Dear Parents, Our story unit for this month will be The Kissing Hand written by Audrey Penn. Chester the raccoon is going to school for the very first time and he is afraid. He would much rather stay at home with his mom. Chester’s mother gently reassures him that school will be a fun place, and she has a secret. It is something that will help Chester feel close to his mom, even when he is at school. Your child will enjoy learning this secret and sharing it with you. Listed below are some of the goals and objectives that we will be striving to meet as we read this book. The activities and creations that your child will be bringing to you in the next few weeks will relate to the objectives listed on the following pages. Please keep in mind that your child is not expected to complete every one of these objectives. We focus on individual needs and will select the goals that are most appropriate for your child.

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At – A – Glance Vocabulary and Teachable Concepts

These key vocabulary words and phrases are found in

The Kissing Hand

Objects, Nouns or Familiar Phrases

Chester Raccoon secret middle Mommy loves you forest nights palm face edge warm kiss toasty school cozy arm careful mother days up food home tears into promise friends interested heart thoughtful toys Kissing Hand silky suddenly books left black large swing hand mask familiar hand open special center ear tiny warmth Good-bye strange fingers lonely I love you scary fan loving Mrs. Raccoon wonderful forward cheek tree limb Chester loves you school year Hoot owl

Verbs and Action Words stood love felt worry enter cried make rush wash rang go wiped tingled stick pressed told looked smiled turned play learned press grinned read asked think give swing show jump unfolded stay spread fill danced took leaning wrapped watched nuzzled kissed lose scamper

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Object Identification

(objects illustrated, but not mentioned in the text) bugs sandbox dragonfly rabbit deer birds mouse snail ball fox butterfly skunk hearts spider bat flowers trees possum spider web squirrel frog turtle moon

Teachable Concepts

object identification night/day grooming skills animal identification scissor skills left/right hand number concepts emotions: middle/center shape identification happy/sad open/closed color identification fear sequencing skills lonely identification of body parts love

Color Identification

Red – hearts Blue – bluebird Green – frog Yellow – moon Orange – butterfly Purple – crayon Brown – owl Gray – raccoons

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Speech and Language Goals and Objectives

These speech goals and objectives focus on language skills that are emphasized when reading The Kissing Hand. TO IMPROVE SPEECH AND LANGUAGE SKILLS, THE CHILD WILL: 1. Increase the number of spoken or signed words in his/her vocabulary. 2. Use these prepositions and articles of speech:

a, in, and, as, the, into, on, for at, to, with, an 3. Answer who, what, and where questions:

Who was afraid to go to school? (Chester) What did Mother Raccoon place on Chester’s hand? (a kiss) Where did the baby animals go at night? (to school)

4. Recognize sign language for “I Love You”.

5. Use the plurals of common words by adding an “S”. friends nights books tears toys days swings fingers

6. Use the past tense of common verbs: cried learned smiled looked unfolded nuzzled kissed wrapped turned leaned wiped tingled loved grinned danced watched pressed filled

7. Relate experiences with some understanding of sequence, beginning and closure. 8. Tell a familiar story using picture cues. 9. Sing familiar songs and repeat rhymes or finger plays associated with the story.

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10. _____Point to _____Name objects/animals/insects that are pictured in the story:

bugs sandbox dragonfly rabbit deer birds mouse snail ball fox butterfly skunk hearts spider bat flowers trees possum spider web moon squirrel frog turtle moon hand Chester owl swing tree fingers Mrs. Raccoon books toys sandbox

11. Proper use of these pronouns: himself, herself. 12. Distinguish between big and little objects or pictures. 13. Demonstrate knowledge of these positional concepts: next to, on top, on the bottom, in the middle, behind, in front, over, and under 14. Demonstrate knowledge between same and different.

