PreK Summer Supplemental Learning Calendars July 6 through ... · complete the activities, helping the child express their awareness of being part of a group, such as a family, team,

PreK Summer Supplemental

Learning Calendars July 6 through and July 24,

2020

EC PreK Quarter 4 Learning Calendar - Week of July 6- July 10 Addressing NC Foundations for Early Learning and Development using the NC Early Learning and Development Progressions: Birth to Five during

remote learning. No technology is needed.

Between birth and age five, children rapidly achieve many important milestones that create the foundation for later growth and development. Each child grows and develops at his or her own rate. Some activities may need to be varied to meet the child’s developmental level. The following are examples of

short activities to support your child’s growth and learning. APL: Approaches to Play and Learning - embedded in all domains

ESD HPD LDC CD

Day 1

Read 15

Mins __

❏ After writing the child’s name

during the activities to the right, spend time with the child

adding drawings and/or words as the child describes

him/herself.

Suggested Questions: What do you look like?

What are you really good at doing?

Who do you like to be with? What do you like to do with

them? Where do you like to go?

An example may include:

the child’s name in the middle of the paper,

a picture of a horse for the child’s favorite animal that they

know a lot about, and

a tent because the child likes to camp with family

ESD 1k, 1o.

❏ If the child is not yet writing

letters, practice drawing shapes. Children who can draw the

shapes/ lines below are better able to write letters.

It is ok for a younger preschooler’s letters to start out looking like scribbles. They are learning print carries meaning. With more practice, the letters will be more recognizable while

being upside down and/ or backwards.

LDC 14a An older preschooler will often

write letters that are recognizable to others. Writing

letters backwards is still

❏ Write the child’s name.

Ask a younger preschooler to

point to the letters of their name or ask what each letter is. Ex. Where is the ‘a’? or What

letter is this?

It is often helpful to make a chant or song to help a child remember the letters in their

name. Ex. A five letter name sung to B-I-N-G-O in the song about a

farmer who had a __. LDC 12d

Ask an older preschooler to

name the letters in their name. The goal is for the child to

name many, if not all the letters in their name.

LDC 12e

❏ Talk about the weather.

Ask a younger preschooler

what the weather is like. Have the child use vocabulary such

as sunny, cloudy, foggy, hot, cold, warm, and cool.

CD 14h

With an older preschooler talk about today’s weather and discuss the season’s

typical weather (fall, winter, spring or summer).

CD 14o

Adapted from

https://www.dpi.nc.gov/districts-schools/classroom-resources/early-learning-read-achieve/nc-foundations-early-learning-and-development

https://earlylearningprogressions.fpg.unc.edu/

acceptable at this age. LDC 14c

Day 2

Read

15 Mins __

❏ Let’s make a goal!

Ask the child what they would

like to learn to do.

Ex. draw a __, build a __, ride my bike, write my name or

numbers to 5 ESD 2l, 2o

❏ Strengthening the small muscles in a child’s hands and fingers is very important. From the list below or using materials you have, spend time playing with

the child.

Play-DohⓇ

Cut with Scissors

Complete a Puzzle

Tweezers/ Clothespins to pick up small items

Stickers (pulling off sheet)

Hole Puncher

Shape Sorter (putting small

shapes in small holes)

HPD 5k, 5o

❏ After the child completes an

activity, ask the child to tell you or another adult what they did, supporting their ability to retell

a story.

Example activities include playing with toy cars, having a

tea party, playing outside, building with cardboard and

helping prepare a meal.

For both younger preschoolers and older preschoolers, ask questions to help the child tell

stories with more details.

Ex. Adult: What did you do today?

Child: I helped make dinner. Adult: What did you make?

Child: We made pizza! Adult: How?

Child: We put cheese on it. Adult: What did you do after

that? Child: Cooked it in the oven. Then waited so it wasn’t too

hot. LDC 2j, 2m LDC 5e, 5f

❏ Talk about the weather again. Is it the same as yesterday’s

weather? Is it different? CD 14h, CD 14o

Take a few toys outside.

Have a younger preschooler compare the lengths of 2 toys’

shadows by asking, “Which shadow is the longer?” and/or

“Which shadow is shorter?”. Switch the toys used and

repeat. CD 11h

Have an older preschooler compare the lengths of the toys’ shadows and point out where the sun is and how it

shines in the same direction of the shadow. Trace the

shadow. At a different time of day, have the child look at the

shadow of the same toy again. Talk about how the

shadow is in a new spot, still in the same direction the sun is

shining. CD 11n, CD 14o

If it is not sunny, this activity can be done in a dark room

with a flashlight or on another day.

Adapted from

Day 3

Read 15

Mins __

❏ Discuss how the goal you made

yesterday can be reached. Ask:

How can you meet your goal? What do you need (materials,

people)?

Take time to practice. Celebrate the child’s hard work,

even if they are not fully successful. Celebrating their hard work teaches them to

stick with tasks even when they are hard.

ESD 2m, 2p

❏ Create an obstacle course. Give them multiple attempts. Time

how fast the child can complete the course. Record the child’s

time. Tomorrow, they will try to do it faster!

Younger preschoolers may enjoy crawling under chairs,

hopping on chalk-drawn shapes, races to a finish line, etc.

Older preschoolers may find

hopping from one place to another, balancing on a line or

leaping from one place to another challenging.

HPD 4o, 4r

❏ Repeat familiar songs, chants or rhymes with the younger

preschooler and older preschooler.

Familiar rhymes include

nursery rhymes such as those used in last week’s activities: “Humpty Dumpty”, “Hickory

Dickory Dock”, and “It’s Raining, It’s Pouring”.

Familiar songs include songs

from a favorite TV show/ movie or a song similar to “Five Little Monkeys Jumping on the Bed” and “The Wheels on the

Bus”. LDC 7k, 7o.

❏ With a younger preschooler

and an older preschooler say if you think or know the child

likes or dislikes the same food. Have the child tell a food that

he/she likes/dislikes. Talk about how different people

like different things.

Ex. Adult: I like cheese. I know

you like the cheese too because yours is all gone! Child: I like yogurt but you

don’t. CD 3g, 3j

Day 4

Read 15

Mins __

❏ While looking at the drawings

you and the child create (activity to the right),

ask the child what makes them feel happy in the home.

Ask the child why the item/ place makes them happy.

