WF, 11/15/2016 | Wee Friends Early Childhood Program LLC

Good Afternoon!

**One last reminder: T-Shirt forms are due TODAY! Thanks!

Today’s morning message focused on letter writing (K.W.1). After reading the letter, children had to decipher who the letter was wrote to.

Wooden Montessori numbers were made available at the circle table for the welcome activity. Children took the wooden numbers and matched them with plastic numbers. We looked at each number and the characteristics that we saw.

Jackson wanted to EXPLORE something this morning. So, an activity was set up at the art table. Four at a time, children sat down with a glass of water. Shaving cream was added to the top of the water and water color was put to the side. With a dropper, children added a few drops of water color to the top of the shaving cream. Would the water color travel through the shaving cream to the water? Friends made guesses as to what was going to happen.

With the right amount of water color added, the liquid traveled through the shaving cream, eventually turning the water to a different color.

Chalk was put out this morning for friends to use. A friend asked Maddie what she was drawing and she responded, “A dead dinosaur!”—Our imaginations are awesome!

In large group, we read two different stories: There’s A Wocket In My Pocket and One Fish Two Fish, Red Fish Blue Fish.

First, we read ‘There’s A Wocket In My Pocket’. We revisited rhyming words throughout the story! We also worked one of our FAB’s into this book (K.CA.1-2). There were many fish! So, we took the number of fish and added 1 to that specific number. We eventually found a pattern!

After, we read ‘One Fish Two Fish, Red Fish Blue Fish’. At the beginning of the story, I stopped saying the rhyming words to see if my friends could use contextual clues to come up with the word instead. For example:

I read: “On his hook he had a book. On his book was “How to _____”

Large group friends: “Cook!”

Using the picture clues as well as the contextual rhyming clues, friends were able to complete the sentences based on their previous knowledge of rhyming words. In large group, we like to revisit FAB’s that we’ve focused on throughout the year.