Pre-K A

Olugbala & Kyonna

Newsletter One

Acclimation

Our first week of school was a week of acclimation. We played with new and old toys, created a summer mural, and learned to exit the classroom in a considerate line. We reunited with familiar faces and connected with new children. We began our talk about class rules, particularly, what it means to be kind to one another. We settled on kindness is thinking about your friends’ feelings and treating your friends fairly.

Next week, the class will continue our talk of rules and respect and kindness. We will talk about skin, hair, eyes, etc. (physical characteristics attributed to race) and create our own self-portraits. We will spend some time talking in depth about skin and hair to build a solid foundation of truth and affirmation.

If we have the time, we will attempt to cook up a batch of playdough, our first cooking project.

Everybody Poops

In the interest of cultivating autonomy, instilling respect for others and privacy, and attempting to make going to the bathroom in school comfortable, we read the book, Everybody Poops, by Taro Gomi. The book prompted a good discussion about why we defecate, as well as all animals, and why we need to respect privacy and why peeking in the bathroom stalls is not a good idea. We also touched on good wiping techniques and the importance of feeling comfortable while defecating. Hopefully, this will help and stave off some future bathroom issues.

First Venture Out as a Class

This week, our class took a short walk around the block as part of a learning experience! The children practiced important skills such as lining up with their classmates and staying in a straight line, one behind the other. They also learned how to walk quietly and safely across the street, paying close attention to cars and listening carefully to the teacher's directions. It was a fun and valuable outing that helped reinforce safety, listening skills, and teamwork! We feel confident about going to the park soon.

Thank you,

Olugbala and Kyonna

Newsletter Two

Self portraits

Our self-portrait project focused on our varied physical characteristics and learning about how things can be the same and different. We talked about skin and its function and the inherent differences. We made a point to talk about skin color refencing race and how some people are not treated well because of their skin color. We also taught how we get our skin color (melanin): ancestry and their relationship to the sun, our parents. We also watched the famous Elmo and Lupita N’yongo skin video. Throughout the year, we will go further into this conversation about our identities: skin, hair, and ancestry.

The Colors of Us

My skin color is light peach. - Aaron

My skin color is peachy white. - Alex

My skin color is light strawberry. - Bea

My skin color is vanilla. - Cal

My skin color is vanilla. - Celia

My skin color is peach. - Julian

My skin color is cinnamon. - Liena

My skin color is light brown. - Mia

My skin color is peach. - Noah

My skin color is peach.- Otis

My skin color is light coffee. - Owen

My skin color is butterscotch. - Phoenix

My skin color is vanilla. - Sam

My skin color is dark yellow. - Sebastian

My skin color is coconut. - Sonaya

My skin color is coffee. - Sophia

My skin color is chocolatey. - Wesley

My skin color is cinnamon. - Zion

Wonder Wall

A Wonder Wall is a dedicated space in the classroom where children's curiosity takes center stage. It's a place where students can post their questions—big or small—about the world around them, encouraging exploration, critical thinking, and a love of learning. Whether they're wondering how rainbows form, why animals hibernate, or what makes music sound good, the Wonder Wall gives voice to their thoughts and helps guide future lessons or discussions. It celebrates curiosity and turns wonder into discovery, making learning more student-centered and meaningful.

Prospect Park

As part of our commitment to outdoor learning and play, we took the children to Prospect Park for a special recess experience. Surrounded by nature, the students had the opportunity to explore the park’s natural beauty—observing plants, spotting insects, and engaging with the environment in a hands-on way. Alongside this exploration, they enjoyed unstructured playtime with their peers, building friendships, teamwork, and joy through shared experiences in the fresh air. It was a fun, enriching break that supported both their social and emotional growth and their connection to the natural world.

Buddies

Our classroom has a special buddies program where second graders visit every other Friday to read with or play alongside our students. These visits create meaningful connections, as our children look up to the older students and genuinely enjoy their time together. Whether they're sharing a story or engaging in playful activities, the interactions foster friendship, cooperation, and a sense of community. The buddy system not only builds confidence in both age groups but also encourages kindness, instills leadership, fosters community, and a love for learning through positive peer relationships.