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Reading Readiness Goals and Objectives These goals and objectives focus on cognitive skills that are emphasize when reading The Kissing Hand. TO IMPROVE GENERAL KNOWLEDGE AND COGNITIVE SKILLS, THE CHILD WILL: 1. Follow along in a book as it is being read. 2. Increase attention span to remain focused on the story. 3. _____ Match _____Sort _____Point to _____Name these colors: red red red red blue blue blue blue green green green green orange orange orange orange brown brown brown brown yellow yellow yellow yellow white white white white 4. Identify these animal body parts: hand, arm, heart, face, tail 5. Demonstrate knowledge of these abstract concepts:

middle/center right/left hand open/closed day/night

6. Count______ animals or objects from the story. 1 1-3 1-5 1-10 10 or more

7. Describe action depicted in pictures.

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8. Improve memory skills and the ability to predict what will happen next. 9. Take part in reading by “filling” in repetitive familiar words and phrases.

Mommy loves you. Chester loves you.

10. Use visual discrimination to match small, medium and large. 11. Will identify these shapes:

_____ _____ _____ _____ _____ _____ _____ _____

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Gross Motor Goals and Objectives These goals and objectives focus on gross motor skills that are emphasized when reading The Kissing Hand. TO IMPROVE GROSS MOTOR SKILLS THE CHILD WILL: 1. Demonstrate both gross and fine motor coordination when using a

primary brush to apply paint to large pre-drawn object on an easel. _____ hand over hand _____ minimal assistance _____ independently

2. Reinforce balance and coordination by following a path using these

gross motor movements. ___Walking ___Hopping ___Crawling ___Walking on tiptoe

3. Imitate animal movements:

_____ run like a deer. _____ climb like a spider. _____ “fly” like a butterfly or bird. _____ walk on all fours like a fox. _____ hop like a frog. _____ crawl like a turtle.

4. Improve gross motor skills through movements related to familiar songs

and finger plays. 5. Toss beanbags into a designated container. 6. Swing on a swing:

_____ sit on swing holding ropes or chains _____ maintain balance while swinging _____ tolerate swinging motion _____ sustains swinging motion independently

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Fine Motor Goals and Objectives

These goals and objectives focus on fine motor skills that are emphasized when reading The Kissing Hand. TO IMPROVE FINE MOTOR SKILLS THE CHILD WILL: 1. Complete pasting activities which focus on fine motor skills necessary to

appropriately complete a given project. 2. Use appropriate pencil grip when using markers, pencils or crayons to

complete art or academic activities. 3. Demonstrate appropriate scissor skills by completing projects that require:

_____ holding a scissors correctly _____ holding the paper in preparation for cutting _____ snipping _____ cutting 5 inch straight line _____ cutting a curved line _____ cutting a closed shape (circle, square, oval)

4. Complete projects that require lacing skills.

_____ Able to lace and thread yarn or ribbon in and out of holes _____ Able to sequence holes in correct order

5. Use marker or crayon to trace a:

_____ vertical line _____ horizontal line _____ curved line _____ closed figure (circle, square, triangle, oval)

6. Use a marker or crayon to independently copy a:

_____ vertical line _____ horizontal line

_____ curved line _____ closed figure (circle, square, triangle, oval) 7. Use a crayon, pencil or marker to trace around their own hand. 8. Flatten play dough in preparation for using a heart cookie cutter to make “play

dough Kisses”.

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Daily Living, Cooking and Self-help Goals and Objectives

These self-help goals and objectives focus on daily living skills that are emphasized when reading The Kissing Hand. TO IMPROVE SELF-HELP AND DAILY LIVING SKILLS THE CHILD WILL: 1. Use one to one correspondence concepts to prepare table for snack

time/lunch. one napkin, one spoon, one cup, one bowl

2. Assist teacher in snack preparation by measuring, pouring, stirring or

scooping ingredients. 3. Use spoon with minimal spilling. 4. Use knife to appropriately spread butter or food of similar consistency. 5. Drink from cup or straw with minimal assistance. 6. Tolerate a variety of food with different tastes and textures. 7. Demonstrate appropriate use of a napkin. 8. Use appropriate vocalization or gestures to ask for more food during snack or lunch time. 9. Use appropriate vocalization or gestures to indicate hunger. 10. Clear individual area at table at the end of snack or lunch activity.

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11. Wash hands before snack and after using restroom.

