Week at A Glance Lesson Plan

Date: October 14th- October 17th, 2019

Teacher(s): Whitney Lange, Sydney Trout, Kerigan Torres, and Nisha Hagen
Statement of Intent for Learning: Using our body as a way to express ourselves.
Monday Tuesday Wednesday Thursday
Art Table At the art table, the children will create pizzas using different types of materials
Children will use white crayons to color on paper at the easel & then use watercolors
Easel
to make it appear
Blocks At the block station, children will be able to build with blocks and alpha bots.
Books & We will read classic books that focus on home life, friendships, and nature. At the
Listening Station listening station, “Duck at the Door by Jackie Urbanovie will be playing.
At the writing station, the children will work on letter recognition while gluing
Writing
letters on paper.

Dramatic Play In the dramatic play area, the children will explore a pizza shop

Quiet
The children will work with puzzles, games, and fine motor manipulatives.
Manipulatives
STEM Table At the STEM table, children will explore sensory tubes
The children will investigate magnets and objects that are magnetic and some that
Science/Nature
aren’t.
Sensory The children will explore letters in rice

Light Table At the light table, children will investigate glow in the dark materials and flashlights
Computers/
In the classroom, children will listen to nursery rhymes and sing along songs.
Music
During outside time, children will play with trikes, the two-seater trike, sand
Outside
equipment, scooters, and chalk.
Begin to learn you You are my You are my You are my
Large Groups
are my sunshine sunshine sunshine sunshine
(Sign Language) (Sign Language) (Sign Language) (Sign Language)
Snack Hummus & Pita Banana & fruit dip Teddy grahams &
No School
with water with milk milk
Activities based on Activities based on Activities based on Activities based on
Small Group
inquiry inquiry inquiry inquiry
Activities
investigations investigations investigations investigations
 Activity Plan for: September 20- October 3, 2019
Art Area Activity: Pizza creating with different types of materials
Reason Why
Since we are introducing the pizza shop into the dramatic play area I thought it would be fun to also
Choosing This
have a station where the children could create their own pizzas.
Activity
Intent, Provocation, &
The children will explore different types of materials while making their own pizzas
goal(s):
Materials/
Pizza making materials (resource room, c 1, s 3&4), construction paper (in classroom)
Resources:
6 pieces of construction paper laid out on the table, a circle piece of brown felt laid on top of the
Detailed Set-Up:
construction paper at each chair, 4 baskets of materials in the middle.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:
Limit to 6 children.
Evaluation Questions
Tell me about your creation. What type of pizza did you make?
Assessment:
Creativity, fine motor
Specific Skills:
Teacher: Kerigan
Other
Help student teacher remember to switch charts for group time. Also help with BATA at end of the day.
Responsibilities:

Easel Activity: Coloring with white crayons & painting with watercolors
Reason Why
Eleanor has been wanting to color with white crayons so I thought this would be a fun way to introduce
Choosing This
it.
Activity
Intent, Provocation, &
The children will: work on fine motor skills and creativity while painting
goal(s):
Materials/ 2 white crayons (art room, shelf 33), 1 watercolor set (art room, shelf 38), 2 paint brushes (art room, art
Resources: cart), 1 cup of water (in classroom)

Tape two pieces of paper to easel. Place the watercolors, white crayons, paint brushes and water cup
Detailed Set-Up:
on the small table in between the two spots to paint.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:
Limit to 2 children. Smocks must be worn.
Evaluation Questions What can you create using the white crayon and watercolors? How does it feel to paint over the white
Assessment: crayon?
Creativity, fine motor
Specific Skills:

Teacher: Whitney
Other
Sweep the floor at the end of the day.
Responsibilities:

Block Area Activity: Alpha bots

Reason Why
Choosing This The children loved the alpha bots last week, so I wanted to include it in the lesson a little longer.
Activity
Intent, Provocation, &
The children will: build with blocks and alpha bots.
goal(s):

Materials/
Alpha bots (C: 9 S: 1), blocks (in classroom)
Resources:

Detailed Set-Up: Set out a few alpha bots as robots, a few as letters, and put the rest in a bin.

