Language Arts Instructor’S Guide Language K Arts

LANGUAGE ARTS INSTRUCTOR’S GUIDE LANGUAGE K ARTS

onics Handwriting Readers Creative Expression

4-DAY Thank you for downloading this sample of Sonlight’s Language Arts K Instructor’s Guide (what we affectionately refer to as an IG). In order to give you a full perspective on our Instructor’s Guides, this sample will include parts from every section that is included in the full IG.

Here’s a quick overview of what you’ll find in this sample. Ҍ A Quick Start Guide

Ҍ A 3-week Schedule

• Copywork/Dictation practice exercises and fun Creative Expression assignments.

• Activity Sheets that follow each week's Schedule and Notes.

• A Scope and Sequence of topics and and skills your children will be developing throughout the school year

• Discussion and comprehension questions for each Reader title.

SONLIGHT’S “SECRET” COMES DOWN TO THIS: We believe most children respond more positively to great literature than they do to textbooks. To properly use this sample to teach your student, you will need the books that are scheduled in it. We include all the books you will need when you purchase a package from sonlight.com. Curriculum experts develop each IG to ensure that you have everything you need for your homeschool day. Every IG offers a customizable homeschool schedule, complete lesson plans, pertinent activities, and thoughtful questions to aid your udenst ts’ comprehension. It includes handy teaching tips and pointers so you can homeschool with confidence all year ong.l If you need any help using or customizing our IGs, please reach out to our experienced homeschool advisors at sonlight.com/advisors. We hope you enjoy using this sample. For even more information about Sonlight’s IGs, please visit: sonlight.com/ig. It would be our pleasure to serve you as you begin your homeschool journey. If you like what you see in this sample, visit sonlight.com/languagearts to order your History / Bible / Literature package.

Blessings!

Sarita Holzmann, Co-founder and president of Sonlight Curriculum I was feeling overwhelmed and afraid that I lacked what it takes to successfully homeschool my kids,” writes Jennifer A of Battle Creek, MI. “I contacted an Advisor and got the help I needed!”

Contact a Sonlight Advisor today-FREE

CHAT CALL / TEXT EMAIL sonlight.com/advisors 303-730-6292 [email protected] K Ages 5–7 Grade K

Language Arts Reading (4-Day)

By the Sonlight Team

“Teach us to number our days aright, that we may gain a heart of wisdom.”

Psalm 90:12 (NIV)

INSTRUCTOR’S GUIDE Sonlight Curriculum® “Language Arts K” (4-Day) Instructor’s Guide and Notes, Third Edition Table of Contents Copyright © 2017, and annually 2018–2020 by Sonlight Curriculum, Ltd. All Rights Reserved. 1 Introduction to Your Instructor’s Guide No part of this publication may be reproduced, stored in a retrieval sys- • Table of Contents tem, or transmitted in any form or by any means—electronic, mechani- • Quick Start Guide cal, photocopy, recording, or any other—except for brief quotations embodied in critical articles or printed reviews, without prior written • Introduction permission of the publisher. However, permission is hereby granted to • Before You Begin the original Sonlight Curriculum, Ltd. purchaser only to reproduce as many copies of the Schedule Pages, Evaluation Form, Certificate of Completion, • About this Instructor's Guide and Activity Sheets as necessary for his or her immediate family’s use. • Program Features and Rationale “Do to others what you would have them do to you” (Matthew 7:12). • Supplementary Websites “The worker is worth his keep” (Matthew 10:10). • Corrections and Suggestions

