Mrs. Ernst

February 27- March 2

From Miss Cheryl’s and Miss Ginger’s SNP Class

OUR FOCUS THIS WEEK

Sorry the blog is short this week. We did like the rainforest but it seemed our visit was too short.

We will be visiting the zoo this week. This is a unit most of the children can really relate to because most have been to the zoo. We are reading Dear Zoo by Rod Campbell. We will be looking at different animals you may find in the zoo, their characteristics, counting them and moving like them. Some concepts we will be exploring—size, weight and height; sequencing (like in the story); and pets vs. zoo animals (sorting and classifying) and animal textures (science).

***** Please send in a zoo animal or a stuffed animal (such as a dog) with your child on Monday. (SEE the vocabulary words). It will be sending the week at school so do not send in one that he cannot be without please. *****

 Vocabulary Words:

 elephant  giraffe  lion  snake  monkey  frog  camel  dog   zoo  cage

Homework:

 1. Play zoo with your child. They can be different animals and imitate the animals or they can be the zoo keeper.

Higher level thinking questions-

If you were a zoo keeper what animal would be your favorite? Why?

OR

If you were a zoo animal what animal would you like to be? Why?

2. Read a nonfiction book about zoo animals. Discuss how they look, their color, the sounds they make, etc.

Higher level thinking question-

Which animals are heavy? Which ones are light?

Which ones are tall? Which ones are short?

3. Play Monkey See, Monkey Do with your child to help develop motor planning and imitation skills. You perform a series of simple actions that an animal does. The number of actions in the series depends on your child’s abilities. Then have your child repeat these actions with you or after you (depending on their abilities).

4. A fun website to discover with your child. Make sure you explore this site with your child to discuss what you see and what you are doing. This will help them increase their language and vocabulary.

Switcheroo Zoo- http://www.switcheroozoo.com/zoo.htm

Pre-Academic Activities for the Full Day Students

 LETTER TIME-- Letter Review Vv-

Remember to continue to review the previous letters as we begin to progress.  Don’t forget to use the chants I sent home as you practice writing. The children enjoy saying the chants or hearing you repeat the chants as they write in sand, rice or flour using their pointer finger and on an upright chalkboard with chalk or on an attached paper with a crayon on an upright board.

This week is the letter Vv. I will emphasize the beginning sound found in words that begin with the “Vv” sound. Try to follow the activities and strategies listed below. Please keep in mind that each child has varying abilities. I will expose your child to the standards that are age appropriate but will adjust each lesson to their individual levels and needs.

Thursday- Music( full day students)- On Thursdays we will be going to Music with a kindergarten class.

We will be going to the Media Center on Friday. (full day students) —We will visit the Media Center and check out one book. Please read this book with your child daily. The book needs to be returned by the following Friday or your child will not be able to check out another book. Please help your child learn to respect the books he/she has brought home. Show them the proper way to handle the books and how to put them away.  We practice this at school in our classroom library and they need to know the same respect and treatment of books applies at home also.

More activities for increasing letter awareness, letter sound awareness and handwriting-

•  Go on a treasure hunt around your house (inside and/or outside) to find items that begin with each letter sound. (Use the vocabulary words I have sent home to help you.)
•  Sing songs or nursery rhymes using only the letter sound instead of the words.
• ALWAYS practice writing their first names in upper and lower case letters—not just upper case (capital letters).  At this age children only need to learn to write the upper case letters (except in the first names). They should learn to recognize both upper and lower case letters
• Practice writing the letters.
• Look in books, magazines, etc. to find both the upper and lower case letter of the week. Always go from left to right as you do when you read. They can even use a highlighter to mark the letters they find. This is also a great review exercise for the previous letters we have learned. For those students who can recognize the letters this is a great way to start exposing them to words. Have them find and highlight the word that has the letter in it.
• READ to your child. Read a variety of books to them. Ask questions about what you are reading- use “what” and “who” questions at first. Then move on to questions that require higher thinking- where, when, how and why. Talk about the pictures. Point to the words as you are reading. All of these things increase awareness which will help them learn to read

