1.cdn.edl.io web viewmonday. august 2016. tuesday: wednesday. thursday. friday. 1. 2. 3. 4. 5. 8. 9....

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 1 2 3 4 5

8 9 10 11 12

15 16 17 18 19

22 Unit 1: Week 1Question of the week: What makes each of us special? Parent: Take dictation of your child’s response.Vocabulary words: boy, girl, classroom, grow, different and same.

23Take a “Listening Walk” outside with your child. With your help have your child draw pictures of the different sounds he/she heard. (E.g.: dogs barking, car honking, etc.)

24Read simple 3 or 4 word sentences with your child, and have them hop for each word in the sentence. (E.g.: “I like pizza.” Your child will hop 3 times).

25Talk to your child about letters and what they look like. Talk about the letters in his/her name.

26Read with your child

Help your child count 1-5)

29 Unit 1: Week 2Question of the week: What is a friend? Parent: Take dictation of your child’s response. Vocabulary words: friend, fun, game, laugh, play, together

30Take an “alphabet hike” in your home. Help your child identify letters.

31Write letters and draw shapes. Ask your child to identify letters. Then ask him to identify shapes.

AUGUST 2016

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1Help your child count by asking him/her to step forward or backward for 1, 2, or 3 steps.

2Read with your child.

Help your child count from 1-10

5 Unit 1: Week 3Question of the week: How do friends help one another? Parent: Take dictation of your child’s response.Vocabulary words: class, listen, give,school, help, share

6Name puzzle. Write your child’s name on construction paper, cut it apart, and have your child put it back together.

7Talk about parts of words, and have him/her clap to the parts (syllables) of the word. Use two syllable words. (E.g.: flow-er, can-dy, par-ty, etc.)

8Use the letters in your child’s name to talk with him/her about upper case letters. Show your child what upper case letters of their names look like. (E.g.: Bill- BILL, Tom- TOM)

9Read with your childHelp your child count 1-10

12 Unit 1: Week 4Question of the week: How do friends get along? Parent: Take dictation of your child’s response.Vocabulary words: afraid, mean, happy,,nice, mad, sad

13Play a sorting game with your child.Have your child sort objects by size, color or shape.

14Compound words have two syllables. Help your child draw pictures of 3 compound words. (E.g.: baseball - base--ball; doghouse - dog--house).

15Use the letters in your child’s name and talk with him/her about lower case letters. Show them what lower case letters of their names look like. (E.g.: Sam- SAM, Sue- SUE)


19 Unit 2: Week 1Question of the week: Who is in our families? Parent: Take dictation of your child’s response.Vocabulary words: brother, grandparent, family, mother, father, sister

20Talk about parts of words, and have him/her clap to the parts (syllables) of the word. Use 2-3 syllable words (E.g.: app-le, ba-na-na)

21Review the characteristics of the uppercase and lowercase letters M/m and O/o with your child. Make cards of these letters and review them until he/ she can name them and the sound they make without help.

22Make a T-chart on a piece of paper. On one side write Good for Me and on the other side write Not Good for Me. Talk about different foods and have your child tell you which side to place items.


26Unit 2: Week 2Question of the week: How do family members care for one another? Parent: Take dictation of your child’s responseVocabulary words: baby, grown-up, care, hug, child, tear

27 Talk to your child about familiar compound words. Show him/her that you can break the word into 2 parts. Say a word to your child and have him/her repeat the word. Separate the compound word by taking away the first part; ask your child what is left. (E.g.: flashlight, take away flash and you have light)

28Review the characteristics of the uppercase and lowercase letters T/t and A/a with your child. Make cards of these letters and review them until he/she can name them and the sound they make without help

29Help your child add up to 4. Using counters (beans, beads, etc.) show your child the different ways they can add up to 4. (E.g.: 3 pencils and 1 crayon, or 2 buttons and 2 rocks.)

30Read to your child

SEPTEMBER 2016

NOVEMBER 2016

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY3Unit 2: Week 3Question of the week: How does everyone in a family help? Parent: Take dictation of your child’s response.Vocabulary words: chore, inside, clean, outside, cook, work

4Talk to your child about familiar compound words. Show him/her that you can break the word into 2 parts. Say a word to your child and have him/her repeat the word. Separate the compound word by taking away the first part; ask your child what is left. (E.g.: flashlight, take away flash and you have light)

5Review the characteristics of the uppercase and lowercase letters T/t and A/a with your child. Make cards of these letters and review them until he/she can name them and the sound they make without help

6Help your child add up to 4. Using counters (beans, beads, etc.) show your child the different ways they can add up to 4. (E.g.: 3 pencils and 1 crayon, or 2 buttons and 2 rocks.)