Repeat with several emotions such as excited, lonely, sad and

angry. Explain the feeling word if

needed.

Ex. Adult: Where do you feel happy

in the house? Child: The kitchen.

❏ Using sidewalk chalk or paper and a drawing utensil (pencil, pen, crayon, paintbrush, etc.),

have the child draw their home. The child may draw the inside,

outside, or both.

A younger preschooler may draw simple shapes such as

squares, circles and rectangles to represent items in and around

their home. HPD 5j

An older preschooler may draw with more detail such knobs on

doors, eyes on toys, and trees or

❏ While talking about their home (activity to right), the child will

respond to requests for information by answering your

questions. LDC 1l, 1n

❏ Ask the child to tell you about their home. Ask questions to extend the conversation for both younger preschoolers

and older preschoolers. Ex.

What size is your house/ apartment? What is inside your apartment? What is in your yard/ common area?

How many bedrooms/ bathrooms do you have?

CD 9b, 9f

Adapted from

Adult: Why? Child: Because I get to spend

time with Mommy. ESD 6n, 6r

bushes outside the home. HPD 5m

Day 5

Read 15

Mins __

❏ Reaching your goal from Day 1. What has been hard? Discuss a “can do” attitude and how more

practice will help.

Take time to practice.

Ask: Have you reached your goal? What did you do to reach your

goal? If you haven’t reached it yet do you need different people? Do you need different materials?

ESD 2m, 2p

❏ Play a game of catch using a ball or other object you can

throw. For both younger and older

preschoolers focus on supporting a smooth release of the ball (rather than jerky, less intentional movements). Start close together for supported

success and then move farther and farther apart.

HPD 4n

❏ Have the child give directions

while playing Simon Says. (see activity to right)

The younger preschooler will

practice using longer sentences in their home language.

LDC 6g

An older preschooler will practice their ability to speak in full sentences, rather than one

word or a short phrase. LDC 6i

❏ Play Simon Says using

positional words (in front of, beside, behind, under, over, on

top, through, etc)

Give both younger preschoolers and older

preschoolers directions to follow such as, “Simon says

put your hands on top of your head”, “Simon says put the napkin under the fork”, or “Simon says put your plate next to the yellow plate”.

CD 12h, 12k

Adapted from

EC PreK Quarter 4 Learning Calendar - Week of July 13- July 17 Addressing NC Foundations for Early Learning and Development using the NC Early Learning and Development Progressions: Birth to Five during




ESD HPD LDC CD

Day 1

Read 15

Mins __

❏ Discuss a recent situation in

which the child seemed happy.

With a younger preschooler talk about how others may have felt about the same

situation. If another person was happy about the same situation, talk about how the child knew they were happy-

laughing, smiling. If another person was upset, talk about what could have made the other person feel better (a pat on the back, a favorite toy, sharing, etc)

With an older preschooler ask,

“How did you feel about that situation?”, “How did different

people feel?” and “Why did they feel that way?”.

ESD 7k

❏ After completing the sink/ float

experiment (to the far right), have the child draw or act out

what they learned.

There is not a “right” way to document their learning.

However, possible examples are below.

A younger preschooler may

use simple shapes and an older preschooler may draw with

more detail.

(top is sink, bottom is float)

If acting out what they saw, the child may squat or duck their head for something that sinks or reach for the sky to show

something that floats. HPD 5j, 5l, 5m CD 15i, 15n

❏ While reading a book to the child, stop and talk about the story and

illustrations (pictures).

For a younger preschooler and an older preschooler, example

comments/ questions may sound similar to the examples

below:

“She’s surprised! In the picture her eyes and mouth are wide

open!”

“Uh oh! What do you think will happen next?”

“Look at this picture of different

kinds of frogs. Which one is your favorite? Why?”

“Wow! I didn’t know that about

lions. Did you?”

LDC 8l, 8o

❏ Gather several small objects and

fill a container with water. A container can be a large bowl,

bath tub, sink, etc.

With adult supervision, have a younger preschooler place an object in the container of water and see if the object floats or

sinks. Repeat, placing one item in the water at a time. Explain

the meaning of “sink” and “float” CD 15l

Before an older preschooler

puts an object in the water, ask the child if they think the object

will float or sink. The child’s guess is called a “prediction”.

Check the child’s prediction by placing an object in the water

and have the child tell what they observe (sink or float). Repeat predicting and describing what happened to several objects.

CD 15r

Adapted from



Day 2

Read 15

Mins __

❏ Draw 2 rectangles using

crayons, pencils, chalk, or any other writing utensil you have. Write “I am” in one rectangle

and “I like” in the other rectangle.

While talking with the younger or older preschooler, write

how they would finish the two sentence starters. Write the

answers they give in the rectangles.

Ex. I am 4. I am a boy. I am a brother. I like trains. I like ice cream. I like to play outside.

ESD 2k, 2n

Extend the Activity:

Encourage the child to plan an activity independently. For

instance, if they want to color, ask them to think about what they need to have and/or do before, during and after the

activity.

❏ With a younger preschooler,

practice hopping in place. One way to play may include rolling a dice or spinning a spinner and trying to hop that many types.

Once hopping in place is accomplished, try hopping from

one place to another. HPD 4o

With an older preschooler, play

hopscotch or a similar game, encouraging the child to hop on each foot as well as both feet

together. HPD 4q

Repetition is a very important

part of learning. If you completed this activity in Week 6, think about how the child’s

ability compares to a few weeks ago. If needed, practice

hopping and other movement activities often to improve gross

motor skills.

❏ Letter Hunt!

This can be completed during a walk through the neighborhood,

a drive around town, a walk around the house/ apartment building, etc. When a letter is spotted by you or the child,

shout, “I spy!”.

For a younger preschooler who does not yet know letter names, tell them the name of the letter,

having them repeat you. Ex. “That is the letter. Can you say

T?” LDC 12d

For an older preschooler who is

learning letter names, ask the child if they know the letter. If they do not know, name the

letter for them and ask the child to repeat you.

LDC 12g

With an older preschooler you can also ask what sound the

letter makes Ex. “You are right! That is the letter S. Do you know

what sound S makes?”. LDC 12h

Children at this age do not need to know all the letters. Knowing letters that have meaning are most important (ex: letters in their name and first letter of

❏ Pour the same amount of water into two containers. The water should be shallow, less than an inch deep. Place one container

inside and the other outside. Both containers should be out of

the child's reach.