Thank you,

Olugbala and Kyonna

Newsletter Three

Student Check-in

During circle time, we asked the children how they were feeling about school so far. Their thoughtful responses are below.

I feel good about school because I like going to the yard.- Aaron

I feel good about school because I like my friends. -Alex

I feel good about school because I like the dramatic play area. - Bea

I feel good about school because I like recess. - Cal

I feel good about school because I like when we go to the playground. - Liena

I feel good about school because I like to read books. - Mia

I feel good about school because I like the whole school, it is beautiful. -Noah

I feel good about school because I like the things. - Otis

I feel good about school because we have legos. -Owen

I feel good about school because I like the new toys. - Phoenix

I feel good about school because I like the block area. - Sam

I feel good about school because I like the sand table and the play dough. - Sebastian

I feel good about school because I like drawing, - Sonaya

I feel good about school because I like to read books. - Sophia

I feel good about school because I like the classroom. - Wesley

I feel good about school because I like going outside. - Celia

I feel good about school because I like going outside with the blue bike. – Zion

Literacy

Literacy instruction this month started very well. Aside from daily read-alouds that vary from humorous to non-fiction books, we started reading quietly at a desk for three minutes. The instruction, called Sustained Silent Reading, reinforces good reading habits like proper book handling, develops quiet focus, introduces how to sit properly at a desk, lengthens stamina and attention, reinforces that print is “read” left to right, and fosters the joy of reading.

Hispanic Heritage Month

This week we introduced Hispanic Heritage Month. We first began with a conversation of why we celebrate it. We discussed how people with darker skin and who are from Latin countries tend to be left out or ignored. It is important that we celebrate and understand the various cultures that are around the world. We emphasized once again, that we are all different but are deserving of the same respect and love. Pre-K will be focusing primarily on Puerto Rico. Our books this week, and throughout this heritage month, highlight the culture of Puerto Ricans and other Latin countries. Throughout our hallways we have pictures of Latino and Hispanic people who have greatly influenced our society. In the coming weeks we will do a gallery walk and take the time to talk about these different people. From playing and creating Latiné music in our classroom, stories and discussions, our intention is to bring light and awareness of these countries and get the students excited to learn about them.

Literacy

Petroglyphs

Students were taught that the Tainos were gentle people that loved and respected the land they lived on. They were the first people of Borikén, the original name of Puerto Rico. We shared a brief history of Native Americans and their plight regarding the Island. The Tainos used nature to inspire their art, so in Pre KA, we will be doing the same. We asked students to share out one thing they can think about that they see in nature. Each student drew their image, mimicking the Taino style of a simple line drawing. Next week, we plan to carve that sketch into self-hardening clay to make rock drawings (petroglyphs). In addition to being a new medium to explore, clay supports fine motor skills. We will definitely display these wonderful pieces of art in the classroom, as well as find another time to play with clay.

Playdough

Speaking of pliable material. Monday, we had so much fun making playdough together in the classroom! The students loved getting hands-on, measuring, mixing, and watching the ingredients transform into soft, colorful dough. It was a great opportunity to explore textures, practice following directions, flex creative muscles, and strengthen fine motor skills.

Thank you,

Olugbala and Kyonna

Newsletter Four

Apple Sauce

In class, the children participated in a fun and educational applesauce-making activity. This hands-on experience supported their learning across multiple developmental areas. Students practiced measurement by carefully counting and adding ingredients, reinforcing early math skills in a real-world context. They also worked on their fine motor development by safely cutting apples with supervision, improving their hand strength and coordination. Additionally, the activity emphasized the importance of listening and following directions, as students had to pay close attention to each step in the recipe. Overall, making applesauce was a meaningful and enjoyable way to integrate academic and practical skills into the classroom.

Play Conversation

We had a wonderful conversation about play in the class. It was thoughtful as well as insightful (for the teachers). We specifically discussed about how to invite others in play, how to initiate play with classmates, and sharing toys, as well as ideas, with others. We especially emphasize why not including others in play is not okay, and not allowed. It was a good conversation replete with example and puppetry.