Handwriting Strategies to use-

a.       Using a shortened normal sized crayon or pencil will encourage the correct hand position when they are writing if this is needed for your child. The shortened length requires your child to have to hold the writing instrument using a more appropriate grasp.  A crayon helps the writer increase pressure when writing. Pencils tend to slip easily and may not be the best instrument to use for beginning writers.  Markers should not be used until they are established writers. Once your child is an established writer use regular length crayons and begin writing with pencils.

b.      Writing on a slanted surface such a 3 inch binder helps to keep their hand and arm in the correct position if needed.  

c.       Writing with chalk on an upright easel encourages correct arm and hand position PLUS it increases the need to add pressure.

d.      While they are writing say the chants I sent home with your child will help remember the correct way to form the letters.   (These will be sent home when we begin letter formation.)

e.       Have your child write while laying prone (flat) on his stomach.  This is another way to reinforce the correct position for the arm and hand when writing.                                   

f.       Roll playdoh or other modeling clay into balls first and then snakes. Use the snakes to form the letters. Use a rectangle shape such as a picture frame with no glass as a guide to form the letters. ALWAYS form the letters starting from the top to bottom inside the rectangle shape using the edges as a guide.

g.      Practice writing the letter shapes with their fingers on sandpaper; in rice, sand or flour; or hair setting gel in a sealed plastic bag. 

 Speech and Language- Miss Allison

Check out the Speech and Language page on the left side of this blog page.

Georgia Preschool/ Pre-K Content Standards Link

     Here is a useful link to the Ga. Preschool/ Pre-K content standards. As special needs preschool educators our lessons are planned around these standards and the individual needs of each student. You may find information on this site helpful when you are working with your child at home and in your community. This site will help you as parents become familiar with the standards your child will need know or be exposed to during their preschool/pre-k years. The standards are set up according to your child’s chronological age. IF you child is older than 4 they will still be concentrating on the 4 year old standards. To access the standards click on the top address for the preschool standards or click on the bottom address for the Pre-K standards.

http://decal.ga.gov/documents/attachments/GELSSection6.pdf

http://decal.ga.gov/documents/attachments/Content_Standards_Full.pdf

February 21- 24

From Miss Cheryl’s and Miss Ginger’s SNP Class

LAST WEEK IN OUR CLASS

We have looked at the globe and discovered where we live and where the penguins live. They discovered the penguins live very far away from us and there is a lot of water between both places! The children enjoyed Penguin Pete’s New Friends and trying to do some of the things that Penguin Pete does with his new friends. They balanced “snowballs” on their noses like the sea lions and seals(we used a small paper cup to get our balls to balance). Another activity was ice skating. We practiced our ice skating using wax paper as ice. The children did not realize how hard it is to balance and stand on ice even if our ice was wax paper. However, once they got the hang of it they “skated” all around the room—some were even doing spins!! Still another activity was trying to balance an “egg” (we used beanbags) on our feet and walk like the penguins do. Most of the children could only waddle if the eggs were tucked safely between their knees. The teachers were surprised how much the children enjoyed the food activity. We ate penguin food – tuna fish and salmon. Most liked the tuna the best. To our surprise EVERYONE ate what they had on their plates. We washed it down with water.

Oh I almost forget about Valentine’s Day. The children loved exchanging their valentines, decorating cookies and eating them. Thanks for the great participation that took place at home. The children were so proud of their signatures. They also had fun passing out the valentines to their friends. It is so great to see them feel so proud of themselves when they can “read” the names and put their valentines in the correct bags for each of their classmates!

OUR FOCUS THIS WEEK

This week we are traveling to the rainforest to continue our world environment unit. We are reading Over In the Jungle by Marianne Burkes. This is a rainforest rhyme is based on the traditional song Over In the Meadow. If you do not know this tune go to http://kids.niehs.nih.gov/games/songs/childrens/fishiesmid.htm to hear the midi. In the rainforest story the author provides the readers with animals and insects found in this jungle plus their actions or sounds and a little description about them in each rhyming stanza. This story focuses on counting by starting at 1 baby then adds 1 more baby with each new stanza until the last rainforest animal has 10 babies..

