other special days · 58 early learning day 2 † other special days module 1 2 activities math...

Other Special Days • Day 2

53 Module 1Early Learning

Day 2Other Special Days

Although this is offi cially Day 2 of the fi rst module, you may have taken two days to do Day 1. You could also take two days to do Day 2 Other Special Days to give your student time to get used to the program. Another consideration would be to slow down the learning to accommodate interest and pace of learning.

Every year, you and your learner have the opportunity to enjoy many special days. In fact, every day can be a special day–a day fi lled with love, laughter, and learning. Each day is what we make it, so let’s make this one another special day.

54 Early Learning

Day 2 • Other Special Days

Module 1

Calendar Time • student’s personal calendar

(made on Day 1) • other calendar resources

from Calendar Package

Math Time • construction paper prop • fi ve model horses or another

suitable substitute • tea towel or other type of

cloth • tray of sand or other textured

product • Dot Pattern Cards • Printing Chart

Music and Movement • sunscreen and a hat

Sharing Time • Printing Chart (previously

used for Day 1 Sharing Time)

Letter and Word Time • puppet used in Day 1 • Printing Chart • envelope or storage container

for puppet and student’s name cards, and the cut up letters from yesterday’s activity

Project Time Project Choice 1 • pocket chart or bulletin board Project Choice 2 • unlined paper (22 cm by 4 cm)

Learning Centre Time Block Centre • blocks of many shapes and

sizes • household sponges, plastic

bottles, and paper rolls • props for role-playing, such

as steering wheels, tunnels, large trucks

Math Centre • resources used during Math

Time • variety of counting objects

Letter and Word Centre • various writing tools • various colours and textures

of paper • modelling clay • macaroni, sparkles, and other

chosen resources

Story Sharing Time • Only Six More Days by

Marisabina Russo (optional library book)

• student’s chosen books

What You Need Today



ActivitiesCalendar Time

S M T W T F S1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 31

ActivitiesHome Instructor’s

Script

A calendar is used for . . .

- keeping track of time and special events

A calendar has . . .

- numbers and letters on it

- a number in each box

Calendar Time

Time recommended: 20 minutes

Note: Before beginning today’s activity, help your student cut out the Sentence Starter cards and the Days of the Week cards that are found in the Calendar Package.

You will be learning to

• review special things about a calendar and its purpose

• identify the day of the week, yesterday, tomorrow, date, month, season, weather, and events

Focus your learner’s attention on the “A calendar is used for ...” and “A calendar has ...” pages, and review what your student has learned about calendars.

Continue with the following script:

Today is (day of week).

It is your second day of school.

Point to the name of the day on your student’s calendar. Talk about how the beginning letter is made and how it sounds.

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Display the “Today is” Sentence Starter card. Then, spread out the Days of the Week cards and the Period cards.

Ask your student to pick out today’s Day of the Week card. Post the card to the right of the word is, and then add the Period card. Say the “Today is” sentence a few times.

Continue with the following script.

Yesterday was (name of yesterday) and it was your fi rst day of school.

Today is (name of today) and it is your second day of school.

Point to the name of yesterday on your student’s calendar. Talk about how the beginning letter is made and how it sounds.

Sunday

MondayTuesday

Wednesday

Thursday

Friday

Saturday

Today is

Today is Tuesday .



cloudy sunny

rainy snowy

Yesterday was .Monday

Display the “Yesterday was” Sentence Starter card. Ask your student to pick out yesterday’s Day of the Week card. Post the card to the right of the Sentence Starter and then add the Period card. Say the “Yesterday was” sentence a few times. Continue to help as necessary.

Read the sentences together a few times.

On the top-right side of the current calendar square, guide your learner to draw a small symbol that matches today’s weather conditions.

Today is Tuesday .

Yesterday was .Monday

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Module 1

2Activities

Math Time

6 542

1

3Discuss any special plans for today and any future plans for this month. Help your student use a small symbol to mark these plans on the calendar. For future events, count the number of days or sleeps until the event. Mark the date of the event on the calendar with a chosen symbol.

Math Time Time recommended: 30 minutes

Explain to your student that he or she will be listening to and acting out a continuation of the story from yesterday. Keep in mind that if you do not have model horses, substitute other more readily available models. Then, adapt the story to fi t the models that you have available.

Let’s learn to

• listen to a number story • compare quantities • recognize at a glance and name familiar

arrangements of 1 to 5 objects or dots • match a numberal, 1 to 5, to its matching number of

items



Place four model horses on the pasture section of the construction paper prop that was used during yesterday’s Math Time.

Have your student briefl y view the number of horses in the pasture.

Then, use a tea towel or other cloth to cover the horses.

