Week 19 Lesson Plan for Homeschooling Preschool

Cognitive activity ideas

Objective: (Analyze) Visualizes a different perspective of an object or space

Visual perception is an exercise in abstract thinking. This objective is about taking an object your child can see, either in the physical world or in their mind, and manipulating objects to create a copy or model of it. The suggested activities ask your child to place themselves, mentally, in a different point of view, think conceptually about a picture, and examine the relationships of different shapes or objects to each other.

• Make pictures with tangrams or pattern blocks.
  
  
• Draw a simple picture, like a house made of a square and triangle with a tree beside it, while your child tries to exactly copy your drawing—step-by-step—as you draw. Take turns and copy a picture your child draws as well!
  
  
• Using Legos, building blocks, or even dollhouse furniture, have your child make a model of a room in your home, placing the furniture where it belongs in relation to other objects.

Literacy

Objectives:

• Identifies uppercase and lowercase S
  
  
• Tells the main sound of /s/
  
  
• Matches oral language to written 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: At the end of one-syllable words, S often makes the sound of Z, as in “was.” You can explain this exception or not, as you choose. Just be aware of it when pointing out examples. If you do not want to explain the exception at this time, simply choose other examples where S says /s/ as in “sat.” Another example to avoid, are words with “SH.” This is a digraph, which makes a completely different sound than the common sound of S.

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—S. Look at and have them trace with their finger the upper and lowercase examples. Tell your child that S is a consonant, which is a name for all the letters that are not vowels. Say, “S says /s/ like snake.” Try to ask your child a few times a week (during bathtime, driving in the car, etc.) to tell you the sound of S. (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, “S says /s/ like snake.” 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 S. (You could also use your S flashcards for this.) Here are some great example words to look for:  Snake, Sat, Spoon, Smile, Spider, Slide, Sand, Snow, Shop, Soil, Stop, Sea, Saw, Soap. (Estimated Time: 10 minutes spread throughout the week)
  
  
• Complete a “Find the Letter” worksheet to locate all the upper and lowercase Ss. Use a marker, highlighter, or dauber to mark all the letters they find. (Estimated Time: 5 minutes)
  
  
• Use your “Letter S” worksheet, or simply draw a large upper and lowercase S on a sheet of paper. Show your child how the letter S looks and sounds like a snake. Have your child glue on googly eyes and color and decorate the letters to look like snakes. (Estimated Time: 7 minutes)
  
  
• Way back in Lesson 9, we began to work on the concept of matching printed text to spoken language by asking you to label a picture that your child drew. We revisit that concept this week. Feel free to repeat that activity if you and your child enjoyed it. Also, this week, read a book where the pictures are labeled. Point to the picture and the word and read it to your child. Then, ask your child to read a word by pointing to the picture and the word and saying what it is. (Estimated Time: 10-15 minutes)

Math

Objectives:

• Count by 5s to 100
  
  
• Describes parts and characteristics of shapes (edge, corner, side)
  
  
• Knows the months of the year
  
  
• Understands that money has value and can be exchanged for items of value

Parent instructions

Choose one activity a day with the exception of #1 and #3, which should be done a few times a week if possible.

Activities

• #1 Review counting to 100 by 1s and 10s if necessary. Then, introduce counting by 5s. Tell them that this is counting every 5th number or by groups of 5. The best way to teach counting by 5s is for your child to hear someone else do it many times over so that they can hear the pattern. Model counting to 100 by 5s for them, pointing to each number on the 100s chart as you go. You may find it helpful to print a second copy of the 100s chart and circle the numbers for counting by 5s. Show them how every number ends with a 5 or a 0. Then, count again, inviting your child to count with you. It may take many practice sessions for your child to be comfortable following the pattern. (Estimated Time: 5 minutes)
  
  
• Using some of the 3D shapes you explored in Lesson 18, show your child the names of the different parts of the shape: side, edge, and corner. On a sphere, there is only one side—no edges or corners. A ball and a cereal box are great for this. Help them count the sides, edges, and corners of different shapes. (Estimated Time: 5 minutes)
  
  
• #3 Using a calendar, show your child how there are 12 months in the year. Name them in order. If you have placed a wall calendar in your child’s room for previous activities, this is the perfect time to use it. Show your child:
  - What month you are in now
  - What month their birthday is in and/or other family members’ birthdays
  - What month will be next
  
  Say the names of the months a few times during the week, and invite your child to say each one after you. (Estimated Time: 15 minutes spread throughout the week)
  
  
• Play store with your child using real or pretend money. You could make a grocery store with kitchen items, a toy store with things from the playroom, or a bookstore. Let your child choose what kind of store they would like to have. Role-play paying for items. Take turns being the cashier and the customer. Bags for packing up purchases add a lot of fun, too! (Estimated Time: 15-20 minutes)

Fine Motor

Activities:

• 1 pincer grasp activity
  
  
• 1 in-hand manipulation activity
  
  
• 1 precision activity
  
  
• 1 hand-eye coordination 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) With modeling and support, negotiates with others to meet own needs and goals (uses compromise)
  
  
• (Self-Awareness) Demonstrates willingness to take some risks

Activities

Choose one activity a day (Monday - Thursday)

• Using puppets, toys, or pretend play, role-play different situations on some of the following themes:
  - sharing
  - relationships
  - ideas
  - space
  - power
  Incorporate negotiating and compromise as solutions to problems that arise. (Estimated Time: 15 minutes)
  
  
• Try some new challenging activities in the outdoors—climbing, running, balancing, throwing, etc. Visit a park you’ve never been to before and try some new playground equipment. (Estimated Time: 20-30 minutes)
  
  
• Try some fun timed challenges such as:
  - Build a zoo/house/robot/etc. out of ______.
  - Draw a map of…
  - Make up a dance to…
  - Run to the big tree/fence/light pole…
  - Hop ten times, turn around twice, jump three times…
  - Pick up 20 things off the floor…
  - Find as many yellow things as you can…
  - Collect 5 leaves, 10 sticks, 2 feathers…
  - Sing as many songs as you know…
  - Build the tallest tower/longest line… (Estimated Time: 5-10 minutes)
  
  
• Try new food and tell one good thing about it. (Estimated Time: 5 minutes)