Alexandra worked on color words and counting to 20. She ate her lunch.

Project Initiating Activity:
After reading the book Pete the Cat and The Perfect Pizza Party to Alexandra, we talked about and learned the following terms: fractions: whole, half, and quarters; geometric shapes: circles, and collage: to cut, paste, and overlap. We talked about how the story used the letter "P" over and over. Inspired by the book, we discussed our favorite pizza toppings and thought of silly toppings for pizza as seen in the book.

Book Reference:
Dean, K. & Dean, J. (2019). Pete the cat and the perfect pizza party. HarperCollins Children’s Book.


1. Alexandra learned about pizza fractions: whole, halves, and quarters. Alexandra completed some activities by coloring and cutting to practice pizza fractions: whole, halves, and quarters. Her coloring skills are improving! We played with a wooden pizza manipulative toy to talk about and visualize the whole and its parts. We did some pizza math by pretending her stuffed unicorn Pixie ate one piece of pizza, and then there were five left. Then Pixie got hungry again and ate another slice: six minus two equals four, and so on.
2. Inspired by the book, we listened to and sang songs about pizza:
a. The Kiboomers On Top of My Pizza
b. Lankybox The Pizza Song
c. Parry Gripp Pizza Puppy
3. Alexandra loved the song Pizza Puppy and its album cover art. She wanted to create a Pizza Puppy artwork. She practiced her safe cutting skills and is doing great! She understood that collage in art means to cut, paste, and overlap. She completed her Pizza Puppy and was very happy with her work.

Alexandra worked hard today and did excellent work!

National Core Arts Standards Pre K

VA:Cr1.2.PKa
Engage in self-directed, creative making.

VA:Cr2.1.PKa
Use a variety of artmaking tools.

VA:Cr2.3.PKa
Create and tell about art that communicates a story about a familiar place or object.

VA:Cr3.1.PKa
Share and talk about personal artwork.

MU:Pr4.3.PK
With substantial guidance, explore music’s expressive qualities (such as voice quality, dynamics, and tempo).

MU:Re7.1.PK
With substantial guidance, state personal interests and demonstrate why they prefer some music selections over others.

Alexandra worked on 2 exercises in math to complete her math homework (Lessons 4A 184 a and b). Alexandra wrote numbers in sequence from 46 - 50, controlling her pencil appropriately to write clearly, neatly and effectively.

Alexandra completed her interactive calendar activity and finished her calendar talk and calendar writing, read and discussed the next book in her reading series, had story time, ate lunch, worked on her Kumon reading activities, played a board game using word families, and put together her daily sentence puzzle.

Project Initiating Activity:
Building upon our Mouse Paint primary color activity the previous day, I read the book Meet Piet Mondrian to Alexandra. We talked about and learned the following terms: primary colors; geometric shapes: squares and rectangles; types of lines: horizontal, vertical, and diagonal; and abstract art: art that does not represent anything from real life. We found the Netherlands on the globe to locate Piet Mondrian's birthplace. Then I showed Alexandra some artwork examples: Which one is a Mondrian? This exercise placed a Mondrian painting next to another abstract artwork. She was able to identify four Mondrian paintings out of four.

Book Reference:
Read With You Center for Excellence in STEAM Education (2022). Meet Piet Mondrian. Read With You.


1. Alexandra completed three activities to practice primary colors, lines, and abstract art in the style of Piet Mondrian using crayons and paints.
2. Inspired by Mondrian’s Broadway Boogie Woogie painting, we listened to music in the genre of Boogie and Big Band:
a. Cab Calloway The Calloway Boogie
b. The Andrew Sisters Boogie Woogie Bugle Boy
c. The Glenn Miller Orchestra Chattanooga Choo Choo
d. Various artists and songs in that genre.


Alexandra liked to keep the beat. I also played Relaxing Piano Music and Smooth Jazz while she worked. Alexandra completed more cutting and safety scissor practice exercises. Her control over her art tools is improving. Alexandra also enjoys working on a wooden puzzle of various shapes that I have in the art room. She has a great understanding of shapes and was able to connect the rectangle and square puzzle pieces to today's lesson. It was another fun day of learning for Alexandra!

National Core Arts Standards Pre K

VA:Cr1.2.PKa
Engage in self-directed, creative making.

VA:Cr2.1.PKa
Use a variety of artmaking tools

VA:Cr2.3.PKa
Create and tell about art that communicates a story about a familiar place or object.

VA:Cr3.1.PKa
Share and talk about personal artwork.

MU:Pr4.3.PK
With substantial guidance, explore music’s expressive qualities (such as voice quality, dynamics, and tempo).

MU:Re7.1.PK
With substantial guidance, state personal interests and demonstrate why they prefer some music selections over others.

We worked n arithmetic skills, focusing on addition, and used activity sheets and hands-on materials to strengthen her number sense. Alexandra rolled two dice, added the two numbers together by counting the pips, and then matched the rolled number sum to numbers noted on an activity sheet. She worked correctly and efficiently, remaining focused - and offered to take turns with me rolling the dice. She then colored the matching numbers using like colors for each matching set.

