Looking at my Smiling Face - Welcome | ADLC LOR · 2019. 3. 22. · Looking at my Smiling Face †...

Looking at my Smiling Face • Day 3

89 Module 2Early Learning

Day 3Looking at my Smiling Face

A smile on a person’s face can light up a room. Not only does smiling make the person feel happier, but that happiness is shared with everyone who comes into contact with the smile.

Every smile is one of a kind, unique, just like the individual wearing the smile. So keep smiling that special smile because you will have a lot of interesting and fun activities to smile about as you proceed through this day’s activities.

90 Early Learning

Day 3 • Looking at my Smiling Face

Module 2

Calendar Time • student’s calendar • Month, Season, and Season

Picture Cards • Sentence Starters, Days of

the Week, Period, Weather, and Time of Day Cards

• Weather Stickers (optional)

Math Time • mirror • cookie sheet fi lled with sand

or other textured substance • Numeral Cards • interlocking cubes • small commercial stickers

(optional )

Music and Movement • Music and Movement in the

Classroom resource

Sharing Time • mirror

Letter and Word Time • items that begin with the

letter t such as treat, tray, and tree

• cookie sheet fi lled with sand or other textured substance

Project Time Project Choice 1 • old magazines and catalogues

that contain pictures of people from different ethnic groups

• large piece of paper

Project Choice 2 • mirror

Learning Centre TimeDress-up Centre • dress-up clothes and other

props as required

Block Centre • no special resources required

Math Centre • no special resources required

Letter and Word Centre • no special resources required

Story Sharing Time • student chosen books All By Myself by Mercer Mayer,

Crow Boy by Taro Yashimo, Little Elephant’s Song by

Wolfram Hanel, You are Special, Little One by

Nancy Tafuri (optional)

What You Need Today



Calendar Time

Time recommended: 10 minutes

Focus your young timekeeper’s attention on the name of the month shown across the top of the student’s calendar.

Say the name of the month and then ask your student to repeat it a few times. Invite your learner to fi nd the matching Month Card and post it near the calendar.

Next, place the Season Cards and Season Pictures in front of your learner. Guide your learner to identify and post the current Season Card and Season Picture beside the calendar.

Discuss any important events or holidays that may be happening during this month. If your youngster has not already done so, have him or her mark these important dates on the calendar. Guide your learner to draw a small picture of the event or holiday in the bottom-left corner of the date.

ActivitiesCalendar Time

S M T W T F S1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 31

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

October 20XX

24

Au

tum

n

13 4 5

2

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Ask your learner to place the Days of the Week Cards in order, beginning with Sunday. Then, using an index fi nger or a novelty pointer, ask your learner to point to each day and say its name. Repeat saying the name of each day of the week in order.

Focus your learner’s attention on the calendar and review what day yesterday was using the sentence starter “Yesterday was”. Have the student place the correct

Day of the Week Card to the right of the Sentence Starter to complete the sentence. If necessary, remind your student to place the Period Card at the end of the sentence.

Encourage your learner to look again at the calendar and repeat saying the names of the Days of the Week in order.

Ask your learner to place the correct Day of the Week Card after the Sentence Starter “Today is”. Then, add the Period Card.

Continue with a similar procedure for the Sentence Starter, “Tomorrow will be”.

Today is Wednesday .

Yesterday was .Tuesday

Today is

Yesterday was

Today is Wednesday .

Tomorrow will be .Thursday



Ask your learner to count the number of days that have been recorded so far this month.

Weather Time

Invite your young meteorologist to go outside or look out a window to determine what the weather is like today.

Place the Weather Cards in front of your student and ask him or her to identify the Weather Card that represents the current weather condition.

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

October 20XX

13 4 5

2Fall

coldhot

mildstormy freezing

chilly

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Guide your learner to place the current Weather Card along with the Period Card to the right of the Sentence Starter, “Today the weather is”.

Then, have your learner draw or paste a matching weather symbol in the top-right corner of today’s date.

Continue with the following Home Instructor’s Script. List your student’s morning, afternoon, evening, and night activities.

What time of the day do we begin our school day? Do we begin in the morning, afternoon, evening, or night?

