WCSD ECE DISTANCE LEARNING LESSON PLANS

WEEK FOUR – April 20th – April 24th Notes for families:

For your child’s academic assignments – Spend time with your child each day engaged in the activities

listed below. Feel free to change the length of time you spend on each subject throughout the week to

meet the needs of your child and your family. A goal for your child is to complete assignments by the end

of the week.

Supporting Social and Emotional Learning Practices: Mindfulness is an essential self-regulation tool. Help your child become aware of how their bodies react when stressed. Children can learn self-awareness and self-calming strategies that will become life-long skills for handling stress and emotions.

Our fourth SEL focus is Mindfulness.

Mindfulness is the practice of filling our minds and thoughts with the present moment. Children can begin practicing this early in life with direction

from adults. Engage in frequent conversations with your child about his/her interests, feelings, and perspectives. Children are most able to practice

mindfulness while feeling safe and secure. When their thoughts and feelings are accepted by others, they are more capable of communicating.

Encouraging your child to stop and observe themselves frequently through the day to talk about what they are feeling and thinking will help them

grow in mindfulness.

Subject and Learning Goal Description Online Resource(s) Packet Pages

Extra Help/Tips If Your Student/Family

Needs It

Social Emotional Learning Starter – Time to warm up your brain. This will help get your brain ready to learn.

Playing self-control games help children to practice and learn self-regulation.

• Loud or Quiet game – Children have to perform a movement either loud or quiet. First pick a movement, clapping hands or stomping feet. Parent and child take turns creating new actions.

• Ask your child to talk about how they are feeling today and talk to your child about what the activities are for the day.

Pre-K Standards: Social Emotional 5.PK.2b, 6.PK.1b

GoNoodle On & Off https://www.youtube.com/watch?v=1ZP-TMr984s

• Notice and name body sensations, thoughts, and emotions

• Share a 3-breath hug.

• Stop and be aware of surroundings.

• Take a mindful nature walk.

Social Emotional Learning Brain Breaks – Is your brain getting tired? Try one of these before, during, and/or after a tough lesson or activity.

PICK ONE EACH TIME YOUR CHILD NEEDS A BREAK

• Play the freeze game with your child. Play music and then stop it and they freeze until it starts again. Learning to take turns is an essential component of self-regulation.

• 5-4-3-2-1 game, children stand up and the parent has them do five different movements in descending order. “Do five jumping jacks, spin around four times, hop on one foot three times, walk all the way around the living room.

• Balloon Breathing (See Below)

• Choose a quick video break with your child.

Pre-K Standard: Social Emotional 6.PK.1b

GoNoodle – YouTube Channel https://www.youtube.com/channel/UC2YBT7HYqCbbvzu3kKZ3wnw From Mindless to Mindful https://www.youtube.com/watch?time_continue=24&v=pPMELCWBUjE&feature=emb_logo

Reading practice –The more time you spend reading to your child will increase their vocabulary and love of reading.

Read to your student for least 20 minutes per day and complete the at Home Reading Log. Ask your child to describe events in their lives that might be similar to the story. Talk about their experiences helps your child think about themselves. Giving detailed descriptions and telling complete stories also helps children learn about story sequencing that includes a beginning, middle and the end. Pre-K Standards: Reading Strategies 2.PK.1, 2.PK.3

Read-aloud can be found on Scholastic Learning at Home https://classroommagazines.scholastic.com/support/learnathome.html

VPK At Home Activity: All About Me, “Reading at Home” Lesson 6A (In packet)

Early Childhood Education Home Reading Log (In packet)

9 8

Students listen to the books during reading time or online. The read aloud should be in the student’s native language.

Reading can be broken up into shorter chunks, such as five minutes at a time, if your child cannot sit and listen for 20 minutes at a time.

Writing

My Feelings Book: Describing your feelings in different situations (examples: "I felt happy when…", "I felt surprised when…"). Ask your child to describe times when s/he felt happy, sad, angry, etc. On separate pieces of paper, write down what your child says about each feeling. Encourage them to draw a picture or find pictures from magazines to tape on.

VPK At Home Activity: All About Me, “My Feelings Book” Lesson 4B (In packet)

10 Encourage children to represent ideas and feelings through writing or drawing.

If your child does not yet hold writing tools,

Part of Mindfulness is being aware of what we are thankful for, writing about that is a wonderful lesson for children! Mindfulness about the people in our lives adds value and gratitude for those closest to us. Using children’s work as a centerpiece, we can help them grow in mindfulness.

