pse week...choosing from activity 1, 2, or 3. activity 2 activity 3 1. i will choose my favorite...

PSE Week

Unit: Amusement Park - Week 2 Literacy Numeracy

Monday (Rhyme Play 6) Monday (All Sorts of Things 9) Instructional Targets: Instructional Targets: 3-4 Year olds • Begin to recognize words that

rhyme in songs and nursery rhymes

4-5 Year olds • Show understanding of

spoken words, syllables and sounds; counting syllable sounds and words; rhyming words; phoneme blending; and common initial phonemes


concepts related to quantity (many, full, empty, etc.)

• Develops understanding that when adding objects, it increases the number

4-5 Year olds • Classify objects into data categories

and count and compare the number in each category (more or less)

Tuesday (Phonological Awareness 7) Tuesday (One to One Patterns 13) Instructional Targets: Instructional Targets: 3-4 Year olds • Begin to recognize that words

are made of spoken sounds


spoken words, syllables and sounds; counting syllable, sounds and words; rhyming words; phoneme blending; and common initial phonemes

•

3-4 Year olds • Copy a Pattern

4-5 Year olds • Extend the sequence of a non-numeric

pattern according to one or more attributes (shapes, colors, etc.).

Wednesday (Letter Knowledge 8) Wednesday (One to One Shapes 16) Instructional Targets: Instructional Targets: 3-4 Year olds • Begin to recognize that words

are made of letters • Recognize a letter as one

component of a word

4-5 Year olds • Identify letters of the

alphabet • Identify letters in own name • With support, recognize the

sound associated with letters

3-4 Year olds • Recognize shapes in

objects • Sort shapes • Sort shapes by one

characteristic (color, shape)

4-5 Year olds • Identify shapes square, triangle, circle • Describe the similarities and

differences in shapes

Thursday (Go Along 2) Thursday (Number Sense 17) Instructional Targets: Instructional Targets: 3-4 Year olds • Combined words to express

ideas, needs or wants

4-5 Year 0lds • Use conventions of grammar

when speaking correctly use nouns or verbs, plurals, conjunctions, adjectives, question words and prepositions

3-4 Year olds • Begin to rote count (1,2,3,

etc.) • Begin to understand

number concepts and numerals in meaningful ways

• Place objects In one to one match during play

4-5 Year olds • Know number names 1-10 • Count to 20 • Count each object using pointer finger • Count to 10 to determine how many • Compare two groups of objects (1 to

10 items each) as greater than, less than or equal

Friday (One to one Letters 15) Friday (Spatial Sense 20) Instructional Targets: Instructional Targets: 3-4 Year olds • Begin to recognize that words

are made of letters

4-5 Year olds • Identify letters of the

alphabet

3-4 Year olds • Describe objects in terms

of size big or little

4-5 Year olds • Describe measurable attributes in

terms of length and width (long or short, heavy or light)

• Compare two objects with measurable attributes (taller or shorter, longer or shorter)

PSE Week

• Use non- standard (objects) or standard units of measurement (Ex. Ruler) to explore the environment.

Monday Literacy (Rhyme Play) Numeracy (Sorting)

Preparation: Prepare and print: Sentence strip C Humpty Dumpty poem Word cards “fall and again” Videos: Humpty Dumpty Video https://www.youtube.com/watch?v=nrv495corBc Connection: Students will use the poem Humpty Dumpty to identify words that rhyme

Preparation: Prepare and print:

1. Picture word cards: roller coaster, merry go round, pirate ship, and hopper (All Activities)

2. Print survey cards stating: Which is your favorite ride? (All Activities)

3. Print book: Addie’s Choices at the Amusement Park (All Activities)

Non-Print Option: 1. Toy objects or pictures of objects that you can ride cars,

planes, boats (All Activities) 2. Survey: Piece of paper divided into 3 columns. Ex. one

column has one car, another column has one plane, last column has a boat (All Activities)

Videos: The Theme Park Song by Blippio https://youtu.be/iOtX7GRzCfE Books: Addie’s Choices at the Amusement Park; lesson 3

Connection: Looking at rides and how they move to take data and make a picture survey.

Topic Words: Rhyme Words: Topic Words: Math Words:

• Down • Move

• Rhyme • Sound

• Around • Down • Fast • Fun • Slow • Move • Try • Up

• Survey • Data • Less • Ask • Equal

More

Activities: Identifying rhyming words in a poem

Activities: 1. Comparing favorite rides using a picture survey questionnaire.

