JK Snow Packet Choices:

Day 4

Math:

1. Play Bingo. Ask child to write numbers we have introduced in the classroom. Cut out thenumbers in the handout and call out the numbers. Child will place a cheerio or cereal piece ontothe board. When the board is full, it is time for snack.

2. Make numbers by rolling out playdoh. Use recipe included.3. Play shape fill in game.4. Play One More game.5. Play war using your own deck of cards or crazy eights card game.6. Play a board game.7. Practice counting up from a number 1-15. Count to 15 starting at 8, Count to 15 starting at 4,

etc.

Literacy:

i. work on activities you didn’t complete in packets 1-3.2. Kindergarten Chat Handout. Child will write words to describe their drawings.3. Read a book. Child completes the Reading Response Handout.4. Take Home Tote — Alphabet Handout of activities5. Take -Home Tote-Rhyming words Handout of activities: Choose as many that keeps your child’s

attention.6. Look, I remember how to write. Randomly name an alphabet letter asking your child to write

the uppercase and lowercase letter in each square.7. Play Bingo using the alphabet letters.8. Practice word lists send home earlier in your child’s folder.9. Take —Home Tote - Beginning Sounds Handout of activities.10. Fun with the newspaper packet of activities. Choose any of the activities listed on the handout.

Try to complete at least S activities from the list. (Keep the handouts in a handy place. You can work onthe rest of the activities if we have another snow day.) You may also use any activities from your alphabetphonics and flash cards given out at conferences.

Our District has implemented a snow day packet program. If school is cancelled, each teacher is asked to send out activitiesfor families to work on with their students. I have put together a list of activities for you to choose from. Please select theactivities that would be of interest to your child.

List the activities that you worked on with your child. Also, please return any handouts your child completed. This will helpme better plan for upcoming snow days and inform our administration which families participated. Thanks

Activity List:

Child’s name

_______________________________________

Date

TflTY*©O

*

©2Q1 1 Positively SplendidFor personal, non-commercial use only. Thank youl

4

[oH,rinii

LJ

Lrti

——

——

I—

iisI

IL’-tJ1

——

-1

iIiC

)I

LJ

Hi1

1-—

—-I

t%Ii(\iI

LLEJH-I

——

—,

——

——

I

I!oIil

I

[3

•1

rii

ori.o

LN

iLN

iLCO

iC

Ii

jO’!

L!IL

Ni

LN

Ir&si r&iiriL

ILJ

IL

NI

rsifN

Hf N

ILa!ilLf4I

LfSIIroi r

ircoi r

jH—4IL5’4I

LN

ILN1I

Play Cough

2 cups Flour+ cup 5lt11 Alum310112 cups SoilThg water’Food colormg (use light colors)

Mix together the first 3 dt’ Thgredje flour, saFt, and alum.rThg liquid Thgredjer to a boll: Water, oil and food coloring. Add dr’Thgredients and stir together, when forms a ball and pulls away fromthe pan remove from heat,

Knead dough until smooth.

Store in covered container

Names &

Shape Fill In &omeMaterials needed: 1 sheet per pair, 2 different color crayons, 1 diebirections: Youngest player rolls first. He/she colors in the same number of sections as he/sherolled. Next player rolls. He/she colors in that many sections using a different color. Continueplaying until the shape is filled in. Player with the most sections colored in with his/her color isthe winner. Skill level variations- Have the players add or subtract I or 2 from the numberrolled and color in that many squares. Also play using 2 dice. Add the gums.

Player #1

Total

a

4

Player #2

Total

— SI

b

a

S S

4

a© Shari Sloane 2008

7’

Name

.5

Player 1 rolls the die. The player may

cover any square that represents a

number one greater than the number

rolled. Player 2 rolls. First player to

get 4 in a row is the winner.

23

H3 2

© Shari Sloane 2008

.

..

-

Afl-i

I0pEl

I

I

I

I

I

4I

I

I

I

I

I

I

I

I

‘

———————____a_a————a_I

———————a————————aa———a———

II

II

II

II

II

Ic_’-I

I.—/N---I•

_____________

I

I:cj.aRLJI

aa—aaaaa—aaa————

———————————————————————

II

II

II

II

I

II

II

II

I.I

‘:Rj!wpJRpjI

—a———aa—aa—a—aa———_—___l

p’qoua44PGJapu!)I

I

lading losponsoToday! read this book:

I rate this bock:

— — — — — — — — — — — — — — — —

earning Tote

Pick

anythree

activities.

