K Minutes Subject Kindergarten Week At Glance€¦ · 11/5/2020 · &t=4s Specials: PE and Music...

Kindergarten: Learning Packet for week of May 11, 2020Minutes Subject Kindergarten Week At Glance

45 Monday Math: Counting Collections

Reading: Fun with rhyming words!

Writing: Opinion Writing: I am a Sentence Builder

Specials: P.E. and Music Activities

45 Tuesday Math: Comparing numbers

Reading: Read, Write, & Draw CVC Words!

Writing: Making a plan for Opinion Writing


45 Wednesday Math: Ladybug Combinations of 10

Reading: Sight Word Tic Tac Toe

Writing: Detailed Picture with labels/Topic Sentence


45 Thursday Math: Create a picture with your 100s chart

Reading: Read and answer questions about a story!

Writing: Opinion Writing


45 Friday Reflection Questions

Social Emotional Learning Activities

These resources are at the back of the packet: • P.E. and Music Activities• Social Emotional Learning Activities: Problem

Solving Video. Please watch 5.11 Second Step K-2 video on Problem Solving and complete worksheet with a family member

• Reading Review Games• ELL Activity – English and Spanish

1

https://youtu.be/wsYYxMYchok



),, FERNDALE

SCHOOL D IS TRI C T

2

F E R N D A L E S C H O O L D I S T R I C T

KINDERGARTEN REGISTRATION

Overview Families can complete kindergarten registration forms online or via hard copy for the 2020-21 school year. To be eligible for kindergarten for the 2020-21 school year, a child must be five years of age on or before August 31, 2020.

REGISTRATION OPTIONS

ONLINE

www.ferndalesd.org/kindergarten HARD COPY

Forms available during school meal distributions at elementary schools on Mondays, Wednesdays and Fridays from 11 am to 1 pm

Return completed packets via email, mail or drop box

Email Completed packets can be returned by email to Darlene Patterson in the district’s Teaching & Learning Department at [email protected].

Mail Ferndale School District

Completed packets can be returned via mail and addressed as follows: Attn: Darlene Patterson PO Box 698

Ferndale, WA 98248 Drop box Drop boxes are available to submit completed packets during meal distribution times from 11 am to 1 pm on Mondays, Wednesdays, and Fridays at all elementary school meal distribution sites. Please note, drop boxes are not available outside of the meal distribution times.

Ferndale School District Who can I contact if I have questions? Elementary Schools

For assistance, please call the Ferndale School District at Beach Elementary, 3786 Centerview Rd., Lummi Island (360) 383-9200. You may locate the school your child will (360) 383-9440 attend by visiting the InfoFinder web page through the Cascadia Elementary, 6175 Church Rd. Families link of the district’s web page at www.ferndalesd.org.(360) 383-2300 Enter your home address to see your school attendance area. Central Elementary, 5610 Second Ave.

(360) 383-9600 Custer Elementary, 7660 Custer School Rd. (360) 383-9500 Eagleridge Elementary, 2651 Thornton Rd. (360) 383-9700 Skyline Elementary, 2225 Thornton Rd. (360) 383-9450

www.ferndalesd.org

mailto:[email protected]

www.ferndalesd.org/kindergarten

•

•

Kindergarten: Learning Packet for the week of May 11, 2020

Monday

Subject Materials Learning Activity

Group of small objects to count. There should be a few more objects

Learning Goal: To count objects correctly and record how you counted.

Activity Instructions: Add a few more objects to your child’s collection than they counted last week (or start a new collection).

than last week.

*Tip: The number of objects should be as high as they can correctly count objects

Before you count, make an estimate. How many objects do you think you have in your pile?

Have your child count each object. How many were counted? Discuss with your child - was your estimate accurate, too high, or too low? Were you close?

Then, have your child try putting them into groups of 10s and count by 10s. (Example: To count 23 objects, it would be 10, 20, 21, 22, 23)

Math

(15 min)

on their own. If your child can count 67 objects, the number of objects should be in the 65-70 range).

Have your child record how they counted. Here is an example from Henley, a student who counted 185. She counted twice to confirm the total. To record, Henley showed a group of 100, then recorded her groups of 10 to show 80 and 1s to show 5 (total of

185).