If your child needs extra support with this, have pictures available for them to point at during different times of the day and discuss why they may be feeling (happy, sad, etc.). Pre-K Standards: Types of Writing 6.PK.4, 6.PK.5 Social Emotional 3.PK.1, 3.PK.2a

Thank You Message: Suggest that your child create a “thank-you” message for someone. They might choose their teacher, mail carrier, sanitation worker, grocery-store clerk, or another family member. Your child can write or draw, and you can write down words they say. If possible, give or send the thank you-note to the person. If it is not possible, take a few moments with your child to imagine what it would look and sound like if they could give the thank you-note to the person. Have them imagine what the person would say in response to receiving the message. Pre-K Standard: Expository Text 4.PK.5a

Awareness of the Value of Siblings: Ask your child to tell you a sentence about their sibling(s). If they do not have siblings, ask them to tell you why they wish they did, or why they are glad that they do not. Encourage them to draw a picture to go with their sentence. Pre-K Standard: Types of Writing: 6.PK.7

Mindful Name Writing: Use a timer on your phone, microwave, stove, or watch. Ask your child to write their name neatly while you time how long it takes. Talk with your child about the amount of time it took to write their name. Ask questions like: Did it take longer than a minute? Shorter than a minute? Exactly one minute? If you had more letters in your name, would it take longer? Who do you know that might

it is ok to model drawing and writing for them.

If these tasks are completed easily by your child, encourage them to do more, explain more, draw and write more, or complete the activities again with a different focus.

If your child needs support in developing fine motor skills for writing, try these ideas: • Play with

playdough.

• Paint with Q-Tips.

• Practice lacing

shoes.

• Pick up objects

with tweezers.

• Scrunch paper into

balls and practice

throwing it!

Don’t throw away

those broken

crayons!

Crayons broken into

smaller pieces help

children practice their

take a longer time to write their name? Shorter time? Why might that be?

Pre-K Standard: Effective Writing 5.PK.2a

“tripod” grip (using

their thumb and first

finger).

Reading Skills

Choose a new book to read to your child. Ask them to tell you what the story is about based on the title and picture on the cover. Read a few pages and ask them if they had predicted right. Remind your child to use the pictures to help make new predictions. Ask them, “What do you think will happen next?”

Pre-K Standard: Reading Strategies 2.PK.3

Read-alouds can be found on Scholastic Learning at Home https://classroommagazines.scholastic.com/support/learnathome.html

If your child needs extra support predicting during the read-aloud, model making predictions about the book as you read.

Math

Choose any Math Activity from Weeks 1-3 Or

Making Math Marks Materials: Small paint brush, small container, water, construction paper • Encourage your child to use water to ‘paint’ their

name, numerals and shapes. • You can make small circles or lines for your child to

count before they disappear • Try painting with water on rocks, the sidewalk or a

fence. Pre-K Standards: Math 1.P.3a, 1.PK.4a, 1.PK.4b

Copy Me Materials: paper pattern blocks- or Legos, coins, buttons or other small objects

• Using small objects, create a shape or pattern

• Encourage your child to notice the shape, color and placement of the objects and count them

• Ask your child to copy (or trace) the same shape or pattern

• Notice if they are the same or different

• Talk about next to, over, under

www.starfall.com Practice using pattern blocks in the Mathematics section. VPK At Home Activity: Ready for Math, “Home collections” Lesson 3A (In packet)

11

• As your child improves, increase the number of objects in the shape or pattern

• Ask your child to make a shape or pattern for you to copy

Pre-K Standards: Math 2.PK.2, 3.PK.4, 4.PK.2; Creative Thinking 3.PK.1

Science and Social Studies

Charting the Weather

Talk to your child about the weather and discuss the different weather patterns that we experience in our state (e.g., snow, rain, wind, fog, clouds, thunderstorms, and dust devils). Ask them to make observations about the daily weather and have them draw a picture of the weather.

Pre-K Standard: Science E.PK.1

VPK At Home Activity: Taking Care of Me, “Clothes Hunt” Lesson 10A (In packet)

12 Students can draw a picture of the weather and parents can label the pictures

Music and Movement Let’s Move like an Animal Take your child outdoors or create an indoor space large enough for your child to move around the room. Ask them to move like an animal listed below.