Vocabulary Words:

snake (boa constrictor)   frog (poison dart frog)    ant (leaf cutter ants)    parrot    monkey (howler monkey)

rainforest   rain   tree    stripes    spots

Upcoming Important Dates:

1.      February 21-24 Staff Appreciation Week

2.      February 27- March 2 Exceptional Children’s Week

HOMEWORK:

• Look at pictures (images) on the internet of rainforests and the animals that live there. If you have a globe point out where we live and where the rainforests are located. (Brazil has the world's largest rainforest.)

Higher thinking question-

What animals live in the rainforest?

If you lived in the rainforest what animal would you like to be?

• Go to http://christiananswers.net/kids/sounds.html to hear sounds from the rainforest. (Please note I am not endorsing this website. I found the varied rainforest sounds featured on this website work well for this unit.)

Higher thinking question-

What sounds do you hear in the rainforest?

What sounds do you hear when you are outside your home?

• Create a rainforest trail mix. Measure and count the different amounts of the ingredients that are mixed together. Rainforest ingredients can include chocolate chips, dried bananas, dried mangos and papayas and coconut.

Higher thinking question

What is your favorite ingredient?

Using blocks, legos, or whatever is easy to use for graphing find out what your family members  favorite ingredients are.

• Boa Poem  (based on the poem by Shel Silverstein)

I'm being swallowed by a boa constrictor, boa constrictor, boa constrictor.
I'm being swallowed by a boa constrictor,
Now what do you think of that?
Oh no---he's got my toe  (point to toes)
Oh gee---he's has my knee (point to knee)
Oh my---he's up to my thigh (point to thigh)
Oh fiddle---he's up to my middle (point to stomach)
Oh heck---he's up to my neck (point to neck)                                                                                       Oh dread—he’s up to my head (point to head)
I'm being swallowed by a boa constrictor, boa constrictor, boa constrictor.
I'm being swallowed by a boa constrictor
No! No! No!  (In a high squeaky voice)

• Related Literature--- The more you read with and to your child the more vocabulary, language development and desire to learn to read is nurtured in your child. Point to the words while you read to them. Let your child retell you the story if they are able. Related stories to this week’s theme include The Rainforest Grew All Around by Susan K. Mitchell; The Great Kapok Tree by Lynne Cherry; Five Little Monkeys Sitting in a Tree by Eileen Christelow; Verdi by Janell Cannon.

 

Pre-Academic Activities for the Full Day Students

 LETTER TIME-- Letter Review Aa-

Remember to continue to review the previous letters as we begin to progress.  Don’t forget to use the chants I sent home as you practice writing. The children enjoy saying the chants or hearing you repeat the chants as they write in sand, rice or flour using their pointer finger and on an upright chalkboard with chalk or on an attached paper with a crayon on an upright board.

This week is a review of  the letter Aa. I will emphasize the beginning sound found in words that begin with the “Aa” sound. Try to follow the activities and strategies listed below. Please keep in mind that each child has varying abilities. I will expose your child to the standards that are age appropriate but will adjust each lesson to their individual levels and needs.

Thursday- Music( full day students)- On Thursdays we will be going to Music with a kindergarten class.

During the month of February we will be going to the Media Center on Thursday or Friday. (full day students) —We will visit the Media Center and check out one book. Please read this book with your child daily. The book needs to be returned by the following Thursday or your child will not be able to check out another book. Please help your child learn to respect the books he/she has brought home. Show them the proper way to handle the books and how to put them away.  We practice this at school in our classroom library and they need to know the same respect and treatment of books applies at home also.

More activities for increasing letter awareness, letter sound awareness and handwriting-

1.      Go on a treasure hunt around your house (inside and/or outside) to find items that begin with each letter sound. (Use the vocabulary words I have sent home to help you.)