Three or four times throughout the day, observe with the child how the water has changed.

A younger preschooler may

describe what they notice using words such as “same”, “less”, and

“more”. CD 15j

An older preschooler can

predict what will happen to the water. Ask the child, “Will the

same amount of water be there in two hours?”. After checking the water several times during the day, ask the child if their

prediction matches what they saw.

Note: On a rainy day, the

container outside may have more water as the day goes on. On a sunny day, the container outside may have less water

because of evaporation.

CD 15r

Adapted from

friends’/ family members’ names.

Day 3

Read 15

Mins __

❏ Model introducing yourself. Have the child use their own

first and last name by pretending to introduce

him/herself.

You can also have the child practice using their own first and last name to friends and

family members on the phone.

Ex. Adult: Hi! What’s your name?

Child: Ava Yang. or

Adult: Who am I speaking to? Child: Ashtyn Jones.

ESD 1m

❏ During Week 7

(Day 2- Day 5) the child practiced techniques to use when they feel upset for an

Emotional and Social Development (ESD) activity.

The 3 exercises were:

Balloon Breathing Blowing Bubbles

and Pushing a Wall

The child also thought of other

things that may help them calm down (ex: going to a quiet area,

getting a stuffed animal, etc)

If applicable, talk about how the child has used these techniques in the last few weeks. Practice the techniques again while the

child is calm. HPD 6h, 6j

❏ Have the child pick a book to

read and ask them to look at the illustrustrations (pictures) while

they wait for you. While the child is getting ready, watch for the list

of actions below. If the child does not do these actions, model

and talk about it as you do it.

Younger Preschooler: -Holds the book upright (not

upside down) -Turns one page at a time (not

always in the right order) LDC 10h

Older Preschooler:

-Holds the book upright (not upside down)

-Turns one page at a time in order

-Runs fingers under words as they pretend to read

LDC 10k, 10n

❏ Texture scavenger hunt!

Using the list below (or a list you

create for the child), have the child find items where you are that can be described by the

given texture word. __ soft __ hard __ fuzzy __ rough

__ smooth

A younger preschooler can use the words to describe objects

they find. CD 15j

Have an older preschooler

compare what they find by using the words above. Ex. The carpet and tile are different. The carpet

is soft and the tile is hard. CD 15p

Day 4

Read 15

Mins __

❏ When the child makes requests that are easy for you to understand, make a positive comment about their communication.

Ex. After the child says, “Can I

have a banana, please?”, respond with a positive

comment such as, “Yes! I like

❏ Ask a younger preschooler who helps them stay healthy. Talk with the child about how people in their lives help them stay healthy, such as family

members and doctors.

Discussions may include hand washing, teeth brushing,

providing meals, giving the child

❏ Echo!

For both younger and older preschoolers,

encourage the child to repeat what you say, including the tone

and inflection you use.

Repeat several times, giving the child a chance to lead and you to

repeat what they say.

❏ Collect several small items (toys, plastic bottle caps, etc).

Place each item in a separate container of water and then

place the small containers in the freezer overnight.

Containers may be small cups,

ice cube trays, etc.

Adapted from

the way you asked with your manners”.

Ex. After a child picks up a snack and grunts to get your

attention, model asking for the snack. When the child repeats,

you can comment on how much clearer their request was

the second time. ESD 5l, 5r

medicine when they are sick and more. HPD 7o

Ask an older preschooler why

good health practices are important. (Ex: health practices include washing hands, brushing teeth, and eating healthy food).

HPD 7u

- When asking something,

use a higher voice at the end of the question.

- When making a statement, keep an even

tone. - Practice speaking quietly

and loudly. LDC 4h, 4k

Ask the child what will happen to the toys they put in water and

then in the freezer.

Write down their prediction.

CD 14p

Day 5

Read 15

Mins __

❏ After drawing a picture of their

family or small group of friends, help the child.

A younger preschooler and

older preschooler can express a sense of belonging to a

group by naming a person and how they are related to that

person.

Ex. “That is Yolanda. She is my aunt. The little girl is Keyla.

She is my cousin.” ESD 1l, 1p

❏ Have the child draw a picture of their family and/or small group

of friends.

As the child draws, encourage them to hold the crayon,

marker, or pencil with a pincer grasp (holding with three

fingers).

A younger preschooler may use simple shapes such as a circle for a head with lines for

arms and legs, without hands or feet.

An older preschooler may

draw with more detail including eyes, ears, hands, feet, etc.

HPD 5j,

❏ After drawing a picture of their family or small group of friends, help the child label the drawing.

A younger preschooler may tell what they drew while the adult

writes what the child says. LDC 13d

An older preschooler may label

with marks that are similar to letters.

Next to the drawing of him/herself, the child may writ

most letters of their name. Next to a brother or sister, they may write the first letter of their

sibling’s name. Under a dog, they may ask the

adult to write “dog” and the dog’s name. LDC 13

❏ Remove the toys from the freezer. Ask the child what happened with the water.

Use a straw or dropper to place water on the ice. Have the child talk about what happens when

they put small amounts of water on the ice.

Talk about how the ice changes by melting and turning back into

water. CD 14i, 14p

Adapted from

EC PreK Quarter 4 Learning Calendar - Week of July 20 - July 24 Addressing NC Foundations for Early Learning and Development using the NC Early Learning and Development Progressions: Birth to Five during




ESD HPD LDC CD

Day 1

Read 15

Mins __

❏ While in the kitchen, ask the child how an adult can help

them in the kitchen.

Give examples of what may happen in the kitchen and have the child tell what they would

do in the situation.

Ex. Adult: If you see a snack on the shelf that you would like to eat,

what would you do? Child: I can ask you to help me

reach it.

Being proactive by talking about situations before they

happen, supports positive interactions with familiar adults.

ESD 3m, 3q

❏ While in the kitchen, ask the

child which items in the kitchen might cause them to get hurt.

Ask a younger preschooler

how the item could hurt them. Explain how if they are unable to give an answer on their own.

Ex.

Child: The stove. Adult: How could the stove hurt

you? Child: It could burn me!

HPD 8j

With an older preschooler continue by asking them to point out other things in the

kitchen that might cause them to get hurt if they are not safe and how they can avoid harm, such as not touching without

asking an adult first. HPD 8n

❏ Encourage the child to write. An adult writing while encouraging the child to write is very helpful.

