Katie Johnston PM

Our Daily Schedule

– Arrival, Group Activity

12:50-1:20 – group gathering (circle)

1:20-1:50- group rotation (3 Groups)

1:50-2:10- snack

2:10-2:45 Recess/Gross Motor Skills

2:45-3:15  Story

3:15-3:30 group rotation (3 Groups) (Choice)
3:30-3:40 Music & Movement/ Dismissal 



Dear Parents,
In the event of a school closing, here are some general tips and advice for keeping children on a schedule and ways to foster learning at home...

I have provide a link below to weekly choice boards for activities that you can do a home with your child.

Choice Board Week 1
Choice Board Week 2
Choice Board Week 3
Choice Board Week 4
Choice Board Week 5
Choice Board Week 6
Choice Board Week 7
Choice Board Week 8
Choice Board Week 9
Choice Board Week 10
One of the main apps that we use throughout the class day is linked below:




Suggested Activities


Wake up/ Breakfast

Eat Breakfast (provide choices of two for the child to decide breakfast) make bed and tidy room (working on receptively following multiple step directions) Cleaning up toys- working on sorting different toy and following direction placing them in correct spot (sorting by color, shape, size). Basic life skills- brushing teeth. Hair etc. Keeping up routine and working on independence


Music & Movement

Songs facilitate language and repetition (practicing language and basic movement) simple songs like: head shoulders knees and toes, shake your sillies out, going on bear hunt, and freeze dance etc. (works on following multiple step directions and actions)


Academic Time: Cognitive/Social Skills

Listen to number songs from 1-20, rote counting together for example counting cars lined up in a row, point and identifying pictures or items in the house that are the same, getting dressed and finding the other sock, sorting toys or items by color, shape size, provided and building vocabulary together by talking about what the adult is doing like: laundry, cleaning kitchen


Fine Motor & Exploring Play

Working on a craft together have the child learn to tear pieces of paper, color a picture learning correct grip, coloring in a confined space, helping clean the windows using a spray bottle to work on the individual finger strength


Clean up & Rest Time

Help clean up and sort different items, follow directions of an adult, cleaning and using fine motor skills etc.



Provided different opportunities to build child’s vocabulary with descripting of what you are doing in the kitchen while making lunch. Also provide hands on learning with allowing the child to help make cookies in the kitchen the child will help follow a recipe/ directions and learn to measure items out etc.


Gross Motor & Physical Health

Go outside for a walk and expand expressive language by talking about what is going on, talk about all the different types of cars you see like what color is that car etc. Make an obstacle course and have the child run, jump, go under, over etc working on prepositions. For example go under the noodle then over the stick working on receptive and multiple step directions


Academic Time: Expressive/Receptive

Play and engage with your child on expanding and building vocabulary all day long! Follow the child’s lead and describe the play, use basic communication have the child use simple greetings, requesting, and commenting.


Story time/ Creative Play

Work on receptive language with stories while reading to the child ask simple “wh” questions when reading. Play simple listening games like Simon says. Use movement songs from prior examples of songs like sing walrus, head shoulders knees and toes etc.

3- Bedtime

Connect with others

Work on engaging and socializing with anyone in the home. Work on sentence starts and building on conversation like “what did we do today!”





                   Preschool Activities 

for Skills Practice  

and DevelopmentPage Break

Learning Activities for 

Cognitive Development 

Cognitive Development is the acquisition of the ability to think, reason and problem solve. 

  • Take apart and put together  

  • Use simple puzzles to demonstrate taking toy apart and putting it together, model and use physical assistance to encourage putting the pieces together.  Repeat with a variety of simple toys to gain independence. 

  • Wrap a small toy or piece of food in cellophane, wax paper or tissue paper. Demonstrate unwrapping to find the object. Give physical assistance as needed 

  • Combine related objects 

  • Model putting spoon in bowl to stir, place cup on saucer, doll on bed or doll with bottle.  

