Week 2 Lesson Plan for Homeschooling Preschool

Literacy

Objectives:

• Identifies uppercase and lowercase B
  
  
• Tells the main sound of /b/

Activities

Choose one activity a day except for #1, which should be done a few times a week if possible.

• 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. Look at and have them trace with their finger the upper and lowercase examples. Tell your child that B is a consonant, which is a name for all the letters that are not vowels. Say, “B says /b/ like bat.” (You could also point out that the second sound in bat is the short A sound, but it’s not necessary if you feel like you might be overwhelming.) Try to ask your child a few times a week (during bathtime, driving in the car, etc.) to tell you the sound of B. (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, “B says /b/ like bat.” Always say it with its example word. (Estimated Time: 3 minutes)
  
  
• Point out words that begin with B in your child’s books. (You could also use your B flashcards for this.) Also, point out words that end with B. Here are a few examples:
  
  web, lab, bulb, club, crab, cab, bob, bib, rob, tab, job sub, tub, gab, jab, cob, cub
  
  Keep an eye out for words where B is silent at the end (climb, lamb), and be prepared to explain that exception if necessary. (Estimated Time: 10 minutes)
  
  
• Play letter hide and seek! Take turns finding the letter of the week on a cereal box, grocery store signs, or on a specific page of a book. (Estimated Time 5-7 minutes)
  
  
• Take turns thinking of as many words as you can that start with B. Start with the letter sound: “/b/ /b/ bicycle! Now, it’s your turn.” (Estimated Time: 5 minutes)
  
  
• Complete a “Find the Letter” worksheet to locate all the upper and lowercase Bs. Use a marker, highlighter, or dauber to mark all the letters they find. (Estimated Time: 5 minutes)

Math

Objectives:

• Continue from Week 1: Counts objects up to 20
  
  
• Continue from Week 1: Identifies written numbers up to 10

Activities

Choose one activity a day except for #1, which should be done a few times a week if possible.

• Count to 10 on the 100s chart, pointing to each number as you count. (Estimated Time: Less than 1 minute)
  
  
• On a walk, have a game to find 20 of something: mailboxes, garbage cans, dogs, etc. (Estimated Time: 10-15 minutes)
  
  
• Roll the dice and count the number. Stack that many blocks into a tower and count them. Knock them down and repeat! (Estimated Time: 10 minutes)
  
  
• Go on a number scavenger hunt! Take turns picking a number from 1-10 to find on a walk or at the store. (Estimated Time: 10 minutes)

Fine Motor

Activities:

• Practice 1 in-hand manipulation activity
  
  
• Practice 1 hand-eye coordination activity
  
  
• Practice 1 precision activity
  
  
• Practice 1 finger isolation 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:

• (Social awareness) Begins to recognize that different people may have different emotional reactions.
  
  
• (Relationship skills) Engages in meaningful conversation

Activities

Choose one activity a day (Monday - Thursday)

• Faces and Feelings Song (Sing to Yankee Doodle)
  
  The expression on my face (Point a finger around your face)
  Is like an open book. (Place your hands like a book)
  You can read how I am feeling (Put your hand to your heart)
  Given how my face looks. (Point a finger around your face)
  Show me HAPPY. (Pause and make happy faces together)
  Show me SAD. (Pause and make sad faces together)
  Looking with our eyes. (Point to your eyes)
  Show me ANGRY. (Pause and make angry faces together)
  Show me GLAD. (Pause and make glad faces together)
  And now we’ll show SURPRISE! (End with an excited SURPRISE! and make surprised faces together)
  
  
• When you see someone in real life who is feeling an emotion, use that as an opportunity to wonder, “How do you think grandma is feeling? What do you think made her feel that way?”
  
  
• Play Telephone
  
  
• Show and tell

Additional resources

• You, Me, and Empathy by Jayneen Sanders
  
  
• The Rabbit Listened by Cori Doerrfeld