instructions, identify and recognize 3
colors
"Hola", "¿Cuál es tu nombre", "Mi
nombre es ...", "Adiós", "Dame ..."
rojo, azul, verde, flor, de pie, sentarse, manos arriba,
manos abajo, saltar, correr, dar la vuelta, pase, toque
2. Colors Saying colors "Qué color es?" rojo, amarillo, rosado, verde, morado, anaranjado, azul,
arco iris, manzanas, sol, flores, pasto, uvas, zanahorias,
cielo
3. Numbers 1-10 Counting numbers 1-10

Alexandra completed her calendar talk and calendar writing, finished her phonics activities, read her emergent readers, read her sight words, and put together her daily sentence puzzle.

Through hands-on activities, Alexandra learned the difference between magnetic and non- magnetic items.

It was a great day of learning for Alexandra today! Alexandra already knew her rainbow colors, but today we added a new color: indigo and name: Roy G. Biv. Roy G. Biv is a name to help us remember the colors and their order: red, orange, yellow, green, blue, indigo, and violet. We listened to a song about rainbows and the colors of the rainbow. As the colors were sung, I pointed to a rainbow color template for Alexandra to see and follow along. Alexandra created two rainbows: 1) one using found color with manipulatives: pipe cleaners, poms-poms, and felt with glue and 2) one using markers. Alexandra was able to organize the colors in the proper order and use the manipulatives and markers correctly. On the paper with the manipulatives (pipe cleaners, poms-poms, and felt), Alexandra stamped the name Roy G. Biv using the coordinating color ink for each letter: red ink for "R," orange ink for "o," and so on. This exercise was very hands-on and helped her to understand the spectral colors. Then we made a rainbow of felt hearts following Roy. G. Biv.

With my help, Alexandra made a color wheel using paints and brushes by mixing her primary colors to make secondary colors and then mixing each primary and secondary color to make her intermediate colors. She completed the entire color wheel correctly.

While she had a snack, I read her the book The Dot by Peter H. Reynolds and a dinosaur book she chose.

We finished up the lesson with her painting and decorating a wooden hanging butterfly.

It was a great week! I am very proud of the work and learning that Alexandra accomplished this week!

Book Reference:
Reynolds, P. H. (2003). The dot. Candlewick Press.

National Core Arts Standards Pre-K
VA:Cr1.1.PKa
Engage in self-directed play with materials.

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.

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

Alexandra watched a science video about sunflowers. She then used dirt to prepare a planter and planted sunflower seeds. She watered her seeds and then placed them in the window so they could get some sun. On Munday, we will check to see if they are sprouting.

I drew a number line with chalk up to 20, and had Alexandra skip jump it by twos, threes, fours and fives and perform simple addition and subtraction to increase her familiarity with its purpose and number sense and a part of place value instruction. Number lines are great way to bridge the gap between concrete (like base 10 blocks on which we've been working) and abstract (numbers only) place value understanding. This is reinforcing the concept that whatever the numbers are added, the sum remains the same. Alexandra demonstrated and practiced her ability to count to hundred by tens, understands that each number counted is one bigger than the previous numbers and which group has more and which has less. Her counting and cardinality number sense continues to be strengthened by practicing the standards through various activities using manipulatives. I challenged Alexandra to find objects in the pre-K classroom that represent different numbers or shapes, and she enjoyed moving object training her attention on the challenge. We played math bingo against one another and finished our session doing a pattern activity using cut apples dipped in paint. Fun activities were explored to strengthen our number skills and end our fun Friday.

Alexandra completed her calendar talk and calendar writing activity, read her sight words, read her emergent readers, put together her daily sentence puzzle, played phonics games, and finished her phonics activities.

Alexandra worked on several reading comprehension activities pertaining to birds, plants, frogs and toads.

We started off our learning with a story book called Little Chick's Breakfast which introduced farm animals. Then Alexandra completed some farm activities where she had to finish patterns with the correct cut out farm image, trace lines connecting to farm animals, and trace the uppercase letter "C" and lowercase letter "c" and write "cow." Alexandra used a Ticonderoga My First Pencil to write with for the activity. She showed good control over the marking tool and confidence in her work.

Then I played Old MacDonald Had a Farm by Cocomelon, and the first animal we heard about was a pig. I stopped the music, and Alexandra created a pig using the premade template I had ready. For each farm animal, Alexandra created a wonderful image using the premade templates with fabric, paper cut outs, markers, and glue. We had fun making all of the animal sounds and acting out the animal movements.

Then I played some relaxing piano music and gave Alexandra a large sheet of watercolor paper, watercolor paints, brushes, a large cup of water, markers, letter and symbol stamps with washable ink pads, and colored pencils. She created expressively filling the page with colors, shapes, letters, objects: tree and horse, lines, and symbols.

It was a great creative day for Super Learner Alexandra!

Book reference:
DeBall Kwitz, M. (1983). Little chick's breakfast. HarperCollins.

National Core Arts Standards Pre-K
VA:Cr1.1.PKa
Engage in self-directed play with materials.

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:Pr6.1.PK
With substantial guidance, perform music with expression.

We continue to develop, broaden, and strengthen Alexandra's number sense primarily through the physical manipulation of objects. These exercises aim to develop Alexandra's intuitive understanding of numbers, their value, how they relate to each other, and how they can be represented and used in different situations. She worked on an activity sorting and graphing by color to strengthen her one-to-one number correspondence - matching how many colors are in each category. We then worked on improving her ability to think flexibly using two sets of 5 frames before moving on to exercises with ten frames. The physical manipulation of having separate sets to add up different numbers that equal the same number helps develop thinking flexibly about numbers. We finished the exercise by connecting a ten frame to number bonds to develop Alexandra's understanding of parts of a whole. She counted by tens up to 100, requiring minimal prompts, and then added ones to the number sums counted. Alexandra also worked on an activity having her roll and build a structure using Lego and two dice and stacking the compute number correctly. This activity allowed us to incorporate concepts of proportion and equal, lesser, and greater than concepts. Alexandra enjoyed completing a connect-the dots activity, connecting numbers in sequence up to 100 and creating a picture, which strengthened not only her number sense but also her fine-motor skills using a pencil. Finally, Alexandra finished up our session playing a game of Number Bingo, with 2 cards and myself as a player - and building a marble run, aptly configuring the tubular pieces to allow the marble to follow her chosen trajectory. We enjoyed a productive and fulfilling day. Her grandpa ("papa") picked her up and she was permitted to take a popsicle home with her in the car, which made her extremely happy and her day at Batt complete!