Ex. Write names of family

members or favorite characters, write a grocery list

A younger preschooler’s

“writing” may not be recognizable letters, but will

often look very different from drawing. The goal is for the child to understand writing is a way to

represent communication (sharing ideas), not simply

writing/copying letters. LDC 15g

An older preschooler can write

more letter-like marks or recognizable letters.

Ex. If the child suggests adding milk to the grocery list, have the child write the letter m (model)

❏ When a younger preschooler asks questions, continue the conversation by giving them

information and asking questions for the child to answer.

CD 15k

When an older preschooler asks a question, ask them how

they can find the answer. Sources for more information may include books, websites

with an adult’s help, kid friendly podcasts, or educational tv

shows.

Ex. Child: What’s the fastest car? Adult: I’m not sure. Where do you think we can learn about

that? Child: I don’t know.

Adult: Do you have a book about cars?

Ex. Child: Why do beavers build

dams?

Adapted from



Preschoolers may write many letters backwards which is

acceptable at this age. LDC 15k

Adult: What show do you think would teach us about that?

Child: Wild Kratts! CD 15o

Day 2

Read 15

Mins __

❏ With both a younger

preschooler and an older preschooler, talk about what

the child has learned to do this school year.

Give them opportunities to

share things they have done/ accomplished.

Ex.

I can write my name! I can draw a person!

I can build a taller tower now! I can count!

Showing and talking about

what they have done supports children in expressing positive feelings about themselves and confidence in what they can do!

ESD 2k, 2n

❏ Talk with the child about

trusted adults and community members that can help when

someone is hurt/injured.

A younger preschooler may focus on family members, such

as an older sibling, parent or grandparent helping with

scrapes and bumps. HPD 8l

An older preschooler may

focus on community members such as firefighters, doctors

and nurses. HPD 8p

Talking about both family members and community

members is appropriate for both age groups.

❏ As an adult, write the alphabet or find it in a book or online. As you sing the ABC song, point to each letter as the name of the letter is sung. Invite the child to

point also.

Ask a younger preschooler to point to the letters in their name

one at a time.

Ex. For a child named Roxie, say, “The letter o is in your name.

Can you find it?”. LDC 12d

For an older preschooler, point to each letter in their name and

ask what the letter is. (Ex. For a child named Roxie, point to the letter x and say, “This letter is in your name.

What letter is this?”) LCD 12g


have the child help care for living things while talking to them

about needs. Participation helps the child make connections

between information and the world around them.

Ex. water plants, feed a pet, help prepare a meal, get a drink of

water for a sibling CD 14e

With an older preschooler, talk about what animals and plants need to live. Animals (including humans) need food, water, and shelter that protects them from

harsh weather. Plants need water, soil, and

sunlight. CD 14m

Day 3

Read 15

Mins __

❏ Let your next teacher know about you. This could be a school teacher, a summer

camp teacher, etc.

Fold a piece of paper in fourths. Label each section as seen

❏ Watch the child as they play and complement them for following basic safety rules!

Ex.

“Thank you for sitting on the couch instead of standing so

❏ Write the alphabet or find it in a book or online. As you sing the ABC song, point to each letter of the alphabet as the name of the

letter is sung.

Ask a younger preschooler to

❏ While preparing for an activity, have a younger preschooler count to determine how many items are needed to complete

the task.

Ex. Ask the child how many

Adapted from

below.

Name I like...

I am... I can...

Depending on the child’s ability, have them draw and/or write

what they want their next teacher to know about them.

If the child is not yet writing, document information by

writing what they say. ESD 1k, 1o

you are safe.”, “I like the way you waited for your sister to get off the slide

before you went down so everyone is safe.”,

“I like how you are running outside instead of inside. That gives everyone a safe amount

of space.” HPD 8k, 8o

point to the letters in their name one at a time. After finding each letter, ask the child to write the

letters in their name. LDC 12d, 14a

For an older preschooler, point to each letter in their name and

ask what the letter is. After naming letters in their name, ask

the child to write the letters in their name.

LCD 12g, 14c

When learning to write, letters first look like scribbles, looking more like letters after practice. Letters may be backwards or upside down. Celebrate the

child’s attempts.

plates need to be on the table for dinner. The child counts

people in the home to determine how many plates are needed.

CD 13c

With an older preschooler, the activity can be extended by

asking how many more items are needed. (Ex. For 5 people in

your family. The adult holds three plates and says, “I have 3 plates for dinner. Can you tell me how many more I need for

our family?” The child may place the plates on the table and

count empty places to know how many more are needed.)

CD 13f

Day 4

Read 15

Mins __

❏ While playing a game, practice

turn-taking with the child. Although the goal is to interact positively with other children, turn-taking can be practiced

with adults when peers are not near.

Invite siblings and other family members to join when possible.

ESD 4k, 4p

❏ Play a game of catch using a ball or other object you can

throw.

For both younger and older preschoolers focus on

supporting a smooth release of the ball (rather than jerky, less intentional movements). Start close together for supported

success and then move farther and farther apart.

HPD 4n

Repetition is a very important part of learning. If you

completed this activity in Week


name letters throughout the day. Ex. Point to each letter on the

stop sign and say, “S.T.O.P. Stop”, name the letters on a cereal box

while eating breakfast, talk about the letter on the child’s

clothing, etc. LDC 12d

With an older preschooler, sing letter names and sounds to the tune of “The Farmer in the Dell”.

Ex. The d says /d/. The d says /d/.

Every letter makes a sound,

❏ While preparing for a different

activity from Day 3, have a younger preschooler count to determine how many items are needed to complete the task.

Ex. Ask the child how many game pieces are needed on

“start” for a board game. The child counts players to know

how many are needed. CD 13c

With an older preschooler, the

activity can be extended by asking how many more items

are needed.

Adapted from

8, think about how the child’s ability compares to their last attempt. Keep practicing to

improve skills.

The d says /d/.

It is important to make a letter sound very quick and short.

(Ex. Correct sound for d does not have an “uh” at the end)

LDC 12h

(Ex. You are playing Go Fish and the directions say each player

starts with 7 cards. While dealing, ask the child how many cards they have and how many

more they need. CD 13f

Day 5

Read 15

Mins __

❏ As the child draws about what

they would like to do this summer (see activity to the

right), have both the younger preschooler and older

preschooler talk about their favorite

summer activities by asking what has been drawn.

