During distance learning I was struggled to find a way to assess my students properly. Typically, I assess their general academic skills 2-3 times a year to make sure that they are making progress and to update their IEPs (Individualized Education Plans). 

I brought home my assessment bin with all of my assessment materials in it, in hopes that I would be able to assess most of my students. This was not easy through the computer. 

I found myself holding up flashcard-type materials to the camera on my computer, while also trying to move my head in a certain way so that I can see the child and make sure that they could see what I was holding. Picture that for a second…it wasn’t a good sight. 

I knew that this method would not work long term, and I had a feeling that I was not the only teacher with this problem. As distance learning continued through the rest of the school year and ESY it was pretty clear that we would not be able to return in the Fall like we typically do. We were either going to have a hybrid model where students come every other day or we would be going fully virtual. As this became more obvious, I knew I had to do something for other teachers to be able to effectively assess their students while at home, as well as in the classroom. 

That is when the DIGITAL ACADEMIC ASSESSMENT came to life!

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This product comes with links to a google form and two google sheets. When you click on the links you will be forced to ‘make a copy’ of the documents. By making a copy you become the owner of the google document. This means you can edit, delete, copy, add, and so much more. I included everything I could think of into this assessment. It is basically a digital version of my paper preschool assessment (pictured below). I do understand that there may be skills that you do not want to assess in this assessment. In that case, you can simply delete those slides from the google slides and delete those questions from the google form. It is completely CUSTOMIZABLE. 

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Product Details: 

Google form: Use to track student responses to the assessment. Google forms then allows you to see your responses in a spreadsheet, which is what I would do to see all the student data. When you click the link on the last page you now have your OWN copy of this digital assessment google form. You can edit it HOWEVER you want. You can then fill out the form for each student. To see the data, go to ‘responses’ and press ‘create spreadsheet’.

Google slides – assessment materials: Use to assess each part of the assessment. The assessment materials align directly with the google form.

Google slides – assessment checklist: Fill in the boxes as you assess each student to help you keep track of your assessment progress.

How Can I Use This During Distance Learning?

I would screenshare the google slides with the materials. I would also have the google form up on my computer or on a separate device to track student responses as you go through the assessment. 

How Can I Use This When We Are Back In The Classroom?

If you want to be completely digital, I would have 2 devices out. Have the materials google slides pulled up on one and the assessment google form pulled up on the other.
OR
Use the paper assessment and the digital google slides materials
OR
Use the digital assessment google form with the printed and prepped materials

What Skills Are Included In The Digital Assessment?

• ID and Label Uppercase Letters
• ID and Label Lowercase Letters
• Letter Sounds
• Rote Counting
• Counting with 1:1 Correspondence
• ID and Label Numerals 0-20
• ID and Label Shapes
• Sorting Colors, Shapes, Sizes
• Patterns
• More/Less
• ID and Label Colors
• Name Recognition
• Writing Name
• Gross Motor Skills
• Pencil Grasp
• Drawing Skills
• Handwriting Skills
• Scissor Skills
• Developmental Handwriting Strokes
• Student Self Portrait
• Student Handwriting Sample
• Social/Emotional Skills

PURCHASE THE DIGITAL ASSESSMENT NOW!

To see more about the digital assessment head to my Instagram page or my Facebook Group!

As always, if you have any questions please email me or message me on Instagram!

Since I have showed you how to use an OSMO in my Instagram highlights and my last blog post, I thought it would be helpful to show you some examples of how I used my Osmo during distance learning. These pictures are screenshots from my Instagram story highlights from the past few months.

If you want to see me using the OSMO during a small group, head to my Instagram posts OR my OSMO & distance learning story highlights. 

Directed Drawings

These are drawings I either found for FREE on TPT/Pinterest/Google or that I came up with myself. My students LOVE these. I go step by step and show them how to draw the picture, while they follow along at home. Since we would do these at school, they know that I do a step first while they watch, then they go! I always remember to tell parents that these will not come out perfect, mine doesn’t even come out perfect. They will each be unique and special. I tell them to please let their child do it how they want unless they ASK for or need help.