Math Fun

Last week, we taught a great math lesson that focused on number/symbol relationship, ordinal numbers and sequence, and number recognition. We asked the children to hold up random numerals and place themselves back into order according to their number. It was interesting to see children count, check others’ numerals, and, ultimately, direct their classmates to form a sensible number line. Please check the videos in the photo section to our class in math action.

Next Week...

Next week we begin our Family Study, learning about the different constructions of family. We will learn about graphs, and on Thursday, we'll go to the Brooklyn Botanic Garden, our first field trip of the year.

Thank you,

Olugbala, Kyonna and Lula.

Newsletter Five

New Teacher in Pre KA

Hi everyone! My name’s Lula, and I’m so excited to introduce myself as the new Classroom Assistant for Pre-K A. I just graduated from Yale where I studied sociology, education studies, and music. I’ve been working for 2+ years in education, both in remote mentoring with students K-12, and observing and assisting in New Haven elementary school classrooms, across different subjects. Outside of the classroom, I am a singer-songwriter and love all things music. I have had so much fun getting to know your children this week, and I can’t wait to continue working with them throughout the school year. I hope to meet you all soon!

Botanical Garden Adventure & Basil Planting Experience

Yesterday, the children took an exciting trip to the Botanical Garden, where they had the opportunity to explore and learn about a wide variety of plants. As they walked through the garden, they used all five senses to connect with nature—smelling fragrant flowers and herbs, feeling different textures of leaves and bark, observing the vibrant colors and shapes of the plants, and even hearing birds and other animals around them.

Back in the classroom on Friday, the learning continued as the children planted their very own basil plants. Together, we went over the steps needed to successfully plant and care for basil, and then each child got the chance to create their own little potted plant to take care of. It was a hands-on experience that helped bring their nature learning to life!

Family Study

As a class we discussed the many different family structures that exist. We learned about families that adopted a child, we learned about families with two mothers or two dads, we learned about divorced or separated parents, and we learned about families with a single parent. With books and conversations, we explored the variations but came to an understanding that what makes a family a family, is love. Each student numerated the number of family members in their households and will create their own collage using artistic materials to demonstrate what their family looks like. We will also use this information to learn about graphs and construct our very own family graph, which contextualizes comparing and contrasting amount.

Gender Conversation

A few days ago, while standing on line to go outside, a student remarked aloud that boys are the best. We inquired why they said that they remarked that boys played basketball better than girls. We had an impromptu conversation about fairness and gender. We later found out that another student said that girls are the best later in the day. It was time for a deeper conversation. This morning, we gathered everyone and asked just what makes a girl a girl and just what makes a boy a boy. No one had an answer. Then we asked are there any differences between boys and girls (We didn’t talk about genitalia. We will talk about our bodies when we revisit this conversation.) We made a list of things, like colors, activities, clothing, and jewelry to see if anything could be definitively boy or definitively girl. During the conversation, there were some objections, which some students challenged with “that’s not fair,” or “girls can do that too,” or “boys can wear that too.” Immediately afterwards we read the classic book, William’s Doll, by Charlotte Zolotow, which was a hit because we were able to talk feelings and how people actions have impact, especially when it comes to fairness.

Next Week...

Next week we will continue to work on creating our collages. We will make a graph, and if time allots, introduce our next big study: feelings.

Thank you,

Olugbala, Kyonna and Lula.

Newsletter Six

This week

Although this was a truncated week, as will be next week, we were busy with so many things. We are almost finished with our family collages. They are tremendously beautiful and speak to everyone’s individuality. We read Our Bodies Are Cool by Tyler Feder, which reinforced the important concept of “same but different,” and that diversity is everywhere (we are diversity). Lastly, we spent some time introducing a new math concept: graphs. We talked about how graphs measure and compare amount. After doing a preliminary graph about clothing, we made a graph enumerating the amount of people in our immediate family. It was cool to see the concept take hold.

Next Week

Next week, we finally finish our collages. We will introduce feelings. And if time permits, we purchase pumpkins from 7th Avenue, with our buddies.