Make sure you’ve counted your collection at least two times to have an accurate answer.

3


Reading

(15 min)

Rhyming List #2

Learning Goal: Creating rhyming words.

Activity Instructions: Give 3 words to your child and ask which 2 words rhyme. Using the Rhyming List #2, read and come up with rhyming words. Example:

adult says “hat, dog, mat. Which 2 rhyme?” and

student says “hat and mat.”

Writing

(15 min)

Sentence Builder

Learning Goal: How to write an Opinion paper

-In an opinion paper, you write about the way you think or feel about something. It is okay for people to have different opinions.

Activity Instructions: Cut/rip the words apart. Make them into a sentence. Rewrite the sentence using capitals, spacing and punctuation.

Which one do you like better?

See Opinion Writing: What is it? https://www.youtube.com/watch?v=KEK2oGBSsHk &t=4s

Specials:

PE and Music

Activity Instructions: See PE and Music resources at the end of the packet

4


Which One Does Not Rhyme? Words that rhyme have the same sounds at the end of the word. Being able to hear rhymes helps with learning to read. Ask your child which word does not rhyme with the other two. Example

Adult: which one does not rhyme with the others? fin – pin – rat? Child: rat Adult: Yes, because rat ends with -at. Fin and pin both end with -in

What if your child says fin? Adult: Listen closely. /f/ - in… /p/ -in… /r/ -at. Which one has a different last sound? Child: -at…rat Adult: So which one does not belong? Child: rat Adult: Yes! fin and pin rhyme, rat does not.

fin – win - rat (rat does not rhyme with fin and win)

fin – rat - win (rat does not rhyme)

kid – did – hug (hug)

pet - did – hid (pet)

did – lid - dad (dad)

mad – mat - dad (mat)

sad – mad- fan (fan)

sad - map – lap (sad)

mat – man - cat (man)

sit – fit - cat (cat)

hat – pot -hot (hat)

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Tuesday


Math Number cards from packet (cut or tear to

Learning Goal: Compare numbers by playing “Top It”

Activity Instructions:

(15 min) make two sets of cards 1-20)

Before you play Top It Cut out the number cards, make two sets of cards 1-20. You can choose to use some or all of the number cards depending on your child’s comfort level with numbers. If your child struggles with larger numbers, use the cards 1-10 or 1-5. If your child finds counting and comparing numbers easy, you can choose to use all of the cards from 1-20.

Rules to Top It (A game for 2 players):

1. Each player takes a set of number cards and shuffles the deck. 2. Each player will turn over a card from their deck. 3. The player with the larger number wins that round. 4. Repeat turning cards over until you run out of cards in your deck. 5. Play another round. If your child used some of the number cards, try having them use all of the cards for this second round.

Tips: *To make this game harder, players can turn over two cards. The players will add up their two cards and compare the total with their opponent. The player whose two cards add up to be the larger

amount wins that round.

9


*To make this game easier, you can choose to have your child use cards with the numbers 1-5 or 1-10

on them.

*To help with counting, your child may choose to use objects to help them compare the numbers. For example: if your child sees a card with a 5 on it and another card with a 6 on it, he or she can use objects (like beans, or pennies) to count out 5 for the 5 card and 6 for the 6 card, then compare the amounts to see which number is larger.

Another way to use the cards: Your child can also play Top It by laying 5 cards face down. Then he or she can flip up two cards and add them together. The partner will flip up two of their cards and add them together. Your child can then

see which two cards make the larger amount.

Reading CVC List # 4

Read, Write, & Draw

Learning Goal: Read and draw CVC words with -ug and –un word families.

Activity Instructions: Choose 3 words from the

(15 min) Activity Sheet

–ug word list and 3 words from the –un word list

and read, write, and draw them.

10


Writing Graphic Organizer/ Opinion

Learning Goal: Planning to write an Opinion paper

Activity Instructions: Using the animal you

(15 min) Planner

liked best from yesterday’s build-a-sentence, make a plan for your writing. In the circle in the middle of the paper, write the Topic/Main Idea, in this case cats or dogs, and draw a picture. The paper is divided in to 4 squares. In each square, write your supporting detail about why you like dogs or cats better, and draw a picture. Keep this for the next 2 lessons.

