Week 5 Lesson Plan for Homeschooling Preschool

Literacy

Objectives:

• Identifies uppercase and lowercase E
  
  
• Tells the short sound of /e/
  
  
• Recognizes features of print (title, etc.) (Concepts of Print)

Parent instructions

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

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—E. Look at and have them trace with their finger the upper and lowercase example. Tell your child that E is a vowel, which is a special type of letter that can make lots of sounds. Explain that you will be learning its short sound. Say, “E says /e/ like egg.” Try to ask your child a few times a week (during bathtime, driving in the car, etc.) to tell you the short sound of E. (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, “E says /e/ like egg.” Always say it with its example word. (Estimated Time: 4 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. Try to find it written in funny or unusual fonts. Have your child find the E on your keyboard and show them how to type it in uppercase and lowercase. (Estimated Time: 7-10 minutes)
  
  
• While reading books, identify common features such as the: cover, title, author (person who wrote the book), and illustrator (person who created the art in the book). After several times of pointing these out, ask your child to identify them. Other features children may be interested in include page numbers, chapter numbers or names, dedications, tables of contents, or glossary. (Estimated Time: 5 minutes)
  
  
• While out and about or while reading books, point out words that begin with the short sound of E. (You could also use your E flashcards for this.) Also, point out words that have short Es in the middle. You typically encounter this in C-V-C (consonant-vowel-consonant) words. Here are some good examples:  vet, fed, bed, red, web, wet, let, jet, met, beg, get.
  
  NOTE: You will commonly see EN or EM words (pen, gem) included on short E word lists. These are not good examples! E does not make its short sound before N or M. We actually pronounce these words with something far closer to the short I sound. Once the short sound of I is taught, you can explain this exception. (Estimated Time: 10 minutes)
  
  
• Complete a “Find the Letter” worksheet to locate all the upper and lowercase Es. Use a marker, highlighter, or dauber to mark all the letters they find. (Estimated Time: 5 minutes)

Math

Objectives:

• Counts objects up to 30
  
  
• Identifies written numbers up to 20
  
  
• Sorts and classifies objects according to one attribute into two or more groups

Activities

• Count to 20 on the 100s chart, pointing to each number as you count. (Estimated Time: Less than 1 minute)
  
  
• Create a hop-scotch on the sidewalk with numbers up to 20 and count them as you hop. (Estimated Time: 15 minutes)
  
  
• Count out 30 Legos for the following activity. (Estimated Time: 1 minute)
  
  
• Legos make fantastic sorting objects! Grab a pile of Legos and ask your child to sort them into piles by color. To level this activity up, have them sort by shape or size instead, disregarding color. (Estimated Time: 10 minutes)

Fine Motor

Activities:

• Practice 1 gross (cylindrical) grasp activity
  
  
• Practice 1 finger isolation activity
  
  
• Practice 1 wrist extension and stability activity
  
  
• Practice 1 open thumb web space 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 support, listen or demonstrate attention when others talk
  
  
• (Responsible decision making) Understand and follow rules, limits, and expectations with prompting/assistance

Activities

Choose one activity a day (Monday - Thursday)

• Make Up an Impromptu Story
  At bedtime, make up a nonsense story together by adding on one line each and seeing where the story goes.
  - Mom: Once upon a time there was a little girl.
  - Child: She was fighting with her brother.
  - Mom: Suddenly they heard a big noise and went to the window… (Estimated time: 10 minutes)
  
  
• Play "I Went to the Zoo and I Saw a…"
  - Choosing any animal names, start the game by saying “I went to the zoo and I saw a monkey.”
  - Your child then responds with “I went to the zoo and I saw a monkey and a lion.” You respond with “I went to the zoo and I saw a monkey, a lion, and a tortoise.” (Estimated time: 5-10 minutes)
  
  
• Prohibition (like saying DON’T) is the most popular disciplinary shortcut in teaching kids about rules but it works only temporarily. It does not address the root causes of the unwanted behavior. Kids’ natural curiosity washes out your rules like a high tide. Strive to establish an “I’m good” mindset. Help them believe that they want everyone to be safe-physically and emotionally by involving your child in creating a set of household rules. (Estimated time: 15 minutes)
  
  
• Set up rewards and consequences for following household rules. (Estimated time: 10 minutes)

Additional resources

• 5 types of household rules all kids need: https://www.verywellfamily.com/types-of-rules-kids-need-1094871