Thurs. 23/04/2020
💗💗 Good Morning Pre K - D! 💗💗
*Mother's Day Concert @ 2. - 2.15pm
*(Please check the PE and Helpful Information pages for updates)
Today's song is: Boom Chicka Boom
Activity 1: Language,
Literacy and Communication: (Book Enjoyment and Knowledge): Book ‘Good Night
Gorilla’
Duration: 10-15
minutes
Materials: Book
Online ‘Good Night Gorilla’
Vocabulary: Zoo,
zookeeper, gorilla, elephant, lion, giraffe, armadillo, hyena, mouse, cage,
rope, bike, tire, thread, flashlight, night, keys, nightgown, dark, floor,
curtain, bed, lamp, rug, yard, trees, follow, scream, etc.
Beginning: Ask the
child to predict what they think the story is going to be about, then go
through the pictures in the book without reading the words. (Mute the video if
you do not have a hard copy of the book and are watching the video. The link to
the video is provided above)
Middle: Turn the
volume on or read the words in the book if you have a hard copy. Acknowledge
children’s ideas as you go. Make them predict what they think will happen next
in the story as you go through the book/video.
End: Encourage
the child to recall four or more events that they remembered in the story, and
remind them what they predicted, encourage them to think if their prediction
was the same or different from what happened. Then ask the child questions
related to the book such as “what happened in the beginning of the story, what
animals do you remember? and what happened in the end, ‘I wonder what was your
favourite animal?, What do you think would happen if all the animals were let
out of the zoo for real? Why do you think the gorilla opened all the cages? Why
are the animals following the zookeeper to his house? Why did the wife of the
zookeeper take all the animals back to the zoo? Why can’t zoo or jungle animals
live with people?
(The purpose of this activity is to encourage the child to listen
and comprehend spoken and written words, recall story elements, sequence of events
and make predictions. This helps the child to connect what they hear and read
to people and events in their own lives.)
Extension: You could
give the child a piece of paper and a pencil and ask them to draw all the
animals and parts of the story they remember. You could watch the animated version of the book. or gather a few jungle animals and act out the story or make up
your own.
Brain Break !
Activity 2: Mathematics
& Fine Motor, (Number and counting) - Making paper chains
Duration: 10-15
minutes
Materials: different coloured papers with lines
drawn on them, have some pre-cut strips as a backup, ruler, scissors, glue,
Optional: Stapler, pencil
Vocabulary: Paper,
chain, colour names, link, hoop, loop, ring, under, over, put together, press,
hold, long, short, pattern, next, stick, strips.
Beginning: Tell the
child that today they will be making a paper chain. Ask them “I wonder what
colours your paper chain will have? And who will have the most links on their
paper chain.
Middle: Encourage
the child to cut out a few strips of paper and work beside the child
demonstrating how to make a paper chain, by gluing or stapling the ends and
linking the hoops together. Ask the child” I wonder what colour you will use
next”, tell them you’re going to make a paper chain with 15 paper links and ask
them how many they will make. Notice how they link the paper together, by
saying “I see you…..,”
End: Tell the
child, it's almost clean up time they have 5 minutes left, “I wonder who has the most links on their
paper chain?”, encourage the child to lay their paper chain beside yours and
count them one at a time, then compare how many they have. Then encourage the
child to clean up all the materials and ask them what they think they should do
with the extra pieces of paper should they make a box of recycled papers? To
use later or if they should be thrown away.
(The purpose of this activity is to count one to one
correspondence, strengthen the child’s hand eye coordination and muscles in
their hand needed for writing.)
Extension: You could
have the child write on a piece of paper tally marks or the number of links on
the paper chain. Ask the child where they would like to hang their paper chain,
you could write and make a new link and add it to the paper chain everyday
according to any agreement you may have with your child such as every time they
read a new book, or when they try a new food etc.
_____________________________________________________
Wed. 22/04/2020
~ 💗Good Morning My Wonderful Pre K - D Students! 💗 ~
*Morning Meeting live @ 12.30 - 12.45pm
*Small Group 3: 1.15-1.30pm
*(Please check the Arabic, Mandarin, and Performing Arts pages for updates)
Today's song is: I Gotta Feeling
Activity 1: Mathematics: Patterning
Duration: 10 - 15
minutes
Materials: 2 different colours of Lego (for e.g.; red & blue) or shape cutout (for e.g.; circle and triangle)
Vocabulary: patterning, sequencing, same over and over again, alternate, repeat
Beginning: Hand out the materials and tell your child that today we will be making patterns. You may start forming an alternation pattern (red lego – blue lego - red lego – blue lego …) or (circle – triangle - circle – triangle …)
Middle: You may ask your child to continue the pattern you made. You also may encourage him/her to make their own pattern.
End: Let him/her describe the pattern that he/she did it. Give 3 minutes warning.