Example:

Circle-Topic/Main Idea: Frogs

4 Supporting details: 1) they hop 2) I like the sound ‘ribbit’ 3) they eat flies 4) they are green

See Opinion Writing: Making an Opinion Writing Plan

https://www.youtube.com/watch?v=7k YtkqfXMOg

Specials:

PE and Music


11

https://www.youtube.com/watch?v=7kYtkqfXMOg


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Wednesday


Math Ladybug Learning Goal: To learn partners/combinations

Activity #1: of numbers up to 10 (for example: 4+1=5, 3+4=7)

pencil & Activity Instructions:

Activity #1 (15 min) worksheet Activity #1 Instructions: Have your child draw

spots on each side of the ladybugs to show ways Ladybug to make each number. Activity #2: pencil, Activity #2 Instructions: Have your child drop

scratch or set 10 objects onto the ladybug, some on each

paper, 10 objects

side. Then, count how many are on each side and on a separate piece of paper, they can write the equation (number problem) to match. For

(pennies, example: if 6 are on one side and 4 are on the

buttons, other side, your child would write 10=6+4 or

rocks, etc.) 6+4=10. They can continue doing this for all the and Activity number partners/combinations. #2 worksheet *Tip: To make this harder, add more objects and

to make it easier, take some objects away. Just make sure your child knows the total number of

objects.

Reading Sight Word Tic Learning Goal: Play sight word tic tac toe. Tac Toe Activity Sheet Activity Instructions: Use the Sight Word Tic

Tac Toe activity sheet, and play a fun game of

(15 min) Sight Word Cards (provided in

April 20th packet)

tic tac toe. This time your child can pick what sight words to include on their board!

(three, jump, down, what, come, here, said, find, up)

21


Writing Picture and Learning Goal: Adding details to the picture to

Writing support your writing.

paper Activity Instructions: In the picture frame,

(15 min) Graphic Organizer/

draw the animal you chose. Make sure you draw the supporting details that you have on your

Opinion Planner

plan from yesterday. Do not forget the setting and use labeling too! Write your topic sentence. Remember the topic sentence just tells us what

from you are writing about, not why yet. Make sure

yesterday your sentence has a capital, space and punctuation.

Sample of sentence starters you could use:

1) I like ___________________.

2) __________ are my favorite animal.

Specials:

PE and Music


22

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Sight Word Tic Tac Toe Instructions: Find someone to play the game with you and pick either X’s or O’s. Then write one sight word in each blank spot. Then start by reading one word in the game, and if you can read it then you can mark it with either X or O. If you read the word

incorrectly, your turn is over. The person who has 3 X’s or 3 O’s in a row is the

winner. If you want to continue playing, draw your own board.

Word Bank:

three up jump find down

said what here come

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I can check my writing for:

capitals spaces punctuation at the beginning of each after every word a period, question mark, or

sentence - also I and names exclamation mark (. ? ! )

at the end of every sentence.

27


Thursday


Math Pencil or crayons

Learning Goal: Create a picture using the 120s chart

(15 min)

(2) 120s charts

Activity Instructions: To uncover the mystery picture, find the following numbers on the 120s chart and color them in! You can use a pencil or

(Optional for second picture: purple, yellow, & green crayons)

your favorite colored crayon.

35, 12, 85, 52, 39, 13, 76, 58, 29, 41, 17, 74, 49, 18, 67, 21, 63, 31, 26, 24

Try a second picture! Use the second 120s chart to color the following numbers. This can be done

all one color, but you can try using different

colors to see the picture more clearly.

Color these numbers purple: 12, 23, 57, 68, 13, 27, 58, 67, 17, 28, 63, 18, 52, 62, 22, 53

Color these numbers yellow: 46, 34, 44, 35, 45,

36

Color these numbers green: 55, 96, 85, 65, 94,

75, 83, 95, 87

Reading “Ladybugs” Learning Goal: Read and answer questions

Story about a story.

