• No results found

Preschool Special Education (Distribute to all students in the Preschool Special Education (PSE) class)

N/A
N/A
Protected

Academic year: 2021

Share "Preschool Special Education (Distribute to all students in the Preschool Special Education (PSE) class)"

Copied!
58
0
0

Loading.... (view fulltext now)

Full text

(1)

1

Preschool Special Education

(Distribute to all students in the Preschool Special

Education (PSE) class)

(2)

PSE Week

Unit:

Literacy

Numeracy

Monday Lesson 6 (Rhyme Play) Activity 3

Monday (Picture Graph 18)

Instructional Targets:

Instructional Targets:

3-4 Year olds

Begin to recognize words that rhyme in songs and nursery rhymes

4-5 Year olds

Show understanding of spoken words, syllables and sounds (phonemes); counting syllable, sounds and words; rhyming words and phoneme blending and common initial phonemes

3-4 Year olds

Show understanding of concepts related to quantity (many, full, empty, etc.)

Develops understanding that when adding objects, it increases the number

4-5 Year olds

Classify objects into data categories and count and compare the number in each category (more or less)

Tuesday Lesson 7 (Phonological Awareness) Activity 3

Tuesday (One to One Patterns 13)

Instructional Targets:

Instructional Targets:

3-4 Year olds

• Begin to recognize that words are made of spoken sound

4-5 Year olds

• Show understanding of spoken words, syllables and sounds (phonemes), counting syllables, sounds and words; rhyming words, phoneme blending; and common initial phonemes

3-4 Year olds • Copy a Pattern

4-5 Year olds

• Extend the sequence of a non-numeric pattern according to one or more attributes (shapes, colors, etc.).

Wednesday Lesson 19 (Sequencing Story) Activity 1

Wednesday (One to One Shapes 16)

Instructional Targets:

Instructional Targets:

3-4 Year olds

• Respond appropriately to simple questions

• Combine words to express ideas, needs, and wants

4-5 Year olds

• Ask and answer questions about text or experience • Use conventions of grammar

when speaking; correctly use nouns and verbs, plurals, conjunctions, adjectives, question words and prepositions

3-4 Year olds

• Recognize shapes in objects

• Sort shapes • Sort shapes by one

characteristic (color, shape)

4-5 Year olds

• Identify shapes circle, square, triangle, • Describe the similarities and

differences in shapes

Thursday Lesson 2 (Go Along) Activity 2

Thursday (Number Sense 17)

Instructional Targets:

Instructional Targets:

3-4 Year olds

• Make marks or scribbles to represent objects and ideas • Explore various writing tools,

such as crayons, pencils, computers, etc.

4-5 Year 0lds

• Use a combination of drawing, dictation, picture selection and emergent writing to express an opinion, share information about a topic or tell a story

3-4 Year olds

• Begin to rote count (1,2,3, etc.)

• Begin to understand number concepts and numerals in meaningful ways

• Place objects In one to one matches during play

4-5 Year olds

• Know number names 1-10 • Count to 20

• Count each object using pointer finger

Friday Lesson 15 (One to One Letters) Activity 3

Friday (Spatial Sense 20)

Instructional Targets:

Instructional Targets:

3-4 Year olds

• Make marks or scribbles to represent objects and ideas

4-5 Year olds

• With guidance or support, add details to a writing document, explore digital tools for writing and develop early handwriting skills

3-4 Year olds

• Show how things fit together and move in space

4-5 Year olds

• Describe position of objects using positional vocabulary (in front, behind, in, on, under, beside, etc.).

(3)

PSE Week

Monday

Literacy (Rhyme Play)

Numeracy

Preparation:

Prepare and print:

Rhyme Picture/ Word Cards (you can also use items around the

home that rhyme)

Objects can be used in the place of word cards. Find objects around the home that rhyme. Ex: Pan and Can

Videos:

Humpty Dumpty

https://www.youtube.com/watch?v=nrv495corBc

Theme Park Song

https://www.youtube.com/watch?v=iOtX7GRzCfE

Connection: Students will use the poem “Humpty Dumpty” to identify words that rhyme.

Preparation:

Prepare and print:

1. Completed Student’s survey card from Week 2 (All Activities) 2. Unmarked survey cards—Mark prior to lesson

3. Picture Graph Chart(All Activities)

4.. Graph Picture Cards- print & cut (All Activities) 5. Glue

Non-Print Option:

1. Real Objects used to complete survey in last week’s lesson.(Ex. multiple same objects to compare)

2. Completed Students Survey’s from Week 2 ( Piece of paper divided into 3 columns. Ex. one column has one car, another column has one plane, last column has a boat) ** Prior to lesson add additional tally marks in each column to use for activity (All Activities)

4. Number cards- (2) sheets of paper. Cut a sheet a paper into 4 individual squares. Mark 1 number on each square with a dark pen or marker. Complete until you have at least 8 numbers. Use to make graph.