Covering the horses gives the student the opportunity to develop his or her visualization skills and understanding of numbers.

Ask how many horses are in the pasture. If your student has diffi culty identifying the number of horses, provide some guidance by uncovering the horses. Then, use prompts such as putting three horses together and saying, “This is a collection of three horses. One more than 3 is ___.”.

As noted in yesterday’s Teaching Tip, the objective of today’s activities is to help your student build mental images associated with numerals and spoken words.

Encouraging your learner to think in collections develops thinking strategies such as doubles plus one (2 + 2 + 1) for 2 + 3, instead of counting numbers individually (1, 2, 3, 4, 5).

Tell your student to listen carefully to the following story because you will need help to demonstrate it.

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Module 1

On Another Very Special Day

On another very special day in September, four young horses grazed in a sunny pasture. After eating until their tummies were full, three of the beautiful horses decided that they were thirsty. Three of the four horses galloped over to the lake for a drink.

Ask your learner to move three of the four horses beside the lake and leave one of the horses eating in the pasture. Then, continue with the following questions. Help as necessary.

At the beginning of today’s story, how many horses were eating in the pasture? (4)

How many horses are now drinking at the lake? (3)

How many horses are still eating in the pasture? (1)

How many horses are there altogether? (4)



Proceed with the next part of the story.

Shortly after breakfast, Zafi r and his sister, Meela, decided to go to the barn to check on their Dad’s horse, Snowy. When they went horseback riding yesterday, Snowy had cut his leg on a broken tree branch. The veterinarian had come to the farm to look at Snowy. She bandaged his leg and said that Snowy had to stay off it for a few days.

The old barn door creaked when they opened it, and Zafi r and Meela heard Snowy whinny. The two children were saddened to see Snowy lying in his stall. Snowy did, however, look happy to see them. Snowy was usually kept in the farthest pasture from the house. In that large pasture, Snowy had plenty of room to run around.

As Zafi r and Meela gently stroked Snowy’s head, they saw his eye slowly close, and this beautiful horse fell into a relaxing sleep. Zafi r and Meela knew Snowy was dreaming about galloping in the pasture with the other horses.

veterinarian: a doctor who treats animals

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Use the following questions to discuss the second part of the story. Help as necessary.

How many horses are in the barn? (1)

How many horses are drinking from the lake? (3)

How many horses are still eating in the pasture? (1)

How many horses are in the barn, drinking from the lake, and still eating in the pasture? (5)

From the collection of model horses, ask the student to show you fi ve horses. (Help your learner as necessary.)

Now, shuffl e the Dot Pattern cards that contain one to fi ve dots. Also have ready the tray of sand or another textured substance. Explain to your learner that you will use the cards and textured substance to play a game of Spot the Dots and Make the Matching Number. The objective of this game is to help your learner build mental images associated with numbers and spoken words.

Keep in mind that sets of number dots are positioned in different places on each card so your learner develops the ability to associate more than one mental image with a given number.



Spot the Dots and Make the Matching Numeral Game

Step 1: Briefl y hold up a Dot Pattern card.

Step 2: Tell your learner to count the dots on the card, but not to tell you the number until you turn the card face down.

Step 3: Ask your learner to say the number of dots on the card. If incorrect, briefl y show the card again, turn it face down, and then ask your learner to identify the number of dots. If your student continues to experience diffi culty, help as necessary.

Step 4: In a tray of sand or other textured substance, guide the index fi nger of your learner’s dominant hand in the formation of the identifi ed number. Remember to talk aloud about the movements you are using to form each numeral such as moving straight down or in a circular motion. Use the Printing Chart from yesterday’s Math Time to guide instruction.

Step 5: Repeat the above steps with the remaining Dot Pattern cards that contain one to fi ve dots.

5

64 Early Learning


Module 1

ActivitiesMusic and

Movement Time

Music and Movement


For safety reasons, the following game must occur in an open space. Weather permitting, you could play this game in a yard or a nearby playground.

You will be learning to

• experience how physical activity makes one feel • understand the importance of putting on sunscreen

before playuing outdoors • understand that the words of a song are vey

important to the meaning of the song • play the Here, There, and Everywhere Game

If it is a sunny day, you could talk briefl y about the importance of wearing sunscreen and a hat. Help one another get ready to play in the sunshine by putting sunscreen on each other.

Encourage other family members and friends to join in the game and to suggest actions to accompany the following song on the way to and from the play area.



A Special Place(This song can be sung to the tune of

“Here We Go Round the Mulberry Bush.”)

I am going to a special place,A special place, a special place.I am going to a special place, And I will tell you why.

I can play in my special place, My special place, my special place. I can play in my special place, In the bright sunshine.