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Task Boxes

Of course, all of my task boxes come from Michaela aka Especially Education aka Task Box Queen . I probably own every single task box bundle in her TPT store. I don’t print them all though. At the beginning of each school year, and throughout the year, I go through each bundle and print the ones that I KNOW will fit my students. Since each year is so different, I have probably printed them all by now 🙂
You can find Especially Education…
–> On Instagram
–> On her Blog
–> On TPT

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File Folders

Of course this file folder comes from a Made For Me Math unit: Colors! As soon as Michaela and Gabrielle (Teaching Special Thinkers) released Made For Me Math last year I purchased it. I knew they were both creative geniuses and I needed more academic, fun, easy-prep activities for my small groups! Michaela and Gabrielle also created Made For Me Literacy, which I used in my classroom. I highly recommend both!!

Sorting

This activity also comes from a Made For Me Math unit: comparing numbers to 10. Since I was using the OSMO I did not do this activity with a pocket chart as it was intended, we just made piles of ‘more’ and ‘less’.

Patterns

OF COURSE this activity also comes from a Made for Me Math unit: patterns and positional words.

Coloring Books

I purchased this coloring book at Target right before ESY (Extended School Year) started. I was trying to think of activities to engage my students since I was now able to use the OSMO. Since I had a few students just working on colors, I thought this would be perfect. Of course, they could not be the ones coloring. They had to request what color they wanted me to use, tell me what object they wanted me to color, and tell me when I should switch colors. This really focused on language skills, requesting and colors. They loved it!

Mini Eraser Activities 

My students and love mini erasers, of course! So, I made a pack with a bunch of activities that we could do during distance learning! You can get these pages from my mini erasers pack in my TPT store.

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Grab my MINI ERASER ACTIVITIES PACK here 

Read Alouds

In virtual sessions it is hard to hold up a book to the camera on your computer! Using your OSMO allows you to see your students on your computer screen, not have to position the book and your head in the camera, and your students can see the whole book clearly.

Cooking Activities

For the first time, on Friday, I will be using my OSMO to do a cooking activity with my students!! Stay tuned.

How Do I Do This With My Students That Are Non-Verbal?

At this time I do not have students that are non-verbal. Luckily, my friend Lucy from @thealternativewaytoprek does and she is an AAC device expert! Here is what she has about this:

“So Rachel is a genius and came up with using the OSMO for virtual learning. A lot of people have been asking “Can this work with my non-verbal students?” The answer is yes! Lets first get one thing clear. There is a difference between non-verbal and low cognition. Non-verbal students simply do not use expressive language to communicate. Instead they use receptive language. This can come in the form of AAC, PECS, or whatever visuals you may use. The best way to use the OSMO with non-verbal students is the same way you would teach in the classroom, modeling. Hopefully you have a similar device as your student’s, core board, or visual. When you are teaching via the OSOMO you have your device, they have theirs,  and  you model. It is that simple. Now, if you are referring as to how to use the OSMO for students with low cognition that is whole another topic. Realistically, that is going to be tough. They are going to require an adult to prompt if not use hand over hand. I suggest making a video tutorial of yourself along with a written step by step guide on how parents can prompt their students. You can also make a video of how they can model their child’s AAC device at home. ” –Lucy @thealternativewaytoprek

I hope that you found these activities and ideas helpful! As I think of more I will add them to this post. I would love to see how you use your OSMO for distance learning!! If you post, please tag me so I can see 🙂

When distance learning started back in March I felt helpless. Without my physical materials I didn’t know how I was going to engage my preschool special education students. For a few weeks I made it work, just using digital materials and activities. This was fine, but it didn’t feel like enough since I knew we were in this for a while. 

When I saw Tiffany from @KraftyinKinder using the OSMO on her story I knew I had to look into it!! Tiffany was so sweet and helpful when I asked her questions about it. I told her I already owned an iPad stand from Amazon (linked here) so I wanted to try just getting the reflector. She told me it was worth a try, so that’s what I did. 

I only bought the $10 reflector replacement and I use my stand from amazon. $10!!! THAT IS IT!!!

Disclaimer:

1. I do not know what iPads and computers this works with. Before purchasing the OSMO you should check that your iPad connects to your computer and that you can use QuickTime player to display what is on your iPad screen (directions below). If this works then you are probably ok to use the OSMO. 
2. I do not know much about OSMO and all of the kits and games they sell. You MIGHT probably need the OSMO base to use those. I truly don’t know. Read their website first and check their FAQ page.
3. A follower told me this does not work with an iPad Pro!

