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English Week 3
Day 1: Picture Collage Storytelling
(Language and Literacy )
Learning Goals
Demonstrate the ability to successfully manipulate scissors (finger/thumb opposition).
Demonstrate a growing personal vocabulary of increasingly more complex word words.
Display increasing interest in using oral language to share ideas, and stories.
String words together into simpler sentences (using appropriate sentence structure).
Objectives
Child will be able to demonstrate eye-hand coordination skills during cutting experience.
Child will be able to use appropriate words to form meaningful sentences to share ideas and thoughts.
Child will enjoy the process of creating his/her own stories.
What do you need?
Paper
Glue Stick
Scissors
Magazines, catalogues, brochures
How can you work with your child?
Sit and look through magazines together and invite your child to cut out the pictures he/she is interested in using. Encourage him/her to choose pictures that feature a wide variety of subjects: people, animals, vehicles, food items, household objects, familiar book and screen characters, sceneries, etc.
Talk about the pictures your child selects. You might say the name of the item aloud (e.g. “Oh look, I've found another animal. It’s a cow.”), along with its category: size, color, or shape, in order to foster language and vocabulary building.
Once your child has a good collection of pictures, have him/her arrange them onto a sheet of plain paper, and paste them into position.
4. Use your child's completed collage as the basis for a simple story — don’t worry, it doesn't need to be fancy. For example, the completed collage above shares the story of a little mouse who has lost her glasses and the friendly frog she asks for help to find them.
5. Invite your child to tell his/her own story from his/her finished collage. If he/she is unsure how to begin or continue, support his/her efforts with simple prompts such as:
"Once upon a time there was…"
"One day…"
"And because of that…"
"Until…"
"And, finally…"
6. Your child’s stories might start out very short and simple, but the more you share storytelling experiences with him/her, the more confident his/her inner author will become.
What's next?
Extension 1:
Carry on reading books of all kinds to and with your child: picture, words and pictures, pop up, information, poetry, eBooks, print books... Begin to highlight the role of the author and illustrator as well as the title of the book.
Continue to make Picture Collage Stories with your child and see how his/her story begins to lengthen.
Extension 2:
Encourage your child to place his/her name on the front of the collage story and introduce the words ‘author’ and ‘illustrator’ and their role.
Take a step further by inviting him/her to create a title for the collage story created.
Day 2: Fun Phonics Activity
(Language and Literacy)
Learning Goals
Beginning to develop initial understanding of phonics.
To learn the letter/s-sound correspondences.
To learn correct letter formation of capital and/or lower-case letters.
Objectives
Child will be able to identify and match most common sounds to letters.
Child will demonstrate understanding that a letter has an associated sound.
What do you need?
A4 white papers x26 (to write 1 letter of the alphabet on each paper)
Markers
What's next?
Extension 1:
Make the sound of the letter and invite your child to jump on those letters and call out the letter.
Extension 2:
Invite child to only jump on the letters that make up his name. Child to identify the letter and its sound.
Include names of people in the family e.g. mum, dad etc.
How can you work with your child?
Before the game begins:
This game will help your child to match letters to their sounds.
Invite your child to recite the Alphabet song and at the same time write 1 letter on each paper. Allow the child to write either the capital or small letters (or both). Guide child as and when necessary.
Place the papers with the letters of the alphabet randomly on the floor (it doesn’t have to be in order).
How to play the game:
Option 1:
You can call out a letter and ask your child to jump on those letters and as he/she does, for him/her to sound out each letter.
Option 2:
You can ask your child to jump on the letters in alphabetical order, sounding them out as he/she goes along.
Day 3: Paper Chain Math
(Mathematics)
Learning Goals
Asks questions to confirm or clarify an understanding.
Choose and use a wide variety of tools and equipment.
Understanding that counting is always by a stable and sequential order.
Spot differences such as colour, shape or size between objects.
Say the total number of objects presented.
Write numerals 1 to 10.
Objectives
Child will be able to recite numbers in order independently.
Child will be able to write the numbers in order independently with some guidance from adult.
How can you work with your child?
Make heart shaped paper chain incorporating colours, patterning, counting, ordinal numbers etc....
Begin by choosing some colours. Choose to have 2-3 different colours if the focus is going to be on patterning. Child can create ABABAB patterns e.g. pink-blue-pink-blue-pink-blue or challenge child to make ABC ABC ABC patterns e.g. pink-blue-white-pink-blue-white …
Ask child which colour do you want to use first? Second? … to reinforce ordinal numbers introduced in Week 1.
Show your child how to line up the ruler and draw straight lines across the page if this is new for your child. Assist where necessary.
