Embedded Files
English Week 1
Day 1 - Activity 1: Before-during-after approach
(Reading)
Learning Goals
Identify where the title, author and illustrator names are and understand the purpose of each.
Book and print awareness.
Reads through shared and guided reading.
Objectives
Child will be able to decode familiar words (with/without help).
Child will demonstrate understanding of story through questions.
What do you need?
Book chosen by the child (or you can read 2 books – one chosen by the child and another by the parent).
How can you work with your child?
Before-during-after approach to develop comprehension skills
Before reading the book:
Look at the book’s cover. Ask, “What do you think this book might be about? Why?”
Ask where the ‘author’ and ‘illustrator’ is shown and what they mean.
During reading the book:
Show how you “track” the words on the page by using your finger to point to each word left to right that you read.
Guide him/her through the pages, discuss the pictures and brainstorm what might happen in the story. Link it to any personal experiences your child may have to relate to the story.
Explain meaning of any unfamiliar word to build vocabulary. Encourage child to read familiar parts together with you.
After reading the book:
Help your child reflect on what he/she read:
Share your favourite part of the book and encourage your child to share as well. Ask “Why is this your favourite part?”
Encourage him/her to rate the book on a scale from 1 to 5 or 10 and say why.
Invite your child to reread their favorite part (or reread it together with you) or act it out.
What's next?
Extension 1:
Family stories:
Tell your child stories about your parents and grandparents. You might even put these stories in a book and add old family photographs.
Tell stories about the holidays the family has gone to.... Create a photo-album with a sentence or two about what’s happening.
Day 1 - Activity 2: Drawing/Illustrations and writing
(Art and writing)
Learning Goals
Respond to questions about a read or told story; talk about the key episodes in the story and/or the sequence of the read or told story.
Demonstrate use of multiple word sentences to describe their ideas, thoughts and feelings.
Recognise upper and lower case and propose when these might be used.
Objectives
Child will demonstrate creativity and imagination through illustration/drawing.
Child will be able to identify and sound out the beginning letters of words.
Child will be aware of using capital letters and lower-case letters where necessary.
What do you need?
Drawing paper
Pencils
Magic markers/colour pencils/crayons
How can you work with your child?
Drawing/illustrations and writing
Invite child to illustrate part of the story he/she likes best or describe a favourite character.
Have him/her dictate a few sentences about this picture. Or write what he/she says on a piece of paper and encourage him/her to copy write it on his/her drawing paper below or next to his/her illustration.
Bring his/her attention to beginning letter name and sound as well as the use of capital and lower-case letters. Guide and support as and when necessary.
What's next?
Extension 1:
Continue with this idea after reading a book. Begin with 1 or 2 sentences and increase them based on the needs and ability of your child.
Extension 2:
Ask your child to make you a book, with a word on one side of the page, and a picture of that word on the other side or a sentence. Continue to reinforce use of capital and lower-case letters as well as punctuation e.g. full stop at the end of each sentence.
Day 2: Who will be first to fill/empty the cup?
(Mathematics)
Learning Goals
Add numerals together to achieve a total (mental calculation; may use fingers to support counting)
Recognise an increasing range of mathematical symbols and what they represent
Objectives
Child will begin to understand mathematical symbols and language like minus (-) plus (+) and equal (=).
Child will begin to hear and use mathematical language like altogether, take away …
Simple addition and subtraction.
What do you need?
Paper Cups (1 for each player).
Small counting toys e.g. Lego, small blocks or anything that can fit into the cups.
Rolling Die (with dots or numbers depending on child’s needs and abilities).
Prepare a special treat e.g. his favourite chocolate
How can you work with your child?
Explain how the game is to be played.
Each player will roll the die and add that many Lego pieces into their cup. Encourage child to use fingers to count if necessary.
The first one to fill the cup wins.
The winner will get a special treat.
What's next?
Extension 1:
Use 2 dice and invite child to add the numbers and place that many Lego into his/her cup. Use mathematical language e.g. “How many altogether?”, “Add them together.” “Let’s count together.” Encourage child to use fingers to support counting.
Extension 2:
Invite child to write the ‘sums’ on paper e.g. 2 + 3 = 5 (child can either write the numerals or represent them with circles e.g. draw 2 circles (for number 2) + draw 3 circles (for number 3) = draw 5 circles (for the total 5) (Or allow the child to choose what to draw to represent the numbers).
Extension 3:
Work backward i.e. fill the cup to the brim with Lego. This time remove the Lego base on the die thrown. Use mathematical language e.g. “How many must you take away from the cup?”
Day 3: Make a Sandwich (Sequencing experience)
(Cooking Experience)
Learning Goals
Demonstrate understanding of ordinal numbers (first, second).