7Read to your child

10

HOLIDAY11Unit 2: Week 4Question of the week: What do families do together for fun? Parent: Take dictation of your child’s response. Vocabulary words: guest, picnic, music, playground, party, trip

12Talk about 2 part (syllable) words, and have your child clap to the parts (syllables) of the word. Take away the first part of the word and ask your child what is left. (E.g.: app-le, par-ty, play-ground)

13Review the characteristics of the uppercase and lowercase letters S/s and I/i with your child. Make cards of these letters and review them until he/she can name them and the sound they make without help.


17Unit 2: Week 5Read to your child.

18Read to your child.




24 Unit 3: Week 1Question of the week: What is in our community? Parent: Take dictation of your child’s response.Vocabulary words: hospital, park, house, post office, library, street.

25Using objects or pictures of (bat, hat, rug, bug, and dog). Show your child the picture or object, he/she will say the word, and then help your child break the word in two. (E.g.: bat= you will say /b/-at, ask your child to repeat the two parts /b/-at, then put the word together to say bat).

26Review the characteristics of the uppercase and lowercase letters P/p and J/j with your child. Make cards of these letters and review them until he/she can name them and the sound they make without help

27Help your child count objects from 1-5. Get a cup and have your child place three objects inside the cup and two outside. Ask him/her to count how many are inside the cup and how many are outside the cup.


31Unit 3: Week 2Question of the week: What do workers in our community do? Vocabulary words: bus driver,mail carrier, doctor, police officer, job, teacher

TUESDAY WEDNESDAY THURSDAY FRIDAY

OCTOBER 2016

1Sing the Alphabet Song with your child.Talk to your child about the letters of their name.

2Name puzzle. Write your child’s name on construction paper, cut it apart, and have your child put it back together.

3Have your child pretend they are a worker on a lunch break, and then draw and color a picture of him/her at lunch. Ask your child what types of foods to take for lunch and you can write them on the picture

4Read to your child

7 Unit 3: Week 3Question of the week: What can we do in our community? Parent: Take dictation of your child’s response.Vocabulary words: gym, restaurant, mall, supermarket, movie theater, zoo

8Use picture cards or magazine cut outs to help your child blend words. (E.g.: show a picture of a hen; ask your child what sound they hear at the beginning. /h/, then ask how the word ends. –en, now put them together and you have hen.)

9Review the characteristics of the uppercase and lowercase letters C/c and F/f with your child. Make cards of these letters and review them until he/she can name them and the sound they make without help.

10Create a T-chart on a piece of paper. Write Hard on one side and Soft on the other side. Hold up an object (ball), ask him/her if it is hard or soft, and then write their response. Use simple objects like: feather, pencil, cotton ball etc.


14 Unit 3: Week 4Question of the week: What kinds of communities do people live in? Parent: Take dictation of your child’s response.Vocabulary words: city, neighbor, country, people, farm, town

15Give your child a pair of words, ask him/her to repeat the words and say yes if they rhyme or no if they do not rhyme. Give them simple words. (E.g.: like-bike (yes), house-cat (no)

16Review the characteristics of the uppercase and lowercase letters N/n and X/x with your child. Make cards of these letters and review them until he/she can name them and the sound they make without help.

17Help your child draw and color a flower or plant, and ask him/her, “What do plants need in order to grow?” (E.g.: sunlight, water etc.) Take dictation of your child’s response.


21HOLIDAY

22HOLIDAY

23HOLIDAY

24HOLIDAY

25HOLIDAY

28 Unit 4: Week 1Question of the week: What is a farm?Parent: Take dictation of your child’s response.Vocabulary words: animal, barn, farmer, food, land, plant

29 Use picture cards or pictures in magazines and pick 5 things you find on a farm to do the following activity. Show your child a picture; they will name the picture then “Break” the word. What is left when you take away the first part of the word? (E.g.: hen-take away /h/ and you have -en. Pig- take away /p/ and you have -ig.)

30 Review the characteristics of the uppercase and lowercase letters L/l and G/g with your child. Make cards of these letters and review them until he/she can name them and the sound they make without help.

