Week 11 Lesson Plan for Homeschooling Preschool

Literacy

Objectives:

• Identifies uppercase and lowercase K
  
  
• Tells the main sound of /k/
  
  
• Asks and answers questions about a text

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 K this week. This letter makes the same sound as the hard sound of C your child has already learned. Go ahead and point this out. Unlike C, which can also make a soft sound, /k/ as in kite is the only sound K makes . . . except for those times it is silent before N (know, knob, knot, etc.) or silent at the end of CK words (back, crack, lack, etc.). Watch for those exceptions.

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—K. Look at and have them trace with their finger the upper and lowercase example. Tell your child that K is a consonant, which is a name for all the letters that are not vowels. Say, “K says /k/ like kite.” Try to ask your child a few times a week (during bathtime, driving in the car, etc.) to tell you the sound of K. (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, “K says /k/ like kite.” Always say it with its example word. (Estimated Time: 5 minutes)
  
  
• On a piece of paper write the upper and lowercase Ks with some space between them (Or use your Kk worksheet). Draw a small circle in front of the diagonal “leg” of the uppercase K. Show your child how it looks like the K is “kicking” a ball. This will reinforce the letter shape and sound. Have your child draw a ball for the lowercase K to kick and trace the letters. (Estimated Time: 7 minutes)
  
  
• Complete a “Find the Letter” worksheet to locate all the upper and lowercase Ks. Use a marker, highlighter, or dauber to mark all the letters they find. (Estimated Time: 5 minutes)
  
  
• Counting Ks: Place an empty cup or jar on the table and label it with “Kk” written on a Post-It note. Every time your child finds an upper or lowercase K that week, have them drop a penny, paperclip, Lego, or another small object that you’ve been using for counting practice into the jar. (Estimated Time: 2 minutes)
  
  
• Asking and answering questions about a text is, quite simply, being actively engaged during read-aloud time. Look for books on topics your child is passionate about. Take your time when reading them and pause each time your child interrupts to listen to their observations or answer their questions. This type of read-aloud time is not about “getting through it.” It’s about deep thought and engaging with the text. Ask your child open-ended questions during the story, like “What do you think would happen if . . .” and detail-specific questions at the end of the story, like “What color was . . .” (Estimated Time: 10-15 minutes)

Math

Objectives:

• Counts objects up to 90

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 90, 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 90 on the 100s chart, pointing to each number as you count. (Estimated Time: 3 minutes)
  
  
• At the end of the week, empty your “Kk” jar and count how many Ks your child found! (Estimated Time: 4 minutes)

Fine Motor

Activities:

• 1 precision activity
  
  
• 1 hand-eye coordination activity
  
  
• 1 finger isolation 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:

• (Self-awareness) Identifies some personal characteristics such as physical features, abilities, preferences, interests, or gender
  
  
• (Self-management) transitions from one environment or activity to another with support

Activities

Choose one activity a day (Monday - Thursday)

• Help your child complete the All About Me worksheet with their: full name, birthday, photo, where they were born, where they live, and what they like to do. (Estimated Time: 10 minutes)
  
  
• Have your child draw a self-portrait. Keeping a mirror handy can help. Prompt your child to add details, for example, “What color are your eyes?” “Is your hair curly or straight?” (Estimated Time: 5-7 minutes)
  
  
• Help your child with transitions between locations by creating a transition routine. This could be a song you sing, counting down from 10, skipping to the car, a rhyme or chant about where you’re going, or anything that can be done regularly to signal to your child that it is time to go to a different place. This will be particularly useful when starting kindergarten! (Estimated Time: 2 minutes)
  
  
• Help your child with transitions between activities by letting them know ahead of time how long an activity will last and giving a reasonable warning when it’s almost time to move from one activity to another. Try setting a timer and letting your child see how much time they have left. (Estimated Time: less than 1 minute)

Additional resources

• What I Like About Me by Allia Zobel-Nola
  
  
• Sesame Street: What Makes You Special? https://www.youtube.com/watch?v=LrPm7BasRBo