My technology details:

iPad: iPad Air 3rd gen

Computer: MacBook Pro 2017 or 2018 (probably can’t get this one anymore…too old)

Projector: OSMO Reflector Replacement – the one that says “Reflector for New Base for iPad $10”

iPad Stand:  Adjustable Tablet/Phone Stand

Adapter: USB C to USB Adapter

Wire: Apple Lightning to USB Cable

Now you’re probably thinking how does it work???
Let me tell you…

This method is JUST FOR MACS! Scroll for other computers…

1. Download the free OSMO Projector App on your iPad 
2. Open the OSMO app on your iPad 
3. Put the iPad on the stand
4. Place the OSMO on your iPad, over the front camera 
5. You should now be able to see the table on the iPad screen 
6. Plug in the wire and the adapter, connecting your computer to your iPad 
7. Open ‘finder’ on your Mac
8. Double click ‘Applications’
9. Double click ‘Quick Time Player’ 
10. In the top left of your computer click ‘file’ 
11. Click ‘new iMovie recording’
12. Next to the record button there is a drop down arrow. Click iPad. 
13. There you go!
14. If you want to screen share, just share the quick time player window 

To share in a google meet:

1. Open a google meet 
2. Click ‘present’ 
3. Choose ‘share a window’ 
4. Choose the Quick Time Player window 

But Rachel, I’m a visual learner…

Well, same 🙂 So no worries! I walk through this step by step in my Instagram story highlights. In my OSMO highlight I show you the steps and in all of my Distance Learning highlights I show you how I have been using the OSMO.

The following 2 methods can work with a Mac OR a PC!

I own a Mac so I am no expert in what I am about to say. I recommend trying to connect your iPad to your computer first with these steps and THEN purchasing the OSMO and stand if this works!

1. On your computer get the app ‘Team Viewer’
2. On your iPad get the app: quick support from team viewer
3. Go into quick support and it gives you an ID (9 digit code)
4. On your computer, in team viewer, click ‘remote control’
5. On your computer, under ‘control remote computer’ put in the ‘partner ID’, which is the 9-digit code from your iPad.
6. On the computer click ‘connect’
7. On the iPad click ‘Allow”
8. Takes a second…then a screen comes up
9. On your iPad click ‘start broadcast’
10. Choose ‘start broadcast’
11. It comes in portrait, but you can rotate by using the buttons on the bottom. You can also make it full screen using the button in the top left corner.
12. When you screen share choose ‘iPad to screen share’
    ***The iPad should be able to do this WITHOUT a cord!
    ***You can record through team viewer (go to the top, extras, record, start)

If those steps didn’t work for you here is an alternative way (thanks to an insta follower)
1. Go to LetsView.com
2. Click on the download button
3. Download the app ‘Screen Mirroring: LetsView’ on your iPad
4. Once you have both of those downloaded open them up and on your iPad it’ll ask for a pin code. The code is on the top right corner on your laptop (see photo)
5. On your iPad press ‘try pin code’ and type in the code from the computer.
6. Once you input the code it will show how to turn on screen mirror your iPad.
7. In screen mirroring select ‘let’s view’
8. The screen mirroring will pop up on your computer screen
**To make it full screen choose the middle icon in the top right corner that says ‘more’. Choose ‘full screen’
–Then you open up Osmo Projector on your iPad!!!

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From a super helpful follower who has older technology!

How to mirror your iPad’s screen to to your PC (IOS 9.3.5)

1. Go to www.5kplayer.com
2. Scroll down until you see the blue download button
3. Select a blue link from under the download button to match your computer’s operating system (32 or 64-bit)
4. Allow the app to make “changes to your device” if you get that pop up message. Then, the program will start to download.
5. Click the blue install button
6. Click the blue launch button
7. On your PC Click the grey button that says “DLNA/AirPlay”
Note: on the left side of the screen scroll down to the Airplay tab and make sure that the button is toggled you on for AirPlay service, and that the status says running.
8. On your iPad, swipe up from the bottom of your screen until the control menu pops up. Look for the AirPlay button.
9. When the AirPlay button appears, click it then select the option for “5KPlayer-DESKTOP…” AND toggle on the option for mirroring!
Now you will see your iPad screen on your PC 🙂

From another amazing follower: How to use OSMO and ZOOM easily!

Step 1: Connect your iPad to your Mac (I have to use a USB-C cable)
Step 2: Open Zoom and click share screen
Step 3: In the basic share options click on “iphone/iPad via Cable”
Step 4: A message will appear asking you to “trust” this device if it is your first time doing this 
Step 5: Open the Osmo projector app on your iPad 
Step 6: Enjoy! 