1.M

ixup

thethirty

picturecards.

Ask

yourchild

tom

atchthe

rhyming

picturesinto

rhyming

pairs.N

ame

eachpicture

inthe

pair.(bee,

tree;house,

mouse;

etc.)

2.T

urnall

rhyming

picturecards

facedown

randomly

inrow

s.T

urnup

two

cards,If

theyare

arhym

ingpair,

remove

them,

Ifthey

donot

rhyme

replace

themin

thesam

efacedow

nposition.

Continue

untilall

rhyming

match

esare

made.

Whenever

am

atchis

made,

theplayer

must

saythe

nam

esof

therhym

ing

words

aloud.

3.N

ame

aw

ordthat

rhymes

with

oneof

therhym

ingpairs,

suchas

me

forbee—

treeor

fatfor

cat—bat.

Ask

yourchild

tofind

bothpictures

thatrhym

ew

ithyour

word.

4.A

skyour

childto

pickout

anyrhym

ingpair

ofpicture

cards.Y

oupick

outthe

two

word

cards

tom

atch.

Place

thew

ordunder

eachcard.

Show

yourchild

thesim

ilarw

ordendings

foreach

rhyming

pair.

words.

Repeat

thisactivity.

Pleasebe

sureto

returnall

conten

ts.T

hankyou

S

0€0aVVS

Property

of

0

yuM

i

IC

onten

ts

I15

pairs

ofrhym

ingpic

tjrecarW

15pairs

otI

rhyming

word

Icards

5.S

electone

rhyming

word

cardand

them

atchingpicture

card.A

skyour

Child

tofind

them

atchingpicture

cardand

rhyming

word

card.A

ssistin

findingthe

word

cardif

need

ed.

Show

thesim

ilarendings

ofboth

*

1

I I I I I I I I I I I I I

I

I I I I I I I I I

II I I I I

I I I I0 0 a C

I I I I F—

1—

I

I

I

—i

—:—

I I

II

I I

a

I

I I

-L

I I

—1.

_I

III

I I I I I

I

I I

I

I I

I I I I

I I I

I I I I

I

II

I——

•1—•1—

+a

—-t

I I I 1DI I I

I I I I I I

r I I I I I I

I I

I

I

II I

I

I

0 > a •-1

Rhym

ing

Word

s

a-,

Dir

ecti

ons:

Rep

rodu

cebo

thpag

es.

Col

orrh

ymin

gpi

ctur

eca

rds.

Lam

inat

ean

dcu

tap

art.

Lam

inat

ean

dcu

tap

art

rhym

ing

wor

d

I

4

card

s.

r—

t—

,

0‘0

III

catIIIII

tenIIIII

bat

IIpen

IIIIII

IIIIIIII‘I.I

jetfrog

dog

I•I

II

I

I1

II

II

I

III

II

II

I

Lasasn

Lnm

sjs

nm

nas

rJnsnnnsa

IIII

——

II

aII I

II

II

I

II

II

II

I

II

II

II

I

mouse

fanhouse

1fish

Im

oon

dish

II

I

II

II

II

I

II

II

II

II

spoon

II

II

II

I-+

-I+

1I-

.4

II

top

II

II

I

car

I:

mug

I:

star

II

II

II

hose

mop

boat

£—

Ibug

IIIII

III

———II

net

.1.I.

tflt:%w

!

II

coat

IIIIII

Plea

sebe

Isu

reto

retu

rnaf

tI

.con

tent

s.T

hank

youl

Ir

p

earn

Jqe

Prop

erty

of

)C

0)

LU

Con

tent

s1

set

upper

case

lette

rs

I1

set

low

erI

case

lette

rs

Pick

any

thre

eac

tiviti

es.

1.M

ixup

all

the

alph

abet

card

s.A

skyo

urch

ildto

sort

the

fette

rsin

totw

ogr

oups

:up

perc

ase

(cap

ital

lette

rs)

and

low

erca

se.

The

nha

veyo

urch

ildpu

tea

chse

tin

alph

abet

ical

orde

r.2.

Mix

all

the

lett

ers.

Hav

eyo

urch

ildm

atch

the

upper

case

lett

erw

ithits

corr

espo

ndin

glo

wer

case

Telle

r.D

epen

ding

onyo

urch

ild’s

know

ledg

eof

the

alph

abet

,yo

um

ayw

ant

tolim

itth

enu

mbe

rof

lett

erpa

irs

that

you

use

.S

tart

with

A-E

;th

enad

dm

ore

lett

ers

asyo

urch

ildis

read

y.3.