Instructional Routine Learning Goal: I will find words that rhyme (sound the same). Introduce: Say the Humpty Dumpty rhyme. Ask: What pair of words in the poem sound the same? Wall/fall or wall/men? Wall/fall sound the same. They are rhyming words.

Instructional Routine Learning Goal: I will answer the question, “Which is your favorite ride or What ride would you like to go on?” Introduce: Read the story Addie’s Choices at the Amusement Park. Ask the question, “What ride did Addie Choose?” Show picture of Addie in the book riding on an amusement park ride. Go over how the different rides move. We are going to choose are favorite rides. Your job is to ask and answer what is your favorite ride? This is called a survey.

https://www.youtube.com/watch?v=nrv495corBchttps://youtu.be/iOtX7GRzCfE

PSE Week

For students with auditory impairments: Show the words that are rhyming (wall/fall) and how the ending is the same. You can also make motor movements (jump, clap) when rhyming words are said. Model: Display the Humpty Dumpty sentence strip or you can write the poem on a piece of paper. Emphasis the words that rhyme. You can also use visuals and/or gross motor movements for words that rhyme. Humpty Dumpty sat on a wall, Humpty Dumpty had a great fall. All the kings horses, And all the kings men, Couldn’t put Humpty together again. Using the poem template with the missing words, say the poem and pause at the blank. Work together to put the correct word in the blank. Ex: Humpty Dumpty sat on a wall Humpty Dumpty had a great ______. (pause) Work together to fill in the correct rhyming word (fall). Continue with the remainder of the poem. Student Practice: Choose at least one of the activities below to complete for practice.

Activity 1 Have the student fill in the missing rhyming word.

Activity 2 Have the student use pictures to match the rhyming word. You can also practice with rhyming objects you may have around the home.

Activity 3 Work together to find the word or picture that rhymes with the target word. You can also practice with rhyming objects you may have around the home.

Review: Review the rhyming words in the poem (fall/wall, men/again) Read the poem and model putting your hand on your head each time you say a rhyming word. Reread the poem and practice doing it together. You can also let the student choose different gross motor actions (jump, stomp) for the rhyming words.

Model: Display the picture card rides of merry go round, pirate ship, and hopper. Discuss how each object moves. Ex. hopper goes up and down, pirate ship goes back and forth. Non-Print Option: Use toy objects; stating cars go slow or fast, planes go up and down, boats go back and forth. “Then state we are going to choose are favorite ride to take a survey. My favorite ride is the merry go round. I will check the box next to merry go round”. If using non print version put a tally mark under the column of the picture you choose. Ex. I like boats so I would draw a line in the boat column. Students Turn: Provide Practice: Choose at least one of the activities below to complete for practice. Choosing from Activity 1, 2, or 3.

Activity 1 Activity 2 Activity 3 1. I will choose my favorite ride out of 1 or 2 ride choices by touching card or object. 2. I will color the box next to my favorite ride on survey card; or I will make a tally in my favorite ride column. Have student state “I like name of favorite ride.” Use communication device if needed. 3. I will show how my favorite ride moves with help. This choice provides no room for error and allows student the opportunity to learn. Show student the movement of the favorite ride and demonstrate with body. Ex: If it moves back and forth like a boat- move body forward and backward.

1. I will choose my favorite ride out of 3 choices (picture cards or real objects) with some help. 2. I will color the box next to my favorite ride. Have student state “I like name of favorite ride.” Use communication device or touch object. 3. Student states how favorite ride moves. Ex: Pirate ship moves back and forth; demonstrate with body how the pirate ship moves This choice allows some support allowing student to learn.

1. I will choose my favorite ride using picture cards or real objects without help. 2. I will put a check in the survey box next to my favorite ride or a tally mark in the column of my favorite ride. I will state “My favorite ride is name of ride.” 3. Student states how favorite ride moves; Ex: The merry go round goes round and round. This choice allows students to practice by themselves with no assistance after instruction. (no help). Have student move body to demonstrate how the ride chosen moves.

PSE Week

Check Understanding: (optional) Choose and complete at least one of the activities below.

Can the student identify two words that rhyme? or Can the student identify two objects that rhyme?

Can the student match two words that rhyme? or Can the student match two objects that rhyme?

Can the student select a picture that rhymes with the target word. or Can the student select an object that rhymes with the target word or object?

Review: Ask other friends/family members their favorite ride using the ride choices. Have student mark it on the questionnaire. Check Understanding: : (optional) Choose and complete at least one of the activities below.

Can the student choose favorite ride with help? Ex. Hand over hand; no chance for errors

Can the student choose favorite ride and mark my answer with few visual or hand over hand supports?

Can the student choose favorite ride and mark answer by themselves (no help)?

