Week 6 Lesson Plan for Homeschooling Preschool

Literacy

Objectives:

• Identifies uppercase and lowercase F
  
  
• Tells the main sound of /f/

Parent instructions

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

This week’s letter is F. It makes an unvoiced sound, meaning you make the sound of F with your breath only and not with your voice. When you make the sound and place your hand on your throat, you should not feel your voicebox vibrate as you would with a voiced letter, for example, B.

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—F. Look at and have them trace with their finger the upper and lowercase examples. Tell your child that F is a consonant, which is a name for all the letters that are not vowels. Say, “F says /f/ like fish.” Try to ask your child a few times a week (during bathtime, driving in the car, etc.) to tell you the sound of F. (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, “F says /f/ like fish.” Always say it with its example word. (Estimated Time: 4 minutes)
  
  
• Ask your child how many words they can think of that start with the sound of F. Take turns naming words until you run out. For children who like to see things visually, you could transcribe their list as they go. Some children thrive on being able to see how many words they can think of and count them up when they’re done (bonus math activity!). Don’t worry if they name a “PH” word like phone. That does start with the /f/ sound, so it should count! (Estimated Time: 7 minutes)
  
  
• Draw a large uppercase and lowercase F on a piece of paper. Have your child make it fancy (Get it? Fancy starts with F. LOL) by gluing craft feathers, small pieces of foil, or flower petals to the letters. (You could also have them fingerpaint it.) This reinforces the shape of the letters as well as the sound they make! (Estimated Time: 5 minutes)
  
  
• Complete a “Find the Letter” worksheet to locate all the upper and lowercase Fs. Use a marker, highlighter, or dauber to mark all the letters they find. (Estimated Time: 5 minutes)
  
  
• While out and about or while reading books, point out words that begin with F. (You could also use your F flashcards for this.) Also, point out words that end with F. Many of those will end in a double F. Here are a few examples (Fluff is a great one!) :
  
  fan, fell, fig, fin, fit, fog, fun, fat, fox, fur, fun, fop, for, fix, elf, golf, wolf, calf, off,  stiff,  cliff,  whiff, sniff,  stuff,  scuff,  gruff,  fluff (Estimated Time: 10 minutes)

Math

Objectives:

• Counts objects up to 40
  
  
• Continue from Week 5: Identifies written numbers up to 20
  
  
• Solves simple addition problems with a small number of objects

Parent instructions

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

Since we are beginning with simple addition, this is the time to start working on crucial math vocabulary. It is more important that they grasp the concept and terminology of addition at this point than whether they arrive at the correct answer.

Concept: Addition means putting groups of things together to make more. The answer will be a larger number than either of the two groups. (Adding 0 will come later.)

Terminology: plus, equals, sum, altogether, in all, in total, combined.

Activities

• Count to 40 on the 100s chart, pointing to each number as you count. (Estimated Time: Less than 1 minute)
  
  
• Count out 40 Cheerios or other favorite cereal pieces for the following activity. (Estimated Time: 1 minute)
  
  
• On a separate piece of paper in large numbers, write out each of the teens numbers that your child has not mastered naming and identifying at this point (or download teens numbers printables from the materials section). 11 and 12 are common problem numbers. Alternatively, you could decide to work on all the teens numbers (10-19). Have your child count out that many cereal pieces and line them up on the numbers as they count. For example, they would line up 11 pieces of cereal along the two number 1s in the 11 and so forth. (You may need more than the 40 pieces you counted out. That’s totally cool! Just grab another handful.) Then, enjoy your snack! (Estimated Time: 15 minutes)
  
  
• To introduce addition, whether than focusing on written addition sentences (2+3=5), pose a variety of real-life addition word problems (working in addition terminology) to your child with sums that equal 10 or less. For example, “If I have two cookies and you have three cookies, how many cookies do we have altogether?” Then, encourage your child to count them together to find the answer. At this stage, always work with concrete objects that your child can see and count right in front of them. (Estimated Time: 10 minutes)

Fine Motor

Activities:

• Practice 1 spherical grasp activity
  
  
• Practice 1 gross (cylindrical) grasp 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:

• (Self-awareness) Express a range of emotions appropriately through gestures, actions, drawing, or language, with modeling and support
  
  
• (Self-management) Identify challenging situations and use positive skills to deal with them

Activities

Choose one activity a day (Monday - Thursday)

• Model facial expressions using play dough, painting on paper plates or painting on stones after going through books like A Little Spot of Feelings and The Pout-Pout Fish. (Estimated time: 15 minutes)
  
  
• Play charades using body language and eye expressions to show different feelings. (Estimated time: 10 minutes)
  
  
• Read When Sophie Gets Angry - Really, Really Angry… by Molly Bang (Estimated time: 10 minutes)
  
  
• Read I Can Handle It by Laurie Wright (Estimated time: 10 minutes)

Additional resources

• Listening to My Body Book by Gabi Garci