ESD 1n

Also ask an older preschooler with whom they would like to

complete the activities, helping the child express their

awareness of being part of a group, such as a family, team,

or class. ESD 1q

❏ Remote learning is coming to

an end.

Have the child draw a picture of what they would like to do

this summer! HPD 5j, 5m

❏ Throughout the summer,

continue reading!

Visiting the local library is a great way to engage a child in

reading.

Ask the child what they would like to learn about, and find

non-fiction books to learn more about the topic.

If the child has a favorite

character, support their interest by finding a series of books with

the same charter.

Have fun! LDC 8: Children develop

interest in books and motivation to read.

❏ With a younger preschooler, talk about groups of objects

getting bigger when adding to it and getting smaller when taking away .(Ex. Give the child a few

pieces of cereal. Add to the same pile, saying, “Look! Adding

more made your pile bigger. Watch it get smaller as you eat”)

CD 10m

With an older preschooler, write numbers 1-5, each number on a separate sheet of paper. Have the child make a set of objects

to match the number. Start with numbers in order 1-5 to show that each number represents one more than the previous

number. Ex. 5

Once the child is able to

complete the activity in order 1-5, you can challenge the child by changing the number order.

CD 10u

Adapted from

Pre-K Summer Learning - Wk 1

Summer Learning 2020 Creative Curriculum: Getting Ready for Kindergarten Home Activities

Week 1

Focus Question: How is kindergarten like preschool? How is it different?

Day Question of the Day

Movement Small Group Social Emotional

Read Aloud Student Favorite Story Time

Day 1 July 6

Which of these looks like a classroom?

Play Clap the Beat

Line a pencil, marker, scissors, paper, book. Create a rhythmic pattern by clapping each syllable as you name the item. (mark-er, pen-cil, scis-sors, pa-per, book) Repeat the clapping syllable rhythm together. Now repeat the pattern but jump or hop or stomp instead of clapping.

Play What do you See? Place several small familiar objects on a tray and cover them with a cloth or paper. Remove the cloth and show the objects for a few seconds. Replace the cloth over the objects and ask your child to name as many of the objects as they can recall.

Topic: Summer Goals Talk to your child about the things they have learned to do over the past year (i.e ride a bike, zip his/ her jacket, whistle, tie shoes, etc.) Have your child think about things they want to learn to do now. Help them make a plan for how to learn a new skill.

Scan the QR code for a story: Wemberly Worried | By, Kevin Henkes | Read Aloud (Read 1) Vocabulary: worried, “go with the flow,” especially, “make fun of,” peeked, usual Questions: What things worry Wemberly? Why do you think

Have your child select a story from your house and ask them to discuss the beginning, middle, and end.

OR

Scan the QR code for a story: The Kissing Hands - Story for kids

https://www.youtube.com/watch?v=H-DPh_BzztI




https://www.youtube.com/watch?v=1VPRXJYPPzg




she worries about those things? What helped Wemberly’s worries about school go away?

Day 2 July 7

Which of these is one of our classroom rules? Keep and Hands Feet to Myself Leave the toys on the floor when you’re finished Wear your coat inside all day.

Play 1, 2, 3, What Do I See?

Have children collect several items in their house and put them in a bag. Your child will grab an object from the bag and say I see a ball and the beginning sound.

Have the child use plates, forks, spoons, napkins, and cups to set the table for meal time. Support your child in setting the table correctly using the words beside, above, on top of and next as you are doing this task.

Topic: Summer Goals Revisit the goal that you and your child talked about yesterday. Write down or draw the different steps to take to reach the goal. Have your child help generate ideas. Ask about how long it will take to reach the goal. You may use a calendar to map out what steps you are going to take each day.

Scan the QR code for a story: Get Set! Swim! Read Aloud (Read 1) Vocabulary: rival, community center, stilts, dreamy, waggled, thundering, triumphantly, frothy Questions: I wonder how it makes Jessenia feel to hear how Puerto Rico is better than where she lives now. Why do you think she gets tired of

Have your child select a story from your house and ask them to discuss their favorite character.

OR

Scan the QR code for a story: Countdown to Kindergarten - First Day of School Books Read Aloud for Kids

https://www.youtube.com/watch?v=T8l2RKbF1pg


https://www.youtube.com/watch?v=XMIte1HEWXQ







hearing her mother talk about it? Why do you think Jessenia starts to think about her mother’s words during each race? Jessenia wants to make her mother proud. I wonder if that’s why she thinks about her mother so much during the race.

Day 3 July 8

How many syllables are in the word kindergarten? (Answer: 4 kin-der-gar-ten)

Play Busy Bees

Tell your child they are going to pretend their house is a beehive. Ask them to buzz like a bee around the house. Ask them some questions such as: Can you something shorter than you; smaller than your hand; something the same color as grass; something with a pattern;

Outdoor Scavenger Hunt Go outside and collect items such as rocks, flowers, leaves, branches, etc. Talk with your child about the similarities and differences. (smooth, rough, shape of the objects)

Topic: Look at Me Grow Show your child pictures from when he/she was a baby and toddler. Talk about things your child can do now that he/she couldn’t do before. Praise your child for things they have done and attempts they have made. Talk about feeling proud. Let your child know to be

Scan the QR code for a story: Wemberly Worried | By, Kevin Henkes | Read Aloud (Read 2) Vocabulary: worried, “go with the flow,” especially, “make

Have your child select a story from your house and ask them to discuss where the story takes place(s).

OR

Scan the QR code for a story:






something made of wood; something that is rough, and something that is soft.

proud of him/herself. Measure your child’s height/ weight and write it down to compare at the end of summer or next year.

fun of,” peeked, usual Questions: Wemberly just keeps worrying about everything. How do you think that makes her parents and grandmother feel? Why do you think Wemberly tells Mrs. Peachum not to worry at the end of the story? How are Jewel and Wemberly alike? How does that help them become friends?

🐟 THE RAINBOW FISH by Marcus Pfister

Day 4 July 9

Which of these is different?