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Limit: 4-5 children. Work on problem solving as issues arise.
Guidance Limits:
Evaluation Questions
Are the children using the blocks appropriately? Are the children working/building/playing together?
Assessment:
Design, creativity, communication, social skills
Specific Skills:

Teacher: Morgan/ Allison

Other Help unload cart after free play clean-up on Thursday. Help clean out teacher cupboard and TAKE
Responsibilities: OUT GARBAGE on other days.

Book Area and

Activity: Exploring different books and interest’s
Listening Station
Reason Why
I changed the book at the listening station to Duck at the Door by Jackie Urbanovie as another option
Choosing This
for the children who where interested in farm animals
Activity
Intent, Provocation, &
The children should explore different books, illustrations, and authors.
goal(s):

Materials/
Books & CD’s from Book List
Resources:

Set out all the books in the book area on shelf. Place two on the cushions on the rug near the
Detailed Set-Up:
listening center. Remove the books that do not belong in this particular area.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:
Limit 3-4 children
Evaluation Questions
Are the children assisting when reading the books? Which books do the children seem to favor?
Assessment:
Letter recognition, orientation of books (front to back and left to right), predication
Specific Skills:

Teacher: Taylor/ Grace

Other
Get cameras ready for the day. Vacuum at the end of the day.
Responsibilities:
Writing Area Activity: Gluing letters down on paper
Reason Why
The children have shown interest in the glue this past week, so I wanted to incorporate it somewhere
Choosing This
else in the room
Activity
Intent, Provocation, &
The children will spell their names using the letters and glue them down on the paper.
goal(s):

Materials/
Printed out letters, printed out names, glue, construction paper
Resources:

Place 2 pieces of construction paper (any color) out on the table along with the basket of letters and
Detailed Set-Up:
glue. Also place their names on the table so that they can use them if they get stuck.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:
Limit 2 children
Evaluation Questions
Tell me what letters are in your name.
Assessment:
Specific Skills:
Work on fine motor skills and letter recognition
Teacher: Courtney/ Amber

Dramatic Play Activity: Pizza restaurant

Reason Why
The children really enjoyed playing with the cash register so I wanted to change the area up to
Choosing This
something they could continue to use it with.
Activity
Intent, Provocation, &
The children will become customers and workers in the pizza shop Making & selling pizzas.
goal(s):

Materials/ Pizza dramatic play materials (resource room, c 1, s 3&4)

Resources:

Have the table set up with tablecloth, chair cushions, plates and cups. Have the menus in the middle of
Detailed Set-Up: the table, and the pizza on or in the stove.

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:
Children are sharing.
Evaluation Questions
What type of pizza do you make? How much does it cost?
Assessment:

Specific Skills: Children will be working on their social and communication skills by talked with other children and
teachers about the pizza restaurant.
Teacher: Sydney
Other
Do dishes at end of the day
Responsibilities:
Quiet Manipulatives Activity: Games and Puzzles
Reason Why The children are still getting used to interacting with other children outside of their friend group. The
Choosing This Activity games and puzzles will encourage them to work together and to join a new group of friends.
Intent, Provocation, & The children should engage in cooperative learning and playing and develop their math skills through
goal(s): the games and puzzles.
number pegs (resource room cupboard 10 shelf 4 #19) duplos and duplo people (resource room,
cupboard 4, shelf 4, #1 and 2), bristle blocks, buckle box, farm puzzle, plane puzzle, circular puzzle (R.
Materials/
Room, C 13 S 1), lady bug puzzle (R. Room, C 13, S 3)and magneatos
Resources:

Detailed Set-Up: Place all items on shelves and then set out one or two things to get the children started.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:
Limit 4 children and practice problem solving
Evaluation Questions What are the children playing with? Are they sharing? Are children asking for other games, puzzle or
Assessment: other items? What math skills do you see the children using?
Specific Skills:
Color recognition, shape recognition, letter recognition, counting, turn taking, and finger dexterity
Teacher: Kerigan
Other Responsibilities: Clear Drying Rack and help clean snack tables for snack.

