Troy Preschool: Schroeder 3’s, 4’s, & 5’s – Weekly Happenings: May 6th – May 10th

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 drawing of water and Velcro board, Block Area engagement, reflection
Time card with photograph of puzzles, and no symbol with student’s letter links, discussed what would be out for the week and who would be absent
2. Happy Birthday written, Leia’s letter link with drawing of Leia and of a cake, wished Leia a Happy Birthday, stated that she turned 5 Social/Emotional – sense of competence,
3. New art supplies written, Art Area card and supplies, discussed how to take care of the supplies in the art area and how to use them properly community, building relationships

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

1. It is Ramadan written, photographs of people celebrating, explained how Ramadan is a holiday that people who are Muslim celebrate, students awareness
learned that they fast and eat meals with families when the sun sets
2. Photograph of an iron, ice, an iguana, and an igloo, stated how all the words begin with letter I, made the two sounds Language/Literacy/Communication –
3. Items in wagon written, drawing of Outside Time schedule sign, photograph of wagon, showed students the supply booklet, explained how we will comprehension, speaking, vocabulary,
use this booklet to keep track of our items and to make sure all of our items get brought in from outside phonological awareness, alphabetic
knowledge, reading, concepts about print,
Wednesday: book knowledge, writing
1. New letter links written, Keerthika’s name, students came up with words that begin with k, they came up with kangaroo, Kenzie, and Kool-Aid
2. Comparing writing, big magnets and small magnets sorted, counted how many there were of each one, compared amounts, stated that 3 is less than Mathematics – number words and symbols,
6, explained that we would need 3 more small magnets to equal the same amount, added them together and found the total to be 9 counting, part-whole relationships, shapes,
3. Patterns written, students completed a complex pattern (triangle, square, circle), students came up with their own complex pattern (oval, trapezoid, patterns, data analysis
rectangle), students translated the shape patterns to a number pattern
Creative Arts – N/A
Thursday:
1. Do you have a brother written, chart, students stated if they do or don’t have brothers, tally marks were made, students compared amounts, students Science/Technology – observing, classifying,
learned that more people have brothers and less people don’t drawing conclusions, communicating ideas
2. Picture of a rhino, an igloo, a rabbit, and an iron, students sorted the words by beginning sound
3. Drawing of Lunch Time schedule sign, drawing of Mrs. Chowdhury and Ms. Radha, explained they would be leaving after lunch, stated that Ms. Social Studies – diversity, community roles,
Thomas would be our substitute teacher decision making, geography, history

Friday:
1. Happy Birthday written, Gloria and Stella’s letter link, drawing of the girls and of birthday cake, wished the girls a happy birthday, stated that they
are now 5
2. New letter links written, Leia’s name, came up with words that begin with l, students came up with lion, lollipop, and lake
3. Happy Mother’s Day written, drawing of a boy giving his mom a card, explained how we would be taking the gifts that we made home today for
our moms

*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 25 – 27on 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  During writer’s workshop, students reviewed how to make lists and how to make stories. We discussed different types of lists (grocery list, to do Approaches to Learning – initiative,
list, phone list, birthday list, etc.). We discussed how authors use pictures and words to tell stories. Students had the option of creating a list or engagement, use of resources, reflection
Group
creating a story.
Time Social/Emotional – community, building
 Students were told that they were going to be making Mother’s Day cards. Students were provided with a piece of paper and paint. They were relationships, cooperative play
told that they were going to be painting flowers on the front of the card using their hands. We engaged in a conversation about flowers and what
they look like. Physical/Health – fine-motor skills, body
awareness
 Students were provided with the cards that they had started making. They wrote messages to their moms on the inside of the card using. They
sounded out and wrote down the words using invented spelling. Afterwards, students decorated the cards with a variety of items. Language/Literacy/Communication –
comprehension, speaking, vocabulary,
 Students made salt dough. Students measured and poured salt, water, and flour into a bowl. Students mixed the ingredients together, rolled the phonological awareness, alphabetic
dough out, and made shapes using cookie cutters. knowledge, reading, concepts of print, book
knowledge, writing
 Students turned their salt dough creations into key chains for Mother’s Day. Students were provided with different colored beads. They made
pattern key chains. Mathematics – measuring, unit, patterns

Creative Arts – art

 Science/Technology – observing, 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, sang Happy Birthday to Leia, sang Here We Go Around the Birthday Girl as we walked in a circle around Leia, and sang
Time Make a Wish and Blow Us Out as we pretended to be candles and as Leia pretended to blow us out, students pretended to bake a cake, Leia Social/Emotional – community, building
pretended to eat the cake, we read a book that Leia brought in from home relationships, cooperative play

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

 Easy to Join Activity – sang Come on Over and Sit Right Down song awareness
 Song Book taken out, William got to choose the song, sang I Wonder What Song He’ll Pick Today, chose the song Jack and Jill, students acted it
out Language/Literacy/Communication –
‘ comprehension, speaking, vocabulary,
Wednesday: phonological awareness
 Easy to Join Activity – sang Come on Over and Sit Right Down song
 Song Book taken out, students introduced to the song Down by the Bay, students came up with rhyming words to insert into the song, students kept Mathematics – N/A
a steady beat to the song by tapping their knees
Creative Arts – music, movement, pretend
Thursday: play
 Easy to Join Activity – sang Come on Over and Sit Right Down song
Science/Technology – observing, drawing
 Song Book taken out, students reviewed the song Down by the Bay, students came up with rhyming words to insert into the song, students kept a
conclusions, communicating ideas
steady beat to the song by tapping their knees
Social Studies – decision making
Friday:
 Easy to Join Activity – sang Come on Over and Sit Right Down song
 Song book taken out, sang Happy Birthday to Gloria and Stella, sang Here We Go Around the Birthday Girls as we walked in a circle around
Gloria and Stella, and sang Make a Wish and Blow Us Out as we pretended to be candles and as Gloria and Stella pretended to blow us out, students
pretended to bake a cake, Gloria and Stella pretended to eat the cake
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
 Used paper towel tube, pretended it was a telescope, looked for areas where wanted to go play 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
 Used phones, dialed number and stated areas where went and played
 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,
 Held onto bucket, took turns tossing ball into bucket and stated where went and played
  Laid out area chard chart, used clothespins to pick up cotton balls and placed onto areas where went and played counting, spatial awareness
 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 water. 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