Troy Preschool: Schroeder 3’s, 4’s, & 5’s – Weekly Happenings: February 11th – February 15th

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, discussed what would be out for the engagement, problem solving, reflection
Time week
2. Rhyming words written, picture of a ring and a cat, picture of a bat and a king, stated that ring and cat rhyme and that bat and king rhyme, students Social/Emotional – sense of competence,
stated that, that wasn’t right, they said ring and king rhyme and bat and cat rhyme community, building relationships, moral
3. Did you like the cucumber salad written, photograph of the cucumber salad with a chart, students took a vote on if they did or didn’t like the development
cucumber salad, students learned that the results were a tie
Physical/Health – fine-motor skills, body
Tuesday: awareness
1. N/A – no school
Language/Literacy/Communication –
Wednesday: comprehension, speaking, vocabulary,
1. Photograph of Mr. Canfield, photographs of students throwing and eating snow, explained how Mr. Canfield’s ruled are to not throw or eat snow phonological awareness, alphabetic
when at school knowledge, reading, concepts about print,
2. Photograph of a gorilla, a guitar, a garage, and a garden, students stated that they all begin with g, made the g sound, wrote an uppercase and book knowledge, writing
lowercase g
3. Counting written, drawing of rectangular prisms, counted how many there were using 1:1 correspondence, stated that there were 16 Mathematics – number words and symbols,
counting, data analysis
Thursday:
1. Mrs. Akther’s letter link with no symbol, drawing of Ms. Radha, explained how Mrs. Akther would be gone for 2 weeks and Ms. Radha would be Creative Arts – N/A
our substitute teacher
2. Sign language written, photograph of child with hearing aid and photographs of people using sign language, explained what it means to be deaf, Science/Technology – observing, classifying,
taught students some sign language drawing conclusions, communicating ideas
3. Valentine’s Day written, photograph of student’s celebrating, explained that Valentine’s Day is a day where we celebrate the people that we love,
state that we’d pass out our cards to one another during work time Social Studies – diversity, community roles,
decision making, geography, history
Friday:
1. Mrs. Akther’s letter link with no symbol, drawing of Ms. Radha with no symbol, drawing of Ms. Shah, explained that Ms. Shah would be our
substitute teacher for the day
2. Rhyming written, photograph of a bat and a frog, photograph of a dog and a hat, students stated that those words didn’t rhyme and that they had to
be fixed, stated that dog and frog rhyme, and bat and hat rhyme
3. Crazy hair day written, photograph of child with crazy hair, explained how students/teachers would have crazy hair for the day

*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
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 learned Lesson 5 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. Students learned that if they Social/Emotional – community, building
encounter drawing something difficult, they should keep trying to draw it and not give up. Afterwards, students were given a piece of paper and relationships, cooperative play
writing utensils, thought of their stories, and began drawing/writing their stories. As they worked, teachers walked around learning what students
were drawing/writing about and helping them to further their thinking. Physical/Health – fine-motor skills, body
awareness
 Students were told that they were going to be decorating bags for Valentine’s Day. We discussed how Valentine’s Day is a day in which we
celebrate the people that we love. Students talked about whom they love and talked about things that they associate with Valentine’s Day (hearts, Language/Literacy/Communication –
cards, etc.). Students were provided with bags to decorate. They decorated them with crayons, sticker hearts, paper, etc. comprehension, speaking, vocabulary,
phonological awareness, alphabetic
 Students were told that they were going to be making a Valentine’s Day graph. Students were given a container with hearts of different colors knowledge, reading, concepts of print, book
inside. Students sorted the colors. They placed the colored hearts onto separate columns on the chart using glue. They counted how many there knowledge, writing
were altogether using 1:1 correspondence. They compared and contrasted the amounts of each color and stated how many more of one color they
would need to equal the amount of another color. Mathematics – number words and symbols,
counting, part-whole relationships, shapes,
 Students were told that they were going to be doing a Valentine’s Day experiment. Students were provided with lids. They filled their lid with a ½ data analysis
tsp. baking soda. Then they were given candy hearts and placed them in the lids. Then they poured vinegar over top of each one and observed
what happened to the candy hearts. Students discussed what was going on and gave reasons as to why. Creative Arts – art
 Science/Technology – observing, classifying,
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, Brandon got t to choose the song, sang I Wonder What Song He’ll Pick Today, chose the song Little Miss Muffet, students
Time acted it out Social/Emotional – community, building
relationships, cooperative play
Tuesday:
 N/A – no school Physical/Health – gross-motor skills, body
awareness
Wednesday:
 Easy to Join Activity – sang Come on Over and Sit Right Down song Language/Literacy/Communication –
 Song book taken out, students introduced to the song Skidamarink, students kept a steady beat to the song by choosing which body part to tap, comprehension, speaking, vocabulary,
students learned about people who are deaf and how they use sign language to communicate, students learned sign language for part of the song 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 Skidamarink, students kept a steady beat to the song using rhythm sticks (hitting in air, hitting on
ground, rubbing) play

Science/Technology – observing, drawing

Friday:
conclusions, communicating ideas
 Easy to Join Activity – sang Come on Over and Sit Right Down song
 Song book taken out, students reviewed the song Skidamarink, students kept a steady beat to the song using rhythm sticks (hitting in air, hitting on Social Studies – diversity, decision making
ground, rubbing)
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
 N/A – no school
 Laid out area card chart, wrote first letter of first name underneath areas where wanted to go play Social/Emotional – building relationships
 Laid out area card chart, chose an animal and placed it on areas 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
 N/A – no school
 Laid out area card chart, looked at initials, discussed if went to the areas that planned on going to 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
 N/A – no school
Mathematics – shapes
 Laid out area card chart, chose a doll and placed it on areas where went and played
 Students sat in a circle, rolled ball to one another, person that received ball shared what did
  Students drew a picture of what they did during work time Creative Arts – art, 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