Troy Preschool: Schroeder 3’s, 4’s, & 5’s – Weekly Happenings: January 22nd – January 25th

Description KDI’s
Greeting Monday: Approaches to Learning – initiative,
1. N/A – no school engagement, reflection
Time
Tuesday: Social/Emotional – sense of competence,
1. Book Area and Toy Are cards with photograph of books, Sand and Water Table Area card with photograph of water, Block Area card with community, building relationships
photograph of puzzles, discussed what would be out for the week
2. It is too cold written, drawing of Outside Time schedule sign with no symbol and Special Time schedule sign with word gym, stated would be Physical/Health – fine-motor skills, body
going to the gym due to how cold it is awareness
3. Drawing of ovals, students counted how many there were using 1:1 correspondence, stated that there were 20 ovals
Language/Literacy/Communication –
Wednesday: comprehension, speaking, vocabulary,
1. N/A – no school phonological awareness, alphabetic
knowledge, reading, concepts about print,
Thursday: book knowledge, writing
1. Mrs. Chowdhury’s letter link with no symbol, drawing of Ms. Radha, explained that Ms. Radha would be our substitute teacher for the day
2. Brandon’s letter link, map of United States, explained how Brandon went to Florida with his family Mathematics – number words and symbols,
3. Picture of fruit, a fish, a frog, and a fox, students stated that they all begin with f, wrote an uppercase and lowercase f, practiced making f sound counting, shapes

Friday: Creative Arts – N/A

1. Habitats written, photograph of a swamp, the savannah, and underground, students learned about the habitats and they animals that live there
2. Drawing of an ocean scene, students sounded out the words and labeled the picture with beginning and ending sounds Science/Technology – observing, classifying,
3. A picture of a fox, a fish, a leaf, and a lemon, students sorted them by beginning sounds drawing conclusions, communicating ideas,
natural and physical world
*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 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 Social Studies – community roles, decision
the beginning sound of their name)* making, geography, history
Small  Students began Lesson 4 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 learned how to visualize their stories in their head and how to discuss them before putting them onto paper. Afterwards, students were given a Social/Emotional – community, building
piece of paper and writing utensils, thought of their stories, and began drawing/writing their stories. As they worked, teachers walked around relationships, cooperative play
learning what students were drawing/writing about and helping them to further their thinking.
Physical/Health – fine-motor skills, body
 Students made complex patterns (ABC, AABBCC, etc.) with three different colors. They were provided with a piece of Styrofoam, a paperclip, awareness
and pony beads. Students stuck the paperclip into the piece of Styrofoam and put the beads onto it. Students counted how many beads they used
using 1:1 correspondence. Language/Literacy/Communication –
comprehension, speaking, vocabulary,
 Students played an I Spy game with beginning sounds. Each student was provided with a bucket. Inside each bucket were a bear, a spoon, a cat, phonological awareness, alphabetic
and a dinosaur. Students were given time to look at their items in the bucket and to state what they had inside. Afterwards, the teacher would say, knowledge, reading, concepts of print, book
“I spy with my little eye something that begins with this sound /c/.” Students had to find the item in their bucket that starts with that sound and put knowledge, writing
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. Mathematics – number words and symbols,
counting, patterns

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
 Easy to Join Activity – sang Come on Over and Sit Right Down song relationships, cooperative play
 Song Book taken out, William got to choose the song, sang I Wonder What Song He’ll Pick Today, chose song The Itsy Bitsy Spider, tapped beat of
 song on knees as sang it, students changed lyrics to song, lyrics are below: Physical/Health – gross-motor skills, body
The itsy, bitsy spider crawled under the books awareness
It crawled on a girl and made her cry
Then that girl ran away Language/Literacy/Communication –
Then that spider crawled under the crib comprehension, speaking, vocabulary,
phonological awareness
Wednesday:
 N/A – no school Mathematics – N/A

Thursday: Creative Arts – music, movement, pretend

 Easy to Join Activity – sang Come on Over and Sit Right Down song play
 Read book If You’re Happy and You Know It by James Warhola, students acted it out
Science/Technology – observing, drawing
Friday: conclusions, communicating ideas
 Easy to Join Activity – sang Come on Over and Sit Right Down song
 Read book If You’re Happy and You Know It by James Warhola, students acted it out 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.
 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