Scan the QR code for a great rhyming, moving activity with Jack Hartmann

Have your child talk about items that are found in their classroom. (glue, markers, tables, wooden blocks, sand table, etc.) Now talk about what their school looked like while you were at home. Talk with

Topic: Feelings Book: Scan the QR code for the story Noni is Nervous by Heather Hartt - Sussman

Scan the QR code for a story: Get Set! Swim! Read Aloud (Read 2)

Have your child select a story from your house and ask them to make up a different ending.

OR

https://www.youtube.com/watch?v=Z3cmddZh6t8



https://www.youtube.com/watch?v=5q920DvLUEs

https://www.youtube.com/watch?v=5q920DvLUEs




Exercise, Rhyme and Freeze by Jack Hartmann

your child about the similarities and differences.

Talk to your child about how Noni felt nervous about going to school. Talk to your child about your own childhood memories and feelings when starting Kindergarten. Share pictures if you have them. Talk about some of the feelings you may have had. Ask your child to talk about his/her feelings about going to Kindergarten

Vocabulary: rival, community center, stilts, dreamy, waggled, thundering, triumphantly, frothy Questions: Jessenia’s coach wants the girls to race well. What does he do to help them get ready? The other girls on Jesenia’s swim team seem nervous, too. How do you think it makes them feel to hear Jessenia cheering for them when they swim? What do you think the other girls in Jessenia’s race are thinking? I wonder if they are just as nervous as Jessenia.

Scan the QR code for a story: MOM, It's My First Day of Kindergarten! Stories for Kids!

https://www.youtube.com/watch?v=cSPmGPIyykU



https://www.youtube.com/watch?v=dhRhi9Ti2Po





Day 5 July 10

How are these the same?

Play I Spy With My Little Eye

Have your child look around their house with pretend binoculars and choose objects and say, “I spy with my little eye something that is soft, fluffy and I can lay my head on it. What is my object?” Parent guesses the object. Switch roles and continue to play.

Put an ice cube in a paper towel on the table and ask your child the following questions:

What can you tell me about this ice cube?

Do you know what it feels like without even touching it?

What will happen if we leave this ice cube on the table?

What will happen if we put it back in the freezer?

Topic: Solving Problems Talk about a problem you may have had when you were your child’s age. Discuss how it made you feel. Ask your child if he/she has ever felt that way or had a similar problem. Have your child help think of ways you could solve the problem. Let your child know what you did to solve the problem and how things worked out.

Scan the QR code for a story: Wemberly Worried | By, Kevin Henkes | Read Aloud (Read 3) Vocabulary: worried, “go with the flow,” especially, “make fun of,” peeked, usual Questions: Do you think that Wemberly will continue to worry about everything? Why or why not? Wemberly goes from being very worried about school to being less worried about school. What do you think she learned about

Tell your child your favorite story. Ask them to tell you their favorite part.

OR

Scan the QR code for a story: Best Best Friends by Margaret Chodos-Irvine





https://www.youtube.com/watch?v=5mdJ3nvW4FU




school and herself that makes her feel better?”



Week 2

Focus Question: How do we feel about going to Kindergarten?



Read Aloud Student’s Favorite

Storytime

Day 1 July 13

How do you feel today?

Play Leaping Sounds

Explain that you are going to say some letter sounds but when the child hears a certain sound he/she will need to hop on one foot or spin around or shout Hurrah! Repeat for several letter sounds. ie. When I say the sound /s/ spin around. When I say the /t/ sound hop on one foot. When I say the

Character’s Feelings

Scan the QR code to watch the story When Sophie Gets Angry Really, Really Angry Have your child write, draw or talk about the different feelings they see in the book. Have your child share with you a

Topic: How to be a Leader at Home Discuss with your child how they can be a leader at home. Examples may include helping out around the house, listening and following house rules, and sharing or taking turns with family members.

Scan the QR code for a story Get Set! Swim! Read Aloud (Read 3) Vocabulary: rival, community center, stilts, dreamy, waggled, thundering, triumphantly, frothy Questions: Jessenia did really well when she


OR

Scan the QR code for a story: I Am Too Absolutely Small For School by Lauren Child - Read Aloud

https://www.youtube.com/watch?v=dNfd8WFDBAY






https://www.youtube.com/watch?v=XgbDO-gX9pM






/m/ sound do two jumping jacks.

time when they felt this emotion.

thought about her mother during the race. I wonder what Jessenia will think about the next time she races. Jessenia’s team didn’t win all of their races, but they still swam very well. Do you think they’ll feel as nervous the next time they race against this team? What do you think Jessenia will think about each time she wears the earrings her mother gave her?

Day 2 July 14

Which book would you like to read?

Play The Wave

Invite varied and creative movements and sounds as your child goes on a pretend water adventure.

Say “Let’s pretend we are in the water. Can you

Play Where’s the stone?

Toss the stone into a bucket or basket and have your child talk about where the stone landed. (next to, inside or behind the bucket/basket)

Topic: How to be a Leader at Home: Helping at Home Let your child help load the dishwasher or wash and dry the dishes. Discuss how helping is a way to be a leader at home.

Scan the QR code for a story "Lilly's Purple Plastic Purse"🐭📚


OR

https://www.youtube.com/watch?v=hDBcAaxeXNg




hear the sound? Can you feel the gentle waves move your body?” Have the child sway their body.

Continue the story and have the child adapt body movements as you say gentle, strong, crashing waves and then swimming back to shore.

(Read 1) Vocabulary: considerate, fiercely, demonstrated, lurch, sampled, semicircle, permitted, disturb Questions: What did Mr. Slinger wear around his neck? What did Lilly put in Mr. Slinger’s book bag? What did Lilly do when Mr. Slinger asked her to wait before sharing hre purse?

Scan the QR code for a story: Glad Monster Sad Monster

Day 3 July 15

Have you ever felt nervous?

Play Say It, Show It

Chant, and snap, tap, or clap the beat.

Appy, tappy, tappy,

Appy, tappy, too. Appy, tappy,

tappy, I’ll show my

number to you!

Describe It

Have your child describe the following: What it sounds like when it rains. (pounding) What it sounds like during a thunderstorm. How they feel when it snows.

Topic: How to be a Leader at Home: Helping at Home Let your child clean up their room or another area of your home. Discuss how helping is being a leader at home.