Put things in an order such as form 1st, 2nd to 3rd
Indicate order in a sequence of events using ‘first’, ‘second’, ‘third’, ‘next’, and ‘last’
Objectives
Child will begin to use mathematical terms like ‘ordinal numbers’ (1st, 2nd …).
Child will be able to listen and give logical directions.
What do you need?
Bread
Butter knife
Jam
Butter (any spread you may have at home)
Anything else available at home that doesn’t require cooking.
Note
Document the process if possible, by taking photos during the process. We will be using these photos for tomorrow’s experience.
How can you work with your child?
Make a sandwich using directions given to you by your child.
The emphasis of this lesson is on following directions given by your child strictly.
Start by placing all the materials in front of your child.
Begin by saying “You need to give me directions for making a sandwich. So, what do I need first to make a sandwich?”
You need to be VERY literal in this activity. If your child says put jam (or any other butter from home) on bread, then you need to literally put a jar of jam on top of a loaf of bread.
On top of it being a fun activity it will help your child understand the importance of giving clear specific directions and listening to the directions carefully. Provide prompts as and when necessary e.g. Do I need to take some bread out first? How many? And so on....
What's next?
Extension 1:
Swap with your child. You give the directions and your child must listen and follow it. Use mathematical language like before, after, and then, first, second....
Day 4: Sequencing skills
(Language and Literacy, Mathematics)
Learning Goals
Demonstrate understanding of ordinal numbers (first, second).
Put things in an order such as form 1st, 2nd to 3rd
Indicate order in a sequence of events using ‘first’, ‘second’, ‘third’, ‘next’, and ‘last’
Objectives
Identify ingredients used to make sandwich.
List the steps of making a peanut butter and jelly sandwich in the correct sequence.
Identify correct sequences of various tasks (brushing teeth, making a sandwich.
What do you need?
Paper
Pencil
Eraser
Phone/camera where photos of yesterday’s activity were taken
What's next?
Extension 1:
Identify correct sequences of various tasks (brushing teeth, sequence what happens when they wake up, sequence what he/she does before going to bed etc.)
Extension 2:
Invite child to name the sandwich made yesterday. Write it on a paper and draw the sandwich.
How can you work with your child?
Invite child to verbally recall the sandwich making experience done yesterday. Ask “Do you recall what we made yesterday?” Give child some hints if necessary. Show him/her photos you took of the sandwich making experience.
Prompt child using mathematical language e.g. “What did we do first?” “What did we do after?” (mathematical language to use is [ordinal numbers (1st, 2nd, 3rd, … last, and then...next, after....)].
Explain to child that he/she will help write a list of steps to making a sandwich. Prompt child, when necessary, to be more specific in his/her sequencing if he/she skip an important step.
Phonetically sound out the letters to guide him/her. Or you may write the recipe on a piece of paper for him to copy or draw. Write the recipe as child recalls it...prompt where necessary by pointing to the photos taken.
Next move on to the procedure. Number the steps: 1) …. 2) … (Transcribe for child if child requests for help).
Make sure the steps are sequenced correctly.
Day 5: Journaling
(Language and Literacy)
Learning Goals
Demonstrate use of multiple word sentences to describe their ideas, thoughts and feelings.
Use language to recall an event/share an experience (may work in past, present and future tenses).
Recognise upper and lower case and propose when these might be used.
Display awareness of letter sound correspondence i.e. phonological awareness.
Demonstrate writing for a purpose.
Objectives
Child will begin to express thoughts meaningfully.
Child will be able to respond accordingly to questions.
Child will be able to use words or illustration to express ideas and thoughts logically.
What do you need?
Exercise or Note-Book – preferably with a mixture of blank pages and lines. (Or any form of writing material e.g. recycled exercise book or paper with lines drawn in).
Writing tools e.g. pencils, crayons, colour pencils etc.
How can you work with your child?
Introduce him/her to journaling.
Share personal journaling you have done (if any). You may explain the different ways journaling can be done e.g. journal (draw or write or both) about your favourite part of the week/day, What he/she enjoys doing, favourite TV programme, a vacation he/she has been too etc. Prompt child as and when necessary.
Model one simple writing idea in your own journal. Draw a picture and write 1 or 2 sentences about it.
Your child doesn’t have to include actual letters, words or sentences! If child decides to only draw, then let him/her do so.
Teach conventions of writing (punctuation, capital letters, etc.) as and when your child is ready.
What's next?
Extension 1:
Make journaling part of a predictable routine.
Pick a convenient time to journal–or to scribble–that you know you can stick with most of the time. It can be done daily or once a week.
You may use an -Ideas to write about chart - seen below. However, let him/her journal his/her own way. They might draw something fictional and describe it. Maybe they’ll simply draw. Or scribble.
What can I write about?
Family
Books
Important Events
Animals
Vacation
Holidays e.g. Chinese New Year
Friends
Sports
School
When I grow up...
Etc...
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