Troy Preschool: Schroeder 3’s, 4’s, & 5’s – Weekly Happenings: January 14th – January 18th

Description KDI’s
Greeting Monday: Approaches to Learning – initiative,
1. Toy Area and Book Area cad with photograph of books, Sand and Water Table Area card with bubble wrap, no symbol with names, discussed what engagement, problem solving, reflection
Time would be out for the week and discussed who would be absent
2. Mrs. Chowdhury’s letter link with no symbol, drawing of substitute teachers, lanyard, explained that Mrs. Chowdhury would be absent and we Social/Emotional – sense of competence,
would have substitute teachers for the day community, building relationships, moral
3. New letter links written, student’s letter links, explained how the letter links now have last names on them development

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

1. Mrs. Chowdhury’s letter link with no symbol, drawing of substitute teacher, lanyard, explained that Mrs. Chowdhury would be absent and we awareness
would have a substitute teacher for the day, no symbol with Bhavishya, Declan, Leia, Lerui, and Manvikh’s letter links, explained that they would
be absent Language/Literacy/Communication –
2. Habitats written, picture of a cave, the arctic, and a swamp, students learned about these habitats and about the types of animals that live in each one comprehension, speaking, vocabulary,
3. Counting written, drawing of rectangles, students stated that they were triangles because they have sides and two are longer and two are shorter, phonological awareness, alphabetic
students counted the rectangles using 1:1 correspondence, stated that there were 16 knowledge, reading, concepts about print,
book knowledge, writing
Wednesday:
1. Mrs. Chowdhury’s letter link with no symbol, drawing of substitute teacher, explained that Mrs. Chowdhury would be absent and we would have Mathematics – number words and symbols,
Ms. Radha as our substitute teacher counting, shapes
2. We have a new student written, Victoria’s letter link, drawing of Victoria, Mrs. Campbell’s letter link, introduced Victoria to the class and stated
that she would be in Mrs. Campbell’s small-group Creative Arts – N/A
3. Photograph of a car, clouds, a cat, and carrots, students stated that they all begin with letter c, practiced making the c sound, wrote an uppercase and
lowercase c Science/Technology – observing, classifying,
drawing conclusions, communicating ideas
Thursday:
1. Science alive written, photographs of students with animals, drawing of Special Time schedule sign, explained that an instructor will be coming into Social Studies – community roles, decision
our classroom and teaching us about animals making, geography, history
2. Problem solving written, photograph of a child picking his nose, photograph of child washing hands, photograph of a tissue box, explained how
picking our noses spreads germs and we can blow our nose with tissues and wash our hands
3. Problem solving written, photograph of a recycling bin with trash in it, explained how our recycling bin is for cardboard, paper, and plastic, not
trash

Friday:
1. Habitats written, picture of a cave, a pond, and the arctic, students were shown pictures of a bat, a frog, and a polar bear and stated in which habitat
they live
2. Photograph of a lion, a ladder, carrots, and clouds, students sorted them by beginning sound
3. Minimal security drill written, drawing of Rest Time schedule sign, reviewed what we do when we see a stranger, explained how we’d be having
the drill during rest time, stated how we’d stay in the classroom and not talk

*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
13 – 15 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 3 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 use all of their writing utensils, how to sort them, and how to take care of them. Afterwards, students were given a piece of paper Social/Emotional – community, building
and writing utensils, thought of their stories, and began drawing/writing their stories. As they worked, teachers walked around learning what relationships, cooperative play
students were drawing/writing about and helping them to further their thinking.
Physical/Health – fine-motor skills, body
 Lowercase letters a – m were written with a white crayon on a piece of white paper. Each letter was in a separate box. Students had to color over awareness
the lowercase letter in each box with a marker in order to see it. As students colored over the letters, they identified the letters and practiced
making the letter sounds. Some students stated words that begin with each letter. Language/Literacy/Communication –
comprehension, speaking, vocabulary,
 Lowercase letters n – z were written with a white crayon on a piece of white paper. Each letter was in a separate box. Students had to color over phonological awareness, alphabetic
the lowercase letter in each box with a marker in order to see it. As students colored over the letters, they identified the letters and practiced knowledge, reading, concepts of print, book
making the letter sounds. Some students stated words that begin with each letter. knowledge, writing
  Students sorted animals by their habitats. Each student was provided with a picture of a farm, an ocean, and of a cave. Then students were Mathematics – shapes
provided with a bucket of animals mixed together. Students placed the animals on their habitats.
Creative Arts – art
 Students learned about 3 dimensional shapes. Each student was provided with 3 dimensional shapes in a bucket. Students sorted them by shape,
size, and/or color. Science/Technology – observing,, 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, Stella got to choose the song, sang I Wonder What Song She’ll Pick Today, chose the song Humpty Dumpty, students acted it
Time 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 Jack and Jill, students acted it out awareness

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 Jack and Jill, students acted it out phonological awareness

Thursday: Mathematics – N/A

 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 Jack and Jill, students acted it out
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, students reviewed the song Jack and Jill, students acted it 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
 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
  Students picked whose turn it was go share where went and played by using pointer stick and stating each other’s names
 Students sat in a circle, rolled ball to one another, person that received ball shared what did Creative Arts – art, pretend play
 Students drew a picture of what they did during work time
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. 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.
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.
 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