Pre-Kindergarten
Week 7
A Note From Pre-K
Dear Eagles,
We miss you all so much! This week is going to be a great week! We love to see your awesome learning at home and love to get pictures of our eagles.. Students and parents we are proud of your hard work....Keep it up! At this time of the school year, Pre-Kindergarten does a fun ABC countdown. We like to call it our “Countdown to Kindergarten”. It has a list of activities each day that make learning fun. We have shared our ABC Countdown with fun activities in hopes that you can have some fun with your student as the year comes to an end. Check off each letter when you have done the fun activity from A to Z! This is a great way to review letters and sounds too! This is optional and just for fun. Keep working hard! We love you!!
Mrs. Kainer & Mrs. McGoldrick
ABC Countdown (optional for fun)
Reading
Here is a link to the story that your child can listen to from home on StorylineOnline.net. If you do not have access to storyonline.net you may choose any book from home.
Then, read your favorite books at home for 15 minutes or use storyonline/get epic to listen to books.
After you finish your reading for the day, complete a writing response. Don’t forget to label your pictures with beginning sounds.
Link for the story: https://www.storylineonline.net/books/a-bad-case-of-stripes/
Alphabet Work
In this activity, you will help your child practice putting sounds together to form words. This is a pre-reading activity. It is important to only say the sounds of the letters. Learning to hear each different sound in a word is an important skill your child will use as he learns that letters represent sounds.
Watch youtube video to learn how to put sounds together to make a word.https://www.youtube.com/watch?v=_uRfJnxKVUQ
Adult/sibling will say one syllable words slowly and ask the child to put the sounds together to make a word.
Cut the letter cards and pictures apart. Have your child make each sound and then put together to form the word.
Additional Practice throughout the week:
Choose objects around the home or pictures in a magazine that each represent a short, three-letter word (for example: cat, mop, pig, bug, net). Do not show your child the item or picture. Tell your child, “I’ll tell you the sounds of a secret word. Then, you will put the sounds together and say the secret word.” Ask, “Can you say the secret word for these sounds: /c/ – /a/ – /t/?” Say the individual sounds with a short pause between each one. If your child can say the word, show or point to the item in the home or in a book that represents the word. Say the sounds again if your child says the wrong word or cannot figure out the word. If your child still cannot figure out the word, you can say, “Say the sounds with me, /c/ – /a/ – /t/. The word is cat. Can you say the word? “ Allow your child time to respond. Try this with several words.
Writing
Here is an example of a reading response your child can do after listening to the story. Have your child draw the main character from the story. On the back have your child write their favorite part of story. Have them sound out the words and record the beginning and ending sound of each word in their sentence. Then you may write underneath to clarify. If unable to print please use your own paper at home.
Math
Game: Addition Stories
In this activity, you will help your child practice addition story problems up to 5. For this game you can make your own work mat or use the one provided. You may also choose to you the animal counters provided or use beans, small toys, cereal, goldfish, etc.
Show your child the work mat and counters . Let them know that they are going to act out some story problems. You will be using a work mat and some counters to act out each story. The math stories we’ll hear today take place in a forest!” Show a themed work mat. “In a forest you might see foxes, skunks, and other forest animals. Model and guide an example of how to play. ” Put two foxes on one log and one on the other log.“I see two foxes on this log and one on that log. How many foxes are there all together?” Say the total: There are three foxes all together.
Use the stories below or create your own if additional modeling is required. Ask your child to act out the following math stories with you as you continue to model placement of the manipulatives. Create more stories as needed. Remind children to clear the mat of all counters after each story. Begin initial instruction using story problems with totals up to three. Gradually increase the totals to 5.
Story Mat Questions:
“There is one fox in the grass. There are no foxes any place else. How many foxes are there all together?”
“There is one skunk on a log. There are two skunks climbing a tree. How many skunks are there are all together?”
“I see two foxes under the tree. There is one fox on a log. How many foxes are there all together?”
“There are three skunks in the grass. There is one skunk on a log. How many skunks are there all together?”
“There are two skunks on a log. There are two more skunks in the grass. How many skunks are there all together?” “There are three foxes playing in the grass. There are two more foxes sitting on a log. How many foxes are there all
*Provide the “just right” amount of help to make it possible for the child to get to the next skill level. Based on a child’s response, you can adjust your level of assistance by simplifying or adding challenge.
Science
This week we are going to learn about the habitats that some animals live in. Animals live in a habitat. A habitat is a space that gives the animals food, water, and a place to live. There are many types of habitats or places where animals live. This week we’re going to focus on three habitats: a desert, an ocean, and a forest.
Listen to stories to learn about different habitats.
Then observe animals in your yard or neighborhood and think and discuss their habitats.
Draw a picture of an animal and its habitat.
Forest: In a forest there are a lot of tall trees. The forest is dark because the trees make a lot of shade by blocking out the sunlight. Trees and other forest plants have leaves that make the forest very green. The ground of the forest is sometimes brown from dirt and dead leaves that turn brown.https://www.uniteforliteracy.com/unite/earthandsky/book?BookId=224
Dessert: Most deserts are hot in the day and cold at night. The ground is covered in sand and sand sometimes blows in the air. The desert is very dry because it doesn’t rain very much there. Since there isn’t very much water,the plants that grow in the desert do not need much water (cactus). https://www.uniteforliteracy.com/unite/earthandsky/book?BookId=212
Ocean:An ocean is very deep and it holds lots of water. The water in the ocean is very salty, just like the salt that we put on our food. The ground of the ocean is sometimes sandy, sometimes rocky, and sometimes covered in ocean plants. Plants grow in the ocean and can be different colors. https://www.uniteforliteracy.com/unite/earthandsky/book?BookId=1395
Social Studies
Child demonstrates understanding of what it means to be a consumer.
Have your child watch YouTube video about consumers. youtube.com/watch?v=PAbBd0UjPzE
Use pretend money to have your child earn money and make purchases at home. (Example: they buy snacks, earn money for chores) Design a menu so your child knows how much items cost.
Child shares experiences with his/her family, detailing the making a selection and ordering off the menu and how he/she paid for the food items.
Practice saving money to buy bigger items.
Social/Emotional Learning
THEME OF THE WEEK: RESILIENCE: REFRAMING NEGATIVE THOUGHTS AND EVENTS
It is natural for people to have negative thoughts and emotions about the changes we have had to endure over the past few weeks. In order to persevere through this extremely difficult time, one technique to use is “reframing”. This involves identifying our unhealthy thoughts and replacing them with more positive or adaptive ones. This can be difficult to do, especially for children, but with practice, reframing can help us build resilience.
Watch the video Thought Bubbles | Cosmic Kids Zen Den: https://www.youtube.com/watch?v=xUUq0HuSLS0
Students will identify some thoughts that they have that are negative or positive, then decide what feeling goes with that thought. Then students will brainstorm what thoughts make them feel happy, awesome or unique and draw a picture of those thoughts in the thought “bubbles”.
Discuss with your student some ways to reframe the thoughts that come that feel negative or sad. Identify and reframe thoughts that are “bubbling over” by breathing through it, finding a comfy spot to stop and think, or by talking to a friend or family member.
Below are some resources to help you reframe negative thoughts in yourself, your family and your students.