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English Week 1
Day 1: Reading and Alphabet Hunt
(Language and Literacy)
Learning Goals
Recognise and uses an alphabet chart/cards or picture book with alphabet letters and sounds.
Display awareness of letter sound correspondence i.e. phonological awareness (this may be related initially to the letters in their own name/family and or friend’s names).
Demonstrate the ability to successfully manipulate scissors (finger/thumb opposition).
Objectives
Child will be able to identify alphabet letters and sounds.
Child will be able to match most common sounds to letters.
What do you need?
Alphabet Mystery by Audrey and Bruce Wood Read Aloud
Large sheets of construction paper or A3 paper
Marker
Items around the room
Scissors
Before starting,
To make it easier, you can place objects around the room ahead of time to ensure there is an item for each letter.
Add some old magazines or newspapers around the room for child to look for pictures they can used instead.
Create an alphabet chart by writing all the lower-case alphabet letters on the paper with your marker.
How can you work with your child?
Listen to the story Alphabet Mystery with your child. Explain what is happening as and where necessary for your child to follow the story and understand what is taking place.
Invite your child to look around the room or house for items that begins with each alphabet.
Once he/she finds an item, encourage him/her to say its name out loud to hear the beginning sound.
Invite child to place the item on the alphabet chart according to the letter-sound it is associated with. Support and guide where necessary.
For letters without any associated item, invite your child to draw something that begin with the respective letter. The child can cut it out and place it on the chart.
Alphabet Mystery Story
by Audrey and Bruce Wood
What's next?
Extension 1:
Carry on reading books of all kinds to and with your child: picture books, storybooks, chapter books, fiction and nonfiction, pop up, information, poetry, eBooks, print books...
Extension 2:
Cut out cards with the letters of your child’s name and then invite your child to rearrange the cards until they make the correct name.
You may provide a sample for the child to follow.
Day 2: A Story Game
(Language and Literacy, Mathematics)
Learning Goals
Demonstrate a growing personal vocabulary of increasingly more complex words.
Use language to recall an event/ share an experience.
Beginning to develop initial understanding of ordinal numbers i.e. first, second, third and/or first, next, last.
Objectives
Child will be able to respond appropriately to ‘who’, ‘what’ and ‘where’ questions.
Child will accept assistance from adults when necessary.
Child will begin to use ordinal numbers language with support from adult.
What do you need?
Photos of recent outings, holidays or festivals.
Pieces of rectangular white paper large enough for you to write a sentence and for child to draw a picture above your sentence.
Writing tools
How can you work with your child?
Ask your child to describe an event, like a trip to the park, in three sentences.
Guide your child to describe the event in order i.e. “What did you do first when you got to the park?” “What did you do next?” “What did you do last?”
Write one sentence on each card and invite your child to draw a picture related to the sentence. Help child to read the sentence with you.
Then place them randomly in front of your child.
Help them read the cards where necessary, and then ask them to put the cards in the correct sequence. Guide by asking – first, second, third and/or first, next, last.
What's next?
Extension 1:
Continue with other events or holidays to reinforce ordinal numbers i.e. first, second, third etc.
Gradually increase the number of sequences e.g. 1st - 4th to challenge your child when appropriate.
Extension 2:
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.)
Day 3: Scavenger Hunt
(Mathematics)
Learning Goals
Listen for a purpose and follow simple ‘instructions’.
Asks questions to confirm or clarify an understanding.
Understanding that one item has one number value (1:1 correspondence) i.e learners may initially touch each object that they count (eventually they will learn to do this mentally).
Count readily when asked how many altogether.
Use words such as in front of/behind to describe the position of an object.
Objectives
Child will be able to understand and follow simple instructions with minimal guidance.
Child will be able to use trial and error problem solving skills.
Child will be able to count in order.
What do you need?
Puzzles: old and new (if available)
Sticky-notes
Little bag to collect puzzle pieces
Before starting,
Get your child a new puzzle (use an old puzzle if necessary) and hide the pieces around the house.
On some sticky notes, write down instructions such as “take three steps to the right, one back and turn around. Look under the table.” Do this for each puzzle piece.
How can you work with your child?
Give child a little bag to collect the pieces in. Explain how the scavenger hunt is to be played. Show how it is done as an example if necessary.
Continue to give instructions until all pieces are found.
Child to count the total number of puzzles and then you can all solve the puzzle together.
What's next?
Extension 1:
Increase the number of the puzzle pieces.
Add a new puzzle that child is not familiar with.
Add a timer i.e. child must complete finding all the pieces in 3 mins. Lessen the time gradually.
Day 4: The back-and-forth drawing game
(Art)
Learning Goals
Display increasing interest in using oral language to share ideas, stories.
Represent ideas, events and personal experiences through artworks.
Willingly take and share turns.
A Back-and-Forth Drawing Game for Kids
Objectives
Child will be able to approach tasks and challenges positively.
Child will be able to display increasing control and coordination over a variety of movements involving the arms, hands and fingers.
Child will demonstrate creativity.
Child will demonstrate listening skills.
What do you need?
Paper
A pencil or other drawing tools
How can you work with your child?
A drawing game for children or child and adult that allows each person to build off of the previous persons drawings.
One person starts the drawing with something simple and quick. For example, I might draw circle or a line, a pair of eyes, or the outline of a house.
Then just take turns adding elements back and forth.
What's next?
Extension 1:
Add dialogue and thought bubbles for an added element of fun and interaction.
Day 5: Explore Shape
(Mathematics)
Learning Goals
Develop visual discrimination skills.
Extend vocabulary, such as shape names (circle, square, rectangle, triangle) and parts of shapes (side, corner).
Demonstrate understanding of similarities and differences in relation to shapes.
Demonstrate counting with 1:1 correspondence.
Objectives
Child will be able to develop visual discrimination skills by learning to see differences between two images.
Child will be able to recognize the differences of shapes and the characteristics of a shape.
Child will be able to indicate the similarities and differences between shapes.
Demonstrate counting in order.
What do you need?
Everyday items in your home. You may want to put some items out so it can be easily seen by your child e.g. 1 or 2 pots and pans, toys...
White paper
Marker
What's next?
Extension 1:
Choose a 'Shape of the Week' and then see how many times your child can spot this shape around you (indoor and outdoor).
How can you work with your child?
Invite child to draw all the shapes that he/she is familiar with e.g. square, rectangle, triangle, circle.
Encourage him/her to draw the shapes in varied size – Big, bigger, biggest or small, smaller and smallest. Guide child where necessary.
Questions you may ask: How many sides does each shape have? How many corners does each shape have?
Tell him/her that we are going to go on a shape hunt around the house. He/she will have to point to the item and identify its shape.
When child points to an item and says its shape you may ask how he/she knows it’s a ____ (square or circle or...)?
You may also ask your child how many objects in the kitchen are square or triangular and so on.
For an additional challenge, find larger or smaller shapes around your house.
Extension 2:
Play 'Shape Tickle'. Draw shapes on your child's back and ask if they can guess what shape it is by feel. Ask: 'How many sides has it got? How many sides do you think are the same length?'
Extension 3:
Read: Perfect Square Book https://www.pre-kpages.com/perfect-square-shapes-art/
Explore how a shape can be deconstructed and turned into something new with your child.
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