  • Group various like toys - stacking blocks, sort cars from blocks, group toys by type (i.e. here are all the cars, here are all the blocks) 

  • Place items in an organized manner (i.e put dishes/utensils on table in organized manner) 

  • Make a mechanical toy perform its activity 

  • Model wind-up toys or action toys, provide physical guidance as necessary and describe the action (i.e. turn it, push, drive, make it go) 

  • Complete two-step problem solving tasks with a novel toy 

  • Model and provide assistance as needed to put coin into a slot, pull lever of a cash register, twist top of container to open and put items in 

  • Use alternate strategies (turn it around, start at the top, lets try another piece) 

  • Match/sort pictures and objects 

  • Point to or place identical items together of household items 

  • Find similar items that go together ( i.e. match shoes and socks while getting dressed, “Find the other sock.”  Play hide and seek with a ball, give your child a ball and have him/her search for a ball similar to the one he/she has) 

  • Sort by kind, color, shape using various household items, start with 2-3 items and increase with mastery 

  • Cut an egg carton so there are only 4 “cells,” color each  cell  a different color-yellow, blue, green, red and have child sort items by color (can repeat with shapes or other concepts) 

  • Prereading Activities 

  • Read short stories and point to pictures and ask questions throughout the book.   

  • Provide many opportunities throughout the day for picture vocabulary development with magazines, books, and visuals within the home environment 

  • Sing songs and repeat fingerplays. 

  • Pre-math Activities 

  • Clap  and count together “1, 2, 3”  now your turn 

  • March and count together 

  • Count while brushing teeth or washing hands 

  • Practice 1-1 correspondence by giving 1 item to each family member. (i.e. give everyone a napkin at dinner time.) 

  • Give 4 crackers for snack and model and practice counting concepts (“how many?” give me one,” “give me one more.”)  


Page Break 

Learning Activities for Language Development 

Expressive Language: Your child’s ability to express their wants, needs, share information, make comments and/or ask questions.  

Strategies/Activities to facilitate language development/growth: 

  • Follow your child’s lead: Narrate what your child is doing and use words to expand upon and describe play. For example, if they are reaching for a ball, narrate their actions: “you want to play ball? Let’s make the ball roll.” 

  • Expand upon your child’s language: If your child is using some language, repeat what they are saying and expand it by adding adjectives, action words, and other descriptive language. For example, if your child requests “ball,” repeat them and expand, saying, “you want to big, blue ball. You want to roll the ball!” 

  • To increase length (words) and types (kinds of words), try asking a variety of questions or presenting options that require more than a yes or no response. For example, instead of saying “do you want a cookie?” try asking, “what kind of snack would you like?” Instead of saying, “how are you?” ask questions such as, “what did you do today?” or “what toys did you play with?” 

  • Use play to target basic communicative functions: Use play with stuffed animals, toy animals, cars, dolls, etc. to have child imitate and use communicative functions such as greetings, requests, and comments.  

  • Greetings: With doll/ stuffed animal play, take turns singing/saying “hi” or “bye” to the animal. 

  • Basic requesting: Use puppets/stuffed animals/dolls/etc. and play food/snack foods to model requesting. Be silly, modeling phrases such as “dinosaur is hungry. He wants to eat! He says, “’I want to eat!’” Pretend to feed the dinosaur various snacks and have your child imitate/initiate the requesting. You can expand the activity to requesting other desired items such as drink, play, dance, clap, stomp, etc.  

  • Sing Songs: Songs are a powerful tool to facilitate language, and the repetition of songs helps provide practice of language. You can also do finger plays, such as “Itsy Bitsy Spider” or “Where is Thumbkin?” to focus on gestural imitation as well as verbal imitation  

  •  Use Visuals and Assistive Technology Options: Model use of core boards by pointing to picture icons and verbalizing the words. Prompt your child, if necessary, to use the pictures, and be sure to acknowledge when your child makes a request. Be sure to allow access to the core board as often as possible and encourage your child to bring it with him around the house/across activities.   


Receptive Language: Relates to your child’s ability to understand information (language), demonstrated through skills such as following directions.   