Tuesday Literacy (Phonological Awareness) Numeracy (Patterns)

Preparation: Prepare and print: Letter sound imagery cards (a,b,m,t) Sound matching activity mat Phonemic picture cards/Fill in cards Phonemic letter cards (A, B, M, T) If you do not want to use the picture cards, you can use objects that begin with the target sound.

Preparation: Prepare and print: 1. Print and cut out pictures of amusement park rides: Ferris wheel, bumper car, roller coaster, merry go round (same items used in week one pattern lesson; you will need more than one of each ride to make pattern). (All Activities) 2. Pattern Strip (optional) (All Activities) Non-Print Options: 1. Objects to make pattern; ex. Small toy cars, and planes. Or other small objects such as Legos.

Connection: Students will be working on initial sounds using words/pictures of things that move or can be found in an Amusement Park.

Connection: This month we are learning about things that move in an amusement park. Today we will make patterns using objects that move.

Topic Words: Literacy Words: Topic Words: Math Words:

• Move • Try • Up

• Sound • Word • Syllable • Blend • Segment • Sentence

• Around • Fast • Like • Move • Try

• Pattern • Repeat

Activities: Student will match sounds

Activities: 1. I will make an AB pattern using rides in the amusement park.

Instructional Routine Learning Goal: I will name words that begin with ______ (a, b, m, t) Choose one of the target letters that was not used on week 1. Introduce: Use the letter (sound imagery) cards to introduce the letter sound for the day (target letter). Ex: This is the letter A.

Instructional Routine Learning Goal: I will add to a pattern. Introduce: Displaying 3 different pictures of amusement park rides, Ask, “What is something we ride in at the amusement park?” Have student touch or say the name of the ride. Today we are going to make patterns with rides. Patterns repeat.

PSE Week

The letter A sound is /a/. Say letter A words such as apple, alligator, ax, add. Make sure to emphasis the /a/ sound at the beginning of the word. Examples for the other letters: B (ball, bat, bus, bag, bun) M (mat, mug, monkey, map, mop) T (turtle, tub, ten, turkey, tiger) The student will be working on naming words that begin with a specific letter. (target letter) Model: Show the sounds matching activity mat or an object that begins with the target letter. Ex: If the target letter is “B”, choose the activity mat with a banana at the top or use a real or play banana. Say, this is a banana. The word banana begins with our sound of the day. Banana begins with the /b/ sound. Display and name the picture cards (ax, add, ant, bun, bag, bus, map, mop, mug, ten, top, tub). Ex: Say, I am looking for other words that begin with the /b/ sound like banana. Show the picture of the bus. Emphasis the /b/ sound. Does bus begin with the /b/ sound? Yes! Bus begins with the /b/ sounds and starts with the letter B. Then use the picture of the mop. (or a picture/object that begins with a different sound than the target letter). Does mop begin with the /b/ sound? Emphasize the /m/ sound in mop. No, mop begins with the /m/ sound. Mop begins with the letter M. Model placing a picture card or object that begins with the same letter as the picture on the activity mat. Ex: Place the picture of the bus or a toy bus on the banana activity mat. Student Practice: Choose at least one of the activities below to complete for practice.

Activity 1

Student will identify and place words or objects

on the activity mat that begin with the same

target letter/sound.

Questions: What

is the sound at the beginning of this

word? Is it the same sound as

our target letter?

Activity 2

With support, student will

identify and place words or objects

on the activity mat that begin with the same

target letter/sound.

Visual supports

such as the sound imagery cards or the letters cards can be used to

Activity 3

Working together, the student will

participate in identifying and

placing words or objects on the

activity mat that begin with the

same target letter/sound.

You can use single cards or errorless choice (using all cards that begin

Model: An AB pattern uses 2 different objects to repeat. Display an AB pattern. Ex: Ferris Wheel, roller coaster, Ferris wheel, roller coaster. Go over pattern starting from left to right, touching each object. Display the object that comes next in pattern, example the Ferris Wheel. State “We are going to make a pattern. What comes next in the pattern?” Pick up Ferris Wheel picture and place after roller coaster in your AB pattern. State, “ A pattern repeats using the same objects, Go over your AB pattern on more time. State, “A pattern repeats using the same objects.” Students Turn: Provide Practice: Choose at least one of the activities below to complete for practice. Choosing from Activity 1, 2, or 3.

Activity 1 Activity 2 Activity 3 I can add to an AB pattern with hand over hand help. This choice provides no room for error and allows student the opportunity to learn. Display an AB pattern using 4 objects. Provide 1 answer choice for student by placing the object that comes next in the pattern within student’s view. Together: Go over the pattern stating the name/ touching each object. Ask, “What comes next?” Look at the object that comes next. Have student pick up object and place at the end of the pattern. “State we added to the pattern”. Go over pattern 1 more time.