My special place has fresh air to breathe, Fresh air to breathe, fresh air to breathe.My special place has fresh air to breathe, Air that is healthy for me.

Have fun creating other new verses for the song.

Print this page.

66 Early Learning


Module 1

At the play area, guide your players to participate in the following game.

Here, There, and Everywhere Game

Step 1: One player at a time is chosen to be the Commander and to give the Here, There, and Everywhere commands.

Step 2: Players scatter within hearing distance of the Commander.

Step 3: If the Commander says the word Here, the players run to the Commander.

If the Commander says the word There, the players run to the spot the Commander is pointing to.

If the Commander says the word Everywhere, the players scatter within hearing distance of the Commander.

Step 4: After the Commander has given fi ve commands, choose another Commander.

Returning to the house, sing the following verse and other verses that you have created. You could also choose to sing other favourite songs.

I went to a special place, A special place, a special place. I went to a special place, And I will tell you why.



Sharing Time


Use the following dialogue to begin today’s discussion.

Yesterday, we talked about what the word special means.

Do you remember what this word means?

(Special means different from others in a certain way; not ordinary; unusual.)

Why was yesterday a special day?

What special things did you do yesterday?

On a piece of paper, print the sentence starter, “Yesterday was a special day because…”. Print your student’s reasons. While writing the reasons, talk aloud about how you are forming some of the words. For example, when writing the letters i and t for the word it, use the Printing Chart referred to in Day 1 Sharing Time to guide your instruction. Say the name of the word aloud after it has been printed.

Yesterday was a special day because . . .

• I had my fi rst day of school.

• I practiced printing my name.

• I played in a Learning Centre.

• I learned a lot of new things.

ActivitiesSharing Time

68 Early Learning


Module 1

Next, ask your student to talk about other special days and why they are special. Label separate sheets of paper with the name of an important day(s). List some special things that happen during that time. Vacation Days

• one fantastic week of camping at the lake

• lots of friends to play with

• swimming and playing at the park

Activity Day

• hot dogs, salad, watermelon, and ice cream

• games and prizes

• new friends

• lots of fun

Use the lined page that follows as you scribe or write for your learner three or four sentences about a chosen day. Refer to the list of activities on the left for ideas.

You could use one of the following sentence starters for the introduction.

I had a special day when…

(Name of the day) is a special day because…

My favourite special day is …

Activity Day

I had a special day when my Mom, Dad,

and I drove to Barrhead, Alberta, for Activity

Day. When we got to the park, we had hot

dogs, salads, watermelon, and ice cream.

Then, we played games and I won a prize.

I met my teacher and made many new

friends. I had a lot of fun.



While writing the sentences, talk aloud about how you are constructing the text. For example, you can review with your learner that the word I is written with a capital letter. Use the Printing Chart, originally found in the Appendix of this module, to help you describe the formation of the text.

Encourage your student to print some known letters and words as well. For example, if a word starts with the same letter as your learner’s fi rst name, guide your student to identify the name of the letter and form it.

Complete the activity by having your student draw a picture about the special day story or attach a photograph.

Once the activity has been completed, place the story in the Celebration Folder to celebrate and share learning accomplishments.

MaterialsCelebration Folder

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Module 1

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

Shared Writing Story

Print this page.



Drawings or Photographs of a Special Day

Print this page.

72 Early Learning


Module 1

Wash up and have a good healthy lunch.

Letter and Word Time


The purpose of today’s activity is to review the importance of a name and to practice identifying and printing the puppet’s and your student’s fi rst names.

Place the puppet that you used during yesterday’s Sharing Time on one of your hands. Then, put the puppet’s name card on the table.

Use the following script to pretend that the puppet is the same character as yesterday.

Hi, remember me. Yesterday, you made me very happy because you gave me my own special name.

Thank you!

My name is even printed on this card.

ActivitiesHome Instructor’s

Script

ActivitiesLetter and Word Time

A FBE

C D

catdo

can



Have the puppet point to the fi rst letter on the name card and say,

I know my name is important because it belongs to me and it begins with a capital letter.

Help the student print the puppet’s name on a second card. While printing the name, talk about capitalizing the fi rst letter, the name and sound of each letter, and the formation of each letter. Use the Printing Chart to guide your discussion.

Have your student help you cut apart each letter of the second name card. Mix the letters and then ask your learner to put them back in order. If necessary, guide your learner to arrange the letters in the correct order.

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Module 1

M for Mascot.

Hold up one letter of your puppet’s name at a time and shout, “Give me a __!” Guide your student to say the name of each letter that you highlight.

Repeat the activity, but this time have your student shout the introductory part of the cheer and hold up each letter in sequence. You, in turn, will shout out the name of each letter.

