Embedded Files
English Week 6
Day 1: What Dissolves in Water?
(Science Exploration)
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.
Child will be able to make simple predictions.
What do you need?
Water
Clear containers
Spoons to pour and stir each item
Ingredients to test:
Baking soda
Salt
Oil
Flour (any kind)
Brown/white sugar
Oatmeal
Anything else you can find in your kitchen that your child can experiment with
Checklist
What's next?
Allow your child to take a tour of the items available in your kitchen and choose which ones he/she thinks will dissolve or will not dissolve.
Source: handsonaswegrow.com
How can you work with your child?
Introduce this activity to your child explaining what he/she will need to do. “Today we are going to do a little experiment called – What dissolves in water?
Ask “Do you know what ‘dissolve’ means?” Listen to what he/she says and explain as and when necessary e.g. “It means that when you put something in water it disappears. When you cannot see it anymore it means it has dissolved into the water.”
Show your child the items you have prepared and name each item for him/her.
Invite your child to predict which of these items will dissolve or wont dissolve. You may create a check list for him/her to tick (for dissolve) or a cross (for will not dissolve). Total number of rows should tally with the number of items on the tray.
Invite child to begin experimenting and check to see if his/her predictions are accurate.
Discuss how some items change the colour of the water and makes it look foggy etc....
Day 2: Frozen Banana Cereal Pops
(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...equal, same, different...
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.
Child will be able to understand and use ordinal numbers accordingly.
Source: tasteofhome.com
What do you need?
3/4 cup strawberry yogurt (or any flavour your child prefers)
2 cups Fruity Pebbles cereal (or any cereal used at home)
4 medium bananas, peeled
8 wooden pop sticks
Butter knife
Waxed paper lined baking sheets
How can you work with your child?
Tell your child what he/she will be helping you to make.
Introduce the ingredients. Tell him/her that the ingredients are usually call ‘recipe’ in cookbooks.
Highlight the amount as well i.e. 2 cups of... Inform your child that recipes include the amount and it's important to follow them to get it right.
Place yogurt and cereal in separate shallow bowls.
Show him/her how to cut the banana crosswise in half. Let your child cut his/her own banana with a butter knife. Guide and support where necessary. (Use ordinal numbers e.g. 1st we will need to cut the banana crosswise....2nd....etc.).
Show him/her how to insert pop sticks through cut side of bananas and allow child to try. Allow your child to take his/her time as it is not an easy task.
Dip bananas in yogurt, then roll in cereal to coat. Transfer to waxed paper-lined baking sheets.
Freeze until firm, about 1 hour.
Enjoy eating it with your child!
Transfer extras to airtight freezer containers; seal containers and return pops to freezer.
What's next?
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 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 your child. Your child can draw pictures to represent each instruction.
Day 3: Make Believe
(Speech and Drama)
Learning Goals
Listen for a purpose and follow simple ‘instructions.’
Demonstrate gross motor skills and movements.
Explore a wide range of large muscle movements (locomotor) with increasing control and coordination.
Objectives
Child will demonstrate listening skills and move accordingly.
Child will be able to listen to and understand simple instructions.
Child will develop a stronger understanding of mime/pantomime.
What do you need?
Brown Bear, Brown Bear, What Do You See Read Aloud (refer to Wk. 5 Wednesday’s activity under Extension 1)
How can you work with your child?
Make Believe
Inform your child that both of you will use your imagination to be different characters and go on make believe adventures.
Note: There is no right or wrong way to do these movements and expressions as the aim is for your child to use his imagination and pretend. He/she does not need to copy your movements.
Warm Up - Using Imagination to mime movements:
Inform your child to use his/her imagination during these movements.
Ask him/her which animal or insect he/she would like to pretend to become. After choosing the animal, say “We are going to pretend to be ________.” Ask “Where do you want to go today?” Go there fast/slow (match the movement to the animal chosen e.g. rabbit – hop there fast/slow, snake – slither there fast/slow, slither up/down a tree) and so on.
Then say, “Now the __________ (animal’s name) is tired and goes to sleep.”
When you and your child wake up, ask where the chosen animal went, what did he/she see, hear, smell?
Continue to do this with a couple of other animals or insects.
Cool Down - Introducing Mime:
Explain what mime/pantomime is - acting without using any words or sounds just like he/she did during the warmup above.
Guide him/her through different actions that he/she can mime - running, washing hands, dancing, waving, skipping, eating, sitting and reading a book ...
Mime experience:
Revisit the book: Brown Bear, Brown Bear, What Do You See Read Aloud.
Ask ‘Do you remember what this story is about?” Invite child to recall. Revisit the story if necessary.
After recalling, inform child he/she will pretend to be bears and mime the story i.e. act out the story without saying anything.
(Note: You will play a role of a narrator and decide if you want to read from the book or just use your imagination. Go through the scenes with exaggerated actions without making a sound with your child as you narrate the story).
At the end, invite your child to share his/her thoughts about this experience. E.g. What actions do you recall doing? What other ways can you show this same action? What else can you mime?
What's next?
Continue to do such ‘Speech and Drama’ mime activities with other stories.
Day 4: Draw What You Hear
(Art and Music)
Learning Goals
Asks questions to confirm or clarify an understanding.
Develop concentration skills.
Develop listening skills.
Objectives
Child will be able interpret feelings through drawing.
Child will be exposed to different cultural music.
What do you need?
I Hear A Pickle book
A3 or A4 Paper
Pencils
Crayons
Music: variety of genres – classical, jazz, Chinese, Indian, Malay, African rock, children’s songs …(Many of these can be found in YouTube)
I Hear A Pickle by Rachel Isadora - Read Aloud
How can you work with your child?
Inform your child what he/she will be doing i.e. "Today you will do some drawing while listening to music. "
Start off with ‘senses lesson’. Listen to I Hear a Pickle Read Aloud book, then draw senses on A3 paper i.e. ear (hearing), tongue (taste), hands (feel), nose (smell) and eye (see).
Explain to your child that we will be creating art using our senses. Go through the senses you have drawn above.
You will demonstrate by playing a music clip. Make example of how music might look/make you feel. Draw an example. Act out an example.
Pick another music and encourage your child to try it out. While playing the music have your child show how it makes him/her feel and how he/she will move. Then ask your child, “What would that look like if you had to draw it on paper?” Then let him/her do it on paper (child may represent it with dots, lines, and so on)
(Note: There is no right or wrong drawing, simply your child’s interpretation of the music.)
Repeat steps 2-5 with new song - each song to be represented on a new piece of paper (Advise your child to use both sides of the paper.)
Applaud your child’s great work. Invite him/her to talk about what he/she has done.
*Remind your child it is show and tell tomorrow and for him/her to decide what he/she wants to talk/share about. Continue to guide your child until he/she develops confidence to be able to do it him/herself.
What's next?
Extension 1:
Invite your child to listen to the sound in the video (Guess the Animal Sound) and identify which animal made it.
Extension 2: Listen to the sounds in your neighbourhood
Now it’s time to go outside for our first “listening walk”! (Listen to the sound of different vehicles, people talking, birds, cat ….)
Guess the Animal Sound
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...
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!
How can you work with your child?
Inform your child that you will be having a show and tell activity today.
Invite him/her to bring the item/object that he/she wants to share about.
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?”
Keep each child’s turn short. Begin with 1 to 2 mins and increase gradually.
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.
Help your child ask questions when it’s your turn to do the show and tell.
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