Videos: The Theme Park Song by Blippio https://youtu.be/iOtX7GRzCfE

Connection: Looking at rides and how they move to take record data and make a picture graph.

Topic Words: Literacy Words: Topic Words: Math Words:

• Down

• Move • Rhyme • Sound • Move • Fast • Slow • Up • Down • Survey • Data • Less • Equal • More Activities: Rhyme Time Activities:

1. Comparing favorite rides using a picture survey questionnaire.

Instructional Routine

Learning Goal: I will match words that rhyme Introduce:

Say, which words sound the same can/pot or can/fan? The words can and fan sound the same. Can and fan are rhyming words. Today you are going to listen for rhyming words (words that sound the same). You can also use objects from your home that rhyme such as pan and fan.

Model:

Show the pictures/words cards of the can and the fan. Say, these are rhyming words. Point out the an at the end of both words. Say, both words end in an. Can and fan are rhyming words. Repeat can/fan, can/fan, can/fan

Instructional Routine

Learning Goal: I will put pictures on the Graphing Chart to find the favorite ride.

Introduce: Display the survey cards on table. Looking at student’s card ask, “What was your favorite ride”? Having student touch favorite ride or object. How does your favorite ride move? Moving body to demonstrate. Then place cut out picture graph cards with graph on table. State, “ We are going to make a graph using are surveys to see what the favorite ride or object is”.

Model: Display the graph chart. Looking at the numbers on the left-hand side, count from bottom to top of page , pointing at the numbers as you count. Take a completed survey card state, “On this survey the merry go round is marked.” Take cut out picture of merry go round and glue at the bottom of page in the merry go round column on Picture Graph. Using your pointer finger point to the merry go round picture just

(4)

PSE Week

Using the rhyming word cards, talk aloud as you find some of the matches. Say, I am thinking of a word that rhymes with cot. Does cot and pan sound the same? Cot/pan, cot/pan, cot/pan. No, cot and pan do not sound the same (rhyme). What about cot and pot? Cot/pot, cot/pot, cot/pot. Yes! Cot/pot sound the same. Cot and pot are rhyming words. Continue to find more words that rhyme.

Student Practice: Choose at least one of the activities below to complete for practice.

Activity 1 Student will identify words or objects that rhyme Activity 2 Student will match words or objects that rhyme from a field of choices

Activity 3 Display and name

a rhyme word card or object. Student will select a picture or object that rhymes. Can be from a field or a single choice Review:

Review the matched pair of rhyming words or objects. Play memory or concentration with the rhyming picture cards. Lay the cards face down. Take turns turning one card over at a time. When a pair of rhyming words are found (ex: pot/cot), place them to the side.

Check Understanding: (optional) Choose and complete at least one of the activities below.

Can the student identify two words that rhyme?

Can the student match a word that rhymes?

Show the pan picture word card, can the student select another picture card that rhymes with pan? What about the ward cot?

glued and move pointer finger to the left-hand side to the numbers. Point to the number displayed stating, “We have 1 merry go round.” Pick up one more completed survey card. Repeat the above.

Non-Print Option:

**If you are using real objects you will need multiple objects that are the same. Ex. (4) Legos, (5) stuffed animals, (4) spoons, socks, etc. Option: You can line real objects on the floor side by side. Using the example in the numeracy materials for the picture graph. Which object has more? Which object has less? Are some items the same or equal?

Students Turn:

Provide Practice: Choose at least one of the activities below to complete for practice. Choosing from Activity 1, 2, or 3.

Activity 1 I will make a graph using pictures or real objects using hand over hand assistance if needed. This choice provides no room for error and allows student the opportunity to learn. Student: 1. Show student answer on survey card and have student choose real item or graph picture card from 3 choices

2. Then have them glue or place item on graph (with help if needed)

3. Repeat. 4. On the graph: Have student point to the numbers on left-hand using pointer finger. Have student Answer survey question: What is the favorite ride or object?

Activity 2 I will make a graph using pictures or real objects to determine which object has more, less or same using some help.

This choice allows some support allowing student to learn. Student: 1. Show the student one completed survey card at a time. Have them choose correct graph picture cards or real item to place on graph. (See model above). 2. Using the graph: Have student answer survey questions “What is the favorite ride?”

Or “Which item has more? Less, same?” Wait for response. If student needs help point to number or real object on graph.

Activity 3 I will make a graph using pictures or real objects to determine which object has more, less or same using some help. This choice allows students to practice by themselves with no assistance after instruction. (no help). Student: 1. Completes graph using completed survey cards. 2. Answers survey questions, “What is the favorite ride?” “Which object has more? Less, same or equal?”

(5)

PSE Week

Review:

“What is Your Favorite Color?” Have student take a survey using crayons to ask family/friends their favorite color?