Ask your student to place the puppet’s name card and the cut-up letters in an envelope. Label the envelope with the puppet’s name for use during Learning Centre Time and on other days.

Ma

sc

o

t



Display the student’s name card and the matching cut-up letters.

Place the student’s name cards on the table. After identifying each letter, talk about its features. For example, you could say that the beginning letter is a capital letter, and then point out how it is different from its lowercase counterpart.

Show the matching cut-up letters and ask your student to put them in order a few times. Guide your student as necessary.

Repeat the same cheer activity that you did with the puppet’s name. Continue to help the student as necessary.

Together with your student, clap the number of syllables in the puppet’s name and your student’s name. For example, if your student’s name is Jordan, you would clap once for the fi rst syllable and then again for the second syllable (Jor dan). The name Phong has only one syllable (one clap), and the name Rebecca (Re bec ca) has three syllables (three claps).

Place your student’s name card and the matching cut-up letters back in the envelope for use during today’s Learning Centre Time and for future use.

Jo

rd

a

n

76 Early Learning


Module 1

Project Time


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

Project Choice 1: Helping Hands Bulletin Board

Encourage your youngster and other family members to help around the home by setting up a Helping Hands bulletin board.

Step 1: Ask your learner to help you list household responsibilities.

Important Household Jobs

Set table Help with the dishes Take out the garbage Organize items for the Bottle Depot

Step 2: Draw a picture depicting each job, or use a photograph of someone doing the job.

ActivitiesProject Time



Step 3: Have everyone in the family trace his or her hand shape on heavy-weight paper. Then, cut out the shape.

Step 4: Print each person’s fi rst name on the matching hand shape. While printing each name, identify the name of the letters and talk aloud about their features. Have fun clapping the number of syllables in each name.

Step 5: Place each hand shape beside the picture of the matching responsibility. At regular intervals, you could exchange responsibilities.

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Module 1

Project Choice 2: Designer Name Card

In this activity, letter shape, size, and spacing are reinforced as your student develops a name card that is special and attractive.

Step 1: Fold a sheet of unlined 22 cm by 14 cm paper in half.

Step 2: On each side of a folded piece of paper, draw a horizontal baseline.

Step 3: On the baseline of each side of the folded paper, guide your student to print his or her fi rst name.



Step 4: Ask your young designer to outline each letter with a coloured pencil, crayon, or fi ne-tipped felt marker.

Step 5: Encourage your youngster to repeat the outlining with other colours.

Step 6: Display the designer name card for everyone to admire.

Mascot

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Module 1

Learning Centre Time


During yesterday’s Learning Centre Time, you and your student were involved in setting up a Block Centre and a Math Centre. Enjoy interacting with your student and observing his or her learning while continuing to be involved in these centres.

Discuss what centre your learner plans to visit fi rst. Then, help your learner print his or her fi rst name on a sign-in page that you have available at each centre. Provide an example of your student’s name at each centre as well.

Block Centre

The purpose of setting up a Block Centre is to give your learner the opportunity to

• develop oral language

• dramatize familiar situations and role-play new roles

• experiment with space, shape, and relative size

• develop large-muscle co-ordination

ActivitiesLearning Centre Time

Sign-In

___________________________

Mascot • release energy

• learn to work with others and share materials

• plan and organize



Stages through which Children Progress in Block Play

Manipulative: Student moves blocks from one place to another (between storage area and the play area). Play lacks organization and recognizable construction. Student plays individually.

Symbolic: Youngster arranges blocks to build recognizable form (for example, fi re engine, house, doctor’s offi ce). Props may be added. Student plays individually and with others.

Organizational: Learner wants to play together with other children to determine construction of buildings. Interest in the building may be sustained for a number of days. Additional props such as models, signs, fi re hoses, ladders, planks, trestles, and barrels are used.

ActivitiesTeaching Tip

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Module 1

Math Centre

Note: If you have not already done so, use this centre to store mathematics resources such as interlocking cubes, egg carton bottoms, Dot Pattern cards, personal calendar, calendar resources, and tray of sand.

Encourage your learner to invite family members and friends to play with the resources that were used during yesterday’s and today’s Calendar Time and Math Time.



Letter and Word Centre

Set up a table where your student can use a variety of materials to practice writing his or her name. For example, practice writing the name using different writing tools on various kinds and colours of paper. Form the name from modelling clay, or glue such things as macaroni or sparkles onto a name outline.

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Module 1

Story Sharing Time Time recommended: fl exible

Enjoy a special time reading a favourite story or stories with your student.

Congratulate yourself on completing Day 2.

Tomorrow you will be thinking about all the wonderful things that you have

learned to do since you were born.

ActivitiesStory Sharing Time

other special days · 58 early learning day 2 † other special days module 1 2 activities math...

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