Tur

nal

luppercase

letters

face

dow

n.T

urn

one

over.

Ask

your

chil

dto

iden

tity

the

lett

er.

Itcorrect,

give

the

lett

erto

the

chil

d.If

incorrect,

tell

the

child

the

lett

ernam

e,

and

return

face

dow

n.P

ick

anot

her

lette

r.R

epea

t.Y

oum

ay

limit

the

num

ber

ofle

tter

sth

atyou

use.

4.A

rran

geth

ree

lett

ers

such

ase,

t,,

hin

orde

r,le

avin

ga

spac

efo

rth

em

issi

ngle

tter.

Ask

your

child

totil

lin

the

mis

sing

lett

eran

dna

me

it.If

you

use

capi

tal

lett

ers,

have

your

child

mat

chyo

urle

tter

sequen

ceusing

low

erca

seor

vice

vers

a.R

epea

tth

eac

tivity

usin

gdif

fere

nt

sequences

of

lett

ers.

5.Pi

ckan

yle

tter

.A

skyo

urch

ildto

nam

eit

and

find

the

lett

erth

atco

mes

imm

edia

tely

befo

rean

daf

ter

that

lett

er.

Do

this

with

both

upper

and

low

erca

sele

tter

s.

H

6.U

sing

old

magazines,

assist

your

child

in

cutting

out

pictures

wit

hm

any

dif

fere

nt

beg

innin

gso

unds.

Use

lett

ercards

to

mat

chth

emto

pictures

that

begi

nw

ithth

ele

tter

s.

—

HHJHIv*jL

,M

NI

01

pL

9IJ

SIT

UIv

iwi

XY

IZa

I-

—I

_L

JL

L—

Ibcdie!fJgihI,

‘Lii,

LkL

!!4PH

°ip

!qrjs

!

Alp

hab

etD

irections:R

epro

duce

thispag

e.L

aminate

and

cutcut

allletter

cards.

IIIIIIIIIIIIIII•1IITn

ii

II

IIrIIIIIIIIIII

il,I

II IIC

II

III

r

II

!L

S

IIIIIIIII,IIIIIIIIIIIIIIIIIIIIIIIIIII

0a-p0a>-oa

1IIIIIIIIrIII

1I

I

.

I—

—I—

-4

‘LtI

—-4—

IIIII

!9%

VC

II2

aI

I.1

-II.

4J

Beg

innin

gS

ounds

-D

irections:R

eproducethe

two

pages.C

olorlam

inateand

cutapart

thepicture

cards.L

aminate

andcut

apartthe

lettercards.

-

0 0 0 ‘a 0 0 t C

\

-

___

arning

Tote

Con

tent

s36

pict

ure

card

s:3

each

begi

nnin

gw

ithb,

d,f.

g,I

h,l

,m,n

,p,

Ir,

s,t

Pro

pert

yot

flu

uu

tow

S

01

12le

tterc

ards

Pic

kan

yth

ree

acti

viti

es.

1.A

rran

geth

etw

elve

lett

erca

rds

hori

zont

ally

ina

row

-G

ive

your

child

five

orsi

xpi

ctur

eca

rds

ata

tim

ean

das

khi

mor

her

topl

ace

each

pict

ure

unde

rth

ele

tter

that

tell

sth

ebe

ginn

ing

soun

d.(Y

oum

ayw

ant

tost

art

with

only

six

lett

erca

rds

and

use

only

the

pict

ure

card

sw

ithth

esa

me

begi

nnin

gso

unds

.)A

ddm

ore

card

sas

your

chil

dm

aste

rsth

issk

ill.

2.W

ork

with

your

child

tocu

tou

tin

tere

stin

gpi

ctur

esfr

omol

dm

agaz

ines

.Y

oum

ight

say,

“Let

’sse

eif

you

can

find

thre

epi

ctur

esth

atst

art

with

b.”

Whe

nyo

uha

veac

cum

ulat

edab

out

fift

een

pict

ures

,sh

owth

emto

your

child

one

ata

tim

ean

dha

vehi

mor

her

nam

eth

ebe

ginn

ing

soun

dof

each

one.

Sep

arat

ein

cor

rect

resp

onse

san

dre

view

thes

e.3.

Hav

eyo

urch

ildso

rtth

epi

ctur

eca

rds

into

sets

.E

ach

set

shou

ldha

veth

ree

pict

ures

that

star

tw

ithth

esa

me

soun

d.4.