Check Understanding: : (optional) Choose and complete at least one of the activities below.

Activity 1 Activity 2 Activity 3

Can the student make a graph by selecting correct answer choice when given a picture or real object to support? Ex. Hand over hand; no chance for errors

Can the student place the data (pictures or real objects) on the graph and answer survey question with support?

Can the student place the data (pictures or real objects) on the graph by themselves? Can the student answer the survey question by themselves?

Tuesday

Literacy (Phonological Awareness)

Numeracy (One to One Patterns)

Preparation:

Prepare and print:

Sound Imagery Cards (/a/, /b/, /m/, /t/)

Phonemic Picture Cards (ax, add, ant, bun, bag, bus, map, mop, mug, ten, tot, tub)

Objects can use used in the place of the picture cards. Find objects around the home that have the same beginning letter/sound. Ex: Bag and Ball

Connection: Using picture cards of objects that move or things that can be found at an amusement park, students will manipulate the sounds in word.

Preparation:

1. Ride picture sheets: Ferris Wheel, bumper car, roller coaster, merry go

round OR

2. Food picture sheets: pretzel, ice cream, popcorn, corn dog, French Fries 3. Pattern Strip (All Activities)

Non-Print Options:

1. Objects to make pattern; ex. Small objects such as toy cars, planes. Or other small objects such as Legos, spoons, stuffed animals. Making sure you have at least 4 of the same object to complete a pattern.

Connection: This month we are learning about things that move in an amusement park. Today we will make patterns using objects that move.

Topic Words: Literacy Words: Topic Words: Math Words:

• Move • Try • Up • Sound • Syllable • Segment • Word • Blend • Sentence • Around • Fast • Like • Move • Try • Pattern • Repeat Activities:

Blending and segmenting sounds

Activities:

(6)

PSE Week

Instructional Routine

Learning Goal: I will say the sounds in a word

I will blend sounds together to say a word Introduce:

Display the picture word cards map, mug and ant. Ask, which two words begin with the same sound? Make sure to emphasize the beginning sound of each word. Say, map and mug begin with the same sound.

You can also use objects around the home such as a mug and a marker to introduce words that begin with the same sound.

Model:

Show the word card map or write map on a piece of paper. Segment the sounds in the word such as /m/ /a/ /p/ (say each letter sound individually) Segment the word again /m/ /a/ /p/ and then blend the sounds together – map.

Continue to model segmenting and blending with the word cards. If you are using objects, write the word on a piece of paper. Ex: If you are using a mug, write the word mug on a piece of paper and say each sound individually /m/ /u/ /g/. Then blend the sounds to make – mug.

Student Practice: Choose at least one of the activities below to complete for practice.

Activity 1 Student will independently produce the target sounds. (a, b, m, t)

The sound imagery cards can be used as support.

Activity 2 Using a phonemic word card, model segmenting and blending the word. Working together, have the student practice segmenting and blending the word Repeat using other cards/words Activity 3 When ready, let the student try to segment and blend a word.

Review:

Remind students that words are made up of different sounds. Show the word map again or write it on a piece of paper. Practice segmenting and blending the word together. /m/ /a/ /p/ - map

Instructional Routine

Learning Goal: I will make a pattern.

Introduce: Displaying 3 different pictures of amusement park rides or real objects, Ask, “What is something we ride in at the amusement park? If using real objects, “State what is something we ride?” Have student touch or say the name of the ride. Today we are going to make patterns with rides. Patterns repeat.

Model: An AB pattern uses 2 different objects to repeat. Display an AB pattern. Ex: Ferris Wheel, roller coaster, Ferris wheel, roller coaster. Go over pattern starting from left to right, touching each object. Display the object that comes next in pattern, example the Ferris Wheel. State “We are going to make a pattern. What comes next in the pattern?” Pick up Ferris Wheel picture and place after roller coaster in your AB pattern. State, “ A pattern repeats using the same objects, Go over your AB pattern one more time. State, “A pattern repeats using the same objects.”

Students Turn:

Provide Practice: Choose at least one of the activities below to complete for practice. Choosing from Activity 1, 2, or 3.

Activity 1 Activity 2 Activity 3 I can make an AB

pattern with hand over hand help. This choice provides no room for error and allows student the opportunity to learn. Display an AB pattern using 3 objects. Provide 1 answer choice for student by placing the object that comes next in the pattern within student’s view. Student: Going over pattern using pointer finger touch each picture or object stating the name of object.

Ask, “What comes next?” Look at the object that comes next. Have student pick up

I can add to an AB pattern with some help.

This choice allows some support allowing student to learn. Display an AB pattern using 4 objects. Provide 3 answer pictures or objects for student to choose from to complete pattern. Student: Go over the pattern stating the name of object using pointer finger to touch each object. Ask, “What comes next?” Have the student pick up the picture/object that comes next in pattern. Place the object at the end of the pattern.