Extension: You may add another colour or shape to make a complex pattern. For example: (red-blue-yellow- red-blue-yellow ...) or (circle-triangle-square- circle-triangle-square …) or (red-red-blue-red-red-blue …)
Materials: 2 different colours of Lego (for e.g.; red & blue) or shape cutout (for e.g.; circle and triangle)
Vocabulary: patterning, sequencing, same over and over again, alternate, repeat
Beginning: Hand out the materials and tell your child that today we will be making patterns. You may start forming an alternation pattern (red lego – blue lego - red lego – blue lego …) or (circle – triangle - circle – triangle …)
Middle: You may ask your child to continue the pattern you made. You also may encourage him/her to make their own pattern.
End: Let him/her describe the pattern that he/she did it. Give 3 minutes warning.
Extension: You may add another colour or shape to make a complex pattern. For example: (red-blue-yellow- red-blue-yellow ...) or (circle-triangle-square- circle-triangle-square …) or (red-red-blue-red-red-blue …)
Brain Break! Sleeping Little Bunnies
Activity 2: Science: Mixing paint
Duration: 15
minutes
Materials: Paint (any three colours) or food colour (If you do not have paint), paint brush, bowl, paper
Vocabulary: mix, paint, experiment, observe, result, up, down, wavy
Beginning: Give two paint colours with a bowl and a paint brush to your child. Ask him/her to observe and describe his/her experiment.
Middle: Once two colours are mixed. You may ask, “I wonder what will happen if we add one more color.” Encourage their ideas
End: Give 3 minutes warning. Let your child describe the change in the experiment. Give him/her paper to paint.
Extension: Your child could experiment with different shades like light blue, dark blue, light green, dark green etc.
Materials: Paint (any three colours) or food colour (If you do not have paint), paint brush, bowl, paper
Vocabulary: mix, paint, experiment, observe, result, up, down, wavy
Beginning: Give two paint colours with a bowl and a paint brush to your child. Ask him/her to observe and describe his/her experiment.
Middle: Once two colours are mixed. You may ask, “I wonder what will happen if we add one more color.” Encourage their ideas
End: Give 3 minutes warning. Let your child describe the change in the experiment. Give him/her paper to paint.
Extension: Your child could experiment with different shades like light blue, dark blue, light green, dark green etc.
_____________________________________________________
Tues. 21/04/2020
★★★ Good Morning Pre K - D! ★★★
*Morning Meeting live @ 12.30 - 12.45pm
*Small Group 2: 1.15-1.30pm
*(Please check the PE page for updates)
Today's song is: Banana Banana Meatball
Activity 1: Science: Sand Timers
Duration: 15 minutes
Materials:
●
Tub of small stones, rice, sand or beads.
● 7 paper or plastic cups.
● Paper and pencil.
● 2 Sand timers of different sizes if you
don’t have one at home, you can make your own sand timer. You may click on the link for a reference.
Vocabulary: Sand
timer, stones, minutes, hour, seconds, watch
Beginning: place the
materials for the child to explore. Ask the child to predict which timer
empties faster. Talk with your child about time and see how he knows. Listen
and acknowledge what he/she is saying.
Middle: show the
child the tub filled with stones (or other materials you have prepared). Ask
the child to predict how many cups he/she thinks the child can fill with stones
before the sand has run out of the timer. Turn the timer over, and see how
close the child comes to his/her prediction. Have the child use the sand timer
to time you as you attempt to fill the cups. Ask the child or a family member
for ideas about what else to time.
End: Make a
list of the things that you, the child, and family members were able to time.
give 3 minutes warnings and then ask the child to help to put the materials
back.
Purpose: The
purpose of this activity is to help the child grasp the concept of time
(abstract) in concrete and sensory ways.
Extension: If you
have a kitchen timer, a stopwatch or cell phone timer, use it to time events
for the child (for example, the child might pick up toys or put on his clothes)
Ask a family member to predict and the child: how much time it will take to
complete the tasks.
Brain Break! Yoga
Activity 2: Math: Geometry, Puzzles
Duration:
10-minutes
Materials: A puzzle that is available in the child’s toys. If you
don’t have one, you can make one. 3-4 pictures of familiar objects, such as
animals from old calendars and magazines, cardboard or card stock.
How to make a puzzle: Glue the picture to cardboard or card stock. Cut out the picture
into 8 to 10 pieces depending on the size of the picture. If you have clear
contact paper, cover each piece for more durability.
Vocabulary: Turn,
flip, next to, underneath, small, big, large, piece etc.
Beginning: Tell the
child that you have some homemade puzzles to use today. Hand the child a piece
of one of the puzzles, and ask her/him to guess what she/he thinks the picture
might be. Ask “How do you know that?”
Middle:
Encourage the child to piece the puzzle together. Use direction words, such as
turn and flip, and position words, such as above, next to, and underneath.
End: When the
puzzle is complete, talk about whether the child’s initial guess about the
picture was correct.
