October 7, 2013 DAILY SCHEDULE AND GOALS

Week 7

8:00 Free Play I will show Marcus the proper way to ask for a toy by modeling it with him. I will say, May I please have that toy? 9:15 Job Group I will model how enjoyable dancing can be by playing a song both the children and I enjoy and by dancing with the children. I will make sure that my facial expressions match my excitement to dance with the kids. 9:40 Snack I will encourage inquiry in the children at Table C by asking them to guess what we will be having for snack. I will go around the table and ask each student their guess so as to not leave anyone out. 10:00 Group Time I will sit down and focus on Christina enforcing expectations on the carpet. I will write down phrases I hear her say so I can come back and review them later. 10:20 Centers I will show Vincent that I am interested in his play by asking him about what he is playing with and/or making. I will engage in his play alongside him by asking whom I can be and if I can play too. 11:15 Outside I will watch over children for the purposes of keeping them safe, not for my job to be easier. I will do this by engaging with the children, and by calmly going up to those who are not being safe (by CDL standards) and reminding them of the rules.

October 8, 2013 DAILY SCHEDULE AND GOALS

Week 7

8:00 Free Play I will say hello to at least five parents as they come in during drop off time. I will ask them how they are doing this morning or if they had a good weekend. If time allows, I will ask these parents where they work, in order to get a better idea of the home schedules of my students. 9:15 Job Group I will spell out the childrens names as I give them jobs to enhance letter recognition. I will try not to look at the student whose name I am spelling so that students are able to recognize the letters in their name with little help from the teacher. 9:40 Snack I will model cleaning skills by throwing away my plate first, my cup second, and then wiping up my spot with the sponge on the table. 10:00 Group Time I will model how to listen at group for Marcus. I will accomplish this by sitting next to him on a chair with my feet down, hands in my lap, and my eyes on Christina. 10:20 Centers I will make sure I am prepared for the transition to outside by clearly deciding where teachers will be and what students I will send to the cubby room first. I will send every child so that I know where all the children are and so that everything is organized as we put our coats on. 11:15 Outside I will encourage gross motor development in my students by timing them as they run a race around the playground.

October 9, 2013 DAILY SCHEDULE AND GOALS

Week 7

8:00 Free Play I will develop Alisas verbal language skills by asking her what she is coloring and why she used the colors she did. 9:15 Job Group I will encourage student to student interaction by prompting those doing calendar to ask their friends for help if they are unsure of the month or day of the week. 9:40 Snack I will develop students self help skills by having them serve themselves at snack. They will get their own food and drink, cleaning up if they make a mess. 10:00 Group Time I will learn about what the students are interested in by observing their level of engagement on the carpet. I will make note of times when the majority of students eyes are on Christina, as well as times when students attention is elsewhere. 10:20 Centers I will develop students turn taking skills by having them write their names on a wait list for the middle area, calling their name when it is their turn. 11:15 Outside I will model social skills by talking with students from the other class, Preschool 2. I will call them over and ask how their day was, getting on their level so they know I am interested in what they have to say.

October 10, 2013 DAILY SCHEDULE AND GOALS

Week 7

8:00 Free Play I will provide structure by enforcing and being consistent with the rules. I will follow up with students whom I have told they get one more chance to follow the rules. 9:15 Job Group I will provide positive reinforcement to at least four students by pointing out by name who is sitting crisscross or raising his or her hand and waiting for me to call on them. 9:40 Snack I will model listening skills by listening to students in turn. I will remind those who are interrupting conversations that I can only hear one voice at a time, and that I will listen to them when Im done talking with the other student. 10:00 Group Time I will continue to get to know the students outside lives by listening to their comments, writing down snippets I find particularly enlightening. 10:20 Centers I will show students I am open to them by engaging with students during dramatic play. I will do this by donning the language they are using and providing facial expressions to show I am interested. 11:15 Outside I will show children I care by comforting them when they get hurt on accident. I will accomplish this by asking them what happened in a calm voice, check the spot where they are hurt, and hug them if they are particularly upset.

October 11, 2013 DAILY SCHEDULE AND GOALS

Week 7

8:00 Free Play I will help Ting-Ting develop her English by asking her what she is making as she plays with the blocks. I will continue to engage her in conversation, repeating full sentences to her few English words. 9:15 Job Group I will reinforce the need to raise hands by not immediately looking at those students who are talking out of turn. Instead, I will wait until they have been talking for a little, look at them, and remind them to raise their hands if they would like to share. 9:40 Snack I will develop students language and conversation skills by asking what students will be doing this weekend. I will ask them if they have anything special planned, and then share my plans for the weekend as well. 10:00 Group Time I will get to know how the other teachers in the room view teaching by watching Kathy conduct group time and noting the subtle differences in her expectations and how she addresses the children. 10:20 Centers I will model thought processes by thinking out loud as I do a task such as putting two Lego pieces together or writing a list. 11:15 Outside I will model proper use of play equipment by showing students how to hit the drums at the far side of the playground.