• Move like a bird (run with arms outstretched)

• Move like a snake (wiggle on tummies on the floor)

• Move like a bear (walk on all fours)

• Move like a frog (bend down and hop)

• Move like a kangaroo (take big leaps with arms in front of chest)

• Move like an elephant (swinging their arms for the trunk)

• Move like a penguin (waddle with ankles close together and arms to their sides

Pre-K Standard: Dramatic Play 2.PK.1

Watch live web cams of animals at the Monterey Bay Aquarium and the San Diego Zoo! https://www.montereybayaquarium.org/animals/live-cams https://zoo.sandiegozoo.org/live-cams

Dramatic Play

Learning through make believe play is engaging,

Set up a Pretend Restaurant Help your child set up a small pretend restaurant.

VPK At Home Activity: Taking Care of Me, “Healthy Foods Placemat” Lesson 3B (In packet)

13

meaningful, and essential to young children.

Simple household items will create the restaurant environment for your child to create in. Placemats, tablecloth, forks, paper or plastic plates, note pad, pencil. Children will draw, write, scribble or cut out pictures for the menu and money. They can use the note pad to take the order at the restaurant.

Pre-K Standard: Dramatic Play 1.PK.6

Social Emotional Learning - CLOSER A cool-down for your brain”- This is how you will end your day.

CHOOSE ONE EACH DAY

• Teach your child to breathe through their emotions, and to take a pause before they react. Learning to pause is an important part of self-regulation, and it is important to teach your child this skill at times when they are not upset.

Pre-K Standards: Social Emotional 1.PK.3, 3.PK.1.

GoNoodle Rainbow Breath https://www.youtube.com/watch?v=O29e4rRMrV4

Breathing Techniques:

The Pre-K Standards-based activities are designed to meet the needs of children with or without disabilities. They can be

adapted or expanded to accommodate your child's individual specific needs.

Pre-K Standards addressed in order on lesson plan:

• 5.PK.2b Take turns with teacher support.

• 6.PK.1b Move on to next activity without exhibiting signs of stress.

• 2.PK.1 Identify the front cover of the book and know how to turn the pages when reading.

• 2.PK.3 Identify pictures to aid in comprehension.

• 6.PK.4 Experiment with writing tools and materials in response to literature.

• 6.PK.5 Share drawings with others as a response to an expository text.

• 3.PK.1 Identify a range of feelings (e.g., sadness, anger, fear, and happiness).

• 3.PK.2a Express feelings, needs or wants in appropriate ways.

• 4.PK.5a Expository Text: Recall information from an event, text, or picture related to self and the world around them.

• 6.PK.7 Types of Writing: Dictate words, phrases, or sentences to an adult recording on paper.

• 5.PK.2a Effective Writing: Experiment with beginning techniques for using various writing materials.

• 1.PK.3a Recognize and read numerals 0-5.

• 1.PK.4a Count to 10.

• 1.PK.4b Count to 10 by demonstrating one to one correspondence using objects.

• 2.PK.2 Recognize and replicate simple patterns (e.g. ABAB)

• 3.PK.4 Sort pennies and nickels.

• 4.PK.2 Identify positions (e.g., in front, behind, next to, up, down, inside, outside, on top, ordinal positions).

• 3.PK.1 Combine objects in a variety of ways.

• E.PK.1 Observe and identify weather from day to day.

• 2.PK.1 Distinguish between persons, animals, and objects by identifying characteristics (e.g., the sounds animals make).

• 1.PK.6 Use available materials as either realistic or symbolic props as part of dramatic play.

• 1.PK.3 Re-engage in a task or activity after experiencing disappointment, frustration, or failure.

WCSD ECE DISTANCE LEARNING READING LOG

For the week of April 20th – April 24th

Day of the week Book Title & Minutes

Monday

Tuesday

Wednesday

Thursday

Friday

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THIS ACTIVITY ENCOURAGES:

• Parent-child communication• Expression of feelings

WHAT'S THE POINT?

The purpose of this activity is to help your child explore and express his/her

feelings. With each new experience your child faces, there may be new reactions and new feelings involved. Being able to share these feelings

verbally is key to developing healthy social and emotional skills.

