Week 16 Lesson Plan for Homeschooling Preschool

Literacy

Objectives:

• Identifies uppercase and lowercase P
  
  
• Tells the main sound of /p/

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 P sound. Say /pp/ (unvoiced), not /pa/.

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—P. Look at and have them trace with their finger the upper and lowercase examples. Tell your child that P is a consonant, which is a name for all the letters that are not vowels. Say, “P says /p/ like pig.” Try to ask your child a few times a week (during bathtime, driving in the car, etc.) to tell you the sound of P. (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, “P says /p/ like pig.” 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 P. (You could also use your P flashcards for this.): pen, pig, puppy, pink, put, play, penny, pot, pan, park, pat, pal, pay, pod, pop, pond. (Estimated Time: 10 minutes spread throughout the week)
  
  
• Complete a “Find the Letter” worksheet to locate all the upper and lowercase Ps. Use a marker, highlighter, or dauber to mark all the letters they find. (Estimated Time: 5 minutes)
  
  
• Time for another letter sound scavenger hunt! See how many objects your child can find around the home that begin with the sound of P. Puzzles, pots and pans, pillows, your family pet, something that’s purple? Try it outside on a walk. A path, a park, a person? Playing outside is more challenging, but often more fun! (Estimated Time: 10 minutes)

Math

Objectives:

• Count by 10s to 100
  
  
• Identifies and names common 2D shapes
  
  
• Is familiar with time-measurement words (seconds, minutes, days, seasons)

Parent instructions

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

If your child is still not comfortable counting to 100 by 1s, you can continue to work on that skill and delay counting by 10s. Otherwise, if they have mastered it, let’s move on to the next level in counting!

Activities

• Explain to your child that counting by 10s is counting 10 numbers at a time or every 10th number. Using the 100s chart, show them how counting by 10s means counting all the numbers in the right-hand column and that each number ends in 0. Practice counting by 10s to 100. (Estimated Time: 3 minutes)
  
  
• Count out 100 pennies in stacks of 10. Have your child count the stacks. Show your child how there are 10 groups of 10 in 100. Count the stacks by 10s to 100. (Estimated Time: 7 minutes)
  
  
• Review the characteristics of common 2D shapes with your child. (e.g. A triangle has three sides and three corners. A circle is perfectly round and has no corners. A square has four equal sides and four corners like a box.) Ask your child to identify these common shapes by name (you can use your shapes worksheet for this):
  - Square
  - Triangle
  - Circle
  - Rectangle
  
  If your child has mastered these and would like more of a challenge, try these shapes:
  - Rhombus (or diamond)
  - Oval
  - Pentagon
  - Hexagon
  - Octagon
  (Estimated Time: 7 minutes)
  
  
• Building on the time vocabulary we began in Lesson 14, begin to incorporate more time measurement words. Continue telling your child, when transitioning from one activity to another, what time it is and read them the time from a digital clock or watch. Point out which numbers show the hour and which ones show the minutes. Begin, now, to also show them seconds, perhaps on a stopwatch or timer. Show them how we measure our day in hours. Hours are made up of minutes. Minutes are made up of seconds. Try to help your child develop a strong sense of what 5 minutes is. This is a common amount of warning time given before a child must transition from one activity or location to the next. Tell them it will be “time” for something specific (a walk, a bath, a snack) in 5 minutes. Then, set a timer. When the timer goes off, move them to that activity. Tell them what day of the week it is today and what day it will be tomorrow. This might be a good time to hang up a wall calendar in their room and go over what day it is each morning with them. (Estimated Time: 15 minutes spread throughout the week)

Fine Motor

Activities:

• 1 tripod grasp activity
  
  
• 1 gross (cylindrical) grasp activity
  
  
• 1 bilateral hand coordination activity
  
  
• 1 spherical grasp 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) Shows recognition of self as a unique individual
  
  
• (Social awareness) Begins to understand that different people have different abilities

Activities

Choose one activity a day (Monday - Thursday)

• “Make Your Fruit-Basket” craft. Cut out the fruits and give your child the fruit basket template. Each fruit shows a different quality. Read the qualities to your child and talk about what each one means. Ask your child to pick those fruits with qualities that they feel best describe them. (Hint: If your child wants to pick them all, tell them to choose only four or five.) Example (I am: caring/confident/artistic/kind/upbeat/honest/funny/playful/brave/loving etc.) Color the fruits and the basket and glue the fruits on. (Estimated Time: 15 minutes)
  
  
• Read The Sneetches by Dr. Seuss. In this story, the star-belly and plain-belly Sneetches learn that neither type is superior and that they are able to get along and become friends. Alternatively, there are numerous other books available that positively discuss different people of different abilities. (Estimated Time: 10-15 minutes)

Additional resources

• The Invisible Boy by Trudy Ludwig
  
  
• Last Stop on Market Street by Matt de la Peña
  
  
• The Smallest Girl in the Smallest Grade by Justin Roberts