Published by 2 Schedule and Notes Sonlight Curriculum, Ltd. • A Weekly SCHEDULE for Language Arts 8042 South Grant Way • NOTES for Language Arts Littleton, CO 80122-2705 USA Phone (303) 730-6292 Fax (303) 795-8668 3 Reading Assignments and Notes E-mail: [email protected] • NOTES for Readers NOTE TO PURCHASER Sonlight Curriculum, Ltd. is committed to providing the best homeschool (Learn more about Readers packages resources on the market. This entails regular upgrades to our curriculum at sonlight.com/readers.) and to our Instructor’s Guides. This guide is the 2020 Edition of the Son- light Curriculum® Language Arts K 4-Day” Instructor’s Guide and Notes. If you purchased it from a source other than Sonlight Curriculum, Ltd., you 4 Appendices should know that it may not be the latest edition available. • Scope and Sequence: Schedule for Topics and This guide is sold with the understanding that none of the Authors nor Skills the Publisher is engaged in rendering educational services. Questions relevant to the specific educational or legal needs of the user should be • Appendix 2: Recommendations for addressed to practicing members of those professions. Teaching Writing The information, ideas, and suggestions contained herein have been developed from sources, including publications and research, that are considered and believed to be reliable but cannot be guaranteed insofar as they apply to any particular classroom or homeschooling situation. The Authors and Publisher specifically disclaim any liability, loss, or risk, personal or otherwise, incurred as a consequence directly or indirectly of the use and application of any of the suggestions or contents of this guide.

Printed in the United States of America.

For the latest information about changes in this guide, please visit www.sonlight.com/curriculum-updates. Please notify us of any errors you find not listed on this site. E-mail corrections to [email protected] and any suggestions you may have to [email protected]. INSTRUCTOR’S GUIDES LANGUAGE ARTS

Teach writing naturally and with confidence Get a three-week sample of any using Sonlight’s unique Language Arts Sonlight Instructor’s Guide—FREE! sonlight.com/samples Instructor’s Guides. LA Guides also include:

1 Teaching Scripts (in the early grades) Read the teaching scripts in the IG when you introduce new ideas, concepts, and assignments. Great for parents just starting to homeschool or to provide extra confidence when teaching! 3 5 2 Overview Summaries Weekly overviews summarize the concepts, skills and assignments for each week.

3 Copywork/Dictation Assignments With weekly copywork or dictation assignments, children model master communicators to learn the 7 6 basics of writing. Assignments are based on your children’s ages and ability levels, and most passages come from their Readers.

4 Spelling Sonlight Language Arts Instructor’s Guides 1 include spelling lists in levels 1-4. Beginning with Level 1, each week’s spelling list corresponds with the reading. For Language Arts D-F, choose one of the stand-alone programs. The IG has a space to record your progress.

5 Grammar and Writing Mechanics Receive clear grammar instruction about specific concepts from the week’s copywork or dictation passage, then complete a few exercises to practice and reinforce the concepts. Answers included. Your children will learn to communicate effectively.

6 Evaluative Rubrics 2 Easily determine how to evaluate your children’s work. Are they on track? What areas could use additional practice? What are the expectations in this assignment? suggested responsesforcreativewritingassignments. notes provideanswerstogrammarquestionsand and drawonarangeofskillsinterests.Weekly coordinate withyourstudents’languageartsstudies to learnhowwritewell.Avarietyofactivityoptions provide assignmentsthatmakeyourchildreneager on Day4. planning forwritingonDay3;assignment mechanics instructionandpracticeonDay2;pre- each week:copyworkordictationonDays1and5; The writingassignmentsfollowaconsistentpattern might produce. includes instructionandasampleofwhatyourstudent expository, narrative,journaling, etc.Eachassignment styles andgenres,includingimaginative,persuasive, Your IGincludesassignmentsinawidevarietyof written communicators,too. to developtheircreativeside.Theybecomesuperb encourages explorationandsetsyourchildrenfree language arts assessment at closest to your children’s ability level. Pick the language arts program that is Sonlight LevelsK-C andReaders K-4 How toChooseLanguageArtsfor sonlight.com for these supplemental materials. such as phonics, gramma additional practice in areas where they may struggle, workbooks. These workbooks offer your children for those corresponding Readers. Language Arts Guide includes the schedule and notes Then add the same level Readers for each child. 9 8 7 Notsure what levels your children need? ARTS ASSESSMENT. TAKE AFREELANGUAGE sonlight.com/assessment EffectiveInstruction Creative Writing Schedules for Optional Workbooks Activity Sheets andAnswers Activity sheets reinforce your teaching and Activity sheetsreinforceyourteachingand creativewriting instruction Step-by-step All levels include schedules for optional