Questions from Instagram:

Q: What exactly does it do?
A: The little red piece I buy reflects whatever is on my table. Easiest. $10 EVER.

Q: Where to buy and what to buy?
A: I JUST got the reflector replacement from OSMO: https://www.playosmo.com/en/shopping/accessories

Q: Why don’t you use the OSMO base?
A: The OSMO base actually tilts the iPad back slightly, whereas my stand makes the iPad stand straight up.

Q: Did your district or school pay for it?
A: No. I previously owned my Mac, iPad and iPad stand (purchased myself). I purchased the $10 reflector replacement from Osmo myself.

Q: I read on the app reviews that it can be blurry…have you experienced this?
A: Yes. A little bit. It is definitely not 100% clear, but I teach 3-5 year olds and we have been TOTALLY fine with it!!!

Q: What device does it work with?
A: Check out the FAQ page on OSMO’s site for more information about this: https://www.playosmo.com/en/faq/

Q: How do you take data while using the OSMO?
A: I keep a paper and pen nearby to take anecdotal notes. 

Q: What app do you need?
A: On your iPad get the FREE Osmo Projector app. It can also just work with the camera app.

Q: Have you used this to model writing?
A: No, but I am sure it would work well.  

I hope this was helpful!!! Please let me know if you have any questions by messaging me on Instagram.

LOVING THE IDEA OF AN OSMO?? Check out my other blog post about the OSMO where I show you everything I use it for!

As I am sure you saw on my instagram post, I am moving to 2^nd Grade. It still feels so weird to even say that because I have been in preschool for my whole teaching career so far. I know it’s only been 3 years, but that is a big deal. I haven’t moved my classroom in 3 years, I’ve been teaching the same thing since I was hired right out of college. Now I’m moving to 2^nd grade which is a pretty big jump. It’s going to be a huge change. My preschool classroom right now is fully self-contained special education.

In 2^nd grade, I am going to be co-teaching. So, at my school that means that I will be the special education teacher in an inclusion 2^nd grade classroom. It will be myself and a general education teacher teaching a typical sized class (20-25 students). We could have up to 8 special education students in the classroom that are mainly my responsibility, although we will both be teaching the entire class together. I will be in the classroom all day, so I don’t do any pull-out. 

I am so excited about this change. This was very much my choice. I wanted to move out of preschool. I love preschool and I love the team I work with, those are my best friends, but it was time for a change. There’s a couple of reasons why I wanted to move. Halfway through this school year, I started talking to my principal about possibly wanting to move out of preschool next year.

I recently graduated with my masters in Teacher Leadership, a principal certification, and a supervisor certification. Those are certifications that I want to eventually use. I felt that, in order to best do those jobs in the future, I needed more experiences than just being in preschool self-contained. That is not required for those jobs. I wanted more experiences so that when I am a supervisor and/or principal I can speak about the many different types of classrooms that I have experienced first-hand. 

Another reason for wanting to move was that I wanted to teach in a different environment with students that were a little bit older. There were also parts of the preschool program in my district that I was beginning to not like. Once I shared all of this information with my principal, we began talking about the different possibilities for next school year. I did want to stay at my school. I understood that if I didn’t want preschool, and there was nothing else for me at my school, I would have to go to another school in my district. My principal started to talk to me about co-teaching. As a special education teacher, that was the only other option at my school for next year.

At first, I was hesitant about co-teaching because I have loved having my own classroom, and my big, beautiful classroom down in the brand-new preschool hallway. My new classroom is going to be much smaller and have a lot less space for me. The teacher who I will be co-teaching with has worked in that classroom for many years already, so when I move in, I will not be able to bring all of my stuff with me. Once I started discussing the idea further with my principal and talking about how good it would be for me to get this experience, I was on board.                         

Then I had to tell all of the people closest to me at school first. I told my teammates, my teaching assistants and the speech therapist that works with my students first. It was super emotional, and there were definitely tears, but they totally understood. 

TPT update:

I still plan on making preschool and Creative Curriculum materials. I also hope to make grade level materials, especially second grade materials, as I learn the curriculum and material. 

If you have any questions, advice or suggestions for me please message me on Instagram!!

Thank you all for your endless support! I am truly so excited for this next adventure!!