From Kimberly Davis Rivizzigno

Mr. Olugbala has an exciting professional development opportunity and will be going to Italy for the Reggio Children's Conference from November 17-21. A formal email will be shared with all Pre-K A families, but we wanted to give you notice. Pre-K A will hold in-person conferences on Friday, November 7 and will offer various times during the week of November 10. More information will follow.

Enjoy the long weekend,

Olugbala, Kyonna, and Lula

Newsletter Seven

Feelings

We have been talking in depth about feelings and reading a spate of books like The Way I Feel by Janan Cain, How Are You Peeling? by Joost Effers, Grandpa’s Face, by Eloise Greenfield. The students are learning to identify different emotions, recalling instances when they felt strong feelings, and have begun to recognize characters’ feelings in the books we have been reading lately. We even played a fun game of “Name That Emotion,” where the students were given clues and excited guesses were made. We created “mood masks” and acted out different emotions that we photographed. We are sharing these delightful depictions in our photo section. Please note that any feeling depicted, or chosen does not reflect the current mood of the student (we apologize, but it must be said), but just reflects a deep understanding of our study unit. This study places a strong emphasis on concretely developing empathy and self-regulation, tools that leads to terrific students and considerate human beings. Already we have overheard of conversations of students describing their feelings to one another.

Emotions and Breathing

On Thursday, students engaged with the book, Today I Feel Silly: And Other Moods That Make My Day by Jamie Lee Curtis, to learn how to identify more complex emotions and understand that feelings don’t always look the same on everyone. They then learned and sang along with the children’s song “Breathe In & Out” by The Kiboomers, to practice using deep breathing as a tool for working through negative emotions. This lesson helped students understand that all feelings pass.

Pumpkins

Today we had a wonderful time pumpkin picking with our buddies! We enjoyed choosing the perfect pumpkin and spending time together outdoors.

In the coming days, we’ll continue our pumpkin fun by carving our jack-o’-lantern, voting on a name for it, and planting some of the seeds. We’ll also be using the pumpkin seeds in an upcoming math project, which will give students a fun, hands-on way to explore counting, sorting, and comparing quantities.

Thank you,

Olugbala, Kyonna and Lula

Newsletter Eight

Hearing Sense

This week, the students continued learning about the five senses, with a special focus on the sense of hearing. During the lesson, they explored how hearing helps people and animals experience the world around them. The students looked at pictures of different types of ears — human ears, insect ears, and animal ears — and discussed how each one is unique and important for detecting sounds. They also listened to a variety of sounds they might hear in their everyday lives and community, such as birds chirping, cars honking, and people talking. The students had a great time identifying and describing the sounds, deepening their understanding of how the sense of hearing helps us connect with our surroundings.

Counting and Estimation

After carving our enormous pumpkin (Jackie) into a jack-o-lantern, scooping out the pulp and separating the seeds with our hands, we decided to guess the number of seeds. The children made various guesses ranging from five to seven thousand. Somebody did come very close to the actual amount of 634 seeds. It was great to see the excitement of students counting by 10’s using small cups. We also created a cardboard grid containing one hundred boxes and counted aloud and glued 100 seeds to the grid. Next week we will plant those pumpkin seeds hopefully yielding some green plants. Some might even flower!

Pumpkin Bread

We had a wonderful time making pumpkin bread together for Halloween! The children were so excited to help from start to finish. They eagerly scooped out all the pumpkin seeds, giggling as they got their hands messy. Everyone took turns adding the ingredients into the mixing bowl — sugar, flour, pumpkin, and spices that filled the kitchen with a warm autumn smell. They each had a turn stirring the batter, watching it come together before we poured it into the pan. While the bread baked, the sweet aroma filled the school, and when it was ready, we enjoyed a delicious treat that everyone helped create. It was a fun, festive, and memorable activity for all!

Hands Are Not for Hitting

This week, we engaged with the book, Hands Are Not for Hitting, by Martine Agassi. This book helps teach students that hitting is never okay, and discusses other ways to help them manage their anger such as talking about their feelings with a friend, or getting an adult to help. It also shows all the positive ways they can use their hands, including playing, helping a friend, and creating.