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©2020 by Sonlight Curriculum, Ltd. All rights reserved. Days 86–90:Date:Days ______to ______Language Arts 1 Phonics: /qu/digraphSpelling: CREATIVE HAND- Play Concentration: sight words; memorization Form Words: vowels andconsonants; digraphs; word READERS PHONICS SPELLING EXPRESSION WRITING recognition Book 3 Book I Can Read It! My Printing Book Without Tears: Handwriting Phonics Activities Word Lists I Can Read It! Words Date: Explode theCode 2 Explode Optional: 8 Introduce the Copywork 1 “The Tent”“The Lesson 18 pp. 12–14 pp. 55–56 Day 86 Words p. 50

Write Them Big! Write Them Contractions Form Words Weekly Overview pp. 15–16 “A Hint” Day 87 p. 57 Other Notes: Other Week 18 Creative Expression: Match Middle Sounds: vowels; Sounds: Match Middle recognize letter sounds Synthesis: sequential nar- focused description; thinking; Contractions: apostrophes; word shortening agaeAt | Language Arts 1 Play Concentration ration Copy Them Small Copy Them pp. 17–18 Synthesis 92 12 32 52 72 93 13 33 536 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 01 21 41 617 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 “A Cast” Day 88 p. 51 p. 58 5-Day Match Middle Match Middle pp. 19–20 “The Fish”“The Mix It Up! It Mix ScinTo We 8 | Week 18 | Section Two | Week Overview Sounds Day 89 p. 59 “Fish andChips” N Copywork 2 pp. 21–22

Day 90 Parental Notes 69 18

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©2020 by Sonlight Curriculum, Ltd. All rights reserved. The mental mapofyour experience probably doesnot Sonlight’s program LanguageArts asbothyour passport Students willmakeadiscovery, andwe willreinforce it The Sonlight WayThe Sonlight safe harbor. students usuallysoonforget what theylearned. Haslearn- a goodideato explain acouple ofthingsupfront that we al setting. Sonlight’s goalisto minimize suchdistractions common, natural inany reactions are education- perfectly and map, you andyour children willtravel to exotic, won- analyze, andthenseekto imitate what theyhave seena almost any context. That is truelearning. That isourgoal. on your Language Arts voyage.on your LanguageArts We thought itwould be ous as the instruction foundous astheinstruction inmoststandard workbooks. derful places. aware, Be derful though,that you may at times going onhere. Are you missingsomething?Probably not! dents to memorize chunksofunrelated material inorder in thenatural context ofasentence orparagraph that ing really occurred then?Maybe. But, many students only hope willcalmtheseas, fillyour sails, andleadto the “natural learning”approach. “Natural”or “integrated”the “natural will nottakeyou longto notice that somethingdifferent is will understanditthoroughly andbeableto applyitin to master viathismethod, theywillnever forget it! They when students “get” beenstriving that aprinciple they’ve methods.than traditional workbook Buthere’s thekey: have to helpthemfigure thingsout. they have read inoneoftheirassignments. They have to to passatest. What thetest? happensafter Unfortunately, traditional methods, whilecomfortable, produced inferior thisway.teach LanguageArts research Our revealed that way andrepetition. doesnot Sonlight usingworkbooks Leaving Your Zone Comfort face some rough seas. And that’s okay. neatly laidoutfor themto “solve.” for them.However, theywon’t find50similar “problems” master wordsmith dobefore them. promotes. match what you are seeing. really puzzlethingsthrough, andyou