Repeat this 1 more

I can add to an AB pattern by myself. This choice allows students to practice by themselves with no assistance after instruction. (no help). Display an AB pattern using 3 objects. Student: 1. Student finishes AB pattern. 2. After completing a pattern ask student, “Which objects are the same? Which are different?

3. Repeat using different patterns.

(7)

PSE Week

Check Understanding: (optional) Choose and complete at least one of the activities below.

Can the student independently segment and blend sounds in words?

With support, can the student segment sounds in a word? With support, can the student blend sounds into a word?

Can the student actively participate in segmenting and blending sounds in words.

object and place at the end of the pattern. “State we can make a pattern”. Go over pattern 1 more time. time making a different pattern.

Review: Complete pattern strip.

Using thing’s, you find outside make an AB pattern. Example, Using different colored sidewalk chalk, or grass and pine straw.

Check Understanding: (optional) Choose and complete at least one of the activities below.

Activity 1 Activity 2 Activity 3

Can the student make an AB pattern with help? Can the student make an AB pattern with some help?

Can the student make an AB pattern by themselves? Can the student tell the items in the pattern that are the same and the ones that are

different?

Wednesday

Literacy (Sequencing Story)

Numeracy(Shapes)

Preparation:

Prepare and print:

Sequence Story Pictures 1 (errorless choice) Sequence Story Pictures 2

Story Starter and Questions

If you are unable to print the story pictures, you can practice sequencing while following a recipe to bake or some simple such as fixing a bowl of cereal. Talk about the sequence of fixing a bowl of cereal. Ex: Ask questions such as do we put the milk in the bowl first? What do we do first?

Connection: Students are provided with a story scenario

about choices to make when visiting an amusement park.

Preparation: Prepare and print:

1. Cut Out Shapes -1 of each: Circle, Square. (Activities 1-3). 2. Provide 3 real objects in the shape of a circle (all Activities) 3. Provide 3 real objects in the shape of square (Activities 2-3) 3. Math Number Cards 1-4 (Activities 1-3)

Non-Print Options:

1. Cut out shapes: Draw 1 of each circle and square. Cut them out. 2. Math Number Cards: 1-4

3. Real objects see above.

Videos: Circle Song , by Jack Hartman

https://youtu.be/YRWbpsREIVU

Square Song, by the Shapes Song

https://youtu.be/rNOH3HellhE

Triangle Song, by Learn Shapes for Toddlers https://youtu.be/w1BPd3it9dQ

Connection: This month we are learning how people and objects move in the amusement park. We will explore shapes in objects and review the shapes circle, square and triangle.

Topic Words: Literacy Words: Topic Words: Math Words:

• Move

• Try • First • Next • Lat • Order • Move • Shape • Side • Same • Match

(8)

PSE Week

Activities:

Sequence the story

Activities:

1. Finding circles, and squares and exploring their differences by identifying their sides.

Instructional Routine

Learning Goal: I will put a story in order.

Introduce: Open the lesson with a simple story such as, “Once upon a time there was a little girl named Paula and she loved ice cream sundaes! To make her sundae, Paula would scoop the ice cream into a bowl. Paula would put sprinkles on the ice cream and then put a cherry on top.” Retell the story and preform the actions (scooping ice cream). Have the student participate in the actions with you.

Ask questions and discuss the sequence of the story. Ex: “What happens first – Paula scooped the ice cream or Paula put sprinkles on the ice cream?” “What happened last?”

Make up simple stories using your student’s name that can easily be sequenced/retold. Ex: Jeremy had a fun day! Jeremy rode his bike around the neighborhood. Jeremy ate a sandwich for lunch and then took a nap. Practice sequencing the story.

Model:

Read the story starter (choose story 1 or story 2). Display the sequencing pictures. Say, Let’s look at the pictures and see what Addie is doing. Point out the events in each picture. Ex: Addie is eating ice cream.

Use the story questions as you model putting the story in order and answering the questions. (Talk aloud while asking and answering the questions.) Ex: “Who is the story about?” “The story is about Addie”.

Model placing the sequencing cards in order and read the story aloud. Discuss if the order is correct.

Additional ideas:

Following a recipe is also a great way to practice

sequencing. The recipe for Mini Chocolate Cup Pie is a fun and simple recipe to follow. Apples, banana pudding, etc. can be used in place of the chocolate pudding.

Mini Chocolate Cup Pie Graham Crackers Chocolate Pudding Whipped Topping Sprinkles

Instructional Routine

Learning Goal: I will find the shape (circle, and square). I will identify the sides of the shape (circle, and square).

Introduce: Display one cut out circle shape. Ask, Is this a circle or a square?”

How many sides does it have 4 or 1 ? Take pointer finger and gently move around circle, state, “It has one side.” Display the number one card. We are going to find shapes. We are going to find how many sides a shape has.