STEM Table Activity: Sensory tubes

Reason Why
I think that the children have been very observant with the environment around them. So, I thought that
Choosing This
including these sensory tubes where the children would have to search for objects might interest them.
Activity
Intent, Provocation, &
The children will explore the sensory tubes and identify what’s hidden in them.
goal(s):

Materials/
Sensory tubes (resource room, ), crayons, mini clipboards, white paper
Resources:

Place the two sensory tubes out on the table, along with 4 mini clipboards that have white paper in
Detailed Set-Up:
them, and different colored crayons
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:
Limit 4 children
Evaluation Questions
What can you find? Can you draw what you found?
Assessment:
Creativity, observation, communication, sharing, taking turns
Specific Skills:

Teacher: Morgan/ Allison

Other
Mop at the end of the day.
Responsibilities:
Science/Nature Activity: Exploring magnets and materials that are & aren’t magnetic
Reason Why
Choosing This I thought this would be a new and engaging activity for the children
Activity
Intent, Provocation, &
The children will create hypothesis while exploring materials that are and aren’t magnetic
goal(s):
Horseshoe magnets (resource room, c 12, s 3), steel marbles (resource room, c 12, s 4), ping pong
Materials/
balls (resource room, c 12, s 4), washers (resource room, c 12, s 3), regular marbles (resource room, c
Resources:
12, s 4)

Place the horseshoe magnets on the table (one in each spot), in 4 separate baskets place the steel
Detailed Set-Up:
marbles, ping pong balls, washers, and regular marbles
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:
Limit 4 children
Evaluation Questions
What materials are magnetic? What else do you think is magnetic in the classroom?
Assessment:
Specific Skills:
Explore magnets, communicate to teachers and other children what they see
Teacher: Whitney
Other
Mailboxes and help with BATA BUS
Responsibilities:

Sensory Activity: Explore foam letters in rice

Reason Why
The afternoon class & I decided that we wanted to use the rice and letters as a way of working on the
Choosing This
children’s letter recognition.
Activity
Intent, Provocation, &
The children will explore the rice while also searching for letters in their name
goal(s):

Materials/
Colored rice (gross motor room, ), foam letters (resource room, )
Resources:

Detailed Set-Up: Put different the rice in the sensory bin and add the letters.

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Limit 2-3 children
Guidance Limits:
Evaluation Questions
What does the materials feel like? What letters can you find?
Assessment:
Specific Skills: Fine motor skills, exploration, questioning, taking turns, communication, observation, and language
Teacher: Taylor/ Grace
Other
Snack Buckets and help clean snack tables when time for snack. Also help with check in and out.
Responsibilities:
Light Table Activity: Glow in the dark
Reason Why
I wanted to introduce a new material that was a little different than what they were use to at the light
Choosing This
table.
Activity
Intent, Provocation, &
The children will explore glow in the dark materials
goal(s):

Materials/
Glow in the dark start and planets (Light room, C 4, S 1)
Resources:

Plug in light table to turn on light before class starts. Set a basket out filled with glow in the dark
Detailed Set-Up: materials. Leave a few sitting out. When a child goes over to the table show them how to turn off the
table and close the curtains to watch the materials glow
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Limit 2 children
Guidance Limits:
Evaluation Questions
How do you think these materials glow?
Assessment:
Creativity, exploration, fine motor skills, social, and communication
Specific Skills:

Teacher: Courtney/ Amber

Other
Bleach Bottles
Responsibilities:

Music Activity: Silly Songs (Volume 2) #79

Reason Why
I am keeping this in my lesson because I think that the children should be exposed to the songs more
Choosing This
for them to be able to sing along.
Activity
Intent, Provocation, &
The children should listen to the music in the background while playing.
goal(s):
Materials/
Silly Songs Volume 2 (RR music CDs drawer #79). We are not using iPad with the children this week.
Resources:
Detailed Set-Up: Put the CD in the CD player so it is ready to play when the children are at free play time.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:
Keep it low so it is not too distracting.
Evaluation Questions
Are the children noticing the music?
Assessment:
Specific Skills:
Music appreciation
Teacher: Sydney
Outside Clean-up – sweep out all sand from all houses – sweep sand off sidewalks into sand area –
Other
and reset all houses/make sure toys picked up or straightened for next group – START MUSIC AT THE
Responsibilities:
BEGINNING OF FREEPLAY
Outside Activity: Playing with tricycles, two-seater tricycle, scooters, sand area, and chalk
Reason Why
Choosing This I added chalk to outside time because I think the children will enjoy being able to draw on the ground.
Activity
Intent, Provocation, &
The children will engage in fine motor & gross motor activities. Along with cooperative play.
goal(s):

Materials/ 4 tricycles, 1 two-seater tricycle, 4 scooters, 2 trucks, 4 scoops, 4 buckets (outside storage sheds),
Resources: basket of chalk (art room)

4 scoops and buckets and 2 trucks should be placed in sand area. 4 tricycles, 4 scooters, and the two-
Detailed Set-Up:
seater tricycle should be out and in the middle of the playground.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Sharing, taking turns, listening, limit 2 children on two-seater tricycle, use guidance limits for outside
Guidance Limits:
Evaluation Questions What skills do you see the children using? Are they asking for a specific toy? Are their gross motor
Assessment: skills they are struggling with? If so, which ones?
Specific Skills:
Lower leg strength, balancing, running, coordination
Teacher: Kerigan
Other
Safety Checklist and Rainy-Day Set-up if needed – uncover sand area if AM Lab – cover sand if PM
Responsibilities:

Monday Literacy
Activity: No School
Group Time
Reason Why
Choosing This
Activity
Intent, Provocation, &
goal(s):

Materials/
Resources:
Detailed Set-Up,
Activity Introduction,
& questions or
comments to provoke
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:

Evaluation Questions
Assessment:

Specific Skills:
Tuesday Literacy
Activity: You Don’t Need Words by Ruth Belov Gross & You are my sunshine (ASL)
Group Time
Reason Why
Choosing This The children really enjoy movement and songs so I thought it would be interesting to mix the two
Activity
Intent, Provocation, &
The children will learn about sign language and then learn You are my sunshine using ASL.
goal(s):
Materials/
Resources:
You Don’t Need Words by Ruth Belov Gross
Detailed Set-Up,
Activity Introduction,
Begin by teaching each word of the song slowly. Continue on until you have finished the song.
& questions or
Afterwards ask the children if they are ready to sing it all together.
comments to provoke
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Children are sitting criss cross.

Evaluation Questions
Are the children participating? Are they staying in their personal area?
Assessment:

Specific Skills: Following directions, participating in group activities, communication

Wednesday Literacy
Activity: You are my sunshine (ASL)
Group Time
Reason Why
Choosing This The children really enjoy movement and songs so I thought it would be interesting to mix the two
Activity
Intent, Provocation, &
The children will sing you are my sunshine while also signing it
goal(s):

Materials/
Resources:
N/A
Detailed Set-Up,
Activity Introduction,
Begin by teaching each word of the song slowly. Continue on until you have finished the song.
& questions or
Afterwards ask the children if they are ready to sing it all together.
comments to provoke
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Children should be paying attention to the book.

