Week 13 Lesson Plan for Homeschooling Preschool

Literacy

Objectives:

• Identifies uppercase and lowercase M
  
  
• Tells the main sound of /m/
  
  
• Contributes language from a book at appropriate times

Parent instructions

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

NOTE: Don’t forget to make sure you’re not adding a schwa (vowel sound) to the end of your M sound. Say /mmm/, not /ma/.

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—M. Look at and have them trace with their finger the upper and lowercase examples. Tell your child that M is a consonant, which is a name for all the letters that are not vowels. Say, “M says /m/ like map.” Try to ask your child a few times a week (during bathtime, driving in the car, etc.) to tell you the sound of M. (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, “M says /m/ like map.” Always say it with its example word. (Estimated Time: 5 minutes)
  
  
• While out and about or while reading books, point out words that begin with M. (You could also use your M flashcards for this.): mad, man, map, mat, men, mop, mug, mud. (Estimated Time: 10 minutes spread throughout the week)
  
  
• Complete a “Find the Letter” worksheet to locate all the upper and lowercase Ms. Use a marker, highlighter, or dauber to mark all the letters they find. (Estimated Time: 5 minutes)
  
  
• Using a cardboard box (any old Amazon box will do) fashion a makeshift mailbox with a slot. Write “Mail” on the outside. Point out that mail starts with M. Exchange “letters” with your child this week by posting notes with one of the letters you’ve studied written on it or letter magnets or puzzle pieces, or any type of “letter” you have on hand. When your child checks their mail, you can review the letter and its sound. (Estimated Time: 15 minutes spread throughout the week)
  
  
• Read a book that your child knows really well. Stop reading and let your child fill in some of the blanks that you leave. Alternatively, ask your child to “read” you a book. Have your child choose a book they know well. (Estimated Time: 5-10 minutes)

Math

Objectives:

• Continued from Week 12: Counts objects up to 100

Parent instructions

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

Now that we have counted all the way to 100, we are going to pause adding new objectives for a short time and practice counting to 100. This will give you an opportunity to take a breath and make sure you’ve mastered this important skill before moving on.

Activities

• Count all the way to 100 on the 100s chart, pointing to each number as you count. Cheer and hug! (Estimated Time: 3 minutes)
  
  
• Grab a clipboard and a piece of paper at the beginning of the week. Show your child how to make tally marks and count 100 of something throughout the week. 100 cars going by on the street, 100 trees as you take a daily walk. Pick something you’re sure to see a lot of! (Estimated Time: 10-15 minutes spread throughout the week)
  
  
• Complete a counting to 100 worksheet. (Estimated Time: 5 minutes)
  
  
• Collect 100 objects around your home by finding 10 groups of 10. Try gathering 10 cups, 10 stuffed animals, 10 books, etc. Place the items in one central area so your child can see what 100 looks like! As an added activity, you can set a timer for 10 minutes and challenge your child to tidy everything back into their proper places before the timer goes off. (Estimated Time: 10 minutes. 20 minutes if playing the clean-up game)

Fine Motor

Activities:

• 1 precision activity
  
  
• 1 hand-eye coordination activity
  
  
• 1 finger isolation activity
  
  
• 1 wrist extension and stability 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:

• (Responsible decision-making) Understand what a problem is
  
  
• (Self-awareness) Know some important information about self

Parent instructions

Choose one activity a day or, since this week’s social-emotional activities are a bit longer than usual, choose a couple of activities to complete over the course of the week.

Activities

Choose one activity a day (Monday - Thursday)

• Elicit from children if they know any social problems, i.e. problems that are faced by many people. Discuss in detail the reasons and the effects of the problem. Then, read books about social justice and/or environmental issues. (Estimated Time: 10-20 minutes)
  
  
• Have your child practice writing their name in a variety of fun ways—rainbow writing, using paint, glitter, pieces of colored paper, in rice or on foam/sand/salt, etc. (Estimated Time: 5 minutes)
  
  
• Other important information for your child to know before kindergarten includes their parents’ names and phone numbers. Practice this a few times a week. Then, check in with them every couple of weeks to make sure they have committed this to long-term memory. (Estimated Time: 10-15 minutes)

Additional resources

• Kate, Who Tamed The Wind by Liz Garton Scanlon
  
  
• Bee and Me: A Picture Book by Alison Jay
  
  
• George Saves the World by Lunchtime by Jo Readman
  
  
• 10 Things I Can Do to Help My World by Melanie Walsh
  
  
• We Are Water Protectors by Carole Lindstrom
  
  
• Malala's Magic Pencil by Malala Yousafzai
  
  
• Little Heroes: Courageous People Who Changed the World by Heidi Poelman
  
  
• SPEAK UP by Miranda Paul