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English Week 5
Day 1: Reading
(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?
Whistle for Willie book
Whistle for Willie by Ezra Jack Keats
How can you work with your child?
Reading:
Listen to the story: Whistle for Willie by Ezra Jack Keats.
Summary of the story: Peter learns to whistle so his dog will come to him.
Note: Pause the video as and when necessary
Introducing the Story:
Read the title of the book on the cover, pointing to each word as you say it. Invite your child to read the title as you point to each word.
Point to the picture on the cover. Ask: “Who do you think Willie is?” (Willie could be the boy or the dog, but in this story, Willie is the name of the little boy’s dog. The little boy’s name is Peter).
Continue to ask, “What is the little boy doing?” (He is whistling for Willie)
3. When reading the story for the first time:
Read the story, moving your finger under the words as you read.
After reading, ask: “Can you whistle? How would you whistle to make your dog come to you?”
Turn to any page and ask, “Tell me what is happening in this picture?”
What's next?
Extension 1:
Continue this format of reading with other books. Make reading part of his/her everyday experience.
Extension 2: Vocabulary Builder
Make a list of new words that your child heard for the first time. Look up the meaning together in the dictionary. Try and build other sentences using the same word.
4. Recalling the story: (Asking – What, Why, Where, and How questions)
After you finished reading, ask your child to recall questions below.
What is the title of the book?
What is the name of the little boy in the book? Who is Willie?
What does Peter want to learn how to do?
Why does Peter want to learn how to whistle?
Where is Peter when he discovers he can whistle?
How do you think Peter feels when he discovers he can whistle?
What does Willie do when Peter whistles?
How do you think Peter’s parents felt when he shows them, he can whistle?
Where do Peter and Willie go at the end of the story?
Day 2: Alphabet Book
(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.
Source: planningplaytime.com
What do you need?
Alphabet books (recommend books below)
Glue sticks
Crayons
26 sheets of A4 or A3 paper
Magazines, catalogue and/or newspapers
Bookbinding materials (Hole punch or stapler, yarn or binder rings)
Dr Seuss ABC Story Book (Read Aloud)
Dr Seuss ABC Story Book (Living Books)
How can you work with your child?
Step 1:
Read the books suggested on the left.
Invite your child to make an alphabet book.
Review the alphabet to help prepare him/her for the activity.
Invite your child to write each letter of the alphabet (upper- and lowercase) as he/she state it, down the left-hand side of a sheet of paper. You may use the alphabet chart created in Week 1 Monday’s Activity: Reading and Alphabet Hunt as a guide.
Step 2:
Encourage your child to think of a word that begins with each letter, starting with A. Say a few words that begin with the letter to help him/her to hear the first letter sound — apple, alligator, and ant.
Record their words beside each letter. You may write it on a piece of paper and invite your child to copy it onto the ‘book’.
Step 3:
Explain to your child that he/she can either draw pictures of things that begin with the letter or cut out pictures from a magazine, newspaper, or catalog.
Step 4:
Once your child has completed the activity, ask him/her to share his/her work with each other.
Invite him/her to work with you to think of a title and make a front and back cover for his/her book.
Bind the pages together and cover the book with clear contact paper to preserve it. Place the book in the library or writing area for children to use.
*Note: Your child may want to take a couple of days to complete his/her alphabet book. Please respect his/her decision. You may want to encourage him/her to perhaps work on 3 letters each day.
What's next?
Extension 1:
Engage your child in a conversation about the different ways people use writing in their homes.
Tell him/her that you will place writing materials, including paper and pencils and a dry erase message board (or anything else that encourages writing), on the coffee table or dining table so that he/she can make notes for someone in the family.
At the end of each day invite him/her to show his/her classmates the different ways he/she incorporated writing into their play.
*Note: Remember that many children will be imitating writing and will not really be able to write actual notes.
Day 3: Patterning
(Mathematics)
Learning Goals
Developing prediction skills to understand what comes next.
Develop logical connections, and to use reasoning skills.
Developing social skills through understanding of the sequence of everyday routines e.g. taking turns while playing or following home/school rules, such as raise your hand, wait to be called on, share what you have to say.