Sheet Activity Instructions: Have your child read the

(15 min) “Ants Have Fun” Story

story, “Ladybugs” and answer the follow up questions at the bottom of the story.

Sheet *For an added challenge have your child work on

the story, “Ants Have Fun”

28


Writing

(15 min)

Graphic Organizer/ Opinion planner (from Tuesday)

Picture and writing paper (from Wednesday)

Learning Goal: Writing an Opinion paper, using capitals, spacing and punctuation.

Activity Instructions: Using your planner and your picture, write an opinion paper. Topic sentence (circle) tells us what you chose. The rest of your sentences (4 squares) will tell us why.

Goal: To have a Topic Sentence and at least 1 Supporting Detail Sentence.

Example:

Topic Sentence: I like Frogs.

Supporting Detail Sentences: I like them because they can hop so far. I think that it is cool that they eat flies. Frogs are green like the grass. I wish I could ‘ribbit’ like a frog!

Extension Tips:

*Add more Supporting Detail sentences. You can help, but encourage them to sound out words. Do not be concerned with correct spelling unless it is a sight word. Ex. bright/brit.

*Add another sentence and beef up the detail. Ex. The frog is green./The frog is bright green like a blade of grass.

* Add another sentence. You can include more discussion about dictionary spelling. Teach them how to correctly spell ‘bright’, write it on a piece of paper and they can copy. Do not worry about all words being spelled correctly, just pick 1 or 2 that you can show/teach them.

29


Writing Extra Challenge:

Final sentence to write:

I do not like __________(the other animal) because __________.

Read your opinion paper to someone and see if they agree with your opinion or not. Remember it’s okay if they don’t.

Specials:

PE and Music


30

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Ladybugs can be yellow, This is a ladybug. black, and red.

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Ladybugs like to eat Can you draw a ladybug?little bugs called aphids.

Follow Up Reading Questions: 1. What is the main idea? (facts about ladybugs) 2. What colors can ladybugs be? (red, yellow, and black) 3. What did you learn about ladybugs? (they like to eat aphids) 33

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This is an ant. An ant is a bug. Its body has three parts.

Ants have fun looking for food in the sun. Ants like to eat

sweet things.

The ants dug a hole in the dirt. Their home is in the ground. Draw an ant eating something sweet.

Label three things in your picture.

Follow Up Reading Questions: 1. What is the main idea? (facts about ants) 2. Where do ants live? (their home is in the ground) 3. Is this book like any other book you have read?

Ants Have Fun

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34


Friday

Subject Learning Activity

Math

(15 min)

Reflection: Tell your teacher how you are doing! Let your teacher know what you enjoyed learning this week.

For example:

1. Which math activity was your favorite? 2. Send a picture of your finished 120s picture. What was the

hidden picture? 3. Tell how you played Top It. Did you and a partner compare

numbers? Did you add the numbers together and compare the total?

Reading

(15 min)

Reflection: Feedback day! Please let your teacher know what you enjoyed learning this week. For example:

1. Send me your two favorite rhyming words.

2. Let me know who won the tic tac toe game.

3. What did you learn about bugs this week?

Writing

(15 min) Reflection: Send a picture of your Opinion Paper. Find out from your teacher which they like best, cats or dogs?

Social-

Emotional Learning

Tell your teacher about your favorite Social Emotional activity.

35

Name: ______________________________________________ Class: _________________________________________

Ferndale Elementary P.E. Grade K-2 (edition 3)

Student Outcomes I can understand the components of fitness.

I can demonstrate daily health and fitness habits.

I can take care of my body.

I can explain what food does for my body.

Fitness Components of the week are Flexibility and Abdominal Strength (also known as core) Flexibility is the range of motion of your joints and muscles. In other words: how stretchy are you? Can you touch your

toes without bending your knees? Can you reach behind your back and touch your palms together? Everyone has a

different amount of flexibility and everyone can improve their flexibility by stretching often and doing activities that

involve stretching.

Activities for Flexibility: Climbing trees Karate

Swimming Tumbling Tunnel Tag

Riding a bike Yoga

1 - Game: Limbo

How Low Can You Go?! Use your flexibility to challenge your family to a game of Limbo. Here's how to play:

-Get a long stick such as a broom, or use a string that can be tied to two items like a chair or table leg.

