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.