Model: Line the number cards on table or floor in numerical order. Place a cut out circle shape above the number one, triangle shape above the number 3 and square shape above the number 4. Show student an object that is in the shape of a circle (such as a plastic plate). Say, “This is a circle, it has one side and no corners”. Move your pointer finger around the circle to show one side.

“ It goes above the number one card.” Place object above the number one card. Repeat once with square shape. Ex: State, “This is a square it has four sides and 4 corners. It goes above the number four card.”

Students Turn: **Make sure to have a cut out shapes above numbers as a model.

Provide Practice: Choose at least one of the activities below to complete for practice. Choosing from Activity 1, 2, or 3.

Activity 1 Activity 2 Activity 3

I can find one shape, circle.

This choice provides no room for error and allows student the opportunity to learn. **Make sure to have a cut out circle and square shape above numbers for student support.

Hold a cut out circle shape. Place 3 real objects that are in shape of circle on table. Student: Ask student to find the circle shape using the real objects. Show cut out circle shape to help student find shape. When student find’s object, review by placing student’s pointer finger around object. State, “It has

I can find two shapes: circle and square. I can identify the number of sides of a circle and square with help. This choice allows some support allowing student to learn. Display 4 real objects that are in the shape of a circle, & a square. Student: Ask to find a shape using the real objects displayed. Ex. Ask student to Find square. Together: Count the sides by placing student’s pointer finger on each side of square. Ex: state,” It is a square, it has 4 sides.” Have student place real object above the number 4. Repeat with all objects.

I can find three shapes: circle, square and triangle. I can place the shape above the correct number of sides it has by myself. This choice allows students to practice by themselves with no assistance after instruction. (no help). Display 4 real objects that are in the shape of a circle or a square. Student: Pick up shape and ask student what shape? How many sides?

Have student place the shape above the number that

corresponds to its side. Ex. Squares have 4 sides so the square

(9)

PSE Week

Step 1: Break graham crackers into small pieces. Put the graham cracker in the bottom of the cup. (pie crust) Step 2: Scoop the chocolate pudding on top of the graham crackers

Step 3: Put whipped topping on top of the chocolate pudding

Step 4: Add the sprinkles on top

Make sure to write out the recipe and talk aloud and ask questions as you follow the order. Ex: “The graham crackers make the crust”. “The graham crackers go on the bottom”. “We have to put the graham crackers in first”. Student Practice: Choose at least one of the activities below to complete for practice.

Activity 1 Student will answer questions to a sequencing story Activity 2 Student will use sequencing cards to answer questions about a sequencing story and create a sequenced story Activity 3 Student will select sequencing card to create a sequence story Review:

Review the learning goal, “I will put a story in order” by reviewing the sequencing stories.

During daily events, emphasis the words first, next and last.

Check Understanding: (optional) Choose and complete at least one of the activities below.

Can the student answer

questions to a sequenced story?

Can the student use sequencing cards to answer questions about a sequencing story and create a sequenced story

Can the student make a selection sequencing card in order to create a sequenced story

one side. Have student place object above the number one card. Compare real object with the cut- out circle shape. And compare with other circle objects. Do they both have 1 side?

Repeat with rest of circle objects.

Compare real shape objects. Are the square objects the same as the circle objects?? Are they different?

shape would be placed above the number 4. Repeat with all objects. Compare real objects. Are the square objects the same as the circle objects?? Are they different?

Review: Using real objects make a circle, square and triangle. Can you make a circle using socks?

Check Understanding: (optional) Choose and complete at least one of the activities below.

Activity 1 Activity 2 Activity 3

Can the student identify the circle with help (ex. Hand over hand)?

Can the student find the circle and square? Can the student tell which objects are the same shape with some help.

Can the student find the shapes by themselves? Can the student tell which objects are the same shape?

(10)

PSE Week

Thursday

Literacy (Retelling)

Numeracy (Number Sense)

Preparation:

Prepare and print:

At the Amusement Park Story

Activity Mat Manipulative (Zach)

Connection: Students will retell the story, At the Amusement Park, using an activity mat.

Preparation:

Prepare and print:

1. Print and cut popcorns, soft pretzels, ice cream bars, corn dogs and French fries (All Activities)

2. Number Line (1-10) ( All Activities) 3. Math Number Cards 1-5 (All Activities)

Non-Print Option:

1. Food items to sort: (5) of the same food item. Ex: 5 gold fish ( All Activities)

2. Math Number Cards: You will need two sheets of paper. Using an 8x11 piece of paper fold the paper in half then fold that same paper in half again. Draw lines on the creases and cut along the lines. Then taking one of the sheets of paper you have cut, write the number 1. Repeat with the other three sheets of paper writing number 2 on the second sheet and the number 3 on the third sheet. Repeat this until you have 5 squares with numbers on them. ( All Activities)

3. Number Line—Refer to example in numeracy materials (All Activities)

Connection: Amusement parks have tasty things to eat. In this lesson we will count a food choice and match the number

Topic Words: Literacy Words: Topic Words: Math Words:

• Around • Fast • Like • Slow • Up • Down • Fun • Move • Try • Write • Sentence • Story • Like

• Try • Number • Count

Activities:

Retell the story

Activities:

1. Counting objects.

Instructional Routine

Learning Goal: I will retell a story. Introduce:

Introduce the lesson by asking questions about amusement parks. Ex: What can you ride at an amusement park – a pirate ship ride or a cactus? Do you play games at an amusement park?