DECEMBER 2016

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY1Using different objects help your child make sets of 5. (E.g.: use raisins, M & M’s, and peanuts, have your child put together any of these items to make 5; 5 raisins or 2 peanuts and 3 M & M’s).


5Unit 4: Week 2Question of the week: How do machines help farmers? Parent: Take dictation of your child’s response.Vocabulary words: field, soil, row, tool, seed, tractor

6Use picture cards or pictures in magazines and pick 5 things you find on a farm to do the following activity. Show your child a picture; they will name the picture then “Break” the word. What is left when you take away the first part of the word? (E.g.: hen-take away /h/ and you have -en. Pig- take away /p/ and you have -ig.)

7Review the characteristics of the uppercase and lowercase letters R/r and W/w with your child. Make cards of these letters and review them until he/she can name them and the sound they make without help.

8Using different objects help your child make sets of 5. (E.g.: use raisins, M & M’s, and peanuts, have your child put together any of these items to make 5; 5 raisins or 2 peanuts and 3 M & M’s).


12 Unit 4: Week 3Question of the week: Why do farmers have animals? Parent: Take dictation of your child’s response.Vocabulary words: cow, milk, egg, pig, hen, sheep

13Help your child identify words that begin with the same sound and words that do not begin with the same sound. Give him/her sets of three words. (E.g.: hen/hat/do) Parent: Take dictation of your child’s response

14Review the characteristics of the uppercase and lowercase letters H/h and U/u with your child. Make cards of these letters and review them until he/she can name them and the sound they make without help.

15Have your child draw and color a picture of his/her favorite farm animal. Ask your child to tell you what some basic needs of that animal are. Parent: Take dictation of your child’s response.


19Unit 4: Week 4Question of the week: How does food get from the farm to your house? Parent: Take dictation of your child’s response.Vocabulary words: apple, sell, buy, tree, pick, truck

20On a piece of paper write down three rhyming words. Ask your child to produce another word that rhymes with the set. (E.g.: cat, sat, rat child gives you the word bat.)Make five different sets of rhyming words.

21Review the characteristics of the uppercase and lowercase letters Z/z and Q/q with your child. Make cards of these letters and review them until he/she can name them and the sound they make without help.

22

Read with your child

23WeatherMake Up

26Holiday

27Holiday

28Holiday

29Holiday

30

JANUARY 2017

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 2 3 4 6 6

9 Unit 4: Week 5Read to your child.





16No School Teacher Work Day

17 Unit 5: Week 1Question of the week: What is a jungle?Parent: Take dictation of your child’s response.Vocabulary words: branch, jungle, color, leaf, hot, trunk

18Give your child a set of 5 different words, and have him/her give you a rhyming word for each one of them. Parent: Take dictation of your child’s response.

19Review the characteristics of the uppercase and lowercase letters V/v and Y/y with your child. Make cards of these letters and review them until he/she can name them and the sound they make without help.


23 Unit 5: Week 2Question of the week: What are jungle animals like? Parent: Take dictation of your child’s response.Vocabulary words: elephant, monkey, frog, parrot, lion, zebra

24Help your child blend and segment onset and rime. (Break a word apart and then put it back together to make the original word). (E.g.: Parent you will say a word like pig, then you will say let’s break the word /p/ (onset) –ig (rime), let’s put the word back together (blend) and it is pig.)

25Help your child recognize patterns. On a sheet of paper place dots of different colors (E.g.: red, blue, red, blue etc.). Explain that this is a pattern. Show him/her a pattern on a striped shirt. Next help your child create a simple pattern on a piece of paper. Use stickers, buttons, color etc.

26Work with your child on the letter m. Work on the sound and name of the letter. Ask your child to tell you 5 words that begin with the same sound as letter m. Parent: Take dictation of your child’s response.


30Unit 5: Week 3Question of the week: What is a desert? Parent: Take dictation of your child’s response.Vocabulary words: cactus, rock, desert, sand, dry, sun

31Work with your child on the letter m and s. Work on the sound and name of the letter. Ask your child to tell you 5 words that begin with the same sound as letters m and s. Parent: Take dictation of your child’s response.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY1Give your child a set of 5 different words, and have him/her give you a rhyming word for each one of them. Parent: Take dictation of your child’s response.