Scan the QR code for a story The Upside Down Boy (Read 1)


OR

https://www.youtube.com/watch?v=p2ogleIiZV0

https://www.youtube.com/watch?v=p2ogleIiZV0

https://www.youtube.com/watch?v=go9eFdwXxB8



Hold up a number (using fingers or number card). Ask child to say the number. Have them perform a motion demonstrating the knowledge of the quantity of the given number.

ie. for the number 4-child hops 4 times; for the number 9-child does 9-jumping jacks

How they feel when they are outside with a big gust of wind, etc...

Vocabulary: Juniper, slams, spelling medal, symphony, phonograph, tumble, music conductor, harmonica, Open House Day, choir Questions Juanito doesn’t really have friends at school. I wonder how Juanito feels when Mrs. Sampson asks him to sing in front of the class. Why do you think Juanito felt upside down when he first moved to his new town and his new school? What do you think he meant by that? How do you think Juanito feels at the end of the story when he is leading his choir at school?

Scan the QR code for a story: The Way I Feel

https://www.youtube.com/watch?v=ITPUxVQ6UIk


Day 4 July 16

What comes next in the pattern?

⚫ ⚫ ⚫

Play Let’s Pretend

Ask child to imitate different kinds of animals. He/she can mimic how an elephant would walk, or how a seal would balance a ball. Suggest he/she tries being a frisky kitten, tiny hamster, playful puppy, or other animal.

Play Action Patterns

Show your child an example of an action pattern. (clap, stomp, clap, stomp) Have your child follow the pattern. Make up another pattern. (hop, clap, stomp, hop, clap, stomp) Have your child follow the pattern. Have your child make up an action pattern and then you will follow the pattern.

Topic: How to be a Leader at Home: Following Directions Allow your child to practice following rules and taking turns by playing a simple board or card game. Discuss rules, taking turns, and following directions. Discuss how following rules is a way to be a leader at home.

Scan the QR code for a story "Lilly's Purple Plastic Purse"🐭📚 (Read 2) Vocabulary: considerate, fiercely, demonstrated, lurch, sampled, semicircle, permitted, disturb Questions: What do you like about school? Have you ever gotten upset at school? Tell me about it?


OR

Scan the QR code for a story: The Book of Mistakes by Corinna Luyken




https://www.youtube.com/watch?v=e3149-D9mXE




Day 5 July 17

Which of these children look

excited?

Play My Body Jumps

Sing to the tune of “My Bonnie Lies Over the Ocean.”

Invite child to perform the movements as he/she sings

My body (jumps) over the ocean. My body (jumps)

over the sea. (My body) jumps over the ocean.

Come (jump) over water with me.

Replace (jumps) with a variety of action words (slithers, wiggles, crawls, skips)

Storyboard

Have your child draw three pictures to create a story. Let your child tell you their story. You can support your child by asking questions to add more details to their story.

Topic: How to be a Leader at Home: Following Directions Allow your child to practice following rules and taking turns by playing a simple game, such as Red Light Green Light or Simon Says. Discuss the importance of following Directions, and how following rules is being a leader at home.

Scan the QR code for a story The Upside Down Boy (Read 2) Vocabulary: Juniper, slams, spelling medal, symphony, phonograph, tumble, music conductor, harmonica, Open House Day, choir Questions How do you think Juanito’s parents feel when he is unhappy at school? How do they feel at the end of the story? I wonder why Mrs. Sampson wanted Juanito to sing in front of the class. What do you think Mrs. Sampson


OR

Scan the QR code for a story: E.E. Cummings - I Carry Your Heart With Me (I Carry It In My Heart)



https://www.youtube.com/watch?v=Q4Qb9XmHXX4





was trying to do for Juanito? Why do you think the other children didn’t talk to Juanito when he first joined the school? What changed by the end of the story?



Week 3

Focus Question: How do we make and keep friends in kindergarten?




Storytime

Day 1 July 20

What was your favorite day of Pre-Kindergarten?

Play Riddle Dee Dee

Chant the following rhyme, and keep the beat. Riddle dee dee, Riddle dee dee. Can you (jump) this number for me? Show a number on your fingers. Change out movement (hop, turn, spin, etc.). Complete for a few numbers.

Create a Book Together

Fold a piece of paper/several sheets in half to create a book. Have your child use a pencil, crayons, markers, or colored pencils for their book. Have your child share their book with you asking questions to add additional details to their story.

Topic: Summer Goals Remind your child of the goal he/she set a couple of weeks ago. Pull out the calendar or steps you developed to break down steps to reach the goal. Did you follow the plan? Praise your child’s efforts to follow the plan. If you have not been able to follow the plan, acknowledge that sometimes we need to change our plans to meet our goals. Help your child make changes if

Scan the QR code for a story "What If ... ?" by Anthony Browne (Read 1) Vocabulary: darkening, imagination, wonder Questions: What were some of the things Joe saw in the windows?


OR

Scan the QR code for a story: The Dot by Peter H. Reynolds | Read aloud Book for kids

https://www.youtube.com/watch?v=ymaUP0g4AmM

https://www.youtube.com/watch?v=Clpw7PG7m1Q





needed, Praise your child’s motivation to meet the goal.

How many ‘What If…?’ questions can you think of?

Day 2 July 21

Which of these two words rhyme?

Play Echo Clapping

Ask your child to repeat or “echo” your movement. Clap rhythmically three times. Clap a simple pattern and invite your child to repeat it (ie. clap, clap, clap; clap, clap) Add other movements… clap, clap, stomp; clap, clap, stomp clap, hop, clap; clap, hop, clap clap, jump, hop; clap, jump, hop

Continue Creating a Book

Together

Have your child retell their story from yesterday adding a detail to each page.

Topic: Rules at Home and Rules in Kindergarten Ask your child what the rules are at home. Talk about why it is important to have rules (to keep everyone safe). Ask your child if he/she remembers any rules from his/her Pre-K Classroom. Ask what rules there may be in Kindergarten.

Scan the QR code for a story The Upside Down Boy (Read 3) Vocabulary: Juniper, slams, spelling medal, symphony, phonograph, tumble, music conductor, harmonica, Open House Day, choir Questions: I wonder what Juanito will do the next time a new student joins the class. What do you think he might do? What do you think the other


OR

Scan the QR code for a story: My Friend Bear



https://www.youtube.com/watch?v=Xfg2hWMl33A&t=2s


students might do? Juanito likes to sing, and his father plays the harmonica. I wonder if they like to play music and sing together as a family.”

Day 3 July 22

How do you like to show kindness to someone?

