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Cars, Cars, and More Cars • Day 1 25 Module 4 Early Learning Day 1 Cars, Cars, and More Cars Beep, beep! Vroom! Vroom! Cars, cars, and more cars! Your learner’s study of transportation begins by identifying some of the shapes of various cars. During Sharing Time, your young chef will be busy making a race car from yummy edible ingredients. A poem entitled That Car and the word that will be the focus during Letter and Word Time. Learning Centre Time and Story Sharing Time give your youngster the opportunity to explore further the world of transportation. Fasten your seat belt because you are in for a trip with some unexpected and delightful turns!

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Page 1: Cars, Cars, and More Cars · Beep, beep! Vroom! Vroom! Cars, cars, and more cars! Your learner’s study of transportation begins by identifying some of the shapes of various cars

Cars, Cars, and More Cars • Day 1

25 Module 4Early Learning

Day 1Cars, Cars, and More Cars

Beep, beep! Vroom! Vroom! Cars, cars, and more cars! Your learner’s study of transportation begins by identifying some of the shapes of various cars. During Sharing Time, your young chef will be busy making a race car from yummy edible ingredients. A poem entitled That Car and the word that will be the focus during Letter and Word Time. Learning Centre Time and Story Sharing Time give your youngster the opportunity to explore further the world of transportation.

Fasten your seat belt because you are in for a trip with some unexpected and delightful turns!

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26 Early Learning

Day 1 • Cars, Cars, and More Cars

Module 4

Calendar Time • commercial calendar • student’s calendar • calendar resources as

required • novelty pointer

Math Time • cars on the street or toy cars

Music and Movement • Music and Movement in the

Classroom resource

Sharing Time • celery • peanut butter or cream

cheese • marshmallows • raisins

Letter and Word Time • no special resources required

Project Time • approximately 15 blank

recipe cards

Learning Centre TimeLetter and Word Centre • shoe box lids

Art and Craft Centre • cardboard box that can be

made into a car • brass fastener • cereal box • paper plate

Block/Transportation Centre • cardboard wheels • toy vehicles • various kinds of building

blocks • wagon

Math Centre • toy vehicles • shoe boxes (various sizes)

Story Sharing Time • variety of theme-related or

chosen books

What You Need Today

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Cars, Cars, and More Cars • Day 1

27 Module 4Early Learning

Calendar Time

Time recommended: fl exible

Calendar activities vary from day to day; however, a similar format and routine needs to be established. Keep your calendar supplies readily available.

If today is your student’s fi rst Calendar Time or if it is the fi rst day of a new month, refer to Preparing for Calendar Time in the Calendar Package. Your learner will need approximately 30 minutes to prepare a new calendar and complete today’s calendar activities.

The theme of this module focuses on transportation. Your student may want to draw a transportation and/or seasonal picture, or another picture of personal signifi cance.

If your young timekeeper’s calendar from Module 3 is still current, proceed to the following Today’s Calendar Activities heading on the next page.

Note: Prior to the day’s Calendar activities, display on a bulletin board or another convenient spot, the calendar resources that you want to highlight in today’s lesson. Your student calendar should be displayed in such a way that it can easily be taken down for your learner’s use. In this way, important calendar information can be recorded while using a writing surface.

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

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28 Early Learning

Day 1 • Cars, Cars, and More Cars

Module 4

Let’s complete basic calendar activities such as identifying the month, season, date, yesterday, today, tomorrow, weather, and events.

Today’s Calendar Activities

Choose calendar activities that suit your student’s level of development, but be sure to guide your learner in completing the following basic activities each day.

• Identify and post the Month and Season Cards.

• Print the number for the day on the calendar.

• Say the date aloud using the ordinal form of the number; for example, “December the ninth”.

• Complete the Sentence Starter Cards, such as “Today is Tuesday, December 9th.”

• Draw a small weather symbol in the top right corner of the date.

• Place the pointer on the current weather condition on the Weather Chart.

• Note any special events for the day and any upcoming events.

Sunday

MondayTuesday

Wednesday

Thursday

Friday

Saturday

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Cars, Cars, and More Cars • Day 1

29 Module 4Early Learning

ActivitiesTeaching Tip

Math Time

Time recommended: 30 minutes

For a good look at some cars and trucks, go for a walk in your neighbourhood or in a parking lot. Take a clipboard with blank paper and a pencil attached to record observations. While on your walk, model and reinforce safety precautions.

Encourage your student to talk about the shapes found on nearby cars. For example, look for round shapes, box-like shapes, or can-like shapes. Encourage your learner to look at the inside and outside of the vehicles.

