Embedded Files
English Week 5
Day 1 - Activity 1: Story Sequencing
(Reading)
Learning Goals
Narrate the story in sequence when re-telling another child or adult.
Shows interest in the title, author, and illustrator of favourite books.
Read and participate in simple independent reading behaviours.
Re-tell key events in the story.
Predict what will happen next based on picture cues from the story and/or prior knowledge.
Talk about their favourite character in the story (e.g. why they like the character) or favourite part of the story.
Objectives
Child will be able to develop comprehension skills by retelling a story. (Retelling stories will also help your child structure his/her retell with a beginning, middle and end.)
Child will be able to decode familiar words (with/without help).
Child will demonstrate understanding of story through questions.
Child will begin to develop an understanding of sequencing in stories.
Child will be able to use sequencing words (ordinal numbers) first, second, third accordingly.
What do you need?
Book your child is familiar with (For ‘Reading a book’ activity)
Book your child is not very familiar with (For ‘Match Game activity’)
White paper cut into strips (Total of 6 strips)
Marker
Note to parents
Sequencing is understanding how a series of objects, events, and time occur in a specific and logical order.
It allows your child to recognize patterns that make the world more understandable and predictable.
It will help your child organize information and ideas efficiently.
It is an important component of problem-solving across the curriculum, including science and social studies.
How can you work with your child?
Reading a book:
Read books together and talk about the order of story events.
Invite child to choose a familiar or favourite book to read together.
Encourage him/her to retell you the story. (Read the book together if your child requests to do so.)
Follow the same process done the past weeks (Week 1 and 2 Monday) when reading with or to your child.
Note: It is important that you continue to go through this process during all future reading experiences.
After Reading:
Inform your child that stories also follow a sequence that include a beginning, middle and an end. For example, let's say your child has chosen the book The Three Little Pigs.
As you read the story with or to your child, pause in-between each event to ensure he/she understands what has happened.
Ask your child, “What happened first in the story?” “What happened next?” “What happened at the end of the story or What happened last?” Turn to the respective pages as he/she answers your questions.
Continue to do this with a couple of other books.
Move on the next more advance activity once your child begins to understand the sequencing concepts for stories.
Story sequencing experience: Match Game
Read another book - one your child is not too familiar about.
On separate strips of paper, write sequencing questions pertaining to the story read – What happened first in the story? What happened next? What happened last? - Each question on 1 strip of paper – Total 3 strips
On separate sentence strips write an answer for each question. Each question on 1 strip of paper as shown above – Total 3 strips.
Read the sentence strips with the sequencing questions to or with your child.
But read the sentences strips with the answers out of order e.g. read the last part of the story first.
Invite your child to select the correct answer (sequence) for each question and place it under the respective question strips in order.
Reread sections of the story if incorrect answers were selected.
Continue with other books until your child gets a hang of it.
What's next?
More sequencing practice:
Invite your child to retell what happened in some of his/her favorite movies/cartoons etc.
You may also videotape your child retelling a sequence for movies or books...playback to him/her. This will allow your child to identify any missing parts in the retell sequence.
After every read aloud, you can ask your child to talk about the beginning, middle, and end for practice.
Day 1 - Activity 2: Colourful Paper Twirlers
(Art)
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.
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 sequencing by following each step accordingly.
Source: artfulparent.com
What do you need?
White paper plate (If using paper ensure that it is a thicker version e.g. drawing block paper)
Crayons (or any colouring tool e.g. colour pencils, paint)
Scissors
Hole punch
Yarn or string
Stickers for decorating twirler (optional)
How can you work with your child?
Note: Remember to use the ordinal numbers (1st, 2nd, 3rd...) as indicated in the ‘Steps’ below and inform your child that doing any art requires him/her to follow a sequence of steps.
Step 1: Cut a circle out of your drawing block. (This step is not necessary if you are using paper plates).
Step 2: Starting from the outside of your paper or paper plate draw a spiral towards the middle.
Step 3: Invite your child to decorate and colour the spiral with crayons or markers or colour pencils (You child may want to use all 3!). Remember to decorate and colour the back of the spiral as well.
Source: artfulparent.com
Step 4: Invite your child to cut the spiral shape going from the outside in. Help your child if necessary.
Step 5: Before adding the string, use scissors to make a hole in the center of the paper/paper plate. (Note: For safety, you may want to do this step for your child.)
Last Step: Push your string through the hole, tying a knot underneath and your twirler is ready. You may want to hang it from the ceiling.
Source: artfulparent.com
What's next?
To reinforce sequencing (learning goals and objectives) through art, visit this site - Red Tricycle - for fun paper crafts experiences to do with your child.