Objectives
Child will be able to make simple predictions to demonstrate his/her understanding of what comes next.
Child will be able to show or use simple language to explain the rationale of his/her answer to what comes next.
Child will be introduced to daily routines and patterning.
Child will be able to learn and understand the concept of patterns and sequencing in an engaging manner.
What do you need?
Legos and any other everyday items or toys to show patterning e.g. pen-pencil or pots and pans, toy cars and trucks etc.
Draw simple pattern cards as seen below
Source: planningplaytime.com
How can you work with your child?
This activity is an extension of Week 3 Wednesday activity: Paper chain Math Extension 2
Revisit the paper chain activity and show your child the pattern he/she has created with colours e.g. pink, purple, pink, purple.
Revisit the Extension 2 activity as well and ask child what patterns he/she created.
Colour Patterns:
Patterns are everywhere, bring your child’s attention to them when possible e.g. patterns can be seen on clothes, tiles, how dinner table is set up I.e. 1 plate, 1 spoon (or pair of chopsticks), 1 glass of water and this repeats for all family members etc.
Your child’s toys like Legos and colored blocks both can be used to create colour patterns: (ABAB PATTERN) red-blue-red-blue or any other patterns.
Revisit Week 4 Monday’s Activity on ‘How are Rainbows made which follow.’ Bring your child’s attention to the sequence of colours in a rainbow e.g. There are 7 colours in a rainbow that is repeated forming a pattern. (Note: The patterning for rainbows is more challenging as it includes 7 colours before the pattern can be repeated - (ABCDEFG, ABCDEFG...), hence take this as just making your child aware that patterns come in many forms.
Create Patterns:
Create patterns with Legos and/or any other toys your child may have e.g. car lorry car lorry etc.
Create simple card patterns for your child to complete E.g.
(AABBAA PATTERN) Ask your child what shape will come next.
Ask your child to draw the shape that will come next.
What's next?
Extension 1:
Provide more complex repeating patterns: ABC, ABB, ABCD.
Make action or sound patterns e.g. clap-jump-clap-jump - ABAB pattern.
Invite your child to copy and continue an AB (or more complex patterns) with blocks, then do it in other colours and with other materials such as small toys, leaves and twigs or by printing and sticking shapes on long pieces of paper.
Source: coffeecupsandcrayons.com
Some questions you can ask:
Describing questions
What do you notice about the pattern?
Can you say the colours – red, blue, ...?
Tell me about your pattern.
Reasoning questions
What is the same and what is different about this one and your copy?
I wonder which one goes next. I think the next one is blue – oh, don’t you agree?
Extension 2: Introduce Patterns in books
Watch the video Brown Bear, Brown Bear, What Do You See? While browsing the book with your child, invite him/her to share what he/she sees. Does he/she notice a pattern in the book?
Invite your child to chime in while you read the predictable text (repeated pattern) I.e. the chorus ‘Brown bear, Brown bear what do you see? I see a ___ looking at me.’
Day 4: Creative Paper Collage Activity
(Art and Math)
Learning Goals
Learn about colours, and shapes.
Is keen to pursue a task to perfection.
Use language to talk about design and what they see.
Objectives
Child will learn about colours, and shapes.
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 and creative skills.
Source: activityvillage.co.uk
What do you need?
White paper
Paper shapes cut from colored construction paper
Scissors
Glue stick
Markers (optional)
Colour Pencils
How can you work with your child?
Inform your child that we are going to be creating some creative paper collage.
Share the materials you have made available.
Before the collage activity:
Invite your child to choose some coloured construction papers.
Encourage him/her to draw a variety of small shapes on it. These shapes do not need to be perfect. Accept any shape drawn.
Invite child to cut the shapes. Help where necessary.
Creative Paper Collage Activity:
Use the glue stick to apply the paper shapes to the white paper, in any design, pattern, or picture desired, abstract or realistic.
Use a marker or pen to add drawing detail, if desired, either on top of the paper shapes, around them, or both.
-Child may choose to outline his/her paper shapes with a black pen/colour pencil and then add pattern drawings to each.
-Or he/she may want to glue the paper shapes down in a more abstract design and add details to the lighter coloured paper pieces.
