Mrs. Tamra Wilson
Veritas Classical School
Kindergarten Assignment Sheet 4
Thursday class – Sept. 16 - Due: Sept. 23
Handwriting/Phonics: Review of all vowels and letter Tt. Introduce letters Ll & Bb. Along with the following assigned workbook pages, you will use mini flashcards, all pages 8 through 13 of Handbook for Reading, and pages 3, 4, & 5 of My Blend and Word Book.
New Writing tips for this week:
Little l – Looks like a flagpole.
Writing instruction – Make one straight stick in the upstairs and downstairs.
Capital L – Looks like a hockey stick
Writing instruction – Beginning on the ceiling of the upstairs, make a straight stick down to the downstairs floor. Then walk straight out along the floor of the downstairs to make a short, straight stick.
Little b – looks like a straight stick with a ball right next to it.
Writing instruction – Make a straight stick from the ceiling in the upstairs to the floor in the downstairs. Then make a round ball that starts in the middle of the downstairs leaving just enough room so it can curve up to the ceiling of the downstairs and then curve down and touch the stick. Be sure to touch three places: ceiling of the downstairs, the stick, and then the floor of the downstairs before closing the ball carefully.
Capital B – Looks like he has a fat tummy and he put a belt on to try to hold it in.
Writing instruction – Start on the ceiling of the upstairs and make a straight stick. Go right through the floor of the upstairs and stop at the floor of the downstairs. Pick up your pencil and go back up to the ceiling. Touch the stick and walk on the ceiling a little way; then curve around to make a hump until you come in on the floor of the upstairs and touch the stick. Then without picking up your pencil, walk back out the same way. Leave the ceiling, curve around to make a hump, and walk in on the floor of the downstairs.
IMPORTANT: When teaching consonant sounds, be careful not to add a short u sound to end of consonant sound (“t, l, b,” not “tuh, luh, buh”). By teaching child to blend as soon as he hears a consonant sound, this tendency is discouraged.
Day 1:
o Vowel review: hand all vowel mini flashcards to child. Say a word containing a short vowel and have child hold up correct flashcard for the vowel sound. Do for each vowel.
o “What sound do you hear at the beginning of these words: lion, lake, light?” (Pronounce each sound slowly, emphasizing the initial l.) “Today we are going to learn the consonant that makes that sound.” Follow usual procedure to introduce a new letter. Sentence for child to repeat: “L says l as in lamp; L says l, l, l.”
o Show child how to make a capital L with index finger and thumb of left hand. Say different words, some beginning with L and some not, having child hold up capital L with left hand if word begins with L.
o Complete Letters and Sounds K page 21.
o Complete Writing with Phonics K5 page 15, using writing tips listed above for letter Ll.
Day 2:
o Review of Tt and Ll. Use pages 3 & 4 of My Blend and Word Book, have child read up and down each ladder, being sure to blend correctly. Have him say “l-a, la. l-e, le.” and so on, until he can smoothly go up and down the ladder saying “la, le, lo, lu, li; li, lu, lo, le, la.” Review both Tt and Ll ladder blends.
o Pronounce a word from the Ll word list(attached to assignment sheet 3). Have child point to the blend he hears at the beginning of the word. Then have him spell the blend by saying letter names. Ex.-leg Child points to blend le and says le, l-e.
o Complete Letters and Sounds K pg. 23
o Complete Writing with Phonics K5 pages 16 & 17. Be sure to talk through the correct formation of each letter as child slowly and carefully traces/writes in 1st & 2nd houses. For the 3rd house, point out that blends are written closely together, and review formation of vowels as needed.
Day 3:
o Parent preparation: Gather initial b items to place in a bag, such as bananas, belt, boat, bottle, blindfold, ball, band-aids, book, etc. Have child name each item as you remove it from the bag. What do you hear that is the same in each word? Point out that all begin with b.
o Hand out Miniature Alphabet flashcard Bb to child and give sentence to repeat: “B says b as in bell; B says b, b, b.”
o Follow usual procedure to introduce letters, following writing tips and instructions listed above for Bb.
o Remember! When teaching consonant sounds, be careful not to add a short u sound to end of consonant sound (“t, l, b,” not “tuh, luh, buh”).
o Complete Writing with Phonics K5 page 18. Have child use additional writing tablet paper for extra practice. Many children have a hard time distinguishing b from d.
o Complete Writing with Phonics K5 page 18.
Day 4:
o Use mini flashcards or other alphabet chart to have child say alphabet as you point to the letters. Say a series of letters in alphabetical order, having child say what comes next. Ex.- a, d, c, d. Have child tell what letter comes next. Repeat for several series of letters.
o Have child read all blends on pages 3, 4, & 5 of My Blend and Word Book. Then point to them in random order and have child give a word that begins with that blend.
o Have child begin to read b words, by using page 11 of Handbook for Reading. Point to ba and have child repeat ba. Then add the sound of t to ba, ba-t. Then say smoothly, slowly, and all together: bat. Repeat for each word. You may also have child practice blending & reading any of the blends and words on pages 8-13 of Handbook for Reading as you feel they are ready.
o Complete page 19 of Writing with Phonics K5.
o Complete page 25 of Letters and Sounds K5.
Additional Optional Activities:
1. /L/ Animals: Learn about animals that begin with /l/. Look up information to learn about leopards, lizards, llamas and lobsters, or locusts.
