Week 10 Lesson Plan for Homeschooling Preschool

Literacy

Objectives:

• Identifies uppercase and lowercase J
  
  
• Tells the main sound of /j/

Parent instructions

Choose one activity a day with the exception of #1, which should be done a few times a week if possible.

NOTE: You are learning about the letter J this week. Its sound happens to also be the soft sound of G as in giraffe. If your child identifies J words that actually start with soft G, you can still praise them for correctly identifying the sound of J! Simply say, “Giraffe does begin with the sound /j/; good job! We spell that word with a G, which can also sometimes make the sound /j/.” Then, if possible, write the word for them to see (or look it up on your phone to show them). It is important to distinguish between identifying letters and identifying letter sounds. When searching for the letter J, we want to help them correctly identify upper and lowercase Js. When playing with letter sounds, it is important to point out and validate that sounds can sometimes be made by multiple letters and letters can make multiple sounds. In that case, identifying giraffe for the sound /j/ is absolutely correct!

Activities

• Say the ABCs using your chart from beginning to end once a day, pointing to each letter as you say it. After going through all the letters, ask your child to find this week’s letter—J. Look at and have them trace with their finger the upper and lowercase examples. Tell your child that J is a consonant, which is a name for all the letters that are not vowels. Say, “J says /j/ like jet.” Try to ask your child a few times a week (during bathtime, driving in the car, etc.) to tell you the sound of J. (Don’t forget to include some previously learned letters, especially those vowels!) If they need help or say it incorrectly, model the correct way by repeating, “J says /j/ like jet.” Always say it with its example word. (Estimated Time: 5 minutes)
  
  
• Label the top of a piece of paper “Jungle” and have your child draw, color, or cut and paste pictures of animals that would live in a jungle. When they are done, label each of their animals by writing their names on the page. (Don't forget to include a jaguar!) You can turn this into a larger science lesson by reading books about jungle animals and ecosystems. (Estimated Time: 15 minutes)
  
  
• Complete a “Find the Letter” worksheet to locate all the upper and lowercase Js. Use a marker, highlighter, or dauber to mark all the letters they find. (Estimated Time: 5 minutes)
  
  
• While out and about or while reading books, point out words that begin with J. (You could also use your J flashcards for this.):
  
  juggle, jump, jet, jacket, jeep, jar, jelly, jam, job, joy, joke, juice. (Estimated Time: 10 minutes)

Math

Objectives:

• Counts objects up to 80

Parent instructions

Choose one activity a day with the exception of #1, which should be done a few times a week if possible.

Our math objectives are light this week to give you a breather and an opportunity to revisit any objectives or activities that you feel might need additional work. Feel free to only work on counting to 80, pointing out the repetitive nature of numbers, or go back and revisit other objectives as you see fit. Just because your child has been successful at an objective does not mean it is always necessary to immediately blaze ahead. Sometimes a pause to continue to work on mastery where you are at, is helpful.

Activities

• Count to 80 on the 100s chart, pointing to each number as you count. (Estimated Time: 3 minutes)
  
  
• Count pennies, paperclips, pebbles, or any other objects up to 80 and organize them into 8 groups of 10. (Estimated Time: 7–8 minutes)

Fine Motor

Activities:

• 1 precision activity
  
  
• 1 hand-eye coordination activity
  
  
• 1 bilateral hand coordination activity
  
  
• 1 In-hand manipulation activity

Parent instructions

Choose one fine motor objective each day and then select an activity that practices that objective from the list in Appendix A. Feel free to choose more than one activity or work on more than one objective a day if you like! Just remember that little hands tire easily and short, regular practice sessions are better than long, sustained ones. (Estimated Time: 5-10 minutes)

Download the Appendix A that lists all the fine-motor activities.

Social-Emotional

Objectives:

• (Relationship skills) Demonstrates trusting, caring relationships with one or more adults
  
  
• (Responsible decision-making) Accepts beginning responsibilities toward the well-being/comfort of others and the group

Activities

Choose one activity a day (Monday - Thursday)

• Choose an activity for your child to do with a trusted adult (parent, grandparent, caregiver) such as:
  - Build a simple bird feeder
  - Put on a show with toys
  - Prepare food together
  - Camp out in the living room
  - Watch the clouds, talk about shapes
  - Dance or play a sport
  - Go fishing or for a nature walk (Estimated Time: Varies based on activity)
  
  
• Include your child in household responsibilities like putting away their toys after they use them, putting their dirty clothes in the hamper, feeding pets, dusting, helping with cooking, setting and clearing the table, pulling weeds in the garden, watering flowers, and loading/unloading the dishwasher. (Estimated Time: 5-10 minutes)
  
  
• Encourage your child in caring family activities like helping younger siblings, spending time with grandparents, helping parents with chores, and taking care of pets. (Estimated Time: 5-10 minutes)
  
  
• Work on a project—with support from adults—that involves taking care of their community or the environment like recycling, picking up litter, or volunteering. (Estimated Time: Varies based on activity)