Put

all

the

lett

erca

rds

into

asm

all

bag.

Put

all

the

pict

ure

card

sin

toan

oth

erba

g.A

skyo

urch

ildto

draw

out

one

lett

erca

rd.

Nam

eth

ele

tter

and

the

soun

d.T

ake

turn

sw

ithyo

urch

ilddr

awin

gou

ta

pict

ure

card

,lo

okin

gfo

ra

pict

ure

that

star

tsw

ithth

ele

tter

draw

n.T

hefi

rst

one

todr

awou

ta

corr

ect

pict

ure

keep

sth

ele

tter

card

.C

onti

nue

bypu

ttin

gal

lpi

ctur

eca

rds

back

inth

eba

gan

ddr

awin

gou

tan

oth

erle

tter.

Rep

eat.

The

one

with

the

mos

tle

tter

card

sw

ins.

5.P

lace

thre

eca

rds

with

the

sam

ebe

ginn

ing

sound

ina

row

.H

ave

your

child

nam

eth

eca

rds.

The

nas

khi

mor

her

toth

ink

ofan

oth

erw

ord

that

begi

nsw

ithth

esa

me

soun

d.Y

oum

ight

add

som

ech

alle

n9e

bysa

ying

,“C

anyo

uth

ink

ofa

food

that

star

tsw

ithb’

?”or

“Nam

ea

pet

that

star

tsw

ithf”

etc.

1

0 0

Ple

ase

besu

reto

retu

rnal

lco

nten

ts.

Tha

nkyo

u!

PDI I I

bI

I I

___________________

I I I

In

__

Ip

__

_______________________

I

__

__

__

__

__

__

__

__

__

__

__

I. I I I I I I

0 ID 0 a

II

II

I I

-

I

--,

II

II

II

I I I I I I 1

I I I

6;

/67

_o1i

I‘61/I

I

/I

I

II

I I I

I I

I I I I I I I I I

a

I I I I I I I I I

I I I

f

I

I I I I

I

I

I I

I

I

I I

I

I

+—

.4

‘d

—-4—

4

I

rn_

II

II

II

II

II

II

II

II

I‘—

4—

J’.

a—

II

I I I

0 -4 0

r

I

__

is

I I I Iii

t

I I

The following grid is used to administer a recall test to yourstudents. You will say a number or letter and the child will

write that number or letter in the space from memory. This

will allow you to identify students who may be experiencing

difficulty retaining information.

Name

Look, I remember how to write...

Frog Street Press, Inc.

—

____________

A-

--/

/

FST 503 Best Ideas from A to 2

I—-

I--—

,I

I

I

-II

I

II

II

—,

II

‘Li

I—-

L LSi

‘L

J

I—-

-II

I

L22J

‘LEJ

LJ

EZ

EE

ZE

‘L

i

a

‘L

J

II

IIL

Z[

7:

______________.

B I N G 0

FREE

60 ThClOl92Copyflght©Teathng & learnk’g Company

:‘1 L’2___

11C10192 Copyright © Teaching a tsarning Company

with a newspaper;

1. It is important for children to see adults reading and learn about the

ways that words are used. Take time to look at the paper with your

child and talk about what’s inside. (pictures, grocery ads, etc ..

2. Review body parts: Have them put the newspaper on their head, elbow

nose etc. Have them put their elbow on the paper, nose on the paper

etc3. Position Words: Have your child stand ON the paper, BEHINb the

paper, put it UNbER their leg, etc.4. Read a comic with your child: talk about the pictures and how the

words tell about the picture. Enjoy a laugh or two!

5. Letter Search: Look for letters that are familiar to them. Start with

the letters in their names. Count how many they find. Have them

highlight the letter with a yellow marker. Work on looking from top to

bottom on the page and left to right.

6. Cut out letters and make a letter collage.7. Rolling Newspaper: Have the child roll the sheet of newspaper and

tape it. Let them roll several of them to use for a newspaper Carrier

Game.8. Use a doormat or go outside to use the door as a target. Use the

rolled up paper and “deliver” them. Get as close to the door or mat as

they can. This activity helps the children follow a line which is

important to reading later on.

9. Let’s all be a Paper Carrier Game: This song can be sung while playing

the game. Great for language development. (Sung to the Muffin Man)

Let’s all be paper carriers,Paper carriers, papercarriers.Let’s all be paper carriers.This is what we do.First we roll the paper up.The paper up, the paper up, First we roll the paper up,

That is what we do.Then we toss one at the door,