You will

• explore the properties of simple shapes and real-world objects

• sort and classify real-world shapes • describe and compare quantities

During today’s lesson, you will be discussing the shapes that can be seen on various vehicles. At the kindergarten level, your learner does not need to know the proper names of the different shapes but rather should be able to recognize similar shapes and to describe them as round, like a box, or like a can.

On the following What Shapes Do I See? page, record and label your learner’s observations in the appropriate column.

ActivitiesMath Time

6 542

1

3

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30 Early Learning

Day 1 • Cars, Cars, and More Cars

Module 4

ActivitiesTeaching Tip

Counting skills vary greatly at this level. Some students are able to count objects correctly to 20 or more while other youngsters are just beginning to orally count and will need of assistance. Work with your student at his or her level. Also, many children can count orally, but when counting objects they need

to be guided to say a number for each object and not go faster than their fi ngers can point to the object.

Sometimes, children appear to know their numbers. A closer investigation, however, might reveal that their knowledge of numbers is limited to reciting the number names in order. While this recitation is a developmental achievement and one that will help the student understand numbers, it should not be mistaken for the child’s knowledge of the following number concepts:

• There is one-to-one correspondence between numbers and objects in the set being counted.

• A number name applies not only to the last object named but also to the whole set of objects.

• Two objects are one more than one object and so on.

• A set of eight apples is the same as a set of eight oranges in terms of a number.

• The number of objects does not change even if the arrangement of objects is changed.

After today’s activities, record your observations in the Learning Anytime Anywhere Journal found at the end of this module.

Count the number of round, box-like, and can-like shapes that have been recorded and guide your learner to print the total number at the bottom of each column.

Place the completed What Shapes Do I See? page in the Celebration Folder.

MaterialsCelebration Folder

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Cars, Cars, and More Cars • Day 1

31 Module 4Early Learning

Round Like a Box Like a Can

Print this page.

What Shapes Do I See?

Total Total Total

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32 Early Learning

Day 1 • Cars, Cars, and More Cars

Module 4

Music and Movement

Time recommended: 30 minutes

Model some simple stretches with your learner. Stretching is an excellent way to relax and build fl exibility. Simple stretches are movements such as touching your toes, reaching high, curling like a ball, and doing arm circles. Ask your learner to show you a way that he or she likes to stretch and move.

It’s time to • do some simple stretches • follow directions and move to music • review the names of body parts • practice recognizing colours

Review Lesson 8, “Body Talk”, in the Music and Movement in the Classroom resource. Remember to adapt the activity to your home schooling situation. For example, instead of standing in a circle, you could face your student. Another option is to invite other family members and friends to join in the fun.

Turn to Lesson 3, “What Colors Did You Choose?” from the Music and Movement in the Classroom resource.

ActivitiesMusic and

Movement Time

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Cars, Cars, and More Cars • Day 1

33 Module 4Early Learning

Before beginning this activity, guide your student to identify the colours of clothing of the people around him or her. This activity helps your learner practise identifying colours before the song begins.

Play the song on the Music and Movement in the Classroom tape a few times. Encourage your young singer to sing along and identify things that are the same colour as the one highlighted in each verse.

Next, guide your youngster to do the “Spoken” activities found on page 11 of the Music and Movement in the

I am wearing a red shirt.

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34 Early Learning

Day 1 • Cars, Cars, and More Cars

Module 4

Classroom resource.

Sharing Time

Time recommended: 20 minutes

Today your young chef will be involved in a Race Car Kindercooking activity. Before starting the food preparation, demonstrate and encourage the use of hygienic hand-washing procedures.

You will learn to

• wash your hands to make them clean • gather the necessary ingredients for a cooking

activity • follow directions

After a thorough hand washing, encourage your youngster to help you gather the necessary ingredients: celery, marshmallows, raisins, and peanut butter (or other soft spreadable food item such as cream cheese).

During any cooking activity, be sensitive to allergies

ActivitiesSharing Time

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Cars, Cars, and More Cars • Day 1

35 Module 4Early Learning

and avoid the use of these problematic ingredients, especially foods made from peanuts. Race Car Kindercooking

Guide your learner to follow the step-by-step procedure.

Step 1: Wash the celery and cut it into strips about 10cm long.

Step 2: Spread the peanut butter in the groove of the celery.

Step 3: Add raisins along the peanut butter for the tops of people’s heads.

Step 4: Slice the marshmallows in half, and then add them along the sides of the celery for wheels.

Step 5: Vrrooom! Vrooom! After lunch, enjoy eating your race cars!