I can add to an AB pattern with some help. This choice allows some support allowing student to learn. Display an AB pattern using 4 objects. Provide 2 answer choices for student. Place 2 objects in view making sure one of the objects is the object that comes next in pattern. Together: Go over the pattern stating the name/ touching each object. Ask, “What comes next?” Have the student pick up the picture/object that comes next in pattern. Place the object at the end of the pattern stating we added to the pattern. Repeat this 1 more time making a different pattern.

I can add to an AB pattern by myself. This choice allows students to practice by themselves with no assistance after instruction. (no help). Display an AB pattern using 4 objects. Display additional objects that can add to the pattern ( If using the model example above, make sure you have both Ferris Wheel and roller coaster pictures available to add to the pattern). Practice: Have student create an AB pattern.

PSE Week

help with identifying sounds

with the same letter)

Review: Review the target sound and the pictures/objects that begin with the target sound Check Understanding: (optional) Choose and complete at least one of the activities below.

Can the student identify words that begin with the target sound?

With support, can the student identify words that begin with the target sound?

Working together, can the student participate in identifying words that begin with the target sound?

Review: Make an AB rainbow pattern by first drawing a rainbow, then coloring the rainbow Check Understanding: (optional) Choose and complete at least one of the activities below.

Can the student add to an AB pattern with hand over hand help?

Can the student add to an AB pattern with some help?

Can the student add to an AB pattern by themselves?

Wednesday Literacy (Letters) Numeracy (Shapes)

Preparation: Prepare and print: Letter cards Picture/word and picture cards You can also use objects that begin with the target letter. Mr. Jones Alphabet songs for A, B, M and T. Videos: Letter A https://www.youtube.com/watch?v=TBz8JKwPNTI Letter B https://www.youtube.com/watch?v=kzzXROKd-i0 https://www.youtube.com/watch?v=QZXvFQdebK8 Letter M https://www.youtube.com/watch?v=6QUSDu2JIY0 https://www.youtube.com/watch?v=kk8zEeD47qw Letter T https://www.youtube.com/watch?v=KlN7w90utho https://www.youtube.com/watch?v=baH4Gza-jQc

Preparation: Prepare and print: 1. Cut Out Shapes -Circle, Square,& Triangle. (Activities 1-3) 2. Circle, square, triangle strip- used for matching. (Activities 1-2) 3. Find the circle, square, triangle sheet: cut into 3’s along the black line. (Activity 3) 4. Provide real objects in the shape of a circle (all Activities)

Non-Print Options: 1. Cut out shapes: Draw 4 of each big, circles, squares,& triangles. Cut them out. 2. Shape strip: On a piece of paper draw one big shape – circle, square, triangle. 3. Find the circle ,square, triangle sheet: On one sheet of paper draw the following shapes circle, triangle, square, circle. (Activity 3) 4. Real objects that are shapes. For example, circle- plate, orange. square-square Lego. (all Activities) Videos: Circle Song , by Jack Hartman https://youtu.be/YRWbpsREIVU Square Song, by the Shapes Song https://youtu.be/rNOH3HellhE Triangle Song, by Learn Shapes for Toddlers https://youtu.be/w1BPd3it9dQ

https://www.youtube.com/watch?v=TBz8JKwPNTIhttps://www.youtube.com/watch?v=kzzXROKd-i0https://www.youtube.com/watch?v=QZXvFQdebK8https://www.youtube.com/watch?v=6QUSDu2JIY0https://www.youtube.com/watch?v=kk8zEeD47qwhttps://www.youtube.com/watch?v=KlN7w90uthohttps://www.youtube.com/watch?v=baH4Gza-jQchttps://youtu.be/YRWbpsREIVUhttps://youtu.be/rNOH3HellhEhttps://youtu.be/w1BPd3it9dQ

PSE Week

Connection: Students will recognize target letters and their initial sounds in words.

Connection: This month we are learning how people and objects move in the amusement park. We will explore shapes in objects and review the shapes circle, square and triangle.


• Like • Move • Try

• Letter • Sound • Capital • Word • Letter Name • Lowercase

• Around • Move

• Shape • Side • Corner • Equal • Same • Match

Activities: Introduce letters and sounds

Activities: 1. Matching circles, squares and triangles.

