Embedded Files
English Week 2
Day 1: Action Word Game
(Reading/Writing)
Learning Goals
Identify where the title, author and illustrator names are and understand the purpose of each.
Print awareness.
Reads through shared and guided reading.
Objectives
Child will be able to name action words (verbs).
Child will be able to ask questions to support curiosity.
Child will be able to display increasing clarity in verbal interactions.
Child will be able to engage in one to one discussions and conversation listening to others, questioning and responding appropriately within the context of the conversation.
The Gingerbread Man
What do you need?
Story Book: The Gingerbread Man
Paper
Scissors
Pencil
How can you work with your child?
Reading:
Read or show on YouTube the story of 'The Gingerbread Man'.
Read the book following the process seen above (Term 2 Week 1 Monday: Before, During and After reading).
Action Word Game:
In this activity, your child will act out part of The Gingerbread Man. In the story, the Gingerbread Man yells “Run, run, run as fast as you can…” Together with your child change the word ‘run’ to other movement words like hop, skip etc. and have your child act it out.
Explain to child that action words are called ‘verbs.’
First have child cut the paper into smaller squares or rectangle shape. This will be used to write the action words.
Brainstorm as many action words (verbs) together with your child. Encourage child to write one movement word on each piece of the cut paper. Child can decide to draw and write or just draw or just write.
Encourage child to use phonetic spelling. Guide the child where necessary.
Some movement words may include hop, skip, jump, spin, dance, crawl, roll, etc.
Place the papers in a box. Encourage child to put his/her hand into the box and remove one paper.
Child to read the word and ‘re-act out’ that part of the story (example: hop, hop, hop as fast as you can…).
What's next?
Extension 1:
Invite child to write the action word (verb) in a sentence. Focus on complete sentences and punctuation.
Extension 2:
Charades for the whole family:
Continue to help brainstorm as many action words as possible. You'll want to provide some helpful guidance—like “slam,” “leap,” and “jiggle.” Write each verb on a separate index card (or piece of paper) and put them in a basket or box.
Encourage whole family to join in. Divide yourselves into two teams. Make sure each team has at least one adult or older child helper (to assist with reading the word).
One child from the first team picks an action word, shows it to his/her team, and then passes it over to one child/adult on the other team. That other child/adult reads the word and then silently acts it out for the rest of his/her team. Can they guess? No spoken clues allowed, but plenty of action is encouraged. When that round is done, repeat this sequence with Team 2. You can keep score based on how long each team takes to guess each word—shortest total time wins!
Day 2: Counting around the house
(Mathematics)
Learning Goals
Display awareness of letter sound correspondence i.e. phonological awareness.
Take risks and learn from mistakes.
Display positive dispositions towards their own learning (persistence).
Bring together simple collections of items and demonstrate simple mental addition (may use fingers to support the counting process); understand ‘more’ and ‘less’; is still developing understanding of how to find out how many ‘more’ or ‘less’.
Objectives
Child will be able to demonstrate phonological awareness.
Child will be able to demonstrate understanding of ‘more’ or ‘less’.
What do you need?
Paper (Mahjong paper or A3 size paper).
Number word line as seen on the right. This can be done with child.
Markers.
Pencils or Colour Pencils.
Something to put the paper on the wall e.g. tape or blu tac.
Number word line
How can you work with your child?
Counting around the house:
Put paper up on the wall.
Draw a simple house that fills the paper and write – How many in our house? - as seen below.
Decide what things you want to count and write them on. You may have windows and doors spots to write the numbers in as seen on the right e.g. Number of rooms, Number of doors, Number of people, Number of windows, Number of cups etc.
Invite child to write numbers 1 – 20 or 30. Help child to write the number words next to the number word line. Encourage phonetic spelling e.g. “What letter does ‘two’ begin with?” or write the number word on a piece of paper and invite child to copy it onto the chart.
Invite child to read the questions on the house. Encourage him/her to point to the words as its read. Support as and when necessary.
Child to go around the house and count the total number according to the question and fill in the blanks on the house (child to write the numbers and the number word below). Encourage child to use mathematical language ‘all together’ e.g. “There are 4 doors altogether.”
