Embedded Files
English Week 3
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.
Child will begin to develop a very basic understanding of what “Summary of a story” means.
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
Continue to use this approach when reading any books with your child. Talk about what he/she is reading. This "verbal processing" helps your child remember and think through the themes of the book.
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.
What are you interested in about this book? What doesn't interest you? Why?
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.
"What's going on in the book? Is it turning out the way you thought it would? What do you think will happen next?"
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.
"Can you summarize the book? What did you like about it? What other books does it remind you of?" (explain A summary is a shortened, retelling of a longer story. Provide an example by summarizing the story read.
Some example of questions you can ask to help your child summarize a story are:
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.
Extension 2:
Continue to practice summarizing a story with other books.
Day 1 - Activity 2: Making a mouse bookmark
(Art Origami and Mathematics)
Learning Goals
Demonstrate use of multiple word sentences to describe their ideas, thoughts and feelings
Display increasing control and coordination over a variety of movements involving the arms, hands and fingers.
Display flexibility and small muscle control over tools which support participation in learning experiences.
Extends math skills through folding various sides of the paper, sequencing and ordinal numbers
Objectives
Child will demonstrate creativity and imagination.
Child will be able to follow simple instructions.
Child will demonstrate persistence and confidence.
Child will demonstrate understanding of math language like half, top, bottom etc.
What do you need?
Origami paper or any white paper
Glue
Colour Markers
How can you work with your child?
Watch 'Mice Corner Bookmarks' video and follow the instructions provided.
Pause between steps and support your child as and when necessary. Reinforce mathematical language e.g. fold half, small, angle etc.
Reinforce ordinal numbers through the sequence of making a mice bookmark e.g. 1st, 2nd , next....
Mice Corner Bookmarks
What's next?
Extension 1:
Explore other origami art experiences with your child through YouTube. Origami helps develop eye hand co-ordination, sequencing skills, math's reasoning, spatial skills, and memory.
Day 2: Number Matching
(Mathematics)
Learning Goals
Recognise and match number names / numerals.
Add numerals together to achieve a total (mental calculation; may use fingers to support counting).
Bring together simple collections of items and demonstrate simple mental addition (may use fingers to support the counting process).
Objectives
Child will be able to listen to and follow instructions.
Child will be able to recognize numbers.
Child will be able to demonstrate 1-1 correspondence.
What do you need?
Number Matching, Colour Bingo, Shapes Learning Templates can be downloaded in the link below:
How can you work with your child?
Please refer to the number matching templates for this activity:
This number matching card game is a way you can help your child learn the numbers 0-9 (or you can refer to the template shown in the link and create one with higher number value based on your child’s understanding e.g. 20-29).
Cut out the number and picture cards in the template or draw the cards on white paper. Help your child match each number card to the card with that number of dots until your child can play independently (increase the number value as suggested above).
You can also give your child the dot cards and hold up a number card, asking for the matching dot card. Be intentional about not always playing with the numbers in order. It will benefit your child to learn the numbers both in and out of counting order.
What's next?
Extension 1: Number Word Matching
Match Number words to numbers (Begin with 1 to 10 e.g. one, two, three....)
Extension 2: Let's learn shapes!
Refer to the link for instructions and Shape Learning template.
Make it challenging by creating 3D shape bingo cards.
Extension 3: Colour Bingo
Refer to the link for instructions and Colour Bingo Template
Day 3: Strawberry and Cream Cheese Crackers
(Cooking Experience)
Learning Goals
Demonstrate understanding of ordinal numbers (first, second).
Put things in an order such as form 1st, 2nd to 3rd
Develop and extend language skills through building vocabulary.
Demonstrate mathematical language skills.
Develop eye-hand coordination skills.
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?
Crackers (allow child to decide how many)
Low or non-fat cream cheese
Strawberries (or any other fruit your child enjoys)
Plastic Knives
Plates
How can you work with your child?
To be prepared in advance:
Allow the cream cheese to sit out for about 10 minutes to soften (the cream cheese in the tub is more "spread-able" than the block version!).
During preparation:
Introduce the ingredients to your child. Highlight that ingredients are usually called recipes in cookbooks.
Have your child slice the strawberries (or any other fruit he/she chooses). Invite him/her to count how many altogether.
Invite child to count the total number of crackers he/she wants.
Encourage child to spread cream cheese on crackers and then place strawberries on top!
Throughout the process, you may want to reinforce the use of ordinal numbers I.e. first, second...
What's next?
Extension 1:
Invite child to create his/her own cookbook.
Fold 4 A3 papers into half and staple the middle to create a ‘book’.
Invite child to design the front of the cookbook and write his/her name as the author and illustrator of the cookbook.
Write the recipe in a form of a list and method of cooking on paper for your child to copy.
Highlight the importance of starting with a capital letter and ending with a full stop.
Invite him/her to draw the ingredients or take a photo of the cooking experience and stick it in the cookbook.
Day 4: Alphabet Bingo Game
(Language and Literacy)
Learning Goals
Develop listening skills and being able to identify the letters accordingly.
Able to ask questions to support curiosity.
Display positive disposition towards own learning.
Objectives
Child will be able to recognize and identify letters independently with minimal support from adult.
Child will be able to problem solve through trial and error.
What do you need?
Lego bricks (or any other small tokens child can use to place on the letter called.
Alphabet Bingo cards (template can be downloaded at https://schools.cms.k12.nc.us/elizabethlaneES/Documents/Kindergarten%20Readiness%20Packet%20Final%20(3).pdf
How can you work with your child?
Please refer to the alphabet Bingo cards for this activity:
Option 1:
Give your child a capital (or lowercase) letter bingo card and something to use to cover the letters (ex. Lego Bricks). Use the letter cards and call out letters to your child, showing him/her the letter card.
Option 2:
Give your child a capital (or lowercase) letter bingo card and something to use to cover the letters. Use the letter cards and call out letters to your child, without showing him/her the letter card.
What's next?
Extension 1:
Give your child a capital letter bingo card and something to use to cover the letters. Use the letter cards to show your child a lowercase letter. Your child will cover the corresponding capital letter.
Extension 2:
Give your child a lowercase letter bingo card and something to use to cover the letters. Use the letter cards to show your child a capital letter. Your child will cover the corresponding lowercase letter.
Extension 3:
Call out the words that begin with the letter on the card.
Example: instead of calling out “letter A,” call out “apple”.
Day 5: Weekly Journaling Activity
(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 weekly journaling activity
Writing tools e.g. pencils, crayons, colour pencils etc.
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.
How can you work with your child?
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 under Possible Extension Activity “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 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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