Phonemic Awareness (understanding the sounds from which words are made):
Oral Blending - Word Part Listening Game - Mom says a word in 2 parts. Child must listen carefully and tell you what the word is. Say each word part distinctly and pausing at the break (…). Then put the 2 parts together and say the whole word. Dino…saur, butter…fly, alpha…bet, tele…vision, ele…phant, lolli…pop, birth…day, les…son, astro…naut, valen…tine, ani…mal, per…fect, tar…get
1. Rhyme – Poems and rhymes such as those found in Mother Goose collections, counting rhymes, and jump- rope songs help a child become more attuned to language. When children repeat a simple rhyme over and over, they begin to hear words and the sounds within words. Sing and chant along with your child, and introduce your child to some of your favorite nursery rhymes, songs, and poems.
· Read a rhyme, poem, lullaby, jump-rope song or counting song to your child emphasizing the rhyming words. Ask your child to identify the rhyming words and if he can think of a different word that rhymes with the others.
Letter Recognition:
1. Sing the Alphabet Song. (see assignment sheet # 3)
2. Read an alphabet book. Point to the words on the page that begin with the letter on that page.
3. Place a few letter cards in a bag. Ask your child to close his eyes and pull out 1 card. Name the letter.
Listening / Following Directions Game:
Simon Says – Play the game Simon Says. Use positional words such as over,
under, on, behind, next to, between, off and in.
FIAR(Five in a Row): Madeline
Day 1: (done in class) Social Studies: Geography and Human Relationships
Day 2: Language: Literary Devices and Vocabulary – make sure to read the section at the beginning of the FIAR book of how to make the vocabulary word cards. Keep them in an index card box to briefly review each day.
Day 3: Art: You choose the activity.
Day 4: Math: Relative Size and Degree. I highly recommend doing the other two activities listed as well, although they are optional.
Day 5 : Science: Health.
Character Trait: Orderliness
God is a God of order. Read and discuss the story of Creation in Genesis 1-2.
Bible Verse: Psalm 37:23 – The steps of a good man are ordered by the Lord, and He delights in his way.
· The story of Madeline also has order to it when the twelve girls appear in groups of two or six, usually in two straight lines. Many of their daily activities are also done in a certain way and in a certain order. One of the interesting aspects of the story is how Madeline remains an individual within an ordered system. Even though one is expected to follow many rules and do many things in order, God still provides opportunity for each person to be uniquely himself. Psalm 37:23 says that a man’s steps can be set in order by the Lord, while Psalm 119:133 is a request for the Lord to order one’s steps.
Math: Complete Saxon K Lesson and Handwriting Practice sheets 7-8.
Beyond Rote Counting: There is more to counting than the ability to memorize a sequence of words by rote. A more advanced skill is one to one correspondence. A child displays one to one correspondence when they count a group of objects while physically or mentally touching each object once, and only once. Below are several counting games that include the concept of one to one correspondence.
· Slide and Check: You need a blank piece of paper (copier paper is fine) and some counting objects. Choose a number under 10 to which to count. Ask your child to place an object onto the working space each time a number is counted. At the end of the sequence, check the objects by recounting the sequence while your child touches each object on their work space. Clear the work space and repeat the process several times with different numbers.
· Simon Says: Play Simon Says, asking your child to perform each action a specific number of times. For example; Simon says, Clap 2 times, Simon says, Jump 6 times, turn around 4 times, stomp your foot 10 times.
· Listen and count: Drop coins, nails or beans into an empty can or glass jar one at a time. Your child should shut his eyes and count silently, listening only to the sounds. Ask your child to report the number of sounds they heard. Take turns with your child.
· Clap and count: Your child listens as you slowly clap or stamp out the value of a number. Ask your child to report the number of claps/stomps.
· Body Sound Count: Count using the sounds produced with various body parts: 1,2 clap, 3,4 leg slap, 5,6 foot stomp, 7,8 shoulder tap, 9,10
· Eating Zero: Give your child a small amount of a small food item, such as raisins, popcorn or goldfish, and tell him to eat a certain amount. Ask: How many are left now? Tell your child to eat ___ more. Ask: How many are left now? Continue until all the items are gone. Ask your child what the number for none is, and establish the number as zero.
· Concept of 0: Go into any room in your house. Ask how many questions. For example; how many windows are there in the room? How many live dinosaurs? How many doors? How many clocks? How many bookshelves, how many tables? How many cars?
Numeral Recognition:
- On separate index cards, write the numerals 0 – 10. Arrange them in order. Practice numeral recognition by tracing over the numeral and saying its name.
- To reinforce rhymes and numerals 0 – 10, sing the song This Old Man.
Critical Thinking:
Mind Benders – complete pages 9, 10, & 11.
Read Aloud: Please read a rhyme, pattern/repetition, or concept book to your child each day. Also include good quality children’s literature from these categories; concept books (alphabet, opposites, numbers, colors, seasons…) picture books, easy readers, poetry, chapter books and books that build and develop character. Remember to read at least 10 minutes each day.
· Reading Comprehension
Develop comprehension by pausing on some of the pages to talk about the story:
1) Let your child discuss how the characters feel.
2) Let your child predict how the story will end.
3) Let your child discuss what they would do.
4) Ask your child, “Where is (name an object)? To develop vocabulary.
· Story Re-telling
Children love to hear the same story read over and over. After your child knows a story well, have him tell you the story, using the pictures as a guide. Encourage your child to use his own words and not the exact text.
Sharing: Your child may bring an item that God made in nature, something he created or a photograph of someone or something that is important to him. Help your child to think of 3 things to say about the item.
Parent’s Signature ______
*** Please save all assignment sheets. You might want to put them in a notebook for quick and easy reference, as I will refer back to activities on past assignment sheets frequently.
Homework to remember to return next week:
o Letters and Sounds K pages 21-25.
o Also remember to have Writing with Phonics K5 pages 15-19 completed, but keep at home!
o Psalm 37:23 memorized
o Saxon pages 7-8