Once all questions have been answered ask child which question has the biggest number and which the smallest.
What's next?
Extension 1:
Add other items child can count in the house e.g. number of books, number of shoes and so on...
Day 3: Origami Gingerbread House
Learning Goals
Display increasing control and coordination over a variety of movements involving the arms, hands and fingers.
Display flexibility and small muscle control.
Display eye hand coordination.
Use language to talk about manipulating objects e.g. I need to twist the bottle cap.
Objectives
Child will be able to manipulate tools easily.
Child will be able to express his/her ideas clearly.
Child will demonstrate creativity.
What do you need?
One A4 sheet of paper - white or colour
Marker pens
Pencils
How can you work with your child?
Follow the instructions in the above website to create an origami house.
Use markers and colour pencils to decorate the roof, door, windows.
Encourage child to tell a story pertaining to what he/she has drawn.
What's next?
Extension 1:
Invite child to create another origami house for his/her family.
Encourage him/her to tell a story about the family living in the origami house.
Child can write or verbally tell the story. Focus on the sequence. Provide support where necessary.
Extension 2:
Revisit the Gingerbread Man story (Term 2 Week 2 Monday).
Invite child to make up a different ending where the gingerbread man is not eaten by the fox. Repeat the last part of the story i.e. - The fox quickly tossed him up and _____ (child to create a different ending here).
Child to draw the different ending and share it with the family.
Day 4: Animal Walk
(Movement Experience)
Learning Goals
Display pride in their physical skills and ability.
Display confidence in using their bodies to express ideas, thoughts, feelings as well as to respond to physical challenges.
Explore a wide range of large muscle movements (locomotor) with increasing control and coordination.
Display awareness of their body when moving in space/explore space with their bodies e.g. moving on different levels (tummy creeping; crawling through tunnels/walking on tip toe); moving in different directions, jumping off, or over objects.
Objectives
Through these movements' child will develop core strength, balance, and agility.
Child will have fun doing these exercises with the family.
Child will demonstrate creativity.
Going to the zoo by Tom Paxton
What do you need?
Read (or sing) the book by Tom Paxton
Index cards or post-it or any other paper.
List of animal walk actions: Crab Walk, fly like a bird, move like a frog (hop), Move like a penguin etc...
How can you work with your child?
Animal Walk:
Brainstorm and record a list of zoo animal.
Ask child how these animals move. Write the name of each animal and their movement on separate post-its or index card. Invite child to draw the animal and its movements next to the words.
Place the cards face down on the floor and invite child to pick 1 card.
Encourage child to ‘read’ the card – assist where necessary.
Child to do the action.
Take turns with your child or do the actions together. Most importantly...have fun!
What's next?
Extension 1:
Create an indoor obstacle Course (Please note safety measures.)
Build a course using some of these ideas in any order:
Create the obstacle course using items you can find in your home. E.g. Tables for child to crawl under, climb over ottomans/sofa.
Begin by going through each obstacle and what the child will need to do.
Once child is comfortable and knows what needs to be done you may make it challenging, by inviting child to jump/tiptoe/crawl/crab walk from one obstacle to another. You may use the list of Zoo animals and their movements.
Put down pillows or couch cushions and invite child to jump from one to the next.
Alternatively, invite child to jump over the pillows or cushions!
Perform various exercises like 20 jumping jacks.
Other Variations – Make it a competition and time child and each family member to see who can go through the whole course the fastest?
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?
Journal used in Week 1 Friday’s experience.
Writing tools e.g. pencils, crayons, colour pencils etc.
How can you work with your child?
Journaling:
Revisit past journal entry(ies). Sharing his/her most recent journal entry encourages your child to reflect on his/her own thoughts and drawings.
Continue to share personal journaling you have done (if any).
Encourage child to reflect back to everything he/she has done at home or provide prompts on what to journal about (refer to the list shown in Week 1 Friday’s experience under Extension 1 “What can I write about?”) as and when necessary.
Continue to 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:
Continue to 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.
Sample Journal (Taken from Pinterest)
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