As I mentioned in my week 3 blog post, I had spring break last week. I was happy to be able to breathe for a second and catch up on some IEPs and grad school work. Luckily, I was very productive and by the time break was over I was ready to get back to seeing my students every day (virtually). 

Like I have say in every blog post about distance learning, I am NO expert at this. Everything I am doing is trial and error. The technology tricks I have figured out, I found on google or YouTube. I encourage you to do this as well. If you aren’t sure if it’s possible with what you have, just ask the internet. Also, don’t think that you need all of the technology or resources in the world in order to effectively teach your students. Our students need US first and foremost. 

Our Weekly Schedule

This week, although I think I say this in every post, I found a routine with my students that I think will work long term. Now that we know what the expectations from our district are moving forward, I really wanted to come up with a schedule that we would be able to use week after week. It would be too overwhelming for myself, my students and especially their parents to change the schedule every week. Below is a screenshot of our weekly schedule. The only thing on the schedule that will change week to week is the special activity on Wednesdays (this week was a directed drawing). 

When I send the invites out for all of the events listed on that schedule, I always invite my principal, supervisor, speech therapists, OTs and our teaching assistants. Everyone loves to stay involved with our students, and joining in on the google meets, even just to watch, is a great way to do so. 

Teletherapy

Speaking of speech therapists and OTs, our district is starting teletherapy on Monday. Since my students are 3-5 years old, I have NO idea how this is going to go. My speech therapist and OT have also expressed their concerns, although they are very excited to see the students one on one again. I will keep you all updated on how that goes for them!

Large Groups

In my week 3 blog post I go into a lot of detail about our large group sessions (read aloud on Tuesdays, Wednesday special activity and yoga on Thursdays).  The only thing that was different this week is that we decided to try a directed drawing. I figured out, thanks to YouTube, how to screenshare what I am doing on my iPad to my students on google meet. (that information is in my ‘Distance Learning Week 4’ story highlight on Instagram). I used the app logic pro for Windows to draw on my iPad. My students were told to come to the google meet with a paper and a writing utensil. The large group was very successful, and our students made adorable bunnies. 

Small Groups

In my week 3 blog post I explained that my first week of small groups was just an introduction to being in a google meet and having to participate. This week, we started doing activities in small group where my students were expected to sit nicely, listen and participate. To my surprise, the small groups went VERY well. I actually shouldn’t be surprised because my students always impress me, even when I think something is going to be a complete FLOP. 

This week in groups I started by going through google slides on my iPad, while screen sharing. The slides had our 3 rules, greetings, weather, spring break weekend news and a question of the day. These things are similar to what we do at school, so my students had no problem following along. 

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I shared these slides in my free google drive folder of distance learning resources. TO GAIN ACCESS TO THE FOLDER, SCROLL ALL THE WAY DOWN ON THIS PAGE!

After the google slides we did Made for Me Literacy digital activities. I am SO happy I purchased the large bundle of these because they are PERFECT for my littles. 

Watch this video I posted, a clip from small group this week, if you need some cuteness in your life… https://www.instagram.com/p/B_D6gMhBa2Y/

As you can see in the picture below, I am using my iPad to complete the activities, while screen-sharing with my students. I was able to use the accessibility tool as a mouse so that my students could see what I am pointing to. Without that tool, my iPad screensharing idea really would not have worked.

I like the idea of sharing with my iPad, so that I can use my entire computer screen to see my student’s faces. I had my students take turns, each doing one slide of the activity. While it was their turn, they were able to unmute themselves and talk. If it was not their turn, I asked that parents pressed mute so that the one student who’s turn it was could participate. I wish I didn’t have to do this, but with all of the background noise at my student’s houses, it was necessary. At the end of groups, I do allow all of my students to come off of mute and chat with each other if they want.