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36 Early Learning

Day 1 • Cars, Cars, and More Cars

Module 4

Letter and Word Time

Time recommended: 30 minutes

Use your index fi nger or novelty pointer to point to each word as you expressively read the following poem entitled “That Car”. Read the poem a few times.

Let’s

• participate in a shared listening and reading experience

• learn about a word that you will see often in print and use in your writing

• learn about a rhyming family

That Car

We like to travel in that car.

That car can take us near or far.

We buckle up before we go,

Whether we are going fast or slow,

So we’ll be safe while riding in that car.

ActivitiesLetter and Word Time

A FBE

C D

catdo

can

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37 Module 4Early Learning

ActivitiesTeaching Tip

Ask your learner to point to the underlined word that found in several places in the “That Car” poem.

Explain that the word that has some interesting things about it. While looking in a mirror, practice saying the “t” and “h” sounds

Next, say the word that a few times. Ask your learner if he or she hears the separate “t” and “h” sounds at the beginning of this word or if these two letters blend together to make a special sound. If necessary, guide your learner to understand that the sounds of the letters “t” and “h” blend together to make a special sound.

When introducing a new sound, emphasize the sound by holding it for a longer period of time; for example, “thhhhhhhhat”.

You may also want to encourage your learner to think of the blended letters “th” as good friends because when they are together they do something special.

Key Words and Actions Guide

Letters

Consonant Combinations

Key Word Description of Action Graphic of Action

thinkth Stick your tongue betweenyour teeth and push out air. Also, tap your temple to indicate thinking.

Note: Underline these letter combinations when you are analyzing words for sight vocabulary, spelling, or phonics.

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38 Early Learning

Day 1 • Cars, Cars, and More Cars

Module 4

While looking in a mirror, practice saying the “th” sound. Guide your learner to identify the placement of the mouth, tongue, teeth, and jaw when pronouncing this special sound. For example, the “th” sound cannot be said without sticking out the tongue. It may be helpful to remember this special “th” sound by thinking of these letters as the “naughty letters” because you have to stick out your tongue when you say them together.

Another interesting thing about the word that is it belongs to a rhyming word family.

Continue with the following Home Instructor’s Script.

Rhyming words are fun because they have the same ending sound.

It “tickles our ears” to hear rhyming words.

Let’s list some words that rhyme or have the same ending sound as the word that.

Do the words that and hat rhyme? (Do they have the same ending sound?)

If necessary, guide your learner to identify that the words that and hat rhyme by accentuating the ending sounds and aligning the printing of the word hat below the word that.

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39 Module 4Early Learning

ActivitiesTeaching Tip

Repeat a similar procedure as on the previous page with other words that rhyme with the words that, such as the words at, bat, cat, mat, pat, rat, and sat.

If your child experiences diffi culty identifying rhyming words, do not be too concerned at this time. Continue, however, to focus your learner’s attention on rhyming words whenever the opportunity arises such as when reading Dr. Seuss books and nursery rhymes.

Take time to point out when words rhyme and what rhyming means. Rhymes are words that sound the same at the end, for example the word cat rhymes with the word bat. Your learner needs a great deal of exposure to rhyming sounds in fun and meaningful experiences before he or she will be able to identify readily rhyming words.

The ability to identify rhyming words is an important reading readiness skill.

If you have not already done so, set up an appointment with your local health unit to have your learner’s hearing checked. In the event of any hearing loss, an audiologist will assist you in developing a program to help develop your child’s ability to distinguish sounds and rhymes.

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40 Early Learning

Day 1 • Cars, Cars, and More Cars

Module 4

Project Time

Time recommended: 25 minutes

Today and throughout Module 4, your learner will create a My Transportation Book. This book will be used to record vehicles and their various parts.

You will learn to be the author and illustrator of a book about vehicles and their important parts.

Getting Your My Transportation Book Started

Step 1: Punch two holes along the left side of 10 blank recipe cards (one title page, eight inside pages, and one blank back page).

Step 2: Place string or ribbon through the holes of the recipe cards to make a book.

Step 3: Guide your learner to print the title My Transportation Book at the top of the page and his or her name beside the word by.

Step 4: Discuss various kinds of vehicles such as race cars, bicycles, and fi re trucks, and then ask your learner to decorate the cover of the booklet with a picture of a chosen vehicle.

ActivitiesProject Time

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41 Module 4Early Learning

ActivitiesTeaching Tip

By involving your young author and illustrator in the writing of his or her own thoughts and ideas, you are encouraging and developing important reading and writing skills.

