Welcome to B4s 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 didnt take long for me to realize how much I loved working with this age group! When Im not at Morris, I enjoy spending time with my family and friends, doing craft projects, and baking lots of goodies! Im 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 childs Para this year, with Ms. Blecki. I have two children ages 13 and 10, and I am currently working on my bachelors 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 childs 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 childs schooling! PLEASE be sure to check your childs 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 childs folder with another sheet attached. Everyday your childs 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 childs 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 childs first name. The students will also get to know their peers letter links as we will be using them throughout our daily routine. You will find your childs letter link on the front of their home-to-school folders and other items throughout the classroom. Please feel free to review your childs 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 childs 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 youre out shopping. o W in Walmart, like Walter o M in McDonalds, like Matt - If you would like extra copies of your childs letter link to use around at home, please ask for extras!