-Start the stick high but below the shortest players head.

-Each person takes a turn trying to go under the stick without touching it, the tricky part is you must bend backwards to

go under the stick, no hands can touch the ground, must stay on your feet.

-Once everyone has had their turn, lower the stick and go again!

-Once you have touched the stick or knocked it down, you are out.

-Play until one player is left, they are the winner!

Abdominal Strength means how strong is your tummy and lower back? Sometimes called your "core" this area needs to

be strong to do simple daily things like walking, running, picking up your backpack, and sitting up straight in a chair.

Activities for Abdominal strength:

Crab Soccer Swimming Rock Climbing

Riding your bike Basketball

Scooter Hockey Gymnastics

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2 - Game: Crab Walk Relay

Go Crab, Go! This is a game you can do on your own or challenge someone at home to play with you. Use your abdominal strength to

crab walk during this relay game! Here's how to play:

-Gather 10-15 items that are no bigger than a loaf of bread (ex: small toys, balled-up socks, remote controls, paper, etc).

-Set up the path you will travel by placing your items in a pile on the floor, then, at least 10 feet away from the pile, put a box or

laundry basket (this is what you will place the items inside).

-To start the game get into crab walk position next to the pile of items. On "go" grab one item and place it on your tummy. Crab walk

down your path and place the item in the box or basket, go back for the next item. Continue until all the items are gone from the pile.

-If the item falls off your tummy you may pick it up and put it back and keep going.

-To play against someone else you can set up two piles or you can go one at a time and use a timer to see who went the fastest.

Nutrition Topics--Fruits and Vegetables Fruits vs. Vegetables -

A fruit contains the seeds of the plant either inside or on its skin.

A vegetable does NOT have seeds inside.

Bottom line - Who cares!! Eat both...they are good for you :)

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Activity & Nutrition Log

Directions: Fill in your activities for the day including the exercise and minutes, fill in what you eat, and color each glass

of water you drank.

Goals:

1. 60 minutes of activity per day

2. eat from all the food groups

3. drink 8 glasses (8oz each) of water

44


Kindergarten, Unit 4 Lesson 19: Solving Problems Home Link

What Is My Child Learning? Why Is This Important?

Your child is learning the first two steps for Children who can solve problems get along

problem-solving. Your child is learning how better with other children, are less aggressive,

to say the problem, then think of solutions and have fewer conflicts. for that problem.

Ask your child: What should you do if you are having a strong feeling before

you try to solve a problem? Second Step answer: Calm Down.

How can you calm down? Second Step answer: Put my hands on my tummy. Say

"Stop." Name my feeling. Take belly breaths.

What is the first Problem-Solving Step? Second Step answer: S: Say the problem.

What is the second Problem-Solving Step? Second Step answer: T: Think of

solutions.

Practice at Home

When problems come up at home, such as missing toys or conflicts with siblings, help your child use words to describe the problem. Then together, think of some solutions. For example:

Your child can't find a favorite toy. Say: You seem very upset. First calm down, and then we can solve

this problem together. Belly breathe with your child. What is the problem? Help your child describe the

problem. Then repeat it. You can't find your toy. Now let's think of some solutions. Help your child

think of solutions, such as to search each room or play with another toy. Which solution do you want to

try? Have your child pick a solution and try it.

Activity

Have your child color in the first letter of the first two problem-solving steps. Write the step next to the letter.

(CHILD'S NAME) (DATE) (ADULT'S SIGNATURE)

© 2011 Committee for Children Second Step: Skills for Social and Academic Success

Music K-2 Page 1 Name __________________________________________ Class __________________________________

SINGING, MOVING, & CONCEPTS OF THE WEEK: May 11 - 15 Ferndale K-2 Elementary Music: Lesson 3 Paper Supplement

Directions: If you have a computer and online access, you may wish to do the online lesson at this link: https://sway.office.com/RZbDUPxxj18xBJCp?ref=Link&loc=mysways Complete the Exit Ticket at the end, and your answers will be recorded for your music teacher to see.