Providing your learner with opportunities for shared and independent writing helps to

MaterialsCelebration Folder

• build an interest in writing

• encourage writing as an enjoyable, self-chosen, meaningful activity

• explore and expand knowledge of print in a non-threatening environment

• assess your child’s knowledge of individual sounds, knowledge of sound-letter relationships, concepts about print and books, and motivation to write

After the title page has been completed, place it in the Celebration Folder for further additions on another day.

My Transportation Book

by ______________________

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42 Early Learning

Day 1 • Cars, Cars, and More Cars

Module 4

Learning Centre Time

Time recommended: 60 minutes

During this time, your learner will have further opportunities to integrate learning through play by choosing fun and hands-on activities. Remember to have your learner sign in to the chosen centre(s).

It is time to

• review the day’s learning • play at chosen learning centres • explore past and new learning

Today you will begin working with your learner to set up the following theme-related centres. Let your learner have as much input as possible. Look together for items that could be used at each centre.

Letter and Word Centre

Encourage your youngster to create a licence plate from a shoe box lid. The licence plate could have random letters or numbers or be personalized with your learner’s name or a cute saying. If your student is not yet ready to print, he or she could use letter or number sponges to make prints on the box lid. Your child could also cut large letters or numbers from magazines or newspapers, and glue the letters or numbers to the lid. Just for fun, attach the fi nished licence plate to a riding toy.

ActivitiesLearning Centre Time

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Cars, Cars, and More Cars • Day 1

43 Module 4Early Learning

Library Centre

Travel to your favourite library or bookstore and pick up some of the theme-related Additional Resources identifi ed at the front of this module.

Display and store these Additional Resources, along with personal favourites, at this centre for easy access. Encourage your student to choose from this selection of books for Story Sharing Time.

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44 Early Learning

Day 1 • Cars, Cars, and More Cars

Module 4

Art and Craft Centre

With a little imagination, a grocery store box can become a car or a truck. Cut the top off the box and attach paper plate wheels to the sides. Draw or paint details to make the box resemble a chosen vehicle.

On the following page is a Dashboard Prop. Your child could glue the dashboard to a cereal box. Use a brass fastener to attach a small paper plate where indicated. Use the plate as a steering wheel.

To add a steering wheel to other vehicles, cut out the centre from a large plate and save the rim. Let your student pretend the rim is a steering wheel.

After the car has been completed, you may want to encourage your learner to imagine that it is a magic vehicle designed to go anywhere he or she would like. Where would it be?

At the Letter and Word Centre, you could help your learner record stories about the trips. Who would go along? What supplies would he or she like to bring? Have your student illustrate the stories with drawings or magazine pictures.

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Cars, Cars, and More Cars • Day 1

45 Module 4Early LearningPrint this page.

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Day 1 • Cars, Cars, and More Cars

Module 4

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Cars, Cars, and More Cars • Day 1

47 Module 4Early Learning

Block/Transportation Centre

Below is a list of several items and resources that can be used at a Block/Transportation Centre.

• cardboard wheels, cut into various sizes • wooden and/or plastic blocks of varying sizes • toy vehicles and signs • various cardboard boxes to be used as building

blocks and as garages • small interlocking building blocks to build vehicles,

houses, airplanes, and more

Today or over the course of this module, guide your young engineer to conduct a simple experiment to show how wheels can help us. Gather a pile of blocks. Encourage your learner to experiment with various ways to move the blocks. If necessary, after your youngster has tried several ways to transport the blocks, suggest using a wagon to move them. Discuss which way is the easiest and which way is the hardest and why.

Math Centre

A fun way to help your child compare sizes is to collect four to fi ve sizes of toy cars and a box for each size. Take the tops off the boxes and cut an opening in one side of each box to make a garage door. Turn each box upside down so it resembles a garage with a roof. As your child parks the cars in the garages, discuss which garage is the best choice for each car.

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48 Early Learning

Day 1 • Cars, Cars, and More Cars

Module 4

Story Sharing Time

Time recommended: fl exible

A trip to the local library at the beginning of this unit is an excellent way to focus and promote the theme of this module. Review the theme-related Additional Resources found in the front portion of this module to help you and your learner with your selections.

You will learn to • identify favourite stories, information books, and

topics of interest • understand that print and books are organized in

predictable ways • make connections among sounds, letters, words,

pictures, and meaning • ask questions and make comments during listening

and reading activities

At the Library Centre, keep the theme-related books in a basket or box so they are readily available.

Encourage your learner to choose books for you to read to him or her and also books for your student to share with you.

Enjoy a relaxing and interactive time with your learner.

ActivitiesStory Sharing Time

Congratulate yourselves on completing Day 1!