1. Sing songs or nursery rhymes using only the letter sound instead of the words.
2. ALWAYS practice writing their first names in upper and lower case letters—not just upper case (capital letters).  At this age children only need to learn to write the upper case letters (except in the first names). They should learn to recognize both upper and lower case letters
3. Practice writing the letters.
4. Look in books, magazines, etc. to find both the upper and lower case letter of the week. Always go from left to right as you do when you read. They can even use a highlighter to mark the letters they find. This is also a great review exercise for the previous letters we have learned. For those students who can recognize the letters this is a great way to start exposing them to words. Have them find and highlight the word that has the letter in it.
5. READ to your child. Read a variety of books to them. Ask questions about what you are reading- use “what” and “who” questions at first. Then move on to questions that require higher thinking- where, when, how and why. Talk about the pictures. Point to the words as you are reading. All of these things increase awareness which will help them learn to read

Handwriting Strategies to use-

a.       Using a shortened normal sized crayon or pencil will encourage the correct hand position when they are writing if this is needed for your child. The shortened length requires your child to have to hold the writing instrument using a more appropriate grasp.  A crayon helps the writer increase pressure when writing. Pencils tend to slip easily and may not be the best instrument to use for beginning writers.  Markers should not be used until they are established writers. Once your child is an established writer use regular length crayons and begin writing with pencils.

b.      Writing on a slanted surface such a 3 inch binder helps to keep their hand and arm in the correct position if needed.  

c.       Writing with chalk on an upright easel encourages correct arm and hand position PLUS it increases the need to add pressure.

d.      While they are writing say the chants I sent home with your child will help remember the correct way to form the letters.   (These will be sent home when we begin letter formation.)

e.       Have your child write while laying prone (flat) on his stomach.  This is another way to reinforce the correct position for the arm and hand when writing.                                   

f.       Roll playdoh or other modeling clay into balls first and then snakes. Use the snakes to form the letters. Use a rectangle shape such as a picture frame with no glass as a guide to form the letters. ALWAYS form the letters starting from the top to bottom inside the rectangle shape using the edges as a guide.

g.      Practice writing the letter shapes with their fingers on sandpaper; in rice, sand or flour; or hair setting gel in a sealed plastic bag. 

 Speech and Language- Miss Allison

Check out the Speech and Language page on the left side of this blog page.

Georgia Preschool/ Pre-K Content Standards Link

     Here is a useful link to the Ga. Preschool/ Pre-K content standards. As special needs preschool educators our lessons are planned around these standards and the individual needs of each student. You may find information on this site helpful when you are working with your child at home and in your community. This site will help you as parents become familiar with the standards your child will need know or be exposed to during their preschool/pre-k years. The standards are set up according to your child’s chronological age. IF you child is older than 4 they will still be concentrating on the 4 year old standards. To access the standards click on the top address for the preschool standards or click on the bottom address for the Pre-K standards.

http://decal.ga.gov/documents/attachments/GELSSection6.pdf

http://decal.ga.gov/documents/attachments/Content_Standards_Full.pdf

 

 

 

February 13-17

Miss Cheryl's and Miss Ginger's SNP Class

OUR FOCUS THIS WEEK

This week we are reading Penguin Pete’s New Friends by Marcus Pfister. We will look at a globe to introduce this unit. We will be waddling with “eggs” on out feet like penguins (a math activity); balancing snowballs on our noses like seals (sea lions); sliding into “water” to catch some fish for dinner (a math activity); and eating some penguin food (a food activity and math activity). On Tuesday we will read a Valentine’s Day story and celebrate Valentine’s Day with food and other fun activities. Don’t forget to send in your child’s valentines- read the email I sent home last week about exchanging valentines.