Instructional Routine Learning Goal: I will name words that begin with _____. (Use one of the target letters a, b, m, t) Introduce: Have the student hold the target letter (letter for the day). Ask: Do you have the letter ____(target letter) in your name? Discuss and write down some familiar names that include the target letter. Ex: If you are working on the letter A, write the name Amy. Point out the letter A in the name. Review the target letter. Explain that we are going to be looking for words/objects that begin with the letter. Model: Using the letter activity mat (for the target letter), review the letter on the top of the page. Below is an example of what to say when using the letter A. When learning a different target letter, just change out the letter and letter sound. Say, this is the letter A. What letter is this? The letter A makes the /a/ sound. What sound does the letter A make? Review the picture word cards. Review the target letter and Identify/say other words that begin with that letter. Ex: Say, I am looking for words that begin with the letter A. Show the picture of the ball or use a real ball. Ask: Does ball begin with the letter A? Emphasize the /b/ sound in ball. Repeat the sound several times. No, ball begins with the letter B. Let’s find words/objects that begin with A. Let’s try apple. Does apple begin with A?

Learning Goal: I will match circles, squares, and triangles. Introduce: Choose a shape ( circle, square or triangle). Ex. Display a circle state this is a circle. How many sides does it have 1 or 4? Model: : Display a circle object then say, “This is a circle, it has one side and no corners”. Move your pointer finger around the circle to show one side. Display a square and state, “This is a square it has four sides and four corners. Move one finger around the square pointing to sides and corners. Display a triangle object then Say, “This is a triangle it has 3 sides and 3 corners. Move one finger around the triangle pointing to the side and the corners. Display the circle strip, stating this is a circle. Pick up one circle shape and state, “This is a circle. I am going to match the circles. They are the same. They both have 1 side. Take finger and move around the shape. Provide Practice: Choose at least one of the activities below to complete for practice.

I can match one shape, circle. This choice provides no room for error and allows student the opportunity to learn. Using the circle strip and the following shapes cut out: circles and squares. Place the circle strip on a table

I can match two shapes: circle and square. This choice allows some support allowing student to learn. Using circle and square strips and all cut out shapes (circles, squares and triangles). Place the circle and square strips on table. Place 2-3 cut

I can match three shapes: circle, square and triangle. This choice allows students to practice by themselves with no assistance after instruction. (no help). Using the Find the Circle, Find the Square, Find the

PSE Week

Student Practice: Choose at least one of the activities below to complete for practice.

Activity 1

Student will identify and place words that begin with the target

letter on the activity mat. Ex: Place the picture of the alligator or a toy alligator on

the letter mat “A”.

Questions: What is the sounds a

the beginning of the word? What letter makes that

sound?

Activity 2

With support, student will identify and

place words that begin with the target letter on the activity mat

Visual supports

can be used such as the letter

cards.

Activity 3

Working together, student will

participate in identifying and

placing words that begin with the

target letter on the activity mat

Students can also

be given an errorless choice such as showing

only pictures/objects

that begin with the target letter. Ex: Let the students choose from the

word cards alligator,

apple and alphabet when working on the target letter

“A”. Review: Review the words that begin with the target letter (A, B, M, T) Check Understanding: (optional) Choose and complete at least one of the activities below.

Can the student identify words that begin with the target letter?

With support, can the student identify words that begin with the target letter?

Working together, can the student participate in identifying words that begin with the target letter?

making sure other objects are out of view. Ask student to find the circle on the circle strip. Wait for response. Then point to the circle on the circle strip. Place 1 cut out circle and 1 cut out square on table. Ask student to pick up the circle. State we are going to find the same. Point to circle strip and state this is the same. It is a Match. Repeat this 3 times. Emphasizing words match and same. Use a real object such as a plate to demonstrate circles are real objects. Using pointer finger make a circle in the air.

out shapes on table with strips. State we are going to match. Going over terms match and same. Ex. Point to two circles stating, “They are the same they match?” Show student what to do by matching the circle and square. State your turn. Provide help has needed. Ask, “How many shapes? How many sides?”

Triangle Sheet, and the cut-out shapes (circle, square and triangle). Show student how to match by match one circle, square and triangle on the, Find the circle, Find the square, Find the triangle sheet. Use the cut-out shapes to match. State, “ I am going to find the same or match”. Then state your turn and have student match all cut out objects. Go over how many sides in a circle, square and triangle.

Review: Review the learning goal to match circle, triangles and squares. Check Understanding: (optional) Choose and complete at least one of the activities below.

Can the student match the shapes: circle and square with help (ex. Hand over hand)?

Can the student match the shapes circle and square with some help?

Can the student match the shapes circle, square, and triangle by themselves?