4. Cut your paper into strips, around 1 ½” wide. (You could do wider or narrower, just make them consistent!).
What do you need?
Paper (assorted colours or 2-3 different colours)
Scissors
Ruler
Pencil
Stapler
5. Fold all the strips in half. Make one into a heart shape, and staple it shut. Help your child with the stapler. Add another heart under the first. (The “V” of the first heart will fit into the top of the next heart).
6. Keep going, adding more hearts! How long can you make your chain? If you’re making a pattern, what color will come next?
What's next?
Extension 1:
Invite child to write the numbers in order on each heart paper chain. Begin with 1-10 and proceed on to another paper chain that is longer 1-20.
You may ask your child which is longer and shorter and/or count the total number of hearts on all the paper chains created.
Patterning simple to complex with everyday items at home or draw shapes (reinforcement of week 1 Friday: Explore Shape activity):
--- ABAB (red square, blue square, red square, blue square)
--- ABC (car, truck, plane, car, truck, plane)
Day 4: Paper Weaving
(Art, Mathematics)
Learning Goals
Learn about colours, and patterning.
Demonstrate delight in problem solving situations and are keen to pursue a task to perfection
Use language to talk about pattern and what they see
What do you need?
Construction paper (at least two or more different colors)
Scissors
Pencil and Ruler (optional)
Objectives
Child will learn about colours, and patterning.
Child will be able to display increasing control and coordination over a variety of movements involving the arms, hands and fingers.
Child will improve cutting skills, hand-eye coordination, and fine motor skills.
Child will demonstrate listening skills.
How can you work with your child?
Invite child to choose 2 different colour papers. (As an e.g. let’s say your child decides to use pink and purple).
Show your child how to line up the ruler and draw straight lines across the page (for pink paper only). Remind him/her that he/she did it in yesterday’s activity.
3. For the purple paper, fold it in half and again use the ruler to help draw straight lines from the fold to about half an inch or so from the edge.
4. Cut all the lines drawn for the pink paper.
What's next?
Extension 1:
Practice making more paper weaving designs using 3 different colours instead.
Discuss the pattern seen.
5. For the purple paper make sure not to cut all the way through to the outer edge of the purple paper.
6. Open the purple paper and show him/her how to weave the pink strips of paper through the purple paper by alternating them over and under. Repeat by using the opposite over and under pattern with the next pink strip of paper to get a true weave effect.
7. Talk about the patterns created by weaving the paper in and out.
Day 5: Reinforce Ordinal Numbers
(Mathematics)
*Extension from Wk. 1 Tuesday activity - A Story Game
Learning Goals
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 begin to use ordinal numbers language with support from adult.
Child will be able to follow simple instructions.
What do you need?
Prepare ordinal number cards as seen below:
(Create as many as you think your child can cope with and understand. Or you may start with these 3 first and extend as seen in the Possible Extension Activity.)
Create days of the week cards from Monday to Sunday
How can you work with your child?
Explore Ordinal Numbers:
Revisit Week 1 Tuesday activity - A Story Game. Ask child: “Do you remember what we did when we were playing this game last week?” Listen to what the child has to say, guiding where necessary. Do some of the activities highlighted in there as a reinforcement.
Show him/her the ordinal number cards you had created (as seen in the materials column).
Go through what it says. Explain to your child this is how ordinal numbers are written and spelled.
Inform your child you are going to play some games with him using ordinal numbers.
Activity 1: Line It Up
Invite your child to line objects up in a row. You can use anything of which you have an abundance. (e.g. Legos, cars, stuff toys etc...)
Start out with 3-5 objects and invite your child to point to the object and match the correct ordinal number card.
Activity 2: Days of the Week (Start doing this daily)
Show your child a calendar (Download from web or show the one in your phone). You may say something along the lines of, “Sunday is the first day of the week. Monday is the second day of the week.”
Every day before starting on any of these experiences, go through the days of the week with your child and ask, “What day of the week is it today?” “Is it Monday? Is Monday the 2nd day of the week or 1st?” Guide and support where necessary. Consistent practice is important for your child to begin to develop stronger understanding of how ordinal numbers can be used in the days of the week.
What's next?
Extension 1:
Increase the ordinal numbers i.e. from 1st to 3rd extend to 5th, 8th, 10th … and continue with Line It Up and Days of the Week activity.
Extension 2: ABC Order
Use the alphabet card created above on Tuesday (Week 3).
Invite your child to match the first 5 letters of the alphabet with the appropriate ordinal number. You can mix the alphabets and invite your child to put them in order and match the ordinal number cards. Begin with 5 and increase as your child begins to demonstrate understanding.
Invite child to write his/her name on paper. Provide support where necessary. Then ask “Which letter comes first? Second? etc...”
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