October 14, 2013 DAILY SCHEDULE AND GOALS

Week 8

8:00 Free Play I will make a connection with Sofia by initiating a conversation with her and listening intently for something she enjoys that I also enjoy (e.g. pickles) 9:15 Job Group I will promote gross motor development (as well as recognizing the sound /b/) in the upper body by playing the song My Bonnie and having the students raise their arms when they hear words that start with the letter B (Bonnie, bring, back, etc.) 9:40 Snack I will work on being flexible with the other teachers when Christina is out of the room by taking a deep breath and doing what they ask of me instead of saying But Im supposed to be doing transitions. 10:00 Group Time I will take pictures of our guest visitor (a sibling of Preschool 2 student Jayden) as she plays violin so that we can share out with parents what happened, what was played, and the reactions the students had. 10:20 Centers I will develop students awareness of number by asking, How many people are at the table in instances when a specific number of children are allowed at a table (e.g. 4 when we have the barns out at Table B). 11:15 Outside I will show students I am available to talk to and come to by getting on their level when they come to tell me something. I will do this by squatting down, no matter where I am, and looking them in the eye (all while keeping an eye on other children in the general vicinity).

October 15, 2013 DAILY SCHEDULE AND GOALS

Week 8

8:00 Free Play I will encourage students appreciation for their own drawings and artworks by asking what they like about it, rather than telling them what I like about it. 9:15 Job Group I will develop students awareness of the letters in their name, as well as their name as a whole, by spelling their names when they have a job and by dismissing them by showing them cards with their name on them (we call it The Name Game) 9:40 Snack I will model proper cleaning by helping Conall clean up when he spills his milk. I will do this in a calm manner so that students will know it is ok when we spill. 10:00 Group Time I will develop my own ability of reading aloud to students by observing Christina reading a book to students, taking notes on times when she pauses, asks students questions, and prompts them to guess what happens next. 10:20 Centers I will show students I am interested in their questions by taking time to answer them as genuinely as I can. For example, if they ask why I have candy I will tell them, Because it makes my throat feel better; cough drops dont do as good of a job but this specific candy works really well. (Which is true) 11:15 Outside I will keep students from getting hurt by reminding them to go down the slides quickly and to watch their feet when they climb on the monkey bars. I will also do this by keeping kids out from under the climber (play set).

October 16, 2013 DAILY SCHEDULE AND GOALS

Week 8

8:00 Free Play I will continue to develop my students expressive language by refraining from asking yes or no questions, and instead asking them to describe what they are making/building, why they are making/building it, and what their picture/object might be used for. 9:15 Job Group I will model what it looks like to admit forgetfulness and get help by saying, Were going to finish our job group by doing that thing I always forget to do and waiting for students to remind me, feed Alex! (Alex is our fish) 9:40 Snack I will help students transition safely by watching to make sure they are less likely of running into one another. I will do this by reminding students to walk and watch where they are going. 10:00 Group Time I will ensure students are fully engaged with the music playing by waiting to put noisy toys out on the tables. This way they are more likely to hear the music and continue dancing/singing. 10:20 Centers I will develop both Masons and Cosmos understanding that a number corresponds to an object by having them point to objects as they count them. I will prompt them by saying, Match your finger to your voice. 11:15 Outside I will provide a smoother transition from center time to outside time by scanning each table as we clean and sending children to the cubby room promptly when they are done cleaning.

October 17, 2013 DAILY SCHEDULE AND GOALS

Week 8

8:00 Free Play I will get to know my students play more intimately by listening to the sounds Cosmo makes and watching his movements. This will help me make sense of what relationship the sound has to the movement of the toy. 9:15 Job Group I will encourage participation in voting by asking the students if they want to be dismissed by the color they are sitting on or by the name game (recognize their name on a card and go). 9:40 Snack I will model how to pour milk by holding my glass with my left hand and pouring with my right. If I make a mess, I will say Oops I need a paper towel and clean up my mess quickly. 10:00 Group Time I will continue to work on going over expectations by looking over what I have written on my lesson plan for group. I will have an index card with bullet points of what behaviors I am looking for so that I dont forget. 10:20 Centers I will promote peer interaction by praising students when they volunteer to save their peers artwork or puzzles when they have to leave to do the HDFS students activity. 11:15 Outside I will engage student interest in nature by taking the time to investigate any interesting bug, leaf, or rock that might appear on the playground (with the exception of bees).

October 18, 2013 DAILY SCHEDULE AND GOALS

Week 8

8:00 Free Play I will encourage using your words during playtime by praising Zoe when she asks for the toys: Hey, can I, um, can I play with this toy? 9:15 Job Group I will reinforce the expectation of raising our hands to share something by encouraging those who are leading calendar to call on their friends who are raising their hands and waiting patiently. 9:40 Snack I will develop students responsibility for cleaning up after themselves by reminding them to sponge off their spot before they push in their chairs to wash their hands. 10:00 Group Time I will develop Masons knowledge of letters by helping him write his name if he has to leave group. I will do this by first having him trace his whole name, and then write it letter by letter. 10:20 Centers I will encourage students to do the best they can by refraining from helping them do a puzzle. I will tell them, You try. I bet you can get it without my help. If they still need help, I will encourage peer interaction by having students ask a friend for help. 11:15 Outside I will take initiative when students enter in conflict by kneeling down and having the students talk it out. I will say, What happened, What do you need, or How can we solve this problem?

