Week 3 Lesson Plan for Homeschooling Preschool

Literacy

Objectives:

• Identifies uppercase and lowercase C
  
  
• Tells the main sound of /c/
  
  
• Knows text is read from left to right and top to bottom (Concepts of Print)

Parent instructions

This week you’ll be teaching the hard sound of C. C also makes a soft sound /s/ like in circus. If you encounter examples like this and your child asks about them, simply say, “Yes, C can also say /s/ and we will learn more about that later. This is a great example of that! Right now, we are learning about words where C says /c/ like cat.” Other exceptions to watch out for are “CH” words like chicken or child. These are not good examples until the CH digraph is taught much later.

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. (Begin asking about one or two other letters from previous weeks as well.) Look at and have them trace with their finger the upper and lowercase example. Tell your child that C is a consonant, which is a name for all the letters that are not vowels. (Your child will learn the hard sound of C.) Say, “C says /c/ like cat.” (You could also point out that the second sound in cat 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 C. (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, “C says /c/ like cat.” Always say it with its example word. (Estimated Time: 4 minutes)
  
  
• Point out the letter of the week on signs when you are out and about. Talk about any unique examples you see, such as cursive or a funny font. (You could also use your C flashcards for this.) (Estimated Time: 5 minutes)
  
  
• If the letter of the week is in your child’s name or a family member’s name, write it down and point it out to them. Ask your child if they recognize any of the other letters in the name. (Estimated Time: 5 minutes)
  
  
• When you open a book, ask your child where you should begin reading. As you are reading, point to the words so your child can follow you as you read left to right and top to bottom. Then, have your child point at the words for you as you read. A variation of this activity is for you to hold and guide your child’s finger as you read. (Estimated Time: 10 minutes)
  
  
• Complete a “Find the Letter” worksheet to locate all the upper and lowercase Cs. 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

• Count to 10 on the 100s chart, pointing to each number as you count. (Estimated Time: Less than 1 minute)
  
  
• Kitchen counting! Have your child help you count scoops or spoonfuls of ingredients while cooking, count how many eggs are left in the carton, or how many cups or plates you’re washing. (Estimated Time: 5 minutes)
  
  
• Grocery shopping counting! Have your child count how many items are on the grocery list or in your shopping cart. Count how many bags of groceries you purchase, or count cans of soup or vegetables as you put them away. (Estimated Time: 5-10 minutes)
  
  
• Give your child number flashcards 1–10. Place 5 toy cars (or a different object, as long as you have 10 of them) on the table in front of your child and have them find the matching number card. Repeat with different amounts of objects from 1–10. (Estimated Time: 7 minutes)

Fine Motor

Activities:

• Practice 1 hand-eye coordination activity
  
  
• Practice 1 precision activity
  
  
• Practice 1 finger isolation activity
  
  
• Practice 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) Demonstrates beginning understanding of reasons for rules
  
  
• (Self-awareness) Begins to develop a rich vocabulary related to emotions/feelings

Activities

Choose one activity a day (Monday - Thursday)

• Introduce the importance of rules by starting with examples of road safety through this book: Watch Out! on the Road by Claire Llewellyn.
  
  
• Watch this video: https://www.youtube.com/watch?v=WB3zolACjuI and follow it up with a discussion on how chaotic and unsafe it would be without rules. Ask the child to tell you the rules he is aware of. (House, bus, school, restaurants, playground, etc.)
  
  
• Making 'My Dictionary of Emotions'
  
  
• Reading story books together and discussing how the characters might be feeling, adding new feeling words to the dictionary.

Additional resources

• You Must Bring a Hat! by Simon Philip
  
  
• Don't Let the Pigeon Drive the Bus! By Mo Willems
  
  
• A Visitor for Bear (Bear and Mouse) by Bonny Becker
  
  
• Library Lion by Michelle Knudsen
  
  
• The Great Big Book of Feelings by Mary Hoffman and Ross Asquith
  
  
• https://prekinders-wpengine.netdna-ssl.com/wp-content/uploads/2013/08/emotion-word-cards1.pdf
  
  
• http://csefel.vanderbilt.edu/documents/teaching_emotions.pdf