• Kelli Francis

Kate's Preschool Adventures 10.15.18-10.19.18

I love the amount of interaction that goes on in Kate’s classroom – from classmates taking turns during an activity to exploring areas of the classroom together. The introduction of a visual chart this week struck me as another win for Kate, who is behind with expressive language. We are moving toward more visual choice-making in speech therapy, so I am happy to see Kate’s classroom incorporating it as well.

Below are a few highlights of Kate’s week, October 15 – 19, 2018, taken from her facilitator’s daily note:


Kate drew a picture about the zoo this morning and did a really great job with holding her marker to draw. We have been practicing the tripod grasp that we affectionately call the "alligator chompers" in our classroom.

We are pairing Kate's greetings with friends with a high-five (in addition to the verbal approximation and eye contact). This morning she said "hi" to Campbell. Of course, Campbell was completely thrilled.

This morning, Kate explored the building area with some friends and took turns stacking some bricks to make a tower.

During prayer this morning, Kate said all of the approximations for "Thank You, God" when it was her turn to pray!

Today, Kate worked with Georgia, Keith, and Reese at the game table working with felt, tangram pieces. Kate helped Georgia by handing pieces to Georgia that Kate identified by listening to the color that Georgia named.

She and Hannah sat together at the writing table to make mail for friends in the classroom. Kate chose Ava to make mail for today. She also painted on the easel with alongside Cameron.

We have a new small group board in the classroom, so in addition to the children making verbal choices about which area they would like to explore, there is now also a visual chart. The chart has pictures (hand-drawn by the children) showing the small group choices such as easel painting and writing table. They chart also has the number of friends that can occupy each area and has each child's picture so they can display which area they are in. If they are feeling finished in a certain area and would like to make a new choice, they return to the chart, look to see which areas are open to explore, and move their picture to the new area.

The Memory Game

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