If you would rather use this paper version of the lesson, or it works better for your family, we hope to provide you with the same information as best we can. (We really miss interacting with your children and would much rather see them in person!) Please follow the lesson below. Thank you for working so hard with your children!

Student Outcomes: Know that pitch can go up, down, or stay the same Know how different pitches come together to make a melody Know that harmony can make a melody more exciting

Lesson Review and New Concepts of the Week: Pitch, Melody, and Harmony

Let's start with a review of the first two lessons. We learned that timbre is the special sound something makes. Your voice has its own timbre when you sing. Then we looked at 4 different ways instruments can make their sounds - with air (aerophones), strings (chordophones), a stretched covering (membranophones), or by vibrating a part of the instrument itself (idiophones).

Review Activity: Teach a grown-up! Tell which category the instrument is in and how the instrument makes its sound.

• Point to each instrument above and fill in the blanks with the instrument category and a reason.

• Say “This is a (an) _______________ because __________________________________ .” • Use this sentence as an example: “This is an aerophone because it needs air to make a

sound.”

What is Pitch?

In this lesson, we want you to know how all those sounds get put together to make a song. Pitch means the highness or lowness of one single sound. When we sing with others, we focus on matching pitch. Matching pitch means that you "hit the target" or you sing the same as the other singers.

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Harmonies

Music K-2 Page 2

Pitch Activity: Try this partner activity to practice matching pitch. • Have the oldest partner hold a long note without moving up or down. • Then the youngest partner uses a singing voice to join. Are you hitting the target? Do you

sound the same? If you don’t sound the same, you need to adjust your voice up or down. • Next, switch jobs. Have the youngest partner pick a different starting pitch (higher or lower)

than the first partner.

What is Melody?

We create songs when we put many pitches in a row. Those pitches form a melody. The melody moves up, down, or stays the same. The melody is the tune of the song, or the part you usually feel like singing.

Melody Activity: Practice your music reading skills as you move your voice up and down. • Level 1: Sing “Twinkle Twinkle” while you follow the notes (dots) with your finger or a pencil.

Try to match your voice with your pointer as it moves up and down. • Level 2: Sing “Twinkle Twinkle” while you touch each note in the music staff. Again, make

sure your voice matches each note moving up, down, or staying the same.

What is Harmony?

When we add harmony, we hear two or more pitches at the same time. These pitches sound nice with the melody. Harmony and melody make each other sound more interesting. Sometimes we play harmonies on the piano, guitar, or ukulele.

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Music K-2 Page 3 Melody Scavenger Hunt

In our last paper lesson, you followed lines with your voices. They looked like this: Your voice was changing pitch. Now we want you to find pitch in a new way!

Go on a Melody Scavenger Hunt around your home. Find things that go up, down, or stay the same. Write down what you find. Then get creative. Decide what things are nearby that could be the “harmony” (things that make it more interesting.) There are no wrong answers here! We did the first one as an example.

Something that goes up _______a tree_________________________________________

What could be its “harmony?” _________its leaves____________________________

Something that goes down ____________________________________________________

What could be its “harmony?” _____________________________________________

Something that stays the same _______________________________________________

What could be its “harmony?” ____________________________________________

Something that goes up then down ___________________________________________


Something that goes down then up __________________________________________


Something that makes a squiggle _________________________________________

What could be its “harmony?”_____________________________________________

Now use something in your home to make your own melody shapes. You could use a shoelace, play dough, a cord, hair ribbon, a hose, a leash, or whatever you find.

I used a ________________________________________.

Draw one of the shapes you created in the box.

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Music K-2 Page 4 Name ____________________________________________ Class __________________________________

SINGING, MOVING, & CONCEPT OF THE WEEK ACTIVITIES

DIRECTIONS: Take a short quiz. Circle the correct answer. We hoped you liked the paper music lesson!

In any song, a pitch can… 1.

Be thrown to a batter

Go up, down, or stay the same

Be scratched

When we use many pitches in a row, we can create a… 2.