_____ hand over hand _____ minimal assistance _____ independently

12. Dry hands.

_____ hand over hand _____ minimal assistance _____ independently

13. Use appropriate gesture or vocalization to indicate the need to use the bathroom. 14. Uses restroom.

_____ maximum assistance _____ minimum assistance _____ independently

15. Follow classroom routine upon entering and leaving the classroom.

_____ hang up bag/backpack in appropriate place _____ hang up jacket or sweater in appropriate place

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Socialization Goals and Objectives

These social and emotional goals and objectives focus on behavior skills that are emphasized when reading The Kissing Hand. TO IMPROVE SOCIAL AND EMOTIONAL SKILLS THE CHILD WILL: 1. Appropriately use clothes and props provided in dramatic play center such as:

Stuffed animal characters books Puppet characters spider Variety of plastic bugs spider web Sandbox or rice tub hearts Sand toys School tree (cardboard box with opening) Raccoon mask or headband

2. Use appropriate verbalization to ask permission to use a toy or prop that another peer is playing with.

3. Play cooperatively with peers. 4. Demonstrate cooperation while working together and helping each other. 5. Take turns in group activities. 6. Identify these emotions as illustrated in the story:

Fear (Chester fear of going to school) Love (heart kisses)

7. Demonstrate actions of friendship

_____ gesture (Hug) _____ verbalization ( _____ is my friend.) _____ preference to play with one child over another _____ appropriately uses sign language to symbol love or affection 8. Identify heart as the geometric symbol for love. 9. Make a positive adjustment to school setting:

_____ separation from caregiver _____ interacts with classmates _____ follows daily routine

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Name Date_________ Dear Parents, We have just coraccoon helped uplaces and meetiChester’s mom seasier. Today your childthroughout this eager to share tthe activities, pi Also in this packMany of the wortogether is one ochair, put your c Here are the goaoverview of the was not expecteobjectives that As

1. Maste2. Signif3. Some4. No pr5. Not a

The Kissing Hand Assessment Letter

________________________

mpleted the story unit for The Kissing Hand. Chester the s to see that school is not such a scary place. Going to new ng new people when you are little and alone can be difficult, but hared a secret with us that made our first days at school much

is bringing home several activities that we have created unit. Your child has worked very hard on these projects and is hem with you. Please take the time to talk with your child about ctures, or projects that you will find in this envelope.

et is the same book that we have read each day in our classroom. ds, phrases, and illustrations are familiar to your child. Reading f the best ways to spend quality time. Find a comfortable

hild in your lap, and read The Kissing Hand.

ls and objectives that pertain to this particular unit with an progress that your child has made. Please note that your child d to achieve each of these goals. The number 5 indicates the were not attempted.

sessment Scale ry icant Progress progress ogress ttempted

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At – A – Glance Vocabulary and Teachable Concepts

These key vocabulary words and phrases are found in

The Kissing Hand

Objects, Nouns or Familiar Phrases

Chester Raccoon secret middle Mommy loves you forest nights palm face edge warm kiss toasty school cozy arm careful mother days up food home tears into promise friends interested heart thoughtful toys Kissing Hand silky suddenly books left black large swing hand mask familiar hand open special center ear tiny warmth Good-bye strange fingers lonely I love you scary fan loving Mrs. Raccoon wonderful forward cheek tree limb Chester loves you school year Hoot owl

Verbs and Action Words stood love felt worry enter cried make rush wash rang go wiped tingled stick pressed told looked smiled turned play learned press grinned read asked think give swing show jump unfolded stay spread fill danced took leaning wrapped watched nuzzled kissed lose scamper

263

Object Identification

(objects illustrated, but not mentioned in the text) bugs sandbox dragonfly rabbit deer birds mouse snail ball fox butterfly skunk hearts spider bat flowers trees possum spider web squirrel frog turtle moon

Teachable Concepts

object identification night/day grooming skills animal identification scissor skills left/right hand number concepts emotions: middle/center shape identification happy/sad open/closed color identification fear sequencing skills lonely identification of body parts love

Color Identification

Red – hearts Blue – bluebird Green – frog Yellow – moon Orange – butterfly Purple – crayon Brown – owl Gray – raccoons

