Welcome to B4’s “Pre-School” of Fish!

In this packet will you find… 1. A Welcome Letter 2. Getting to Know Miss Blecki & Mrs. Legg 3. Daily Schedule 4. Classroom Supplies 5. What is a “Fish Folder?” 6. Classroom behavior management 7. High Scope Pre-School Curriculum Content 8. What are Letter Links? 9. Using Letter Links at Home


Getting to Know Miss Blecki!

My name is Erin Blecki and I graduated from the University of Delaware in 2010. I currently hold a Bachelors of Science degree in Early Childhood Education and a certification in Special Education as well. I began working on my Masters in Special Education/Autism in June 2011. This will be my second year teaching, and my second year teaching Pre-school. I student taught here at Morris in the preschool program in 2010 and it didn’t take long for me to realize how much I loved working with this age group! When I’m not at Morris, I enjoy spending time with my family and friends, doing craft projects, and baking lots of goodies! I’m excited for the school year and all the great things to come! If you ever have any questions my contact information is listed below. Erin Blecki School Phone: 302-424-1650 ext. 235 E-mail: eblecki@msd.k12.de.us

Getting to Know Mrs. Legg!
Hello families, I would like to introduce myself. My name is Jennifer Legg, and I will be your child’s Para this year, with Ms. Blecki. I have two children ages 13 and 10, and I am currently working on my bachelor’s in Early Childhood Education. I have worked in education for six years, and my children attend Milford School District. I am very excited to meet your child, and I am looking forward to a good pre-k year. We will be doing many fun activities together. Looking forward to seeing you.

Sincerely, Jennifer Legg


Daily Schedule
8:00-8:30/12:30-12:50: Arrival & Table Time 8:30-8:45/12:50-1:05: Greeting Time 8:45-8:55/1:05-1:10: Planning Time 9:55-9:35/1:10-1:50: Work Time 9:35-9:40/1:50-2:00: Clean-Up Time 9:40-9:50/2:00-2:10: Re-Call Time 9:50-10:05/2:10-2:25: Small Group Time 10:05-10:20/2:25-2:40: Snack Time/Story Time 10:20-10:30/2:40-2:50: Large Group Time 10:30-10:40/2:50-3:00: Pack-up &Transition to Playground   10:40-10:55/3:00-3:10: Outside   10:55/3:10: Dismiss for busses

Classroom Supplies
In order to meet the needs of our classroom supplies for the school year we request that you send your child to school with the following items: Girls: - 1 box of sandwich size zip lock baggies - 1 bottle of hand sanitizer Boys: - 1 pack of 8oz. plastic cups - 1 roll of paper towels If you ever happen to be out shopping and come across a good sale and are interested in sending in any additional items, you would make some very happy teachers and students!! 

- Snack food items: animal crackers, pretzels, goldfish, cereals, fruit snacks, popcorn, etc. - Tissues - Crystal light (or store brand) drink mixes - Hand soap


What is a Fish folder?
A fish folder is your child’s folder that goes back and forth between home and school EVERYDAY your child comes to school. The “fish” in fish folder stands for: family involvement starts here! Setting up a daily communication folder is the perfect way to become involved in your child’s schooling! PLEASE be sure to check your child’s folder every night, as this is our way of sending important information and papers to you. In the folder you will find: * “Stays home” side * Papers here, stay home!  * “Back to school” side * Papers here, need to come back to school. They may request information, signatures, or be order forms * Behavior calendar * Each month there will be a calendar in your child’s folder with another sheet attached. Everyday your child’s behavior will be recorded on this calendar. If there are any “thinking chair days” they will be explained on the attached sheet.

Classroom Behavior management
In our classroom we use a color-coded classroom behavior management system. Below you will find an explanation of what those colors mean. Green: Everyday, everyone will start on green. If you have a good day, you stay on green!  Yellow: Not so good day  If you need many reminders and go to the thinking chair one time, your day goes to yellow. Red: I was angry today! If you need MANY reminders and go to the thinking chair more than one time, your day goes to red. Purple: If you go above and beyond good behavior and are a good friend, or an excellent listener you can earn MORE than green and be re-warded a purple day!

You might be wondering; if my child goes to yellow or red, can they earn the green day back? YES, THEY CAN! Should your child turn their behavior around after thinking about it in the thinking chair, they could have the opportunity to go back to green at the end of their day!

At the end of each month there will be rewards given for good behavior, such as a movie day, extra outside time, or special snack!  