Baseball game

Harmony

Melody

3. The melody and harmony…

Are rude to each other and argue

Are always by themselves

Are played together to make each other sound better

4. Matching pitch means to…

“Hit the target” with your voice

Sing a different note than the sound you hear

Throw a baseball a certain way

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Reading Review Games

Games for Letter Names and Sounds Materials: Letter cards (see the packet from the week of April 20th), ABC Song Sheet (KEEP for future use) NOTE: Some games will be repeated between weeks for additional practice.

Game 1: Letter Spot It Goal: Student quickly spot letters by name or by sound. Materials: 5-10 letter cards Instructions:

1. Place down 5-10 letter cards on table or floor. 2. Tell your student the goal is to be the first to spot the correct card. If they find it, they

keep it, if not, you keep it. 3. You can mix up asking for a letter sound or name. Once you find it, touch it.

Game 2: ABC Song Sheet Goal: Students can practice their letter sounds or names by singing song. Materials: ABC Song Sheet Instructions:

1. Choose if you want your child to practice letter sounds or names. 2. Have students touch each item as they sing it. (EX: touch apple when you say apple)

a. If you chose letter names to practice, when your child touches the letter they will say the name. If you chose sound, they will say the sound that letter makes.

3. If you are having trouble with the tune, look up on YouTube: Alphabet Sounds from Sounds Like Fun CD - Barbara Milne

4. This is quick and can be done independently after you have practiced it with your child! *Tip: The image for ‘U’ is an undershirt. The image for ‘O’ is an ostrich.

Game 3: Letter Name iSpy Goal: Student find letters around the house. Materials: 4-5 letter cards Instructions:

1. Tell your child you are going on a letter hunt and give them the four letters for reference. Their job is to find letters around the house. Look on food boxes, posters, labels on appliances, etc.

2. When they find it, say the name of the letter and the sound it makes.

46


Reading Review Games Games for Syllables Materials: None! Here are some more games that develop an ‘ear for language.’ All students need these oral skills. You did the first two games with syllables last week—keep doing them, as students need the practice for a long while. Games 2 and 3 begin listening for individual sounds in words.

Game 1: Syllable Counting Game 2: Putting syllables together

1. Have your child place one hand under his chin and the other hand up. With the hand in the air, count with the fingers every time the chin drops.

Example: Child: Jor-dan. Two syllables!

2. Count syllables all around you.

1. Now that you have practiced counting syllables, take turns with an adult saying a word one syllable at a time. 2. The other person puts it back together.

Example: Adult: Jor – dan Child: Jordan!

3. Switch roles.

Game 3: First Sound First

1. Use the words on the CVC lists, say the word and identify the first sound.

Example: Adult: Bug. /b/-ug.

What is the first sound?

Child: /b/

Note: Be sure to say letter sounds without an ‘uh’ sound at the end. Example: /m/ sounds like mm, not muh, /t/ sounds like /t/ not ‘tuh’

Game 4: Last Sound First

1. Use the words on the CVC list, say the word and identify the last sound.

Example: Adult: Bug. /b/ /u/ /g/. What is the last

sound? Child: /g/

Note: Use any CVC words you like but avoid words that end with r, l and x (car, ball, box). These letters affect the sounds of the vowels before and can be confusing to hear.

Adapted from Phonemic Awareness in Young Children, Adams, Foorman, Lundberg and Beeler, 2006

47

ABC SONG SHEET


48


ELL Resources

The pages that follow are activities,

supportive resources, or translated materials

designed to support students who are

learning English. All these materials align

with the activities provided by the grade level

teachers in this week’s learning packet.

Although these items are designed with ELL

students in mind, all students are welcome to

use them.

Las páginas que siguen son actividades, recursos de apoyo o

materiales traducidos diseñados para apoyar a los estudiantes

que están aprendiendo inglés. Todos estos materiales se

alinean con las actividades proporcionadas por los maestros de

nivel de grado en el paquete de aprendizaje de esta semana.

Aunque estos artículos están diseñados para apoyar a los

estudiantes ELL, cualquier estudiante puede usarlos.

49

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urpose: Students independently fill-in their stage four organizers that include a topic sentence (opinion stateent), two details (reasons that support their opinion), and a closing sentence (repeat opinion using different ords).

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