Today the weather is sunny .



Help your student as necessary. What are some things you do in the morning?

Continue to help your student as necessary.

What are some things you do in the afternoon?

What are things that you might do in the evening?

What are things that you might do at night? Do you have a favourite time(s) of the day for doing certain things, or have special things happened at a certain time of the day?

After your learner has shared favourite times and reasons for their being special, discuss some of your favourite times and why you enjoy them.

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Math Time


Review your hand discussion from yesterday’s Math Time. Remember to include in your review special features about the hands such as left and right, usually fi ve fi ngers on each hand and ten fi ngers altogether, unique fi ngerprints, and the names of the fi ngers such as thumb, pointer fi nger, middleman, ringman, and pinkie.

Now, place a mirror in front of your student. Talk about the number of eyes, ears, nose, eyebrows, and possibly dimples or freckles he or she has.

ActivitiesMath Time

6 542

1

3



Next, take turns holding up a given number of fi ngers to fi ve or ten depending upon your student’s knowledge of numbers. Occasionally, do not hold up any fi ngers and explain that the number zero means that no fi ngers are being shown.

The partner viewing the displayed number of fi ngers says the number and forms the numeral in

the tray of sand or other textured substance.

Then, ask your learner to fi nd the matching Numeral Card and use interlocking cubes or

another type of counter to show a matching number of objects.

Help your student read the zero to fi ve number verses on the following pages. Then, practise printing each numeral. Encourage your child to take breaks instead of trying to practice printing the zero to fi ve numerals at one sitting.

3

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Module 2

Then, encourage your young mathematician to draw or use small commercial stickers on separate pieces of blank paper to show each number in various ways. For example, the sample pages below indicate a variety of ways to show the number 4 and the number 2.

On the back of each page, print the abbreviated form of the module and day number (M2D3).

At various opportunities during the next several days, encourage your learner to practice reading the verses and explaining to family and friends the different ways that each number was made.

After each sharing experience, place the Zero to Five pages in the Celebration Folder for easy access. Later during this module, you will guide your learner to add the pages for the numbers six to ten to these pages and make a Number Booklet.

MaterialsCelebration Folder

+

4+0

+

+

+ 0

2

+0

+

+ 0



Zero 0

1

Print this page.

Around and around the railroad track you go!

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Module 2

One 1

1

Print this page.

One is fun! Straight down the road you go.



Two 2

2

1

Print this page.

Around and back on the railroad track . . .

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Module 2Print this page.

Three 3

1

2

Around the tree, around the tree, that’s the way to make a three!


103 Module 2Early LearningPrint this page.

Four 4

1 3

2

Down and across, and down once more, that is the way to make a four.

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Module 2SUBMIT TO YOUR TEACHER ON DAY 9Print this page.

Five 5Down and around with a hat on top . . .

13

2



Music and Movement


Play a game of “Simon Says” using the names of different body parts. Model touching various body parts.

Simon says touch your face! Simon says touch your nose! Simon says touch your eyes! Simon says touch your ears! Simon says touch your mouth!

Continue for several rounds.

Turn to Lesson 8 Body Talk in the Music and Movement in the Classroom resource. This resource has been written for a classroom environment. As the Home Instructor, you are encouraged to adapt the activities to accommodate your learning situation such as not forming a circle, but having your child face you instead. If family and friends join you, there may be enough participants to stand in a circle.

ActivitiesMusic and

Movement Time

Simon says touch your toes!

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Module 2

Sharing Time


Together with your learner, stand in front of a mirror and talk about similarities and differences in body and facial features such as hair colour, eye colour, height, weight, and the shape of the nose and mouth. Also, talk about unique skills and talents. Demonstrate these skills and talents such as tying shoes, skipping, playing an instrument, singing, and whistling.

On the following pages, guide your learner to complete an I am unique because…booklet. Ask your young person to choose any three unique features, skills, or talents to include in the booklet. Use the following steps to guide your learner.

I am unique because…Booklet

Step 1: Use safety scissors to help your student cut out the following cover page, three middle pages, and back cover page.

Step 2: On the cover page, guide your learner to print his or her fi rst and last name beside the word By.

