Noella Social Studies – decision making
pretended to eat the cake
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
 Laid out area chard chart, used clothespins to pick up cotton balls and placed onto areas where went and played
 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 bubble wrap. 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. Students have been making snow angels, snowballs, and snowmen. Also, they Language/Literacy/Communication –
have been observing how water turns into ice when it’s cold and how ice melts and turns into water when it gets warm. comprehension, speaking, vocabulary,
phonological awareness, alphabetic
Work Time: knowledge, reading, concepts about print,
 Students are deciding who they want to play with and what they want to play with, with more detail. book knowledge
 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. 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.
Creative Arts – art, pretend play
 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