willoccasionally results andwere boring! learning meansstudents bylearning learn discovery. They observe, learn howlearn to beat thesystem! Before You … Begin “Memorize, passtest, forget” isnotthepattern Sonlight The “natural learning” approach isnotasintuitively obvi- You are aboutto onanexciting embark journey! With The “natural learning” approach is, insomeways, slower Traditional methodsfocus onrepetition anddrive stu- You were inatraditional probably taught LanguageArts As you launchtheSonlight’s program, LanguageArts it In fact, it’s fact, In more thanokay. Confusion andfrustration In In “natural learning,” students at seeeachprinciple work Instead, Sonlight’s program LanguageArts isbasedon The Three R’s. Though we give you many suggestions, we hopeyou will Simply place a checkmark by eachassignmentSimply place asit’s acheckmark some booksaway andsimplywait awhile. Instead, spend Other ResourcesOther can catch upifyou have fallenbehind. your educational aswell objectives asyour family’s needs. your sothat you schoolyear canmeet rightat thestart schedule to match your own—and your children’s—spe- and you willprobably findthat allowing time alittleextra cific needs. Instructor’s Our Guidesare not “gospel”! completed. You canusethesesheetsto record problem approach, you may want someadditionalassistance at activity, there willbetimesthat are lessstressful soyou are ready. Many boys to learn read at age7½.Don’t push, areas or subjects andtopicsareas needingspecialreview orsubjects aswell. assignments andto record what you’ve doneeach day. Use theschedulesheetsasacomplete listofeachweek’s We encourage you to relax andfollow the36-week plan encourage alove for reading. afew again, In months, try don’t withtheirwork, or overwhelmed hesitate to put educational-philosophy. overview of your Language Arts studiesfor ofyour theyear.overview LanguageArts We of thisguide. dren 36weeks oftheyear. We recommend that you plan Language Arts philosophy,Language Arts goto: www.sonlight.com/ introduction to your Instructor’s Guide, provides abrief (Section andNotesincluded intheSchedules section Two) to attain. Please always—to feel free—as modifyoursuggested with quality resourceswith quality suchasDr. RuthBeechick’s book, times. For example, you may want to familiarize yourself throughout theyear sothat, following ofintense periods isokaywith your It to usemore kids. timeto finish want you what notonlyto to know do, butwhy you doit. keeping/schedule sheetsfor eachbookorassignment. to others(government that you authorities, inparticular) for your children to grow madesuccess easierfor them more timeonyour Read-Alouds andsimplycontinue to but usetheseyears to read together andenjoy talking please relax. Your children to willlearn read whenthey mentation Curriculum ofSonlight aseasypossible. feel free to useyour own ideasaswell. this program. About This Instructor’s Guide Instructor’s About This , the One This guideconsists ofseveral Section parts. This guidehasbeenproduced to makeyour imple- As you adjustto teaching withthe “natural learning” Section TwoSection oftheprogram: record- includestheheart One important reason to keeprecordsOne important isto demonstrate We theintensity have ofthework load to tried vary If youIf feel likeyour children justseemto bestruggling If yourIf children are to strugglinginlearning read— If youIf follow ourplan,you willbeschoolingyour chil- For information more regarding in-depth theSonlight’s Language Arts K