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OFFICE OF LANGUAGE,

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CHILDHOOD EDUCATION

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HOW DO I DO IT? Start by describing your feelings in different situations (examples: "I felt happy when ... ", "I felt surprised when ... "). Ask your child to describe times when s/he felt happy, sad, angry, etc. On separate pieces of construction

paper, write down what your child says about each feeling. Next, take

Polaroid pictures of your child pantomiming the facial expression for each

feeling s/he describes (you can also clip pictures of people's expressions from magazines or have your child illustrate the feelings). Tape or glue each picture onto the page with its corresponding feeling, and staple the book together. (Stapling the book should be done by you.) Then, find a cozy place where you and your child can read the Feelings Book together.

TEACHER T IP:

Language plays an important role in helping children express their feelings.

Talking about your feelings with your child will encourage parent-child communication and create an atmosphere of openness where your child will feel comfortable expressing him/herself.

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HOW DO I DO IT?

Ideas for items to collect: Beads or buttons Small toys Barrettes Plastic straws, forks, spoons, or knives Small seed pods or acorns

Bottle or milk jug caps, or jar li.ds Old keys Coins Shells or rocks Leaves or twigs

Safety note: Always supervise your child when he/she is collecting itemsindoors or outside and clearly explain which items are safe to pick up.

Invite your child to collect 2 or 3 different kinds of small items from around the house or outdoors. Help your child sort them into groups by the type of 'tern (e.g., all the bottle caps in one pile, all the barrettes in one pile, etc.). Encourage your child to guess which pile has more, and then count t11em together to find out.

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At Home Activity A

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Next, make a simple pattern with what you found. For example: barrette, bottle cap, barrette, bottle cap, barrette. Then ask your child to place the item that comes next in the pattern. You can make it more challenging as your child gets familiar with the game: twig, acorn, acorn, twig, acorn, acorn, twig ... What comes next? Ask your child to start his/her own pattern for you to finish.

THIS ACTIVITY WILL HELP YOUR CHILD: • follow simple instructions.• notice differences.• learn about sorting objects.• explore patterns.• develop the muscles in fingers and hands that are used for writing.

WHAT'S THE P0INTI The purpose of this activity is to help your child notice details, follow simple patterns, and sort objects - all important steps toward gathering and understanding information (data collection and analysis).

02011 Chicago Board of Education

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THIS ACTIVITY ENCOURAGES: • understanding relationships• classification skills• language development• memory

WHAT'S THE POINT? Your child is learning to make choices and choices have consequences. To stay healthy, we need to protect our bodies with clothing appropriate to weather conditions.

()2002 Chicago Board of Education

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HOW DO I DO IT?

Gather clothing items for different weather conditions such as sunny and hot (ex. bathing suit, shorts), snowy and cold (ex. snow boots, parka), and rainy and wet (ex. raincoat, umbrella). Select a variety and identify each one with your child. Hide the clothing around the room and ask your child to find something for one of the weather condition categories. If an item is found that does not belong in that category, ask your child to put the item back where it was found. It may be retrieved another time. (This encourages memory skills.) Once your child has found an item that goes with the category you gave, choose another weather condition. After a few turns, allow your child to hide the clothing and ask you to find the right items for a weather category s/he chooses.

TEACHER TIP: If the child can't resist bringing back any item found, simplify the game by having the child place the items for each weather condition together. Encourage your child to dress up for her favorite season, or you dress up and ask your child to guess the weather condition.

SHORTCUT: Start with three clothing items for a quick game.

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HOW DO I DO IT? With your child, use crayons, markers, magazine clippings and stickers to

decorate a sheet of 12" x 18" construction paper, representing your child's favorite healthy foods. Include pictures of new foods your child has tried. Talk about the importance of eating healthy foods to help our bodies grow strong and healthy. Then use plastic wrap or clear shelving paper to cover the placemat and keep it protected so your child can use it at mealtimes.

TEACHER TIP: Try creating different placemats by categories -color, shape, size or food group.

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SUPPLIES: • 12" x 18" sheet ofconstruction paper

• crayons or markers• magazine or flyer

clippings (of favoritehealthy foods)

• stickers• scissors•glue• plastic wrap or clear

contact paper

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THIS ACTIVITY ENCOURAGES: • creativity

• vocabulary building

• awareness of healthy foods

WHAT'S THE POINT? The purpose of this activity is to help your child gain an awareness of healthy foods. This is also a great time to talk about the colors, shapes,

tastes and smells of different foods.

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RELATED BOOKS:

• The Edible Pyramid,Good Eating Every Day,Loreen Leedy

• Gregory the TerribleEater,Mitchell Sharmat