Thank you,

Olugbala, Kyonna and Lula

Newsletter Nine

I am thankful…

With the holiday season upon, we feel it is important to discuss the grateful feeling, especially in the context of Native American culture. We read a great book that ties the two themes seamlessly. Giving Thanks, by Chief Jake Swamp, focuses on all the gifts that Mother Earth and nature gives us, which intentionally made the children think less of materials, like toys. We also read The Thankful Book by Todd Parr, which reinforced the idea we have so much to be thankful for that doesn’t come out of a store. Please read the thoughtful poem below.

I am thankful…

I am thankful for trees because they give me air. – Aaron

I am thankful for going to the movies with my grandma. – Alex

I am thankful for the trees because they give me shade. – Bea

I am thankful for food because it makes me so strong and healthy. – Cal

I am thankful for the sea because I like listening to it. – Celia

I am thankful for drawing because I get to draw butterflies. – Liena

I am thankful for my mommy and daddy because they help me make my bed. – Mia

I am thankful for my friend because he helps me. – Noah

I am thankful for water because without it I would be thirsty. – Otis

I am thankful for my mom because she gives me hugs. – Owen

I am thankful for Prospect Park because I play with my friends there. – Phoenix

I am thankful for the moon because it gives me light when I’m taking a walk at night. – Sam

I am thankful for my brother because he makes me smile. – Sonaya

I am thankful for the alphabet because it helps me learn new stuff. – Sophia

I am thankful for the stars because I like to look at them from outside my window. – Wesley

I am thankful for the fall because the leaves fall. – Zion

Native Americans

We began our study on Native Americans, focusing on the Eastern Woodland Indians like the Iroquois and the Wampanoag. We are introducing the children to another culture and talking about the injustice suffered by the Native Americans. The class also read Keepunumuk, by Daniel Greender, which is about the first Thanksgiving from the Wampanoag point of view (representation as well as perspective matters). The study will continue over the next few weeks. We will create a corn husks dolls, hear traditional oral stories, and create pattern bracelets and pattern weaving (inspired by Native American Art) in the upcoming weeks.

Friendsgiving

Friendsgiving with PreKB was a meaningful way to foster a sense of community and friendship among the students. It provided an opportunity for the children to practice social skills, share and bond over food, and learn about gratitude in a fun, inclusive setting. By coming together with the other class, the students also learned about collaboration and teamwork, as they worked together to prepare food for the event and celebrated as one larger group. This experience helped build stronger relationships and created lasting memories, while also reinforcing the importance of kindness, sharing, and appreciating others.

Solidarity Week

This week we celebrated Solidarity Week, a week where across the nation schools and organizations recognized the need to support and demonstrate allyship for the LGBTQ community. We talked in depth about friendship and what it means to be an upstander and be ally to people who may be different. We talked about celebrating and honoring difference. We had an insightful discussion about gender, gender roles, and fairness. This conversation let the children explore how people adorn their bodies, what jobs they do, and what sports they play. All through the lens of fairness and equality.

We read the book, Jacob’s New Dress, by Ian Hoffman, that not only challenge preconceived notions of gender norms, but also what allyship and solidarity looks like. It really help explain these concepts and contextualize fairness and freedom.

On Tuesday, the entire lower school rode over to the main campus. Our students were thrilled and excited to be in a new space. They made new friends with the seniors of the school who led us in constructing friendship bracelets. After, we strode to the school gym and stood amongst the entire student body and faculty, who were donning the colors of the Pride Flag. We took a beautiful photo, made a pledge to be an upstander, a good friend, and to include everyone.

Thank you,

Olugbala, Kyonna and Lula

Newsletter Ten

Patterns

This week students learned that a pattern is something that repeats in a predictable way, such as colors, shapes, numbers, or movements. They discovered that patterns help us make sense of the world and can be found all around them—in nature, music, art, clothing, and even daily routines. By recognizing and creating patterns, students begin to build important thinking skills and learn to see order and connections in the world around them.

Veteran's Day

David Phoenix’s dad visited both classrooms to share his experiences as a veteran and why his service is meaningful to him. He explained how the values he learned—such as listening carefully, working together, and staying safe—connect to things the children practice every day at school, like using their listening ears and participating in fire drills. He also spoke about the importance of teamwork and how, in the military, he had a family outside of his own. He talked about honor and reminded the students that adults are here to support and care for them.

