Troy Preschool: Schroeder 3’s, 4’s, & 5’s – Weekly Happenings: February 4th – February 8th

Description KDI’s
Greeting Monday: Approaches to Learning – initiative,
1. Book Area 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, discussed what would be out for the week
2. Groundhog’s Day written, photographs of groundhogs, explained that the groundhog did not see its shadow, so spring would be coming early Social/Emotional – sense of competence,
3. Spirit Day written, photographs of students and teachers dressed up, explained that it was crazy hair/crazy outfit day community, building relationships,

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

1. Chinese New Year written, photographs of people celebrating, photograph of a pig, explained how it is Chinese New Year and it is the year of the awareness
pig
2. Photograph of a jump rope, jam, jellyfish, and jello, students stated that they all begin with j, practiced making the j sound, wrote an uppercase and Language/Literacy/Communication –
lowercase j comprehension, speaking, vocabulary,
3. Counting written, drawing of pentagons, students learned that pentagons have 5 sides, counted how many there were using 1:1 correspondence phonological awareness, alphabetic
knowledge, reading, concepts about print,
Wednesday: book knowledge, writing
1. N//A – no school
Mathematics – number words and symbols,
Thursday: counting, shapes
1. Photograph of a jellyfish, of Jello, of a train, and of a turtle, students sorted them by beginning sounds
2. Habitats written, photograph of a mountain, a rainforest, and of a coral reef, we discussed which animals live within each habitat Creative Arts – N/A
3. Pajama day written, photograph of people in pajamas, explained how people would be wearing pajamas for the day
Science/Technology – observing, classifying,
Friday: drawing conclusions, communicating ideas
1. Habitats written, photograph of a coral reef, a mountain, and a rainforest, students shown pictures of a clownfish, an eagle, and a parrot, students
stated where these animals live Social Studies – diversity, community roles,
2. Rhyming words written, Victoria’s letter link, created words that rhyme with Victoria decision making, geography, history
3. Counting written, drawing of cubes, students identified the cube and counted how many there were using 1:1 correspondence, students stated that
there were 12

*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 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 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 reviewed 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
 Each student drew a heart. Then they cut their hearts out. Afterwards, they painted their hearts with their fingers. Students discussed what awareness
happened when they mixed the color of paints together and why.
Language/Literacy/Communication –
 Students learned how to write Chinese numbers. Each student was provided with a bucket with pieces of paper and a chart showing the numbers comprehension, speaking, vocabulary,
one through ten written in Chinese. Each piece of paper had a number written on it. Students pointed to and identified the number. Then they phonological awareness, alphabetic
found the number written in Chinese on the number chart. They drew that number onto the piece of paper. This continued until all numbers one knowledge, reading, concepts of print, book
through ten were written. knowledge, writing

 Students were told that they were going to be making cucumber salad for Chinese New Year. Students were provided with ingredients. They were Mathematics – number words and symbols,
provided with soy sauce, sesame oil, rice vinegar, cucumbers, garlic powder, and sugar. Students took turns measuring and mixing the ingredients counting, shapes, measuring, unit
together. Then students cut up their cucumbers. Then students poured the mixture over their cucumbers.
Creative Arts – art

Science/Technology – observing,
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, Bhavishya got to choose the song, sang I Wonder What Song She’ll Pick Today, chose the song, Icky Sticky Bubblegum,
Time students took turns choosing where the gym got stuck and choosing to count fast or slow when trying to take the gum off 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
 Read the book Animal Action ABC by Karen Pandell, students acted out the book awareness

Wednesday: Language/Literacy/Communication –
 N/A – no school comprehension, speaking, vocabulary,
phonological awareness
Thursday:
 Easy to Join Activity – sang Come on Over and Sit Right Down song Mathematics – N/A
 Read the book Animal Action ABC by Karen Pandell, students acted out the book
Creative Arts – number words and symbols,
Friday: counting
 Easy to Join Activity – sang Come on Over and Sit Right Down song
Science/Technology – observing, drawing
 Students learned to sing Twinkle Twinkle Little Star in Chinese, students learned how to count to ten in Chinese and used Chinese drums while
conclusions, communicating ideas
doing so
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 binoculars for pretend, looked for areas where wanted to go play
 N/A – no school 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
 N/A – no school
 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,
 N/A – no school
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. 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