Evaluation Questions
Are the children participating? Are they staying in their personal area?
Assessment:

Specific Skills: Following directions, participating in group activities, communication

Thursday Literacy
Activity: You are my sunshine (ASL)
Group Time
Reason Why
Choosing This The children really enjoy movement and songs so I thought it would be interesting to mix the two
Activity
Intent, Provocation, &
The children will sing you are my sunshine while also signing it
goal(s):

Materials/
Resources:
N/A
Detailed Set-Up,
Activity Introduction,
Begin by teaching each word of the song slowly. Continue on until you have finished the song.
& questions or
Afterwards ask the children if they are ready to sing it all together.
comments to provoke
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Children at attentive to book and sitting criss cross apple sauce

Evaluation Questions
Are the children participating? Are they staying in their personal area?
Assessment:

Specific Skills: Following directions, participating in group activities, communication

Special Plans Activity: None for this week.

Reason Why
Choosing This
Activity

Intent, Provocation, &

The children will:
goal(s):

Materials/
Resources:

Detailed Set-Up:

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:

Evaluation Questions
Assessment:

Specific Skills:
Rainy Day Activity: Large Motor Room and Parachute
Reason Why
Choosing This The children enjoyed the parachute last week so I wanted to keep it in the lesson plan.
Activity
Intent, Provocation, &
The children will explore different objects in the large motor room.
goal(s):

Materials/
Resources:
N/A

Detailed Set-Up: Get the parachute out for the children

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: All children- follow the limits of the gross motor room- remember there are classes next door

Evaluation Questions
Are the children participating? Are they staying in their personal area?
Assessment:

Specific Skills: Following directions, participating in group activities, communication

 Book List
Title Author
Storybooks
Beautiful Oops Barney Saltzburg
Hiding Phil Eric Barclay
Picking Apples Margaret McNamara
Taking Care of Mom Gina and Mercer Mayer
Corduroy at the Zoo Don Freeman
Who is your Neighbor? Virginia Mueller
The Best Teacher Ever Mercer Mayer
The Secret in the Garden James Mayhew
Dancing Dinos Go to School Margaeaux Lucas
The Three Little Javelinas Susan Lowell
Let’s Be Friends Seo Yun Choi
Are You my Mother? P.D. Eastman
Elmer David McKee
When I Get Bigger Mercer Mayer
Giraffes Can’t Dance Giles andreae & Guy Parker-Rees
Truck Stop Anne Rockwell
Corduroy, Lost and Found Don Freeman
Froggy Goes to School Jonathan London
Little Mouse and the Big Red Apple A.H. Benjamin and Gwyneth Williamson
How do Dinosaur’s Go to School? Jane Yolen & Mark Teague
Factual Books
From Caterpillars to Butterfly Deborah Heiligman
Thinking about Ants Barbara Brenner
Bears Carey Molter
Weather Clouds Ann Herr
The Busy Little Squirrel Nancy Tafuria
I’m Growing Aliki
Tonka Working Hard with the Mighty Loader Justine Korman
Rhyming Books/Alphabet Books
Playtime Rhymes Marc Brown
Row, Row, Row your Boat Iza Trapani
ABC Dr. Seuss
Big Red Barn Margaret Wise Brown
Animal Antics from 1 to 10 David Wajtowycz
Chicka Boom! Boom! Bill Martin Jr.
Chicka 1, 2, 3 Bill Martin Jr.
The Handmade Alphabet Laura Rankin
Wordless or easy reader books
Rabbit! Duck! Amy Krouse Rosental & Tom Lichtenheld
Big and Little Margaret Miller
Llama Red Pajama Anna Dewdney
Dr. Seuss’s ABC Dr. Seuss
From Head to Toe Eric Carle
Planting a Rainbow Lois Elhert
I am Elephant Aaron Carr
Head, Shoulders, Knees, and Toes Traci N. Todd
A day with May Nat Gabriel
Tiny goes to the library Cari Meister
Mrs. Wishy-Washy’s Tub Joy Cowel
Go Fish Nancy Mahan Gjording
 Multicultural Books (Age, Gender, Family, Culture, Ability, etc.)
Beautiful Oops! Barney Saltzberg
Let’s Be Friends! Sui Ane Cho
I Like Me! Karen Beaumont
The Color Monster: A Story about Emotions Anna Llenas
The Very Lonely Firefly Eric Carle
Today I Feel Silly and other Moods that Make My Day Jamie Lee Curtis
I’m Gonna Like Me Jamie Lee Curtis
Beads on One String Dennis Warner
We Are All Alike We Are All Different Cheltenham Kindergarteners
Books for Listening Station
Duck at the Door Jackie Urbanovie
Silly Sally Audrey Wood
Pete the Cat Eric Litwin
Where’s My Mummy? Carolyn Crimi
I like myself Karen Beaumont
Other Items
4 stuffed animals
Check that books are age appropriate and that you have some books for each section. Provide a variety of books
(friendship, content areas, empathy, related to investigations, etc.) Highlight the books you would like to keep for
next week.