2 Read to your child

3Read to your child

6Holiday

7Unit 5: Week 4Question of the week: What are desert animals like? Parent: Take dictation of your child’s response.Vocabulary words: hide, spider, lizard, turtle, snake, under

8Work with your child on the letterf and n. Work on the sound and name of the letter. Ask your child to tell you 5 words that begin with the same sound as letters f and n. Parent: Take dictation of your child’s response.

9Ask your child to tell you 5 words that begin with the sound of the first letter of their name. (E.g.: Magan-mommy, monkey, money, mittens, movie.) Parent: Take dictation of your child’s response.


13 Unit 6: Week 1Question of the week: What happens when day changes to night? Parent: Take dictation of your child’s response.Vocabulary words: cloud, night, day, sky, moon, star

14Work with your child on the letterk. Work on the sound and name of the letter. Ask your child to tell you 5 words that begin with the same sound as letter k. Parent: Take dictation of your child’s response.

15Help your child create a T-chart. Write the word Day on one side and Night on the other. Have your child tell you the difference between day and night. Parent: Take dictation of your child’s response.

16Play I Spy with your child. Make 2 sets of cards with numbers 0-9 on them, place one set of cards around the room and tell your child that you will show them a card with a number and they will have to go around the room and find that number. Have them tell you what the number is and then you can help them count objects or fingers.


20Unit 6: Week 2Question of the week: What happens when the weather changes? Parent: Vocabulary words: lightning, thunder, rain, weather, storm, wind

21Work with your child on the letterk and b. Work on the sound and name of the letter. Ask your child to tell you 5 words that begin with the same sound as letter k and b. Parent: Take dictation of your child’s response

22Sing the Eentsy Weentsy Spider song with your child. Have him/her draw a picture of the Eentsy Weentsy Spider and tell you what happened to it when the rain came. Parent: Take dictation of your child’s response.

23Help your child make safety rules about what to do when we have thunder and lightning.


27 Unit 6: Week 3Question of the week: What changes in each season?Vocabulary words: cold, summer, fall, warm, spring, winter

28Work with your child on the letters t & i. Work on the sound and name of the letter. Ask your child to tell you 5 words that begin with the same sound as letters t and j.

FEBRUARY 2017

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY1Help your child collect and paste fall leaves on a sheet of paper

2Help your child recognize numbers 0-9, make flash cards and practice with them. On a sheet of paper have them trace the numbers.

3Read to your child

6 Unit 6: Week 4Question of the week: How can we take care of the Earth? Parent: Take dictation of your child’s response.Vocabulary words: bottle, garbage, can, paper, Earth, recycle

7Work with your child on the letterp and l. Work on the sound and name of the letter. Ask your child to tell you 5 words that begin with the same sound as letters p and l.

8What are some things you can recycle at home? (E.g.: plastic, paper, batteries, metal) Parent: Take dictation of your child’s responses.

9Help your child Make and Break words, say a word like bin, ask your child to listen carefully as you break the word /b/ /i/ /n/, then make that word bin. Practice using the words mop, hop, top, gum, pig, pet, cat, hat, bat, and rat.


13Spring Break

14Spring Break

15Spring Break

16Spring Break

17SpringBreak

20 Unit 6: Week 5Using different objects help your child make sets of 10. (E.g.: use raisins, M & M’s, and peanuts, have your child put together any of these items to make 10; 5 raisins and 5 peanuts or 3 M & M’s and 7 raisins to make 10)

21Help your child draw and color a picture of the Earth.

22Ask your child to tell you 5 words that begin with the sound of the first letter of his/her name. (E.g.: Magan-mommy, monkey, money, mittens, movie.) Parent: Take dictation of your child’s response

23Help your child create an AB, an AA/BB and an ABC pattern. On a sheet of paper have him/her color, draw or paste objects: buttons, stickers, pasta etc. to create these patterns (E.g.: AB= green-blue-green-blue; AABB= green –green, blue-blue; ABC= green-blue-red).


27 Unit 7: Week 1Question of the week: Why do we see shadows? Parent: Take dictation of your child’s response.Vocabulary words: between, shadow, dark, sidewalk, light, wall

28Work with your child on the lettera. Work on the sound and name of the letter. Ask your child to tell you 5 words that begin with the same sound as letter a.

29Help your child go around the house and name items that are in shape of a circle. (E.g.: clock) Parent: Take dictation of your child’s response.

