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

Description KDI’s
Greeting Monday: Approaches to Learning – initiative,
1. Book Area and Toy Area card with photograph of books, Sand and Water Table Area card with photograph of water and a smock, student’s letter engagement, problem solving, reflection
Time links, discussed what would be out for the week and who would be absent
2. Vision screening written, photographs of student getting eyes checked, explained how we would be doing a vision test like how we did a hearing Social/Emotional – sense of competence,
test community, building relationships, moral
3. March is reading month written, photograph of our bulletin board, told students after week 1 we have read 43 books of our 250 goal development

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

1. Do you like it hot or cold written, chart made, students voted on if they like when it’s summer or winter, students learned that 8 students like it hot awareness
and only 3 like it cold, students compared the amounts stating that 8 was more than 3
2. Hanging up artwork written, photograph of a drawing, told students how we took down all of the old artwork and how we want to put up new Language/Literacy/Communication –
artwork comprehension, speaking, vocabulary,
3. Photograph of a vest, vegetables, a volcano, and a vacuum, students stated that they all begin with the letter v, students practiced making the v phonological awareness, alphabetic
sound, students wrote an uppercase and lowercase v knowledge, reading, concepts about print,
book knowledge, writing
Wednesday:
1. Measuring written, block on the board, students measured how long the block was using unifix cubes, they counted that it was 15 cubes long Mathematics – number words and symbols,
2. Noella’s letter link and map of United States, stated how Noella is back from Florida, Noella shared with us what she did on her trip counting, part-whole relationships, measuring,
3. Photograph of a kite, a vacuum, a king, and a volcano, students sorted the words by beginning sounds unit, data analysis

Thursday: Creative Arts – N/A

1. Spirit day written, photograph of a Lion’s jersey and map of Michigan, explained that the spirit day is Michigan day
2. Family night written, photograph of March is reading month bulletin board, photograph of family, drawing of school, explained that there would be Science/Technology – observing, classifying,
event for March is reading month at the school drawing conclusions, communicating ideas
3. Labeling written, drawing of a mom and of a dad, students sounded out and labeled the drawing with the words mom, dad, sad, and mad
Social Studies – community roles, decision
Friday: making, geography, history
1. Mrs. Campbell’s letter link, drawing of Mrs. Campbell, drawing of a baby, Mrs. Campbell shared she’d be having a baby
2. Do you like cats written, chart, students took a vote on whether they do or don’t like cats, students learned that 12 people like cats and 0 people
don’t, discussed how 12 is more than 0
3. Photographs of people ignoring and interrupting, photographs of people showing respect, explained what respect is and how we can show respect
towards one another

*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
19 – 21 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 6 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
Students reviewed how they can add more to their pictures, how they can label their drawing, how they can visualize their stories in their head, and
Time never giving up when drawing something difficult. Students were shown books. Students were asked to point out where the illustrations were and Social/Emotional – community, building
where the words were. We emphasized how authors use not only pictures but words to tell a story. Afterwards, students were given a piece of relationships, cooperative play
paper and 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 measured the lengths and widths of books using unifix cubes. They learned to start at the baseline and to stop at the end of the book when
lining the unifix cubes up and to not leave any spaces between the cubes. Then they counted how many cubes long the books were using 1:1 Language/Literacy/Communication –
correspondence. comprehension, speaking, vocabulary,
phonological awareness, alphabetic
 Students copied patterns, created their own simple patterns, or created their own complex patterns using shapes. Students learned the names of the knowledge, reading, concepts of print, book
shapes, identified the shapes, or described the shapes attributes. If students were able to create complex patterns, they translated their shape knowledge, writing
patterns to another type of pattern (letters, numbers, colors, etc.).
Mathematics – number word and symbols,
 Students fished for lowercase letters using magnets. They caught the lowercase letters, brought them to the table, identified them, and colored in counting, shapes, measuring, unit, patterns
the letters they caught on a sheet of paper.
Creative Arts – art
 Students viewed pictures of different people. We had a discussion on diversity. We discussed how everyone looks different in the world (hair
 color, eye color, skin color, etc.). Also, we explained how all family backgrounds and structures are different (size of family, race, language, etc.) Science/Technology – observing,, drawing
Students compared themselves to one another. conclusions, communicating ideas

Social Studies – diversity, 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, Gloria got t to choose the song, sang I Wonder What Song She’ll Pick Today, chose the song The Ants Go Marching, students
Time acted the song out 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
 Song book taken out, students introduced to the song Are You Sleeping, students took turns acting out the song using props awareness

Wednesday: Language/Literacy/Communication –
 Easy to Join Activity – sang Come on Over and Sit Right Down song comprehension, speaking, vocabulary,
 Song book taken out, students introduced to the song Are You Sleeping, students took turns acting out the song using props 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 introduced to the song Are You Sleeping, students took turns acting out the song using props
play
Friday:
Science/Technology – observing, drawing
 Easy to Join Activity – sang Come on Over and Sit Right Down song conclusions, communicating ideas
 Song book taken out, sang the song B.I.N.G.O, students took turns choosing lowercase letters and replacing the letter B with the new letter
Social Studies – decision making
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
 Laid out area card chart, wrote first letter of first name underneath areas where wanted to go play
 Laid out area card chart, chose an animal and placed it on areas where wanted to go play Social/Emotional – building relationships
 Passed around square bean 9 bag while saying poem Eeny, Meeny, Miny, Moe, when done student holding beanbag stated 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
 Laid out area card chart, looked at initials, discussed if went to the areas that planned on going to
 Students given a bucket, grabbed two items that played with and did a show and tell 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
 Laid out area card chart, chose a doll and placed it on areas where went and played
Mathematics – shapes
 Students picked whose turn it was go share where went and played by using pointer stick and stating each other’s names
 Students sat in a circle, rolled ball to one another, person that received ball shared what did Creative Arts – art, pretend play
 Students drew a picture of what they did during work time
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 k1liy\ 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