What number is missing?

As the children covered their eyes, a student would remove a number. Another student had to step up to the board and figure out what number was missing.

Making Rainbow Treats

The class had fun stringing fruit loops onto pipe cleaners to make a rainbow. The best part was eating them.

What do people do in buildings?

For the end of our study, I asked the class "What are places that you've visited and what are people doing?" The students said, cooking at Chick-fil-A, cutting hair at a Salon, and learning at school. We setup different buildings in our class and pretended to be different characters. When your child engages in dramatic play, they are actively experimenting with the social and emotional roles of life. Through cooperative play, they learn how to take turns, share responsibility, and creatively problem-solve. When your child pretends to be different characters, they have the experience of "walking in someone else's shoes," which helps teach the important moral development skill of empathy. The students had fun!

Letter K

Fine motor skills involve the small muscles of the body that enable such functions as writing, grasping small objects, and fastening clothing. They also involve strength, fine motor control, and dexterity. To strengthen our hands, we used play-dough to make the letter K. We also worked on making the letters in their name.

Look what we built!

Valentines Party

How many doors our in our classroom?

We labeled each door with a number and counted twelve. We also discussed how the doors are shaped like a rectangle.

Water Coloring

Fine-motor skills are a child’s ability to coordinate small muscle movements, especially in the fingers. From watercolor painting, a preschooler will learn how to coordinate the small movements of their fingers to produce a work of art. This will aid in their long-term ability to write, manipulate tools and objects and perform other small movement-based tasks essential to everyday life.

Patterns

Patterns help children make predictions because they begin to understand what comes next. They also help children learn how to make logical connections and use reasoning skills.

Rectangles

Using straws, the children created rectangles. Learning shapes isn’t just about teaching your child how to draw a circle or square. When we look closely enough, we may recognize just how many shapes occur naturally in the world around us. Not just in math, but also in reading, science, and art!

Same Sound Sort with Letter “B”

The children joined me in playing a sound sorting game with the letter “B”. We sorted items that either made the B sound or did not. Our objective is to demonstrate phonological awareness. This is the ability to discern the sounds and patterns of spoken language.

The Tower of Babel

Our Bible story this week was The Tower of Babel. We discussed the word pride and how people speak different languages. We also built are own towers and learned that a triangle is the strongest shape. The triangle is common in all sorts of building supports and trusses. The overall shape of many bridges is in the shape of a catenary curve.

Foundation

This was our vocabulary word for the week. We discussed how to build a foundation and why it is important. Using blocks, the children had to build a good foundation first.

Buildings On Our Campus

We took a walk around our campus to explore each building .

This week we started our new study about buildings. This study features five investigations that we will explore. The investigations offer children an opportunity to learn more about the characteristics and features of buildings, the people who build them, and the role buildings play in our communities. Each investigation will also explore science and social studies and strengthen their skills in literacy, math, and the arts.

For a team building exercise, I asked our students to build a city. We discussed what we wanted in our city and what each group would build.

One of our focus questions was, "Which would you use to build your house: straw, sticks. or bricks?" Each child had a chance to pick and tell the class why. We tallied our answers and then read the book, The Three Little Pigs. After reading the story, we discussed the materials used for each house and the definition of the word "collapse."

Our students observed two boxes with different items in them, I asked "Which has more, the box with the pigs or the box with blocks?" Each student recorded their answer by placing a mark under pigs or blocks. We then counted the items to see whose prediction was correct.