Embedded Files
English Week 2
Day 1: Sequence Butter and Jelly layered Sandwich
(Cooking Experience)
Learning Goals
String words together into simpler sentences (using appropriate sentence structure).
Listen for a purpose and follow simple ‘instructions.
Use simple mathematical language e.g. first, second, next...
Objectives
Child will be able to String words together into simple sentences (using appropriate sentence structure).
Child will be able to display eye hand coordination.
Child will be able to listen to simple instructions and follow it.
How can you work with your child?
(Describe what you are doing in sequence)
Gather all the components needed for making a butter and jelly sandwich, bread, butter, jelly, knife, and plate.
Remind your child to listen carefully to your instructions. “I am going to tell you how to make this sandwich 1 step at a time. Listen carefully to what I have to say and follow my instructions.” Have child repeat what you have said in his/her own words to ensure understanding.
Give the instructions slowly and only after he/she has completed a step.
The instructions may go like this
Get out the jelly and butter jars (or containers) and put them on the table.
Get out a plate and butter knife and put them on the counter.
Take two slices of bread out of the bread bag.
Put them on a plate.
Pick up a butter knife with your hand.
Dip the knife into the butter jar.
Spread the butter on one slice of bread.
Dip the knife into the jelly (jam) jar.
Spread the jelly (jam) on the other slice of bread.
Close the sandwich.
Put away the jelly and butter.
Eat!
What do you need?
Any butter you have at home and Jelly (Jam) (or any other spread you have available at home.)
Slices of bread
Butter Knife (2 – One for the peanut butter and Jelly (Jam)
Plate
What's next?
Extension 1:
Invite the child to repeat the sequence. You may guide by asking “What did you do first?” “What did you do second?’ “What happened next?” etc....
Extension 2:
Invite child to draw the sequence and number them 1 2 3 … (Provide support where necessary).
Day 2: Simon Says, Draw!
(Language and Literacy, Mathematics)
Learning Goals
Demonstrate a growing personal vocabulary and understanding.
Listen for a purpose and follow simple instructions.
Ask questions to support curiosity (e.g. ‘how’, ‘what’, ‘where’)
Objectives
Child will be able to express her/himself verbally and non-verbally.
Child will be able to experiment with ideas and techniques.
Simon Says, Draw!
What do you need?
A3 white paper
Pencils
Colour pencils
Markers
Crayons
How can you work with your child?
Introduce this activity to your child explaining what he/she will need to do. “Do you remember how to play ‘Simon Says’?” Play a few rounds with your child. You may say “Simon says touch your nose or jump up and down 3 times, sing a song...etc.”
Explain that this activity is similar but this time she/he will draw what Simon tells them to draw.
Go through some sample rounds to ensure child understands.
Instructions you may consider are – Simon says... draw a big blue circle.... a tree next to the circle …2 dots in the circle etc. Give instructions at a pace your child understands and repeat as and when necessary.
What's next?
Extension 1:
Swop with your child i.e. you draw, and child gives instructions.
Extension 2:
Make the activity more challenging by giving positional directions e.g. draw a circle on the top of the paper. Draw a table. Draw a toy under the table... Simplify where necessary.
Day 3: Phonics ‘I spy’ game
(Language and Literacy)
Learning Goals
Listen for a purpose and follow simple ‘instructions’.
Match most common sounds to letters.
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).
Objectives
Child will demonstrate understanding that a letter has an associated sound.
Child will be able to listen to and understand simple instructions.
Phonics ‘I spy’ game
https://planningwithkids.com/2012/06/06/phonics-games-i-spy/
What do you need?
Variety of items found around the house, toys etc. That begin with most of the letters in the alphabet.
How can you work with your child?
Place the items collected in front of your child.
Have the child name each item, so you both have the same understanding of what the object is called.
Once your child can name all the items correctly you can start the game by saying “I spy with my little eye, something beginning with D.”
The child then needs to tell you which one starts with “D”. Model how it is played several times until child demonstrates understanding.
If your child says the wrong object, simply say “Snake starts with S, what can you see that starts with D?
It takes time for the process of the game to set in. You may alternate between asking him/her the question and letting him/her ask the question. He/She might say “I spy with my little eye, something beginning with dog”. Just point to the dog and say, “Dog starts with D, I can see a dog starting with D”.
What's next?
Extension 1:
Continue playing this game until child familiarizes most of the letter sounds. This can be done indoors and outdoors as well.
Day 4: Memory Games
Learning Goals
Asks questions to confirm or clarify an understanding.
Demonstrate delight in problem solving situations and are keen to pursue a task to perfection
Objectives
Child will demonstrate understanding of simple instructions.
Child will be able to demonstrate memory skills.
What do you need?
Any toys or small items that child is familiar with.
How can you work with your child?
Place a number of household items onto a tray (the more items, the more challenging the game so for younger children start with just 3-4 items and increase from there).
Tell your child to have a close look at the items on the tray. Name them together (the more you discuss the items the more likely your child is to remember them so you could ask them what colour or shape each item is or what it is used for).
Cover the items with a tea towel. Ask your child to close their eyes and as they do so remove one item from under the cloth.
Ask them to open their eyes, remove the cloth and tell you what’s missing!
More Memory Games
What's next?
Extension 1:
Use more items and allow child to look at them for a full minute. Then cover them up and ask child to draw as many of the items that child can remember.
Day 5: Find Your Name
(Literacy)
Learning Goals
Listen attentively.
Show understanding of questions.
Objectives
Child will demonstrate ability to listen to and follow simple instructions.
Child will be able to identify own name.
Child will be able to identify family’s name with assistance.
What do you need?
White paper roll or 4-6 A3 white papers
Markers
Post-it notes
Before you begin
Lay out your white paper roll or A3 papers stuck together at the edge with tape (so it looks as long and wide as a paper roll.
Write a variety of names (Child’s and Family’s name (e.g. mum, dad, ...) on the white paper.
Remember, you can tape this on a table, to the wall, or floor! Think about what your child enjoys or needs in order to change things up.
Include your child’s name multiple times, in multiple colors.
Write the names with an uppercase first letter and lowercase for the rest.
How can you work with your child?
Invite child to go on a hunt to find his/her name. You can do this in a couple of different ways
1) Allow your child to find their name and circle it.
2) Call a name from the other room and he/she runs to go find it.
3) Add name on Post-it Notes. Place them around the kitchen. Rather than circling their names, child now finds them and matches them to the white paper roll.
What's next?
Extension 1:
Write the middle or last name for them to begin to practice with.
Google Sites
Report abuse