Strategies/Activities to facilitate language development/growth: 

  • Read Books 

  •       Read a book together or tell a story. Before reading the book do a picture walk of the story. Ask your child what you think the story is about by looking at the cover and the pictures in the story. Ask your child to point to items or label them in a book. Ask "wh"  or "yes/no" questions when reading. In the class we also use a lot of interactive books were they have to follow directions like: Press Here, Tap the Magic Tree, Can you Make a Scary Face 

  • Play Listening Games 

  • Simon Says (“Simon Says, touch your nose!) 

  • Follow Me (do what I do) 

  • My Turn/Your Turn 

  • I spy: name a picture or object and have your child point to/bring it to you 

  • Picture/Object Matching 

  • Have your child match pictures of family members/ toys/magazine pictures 

  • Have your child match pictures from a memory game or match puzzle pieces 

  • Request specific items from your child when cleaning up (for example, put away the horse, give me the picture of you) 

  • Play-doh/ Putty 

  • Have your child imitate rolling, pushing, patting/squeezing 

  • Ask your child to find specific cookie cutters/shapes and cut them out  

  • Have your child use a specific named color of dough 

  • Make big/small balls, label them big and small, take turns rolling them or making new ones the same size (this targets practice of identifying adjectives, working on same/different, as well as imitation/following directions) 

  • Multi-step directions: 

  • Ask your child to bring you two items of clothing (for example, bring me your shoes and socks to put on) 

  • Give verbal multi-step directions that logically follow each other (for example, go to your chair and sit down or go to the table and eat your snack) 

  • Movement Games 

  • Ask your child to clap your hands or stomp feet 

  • variation/extension: do it fast/slow, do it 3 times, do it loudly/softly 

  • Have your child jump/spin/dance with you  

  • Variation/extension: Dance while singing/listening to a simple song, turn the song off and have your child freeze 

  • Variation/extension: Spin 5 times, spin to the right/left, spin fast/slow

Hand Strengthening Activities

Playdoh, Clay or Silly Putty:
Squeezing with the whole hand to soften the dough and increase hand over all hand 
strength. Be sure to switch back and forth between hands.

Roll the dough on a table to make snakes, using one hand and then the otters, and then both together. Practice pinching off pieces of snakes, using thumb and index finger.

Roll dough into a ball, then squish it flat like a pizza between fingers and thumb.
Poke holes in the dough using index finger.

Try hiding small objects (beads, pennies, beans) inside the play doh and have the child find the items.

Wrap a rubber band or silly putty around your child's flexed fingers. As he straightens them, have him spread them apart against the resistance.

Water Play:
Spray bottles help water plants or spray the windows to clean and play.
Plastic turkey basters are good for strengthening the whole hand.
Squeeze sponges or squeeze out a wet washcloth

Interlocking construction toys:
Mega blocks are large sized Legos and are best function for preschool age children
Bristle Blocks, Legos, Tinker Toys, gears

Paper Play:
Tear paper into little pieces

Cut with scissors as long as adult is near

Coloring in a confined space ( the smaller the space, the harder it is and the more strength is used)
Do-a-dot markers helps with using the entire hand don't worry most of the children use a fist motion when grabbing the do-a-dot marker.

Writing pressure Adaptions: 
Writing with too much or too little pressure can result in illegible handwriting and can be a major source of frustration for your child.

Try different pencils/pencil grips. Try colored pencils, try dry erase markers

Too light? Utilize a pencil grip to aid in the correct finger placement. use thin lined markers or weighted pencil 

Too heavy? Utilitze pencil grip to aid in the correct finger placement

Use mechanical pencils to provide texture writing surface to increase feedback sensation to the hand

Fatigue: Fatigue will result in discomfort for your child and may make writing legible difficult. Modify or shorten writing assignments. Provide opportunities to type assignments if necessary.
Work for 5, 10, or 15 minute increment and then take a stretch and shake break for a minute. Try gradually to work up to 20 minute increments.