High- Scope Curriculum Content
HighScope  Preschool  Curriculum  Content  —  Key  Developmental  Indicators    (KDIs,  updated  2010)     A.  Approaches  to  Learning   1.  Initiative:  Children  demonstrate  initiative  as  they  explore  their  world.   2.  Planning:  Children  make  plans  and  follow  through  on  their  intentions.   3.  Engagement:  Children  focus  on  activities  that  interest  them.   4.  Problem  solving:  Children  solve  problems  encountered  in  play.   5.  Use  of  resources:  Children  gather  information  and  formulate  ideas  about  their  world.   6.  Reflection:  Children  reflect  on  their  experiences.     B.  Social  and  Emotional  Development     7.  Self-­identity:  Children  have  a  positive  self-­‐identity.   8.  Sense  of  competence:  Children  feel  they  are  competent.   9.  Emotions:  Children  recognize,  label,  and  regulate  their  feelings.   10.  Empathy:  Children  demonstrate  empathy  toward  others.   11.  Community:  Children  participate  in  the  community  of  the  classroom.   12.  Building  relationships:  Children  build  relationships  with  other  children  and  adults.   13.  Cooperative  play:  Children  engage  in  cooperative  play.   14.  Moral  development:  Children  develop  an  internal  sense  of  right  and  wrong.   15.  Conflict  resolution:  Children  resolve  social  conflicts.     C.  Physical  Development  and  Health   16.  Gross-­motor  skills:  Children  demonstrate  strength,  flexibility,  balance,  and  timing  in  using  their  large  muscles.   17.  Fine-­motor  skills:  Children  demonstrate  dexterity  and  hand-­‐eye  coordination  in  using  their  small  muscles.   18.  Body  awareness:  Children  know  about  their  bodies  and  how  to  navigate  them  in  space.   19.  Personal  care:  Children  carry  out  personal  care  routines  on  their  own.   20.  Healthy  behavior:  Children  engage  in  healthy  practices.     D.  Language,  Literacy,  and  Communication1   21.  Comprehension:  Children  understand  language.   22.  Speaking:  Children  express  themselves  using  language.   23.  Vocabulary:  Children  understand  and  use  a  variety  of  words  and  phrases.   24.  Phonological  awareness:  Children  identify  distinct  sounds  in  spoken  language.   25.  Alphabetic  knowledge:  Children  identify  letter  names  and  their  sounds.   26.  Reading:  Children  read  for  pleasure  and  information.   27.  Concepts  about  print:  Children  demonstrate  knowledge  about  environmental  print.   28.  Book  knowledge:  Children  demonstrate  knowledge  about  books.   29.  Writing:  Children  write  for  many  different  purposes.   30.  ELL/Dual  language  acquisition:  (If  applicable)  Children  use  English  and  their  home  language(s)  (including  sign   language).  

  E.  Mathematics     31.  Number  words  and  symbols:  Children  recognize  and  use  number  words  and  symbols.   32.  Counting:  Children  count  things.   33.  Part-­whole  relationships:  Children  combine  and  separate  quantities  of  objects.   34.  Shapes:  Children  identify,  name,  and  describe  shapes.   35.  Spatial  awareness:  Children  recognize  spatial  relationships  among  people  and  objects.   36.  Measuring:  Children  measure  to  describe,  compare,  and  order  things.   37.  Unit:  Children  understand  and  use  the  concept  of  unit.   38.  Patterns:  Children  identify,  describe,  copy,  complete,  and  create  patterns.   39.  Data  analysis:  Children  use  information  about  quantity  to  draw  conclusions,  make  decisions,  and  solve  problems.     F.  Creative  Arts     40.  Art:  Children  express  and  represent  what  they  observe,  think,  imagine,  and  feel  through  two-­‐  and  three-­‐ dimensional  art.   41.  Music:  Children  express  and  represent  what  they  observe,  think,  imagine,  and  feel  through  music.   42.  Movement:  Children  express  and  represent  what  they  observe,  think,  imagine,  and  feel  through  movement.   43.  Pretend  play:  Children  express  and  represent  what  they  observe,  think,  imagine,  and  feel  through  pretend  play.   44.  Appreciating  the  arts:  Children  appreciate  the  creative  arts.     G.  Science  and  Technology     45.  Observing:  Children  observe  the  materials  and  processes  in  their  environment.   46.  Classifying:  Children  classify  materials,  actions,  people,  and  events.   47.  Experimenting:  Children  experiment  to  test  their  ideas.   48.  Predicting:  Children  predict  what  they  expect  will  happen.   49.  Drawing  conclusions:  Children  draw  conclusions  based  on  their  experiences  and  observations.   50.  Communicating  ideas:  Children  communicate  their  ideas  about  the  characteristics  of  things  and  how  they  work.   51.  Natural  and  physical  world:  Children  gather  knowledge  about  the  natural  and  physical  world.   52.  Tools  and  technology:  Children  explore  and  use  tools  and  technology.     H.  Social  Studies   53.  Diversity:  Children  understand  that  people  have  diverse  characteristics,  interests,  and  abilities.   54.  Community  roles:  Children  recognize  that  people  have  different  roles  and  functions  in  the  community.   55.  Decision  making:  Children  participate  in  making  classroom  decisions.   56.  Geography:  Children  recognize  and  interpret  features  and  locations  in  their  environment.   57.  History:  Children  understand  past,  present,  and  future.   58.  Ecology:  Children  understand  the  importance  of  taking  care  of  their  environment.              


What are Letter Links?
• Letter links are used as an element of the creative curriculum. Their use helps to build your child’s literacy skills through letter and sound recognition. Each child has their own letter link with their name and a picture. The picture starts with the same letter and letter sounds as your child’s first name. The students will also get to know their peer’s letter links as we will be using them throughout our daily routine. • You will find your child’s letter link on the front of their home-to-school folders and other items throughout the classroom. Please feel free to review your child’s letter links with them, especially during the first months of school. • Example:

Using Letter Links at Home
Here are some ways you can use letter links at home with your child: - Review your child’s letter link with them. o What letter is the same in Tommy and Turtle? o Do you know another word that starts with ‘T’? - Talk about other family members names. o What pictures could we give to ‘Ryan’? o Do ‘Ryan’ and ‘Tree’ sound the same or do ‘Ryan’ and ‘Robot’ sound the same? - Look at words around you! Kids recognize what is called, “environmental print”. Ask them to identify letters when you’re out shopping. o ‘W’ in Walmart, like ‘Walter’ o ‘M’ in McDonalds, like ‘Matt’ - If you would like extra copies of your child’s letter link to use around at home, please ask for extras! 

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