ActivitiesSharing Time

I am uniquebecause . . .

By ________________



Step 3: Help your student choose three unique features, skills, or talents to complete the Sentence Starter

I am unique because….

Step 4: Encourage drawing and colouring a picture to illustrate each feature, skill, or talent.

I am unique because_______________________ .

I am unique becauseI have dimples.

I am unique becauseI like to create and sing my songs.

I am unique becauseI can ride a two-wheeled bike.

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Step 5: Place the cover page, the three middle pages, and the back page in order and staple the booklet together on the left side.

Step 6: On the back cover, print the abbreviated form of the module and day number (M2D2).

Step 7: Encourage your emerging reader to read the I am unique because…booklet to family and friends. When not being shared with others, keep the booklet in the Celebration Folder to celebrate and share your learner’s ongoing learning accomplishments.

MaterialsCelebration Folder



I am unique because. . .

By ________________

I am unique because _______________________ .

Print this page.

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Module 2





Print this page.

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Module 2


113 Module 2Early LearningPrint this page.

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It’s time for lunch. How about creating something unique and nutritious to eat?

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Module 2

Letter and Word Time


Today your emerging reader will learn to identify the letter and sound of Tt.

If your young reader’s name or the names of family members or friends begin with the letter T, list these names along with other objects.

Focus attention on the capital or uppercase letter T and its sound at the beginning of each name. Review with your learner that people’s names begin with a capital letter because people are important. The small letter t is used for words such as treasure, telephone, toys, train, trunk, and teddy bear.

On a blank piece of paper, describe and guide your learner to make the capital T and lowercase letter t.

ActivitiesLetter and Word Time

A FBE

C D

catdo

can

TTimmyTrinaTheresaTommy

These names begin with the capital letter T. The letter T makes a "t" sound.

ttreasuretelephoneT-intersectiontoystraintrunkteddy bear



To help your learner remember the formation of the capital T, talk about T-intersections on roads whenever you see them.

For the small letter t, you could note the similarity between the small letter t and two roads intersecting.

Print the word treasure on a separate piece of paper and, if necessary, guide your learner to identify that the word treasure begins with the letter t and makes the “t” sound.

Encourage your student to tell you what the word treasure means. If necessary, explain the meaning.

Treasures are valuable things that have been collected or hidden.

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Invite your student on a treasure hunt to look for things that begin with the sound of the letter “t”. Each time something is identifi ed, use the Key Action associated with the letter t to signal identifi cation.

Use a clipboard with blank paper and a pencil attached to record the names of the treasures. Display these items and the list of treasures at the Letter and Word Centre to review on an ongoing basis.

Key Words and Actions Guide

Letter Key Word Description of Action Graphic of Action

T-intersectiont Make the letter T with onehand flat and the otherhand straight up. Say a“t” sound as you tap yourhands together.

trainteddy beartrunktop

Letter and Word Centre



On the cookie sheet fi lled with sand or another textured substance have your young writer use his or her index fi nger to make the uppercase T and lowercase letters t.

Guide your young writer to practice printing the capital T and small letters t. First, practice on the following page that has a baseline. Next, practice on the interlined page. Your child may need to complete this activity in intervals to prevent fatigue.

2

1

21

T

120 Early Learning


Module 2Print this page.



Practice printing the capital T and small letters t on the following lines. Use the examples as a guide.

2

1

2

1

Print this page

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Module 2

Project Time


Your student may choose to do one or both of the following projects.

Project Choice 1: Looking at Many Faces Collage

Step 1: Collect magazines that have pictures of people of various ethnic origins.

Step 2: Use safety scissors to help your learner cut out the faces of people of various ethnic origins. While cutting out the pictures, talk about each person’s unique features.

Step 3: Start by placing the student’s picture in the centre of a large piece of paper. Arrange other face pictures around the student’s picture. When your learner is satisfi ed with the arrangement, glue the pictures onto the paper.

Step 4: Display the Looking at Many Faces Collage in a prominent place in your home. Encourage your learner to talk about the unique features of each person with family members and friends.

