| Literacy: Tracing Lines with Cars | ||
| Objectives | Materials | Method |
| Can trace straight and zig-zag lines |
Large
piece of paper
Masking
Tape
Marker
Small
Car
|
Using
the masking tape, stick the paper to a hard surface.
Draw
roads on the paper. First a straight road from one side of the
paper to the other. Then a zig-zag road.
Show
the child how to drive the car along the road.
Gently
correct the child when they drive the car outside of the line (off
the road).
|
| Literacy: M&M Letters | ||
| Objectives | Materials | Method |
| Begins to recognize some of the letters of the alphabet |
Paper
Marker
M&Ms
|
On
the paper draw dots that form a letter of the alphabet.
Show
the child how to use a crayon to draw between the dots.
Have
the child place M&Ms on each of the dots.
|
| Math: Gluing Squares | ||
| Objectives | Materials | Method |
| Learning about squares: Four equal sides makes a square. | Cut squares in
various sizes and colors from construction paper (different color
paper than the one child will be gluing on).
Glue stick |
Talk about the
shape of the squares – even though they are different colors
they all have four sides.
Let child decide where and how to glue. (give minimal assistance with the glue as necessary) |
| Math: Big and Small | ||
| Objectives | Materials | Method |
| Learning the difference between big and small |
Two
objects: one large, one small (e.g. a big and small ball)
|
Point
to the large ball and say slowly and distinctly, “This is big.”
Repeat until the child understands the concept. Point to the small
ball and say, “This is small.” Again, repeat until your child
understands. (recognizes new object, concept, or idea)
Ask
the child, “Can you give me the big one?” “Can you give me
the small one?” If your child can do this go to step three, if
not, go back to step one. (recognizes the differences at a
concrete level)
Point
to the object and ask, “Which one is this?” Again if your
child has difficulty, go back to step two. (Recognizes the
differences at an abstract level)
Similarly,
other concepts can be taught: tall-short, wide-narrow,
light-heavy, smooth-rough, soft-hard-etc., using the appropriate
objects.
|
| Fine Motor Development: Bead Stringing | ||
| Objectives | Materials | Method |
| Is able to string large beads | Shoe lace or string Large wooden or plastic beads |
Demonstrate
how to string the beads.
Let
the child try to string the beads by themselves, while providing
guidance.
|
| Fine Motor Development: Pom-Pom Displacement | ||
| Objectives | Materials | Method |
| Is able to move small objects using another object | Pom-poms Tweezers Two containers |
Place
the pom-poms in one container.
Show
the child how to use tweezers to move the pom-poms to the other
container using the tweezers.
|
| Science: Sink and Float | ||
| Objectives | Materials | Method |
| Is able to
distinguish between objects the sink and objects that float The development of prediction and observation skills |
A large bowl or
bucket filled with water Several objects that sink (e.g. a rock, a spoon, a toy car, a solid ball) Several objects that float (e.g. a feather, a stick, piece of grass or a leaf, a toy boat, a hollow ball) |
Demonstrate what it
means to sink and float using two objects. Show each object to the child and have them guess whether it will sink or float. Allow the child to place the object in the water to see if they were right. |
Day 1