264

Speech and Language Goals and Objectives

These speech goals and objectives focus on language skills that are emphasized when reading The Kissing Hand. TO IMPROVE SPEECH AND LANGUAGE SKILLS, THE CHILD WILL: _____ 1. Increase the number of spoken or signed words in his/her vocabulary. _____ 2. Use these prepositions and articles of speech:

a, in, and, as, the, into, on, for at, to, with, an _____ 3. Answer who, what, and where questions:

Who was afraid to go to school? (Chester) What did Mother Raccoon place on Chester’s hand? (a kiss) Where did the baby animals go at night? (to school)

_____ 4. Recognize sign language for “I Love You”.

_____ 5. Use the plurals of common words by adding an “S”. friends nights books tears toys days swings fingers

_____ 6. Use the past tense of common verbs:

cried learned smiled looked unfolded nuzzled kissed wrapped turned leaned wiped tingled loved grinned danced watched pressed filled

_____ 7. Relate experiences with some understanding of sequence, beginning and closure. _____ 8. Tell a familiar story using picture cues. _____ 9. Sing familiar songs and repeat rhymes or finger plays associated with the story.

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10 _____Point to _____Name objects/animals/insects that are pictured in the story:

bugs sandbox dragonfly rabbit deer birds mouse snail ball fox butterfly skunk hearts spider bat flowers trees possum spider web moon squirrel frog turtle moon hand Chester owl swing tree fingers Mrs. Raccoon books toys sandbox

_____11. Proper use of these pronouns: himself, herself. _____12. Distinguish between big and little objects or pictures. _____13, Demonstrate knowledge of these positional concepts: next to, on top, on the bottom, in the middle, behind, in front, over, and under _____14. Demonstrate knowledge between same and different.

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Reading Readiness Goals and Objectives These goals and objectives focus on cognitive skills that are emphasized when reading The Kissing Hand. TO IMPROVE GENERAL KNOWLEDGE AND COGNITIVE SKILLS, THE CHILD WILL: _____1. Follow along in a book as it is being read. _____2. Increase attention span to remain focused on the story. _____3. _____ Match _____Sort _____Point to _____Name these colors: red red red red blue blue blue blue green green green green orange orange orange orange brown brown brown brown yellow yellow yellow yellow white white white white _____4. Identify these animal body parts: hand, arm, heart, face, tail _____5. Demonstrate knowledge of these abstract concepts:

middle/center right/left hand open/closed day/night

_____6. Count______ animals or objects from the story.

1 1-3 1-5 1-10 10 or more _____7. Describe action depicted in pictures.

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_____ 8. Improve memory skills and the ability to predict what will happen next. _____ 9. Take part in reading by “filling” in repetitive familiar words and phrases.

Mommy loves you. Chester loves you.

_____ 10. Use visual discrimination to match small, medium and large. _____ 11. Will identify these shapes:

_____ _____ _____ _____ _____ _____ _____ _____

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Gross Motor Goals and Objectives These goals and objectives focus on gross motor skills that are emphasized when reading The Kissing Hand. TO IMPROVE GROSS MOTOR SKILLS THE CHILD WILL: _____ 1. Demonstrate both gross and fine motor coordination when using a primary brush to apply paint to large pre-drawn object on an easel.

_____ hand over hand _____ minimal assistance _____ independently

_____ 2. Reinforce balance and coordination by following a path using these gross motor movements.

___Walking ___Hopping ___Crawling ___Walking on tiptoe _____ 3. Imitate animal movements:

_____ run like a deer. _____ climb like a spider. _____ “fly” like a butterfly or bird. _____ walk on all fours like a fox. _____ hop like a frog. _____ crawl like a turtle.