Question of the Day:

Monday: --------------------------------------------
Tuesday: Are you feeling happy, shy, excited, or sad today?
Wednesday: Did you eat breakfast this morning?
Thursday: Do you have an “A” in your name?
 Multicultural Analysis for Integration of Diversity:

Plans for the week of October 14th- October 17th, 2019

Lead Teacher Kerigan Torres
Age of Children 3 and 4 Year Old’s
Cultures represented in class: Caucasian, German, Norwegian, South
African, and Canadian
Differing abilities represented in class: Speech and Various levels of
learning

Cultural and Anti-bias materials:

We have multi-cultural markers, crayons, and paper available when needed. We also have
many different cultural books in the book area.

Families reflected in the environment:

We have family pictures in our room, and we have the children’s ID cards out on our bulletin
board.

Music from Children’s Backgrounds:

We have multicultural music playing in the background-this is a CD of multicultural songs
from around the world.

Literature that reflects the children and families in the class:

There are many kinds of books on the bookshelf to represent different families and cultures.

Activities that reflect the children and families:

We always have the option of writing notes to each other’s, to teacher, or to families via email
if the parents are OK with that. We are also beginning to use Seesaw.

Group activities that have multicultural elements, anti-bias elements, or diversity elements:
We will be discussing families, friends, and other personal information at snack time, so the
children and teachers will get to know each other better.

Others:

Not well integrated Middle Well integrated

Self-rating for anti-bias: 1 2 3 4 5 6 7 8 9 10
Mentor Teacher Rating of Implementation:
Rating for anti-bias: 1 2 3 4 5 6 7 8 9 10
 Weekly Ongoing Adjustments Form

Lead Teacher: Kerigan Torres

Week of: October 14th- October 17th, 2019
Classroom: 3 & 4 Morning

Center Name Changes Why: Rationale Children’s Evaluation of Change

& Activity Responses
Nisha’s 3 and 4 Morning Lab Fall 2019
Goals for the week of October 14th- October 17th, 2019
Lead Teacher: Kerigan Torres

Key Focus this week:

Using our body as a way to express ourselves

Additional class goals or areas for assessment:

Social: The children will engage in cooperative play

Emotional: The children will identify their feelings and express then verbally in a kind manner.

Mathematics: The children will begin to count to 20.

Communication and Language: The children will use their words to resolve any conflicts

Reading and Literacy: The children will be recognizing their names and letters.

Science and Inquiry: The children will continue questioning, observing, and investigating.

Fine Motor: The children will work on their pencil grips while holding glue sticks, and crayons.

Gross Motor: The children will work on balance while jumping, climbing, and riding bikes or
scooters.

Staff Goals:

Teachers will work on learning parent names.

Individual Child Goals:

Trying to get Riker to join group time.

Try to get Arlo involved in cooperative play
Work on counting with McKinley, Aaliyah.