PSE Week

Thursday Literacy (Story- Go Along) Numeracy

Preparation: Prepare and print: Story; “At the Amusement Park” Ride Movement Mats Connection: Students will retell the story “At the Amusement Park”, using the story activity mat.

Preparation: Preparation: Prepare and print:

1. Print and cut popcorns, soft pretzels, ice cream bars, corn dogs and French fries (All Activities)

2. Math cards: (1-5) (All Activities) 3. Number Line (1-10) ( All Activities)

Non-Print Option: 1. Food items to sort: (10) of the same food item. Ex: 10 Potato chips, or chicken nuggets ( All Activities) 2. Math Number Cards: You will need two sheets of paper. Using an 8x11 piece of paper fold the paper in half then fold that same paper in half again. Draw lines on the creases and cut along the lines. Then taking one of the sheets of paper you have cut, write the number 1. Repeat with the other three sheets of paper writing number 2 on the second sheet and the number 3 on the third sheet. Repeat this until you have 5 squares with numbers on them. ( All Activities) 3. Number Line—Draw a number on a piece of paper (All Activities) Connection: Amusement parks have tasty things to eat. In this lesson we will count a food choice and identify the number


• Around • Fast • Like • Slow • Up • Down • Fun • Move • Try

• Write • Sentence • Story


• Number • Count • More • Less

Activities: Identifying how the ride moves?

Activities: 1. Counting objects.

Instructional Routine Learning Goal: I will identify how each thing moves. Introduce: Read “At the Amusement Park”. Say, Today we are going to talk about how the rides in the story move. Ask: Which rides moves back and forth- the waterslide or

Instructional Routine Learning Goal: I will count the food choices and find that number. Introduce: Display 3 food items and the number card 3 on table. Ex. State, “How many popcorns do I have? Is it 5 or 3?” Touch the number 3 card. Wait for response. Have student touch the number card 3. State, I have 3 popcorns. Today we are going to count food then find that number.”

PSE Week

the pirate ship? Remind the student that the pirate ship moves back and forth. Talk about how each ride in the story moves. Pirate ship (back and forth) Merry-go-round (round and round) Roller coaster (fast) Waterslide (down) Dart (in the air) Model: Display one of the movement activity mats. Say, this is the way Zach moves on the merry-go-round. Trace the red line on the mat while saying the merry-go-round moves slowly round and round. Practice answering the questions at the bottom of each activity mat. Review the story to assist with answering the questions. Student Practice: Choose at least one of the activities below to complete for practice.

Activity 1 Student will independently describe how each thing moves. Encourage the student to refer to the story.

Activity 2 Using picture support, student will identify how each thing moves.

Activity 3 Student will identify how each thing moves by making a choice. Student can be given one option or an errorless choice Ex: Show the picture card slow and ask, “How does a merry-go-round move”? The student can use their mode of communication to select “slow”.

Review: Revisit the learning goal, I will identify how each thing moves. Review the activity mats and tracing the symbols. Encourage the student to name other amusement park rides and how they move.

Model: Display 4 food items and number line. Show food items to student. For example, display 4 cotton candy picture cards. State, “How can I find out how many cotton candies that I have? I can count them”. Place cotton candies on number line starting from left to right. Using pointer finger count the cotton candies with student. When finished touch the last number on the number line of the object you counted. Then present the number 4 and the number 2 card. Then place student’s pointer finger on the number 4 on the number line. Then place student’s pointer finger on the number 4 number card. State, “This is the number 4 and this is the number 4. They are the same”. State, “We are going to count and find the number that we counted”. Provide Practice: Choose at least one of the activities below to complete for practice.

I can count objects 1-3 using number line and pointer finger with some help. After counting object(s) I can find that number with some help. This choice provides no room for error and allows student the opportunity to learn. Have student choose a food item to count. Student: Using pointer finger student counts objects on number line (use hand over hand if needed). Present the number card that matches the number of objects counted. Ex. If counting one object present the number one number card. Repeat this 2 more times.

I can count objects 1-5 using number line and pointer finger with some help. I can find the number I counted. This choice allows some support allowing student to learn. Have student choose a food item to count. Student: Have number line and 3 number cards displayed (making sure one of the answer cards has the same number as the number counted). Student: Places objects on number line starting at number one. Then have student count objects and touch the number card that matches the correct number counted. Refer to model above. Repeat this 2 more times

I can count objects 1-5 using pointer finger. I can find the number I counted. This choice allows students to practice by themselves with no assistance after instruction. (no help). Have student choose a food item to count. Number line is not used in this choice. Student: Have student count items using pointer finger and chose correct answer from number card.

Review: Can you find numbers in your house? On your mailbox? Count how many red socks you have?

PSE Week


Can the student use simple sentences and share information?

Can the student combined 2 to 3 pictures/word cards to share information?

Can the student use picture support to communicate a message?


Can the student count 3 objects, using pointer finger with help? Can the student find the number counted with help?

Can the student count 5 objects, using pointer finger with some help? Can the student find the number counted with help?

Can the student find the number counted by themselves?Can the student count 5 objects, using pointer finger by themselves?

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Friday Literacy (One to One Letters) Numeracy

Preparation: Prepare and print: Letter cards (A, B, M, T) Picture/word cards Connection: Students will identify letters A, B, M and T in amusement park related words

Preparation: Prepare and print: 1. Tickets: Cut the tickets (All Activities) 2. Measurement Forms 1 & 2; (All Activities) 3. Objects around house to measure (All Activities) 4. Piece of Paper-to use as answer response for guessing (Activity 1-2) Non-Print Option: 1. Non-standard measuring objects that are the same size. size. Ex. 10 square Legos (All Activities) 2. Piece of Paper to record measurements (All Activities) 3. Objects around house to measure: book, coffee table. (All Activities) 4. Piece of Paper- (Activity 1-2)

Connection: Understanding that we can describe objects by measuring them.



• Letter • Match • Trace

• Try • Compare • Measure • Longer • Shorter • Estimate

Activities: Students will match letter names.

Activities: 1. Measuring objects.

Instructional Routine Learning Goal: I will match the letter _____(a, b, m, t) Introduce: Display the letter card for the target letter. Say, this is the letter _____ (choose one of the letters a, b, m or t). Select a picture/word card that begins with the target letter.

Instructional Routine Learning Goal: I will use tickets to measure objects in my home. Introduce: Place two objects on table. For example, place a puzzle and a Lego on the table. State, “Which object is longer? Shorter? When using our eyes, we are estimating. This is one way to compare objects. We can measure objects then write that number down. State when

PSE Week

Example for target letter “M” This is the letter “m”. Show the picture/word card for map. Say, map begins with the letter “m”. We use a map to find rides at the amusement park. What letters does map start with -c or m? Map starts with “m”. Write the word map and point out the ‘m’ at the beginning of the letter. Show the target letter and say, today we are going to learn about the letter ____. (target letter) Model: Display the letter card for the target letter. Make sure to show the uppercase and lowercase letters. (Aa, Bb, Mm, Tt) While showing the letter card of the target letter, pick a picture card that also begins with the target letter. Ex: If showing the letter “m” card, say, this is the letter “m’ and the word “monster” begin with the letter “m’. Write the word “monster” and point out the letter “m” in the word. Additional ideas for target letters • Write the word “bug” and point out the letter “b” in the

word. • Write the word “alligator” and point out the letter “a” in

the word. • Write the word “tiger” and point out the letter “t” in the

word.

More fun: Find words or objects around the house that begin with the target letter. Student Practice: Choose at least one of the activities below to complete for practice.

Activity 1 Have the student identify the target letter by locating its match. Display two or more letter cards, point out the target letters and say “find the other matching letter”

Activity 2 Have the student match the target letter. Display two or more letter cards, point out the target letters and say “find the other matching letter”

Activity 3 Have the student select the target letter using their mode of communication

going on amusement park rides, we need tickets to get on the ride. We are going to use our tickets to measure objects in the room. Model: Choose a small table to measure in your home. State, “How many tickets do you think it will take to measure the table? Write the answer down on the guide form- measurement one sheet (if able have student write answer). Using tickets place them on table’s edge, making sure tickets are not overlapping. Together with student count the tickets using pointer finger. State the number of tickets counted. Write the answer on Measurement Form 1. Ask, was our answer write or wrong. Have student check or color the correct box. State, we are going to see which is longer and which is shorter the table or the book? Provide Practice: Choose at least one of the activities below to complete for practice.

I can state or touch the object that is shorter and the object that is longer with help. This choice provides no room for error and allows student the opportunity to learn. Measure objects first. Write that number down on a blank piece of paper for student to use as an answer choice or use communication device. Student: Have student guess which item is longer the book or the table. Using hand over hand to assist. Complete Measurement Form 2. Ask student again which item shorter and which item is longer. Have them touch object as you discuss.

I can state or touch the object that is shorter and the object that is longer. This choice allows some support allowing student to learn. Student: Complete Measurement Form 2 with help. Ask the student, “Which is longer the book or the table? Which item is shorter?”

I can use objects(tickets) to measure. I can state which object is longer and which object is shorter. This choice allows students to practice by themselves with no assistance after instruction. (no help). Student: Measures book using tickets or objects. Records answers on Measurement Sheet 2 with help. Ask, “Which is shorter? Longer?”

Review: Compare objects in your home. Estimate (guess) which item is longer and which item is shorter. Make sure to lay items flat. Look all

PSE Week

Review: Review the learning goal, “I will match the letter _____.” (a, b, m, t) Play memory or concentration with the letter cards. Place the letter cards facedown and take turns turning over one letter at a time. If the letters are the same (a match), then place those cards to the side. Check Understanding: (optional) Choose and complete at least one of the activities below.

Can the student identify the target letter by locating its match?

Can the student match the target letters?

Can the student select the target letter using an active response mode?

around the objects. Can you estimate which item is shorter or which item is longer? Check Understanding: (optional) Choose and complete at least one of the activities below.

Can the student identify which item is shorter and which item is longer with help?

Can the student identify which item is shorter and which item is longer with some help?

Can the student measure objects using the tickets or real life objects? Can the student identify which item is shorter and which item is longer?

Additional Reading Opportunities

Tar Heel Readers http://tarheelreader.org/

Library Books

Title Author Title Author

Additional Internet and Video Resources

http://tarheelreader.org/

PSE Week

Remote learning Week 2 – Amusement Parks

Literacy Materials

Monday

Humpty Dumpty poem

Fall/Wall and Men/Again word cards

Remote learning Week 2 – Amusement Parks Literacy Materials

Tuesday

Letter sound imagery cards (A, B, M, T)

Sound matching activity mat

Phonemic picture cards

Phonemic letter cards (A, B, M, T)

If you do not want to use the picture cards, you can use objects that begin with the target sound.

Activity Mat

Cut Out sound/picture cards to use with activity mats


Literacy Materials

Wednesday

Letter cards

Picture/word and picture cards

Letter activity mat

You can also use objects that begin with the target letter.

Letter Cards – cut apart

Picture Word Cards – cut apart

Letter Activity Mat


Literacy Materials

Thursday

Ride Movement Activity Mats

Story – “At the Amusement Park”(printable story was included in literacy materials from week 1)


Literacy Materials

Friday

Letter cards

Picture/word cards

You can also use objects that begin with the target letter.

Letter Cards – Can be use for letter identification or matching games

Picture/Word Cards – cut apart

Additional Picture/Word Cards – cut apart

1


Numeracy Materials

Monday Survey: What’s Your Favorite Ride?

Same picture cards used in Monday’s Week 1:

Ride Picture Word Cards (Roller Coaster, Merry Go Round, Ferris Wheel, Hopper, Pirate Ship, Bumper Car)

Survey Questionnaire: What’s Your Favorite Ride?

**Save Completed Survey for Next Week

**(Optional) Book: Addie’s Choices At the Amusement Park.

Other: Toy Objects that you can ride (ex. Car, truck); In magazines look for things you can ride. A piece of paper can be used instead of printing survey

questionnaire.

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Numeracy Materials

Tuesday Extend AB Pattern

**Same materials used in Week 1.

Have your child choose 2 different rides from the ride pictures to make pattern. Print those rides.

Ride Pictures: Ferris Wheel, Bumper Car, Roller Coaster, Merry Go Round

New and Optional: Pattern Strip

Real Objects: To make a pattern (ex. Spoon, fork, spoon, fork)

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Numeracy Materials

Wednesday **Same materials used in Week 1.

Use either page 27(Mix Shape Sheet) or pages 28-30 same shape sheet

Find the Circle, Square, Triangle Sheet

Option: for cut out shapes draw shapes on piece of paper and cut out

***New Materials: Circle, Square and Triangle Strips used for matching

Real objects: Find shapes in real objects such as a window, picture, etc.

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Numeracy Materials

Thursday Counting

**Same materials used in Week 1. They are listed below.

Food Sheets

(Pretzels, Ice Creams Popcorns, Corn Dogs, & French Fries)

Math Cards 1-5

Number Line (Cut along outer black line)

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Numeracy Materials

Friday

Measuring Objects –“Shorter or Longer”

Objects used to Measure: Tickets or

**Real Objects that are not only the same object but the same size such as square Legos.

Measurement Recording Guide Sheets 1 & 2

Real Objects in House to Measure: such as table, chair, stuffed animal, etc.

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Remote Learning week 2 FinalRemote Learning Week 2 - Literacy MaterialsRemote Learning Week 2 - Numeracy Materials

pse week...choosing from activity 1, 2, or 3. activity 2 activity 3 1. i will choose my favorite...

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