Week 7 Lesson Plan for Homeschooling Preschool

Literacy

Objectives:

• Identifies uppercase and lowercase G
  
  
• Tells the hard sound of /g/
  
  
• Identifies and tells simple rhymes

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, your child will learn the hard sound of G, /g/ as in gas, which G usually makes before A, O, U, or consonants. The soft sound of G, /g/ as in giraffe, is usually made before E, I, or Y. Avoid example words with the soft sound, as well as those tricky silent G words like gnat, for the time being, and focus on the hard sound.

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—G. Look at and have them trace with their finger the upper and lowercase examples. Tell your child that G is a consonant, which is a name for all the letters that are not vowels. Say, “G says /g/ like gas.” Try to ask your child a few times a week (during bathtime, driving in the car, etc.) to tell you the sound of G. (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, “G says /g/ like gas.” Always say it with its example word. (Estimated Time: 4 minutes)
  
  
• Draw a large uppercase and lowercase G on a piece of paper. Have your child turn them into fierce creatures by adding teeth (drawn or cut triangles of paper pasted on) and eyes. Tell them their G monsters say “Grrrrr!” (Estimated Time: 7 minutes)
  
  
• Complete a “Find the Letter” worksheet to locate all the upper and lowercase Gs. Use a marker, highlighter, or dauber to mark all the letters they find. (Estimated Time: 5 minutes)
  
  
• Practice rhymes by reciting simple songs, poems, or nursery rhymes. A great place to play rhyming games is in the car. One person starts by making up one line, “I have a red cat.” Then, the next person adds a rhyming line and makes it as silly as possible, “He wears a top hat.” (Estimated Time: 10-15 minutes)
  
  
• While out and about or while reading books, point out words that begin and end with G making its hard sound. (You could also use your G flashcards for this.):
  
  Go, Got, Get, Gab, Gum, Goat, Gap,
  Gut, Dog, Fog, Log, Wag, Hog, Jog, Hug, Rug (Estimated Time: 10 minutes)

Math

Objectives:

• Counts objects up to 50
  
  
• Understands and uses quantity words

Parent instructions

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

Activities

• Count to 50 on the 100s chart, pointing to each number as you count. (Estimated Time: 2 minutes)
  
  
• Count out 50 pennies by placing one on each number of the 100s chart up to 50. Then, stack them into groups of 10. (Estimated Time: 5 minutes)
  
  
• Do 10 reps of 5 different exercises as you count up to 50. Example 10 jumping jacks, 10 toe touches, 10 pushups, 10 strides while running in place, and 10 squats. (Estimated Time: 5 minutes)
  
  
• Incorporate quantity words such as more than, less than, the same as, greater than, fewer than, or equal to into your conversations. While cooking or preparing snacks is an excellent time for this. “The red bowl has more rice in it than the blue bowl.” “This plate has fewer pieces of fruit on it than the other.” (Estimated Time: 10 minutes)

Fine Motor

Activities:

• Practice 1 spherical grasp activity
  
  
• Practice 1 gross (cylindrical) grasp activity
  
  
• 1 bilateral hand coordination 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:

• (Social awareness) Responds to another’s emotions and needs
  
  
• (Relationship skills) Develops one or more special, nurturing friendships

Activities

Choose one activity a day (Monday - Thursday)

• Teach Whole Body Listening (Estimated Time: Less than 5 minutes in repeated sessions)
  
  
• Role-play using situation cards. You, the parent, can enact the role of the kid in the situation card and have your child try ways to practice empathy. (Estimated Time: 10-15 minutes)
  
  
• Read books about friends and friendship. (Estimated Time: 10-15 minutes)
  
  
• Teach your child conversation starters to use with children and role-play using them. (Estimated Time: 5-10 minutes)

Additional resources

• Communication Skills: Empathetic Listening - Inside Out, 2015 - https://www.youtube.com/watch?v=t685WM5R6aM
  
  
• How to Spot a Best Friend by Bea Birdsong
  
  
• Let's Play! A Book About Making Friends by Amanda McCardie
  
  
• Meesha makes Friends by Tom Percival
  
  
• Amanda Pig, Schoolgirl by Jean Van Leeuwen