Place the finished artwork on display or continue with the extension activities below.
What's next?
Extension 1:
Invite your child to tell you about his/her design/drawing.
Scribe what child says and invite him/her to copy it onto the paper collage created.
Extension 2: Shape Placemat
Once the final work is dried, invite your child to do the same on the other side of the paper. Tell him/her to write his/her name with a marker on both sides of the paper.
Dry the final work then laminate.
During meal time, ask your child to use the placemat to eat on.
Note: You may want to ask your child if he/she would like to create a placemat for the other family members.
Day 5: Show and Tell
(Language and Literacy)
Learning Goals
Use language to recall an event/ share an experience and express themselves.
Develop listening skills.
Develop conceptual thinking.
Develop emotional skills and confidence.
Objectives
Child will have to take turns speaking and show respect to others and pay attention to what others are saying.
Child will be able to use words to express and tell a story and be able to answer as well as ask questions.
With practice child will be able to make eye contact and articulate with poise while talking to the class.
What do you need?
Any Show and Tell item, event, etc...
Some Show and Tell ideas for your child to choose:
A favorite item (favorite toy, Lego, blankie, stuffed animal, etc.)
An artifact from a family trip or adventure.
A family member. They can talk about their job, a new sister/brother, pet...
A best friend. Talk about the most favorite things he/she likes about that bestie.
A favorite outfit. Why is it the favorite? Maybe it's a costume, Easter dress, sports jersey, etc.
How can you work with your child?
Introduction to Show and Tell:
Inform your child that you will be having a show and tell activity at home every Friday.
Ask child if he/she has done show and tell in school and what happens during this time and how it is done. Try to keep as close as possible to what he/she shares to maintain consistency and predictability.
If this is the first-time doing show and tell, explain to him/her what it is. Say that every Friday will be Show and Tell time for both the child and you (include other family members if possible).
Explain that the ‘Show’ part means he/she can bring something (like toys, books, photos...) to show to others and ‘Tell’ part means he/she tell others about the item. Hence, it's called ‘Show and Tell.’
Implementing Show and Tell:
Use this time to practice how it will look like. You may want to go first – choose an item e.g. your favourite recipe, jewelry, book, a drawing …
Use simple sentences to talk about this chosen item. You may tell him/her why it's your favourite, who gave it to you, how it makes you feel and so on. Keep it short – about 1 or 2 minutes.
You can use a timer or have an alarm that will set off, so your child begins to understand how long 1 or 2 minutes is.
At the end of your ‘Show and Tell’ invite your child to ask 2 – 3 questions pertaining to the item you have brought e.g. How did you do that drawing? Who is in your drawing?
Note: that the questions must not be a repetition of the questions already asked before. Guide your child initially until he/she gets the hang of it.
Next, invite your child to decide what he/she wants to talk about. Share the suggestions listed in the ‘Material’ column if necessary.
Give him/her time to decide. Tell him/her to bring the chosen item – picture, photo etc. and talk (tell) about it.
(Note: For ongoing ‘Show and Tell’ experience remind your child every Thursday to decide what he/she wants to talk about the next day i.e. Friday).
Set the timer for a minute (or 30 seconds to begin with) and guide your child in ‘telling’ you about the item. It is not necessary to keep to this timing during his/her initial attempts. You may increase the timing as your child gets into the routine and builds his/her confidence during ‘Show and Tell.’
Ask your child more ‘tell me’ questions:
For example, if it’s a photograph of a family holiday you could say, “tell me about where you went.” This could be followed up with, “What other places does this remind you of?”
(Note: Initially, it is fine for you to ask questions during the show and tell to guide him/her along. However eventually keep all questions till the end of the show and tell).
Note:
If your child is shy or having a hard time speaking in front of an audience (family members), don’t give up or rush him/her into it.
Be patient and continue to encourage.
Reward or praise with each ‘baby’ achievement.
Remember, show and tell should be an enjoyable activity for your child!
What's next?
Continue to make this a ritual to develop child’s confidence. This is a great practice for when he/she is older (primary and secondary school age) and must do a presentation in front of the whole school or public speaking opportunities.
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