Vocabulary Words:

Penguin   whale    island   heaving/hauling   balance   seal/sea lion

Dream  fishing   sled/sleigh   boy    hole    fish

Upcoming Important Dates:

1.      February 13- 17- Tune Out T. V. Week

2.      February 14 (Tuesday)- Valentine’s Day- Send in Valentines with your child’s signature on the card and addressed to each child.

3.      Family Fitness Night (Tune out TV Week) – Monday, February 13^th 6:30 – 7:30

4.      Talent Show (Tune Out TV Week) – Wednesday, February 15^th at 6:30

5.      Foundation Art Show – Thursday, February 16^th – 5:30 to 7:30

 

HOMEWORK:

• Here is a finger play to do with your child. Finger plays help increase fine motor skills and motor planning as well as increase vocabulary and knowledge. The finger play below is one we are learning in class this week. Included is a tune that it can be sung to while performing it.

I Know A Little Penguin (tune: I’m a Little Teapot)

 I know a little penguin (hands at side and waddle)

Who sat on some blocks, (sit down)

 He swam in the ocean (swim arms)

And he climbed on some rocks! (climbing arms)

 He snapped at a seagull, (take hands and make like mouth then snap)

He snapped at a seal, (take hands and make like mouth then snap)

 He snapped at a fish, (take hands and make like mouth then snap)

Oh, what a meal! (rub stomach)

• Continue to work on prepositional words using a stuffed animal or a ping pong ball or a Styrofoam ball to demonstrate prepositions such as on, in, under, beside, for your child. Make a game of it.
• Our characters in this story are penguins, seals (sea lions), whales and a boy with a dog sled. These characters would be fun to look up on the internet. Look at pictures or short videos on the internet or in magazines of the  penguins, whales, seals (in our story an elephant seal is featured) and sea lions. Listen to the way they sound and watch the way they move.
• Related Literature--- The more you read with and to your child the more vocabulary, language development and desire to learn to read is nurtured in your child. Point to the words while you read to them. Let your child retell you the story if they are able. Related stories to this week’s theme include Little Penguin's Tale by Audrey Wood, Penguin Pete by Marcus Pfister, Penguin Pete, Ahoy by Marcus Pfister, Penguin Pete and Pat by Marcus Pfister and Penguin Pete's New Friends by Marcus Pfister.

• Look at the cold environments in which these animals live- the frozen sea, icebergs, the frozen lands. Our story does include animals from both Polar Regions.  
• Look at or watch people ice fishing on the internet. This is how the boy in the story is fishing.
• Look at pictures of people with their friends. Look at how they act with each other- caring, helping, sharing, smiling, etc. Discuss how to be a friend to others with your child.

Pre-Academic Activities for the Full Day Students

 LETTER TIME-- Letter Review Kk-

Remember to continue to review the previous letters as we begin to progress.  Don’t forget to use the chants I sent home as you practice writing. The children enjoy saying the chants or hearing you repeat the chants as they write in sand, rice or flour using their pointer finger and on an upright chalkboard with chalk or on an attached paper with a crayon on an upright board.

This week is a review of  the letter Kk. I will emphasize the beginning sound found in words that begin with the “Kk” sound. Vocabulary words will be sent home for you to practice with your child to reinforce the letter sound. Try to follow the activities and strategies listed below. Please keep in mind that each child has varying abilities. I will expose your child to the standards that are age appropriate but will adjust each lesson to their individual levels and needs.

Thursday- Music( full day students)- On Thursdays we will be going to Music with a kindergarten class.

During the month of February we will be going to the Media Center on Thursday or Friday. (full day students) —We will visit the Media Center and check out one book. Please read this book with your child daily. The book needs to be returned by the following Thursday or your child will not be able to check out another book. Please help your child learn to respect the books he/she has brought home. Show them the proper way to handle the books and how to put them away.  We practice this at school in our classroom library and they need to know the same respect and treatment of books applies at home also.

More activities for increasing letter awareness, letter sound awareness and handwriting-

1.      Go on a treasure hunt around your house (inside and/or outside) to find items that begin with each letter sound. (Use the vocabulary words I have sent home to help you.)

