Embedded Files
English Week 4
Day 1: Revisit 'The GingerBread Man'
(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) and animal.
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
What do you need?
Story Book: The Gingerbread Man
Paper (assorted colours)
Pencil
The Gingerbread Man
What's next?
Extension 1:
Invite child to create a book that reflects his/her unique tale. Each page can include a different animal and action.
Invite child to design the cover of her book and include herself as the author and illustrator.
How can you work with your child?
Reading:
Ask child if he remembers the story of the Gingerbread Man done Week 2 Monday. Revisit the YouTube story of The Gingerbread Man.
Re-read the book following the process seen above (Week 3 Monday: Before, During and After reading).
Recall the action words that were used and invite your child to act them out.
Your Child’s Unique Tale of the Gingerbread Man:
Copy and duplicate the following story lines on several pieces of paper.
"Stop, stop!" said the __________________.
But the Gingerbread Man laughed and said,
"_______ , ________, as fast as you can!
Leave enough room at the top of the paper for your child to illustrate his/her own story.
Invite your child to choose an animal that he/she would like their gingerbread man to meet and write this for them on the dotted line (or write it on a separate piece of paper for your child to copy onto the dotted line).
Next encourage your child to think of an action other than ‘run’ that he/she wants the chosen animal to be doing. Recall the action words brainstormed last week (Week 3 Monday).
Your child to draw a picture that corresponds with his/her chosen animal and action.
You can put this up for the whole family to see e.g. on your refrigerator or child’s bedroom.
Day 2: Guess which card has more dots (More or less)
(Mathematics)
Learning Goals
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 understanding of ‘more’ or ‘less’.
Child will be able to identify number words (one to ten) with minimal assistance.
What do you need?
Paper with dots
What's next?
Increase the dots and continue the guessing game.
Invite child to match the numeral (1 – 20) or number word (one – ten) to the dots.
How can you work with your child?
To play this game, select two cards, each displaying a different number of dots, and show them to your child. Which card has more/less dots?
Make sure you start with cards that differ by a ratio of at least 2:1. For instance, try 1 vs. 2, 2 vs. 4, and 2 vs. 5. You can also try larger numbers, like 6 vs. 12 (increase as and when possible).
As your child gets practice with these easy-to-discriminate differences, you can present her with increasingly difficult choices (like 6 versus 8; or even 9 versus 10).
For a more playful variant of the game, you can use tokens instead of cards, and pretend they are something fun, like cakes. Dole out different amounts between you and ask, "Who has more?"
Be sure to give your child feedback about the correct answer.
Day 3: Body Game (Gross Motor Development )
Learning Goals
Display increasing control and coordination over body movements.
Display eye hand coordination.
Use language to talk about manipulating objects e.g. I need to twist the bottle cap.
Objectives
Child will attempt to manipulate toes to pick a pencil.
Child will be able to express his/her ideas clearly.
Child will demonstrate creativity.
Child will develop various gross motor skills confidently.
What do you need?
Large sheet of paper
Pencil
Ball
How can you work with your child?
Body game:
Encourage your child to sit on the floor and try to roll a ball around his/her own body using one hand and then the other.
Challenge him/her to try the same activity from a kneeling position.
Here’s a skill to see how far you can bend:
Give your child a pencil and tell her/him to stand with legs apart on a large sheet of paper. Bending at the waist and stretching, challenge the kids to draw the largest circle possible without falling over.
How strong are your toes?
Invite child to pick up unsharpened pencils with his/her toes? It’s a tough task to master, but it can be done.
What's next?
Extension 1:
Go outdoors and play with your child: Ball game, running, skipping, playground.
Day 4: Create a Board Game
(Language and Literacy, Mathematics)
Learning Goals
Display pride creating board game.
Display confidence in expressing ideas, thoughts, feelings.
Explore a wide range of large muscle movements (locomotor) with increasing control and coordination.
Demonstrate problem solving skills.
Objectives
Child will be able to demonstrate creativity in making a board game.
Child will have fun.
Child will demonstrate logical thinking skills throughout the making of the game.
What do you need?
Large white paper or vanguard paper
Pencil and markers
Rolling dice
How can you work with your child?
Creating the board game:
To make the game, help your child draw a simple board game design on poster board.
2. Invite your child to decide what to write on the squares. Share ideas with him/her. Refer to other board games you may have played e.g. snake and ladder.
To Play:
Simply start on the “Start” square. Roll one die and move along the board. To win the game, you must cross the finish line. You don’t have to roll the exact number – just roll any number that gets you to the start square again or beyond.
This game works well with 2-4 players so invite the whole family to join in and have fun.
What's next?
Extension 1:
Create other board games that can be linked to a fairy tale e.g. Prince has to rescue Rapunzel from the tower. Read the book together and note the obstacles the prince had to go through in order to get to her.
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?
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)
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 in Week 1 or 3 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.
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