_____ 4. Improve gross motor skills through movements related to familiar songs and finger plays. _____ 5. Toss beanbags into a designated container. _____ 6. Swing on a swing:

_____ sit on swing holding ropes or chains _____ maintain balance while swinging. _____ tolerate swinging motion. _____ sustains swinging motion independently

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Fine Motor Goals and Objectives

These goals and objectives focus on fine motor skills that are emphasized when reading The Kissing Hand. TO IMPROVE FINE MOTOR SKILLS THE CHILD WILL: ____ 1. Complete pasting activities which focus on fine motor skills necessary

to appropriately complete a given project. ____ 2. Use appropriate pencil grip when using markers, pencils or crayons to complete art or academic activities. _____3. Demonstrate appropriate scissor skills by completing projects that require:

_____ holding a scissors correctly _____ holding the paper in preparation for cutting _____ snipping _____ cutting 5 inch straight line _____ cutting a curved line _____ cutting a closed shape (circle, square, oval)

_____ 4. Complete projects that require lacing skills.

_____ Able to lace and thread yarn or ribbon in and out of holes _____ Able to sequence holes in correct order

_____ 5. Use marker or crayon to trace a:

_____ vertical line _____ horizontal line _____ curved line _____ closed figure (circle, square, triangle, oval)

_____ 6. Use a marker or crayon to independently copy a:

_____ vertical line _____ horizontal line

_____ curved line _____ closed figure (circle, square, triangle, oval) _____ 7. Use a crayon, pencil or marker to trace around their own hand. _____ 8. Flatten play dough in preparation for using a heart cookie cutter to make “play dough Kisses”.

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Daily Living, Cooking and Self-help Goals and Objectives

These self-help goals and objectives focus on daily living skills that are emphasized when reading The Kissing Hand. TO IMPROVE SELF-HELP AND DAILY LIVING SKILLS THE CHILD WILL: _____ 1. Use one to one correspondence concepts to prepare table for snack

time/lunch. one napkin, one spoon, one cup, one bowl

_____ 2. Assist teacher in snack preparation by measuring, pouring, stirring or

scooping ingredients. _____ 3. Use spoon with minimal spilling. _____ 4. Use knife to appropriately spread butter or food of similar consistency. _____ 5. Drink from cup or straw with minimal assistance. _____ 6. Tolerate a variety of food with different tastes and textures. _____ 7. Demonstrate appropriate use of a napkin. _____ 8. Use appropriate vocalization or gestures to ask for more food during snack or lunch time. _____ 9. Use appropriate vocalization or gestures to indicate hunger. _____ 10. Clear individual area at table at the end of snack or lunch activity.

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_____11. Wash hands before snack and after using restroom.

_____ hand over hand _____ minimal assistance _____ independently

_____ 12. Dry hands.

_____ hand over hand _____ minimal assistance _____ independently

_____ 13. Use appropriate gesture or vocalization to indicate the need to use the bathroom. _____ 14. Uses restroom.

_____ maximum assistance _____ minimum assistance _____ independently

_____ 15. Follow classroom routine upon entering and leaving the classroom.

_____ hang up bag/backpack in appropriate place _____ hang up jacket or sweater in appropriate place

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Socialization Goals and Objectives

These social and emotional goals and objectives focus on behavior skills that are emphasized when reading The Kissing Hand. TO IMPROVE SOCIAL AND EMOTIONAL SKILLS THE CHILD WILL: _____ 1. Appropriately use clothes and props provided in dramatic play center such as:

Stuffed animal characters books Puppet characters spider Variety of plastic bugs spider web Sandbox or rice tub hearts Sand toys School tree (cardboard box with opening) Raccoon mask or headband

_____ 2. Use appropriate verbalization to ask permission to use a toy or prop that another peer is playing with.

_____ 3. Play cooperatively with peers. _____ 4. Demonstrate cooperation while working together and helping each other. _____ 5. Take turns in group activities. _____ 6. Identify these emotions as illustrated in the story:

Fear (Chester fear of going to school) Love (heart kisses)

_____ 7. Demonstrate actions of friendship

_____ gesture (Hug) _____ verbalization ( _____ is my friend.) _____ preference to play with one child over another _____ appropriately uses sign language to symbol love or affection ______ 8. Identify heart as the geometric symbol for love. ______ 9. Make a positive adjustment to school setting:

_____ separation from caregiver _____ interacts with classmates _____ follows daily routine

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