Purpose: The purpose
of this activity is to help the child develop spatial reasoning, which is a
component of geometry.
Extension: You can
help your child make puzzles out of the front of a cereal box, a cracker box or
any picture the child may choose.
_____________________________________________________
Mon. 20/04/2020
♥ ♥ ♥ ♥ Good Morning My School Family ! ♥ ♥ ♥ ♥
*Morning Meeting live @ 12.30 - 12.45pm
*Small Group 1: 1.15-1.30pm
*(Please check the French page for updates)
Today's song is: If You're Happy
Activity 1: Literacy
(Letter Hunt)
Duration: 15
Minutes
Materials: Random
letters written on sticky notes or small pieces of paper, glue sticks (if you
are not using sticky notes)
Vocabulary: Letters,
alphabet, hunt, find
Beginning: Stick the
letters in different spots around the room (slightly hidden) while the child is
not watching. Once you are done, let him/her know that you have stuck some
letters in different places around the room and he/she needs to go on a hunt
and locate all the letters and bring them to you.
Middle: Let the
child go around and find all the letters. You may give him/her hints as to the
location of the letters (For example, I put some close to the coffee table).
End: Give the
child a two to three minutes warning before the end of the activity. Ask
him/her to place all the letters on the table and identify them one by one.
Extension: You can
ask the child to think of words that begin with all the letters that he/she
found.
Brain Break! Yoga (You could also do butterfly breathing)
Activity 2: Creative
Arts/ Science (Leaf Printing)
Duration: 15
Minutes
Vocabulary: Leaves,
big, small, smooth, rough, fresh, dry, veins
Beginning: Show the
different leaves to the child and talk about their characteristics. Focus on
the different shapes and sizes. Talk about how all the leaves have veins
running through them. Make the child feel the texture of different leaves and
comment on how the fresh ones feel smoother than the dried ones, which feel
rough. Ask the child to scrunch up a dry leaf and ask what kind of sound it
makes.
Middle: The child
can paint each leaf and press it down on the paper to form a print. He/she may
use the same or different colors on each leaf. Draw the child's attention to
each leaf print so that he/she notices the difference in all of them.
End: Give a
two to three minutes warning before the end of the activity and ask the child
to help you clean up by washing the paint brush and the bowl of paint and
discarding the leaves. The child may also wipe the table and finally wash
his/her hands.
Extension: The
children can form a pattern with the leaves next time. They could form an
alternating pattern of big and small leaf prints on paper.
_____________________________________________________
Sun. 19/04/2020
Morning Meeting live @ 12.30 - 12.45pm
*(Please check the PE and Arabic pages for updates)
Today's song is: The Hokey Pokey
Activity 1: Mathematics
(Making Sandwiches)
Duration: 15
Minutes
Materials: 2 slices of bread, honey/butter/labneh, a plastic knife, a plate
Vocabulary: Measure,
tablespoon, teaspoon, whole, half, quarter
Beginning: Show the
children all the ingredients and ask them what they think you are going to
make. Once they guess, ask them how much of the spread do they think would be
needed to cover the two slices of bread (prompt them to use standard measuring
terms like 1 teaspoon/tablespoon/cup etc.)
Middle:
Let the child scoop out the honey/butter/labneh
one teaspoon at a time and count as he/she goes. Let him/her spread it on the two slices of
bread and then keep the slices of bread on top of each other to make a
sandwich. Let the child cut the sandwich into half with the knife while emphasizing
the word, ‘Half’ so that they realize that two halves make one whole sandwich.
End: Ask the
child to help you clean up by putting all the ingredients away.
Extension: You can
ask the child to further cut the half sandwiches into two quarters and
introduce the word’ ‘Quarter’ to them.
Put all the four pieces together and say, ‘whole’, then put only two
pieces together and say, ‘Half’ and then finally, show only one piece and say,
‘Quarter’ so that the child learns that four quarters make a whole.
Brain Break! Yoga
Activity 2: Science
Experiment (Invisible Lemon Ink)
Duration: 15
Minutes
Vocabulary: Experiment,
cotton bud, invisible, appear, heat
Beginning: Show the
materials to the children and let them know that you are going to do an experiment
that will magically make invisible words/ numbers/pictures appear on paper.
Middle: Let the
children dip the cotton bud in the lemon juice and water mixture and then
draw/write something on the paper with it. They can write random letters, numbers
or even draw a picture. Wait for two minutes for the writing/drawing to
completely disappear. Now take the paper to a hair dryer or iron or a light
bulb and make it hot by either blowing hot air on it or ironing it or bringing
it close to the light bulb for the writing to appear in brown color (Make sure an adult does this
part of the experiment)
End: Give the
child a two minutes warning and then ask him/her to clean up with you by
discarding the cotton bud and the lemon water mixture and by cleaning up any
spills on the table.
Extension: Next time
encourage the child to write his/her name or a family member’s name or some
short random words with the invisible ink for them to appear when heated.
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