ActivitiesProject Time



Project Choice 2: Making Faces

In front of a mirror, take turns making a face that shows an emotion such as those noted below.

afraid grateful sad peaceful

proud pleased angry shy

anxious hopeful selfi sh annoyed

troubled happy haughty bashful

ashamed confi dent upset faithful

lonesome loved tearful joyful Talk about the facial features used to show the emotion. Guide your young actor or actress as necessary.

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Module 2

Learning Centre Time

Recommended Time: 60 minutes

Learning Centre Time gives your youngster the opportunity to make choices and integrate his or her learning through play.

The Dress-up Centre has been set up for the duration of this module. If this centre is chosen, you may want to take turns saying a feeling word such as happiness. Then, do things with the face and body to express that feeling without saying a word. Talk about the facial and body features used to show the emotion.

ActivitiesLearning Centre Time



T t

From the previous module and day, continue to keep operational the Block, Math, Science, Letter and Word, and Library Centres.

At the Letter and Word Centre, your young writer could look through old magazines for things that start with the “t” sound. These pictures could be cut out and pasted onto a piece of paper with a capital and lowercase letter (T, t) printed on it.

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Module 2

Story Sharing Time Time recommended: fl exible

The following pages illustrate the Todd and Tim story. In this story, there are several words that begin with the sound of theletter “t”. Enjoy this story together.

Before reading this story, encourage looking for the letter Tt. While looking for this letter, sing this adapted version of the song “A Hunting We Will Go”.

A-hunting we will go, A-hunting we will go, We’ll fi nd a T and use it like a key, Then we’ll let it go!

As soon as the letter is found give your student a cheer! Instead of saying Hip, hip hooray!” You can say “Hip, hip Tt, Hip, hip Tt, Yaahhhh!”

Next, enjoy a quiet time with your student by reading a favorite story or stories. If you have been to your local library, you may have had the opportunity to borrow the following books.• All By Myself by Mercer Mayer• Crow Boy by Taro Yashima• Little Elephant’s Song by Wolfram Hanel• You Are Special, Little One by Nancy Tafuri

While reading the chosen books, talk about the facial expressions of the characters.

ActivitiesStory Sharing Time

You have completed Day 3!Way to Go!

Print the following Todd the Turtle story pages.



Tod

d th

e T

urtle

,Ti

m th

e T

ige

r, a

nd th

e

Terr

ific

Tue

sda

y Ti

me

s

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Module 2



Eve

ry w

ee

k o

n T

ue

sda

y, T

od

d t

he

tu

rtle

an

d T

im t

he

tig

er t

oo

k tu

rns

tele

ph

on

ing

ea

ch

oth

er t

o s

et

up

a

tim

e t

ha

t th

ey

co

uld

pla

y to

ge

the

r.

Tod

ay

is.

Tue

sda

y

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Module 2



Wh

en

eve

r To

dd

an

d T

im g

et

tog

eth

er,

the

y a

lwa

ys h

ave

a t

err

ific

tim

e!

Last

Tu

esd

ay,

To

dd

pla

yed

th

e

tru

mp

et

an

d T

im p

laye

d t

he

ta

mb

ou

rine

s a

nd

ta

p d

an

ce

d.

The

ir te

dd

y b

ea

rs w

ere

tic

kle

d t

o w

atc

h T

od

d

the

tu

rtle

an

d T

im t

he

tig

er m

ake

th

e t

un

es.

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Module 2



In t

he

su

mm

er t

he

y sip

ice

d t

ea

a

t th

e b

ea

ch

.

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Module 2



In t

he

win

ter t

he

y w

ou

ld t

ob

og

ga

n d

ow

n t

he

hill

o

r tu

mb

le in

th

e s

no

w.

136 Early Learning


Module 2



Tod

d a

nd

Tim

de

cid

e t

ha

t th

ey

will

sta

y o

vern

igh

t in

th

e t

en

t a

nd

loo

k a

t th

e s

tars

th

rou

gh

th

e t

ele

sco

pe

.

138 Early Learning


Module 2

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Looking at my Smiling Face - Welcome | ADLC LOR · 2019. 3. 22. · Looking at my Smiling Face †...

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