2.       Sing songs or nursery rhymes using only the letter sound instead of the words.

3.        ALWAYS practice writing their first names in upper and lower case letters—not just upper case (capital letters).  At this age children only need to learn to write the upper case letters (except in the first names). They should learn to recognize both upper and lower case letters

4.       Practice writing the letters.

5.         Look in books, magazines, etc. to find both the upper and lower case letter of the week. Always go from left to right as you do when you read. They can even use a highlighter to mark the letters they find. This is also a great review exercise for the previous letters we have learned. For those students who can recognize the letters this is a great way to start exposing them to words. Have them find and highlight the word that has the letter in it.

6.        READ to your child. Read a variety of books to them. Ask questions about what you are reading- use “what” and “who” questions at first. Then move on to questions that require higher thinking- where, when, how and why. Talk about the pictures. Point to the words as you are reading. All of these things increase awareness which will help them learn to read

Handwriting Strategies to use-

a.       Using a shortened normal sized crayon or pencil will encourage the correct hand position when they are writing if this is needed for your child. The shortened length requires your child to have to hold the writing instrument using a more appropriate grasp.  A crayon helps the writer increase pressure when writing. Pencils tend to slip easily and may not be the best instrument to use for beginning writers.  Markers should not be used until they are established writers. Once your child is an established writer use regular length crayons and begin writing with pencils.

b.      Writing on a slanted surface such a 3 inch binder helps to keep their hand and arm in the correct position if needed.  

c.       Writing with chalk on an upright easel encourages correct arm and hand position PLUS it increases the need to add pressure.

d.      While they are writing say the chants I sent home with your child will help remember the correct way to form the letters.   (These will be sent home when we begin letter formation.)

e.       Have your child write while laying prone (flat) on his stomach.  This is another way to reinforce the correct position for the arm and hand when writing.                                   

f.       Roll playdoh or other modeling clay into balls first and then snakes. Use the snakes to form the letters. Use a rectangle shape such as a picture frame with no glass as a guide to form the letters. ALWAYS form the letters starting from the top to bottom inside the rectangle shape using the edges as a guide.

g.      Practice writing the letter shapes with their fingers on sandpaper; in rice, sand or flour; or hair setting gel in a sealed plastic bag. 

 Speech and Language- Miss Allison

Check out the Speech and Language page on the left side of this blog page.

Georgia Preschool/ Pre-K Content Standards Link

     Here is a useful link to the Ga. Preschool/ Pre-K content standards. As special needs preschool educators our lessons are planned around these standards and the individual needs of each student. You may find information on this site helpful when you are working with your child at home and in your community. This site will help you as parents become familiar with the standards your child will need know or be exposed to during their preschool/pre-k years. The standards are set up according to your child’s chronological age. IF you child is older than 4 they will still be concentrating on the 4 year old standards. To access the standards click on the top address for the preschool standards or click on the bottom address for the Pre-K standards.

http://decal.ga.gov/documents/attachments/GELSSection6.pdf

http://decal.ga.gov/documents/attachments/Content_Standards_Full.pdf

February 6-10

From Miss Cheryl’s and Miss Ginger’s SNP Class

LAST WEEK IN OUR CLASS

Our winter unit has concluded but the children enjoyed it –even if it was between 69-70 degrees during last week. As I mentioned in the last blog we were going to sledding. We sledded on scooter boards around our classroom. The children found out that it is not as easy as it looks to sled by yourself. That may be why the little girl in the story ran into the snowman. Even if it was not easy to propel the sled it sure was fun! The children created snow using ice cubes and the snow cone maker. They experimented with the “snow” by first making it into snowballs then holding it in their bare hands and in a “mitten-ed” hand to find out which way the snow melts faster. The children learned about the clothing you wear in the snow and why we wear that clothing instead of other clothing such as swimsuits. They enjoyed choosing items of winter clothing to dress their teacher in what they chose. They also got to choose a piece of winter clothing and put on that piece of clothing either by themselves or with assistance from the teachers. Please work on dressing skills with your child if they continue to have challenges with certain items. One fun way is by placing clothing pictures face down and allow your child to choose a card and put on that piece. Make dressing a fun game!  