Play The Kids Go Marching In

Sing to the tune of “Camptown Races,” and march along with your child When the kids go marching in, doo dah, doo dah. When the kids go marching in, Oh the doo dah day. Oh the doo dah day, oh the doo dah day. When the kids go marching in, Oh the doo dah day.

Play Bounce & Count

Choose a ball that bounces. Have your child predict/guess how many times the ball will bounce before it stops. Do this a few times. Does the ball bounce the same number of times each time?

Topic: Going to Kindergarten Talk to your child about what it was like in Pre-K and who the people were at the Pre-K site (Teachers, Director, food servers, front desk staff, van driver, etc.) Talk about who the people will be in Kindergarten and how they are similar (Teachers, Principal, Cafeteria Staff, Nurse, Bus Driver,Counselor, etc.). Tell your child that there are helpers all

Scan the QR code for a story When I Took The Moon For A Walk | Read Along | (Read Aloud 1) Vocabulary: still, fragile, lace, warned, spire, rust-bellied, tiptoed, dew, weep, starry Questions: I wonder what the boy is thinking about while he


OR

Scan the QR code for a story: The Feelings Book by Todd Parr

https://www.youtube.com/watch?v=Huo-DRbqRd0



https://www.youtube.com/watch?v=6T6O_-wNLEA




Change our other movements such as sliding in, hopping in and twirling in.

throughout the school.

walks. Do you think he’s using his imagination? Why do you think the boy wants the moon to go with him on his walk at night? The boy has lots of fun as he walks, swings, and notices the animals. Does he see anything at night that he see anything at night that he wouldn’t see if he took a walk during the day?

Day 4 July 23

What do you like to do with a friend?

Play Charades

Demonstrate a simple act. (eating, brushing your teeth, hitting a ball with a bat, brushing your hair, sweeping the floor, etc.) Have your child guess what you are

Play Story Problems

Have your child gather an object with up to 12 pieces. (pasta, marbles, crayons, beans, etc.) Have your child put the objects in

Topic: Being Healthy Talk to your child about how having a healthy body helps you grow and learn. Discuss things you can do to be healthy (drink water, eat fruits

Scan the QR code for a story "What If ... ?" by Anthony Browne (Read 2)


OR

https://www.youtube.com/watch?v=ymaUP0g4AmM


doing. Once you have modeled this a few times, have your child think of something and act it out and you guess what they are doing.

separate piles talking through as they do this. (“We have 12 beans in a pile. Let’s move 6 of them over here. Now we have two piles of beans. Can you count how many are in each pile?”) Next have your child put the objects back into one pile. Say to your child pretend a bird came and took 3 of your “objects.” How many of your “objects” do you have left?

Continue to make up different stories using the objects.

and vegetables, get enough sleep, exercise). Go on a walk with your child or engage in an activity outside that gets your body moving.

Vocabulary: darkening, imagination, wonder Questions: When is a time you felt nervous? Joe has lots of questions because he is nervous about the party. Why do we sometimes ask lots of questions when we are nervous?

Scan the QR code for a story: Whoever You Are By Mem Fox

Day 5 July 24

Which of these is easier to do with a partner?

Play Words in Motion

Have a list of action words. (lean, slide, sway, stretch, spin, reach, hop, turn, gallop, squat, etc.)

Tallying

Explain to your child that tallying is a way to count and keep track of information. Example of a tally:

Topic: Play Skills Talk to your child about the different students he/she will meet in Kindergarten. Have your child practice saying

Scan the QR code for a story


OR

https://www.youtube.com/watch?v=MugWfjAyoiw

https://www.youtube.com/watch?v=MugWfjAyoiw


Call out one word at a time as your child does each motion.

(Bring paper and pencil) Take your child on an outside walk and point out different objects: trees, flowers, clouds, bushes, cars, etc. Help your child tally the number of each object that they see. Ask questions about most and least.

“hello” and introducing himself/ herself. Talk about ways to play with other students (following game rules, taking turns, sharing, etc.). Play a game with your child to practice taking turns and being fair. Talk about good sportsmanship skills (Saying good game, that it is OK to lose, etc.)

When I Took The Moon For A Walk | Read Along | (Read Aloud 2) Vocabulary: still, fragile, lace, warned, spire, rust-bellied, tiptoed, dew, weep, starry Questions: Look at the moon’s face when he can’t see the boy through the trees. I wonder what he is thinking? Do you think he’s scared? Why do you think the dogs start singing together when they see the moon?

Scan the QR code for a story: Hi, Koo! (Story Video)




https://www.youtube.com/watch?v=IoOeuJ8gflE

https://www.youtube.com/watch?v=IoOeuJ8gflE



Celebration of Learning




Storytime

Day 1 July 27

What are you proud of?

Drive by or walk to your new school!

Explore Which Container Holds

More?

Have a variety of containers. (measuring cup, bowl, paper/glass cup, tupperware container, etc.) Have your child guess/predict which of the containers will hold the most water. Ask them why they think so. Continue to explore using different sized containers.

Topic: Going to Kindergarten Book: Scan the QR code for the story Look Out Kindergarten, Here I Come! by Nancy Carlson

Talk to your child about kindergarten starting soon. Ask your child about what he or she is looking forward to in kindergarten. Talk to your child about how much he/she has grown

Scan the QR code for a story When I Took The Moon For A Walk | Read Along | (Read Aloud 3) Vocabulary: still, fragile, lace, warned, spire, rust-bellied, tiptoed, dew, weep, starry Questions I wonder if the boy would want to take a walk on a night when he can’t see the moon. What do you think he


OR

Scan the QR code for a story: Look Out Kindergarten Here I Come Story Book for Children Read Aloud Out Loud

https://www.youtube.com/watch?v=8AHdX9dtb4Y&t=2s






https://www.youtube.com/watch?v=8AHdX9dtb4Y







this summer. What things did he/she learn or accomplish? Praise your child’s successes and attempts at new things. Measure your child’s height and weight and compare it to the measurements you took during week 1. Talk to your child about goals for kindergarten Examples may include meeting a new friend, learning to read, learning how to count past 100 etc.

would do? What do you think the boy is dreaming about after his walk? What do you see in the picture that might give you a clue?

Documents

PreK Summer Supplemental Learning Calendars July 6 through ... · complete the activities, helping the child express their awareness of being part of a group, such as a family, team,