Goal:  

To learn adjectives and their opposites 

Standards:  

• LSV.TK.B: I can demonstrate understanding of frequently occurring adjectives by relating them to their opposites (antonyms). SLO: Personalized Learners; Independent Critical Thinkers; Effective Communicators 

Materials:  

• Phone or Camera

• Printer (optional)

• Paper or Poster Glue

• Scissors 

Activity:

1. Using a camera makes opposites come to life in your own home or in your community. Look for items that represent adjectives and their opposites.

2. You or your child will take pictures of an object that stands for an adjective. Then you or your child will take a picture of that adjective’s opposite.  Some examples of these are up/down, hot/cold, big/small, light/dark, thick/thin, low/high, straight/crooked, deep/shallow, cheap/expensive, wide/narrow, tidy/messy, distant/near 

3. Afterwards, they can use their pictures to print them to create a poster of adjectives and opposites or they can draw their pictures and you can help them write the words. Or you could write the words and draw the pictures with them.

4. They will also be able to use what they create to make their own game of concentration!

Goal:  

Recognize the letters in my name. 

Standards:  

• RFS.TK.1.B: I can recognize that spoken words are represented in written language by specific sequences of letters.  SLO:  Effective Communicators

• RFS.TK.1.D: I can recognize and name upper- and lower-case letters of the alphabet.  SLO:  Self Directed; Effective Communicators

• L.TK.1.A: I can print many uppercase and lowercase letters.  SLO: Self-Directed;  Effective Communicators

Materials:  

• Book- Chicka Chicka Boom Boom by Bill Martin, Jr. and John Archambault

• Construction paper in your child’s favorite color

• A drawing our cut out of a palm tree

• Letter stickers that spell your child’s name or small post its with each letter of your child’s name written on them

• Pencil

• Glue stick

• Scissors

Time:  

Varies. You may need to break up this lesson into more than one day depending on your child’s attention span. 

Activity:

1. Read Chicka Chicka Boom Boom by Bill Martin, Jr. and John Archambault with your child. Make sure your child can see the pictures and words. Track the words with your finger as you read. Ask your child to find the letters in the palm tree on each page. Practice naming them

   1. Point out characteristics of the letters. For example, “p” has a sick and a bump on top. 

   2. Point out any letters in your child’s name and describe them.

   3. Enjoy reading with your child. Laugh at any jokes in the story.

   4. Ask your child to tell you their favorite part of the story. 

2. Palm Tree craft

   1. Help your child color, draw, or cut out a palm tree to glue in the middle of their construction paper. 

   2. Make the tree big enough to hold the letters of their name

   3. Leave room at the bottom to write this sentence frame for your child:

      1. My name is _____________. I have _______ letters in my name. 

3. Letter hunt

   1. Ask your child to close their eyes or wait in another room while you hide the letters of their name around the room.

   2. Have your child hunt for their letters. Help them name and describe each one when they find it. For example: “You found m! It is bumpy.”

4. Finish the Palm Tree

   1. Help your child stick or glue the letters of their name on the tree to spell their name.

   2. Help your child fill out the sentence frame you wrote on the bottom. You might need to fill in the blanks with a highlighter then have your child trace with a pencil. 

      1. Example: My name is Jacob. I have 5 letters in my name. 

   3. Point out that the first letter is capitalized and the rest are lower case.

   4. Hang your child’s art up to admire!

5. Optional Extension activities

   1. We Are Teachers

   2. Chicka Chicka Boom Boom Sing along

Goal:  

I can find the capital letter at the beginning of a sentence. I can name ending punctuation. 

( . ! ? )

Standards:  

• L.TK.2.A: I can capitalize the first word in a sentence. SLO: Self-Directed; Effective Communicators

• L.TK.2.B: I can find and name and punctuation. SLO: Self-Directed; Effective Communicators

• L.TK.1.A: I can print many uppercase and lowercase letters. SLO: Self-Directed; Effective Communicators

Materials:  

• Scratch Garden Sentence song on Youtube

• Hopscotch sentence song on Youtube

• Chart paper or a notebook

• 3 index cards prepared with a period, exclamation point, and a question mark on them.

• Pencil and crayons

• Highlighter

Activity:

1. Introduce- Tell your child they are going to learn about sentences today. 

   1. Challenge them to look for capital (tall) letters and dots at the end of the sentences.

   2. Show your child the 3 index cards. Ask them if they know the names of any of the marks yet. Reassure your child that they will learn them today.

2. Watch- Scratch Garden sentence song on youtube together. After the video ask the following questions:

   1. What does a sentence need at the beginning? (A capital letter or a big letter)

   2. What does a sentence need at the end? (a dot or punctuation mark)

3. Teach- Using the chart paper or a notebook, write positive sentences about your child. 

   1. Examples: Sarah is funny. You are awesome! Do you like dogs?

   2. Have your child use the highlighter to find the capital letter and the punctuation in each sentence.

   3. Explain that a period is only a dot. It is used to end a regular, telling sentence. An exclamation point is used to show a big feeling like excitement! A question mark is for a sentence that asks something.

   4. Extend- Have your child tell you a new sentence with each punctuation mark. You can write them for your child or encourage them to do some of the writing if they are ready. Have your child find the capital letter and punctuation mark in their sentences with a highlighter.

4. Decorate- Use the crayons and the index cards. Have your child practice tracing the punctuation mark with crayons. Save these cards to review the punctuation names and uses often.

5. Play- Use the index cards and pick a whole body movement to represent each punctuation mark. 

   1. For example, your child could roll up in a ball for the period, jump up tall for the exclamation mark, and stand up with their arms bent for the question mark.

   2. Tell your child what to say when they see each punctuation mark. 

      1. Period- “Period, telling sentence, just a dot.”

      2. Exclamation point- “Exclamation point, big feeling, tall stick and a dot.”

      3. Question mark- “Question mark, asking, curvy line and a dot.”

   3. Hold up a card, do the motion, and say the description. Play for a few minutes or until your child is done. 

6. Review- Watch the Hopscotch sentence song on youtube. 

7. Look for capital letters and punctuation in the books your read this week 

Optional Extension ideas:

• Punctuation Explained (by Punctuation!) | Scratch Garden

• Read Punctuation Takes a Vacation

• Write some simple 3 or 4 word sentences. Cut each word apart and scramble them up. Read the scrambled sentence to your child and point out how silly it sounds. Help your child find the capital letter to start the sentence and the punctuation to end the sentence. Work to gether to unscramble the sentence and say it in the correct order.