Using the activity mat and the picture of Zach, pretend that he is walking around the amusement park (activity mat) and talk

Instructional Routine

Learning Goal: I will count the food choices and match that number. Introduce: State, “We are going to count something we can eat at the amusement park?” Display 3 French fries and the number 5. Ask, “How many French Fries do I have 5 or 3?” Wait for answer showing student the number 5 math card. “Stating there are 3 French Fries. We are going to count the food and match the number.

Model: Then show students how to count French Fries by placing them above circle on the number line. Begin counting starting from left to

(11)

PSE Week

aloud as you name things that he sees. Ex: Zach sees a rollercoaster at the amusement park.

Model:

Create a simple story about Zach being at the amusement park. Using the picture of Zach and the and the activity mat retell the story. Ex: Model Zach moving to the first thing he sees at the amusement park (activity mat). Say, the first thing Zach sees is the merry-go-round. The merry-go-round moves slowly.

You can also use different objects/toys you may have at home as the character in the story instead of Zach.

Provide Practice: Choose at least one of the activities below to complete for practice.

Activity 1 The student will move Zach (or another character) around the mat while retelling the story. Below is a list of questions, if the student needs support. • What did Zach see next? • What did

Zach see that moved fast?

Activity 2 The student will move Zach (or another character) around the mat to retell the story. Below is a list of questions, if the student needs support. • What did Zach see next? • What did

Zach see that moved fast?

Activity 3 The student will participate in retelling the story by choosing a place on the mat. Ex: Say, Zach sees a roller coaster. Show me the rollercoaster. Student can use their mode of communication to point out the rollercoaster on the mat.

Review: Revisit the learning goal by telling the story again. Check Understanding: (optional) Choose and complete at least one of the activities below.

Can the student use the activity mat to retell the story?

With guidance, can the student retell the story?

Can the student participate in retelling the story by selecting a picture on the activity mat?

right. Touch each French Fry with your pointer finger while counting out loud. Then touch the math number card that matches the number counted. Then state, “We have 3 French Fries.” Ask student, “How many French Fries do we have on the table?” Have them touch 3 on the number line then have them touch 3 on the number card. Stating, “We have 3 French Fries”.

Provide Practice: Choose at least one of the activities below to complete for practice. Choosing from Activity 1, 2, or 3.

Activity 1 Activity 2 Activity 3 I can count objects

1-3 from left to right using pointer finger with help. After counting objects, I can match its number with help. This choice provides no room for error and allows student the opportunity to learn.

Have your child choose a food item to count given 2 food choices. Student: Refer to model have student count 3 objects. Provide the number card 3 for student to match. Having student say/touch the number. Use hand over hand if needed. Repeat using a different number of objects.

I can count objects 1-5 from left to right using pointer finger with the number line. After counting

objects, I can match its number with some help.

This choice provides no room for error and allows student the opportunity to learn. Student: Refer to model and have student count 5 food objects placing objects on number line. Then having student touch correct item counted by pointing to number card. (Only show student 3 number cards-making sure one of the number cards matches the number counted. Repeat using a different number of objects.

I can count objects 1-5 from left to right while touching each object. I can count 2 objects and match its number. This choice allows students to practice by themselves with no assistance after instruction. (no help). Have your child choose a food item to count. Display number line and number cards 1-5. Student: Without using number line have student line objects in a row Then have student count each object using pointer finger. Have student find number counted by touching the correct number card. Repeat using a different number of objects.

Review: Count the number of chairs you have in your home? How many pillows? What can you count in your home?

(12)

PSE Week

Check Understanding: (optional) Choose and complete at least one of the activities below.

Activity 1 Activity 2 Activity 3

Can the student count 3 objects, using pointer finger with help? Can the student find the number counted with help?

Can the student count 5 objects, using pointer finger with some help? Can the student find the number counted with help?

Can the student count 5 objects, using pointer finger by themselves? Can the student find the number counted by themselves?

k

Friday

Literacy (Letters)

Numeracy (Spatial Directions)

Preparation:

Prepare and print: Tracing Template Writing Template Letter Rhymes

Connection: Students will identify letters (a, b, m, t) in amusement park related words.

