Pre-Kindergarten
Week 9
A Note From Pre-K
Dear Eagles,
Keep working hard on your assignments. We know you will have fun playing the games in some of the lessons this week. We are proud of how hard you are working. Let’s finish the year strong! Eagles soar!
Mrs. Kainer & Mrs. McGoldrick
ABC Countdown (optional for fun)
Pre-K Goals
Alphabet Work
Game: Same Sound Picture Matching
In this activity, the child will use listening skills to identify words with the same beginning sounds and then say another word with the same sound.
Let’s Play!
Before beginning, explain the activity to your child by saying, “We are going to find pictures of things that have the same beginning sound.” Show your child each picture and see if he can name it. Tell him the name of any pictures he cannot name (or may have called by a different name that won’t fit for the game).
Set up the game for your child by separating words with the same beginning sound into two piles (e.g., if you had “mitten” and “monkey,” make sure these cards are in two different piles). Lay out the cards from one pile in front of your child so that he can see all the pictures. Put the other cards in a pile facing down.
Have your child pick one card from the top of the pile facing down and say the name of the picture. Next, help your child identify the first sound in that pictured object. For example, after your child has looked at the picture of a cat and said “cat,” you can say, “Yes, it’s a cat! What sound do you hear at the beginning of the word ‘cat?’” Emphasize the /k/ sound to your child as you say the word and have him repeat, “/k”.
Next, ask your child to look at the pictures laid out in front of him and find another picture that begins with the /k/ sound (such as a picture of a cow). When your child finds the correct picture, he can take the two cards and put them aside together as a pair. Continue by having your child pick up the next card in the stack, name the picture, and find the picture that starts with the same sound. Continue until all the pairs have been matched.
Reading
Here is a link to the story that your child can listen to from home. If you do not have access to the internet you may choose any book from home.
Then, read your favorite books at home for 15 minutes or use storyonline/ epic to listen to books. Practice retelling the story. “Let’s pretend to be storytellers. When we retell a story, we want to say all the important things that happened in the book. We can talk about the people or animals in our story. They are called characters. We can also talk about the setting of our story, or where the story takes place.”
If your child likes to draw, she could extend this activity by drawing her favorite scene from the book. You can model writing by writing your child’s description of her picture.
Look for props in your home (e.g., puppets, dolls, or objects from the story) that your child can use to help retell the story.
Link for the story: https://www.storylineonline.net/books/no-more-noisy-nights/
Writing Response
Here is an example of a reading response your child can do after listening to the story. Have your child draw the problem/solution 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.
Writing Journal
Have your student write about their experiences in a journal. Allow them daily opportunities to write about the experiences they will encounter the last few weeks of this school year. As an extension to the Alphabet Work, child can practice sounding out words using beginning and ending sounds they hear in the word.
Create a simple journal for your child by folding a piece of 9” x 12” construction paper in half and adding several sheets of unlined notebook/copy paper. It can then be stapled together in a book format. Your child can decorate the cover with stickers, photos, or drawings, and he can write his name on it (with help from you, if needed).
Explain to your child that a journal is a special book with blank pages on which to write or draw. Tell him that he might choose to write or draw about things he knows about, things he is interested in, or people and animals that he cares about.
Math
Game Pond Splash
Use the story mat and 5 counters of choice (i.e. pom poms, M&M’s, cheerios,goldfish, dried beans or pasta). If you create your own story mat draw a large pond on a piece of paper.You may choose from the word problems provided or create your own.
Subtraction Stories
Two Friendly deer were drinking water from the pond. Suddenly, one deer became frightened and ran into the forest. How many deer are drinking water from the pond now?
One morning five fish were swimming in the pond. Then Mr. Johnson went fishing and caught two of the fish and ate them for lunch. How many fish are left in the pond?
Five ducks were floating on top of the pond. If five ducks fly away, how many ducks will there be floating on the pond?
Last night four crickets were singing at the edge of the pond in the tall grass when a raccoon strolled by and ate three of the crickets. How many crickets are left?
Three timid turtles were sleeping on a log in the middle of the pond. One turtle slipped off into the water and swam away. How many turtles are sleeping on the log now?
Five dragonflies were swooping above the pond when four of the dragonflies fell into the water. How many dragonflies were left?
Science
Characteristics of objects, Sorting using the sense of touch.
INTRODUCE “You will be a scientist today. Scientists are people who look at things very closely. Sometimes scientists use their sense of touch [wiggle your fingers] when they are learning about an object. This means they touch objects with their hands to learn about them. You will touch objects today and decide if they are rough or smooth.”
Materials: two pieces of construction paper, objects to be classified as rough or smooth, basket or container, Marker
“Let’s practice the science words you will use.” Show each vocabulary card and explain it.
Rough: “This word is rough.“We say something is rough when it feels bumpy, pokey, or scratchy like this little piece of sandpaper.” Tape a piece of sandpaper or something rough to the mat labeled “rough.” This will serve as a visual for rough items.
Smooth:“We say something is smooth when it does not have sharp, pointy, or scratchy parts. Something that is smooth is this piece of tinfoil. Tape a piece of tinfoil or something smooth to the mat labeled “smooth. This will serve as a visual for smooth items. Remind your child they will use these words today when you touch objects that are smooth or rough.
2. Gather items around your house for your child to sort by “rough and smooth.” Put all the items in a basket.
3. Set out the sorting mats.“You will take an object from this container and touch it with your hands. You will decide if it feels rough or smooth. We have a mat for rough objects and a mat for smooth objects.” Touch each mat.“You will decide if the object is rough or smooth and then put it on the mat it goes with. Pass around the basket of objects. Allow your child to remove and classify each object as rough or smooth. Prompts to use during the activity: “Touch the object.” “You can say, ‘This feels rough’ or ‘This feels smooth.’” “Put it on a sorting mat.” Sort all objects from basket. Praise and scaffold as needed.
*Examples of rough items: wooden block, rock, sandpaper, rope, tree bark, brick, pinecone, sponge, scrap of carpet, nail fille, small mesh strainer
*Examples of smooth items: cotton ball, satin or silk fabric, scrap plastic spoon, Styrofoam, paper, ribbon, pencil, crayon
Social Studies
Listen to I Like Myself https://www.youtube.com/watch?v=wTIyUKznXzk
This week your child will be creating an all about me page that highlights what makes them special.. The goal behind an “All About Me” is to help children learn about each other and each others' families! This theme helps children to realize that every person is unique and special.
When drawing their all about me pictures, have your child draw things that characterizes them, their family ( eye color, hair color, glasses etc. )
If you are unable to print this page you may complete on your own paper at home.
Social/Emotional Learning
THEME OF THE WEEK: HOW TO USE PAST SUCCESS TO CONFRONT CURRENT CHALLENGES
Self-efficacy is a major component of resilience. When students believe they can succeed, they’re more likely to attempt tasks perceived as challenging. Students develop self-efficacy by learning from past experiences, learning by observing others, receiving feedback from others with experience, imagining their own success, and recognizing the emotions connected to their actions. When a student has high self-efficacy, they have confidence in their ability, a sense of control over their motivation, and they can self-advocate for their needs.
ADDITIONAL RESOURCES
PK-2 Sesame Street - Persistence David Beckham - can’t give up
PK-2 Sesame Street: Janelle Monae Song - Power of Yet
PK-2 Sesame Street do Growth Mindset Sesame Street - Don’t give up
PK-4 Zach makes a mistake Read aloud