October 21, 2013 DAILY SCHEDULE AND GOALS

Week 9

8:00 Free Play I will develop Masons language skills by asking him what he has made with the toys at the table. I will ask him, What are you making? or What does it do? and have him explain. 9:15 Job Group I will praise at least 8 students for sitting crisscross, hands in their lap, and raising their hands. In particular, I will watch for Mason, Marcus, Sofia, Alisa, and Cosmo, as these five tend to struggle with sitting at group. 9:40 Snack I will discourage negative feelings of being last to get snack by saying to the children, Its not important who is last, just that we get snack. 10:00 Group Time I will model calmly cleaning up a mess by quickly cleaning up the large milk spill I am responsible for. I will do this by keeping a calm face and walking a little slowly as I go to get paper towels. 10:20 Centers I will develop patience in my students by reminding them they need to wait their turn to play somewhere without asking constantly. I will say, I will find you when it is your turn and then have them play somewhere else. 11:15 Outside I will keep children safe by reminding them that their hats need to be on their heads and away from their eyes. I will remind them that covering their eyes means they could trip or run into someone and get hurt.

October 22, 2013 DAILY SCHEDULE AND GOALS

Week 9

8:00 Free Play I will develop Alisas understanding of special relations by helping her figure out why two wheels dont fit on the two rods sticking out from a block. I will ask, What do you think and Is there something in the way? 9:15 Job Group I will develop students critical thinking skills by having them look out the window and tell me what the weather is. I will not correct them if they say hot and cold, but will validate their responses by accepting their interpretation of the weather. 9:40 Snack I will model conversation strategies by listening to each child individually. If two students are talking to me at the same time, I will turn to the one who began talking to me second and say, Hold on Im listening to A right now, then Ill come hear what you want to say. 10:00 Group Time I will attempt to understand Marcus by observing them for five minutes. I will watch their face, hands, arms, legs, etc. to see if there is a particular part of sitting at group that is difficult for him. 10:20 Centers I will develop Conalls writing by correcting his pincer grasp as he writes his name on the waiting list. I will further develop his writing by having him write his name in a small box I draw on the paper (He tends to write it the size of the entire paper). 11:15 Outside I will develop responsibility and taking care of one another by having Cosmo ask his peers, Are you ok? when he runs into them or knocks them over on the playground. This also eliminates Im sorry becoming less meaningful later in life.

October 23, 2013 DAILY SCHEDULE AND GOALS

Week 9

8:00 Free Play I will encourage peer-to-peer assistance by having Estelle help Ting-Ting understand what too tall means. I will ask the entire table what Ting-Ting needs to do to make her tower smaller, and have Estelle go and show Ting-Ting by taking the top two pieces off. 9:15 Job Group I will plan the song to play at the start ahead of time so that I dont feel rushed or nervous before starting group. I will also decide what I expect from the students when I chose the song so I am more prepared to keep students safe on the carpet. 9:40 Snack I will practice giving one and two step instructions as children are dismissed from snack by saying, push in your chair and wash your hands. I will differentiate these instructions based on student need (i.e. Marcus, who does better with one step directions). 10:00 Group Time I will further develop the way I address students by listening carefully to how Cristina interacts with students during group time. I will make note of what she says, how she says it, and what her facial expressions are as she teaches. 10:20 Centers - I will help Mason continue to develop writing his name by doing two things: Having him trace his name and correcting his pincer grasp so he is in more control of the marker. I will follow this by praising him for writing his name on his own. 11:15 Outside I will get to know the students in Preschool 2 by asking Magdalena (Maggie) how she is doing. I will also ask her what she wants to be for Halloween.

October 24, 2013 DAILY SCHEDULE AND GOALS

Week 9

8:00 Free Play I will develop Peters sharing skills by reminding him he needs to re-adjust the number of toys he is playing with as more students come to school. 9:15 Job Group I will make routine less boring for students by spelling out the calendar month in a mousey low or whisper voice. 9:40 Snack I will make the transition to group less stressful by reminding students that snack is nearly over. I will do this by saying, Ok Table C, last bites because its time for group. 10:00 Group Time I will show that writing and speech are connected by writing what children say on the board. This will also model how writing (and reading) progresses from left to right. 10:20 Centers I will promote creativity in my students by praising them for using paint materials in unconventional matters. For example, if we are splatter painting and one of the students realizes a different splatter happens when you blow on the screen, I will say Oh Id never thought to use it like that! What happened? 11:15 Outside I will continue to develop my ability to work with adults by letting Kathy and Kristi know that I want to go out earlier. If they say, Ok I will put cots out, I will assess and decide if I need to change my plans.