OUR FOCUS THIS WEEK

This week we are reading “The Napping House” by Audrey Woods. This repetitive story sequences a crazy, rainy night at Granny’s house. Everyone ends up sleeping in her bed sleeping until the wakeful flea’s bite starts a hilarious chain reaction that wakes everyone up to a beautiful sunny morning. Our key concepts for this unit will include prepositions, sequencing, seriation, day/ night, and weather.  We will be playing counting games using raindrops and moons: playing in big box bedrooms with blankets and flashlights and seeing if we can make a rainbow using water and a mirror during our science time. It should be another fun week.

February 9 is Picture Day. We will be eating in our classroom that day. The children will not be having the usual lunch choices. IF your child does not eat sandwiches please send in an appropriate lunch – if you choose. Thanks J

Vocabulary Words:

rainbow  raining  night  day  sleeping  snore  dreaming  breaks  child  everyone  flea  bed  house

dog   cat   mouse   claw   bite   scares

Upcoming Important Dates:

1.      February 9 (Thursday)- Class and Individual Pictures

2.      February 10 (Friday)—International Festival Night sponsored by the PTA at 6:30

3.      February 13- 17- Tune Out T. V. Week

4.      February 14 (Tuesday)- Valentine’s Day- Send in Valentines with ONLY your child’s signature on the card-please. Do not write individualize each card.

5.      Family Fitness Night (Tune out TV Week) – Monday, February 13^th 6:30 – 7:30

6.      Talent Show (Tune Out TV Week) – Wednesday, February 15^th at 6:30

7.      Foundation Art Show – Thursday, February 16^th – 5:30 to 7:30

HOMEWORK:

• Here is a finger play to do with your child. Finger plays help increase fine motor skills and motor planning as well as increase vocabulary and knowledge. The finger play below is one we are learning in class this week.

Little Raindrop

This is the sun, High up in the sky (Hold hands in a circle high over your head)

A dark cloud suddenly come sailing by. [Slide hands (can use the sign for cloud) to side]

There are the raindrops, pitter-patter down, (make raining motions with fingers)

Watering the plants (pouring motions)

Growing in the ground. (hands pat the ground)

Higher Thinking Question-

How can you tell it might rain?

• Use a stuffed animal demonstrate prepositions such as on, in, under, beside, for your child. Make a game of it. A perfect connection to our story would be to use your child’s bed with the stuffed animal or your child. Then allow your child to demonstrate what you have done. Be sure you talk to your child about where the animal is to ensure they are learning the words and their meaning. The animals in The Napping House are a cat, dog, mouse and flea (technically an insect but …).

 

• Related Literature--- The more you read with and to your child the more vocabulary, language development and desire to learn to read is nurtured in your child. Point to the words while you read to them. Let your child retell you the story if they are able. Related stories to this week’s theme include Good Night Moon by Margaret Wise Brown; Where the Wild Things Are by Maurice Sendak; Time For Bed by Mem Fox; The Doorbell Rang by Pat Hutchins; and Good Night Gorilla by Peggy Rathman. Remember children love to have the same stories read to them over and over.

Higher Thinking Question-

1. How do you know someone is sleeping?

2. What do you do before you go to bed (or to sleep) each night?

Pre-Academic Activities for the Full Day Students

 LETTER TIME-- Letter Review Rr-

Remember to continue to review the previous letters as we begin to progress.  Don’t forget to use the chants I sent home as you practice writing. The children enjoy saying the chants or hearing you repeat the chants as they write in sand, rice or flour using their pointer finger and on an upright chalkboard with chalk or on an attached paper with a crayon on an upright board.