Day 2: Create a Pattern Dance
(Mathematics)
Learning Goals
Recognise how to create patterns.
Demonstrate creativity and imagination.
Objectives
Child will be able to listen to and follow instructions.
Child will be able to recognize and understand simple patterning.
What do you need?
Create various pattern cards during the experience with your child.
Paper
Pencil
How can you work with your child?
Create a Pattern Dance:
Invite your child to design his/her own dance routine using Patterning I.e. ABAB, ABBABB etc...
Inform him/her that dance follows a pattern of movements.
Remind your child about patterns by using toys e.g. using Legos to create simple ABAB colour patterns = blue-red-blue-red...
Examples of Patterns to reinforce with Legos (colours/shapes):
ABAB
ABC
AABB
AAB
ABB
Move on to the Pattern Dance once his/her confidence and understanding of patterning is strengthened.
Pattern Dance
Now inform him/her that we are going to try to create patterns with our body movements.
You may want to model a simple movement pattern to him/her e.g. ABAB = clap-jump-clap-jump, ABB = jump-clap-jump.
Encourage your child to join in and try to create simple patterns like the ones mentioned above. Create a variety of movements to ensure understanding.
Continue to encourage child to create various pattern dance movements. Keep it simple with 2 repeating patterns before moving on to more complex pattern movements.
What's next?
Invite your child to write down the dance movement patterns on paper and then to think of movements to go along with it.
Give him/her some time to prepare. Once done he/she shows you the pattern through movements and you will have to guess the chosen pattern i.e. is it an ABAB pattern, or AABB pattern, or....
Switch over – you create the dance pattern and you child must guess the pattern.
Day 3: Patterning Snack on a stick
(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 - patterning and ordinal numbers, shape (sandwich).
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.
Child will be able to use mathematical language e.g. “How many bread (or fruit) altogether?
Source: tasteofhome.com
What do you need?
2 butter and jelly sandwiches
4 wooden skewers (5 to 6 inches)
1 cup seedless red or green grapes
1 small banana, sliced
Note: You can use other bread spread and fruits as well!
How can you work with your child?
Revisit with your child the pattern dance activity he/she did yesterday.
Go through some of the pattern movements for about 5 – 10 mins.
Inform your child that he/she will be making a Patterning snack on a stick.
Making patterning snack on a stick:
Remember to use ordinal number for each step e.g. 1st, 2nd...
Show him/her the ingredients.
Invite child to spread butter and jelly (jam) onto 2 slices of bread.
Place the 2 slices together and invite him/her to cut into tiny squares as seen in the image.
Next tell him/her to slice the banana. Guide as and when necessary.
Invite your child to go ahead and create any pattern he/she wants to as he/she threads the sandwich squares, grapes and banana into each skewer. Invite him/her to share if it's an ABAB or ABBABB pattern for each completed skewer.
Enjoy the snack in a stick with your family!
What's next?
Extension 1:
Write the recipe on a piece of paper highlighting the amount. Reinforce the importance of following the recipe. (Show your child a cookbook – if you have one at home – if not then go online).
Invite your child to create a cookbook where he/she can begin to write down the recipes and instructions.
Go through the instructions with your child. This is a good time to help him/her to recall what you did first, second etc. Hence reinforcing sequencing and ordinal numbers. These instructions can be written in his/her cookbook either by you or child. Child can draw pictures to represent each instruction
Source: kidssteamlab.com
Day 4: Stretch a sentence
(Language and Literacy)
Learning Goals
Develop listening skills.
Demonstrate use of multiple word sentences to describe their ideas, thoughts and feelings.
Able to ask questions to support curiosity.
Display positive disposition towards own learning.
Objectives
Child will be able to create simple sentences.
Child will be able to extend sentences with support.
Child will be able to problem solve through trial and error.
What do you need?
Paper and Pencil
How can you work with your child?
Step 1 - Create a simple sentence:
Invite your child to give you a simple sentence (3 words in total). Provide an example like:
You may write the sentence on paper. Highlight that a sentence begins with a capital letter and ends with a punctuation i.e. full stop. Read the sentence to/with your child.
What's next?
Continue to work on stretch a sentence with the 2 questions. Once your child is comfortable you may continue to extend the sentence by following the same process for the next 2 questions:
Step 2 - Expand the Sentence:
Once your child can identify and provide a simple sentence, help your child understand that we are going to add details by answering the following questions:
Choose 1 sentence created above as an example:
Ask your child to answer the first question:
Write what your child says to the sentence:
Extend this sentence by asking the second question:
Continue to do this with various other sentences.
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.
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's next?
Extension 1:
Make journaling part of a predictable routine.
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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