**Update**

During week 5 I recorded my iPad during small groups to give you guys a look into how my groups run! That video is below:

View this post on Instagram

I have been receiving a lot of questions about how I have been running small groups, how I use my iPad and how I use the accessibility tool as a mouse! I filmed my group today, cut out my students’ names and a few extra things, so it’s a bit choppy..and bad quality! In this video you will see me using google slides and then moving into the boom card activities from @madeformeliteracy ! You even get to see one of my students stealing the show and taking over the group for me🤣😂 • I can see my students on my computer screen. Because I am screen sharing with the iPad and doing the activities from the iPad, my students take up my whole computer screen 🥰 Keep in mind my group was about 20 minutes in real time, I teach preschool special education students, I had 3 students and 2 TAs in the group, I am not required to do small groups, and I plan on using this format for the duration of distance learning!! • Please ask me any questions you have below, so that everyone can see the Qs and As. **For a step by step video for using your iPad to screen share or how to use the accessibility tool as a mouse check out my stories!! • #prek #distancelearning #teaching #smallgroups #specialeducation #preschool #madeformeliteracy #boomcards

A post shared by Rachel Glassman (@engagingearlylearners) on Apr 22, 2020 at 5:08pm PDT

Class Lesson

Something new I started this week, and will be continuing moving forward, is having a large group class lesson. Our district decided that we have to start teaching new material this week and that we have to have at least one live lesson. Every Wednesday I will invite all of my students to listen in, and participate in, our class lesson. We started the Insects Study from the Creative Curriculum this week. Basically, I took all of my Insects Study Focus 1 materials (that are posted in my TPT store) and made them into a google slides presentation.

During the lesson I went through the slides and had my students do, or say, things to the adult present in order to participate. I would not have been able to have all of my students off of mute, it was too loud. All of my students stayed on mute and would answer my questions to the adult they were with. Our district decided that we should spend double the amount of time we typically would on each topic because we are using this digital format. Typically, in school we would spend 1 week on each focus question from our unit of study from the Creative Curriculum. Now, we will spend 2 weeks on each focus question. 

I am a very structured and routine person, and that is how I typically run my classroom. Since starting distance learning I have missed that, and I think my students and their families have as well. Moving into next week, I am excited to have a set schedule for myself and my student’s families. This way, I know what is coming each day/week, and they know what to expect each day/week.

Hi everyone! Welcome back to my blog!! I just completed week 3 of distance learning. It was another packed week full of google meets and scrambling to figure out this whole thing…STILL! In this blog I am going to share what I have been doing for large and small groups via google meet. I hope to give some of you ideas or inspiration as you move forward in this adventure. 

Just like the past 2 weeks, I want to preface this post by saying I am not an expert. Not even close. Every class, teacher, and group of students in different, so everyone has to find what fits for them. 

My Students

I should probably start by explaining the group of students I have… I teach a preschool self-contained class in a public school. All of my students have IEPs (Individualized Education Plans). My students range from ages 3-5 and they all have different ability levels. Typically, in school I teach them in small groups. This is how they learn best. In my school there are also two other preschool classes. One class utilizes ABA (Applied Behavior Analysis) where students work in 1:1 and 1:2 ratios with teachers. The other class is an integrated class, where half of the students are typically developing, and the other half of the students have special needs. 

I wanted to explain the other classes because I do all of the large group google meets during distance learning with Jessie, from Special Resources by Jessie. She is the teacher of the preschool self-contained classroom that utilizes ABA. 

**As of now, we are not required to google meet with our students at all. Jessie and I are choosing to do so in order to stay connected with our students and their families**

Large Groups

For large groups Jessie and I invite all of our students, our teaching assistants, the speech therapists, the occupational therapist, our principal and our supervisor into one large google meet. We gave everyone directions for how to download the google meet grid view extension so that they can see everyone at one time. This way, it feels like they are at school with their friends. We also asked that everyone enters the google meet, says ‘Hello” and then mutes themselves. We found that giving these directions beforehand were key, or else we would have to manually mute everyone, and we didn’t want to have to do that. 

Jessie and I started the large groups pretty early on. There was not much planning that had to be done for these. We are in a pretty solid routine now, that we are going to continue moving forward, of read alouds on Tuesdays, something special on Wednesdays and yoga on Thursdays. Yoga was something we always did on Thursdays at school.

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(We sent these images to parents, our teaching assistants, speech therapists, the OT, our principal and our supervisor ahead of time to give them the info for the google meet sessions)

Tuesdays

For the read alouds on Tuesdays, Jessie and I each choose a book that we brought home from school and simply read it aloud to our students. Last week we actually planned ahead, and each read a counting/numbers book! We do not let the students talk to the group while we read. They stay muted. Sometimes though we stop as we are reading and ask them to turn to their family member and answer a question or tell them something related to the book (Ex: “Tell an adult how many monkeys are on this page.”) We have gotten great feedback from parents about our read alouds, and we look forward to doing more. 