This week is a review of  the letter Rr. I will emphasize the beginning sound found in words that begin with the “Rr" sound. Vocabulary words will be sent home for you to practice with your child to reinforce the letter sound. Try to follow the activities and strategies listed below. Please keep in mind that each child has varying abilities. I will expose your child to the standards that are age appropriate but will adjust each lesson to their individual levels and needs.

Thursday- Music( full day students)- On Thursdays we will be going to Music with a kindergarten class.

During the month of February we will be going to the Media Center on THURSDAY. (full day students) —We will visit the Media Center and check out one book. Please read this book with your child daily. The book needs to be returned by following Friday or your child will not be able to check out another book. Please help your child learn to respect the books he/she has brought home. Show them the proper way to handle the books and how to put them away.  We practice this at school in our classroom library and they need to know the same respect and treatment of books applies at home also.

More activities for increasing letter awareness, letter sound awareness and handwriting-

•  Go on a treasure hunt around your house (inside and/or outside) to find items that begin with each letter sound. (Use the vocabulary words I have sent home to help you.)
• Sing songs or nursery rhymes using only the letter sound instead of the words.
• ALWAYS practice writing their first names in upper and lower case letters—not just upper case (capital letters).  At this age children only need to learn to write the upper case letters (except in the first names). They should learn to recognize both upper and lower case letters
• Practice writing the letters.
• Look in books, magazines, etc. to find both the upper and lower case letter of the week. Always go from left to right as you do when you read. They can even use a highlighter to mark the letters they find. This is also a great review exercise for the previous letters we have learned. For those students who can recognize the letters this is a great way to start exposing them to words. Have them find and highlight the word that has the letter in it.
• READ to your child. Read a variety of books to them. Ask questions about what you are reading- use “what” and “who” questions at first. Then move on to questions that require higher thinking- where, when, how and why. Talk about the pictures. Point to the words as you are reading. All of these things increase awareness which will help them learn to read

Handwriting Strategies to use-

a.       Using a shortened normal sized crayon or pencil will encourage the correct hand position when they are writing if this is needed for your child. The shortened length requires your child to have to hold the writing instrument using a more appropriate grasp.  A crayon helps the writer increase pressure when writing. Pencils tend to slip easily and may not be the best instrument to use for beginning writers.  Markers should not be used until they are established writers. Once your child is an established writer use regular length crayons and begin writing with pencils.

b.      Writing on a slanted surface such a 3 inch binder helps to keep their hand and arm in the correct position if needed.  

c.       Writing with chalk on an upright easel encourages correct arm and hand position PLUS it increases the need to add pressure.

d.      While they are writing say the chants I sent home with your child will help remember the correct way to form the letters.   (These will be sent home when we begin letter formation.)

e.       Have your child write while laying prone (flat) on his stomach.  This is another way to reinforce the correct position for the arm and hand when writing.                                   

f.       Roll playdoh or other modeling clay into balls first and then snakes. Use the snakes to form the letters. Use a rectangle shape such as a picture frame with no glass as a guide to form the letters. ALWAYS form the letters starting from the top to bottom inside the rectangle shape using the edges as a guide.

g.      Practice writing the letter shapes with their fingers on sandpaper; in rice, sand or flour; or hair setting gel in a sealed plastic bag. 

 Speech and Language- Miss Allison

Check out the Speech and Language page on the left side of this blog page.

Georgia Preschool/ Pre-K Content Standards Link

     Here is a useful link to the Ga. Preschool/ Pre-K content standards. As special needs preschool educators our lessons are planned around these standards and the individual needs of each student. You may find information on this site helpful when you are working with your child at home and in your community. This site will help you as parents become familiar with the standards your child will need know or be exposed to during their preschool/pre-k years. The standards are set up according to your child’s chronological age. IF you child is older than 4 they will still be concentrating on the 4 year old standards. To access the standards click on the top address for the preschool standards or click on the bottom address for the Pre-K standards.

http://decal.ga.gov/documents/attachments/GELSSection6.pdf

http://decal.ga.gov/documents/attachments/Content_Standards_Full.pdf