Letter knowledge
Children will strengthen their knowledge of letters, especially words that begin with a targeted letter.
Review:
Be Prepared: Today’s activity is a variant of this week’s Day 2 activity. Select up to 12 letters that would be helpful for children to review. The 12 letters may include all, some, or none of the 12 letters reviewed on Day 2. Use results of the Week 43 letter assessment and your understanding of children’s letter knowledge to inform your letter selections. Gather the letter card and a corresponding letter picture card for each of the selected letters. Select picture cards with items that (a) are likely to be familiar to most children and (b) were not used on Day 2. Place the letter cards in easy-to-find locations in your room for children to find.
Open the session by reminding children that on Day 2 each of us had a different letter card and we looked in our classroom for a picture of something that began with a letter on our card. Display and describe a picture card and its corresponding letter card used in the Day 2 activity.
Explain that today each of us will get a picture card. The item shown in the picture begins with a letter that has been put somewhere in our room. Our job is to find a card with the letter that starts the word shown on our picture card. Display a picture card from Day 2. Say the name of the item shown on the card. Emphasize the beginning letter and its sound, and show the corresponding letter card. Point out that the letter is shown on both cards. Remind children that the picture card shows the lowercase (small) letter.
After we find the letter card that matches our picture card, we will meet again in our group and take turns telling about our letter and picture card.
Implement the activity as described above. The activity may be repeated if time and interest permit (with children assigned to different picture cards and letter cards again distributed throughout your room).
Pattern knowledge
Children will practice finding an error in a pattern.
Review:
Offer the Week 15, Day 5 activity to review ABAB patterns.
Support children in identifying errors in patterns.
Use two different-colored markers to begin an ABAB pattern on chart paper. Provide the markers to a volunteer child to continue the pattern for several more marks. Then invite children to say to name of the color of the marks in the pattern as you point to each.
Draw an ABAB pattern on the chart paper making a deliberate error. Explain that you have made a mistake in the pattern. Invite children to find the mistake and describe how it is a mistake. Invite a volunteer child to correct the error.
Continue to make patterns, with some (but not all) patterns containing a deliberate error. Invite children to identify the error in each pattern, explain how it is an error, and correct the error.
To add further challenge, use three different-colored markers to draw an ABCABC pattern with one error. Example: green, blue, yellow, green, blue, yellow, green, blue, blue. Encourage children to identify the error and describe how it should be fixed. If time and child interest permit, draw the beginning of an ABCABC pattern and invite a volunteer child to continue the pattern by making an error. Encourage children in your group to describe how the error can be corrected.
Good health practices
Children will strengthen their understanding of ways to stay safe when riding in a car or truck.
Review:
Offer the Week 27, Day 4 activity to review ways to stay safe when riding in cars and trucks.
Engage children in a story-based discussion of how a child and parent stayed safe in a car.
Create and tell a simple story about a child riding in a car driven by a parent. The child is on his/her way to the child development center. Include the following information in your story:
When you finish telling your story, explain that both the child and parent did things to protect themselves while riding in a car. We know that protect means we keep something safe from harm.
Invite children to talk about how the parent and child stayed safe while riding in the car:
Encourage children to talk about things the child or parent might have done that would not keep them safe while riding in the car:
End the session by offering a brief summary of key points of the conversations.
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Understanding Feelings
Social-Emotional
Skill and Goal
Emotion knowledge
Children will broaden their understanding of what it means to feel shy.
Materials
Needed
Key
Concepts
Review:
Offer Week 15, Day 3 to review feeling shy.
Engage children in a book-focused discussion of feeling shy.
Explain that we are going to talk about feeling shy. Remind children that we may feel shy when we meet people we do not know. It is okay to feel shy.
Explain that our story begins with a girl named Emmie pretending to cross a river filled with crocodiles. Emmie wants to get a yellow diamond on the other side of the river for a crown she is making. Explain that Emmie’s mom calls her “shybug.” Read the book and use your own words to point out parts of illustrations, such as the crown on Emmie’s head and the magnifying glass (introduced in Science Week 10, Day 2).
After reading the book, engage children in a discussion of some key parts of the story, using pertinent book illustrations to help children recall what happened. Possibilities include the following: