Remote Learning Non-Digital Cluster Packet

Dear Parent/Guardians, Families, and Students,

We hope that you continue to remain safe and healthy during this time. This packet is intended for students that participate in a significantly modified curriculum in a CPS cluster classroom. Inside this packet you will find resources and tools to help set up your child for learning in the home.

1. Setting Up a Learning Environment:

It is important to set up a clear space within your home for your child to engage in learning activities. Here are some tips to support setting up a learning environment:

A. Find a consistent space within your home for your child to complete school work throughout the day. It could be a room, table spot, desk, tv tray, or something different.

B. Find a seating option in your home that is most comfortable for your child. It could be a dining chair, living room chair, on a carpet square, exercise ball or something different.

C. Determine if the learning space is free of distractions or interruptions via the television, family pet, or day-to-day family conversations/interactions.

D. Consider labeling the learning space using the attached visuals. Labels in the learning space or home environment could help the child understand the expectations throughout the day.

E. Consider using a timer to set up a work/break schedule. If the student is able to complete a task or work for a certain number of minutes, consider allowing them a 5 or 10 minute break in between activities to move around, get a drink, or talk with a family member. By using a timer or structured system, this will help create a predictable rhythm of learning within your home.

F. Chicago Public Schools has recommended different accommodations that families can utilize at home. Please see below:

Accommodations for Non-Digital Learning at Home

Classroom Environment Remote Learning Environment

Break tasks into manageable chunks. ● Chunk tasks in the family schedule, in student assignments, and in lessons as necessary.

● If the student utilized this support in school, consider a checklist or task list.

● Use the attached visuals to create a schedule that works for your child at home.

Provide 2-3 step directions. ● Minimize oral directions or instructions that you give your child.

● Provide clear, concise directions while engaging your child in activities.

● Maintain simplified, routine directions if accessing technology for remote learning.

Check for understanding before proceeding with multi-step directions.

● Model to students what you are expecting them to do prior to asking them to do it.

● Provide a moment of wait time when asking a child to complete a task. We recommend a parent or caregiver count to 10 inside their head before giving another prompt or direction.

● Consider reviewing or repeating activities within this packet to increase overall understanding.

Provide visual supports when introducing new concepts or skills.

● Utilize the visual supports and Communication Core Board to support student understanding and comprehension.

Allow Breaks ● Schedule breaks within the family schedule and/or student learning routine. Breaks could be 2 minutes to 30 minutes long depending on your child’s needs.

● Activities to do during a break include but are not limited to:

○ Going for a walk, getting a drink, watching a short preferred video (2-3 minutes), listening to a song, dance, play with a fidget, play a quick game, or talk with a family member

Provide frequent reinforcement. ● Give your child choices of what they can work on, “Would you like to start with math or reading?”

● Ask your child what type of break they would like to take prior to starting an assignment or activity. This will allow you an opportunity to remind them of the fun activity they can participate in once they complete the assignment.

● Praise your child for a job well done and do so frequently! Some children benefit from positive praise every minute and others benefit from it less frequently. Be specific with your praise, “You did a great job reading that word!” or “I like when you communicate your wants and needs!”.

Use individual student schedules. ● Use the visuals attached to this packet to create your own visual schedule. Consider cutting them out and organizing them based on your child’s learning schedule.

2. Schedules & Routines for Remote Learning:

It is important to create a consistent and routine schedule to support your child during remote learning. In this packet, we have attached a daily and weekly sample family learning schedule to use as a reference. Every child’s learning style and needs are unique, therefore we encourage you to modify this schedule as for what works best for your child and family. We recommend using the attached visuals and template to support your child’s instruction and understanding at home. Recommendations for Visuals at Home:

1. Cut visual pictures out and use them to label different areas and/or items in your home.

2. Utilize these icons to help build a schedule for your child each day. 3. Utilize these visuals to support your child’s understanding during

instruction utilizing Unique Learning Materials. 4. Use the Remote Learning Choice Board that is attached to allow your

student to point or verbalize what they would like to do first or next. Consider using this Choice Board as a Bingo Board for an additional supplemental activity!

3. Prompting:

PROMPTING TYPES- Visual Prompt: To provide a visual reminder or indicator as a prompt for an answer. Verbal Prompt: To prompt a child’s response through a verbalstatement or question. Gestural Prompt: To use body language to gesture or prompt a child’s response. Model Prompt: To show a child how to complete a problem, activity, or task. Partial Physical Prompt: To gently touch a child’s hand or arm using a finger or open palm to begin work or initiating a problem. Full Physical Prompt: To put your hands over a child’s hands (hand-over-hand) to initiate and/or complete a task. PROMPTING AMOUNT-

Independent: 0 prompts Minimal: 1-2 prompts Moderate: 3-5 prompts Maximum: 6 or more prompts PROMPTING HIERARCHY- The Prompting Hierarchy is a strategy to increase and decrease the type and amount of prompts yougive a student. If teaching a new skill, start at the bottom with more prompts and move up to less prompts. If maintaining or practicing a skill that has been taught, start from the top and move your way down as you increase the type and amount of prompts you give your child to help them find success. The less intensive prompts you give, the more independent the student will be. The more intensive prompts you give, the less independent the student will be. If able, talk with your child’s teacher to see what type and level of prompts they receive for different activities and subjects.

4. Communication: In this packet, you will find a Communication Core Board. This tool has 36 “core” words that can be used for you and your child to communicate. Please see below for different ways to utilize it.

1. Point to one, two, or three symbols while communicating a message to your child: “I” + “like” + “you” “You” + “do” + “good” “More”? “Help”?

2. Ask your child to point to words to help clarify their wants and needs or to initiate their wants or needs.

3. Use this to support prompting during activities or provide further clarification.

5. Home Activities to Support Remote Learning: These are activities that can engage your children using common household items and do not require digital or printing access. The list contains a variety of activities/suggestions across all levels to support remote learning.

a. Create a routine/schedule for the chosen activities and integrate them throughout your daily activities.

b. Address activities in smaller increments of time over several sessions at different times of day. Build on the amount of time for each activity or step.

6. Unique Learning System Academic Content:

Materials are from a specialized learning curriculum called Unique and are based on Common Core State Standards. Here are some strategies and tips for supporting your child in learning with these materials. Thank you for your time, energy, and support in leading these activities at home!

Stories:

a. If able, have your child highlight or support your child in highlighting key vocabulary. b. If able, have your child touch or support your child in touching key vocabulary words. c. Consider asking your child questions about the story and have them respond in their preferred

style of communication.

Core Vocabulary Board: What is it? Communication boards can be used to introduce the power of language and of Core Vocabulary. They can be used to model language and increase participation. Combined with activity specific words, they can be used to make activities, such as reading books, accessible and engaging.

d. Use this with your child to talk about a story. You can use this board by modeling different words and pointing to the matching picture. Point to the vocabulary word and picture as you model connections you are making to the text.

e. If able, have your child point to the vocabulary word or use this board to foster communication. f. Consider referencing this board while asking questions or having your child provide answers.

Comprehension Questions/Tasks: g. If able, have your child select the correct answer by circling, pointing, or verbalizing the answer. h. If your child requires fewer options, consider cutting out the choices to present them to your

child one or two options at a time. i. Use visual pictures to cut and glue the answers on the document. j. Encourage your child to participate verbally, through the Core Vocabulary Board, their

communication system, eye gaze, etc.

Math Activities: k. Engage your child with the different math activities. Consider using everyday items from home

as counters and visual examples (pencils, pens, spoons, pieces of paper, etc.) to further support learning.

l. Feel free to cut and manipulate the worksheets/documents to best support your child visually.

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rest

mat

eria

l i,e

, fav

orite

boo

k, c

omic

boo

ks, m

agaz

ines

,.. S

tart

with

a s

mal

l am

ount

of t

ime

and

build

on

that

tim

e. If

stu

dent

is n

ot y

et in

depe

nden

t sit

with

them

and

hel

p th

em tu

rn th

e bo

ok th

e rig

ht w

ay a

nd tu

rn p

ages

.y

yy

y

Rea

ding

Com

preh

ensi

onAf

ter r

eadi

ng o

r lis

teni

ng to

a s

tory

or p

assa

ge, u

se th

e SW

BS

syst

em. F

or e

xam

ple,

Litt

le R

ed R

idin

g H

ood-

(S)

Som

ebod

y-Bi

g Ba

d W

olf;

(W) W

ante

d-pi

gs fo

r din

ner;

(B) B

ut-th

ey h

id in

the

bric

k ho

use;

(S) S

o-he

wen

t hun

gry.

y

Rea

ding

Com

preh

ensi

onAs

k co

mpr

ehen

sion

que

stio

ns a

fter e

ach

sent

ence

or t

wo

grad

ually

bui

ldin

g to

par

agra

ph (w

ho, w

hat,

whe

n, w

here

, w

hy, h

ow).

Incl

ude

infe

renc

e qu

estio

ns, s

uch

as "w

hat w

ould

you

do?

" in

rela

tion

to th

e ch

arac

ters

in th

e st

ory.

YM

ath

PreK

K-2

3-5

6-8

9-12

ALL

Con

stru

ctin

g se

tsC

ount

out

and

con

stru

ct s

ets

of o

bjec

ts u

p to

the

num

ber 5

. "C

ount

five

cra

yons

."Y

Com

pare

qua

ntiti

esSe

para

te a

pile

of o

bjec

ts (i

.e. f

orks

and

spo

ons)

. C

ompa

re th

e pi

les.

Ask

, "Ar

e th

ey e

qual

?" "

Whi

ch o

ne h

as

mor

e?"

Y

Com

bine

set

sC

ount

out

and

con

stru

ct tw

o se

ts o

f obj

ects

up

to 1

0 (to

y ca

rs, l

egos

, blo

cks,

fork

s an

d sp

oons

, cup

s) o

bjec

ts e

ach

and

then

com

bine

them

and

cou

nt to

mak

e on

e se

t.y

yy

Clo

ck F

ace

On

a sh

eet o

f pap

er d

raw

a c

ircle

, lab

el a

nd c

ut o

ut n

umbe

rs 1

-12.

Pla

ce th

e nu

mbe

rs o

n th

e fa

ce o

f the

clo

ck in

or

der.

yy

Col

or M

atch

Cop

y pa

ttern

s of

col

ored

obj

ects

(bea

ds, c

olor

ed g

oldf

ish,

lego

's,e

tc.)

and

then

cre

ate

thei

r ow

n pa

ttern

s.y

yM

atch

ing

Num

bers

Plac

e nu

mbe

rs in

a fi

eld

of 3

on

a ta

ble.

Giv

e st

uden

t a n

umbe

r and

tell

them

to m

atch

.y

yC

olor

Hun

tG

ive

clue

s an

d ch

alle

nge

your

chi

ld to

find

thin

gs o

f a c

erta

in c

olor

y

Sorti

ng p

layi

ng c

ards

Sort

the

card

s in

to fo

ur p

iles:

hea

rts, d

iam

onds

, spa

des,

and

clu

bs. S

ort c

ards

in to

pile

s re

d an

d bl

ack.

Sor

t car

ds

acco

rdin

g in

num

eric

val

ue.

yy

y

Coi

n So

rtR

ecyc

le a

n ol

d fru

it sa

lad

tray

cont

aine

r as

a so

rting

tray

. Lea

ve c

oins

in th

e ce

nter

sec

tion,

then

labe

l eac

h se

ctio

n fo

r qua

rters

, dim

es, n

icke

ls a

nd p

enni

es.

yy

y

Coi

n co

untin

g U

se p

last

ic c

ups,

labe

l the

m n

umbe

rs 1

-10

for p

enni

es, 5

-50

for n

icke

ls, 1

0-50

for d

imes

. Hav

e th

e st

uden

t fill

up th

e cu

p in

acc

ordi

ng to

the

num

ber o

f pen

nies

, nic

kels

, dim

es th

at s

houl

d be

pla

ce in

the

valu

ed c

up.

yy

yy

Sorti

ng O

bjec

tsFi

nd c

omm

on h

ouse

hold

item

s an

d ha

ve th

e ch

ild s

ort b

y di

ffere

nt a

ttrib

utes

(soc

ks, c

ups,

col

ors,

toys

)Y

Iden

tifyi

ng s

hape

sSo

rt/M

atch

diff

eren

t sha

pes.

Pu

zzle

sU

se s

ingl

e in

sert

piec

es u

p to

500

pie

ces

jigsa

w p

uzzl

esY

Stor

y Pr

oble

ms

Use

com

mon

item

s to

cre

ate

addi

tion

and

subt

ract

ion

sent

ence

s (e

xam

ple:

Sta

rt w

ith fi

ve p

otat

o ch

ips,

add

one

mor

e th

en a

sk "h

ow m

any"

and

sta

te th

e se

nten

ce 5

+1=

6, t

hen

eat 2

, th

en s

tate

6-2

=4).

yIn

depe

nden

t Fun

ctio

ning

PreK

K-2

3-5

6-8

9-12

ALL

Was

h ha

nds

Teac

h st

eps

in th

e pr

oces

s, P

ract

ice

coun

ting

to tw

enty

, sin

g "H

appy

Birt

hday

" Son

g...

whi

le p

ract

icin

g se

vera

l tim

es

a da

y.y

Mak

ing

the

bed

Brea

k ea

ch s

tep

into

sm

all m

anag

eabl

e st

eps.

Beg

in w

ith th

e st

ep th

at th

e ch

ild is

abl

e to

do/

assi

st a

nd b

uild

in m

ore

step

s as

the

child

mas

ters

the

first

ste

p.y

Brus

h Te

eth

Brea

k ea

ch s

tep

into

sm

all m

anag

eabl

e st

eps.

Beg

in w

ith th

e st

ep th

at th

e ch

ild is

abl

e to

do/

assi

st a

nd b

uild

in m

ore

step

s as

the

child

mas

ters

the

first

ste

p.y

Wip

ing

a ta

ble

Afte

r eat

ing

brea

kfas

t, lu

nch

and/

or d

inne

r, pr

actic

e w

ipin

g do

wn

the

tabl

e. T

each

the

proc

ess

in s

mal

l ste

ps.

yy

Was

hing

Dis

hes

Afte

r eat

ing

brea

kfas

t, lu

nch

and/

or d

inne

r, pr

actic

e w

ashi

ng d

ishe

s. T

each

the

proc

ess

in s

mal

l man

agea

ble

step

s.

yy

ySo

rting

Ute

nsils

Afte

r the

dis

hes

are

was

hed

and

drye

d, h

ave

the

stud

ent s

ort p

lace

the

uten

sils

bac

k in

ther

e sp

ot.

yM

ealti

me

Jobs

Setti

ng th

e ta

ble

(sta

rt w

ith ju

st th

e na

pkin

add

ing

piec

es a

s th

e ch

ild m

aste

rs e

ach

item

) and

cle

arin

g th

e ta

ble

yEm

pty

Tras

hEm

pty

smal

l tra

sh b

ins

into

larg

er b

ins

with

in th

e ho

use

yy

yy

Food

Pre

pSu

gges

ted

activ

ities

incl

ude

stirr

ing

and

mea

surin

g w

ith g

uida

nce

y

Pack

agin

g ac

tivity

Ta

ke o

ne it

em fr

om e

ach

bow

l, w

ork

from

left

to ri

ght.

Plac

e on

e ite

m in

to a

zip

per b

ag. S

eal t

he b

ag a

nd p

lace

it in

th

e la

rge

bow

l at t

he e

nd. (

Zipp

er b

ags,

cont

aine

r for

bag

ged

item

s, 3

-5 b

owls

fille

d w

ith it

ems

of y

our c

hoic

e.

yFo

ldin

g pa

per

Fold

ing

pape

r in

1/3.

y

Stuf

fing

enve

lope

sPl

ace

inde

x ca

rds

into

env

elop

esy

Cro

ss s

tack

ing

cons

truct

ion

pape

rSo

rt co

nstru

ctio

n pa

per i

nto

colo

r pile

s, ta

ke a

pie

ce o

f pap

er fr

om e

ach

pile

from

left

to ri

ght a

nd p

ut a

t the

end

of t

he

line.

y

Soci

al S

tudi

esPr

eKK-

23-

56-

89-

12AL

LSo

rting

food

gro

ups

Sort

food

into

bin

s ac

cord

ing

to w

hich

food

gro

up th

ey b

elon

g.

yy

y

Sorti

ng c

loth

ing

item

sW

hat d

o yo

u w

ear o

n yo

ur h

ead?

Wha

t do

you

wea

r on

your

legs

? W

hat d

o yo

u w

ear o

n yo

ur fe

et?

Wha

t do

you

wea

r on

the

uppe

r bod

y?

yy

ySo

rting

food

/non

food

ite

ms

Sort

food

and

clo

thin

g ite

ms

by g

roup

yPl

acin

g w

ord

card

s w

ith

obje

cts

Plac

e w

ord

card

s w

ith it

s co

rresp

ondi

ng o

bjec

t fou

nd a

t hom

e.

ySo

rting

pla

ying

car

dsSo

rt th

e ca

rds

into

four

pile

s: h

earts

, dia

mon

ds, s

pade

s, a

nd c

lubs

. Sor

t car

ds in

to p

iles

of re

d an

d bl

ack.

M

y Im

porta

nt P

eopl

e Tr

eeC

reat

e a

fam

ily a

nd fr

iend

tree

to h

elp

your

chi

ld re

cogn

ize

the

mos

t im

porta

nt p

eopl

e in

her

life

.y

Scie

nce

Wea

ther

Look

at n

ewsp

aper

, pho

ne, w

eath

er fo

reca

st...

..and

talk

abo

ut th

e w

eath

er c

onne

ctin

g it

to w

hat i

s ha

ppen

ing

outs

ide

yLa

bel p

arts

of t

he b

ody

Mat

ch th

e w

ords

for t

he p

arts

of t

he b

ody

with

the

corre

spon

ding

par

t of t

he b

ody.

y

Bath

tub

Wat

er S

cien

ceEx

plor

e w

ater

at b

ath

time

with

pla

stic

con

tain

ers

of d

iffer

ent s

hape

s an

d si

zes

y

Rec

yclin

g Ac

tivity

So

rt th

roug

h th

e ne

wsp

aper

, sep

arat

e th

e sa

les

pape

rs fr

om th

e pr

inte

d ne

wsp

aper

and

pla

ce th

em in

to th

e ap

prop

riate

pile

. y

yy

ySi

nk o

r Flo

atC

hild

ren

test

obj

ects

in w

ater

to

see

if th

ey w

ill flo

at o

r sin

k.y

yy

Act

ivid

ades

en

el h

ogar

par

a ap

oyar

el a

pren

diza

je re

mot

oAc

tivid

ades

Des

crip

ción

rápi

daN

ivel

de

grad

o

Arte

s de

l len

guaj

ePr

e-es

cola

rKí

nder

-2

3-5

6-8

9-12

TOD

OS

Can

te/d

iga

el a

lfabe

to

SíSí

Etiq

uete

los

artíc

ulos

Mue

stre

/señ

ale

artíc

ulos

de

la c

asa/

habi

taci

ones

y p

regu

nte

"¿Q

ué e

s es

to?"

par

a ha

cer c

oinc

idir

la p

alab

ra im

pres

a co

n lo

s ar

tícul

os.

SíId

entif

ique

los

artíc

ulos

Pr

esen

te u

na s

elec

ción

de

artíc

ulos

de

la c

asa

y pi

da "M

uést

ram

e/da

me

la__

____

___.

SíSí

Tren

de

ABC

Col

oque

las

letra

s m

ayús

cula

s y

min

úscu

las

corre

spon

dien

tes

junt

as. (

Mar

cado

r, ta

rjeta

s o

trozo

s de

pap

el).

SíSí

Sí

Escr

itura

Use

gar

abat

os o

form

as s

imila

res

a la

s le

tras

para

repr

esen

tar e

l len

guaj

e es

crito

. Pro

porc

ione

ute

nsilio

s de

es

critu

ra y

pap

el, d

iga

"mué

stra

me

cóm

o es

crib

es tu

nom

bre"

. Sí

SíTr

azar

/esc

ribir

carta

sTr

ace/

escr

iba

las

letra

s en

los

espa

cios

pro

porc

iona

dos.

(Car

tulin

a y

mar

cado

r).Sí

SíSí

Escr

ibir

su n

ombr

ePr

actiq

ue la

esc

ritur

a de

su

nom

bre

con

pape

l y lá

piz

u ot

ros

man

ipul

ativ

os (p

or e

j., im

anes

, let

ras

reco

rtada

s en

la

aren

a). A

greg

ue o

tra in

form

ació

n pe

rson

al, p

or e

j., e

l dom

icilio

cua

ndo

dom

ine

su n

ombr

e y

apel

lido.

SíD

iario

Mué

stre

le o

píd

ale

a su

hijo

que

hag

a un

dib

ujo

y di

cte

una

pala

bra

u or

ació

n es

crib

iend

o so

bre

un te

ma

de in

teré

s.Sí

Cla

sific

ar la

s le

tras

may

úscu

las

y m

inús

cula

s C

lasi

fique

las

tarje

tas

en d

os m

onto

nes:

uno

par

a la

s m

ayús

cula

s y

otro

par

a la

s m

inús

cula

s. (T

arje

tas

y m

arca

dor).

SíSí

Cla

sific

ar la

s ta

rjeta

s de

pa

labr

asO

rden

e la

s ta

rjeta

s en

cua

tro m

onto

nes

que

coin

cida

n co

n la

prim

era

letra

de

cada

pal

abra

.Sí

SíSí

Secu

enci

a AB

C

Pong

a la

s ta

rjeta

s en

ord

en a

lfabé

tico.

Sí

SíSí

SíAl

fabe

tizar

tarje

tas

de

pala

bras

Cla

sifiq

ue/o

rden

e al

fabé

ticam

ente

las

tarje

tas

por s

u pr

imer

a le

tra.

SíSí

SíSí

Pare

ar le

tras

Col

oque

las

letra

s en

un

cam

po d

e 3

sobr

e un

a m

esa.

Del

e al

est

udia

nte

una

letra

y d

ígal

e qu

e la

par

ee.

SíSí

Lect

ura

en v

oz a

ltaLe

a un

cue

nto

en v

oz a

lta a

l est

udia

nte.

Los

niv

eles

de

hist

oria

pue

den

com

enza

r en

libro

s ilu

stra

dos

y pr

ogre

sar a

lib

ros

de c

apítu

los

Sí

Lect

ura

inde

pend

ient

e

Mat

eria

l de

alto

inte

rés,

por

ej.,

libr

o fa

vorit

o, re

vist

a de

his

torie

tas,

revi

stas

,.. C

omie

nce

con

una

pequ

eña

cant

idad

de

tiem

po y

aum

ente

ese

tiem

po. S

i el e

stud

iant

e aú

n no

es

inde

pend

ient

e, s

iént

ese

con

ello

s y

ayúd

elos

a p

asar

el

libro

de

la m

aner

a co

rrect

a y

pasa

r las

pág

inas

.Sí

SíSí

Sí

Com

pren

sión

de

lect

ura

Des

pués

de

leer

o e

scuc

har u

na h

isto

ria o

un

pasa

je, u

se e

l sis

tem

a SW

BS

[Alg

uien

-Que

ría-P

ero-

Ento

nces

]. Po

r ej.,

[e

n] C

aper

ucita

Roj

a, A

lgui

en: G

ran

Lobo

Mal

o; Q

uería

: cer

dos

para

la c

ena;

Per

o: s

e es

cond

iero

n en

la c

asa

de

ladr

illos;

Ent

once

s: é

l pas

ó ha

mbr

e.Sí

Com

pren

sión

de

lect

ura

Hag

a pr

egun

tas

de c

ompr

ensi

ón d

espu

és d

e ca

da fr

ase

o do

s el

abor

ando

gra

dual

men

te a

l pár

rafo

(qui

én, q

ué,

cuán

do, d

ónde

, por

qué

, cóm

o). I

nclu

ya p

regu

ntas

de

infe

renc

ia, c

omo

"¿qu

é ha

rías?

" en

rela

ción

con

los

pers

onaj

es d

e la

his

toria

.Sí

Mat

emát

icas

Pre-

esco

lar

Kínd

er-

23-

56-

89-

12TO

DO

SFo

rmar

con

junt

osC

uent

e y

form

e co

njun

tos

de o

bjet

os h

asta

el n

úmer

o 5.

"Cue

nta

cinc

o cr

ayon

es".

Sí

Com

pare

can

tidad

esSe

pare

un

mon

tón

de o

bjet

os (p

or e

j., te

nedo

res

y cu

char

as).

Com

pare

los

mon

tone

s. P

regu

nte:

"¿So

n ig

uale

s?"

"¿C

uál t

iene

más

?"

Sí

Com

bine

con

junt

osC

uent

e y

form

e do

s co

njun

tos

de o

bjet

os h

asta

10

(aut

os d

e ju

guet

e, le

gos,

blo

ques

, ten

edor

es y

cuc

hara

s, ta

zas)

ca

da u

no y

lueg

o co

mbí

nelo

s y

cuen

te p

ara

hace

r un

conj

unto

.Sí

SíSí

Car

a de

relo

jEn

una

hoj

a de

pap

el d

ibuj

e un

círc

ulo,

etiq

uete

y re

corte

núm

eros

del

1 a

l 12.

Col

oque

los

núm

eros

en

la c

ara

del

relo

j en

orde

n.

SíSí

Pare

e el

col

or

Cop

ie lo

s pa

trone

s de

obj

etos

de

colo

r (cu

enta

s, p

eces

de

colo

res,

lego

, etc

.) y

lueg

o cr

ee s

us p

ropi

os p

atro

nes.

SíSí

Pare

ar n

úmer

os

Col

oque

los

núm

eros

en

un c

ampo

de

3 en

una

mes

a. D

ele

al e

stud

iant

e un

núm

ero

y dí

gale

que

lo h

aga

coin

cidi

r.Sí

Sí

Caz

a de

col

ores

Dé

pist

as y

des

afíe

a s

u hi

jo a

enc

ontra

r cos

as d

e un

cie

rto c

olor

.Sí

Cla

sific

ar ta

rjeta

s de

ju

ego

Ord

ene

las

tarje

tas

en c

uatro

pila

s: c

oraz

ones

, dia

man

tes,

esp

adas

y tr

ébol

es. C

lasi

fique

las

tarje

tas

en p

ilas

roja

s y

negr

as. C

lasi

fique

las

tarje

tas

segú

n su

val

or n

umér

ico.

SíSí

Sí

Cla

sific

ació

n de

mon

edas

Rec

icle

un

viej

o co

nten

edor

de

ensa

lada

de

fruta

s co

mo

una

band

eja

de c

lasi

ficac

ión.

Dej

e la

s m

oned

as e

n la

se

cció

n ce

ntra

l, lu

ego

etiq

uete

cad

a se

cció

n co

n la

s m

oned

as d

e 25

, 10,

5 y

1 c

enta

vo.

SíSí

Sí

Con

tar m

oned

as

Use

vas

os d

e pl

ástic

o, e

tiqué

telo

s co

n lo

s nú

mer

os 1

-10

para

las

mon

edas

de

1 ce

ntav

o, 5

-50

para

las

de 5

ce

ntav

os, 1

0-50

par

a la

s de

10

cent

avos

. Hag

a qu

e el

est

udia

nte

llene

el v

aso

de a

cuer

do a

l núm

ero

de m

oned

as

de 1

, 5, y

10

cent

avos

que

deb

ería

n co

loca

rse

en e

l vas

o va

luad

o.

SíSí

SíSí

Cla

sific

ar lo

s ob

jeto

sEn

cuen

tre a

rtícu

los

com

unes

de

la c

asa

y ha

ga q

ue e

l niñ

o lo

s cl

asifi

que

segú

n di

fere

ntes

atri

buto

s (c

alce

tines

, ta

zas,

col

ores

, jug

uete

s).

SíId

entif

icar

las

form

asO

rgan

ice/

pare

e di

fere

ntes

form

as.

Rom

peca

beza

sU

se p

ieza

s in

divi

dual

es d

e ro

mpe

cabe

zas

de h

asta

500

pie

zas.

Sí

Prob

lem

as d

e hi

stor

ias

Util

ice

elem

ento

s co

mun

es p

ara

crea

r ecu

acio

nes

de s

uma

y re

sta

(por

ej.,

em

piec

e co

n ci

nco

papa

s fri

tas,

aña

da

una

más

y p

regu

nte

"cuá

ntas

" y d

iga

la fr

ase

5 +1

= 6,

lueg

o co

ma

2, lu

ego

diga

6-2

=4).

SíFu

ncio

nam

ient

o in

depe

ndie

nte

Pre-

esco

lar

Kínd

er-

23-

56-

89-

12TO

DO

S

Lava

rse

las

man

os.

Ense

ñe lo

s pa

sos

en e

l pro

ceso

. Pra

ctiq

ue c

onta

r has

ta v

eint

e, c

ante

la c

anci

ón d

el "C

umpl

eaño

s Fe

liz"..

. pr

actic

ando

var

ias

vece

s al

día

.Sí

Hac

er la

cam

aD

ivid

a ca

da p

aso

en p

eque

ños

paso

s m

anej

able

s. C

omie

nce

con

el p

aso

que

el n

iño

sea

capa

z de

hac

er/a

yuda

r e

incl

uya

más

pas

os a

med

ida

que

el n

iño

dom

ine

el p

rimer

pas

o.Sí

Cep

illars

e lo

s di

ente

sD

ivid

a ca

da p

aso

en p

eque

ños

paso

s m

anej

able

s. C

omie

nce

con

el p

aso

que

el n

iño

sea

capa

z de

hac

er/a

yuda

r e

incl

uya

más

pas

os a

med

ida

que

el n

iño

dom

ine

el p

rimer

pas

o.Sí

Lim

piar

una

mes

aD

espu

és d

e de

sayu

nar,

alm

orza

r y/o

cen

ar, p

ract

ique

lim

piar

la m

esa.

Ens

eñe

el p

roce

so e

n pe

queñ

os p

asos

. Sí

Sí

Lava

r los

pla

tos

Des

pués

de

desa

yuna

r, al

mor

zar y

/o c

enar

, pra

ctiq

ue la

var l

os p

lato

s. E

nseñ

e el

pro

ceso

en

pequ

eños

pas

os

man

ejab

les.

Sí

SíSí

Cla

sific

ar u

tens

ilios

Des

pués

de

que

los

plat

os e

stén

lava

dos

y se

cado

s, h

aga

que

el e

stud

iant

e cl

asifi

que

y po

nga

los

uten

silio

s en

su

luga

r. Sí

Trab

ajos

a la

hor

a de

la

com

ida

Pong

a la

mes

a (e

mpi

ece

con

sólo

la s

ervi

lleta

agr

egan

do p

ieza

s a

med

ida

que

el n

iño

dom

ine

cada

artí

culo

) y d

espe

je la

mes

a.Sí

Vaci

ar la

bas

ura

Vací

e pe

queñ

os c

onte

nedo

res

de b

asur

a en

con

tene

dore

s m

ás g

rand

es d

entro

de

la c

asa.

SíSí

SíSí

Prep

arac

ión

de c

omid

aLa

s ac

tivid

ades

sug

erid

as in

cluy

en re

volv

er y

med

ir co

n or

ient

ació

n, p

ract

ique

la m

aner

a co

rrect

a de

abr

ir lo

s co

nten

edor

es y

otro

s pa

quet

es, c

omo

las

bols

as d

e ce

lofá

n.Sí

Activ

idad

de

empa

quet

ar

Tom

e un

artí

culo

de

cada

tazó

n, tr

abaj

e de

izqu

ierd

a a

dere

cha.

Col

oque

un

artíc

ulo

en u

na b

olsa

con

cre

mal

lera

. Se

lle la

bol

sa y

col

óque

la e

n el

tazó

n gr

ande

al f

inal

. (Bo

lsas

con

cre

mal

lera

, con

tene

dor p

ara

artíc

ulos

em

bols

ados

, 3-

5 ta

zone

s lle

nado

s co

n lo

s ar

tícul

os d

e su

ele

cció

n).

SíD

obla

r pap

el

Dob

le e

l pap

el e

n te

rcio

s.

SíR

elle

nar s

obre

s C

oloq

ue ta

rjeta

s en

sob

res.

SíPa

pel d

e co

nstru

cció

n de

ap

ilam

ient

o cr

uzad

oC

lasi

fique

el p

apel

de

cons

trucc

ión

en p

ilas

de c

olor

es, t

ome

un tr

ozo

de p

apel

de

cada

pila

de

izqu

ierd

a a

dere

cha

y pó

ngal

o al

fina

l de

la lí

nea.

Sí

Estu

dios

Soc

iale

sPr

e-es

cola

rKí

nder

-2

3-5

6-8

9-12

TOD

OS

Cla

sific

ar g

rupo

s de

al

imen

tos

Cla

sifiq

ue lo

s al

imen

tos

en c

onte

nedo

res

segú

n el

gru

po d

e al

imen

tos

al q

ue p

erte

nece

n.Sí

SíSí

Cla

sific

ar la

s pr

enda

s de

ve

stir

¿Qué

te p

ones

en

la c

abez

a? ¿

Qué

te p

ones

en

las

pier

nas?

¿Q

ué te

pon

es e

n lo

s pi

es?

¿Qué

te p

ones

en

la p

arte

su

perio

r del

cue

rpo?

Sí

SíSí

Cla

sific

ar a

rtícu

los

alim

enta

rios/

no

alim

enta

rios

Cla

sifiq

ue lo

s al

imen

tos

y la

ropa

por

gru

po.

SíC

oloc

ar ta

rjeta

s de

pa

labr

as c

on o

bjet

osC

oloq

ue ta

rjeta

s de

pal

abra

s co

n su

cor

resp

ondi

ente

obj

eto

enco

ntra

do e

n ca

sa.

Sí

Cla

sific

ar c

arta

s de

jueg

oC

lasi

fique

las

carta

s en

cua

tro p

ilas:

cor

azon

es, d

iam

ante

s, e

spad

as y

tréb

oles

. O c

lasi

fique

las

tarje

tas

en p

ilas

de

rojo

y n

egro

.M

i árb

ol d

e pe

rson

as

impo

rtant

esC

ree

un á

rbol

de

la fa

milia

y lo

s am

igos

par

a ay

udar

a s

u hi

jo a

reco

noce

r a la

s pe

rson

as m

ás im

porta

ntes

de

su

vida

.Sí

Cie

ncia

Clim

aM

ire e

l per

iódi

co, e

l tel

éfon

o, e

l pro

nóst

ico

del t

iem

po...

y h

able

sob

re e

l clim

a co

nect

ándo

lo c

on lo

que

est

á su

cedi

endo

afu

era.

SíEt

ique

te la

s pa

rtes

del

cuer

poPa

ree

las

pala

bras

de

las

parte

s de

l cue

rpo

con

la c

orre

spon

dien

te p

arte

del

cue

rpo.

Sí

Cie

ncia

del

agu

a de

la

bañe

raEx

plor

e el

agu

a a

la h

ora

del b

año

con

reci

pien

tes

de p

lást

ico

de d

ifere

ntes

form

as y

tam

años

. Sí

Activ

idad

de

reci

clar

Ord

ene

el p

erió

dico

, sep

are

los

perió

dico

s de

las

vent

as d

el p

erió

dico

impr

eso

y co

lóqu

elos

en

la p

ila

corre

spon

dien

te.

SíSí

SíSí

Hun

dirs

e o

flota

rLo

s ni

ños

prue

ban

los

obje

tos

en e

l agu

a pa

ra v

er s

i flo

tan

o se

hun

den.

SíSí

Sí