Preparation:

Prepare and print:

1. Tickets: Cut the tickets (All Activities)

2. Directional/Positional Cards: Cut the cards; Under, In, On, Over. (All Activities)

Non-Print Option:

1. Make a Ticket: Use a small piece of paper to represent ticket or Use an object (such as a Lego) to move around room. (All Activities) 2. Directional/Positional Cards: Make cards by folding a 8x11 piece of paper in half. Cut along crease. Right one math word on each section. (All Activities)

****Another option to positional cards is to model the meaning of the

word. For example, show a Lego (any object) “On” the table. “Stating the Lego is “On” the table”.

Connection: Students will place tickets from an amusement park around the room using positional words.

Topic Words: Literacy Words: Topic Words: Math Words:

• Like • Move • Try • Letter • Match • Trace • Try Activities: Tracing Letters Activities:

1. Using directional cards to move tickets around the room.

Instructional Routine

Learning Goal: I will write the letter _____. (a, b, m, t) Introduce:

Display a target letter. Say, what letter is this __ or __? Yes! This is the letter __. Your job is to write the letter __. Ex: Display the letter A. Say, what letter is this the letter A or M? Yes! This is the letter A. Your job is to write the letter A.

Instructional Routine

Learning Goal: I will place the ticket in a location. I will locate the ticket. Introduce: Place 1 ticket at students eyelevel within view (ex. On table).

State, Is the ticket under the table or On the table? State, “ On table”.

Display card “On”. Point to the card and then point to the ticket.

Stating, “On, the ticket is on the table”. State , “We are going to move the ticket/object around the room and tell where the ticket/object is”

(13)

PSE Week

Repeat with the other target letters if the student is ready. Model:

Select a writing template for one of the target letters. Review the letter on the temple.

Point to the green dot on the letter. Say, this green dot tells me where to start writing. Green means go.

Model tracing the letter. Say, I start at the greendot and follow the dotted line.

When working on the lowercase target letter, use the letter rhyme as a fun way to remember how to make the letter. If you are unable to print the letters, you can write them on a piece of paper and add a green dot for the starting point. Additional Ideas:

Using finger paint, practice writing letters. Practice forming letters with shaving cream.

Student Practice: Choose at least one of the activities below to complete for practice.

Activity 1 Student will use writing tools to print (write) the target letter

Activity 2 With support, the student will print/trace letters

Activity 3 With support, the student will participate in motor activities to trace/print letters

Review:

Review the letters that were written or traced. Have the student retrace the letters.

Use glue and sand to create a textured letter so the student can feel the formation of the letter.

Practice writing the letter in the air. Have the student use their pointer finger as a pretend pencil to make the letter formation.

Check Understanding: (optional) Choose and complete at least one of the activities below.

Can the student use writing tool to print/draw the target letter?

With support, can the student use writing tool to

With support, can the student actively participate in

Model: Display the cards face down on table, blank side facing you. Tell student “Where are we going to place ticket/object? Let’s pick a card to find out”. Making sure you pick the card “in” then show the card to the student. “The card says in, I am going to put the ticket in the bag”.

Put ticket/object in bag. Emphasize the positional word “in”. Suggested Directions to be used with Activities:

1. On: Place ticket/object on table.

2. In: Place ticket/object in small bag or bin. 3. In Front of: Place ticket/object in front of chair. 4. Beside: Place ticket/object beside the bag. 5. Above: Place ticket/object above the chair. 6. Under: Place ticket/object under the table.

Provide Practice: Choose at least one of the activities below to complete for practice. Choosing from Activity 1, 2, or 3.

Activity 1 Activity 2 Activity 3 I can find the object

when placed “On” and “Under” an object with help (hand over hand if needed).

This choice provides no room for error and allows student the opportunity to learn.

Game: Display the two positional cards “On”, and “Under” on table face side down.

Student: Have student pick a card then place ticket or object following the direction on card. Ex. If the card picked is “ON” have them place object “ON” table. Then have

student say, “The ticket is “On” the table.” Repeat with the next card.

When given the direction card and a verbal direction I can place the object on, in, and in front of. This choice allows some support allowing student to learn.

Game: Display cards face down on table.

Student: Picks card. Together: Point to the card and state the word on card with student. Ex. If card is “On” Point to card stating, “ON”. Then Instruct student to “Place the ticket on the table”. Together:

State, “The ticket is on the table”.

Emphasizing the word on.

Repeat using the cards in and in front of.

I can take turns placing and finding objects using positional cards. This choice allows students to practice by themselves with no assistance after instruction. (some help).

Game: Display the cards face down. You and The student will take turns. Student: Have the student pick up card and tell you the name of card.

Ask, “Where would you like me to put the ticket/object?” Emphasize the math word. Repeat this time Parent Chooses card and tells student where to place object. Emphasizing the math word.

Repeat till all cards have been picked.

Review: Take a walk. Find objects and determine where they are located using the positional math words above. Ex. The bird is “In” the tree.