30Help your child Make words, for example the word bin, tell your child to listen carefully as you break the word /b/ /i/ /n/, and then ask him/her, “What word am I saying?” Bin. Practice using simple words like ball or cat.


MARCH 2017

APRIL 2017


3Unit 7: Week 2Question of the week: What makes shadows change? Parent: Take dictation of your child’s response.Vocabulary words: close, move, follow, noon, long, short

4Make a set of 10 word pairs, some that rhyme and others that do not. Ask your child to listen as you say the word pairs, have him/her repeat the word pairs and tell you “yes” if they rhyme or “no” if they do not rhyme.

5Work with your child on the letteri and o. Work on the sound and name of the letter. Ask your child to tell you 5 words that begin with the same sound as letter i and o.

6Make flash cards with common shapes like circle, square, triangle, rectangle, then have your child find objects in the house that have these shapes.

7Read to your child

10 Unit 7: Week 3Question of the week: What is a reflection? Parent: Take dictation of our child’s response.Vocabulary words: dull, reflection, glass, shiny, mirror, smooth

11Help your child write their name. Have him/her say the name and make the sound of each letter.

12Work with your child on the letterk and d. Work on the sound and name of the letter. Ask your child to tell you 5 words that begin with the same sound as letter k and d.

13Help your child draw and color a picture of what they can do to keep themselves healthy. (E.g.: exercise, eat more vegetables)

14Holiday

17Holiday

18 Unit 7: Week 4Question of the week: Why can’t we hold on to shadows or reflections? Parent: Take dictation of your child’s response.Vocabulary words: disappear, puddle, hold, real, picture, size

19Work with your child on the letterse and u. Work on the sound and name of the letter. Ask your child to tell you 5 words that begin with the same sound as letters e and u.

20Go outside with your child, and look up at the clouds in the sky. Ask your child if they see any clouds that remind him/her of anything like a dog or castle. Then have your child draw a picture of the figure they saw in the clouds, you may use cotton balls to resemble clouds.


24Unit 8: Week 1Question of the week: What are the different ways things move? Parent: Take dictation of your child’s response.Vocabulary words: down, start, fast, stop, slow, up

25Work with your child on the letterg and r. Work on the sound and name of the letter. Ask your child to tell you 5 words that begin with the same sound as letter g and r.

26Transform shapes. Give your child items such as yarn, play dough etc. and have him/her form shapes with them.

27 Play the “Freeze Dance” game with your child. Tell your child to listen to the music and start dancing, when the music stops they are to freeze in the position they were last in.



MAY 2017

1 Unit 8: Week 2Question of the week: What can we do to make things move? Vocabulary words: lift, push, more, roll, pull, weigh

2Help your child write their name. Have him/her say the name and make the sound of each letter.

3Work with your child on the lettersh and w. Work on the sound and name of the letter. Ask your child to tell you 5 words that begin with the same sound as the letters h and w.

4Help your child take away the beginning sound of a word and say what is left. Give your child 5 words, say the word to your child, and then ask him/her what is left if they take out the beginning sound. (E.g.: stop- you take away the beginning sound /s/ and you are left with top.)

5Read to your child

8 Unit 8: Week 3Question of the week: How does wind make things move? Parent: Take dictation of your child’s response.Vocabulary words: balloon, pinwheel, blow, sailboat, kite, umbrella

9Give your child 5 words and have him/her repeat the word and give you a word that rhymes with each one.

10Work with your child on the lettersx, y and z. Work on the sound and name of the letter. Ask your child to tell you 5 words that begin with the same sound as the letters x, y and z.

11Help your child draw and color a picture of a “windy” day.


15 Unit 8: Week 4Question of the week: How do machines help us move? Parent: Take dictation of your child’s response.Vocabulary words: build, dig, carry, dump truck, crane, hole

16Give your child a list of 6 words, say the words to your child, then ask him/her to give you the initial sound and help your child write that beside the word.

17Play the matching game with your child. Use alphabet flash cards of lower case and upper case letters and have your child match the lower case to the upper case letter.

18Gather 5 objects around the house, select 1 of the 5. This is what you will use to compare weight with the other 4 objects. Help your child write the object on a piece of paper and then beside the object write Heavier or Lighter.


22 Unit 8: Week 5Read to your child

23 Read to your child




29 No SchoolTeacher Work Day




JUNE 2017

1

Last Day of School

Read to your child

2

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