Wednesdays

On Wednesdays, our plan moving forward is to do something special and different each week. We started this tradition last week when we did “Share Your Pet”. This was SO cute, and I highly recommend you all do it with your students, no matter what age they are. Students brought their pet OR a stuffed animal to the google meet.

Like always, they said hello and then muted themselves. Jessie and I had prepared a list of 5 questions that we were going to ask each child. We sent the list to parents beforehand so that they can prepare (Ex: what does your pet eat?, what do you like to do with your pet?). Jessie and I went first and introduced our pets and answered all of the questions. Then, our students went one by one. They pretty much all needed help from a family member, but it was SO cute. The parents had great feedback afterwards as well. After spring break we plan on doing a directed drawing and/or some sort of show and tell. 

Thursdays

On Thursdays we do yoga. When school is in session, we typically do yoga every Thursday, so we were not going to let distance learning stop us from that. Jessie is a certified yoga instructor, so she leads our large group in a 15-20 minute yoga session. Again, all students are muted and listening to Miss Jessie. We have even gotten our teaching assistants, principal and supervisor to participate! The parents say that they are very thankful that we are continuing our yoga routine, even from home. 

Small Groups

This week I attempted small groups. This was not mandatory for me to do, I just felt that I should get my students familiar with this format, in case I have to teach them this way moving forward. I was also excited to see them back in small groups, because I am so familiar with this format from being at school. 

I planned the groups based on student’s availability. As I shared in last week’s blog post, I had parents fill out a google form stating their availability, and a bunch of other information. I used that information to group students. Typically, in school, I group them based on skill ability, but this format does not allow for that right now. 

I had no expectations for these groups this week. My plan going in was just to get them to say hi to each other and to allow them to get familiar with having to talk through the computer to me, and each other. If time allowed, I planned on reading a short book. 

10 minutes before my first small group on Tuesday I quickly printed my circle time from home FREEBIE. I got nervous that I was going to need something to do with them, since my students are not yet able to hold conversations with each other yet. I am SO happy I printed it. We actually went through circle time with my students over the google meet. The parents, and my students, loved it. After circle time I had them answer our question of the day and then I read a little bit of the story I had. I was so happy I had circle time printed out and a book on hand. I now know moving forward that I need to have a few options prepared because it turned out that every group was so different. 

In one group I ended up using a whiteboard to draw shapes and write letters. The students told me what shape or letter was on the board. They loved this. 
In some groups we did a color scavenger hunt in their house. I would tell them to “go find something that is red”. They would walk away, go find something that is red, and then come back and share it with the group. This is how my Find Something That… Scavenger Hunt product was born. 

In one of the groups I used my iPad to search pictures of objects. I would hold the iPad up and the students would label the object. Like I said before, my students are all of different levels, so I had to think of something different for each group.  

Moving forward after spring break, I plan on having a more solid plan going into small groups. This week I felt like I was coming up with stuff in the moment, because I truly didn’t know how small groups were going to work out. I will probably use a mix of the circle time from home, insects questions of the day, find something that… scavenger hunts, label and ID basics, directed drawings and read alouds. 

Desk Area

For the third week in a row I have revamped my work area!! I realized that I will need some space for a whiteboard moving forward. I wanted a place to display our learning target and to be able to write or draw stuff on. My mom gave me this whiteboard to use so I had to reorganize a bit. Now I am excited to start teaching again after spring break!

Spring Break

Next week we have spring break. We do not teach again until April 14. During break I will be planning for when we get back and completing a lot of grad schoolwork (I graduate in a month WOOHOO). I encouraged parents to take a bit of a break this upcoming week, but to still keep somewhat of a routine.

I’ve been telling parents through this whole process how important routines are in general, but especially during this time. I told them that I would not be putting new material in google classroom, but they are more than welcome to continue using what is in there during break. I explained that I will not be available for google meets over break, but I encouraged them to reach out to other families and maybe have FaceTime playdates. My students’ email accounts are not able to start google meet sessions, but I still gave the parents a list of all of the student’s emails. I figured they can email via their children’s email and figure out a way to stay connected. 

After spring break, we are finding out from our supervisor what is expected of us moving forward. Our district is moving from maintaining skills to now teaching new skills. I’m interested to see what is expected from the preschool team. I will keep you all updated as I find out. 

I hope that some of you found this helpful! Feel free to comment below with any large and/or small group ideas you have for preschoolers during distance learning. We can all learn from each other!