(14)

PSE Week

print/draw the target letter?

motor activities to trace/print letters

Check Understanding: (optional) Choose and complete at least one of the activities below.

Activity 1 Activity 2 Activity 3

Can the student place ticket/object on or under another object with help (hand over hand)?

Can the student follow the direction and place the ticket/object with some help?

Can the student follow the directions and place the ticket/object correctly using positional words by themselves?

Additional Reading Opportunities

Tar Heel Readers

http://tarheelreader.org/

Library Books

Title

Author

Title

Author

(15)
(16)

Remote learning Week 3 – Amusement Parks

Literacy Materials

Monday

(17)
(18)
(19)

Remote learning Week 3 – Amusement Parks

Literacy Materials

Tuesday

Rhyme Picture/ Word Cards

(20)
(21)
(22)

Remote learning Week 3 – Amusement Parks

Literacy Materials

Wednesday

Sequence Story Pictures 1 (errorless choice)

Sequence Story Pictures 2

(23)
(24)
(25)
(26)
(27)

Remote learning Week 3 – Amusement Parks

Literacy Materials

Thursday

At the Amusement Park Story (refer to the story from week 1)

Activity Mat

(28)
(29)
(30)

Remote learning Week 3 – Amusement Parks

Literacy Materials

Friday

Tracing Template

Writing Template

Letter Rhymes

(31)
(32)
(33)
(34)
(35)
(36)

1

Remote learning Week 3 – Amusement Parks

Numeracy Materials

Monday

Making a Picture Graph

**Completed Survey Questionnaires from last week:

What’s Your

Favorite Ride? **One is included if needed

Picture Graph & Picture Graph Cards (

to use on Graph

)

Glue

Option:

**If you are using real objects to make picture graph you will need

multiple objects that are the same. Ex. (4) Legos, (5) stuffed animals, (4) spoons,

socks, etc. You can line real objects on the floor side by side. Using the example

in the numeracy materials for the picture graph (pg. 3). Which object has more?

Which object has less? Are some items the same or equal?

(37)
(38)
(39)
(40)

5

Remote learning Week 3 – Amusement Parks

Numeracy Materials

Tuesday

AB Pattern

**Same materials used in Week 1.

Have your child choose 2 different rides from the ride picture

sheet OR 2 different food items from food sheet.

Optional: Pattern Strip

(pg. 13)

Option: Choose Real Objects To make a pattern (ex. Spoon,

(41)
(42)
(43)
(44)
(45)
(46)
(47)
(48)
(49)

14

Remote learning Week 3 – Amusement Parks

Numeracy Materials

Wednesday

Finding Shapes in Real Objects

**Same materials used in Week 1.

Mix Shape Sheet: (

pg. 15

Cut out circle and square shape)

Option:

for cut out shapes draw shapes on piece of paper and cut out

Math Cards

(pg.16)

***New Materials: Real objects: Find small objects in your

home that are in the shape of a circle & square

Circle (3), Square (3)

(50)
(51)
(52)
(53)
(54)

19

Remote learning Week 3 – Amusement Parks

Numeracy Materials

Thursday

Counting

**In Tuesdays Lesson: Food Sheets: pretzels, ice creams,

popcorns, corn dogs, French fries

**In Wednesdays Lesson: Math Cards 1-5

*In Week One’s Lessons: Number Line (Cut along outer black line)

included if needed pg. 20

(55)
(56)

21

Remote learning Week 3 – Amusement Parks

Numeracy Materials

Friday

Placing objects around the room to learn positional words

***Materials used in last week’s lesson: Tickets (included if

needed pg. 22)

or Real Objects that are small

(57)
(58)

References

Related documents

Although a small number of women is willing to engage in entrepreneurship in the rural areas, these potential female entrepreneurs should not be left to

However, alongside a similar prevalence study of Hong Kong nurses (n = 420, 76% verbal abuse, 45% bullying, 18% physical assault, 12% sexual harassment) conducted a decade ago,

Guidance: This question brings the district’s focus to all students with disabilities for whom they have Committee on Preschool Special Education (CPSE)/Committee on Special

 Complete Clear Education Specialist Induction Program Preschool, K-12 through age 22 To provide special education services to students with academic communication

Supervisor of Special Education Coordinator of Special Education Caroline County Public Schools Dorchester County Public Schools 204 Franklin Street 700 Glasgow Street.. 1021

Other key characteristics of the proposed approached are means to: model platforms functional and non-functional requirements and consumers’ preference, support

Table 4: Rates on entry into and exit from poverty 2002 conditioned on poverty experience 2000 as well as 2001 in Eastern, Central and Western rural China and for ethnic

It may, however, be noted that the period of 1992–1996 which was associated with sharp increase in inequality (the Gini Coefficient increased by nearly 6 percent in rural areas and