Project Initiating Activity:
After reading the book Mouse Paint to Alexandra, we talked about the following: primary colors, secondary colors, how to show primary and secondary colors using crayons, and how to mix colors using paints and brushes.

Book reference:
Stoll, E.S. (1989). Mouse paint. Clarion Books.

Having worked with Alexandra previously, I knew she needed more practice in controlling her marking tools. We started out completing two Mouse Paint activities with jumbo crayons. The larger crayons were easier for Alexandra to hold and control. She completed an activity related to the story: three mice each dancing in a puddle. She colored one mouse red, one yellow, and one blue. Then we did some problem solving: the red mouse was dancing in a yellow puddle, and the puddle turned orange. She colored the puddle orange. Then I asked her what color puddle was the blue mouse dancing in? We looked back to the story for guidance. She completed the activity for each mouse and puddle and showed better control with her coloring. Next she completed another Mouse Paint activity where there were jars of paint that were ordered like a math equation: red + yellow = orange, and so on. She wanted to use paint for the red + blue = purple. We pretended we were scientists in the lab. She counted three drops of paint for each primary color to mix her secondary colors. She was very careful mixing the paints. She completed her color wheel activity with the mice and puddles. She traced the letters of each color with the corresponding color crayon. We read the letters of each color aloud. She commented that yellow was a long word. We counted six letters for yellow and six letters for orange. She did not want to paint the white mice activity with primary and secondary colors, so I had another activity for her.

I had not worked on cutting projects with Alexandra before, so we reviewed and practiced scissor safety: 1) how to walk safely with scissors, 2) how to safely pass scissors to a classmate, and 3) how to use scissors in a safe manner while honing good cutting skills. Using activities as our guide, we reviewed what we are allowed to cut with scissors and what we are not allowed to cut with scissors. I gave Alexandra an activity to look at and color only those objects we are allowed to cut with scissors: paper, yarn, and an activity with dotted lines for cutting. Then I gave her another activity for coloring and cutting practice. I know that Alexandra loves dinosaurs, so I had some dinosaur coloring and cutting activities for her. Each picture had five sections that were numbered but were out of order. Alexandra had to color each section, then cut out each section, place them in the correct numerical order, and then glue them on the paper to create the image. She enjoyed this and showed good problem solving skills in organizing the image. We will be practicing her coloring and cutting skills to get her ready for the next school year.

Music:
While Alexandra colored and painted, I had relaxing piano music playing that I knew she enjoyed in our previous class. Then when she was mixing her colors, I played the following songs that we sang along to and held up colors to go along with the music: 1) Primary Colors by Blippi, 2) Primary Colors Song by Gracie’s Corner, 3) So Blue by Baby Walrus & Nursery Rhymes & Kids Songs, 4) Yellow by Baby Walrus & Nursery Rhymes & Kids Songs, and 5) Something Red by Baby Walrus & Nursery Rhymes & Kids Songs. I had a display of flash cards, crayons, and pom poms in red, yellow, blue, green, orange, and purple to look at while the songs played.

It was a fun and productive first day!

National Core Arts Standards Pre K:

VA:Cr1.2.PKa
Engage in self-directed, creative making.

VA:Cr2.1.PKa
Use a variety of artmaking tools.

VA:Cr2.3.PKa
Create and tell about art that communicates a story about a familiar place or object.

VA:Cr3.1.PKa
Share and talk about personal artwork.

MU:Pr4.3.PK
With substantial guidance, explore music’s expressive qualities (such as voice quality, dynamics, and tempo).

MU:Re7.1.PK
With substantial guidance, state personal interests and demonstrate why they prefer some music selections over others.

Alexandra put together her bulletin board August Calendar, finished her calendar talk and calendar writing activity, read 4 kindergarten story book readers using her sight words, read her vocabulary words, and put together her daily sentence puzzles.

Alexandra played a game of Math Bingo and used an abacus to assist her with addition and subtraction problems. She also participated in a guided reading and a cloze exercise and was being provided with modeling strategies and feedback. Alexandra demonstrated a good ability to make sense of the text and was able to fill in the missing and correct words that were deliberatively omitted in sentences to assess her attention and comprehension.

S: Alexandra joined the session in good spirits. She transitioned in accompanied by her father during drop off. She reported having a “dance show.”
O: Alexandra was asked to produce /sh/ and /ch/ in the initial and final position of words at the phrase level. She was asked to identify objects that did not belong given field of 3-4 choices. She was also asked “why” questions during this activity (“why doesn’t ______ (object) belong”). Activity targeted negation and categories too. (“the scissors don’t belong because they aren’t food”). She used prepositional phrases to answer “where” questions without min cues.
A: Alexandra continues to make progress toward her speech and language goals. She has displayed improvements answering wh- questions. She continues to benefit from cues to expand her utterances when asked questions at times.
P: Continue with POC.