Weaving

For the past couple of weeks, we have been learning about Native Americans and the many skills they used in their daily lives. Today, we began a weaving project to help students understand one of these important traditions. Weaving is the process of crossing materials—such as grasses, reeds, wool, or fibers—over and under each other to create something new, like baskets, blankets, or clothing.

Weaving was important to many Native American communities because it combined creativity with practical needs. It allowed them to make strong, useful items for everyday life while also expressing cultural stories, patterns, and identities. Through our project, students are experiencing how skill, patience, and tradition come together in this meaningful art form.

Thank you,

Kyonna, Olugbala, and Lula

Newsletter Eleven

Corn Husk Dolls

Though there were many steps involved in this project, we are having a blast creating our dolls. Everyone is excited about this project. First, we retold the old Iroquoi’s oral story of the Corn Husk Doll to the students. Then we dyed and fashioned dolls out of cornhusks and pipe cleaners. In the remaining weeks of school before the break the children will decorate their dolls and craft an accompanying story. If we finish in time, we look forward to display during our Demonstration of Learning morning.

Patterns Revisted

Over the last few weeks, we have focused on patterns, whether in movement, sound or visual. The students became adept at recognizing patterns and continuing those patterns. We played a lot of fun games. This week we asked the children to work in teams of three to create a visual pattern on a long black strip. They created elaborated patterns from items they sorted by size, color, and shape. Besides having knowledge about patterns, the skills of collaboration and communication were tested. The class did very well, demonstrating the ability to work with others to complete a task, and having time to explore a fundamental math concept.

Alphabet Cards

Yesterday we worked on alphabet cards, where each student chose a letter and drew a corresponding image to match that letter. And later, painted their card with watercolor. This activity helps reinforce letter recognition and supports early phonics skills by connecting each letter to a familiar object.

Hair Love!

We read a story called Hair Love by Matthew A. Cherry. Hair Love is a heartwarming story about a little girl named Zuri and her dad. Zuri’s hair is full of personality, and she wants it to look just right for a special day. With patience, creativity, and lots of love, her dad learns how to style her hair and helps her feel confident and proud. The book celebrates the beauty of natural hair and the special bond between a parent and child.

Why This Book Was Important for Students

Reading Hair Love was important because it teaches children to embrace the hair they have and see it as something unique and beautiful. Hair is a part of our identity—our own special crown—and the story helps students understand that everyone’s hair is different and deserves to be celebrated. It encourages confidence, self-love, and respect for the diverse ways people look. The book also promotes empathy and appreciation for others, helping build a more inclusive and supportive classroom community. It was fantastic to hear the children affirm their hair with “I love my hair because…” statements.

Thank you,

Olugbala, Kyonna and Lula

Newsletter Twelve

Doll Narratives

This week we finished the Corn Husk Dolls. They were created with such elaborate detail and care. They reflect each student’s personality very well. In addition to creating art, respecting Native American tradition, the children “wrote” adventurous stories about their dolls which are funny and even sometimes insightful.

Peace Mural

Each student created an individual picture to contribute to a collaborative peaceful mural. In their artwork, students illustrated what peace means to them—ranging from calming scenes in nature to acts of kindness, friendship, and harmony. Together, these unique images form a vibrant mural that reflects the diverse ways students understand and imagine peace in their lives and communities.

The Ok Book

This week, we read “The OK Book,” written by Amy Krouse Rosenthal and illustrated by Tom Lichtenheld. The book follows a stick figure, formed by the letters O and K, trying various activities like swimming, climbing, and flipping pancakes—all of which the character is just “OK” at, but enjoys doing all the same. It encourages kids to find joy in trying out different things without needing to be perfect, because being “OK” at something is a great place to start. We then went around the room and shared things we’re all “OK” at, with answers including “being an artist” (Bea), “helping cooking” (Sam), “playing basketball” (Zion), and “making my bed” (Sophia). It was great to hear everyone sharing things they enjoy doing and want to get better at as they grow older!