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©2020 by Sonlight Curriculum, Ltd. All rights reserved. ice in a baggie in a baggie ice . t at least; check the least; check the t at , and a safety pair of pair , and a safety reater in diameter in diameter reater s™). program). will work). Bean or r (un-popped popcorn bags Large (thick) pencils, 3/8” or g 3/8” (thick) pencils, Large White glue (like Elmer’White Wide-ruled paper (3/4” line heigh Wide-ruled paper (3/4” Unlined index cards. Unlined index catalog for the paper that goes with your handwriting goes with your the paper that for catalog children. your scissors for Sandpaper or felt. (Sonlight item #KL16). (Sonlight item A ream of inexpensive blank paper of inexpensive A ream A regular pair of scissors for you of scissors for pair A regular

By Week 9, you will need several sheets of very fine will need several 9, you Week By Another dream we hold dear to our hearts hold dear to we help is to dream Another You will find we recommend many kinesthetic many (hands- recommend will find we You Though we have wanted to maintain a low-key ap- a low-key maintain to wanted have we Though Though Sonlight Curriculum seeks to provide you with you provide seeks to Sonlight Curriculum Though • • • • • • • • If you might reuse your Instructor’s Guide and Stu- Instructor’s your reuse might Ifote: you Recommendations for Teaching Items You Will Need You Items lowing the research that indicates children will do just fine children indicates that the research lowing N rapidly, and joyfully they will learn the material. and joyfully rapidly, proach in “Language Arts K,” many parents and children and children parents many Arts“Language K,” in proach the extremes of pushing earlybetween learning and fol- most of your teaching supplies, there are still a few items items still a few are there supplies, teaching most of your the past. from Reading will have matching Activity Sheets when you need them. Activity Sheets when you matching will have if they don’t read until they are in third grade or later. grade in third they are until read if they don’t instance), we strongly suggest that you purchase an extra purchase you suggest that strongly we instance), looking Activity are Sheets for contact us if you Please dent Activity Sheets in the future (for a younger child, for for child, a younger (for Activitydent Sheets in the future We the year. on, active) throughout learning experiences Week 9/Day 36 Activities section. 9/Day Week Writing attach these to 3”x 5” cards to teach the four letters that that letters the four teach to cards 3”x 5” these to attach are firmly convinced that the more ways in which children in which children ways the more that firmly convinced are are anxious to read. We try to follow a middle ground a middle ground try follow to We read. anxious to are children commonly confuse: lowercase b, d, p, and q. If lowercase confuse: commonly children the turn to do, planning to are we what see like to you’d can interact with their environments, the more thoroughly, thoroughly, the more environments, with their can interact you train your children to be exceptional communicators. communicators. be exceptional to children your train you sandpaper or, alternatively, several pieces of felt. We We of felt. pieces several alternatively, sandpaper or, you will need to acquire on your own, including: own, your on acquire will need to you set of Activity Sheets when you buy the Instructor’s Guide. Guide. buy the Instructor’s set of Activity Sheets when you Sonlight’s goal is that your children would be both fond of be both fond would children your goal is that Sonlight’s That way, when we update our Instructor’s Guides you Guides you our Instructor’s update when we way, That K K Language Arts Language

4-Day

Section One Section

| As you set up your Language Arts Instructor’s Language Arts set up your you Instructor’s As Note: Find extra schedule pages, new user information (how (how new user information extraschedule pages, Find Our hope is that you can open your binder each day each day binder can open your you Our hope is that includes appendices that provide you you provide that includes appendices Section Four includes all of the notes for the Readers for Section includes all of the notes Three Also, we’ve included a number of general teaching inteaching a number of general included we’ve Also, The goal of the Sonlight Curriculum “Language Arts K” “Language Arts K” goal of the Sonlight Curriculum The To make our Language Arts guides easier to use, we’ve make our Language Arts we’ve use, guides easier to To

An Overview of This Year’s StudiesAn Overview This Year’s of 6 levels and educational milestones as they learn. These These they learn. as milestones and educational levels program is simple: to lay a basic foundation for reading, reading, for a basic foundation lay is simple: to program for your guide. your for specifically created have we binder and divider tabs that each of include a tab for They Guides. our Instructor’s for - won if you’re example, for So, schedule. 1’s Week following needed for the year. Here you will also find Language Arts you Here the year. needed for following each week. We provide Word Cards behind Cards Word provide We each week. following My Downloads will also begin reading and writing three-letter words. After and writing three-letter reading will also begin words. writing, and oral communication skills in communication be developed and oral to writing, the 36 weeks. to use a Sonlight guide) and furtherto helpful information have been teaching your children—and to show the the show to children—and your been teaching have with the Topics and Skills, and extra learning resources and Skills, and extra learning resources Topics with the week’s Notes contain full instructions for completing as- completing full instructions contain for Notes week’s also We need them. you the Activity Sheets in the week they are scheduled, as well as by which days they are be- they are which days as by as well scheduled, they are that are scheduled within your Language Arts program. Language Arts your scheduled within are program. that iron-clad standards which your children must attain. must attain. children which your iron-clad standards ing read. Expression assignments, check out Week 1—Notes. 1—Notes. Week out check assignments, Expression Activity Sheets with the weekly Activity Vowel include dering how to structure your instruction for the Student instruction structure your for to dering how own using the letter sounds they have learned to date. learned to sounds they have using the letter own . Go to Your Account and Account Your . Go to www.sonlight.com our website: given week after the weekly schedule in Section Two. Each Two. after the weekly week schedule in Sectiongiven Week 9 your children will read a story will read every children on their 9 your week Week appendices are intended to help you monitor your your monitor help you to intended are appendices also included many tools and materials you’ll need in a you’ll and materials tools also included many and start teaching! years to come. This year we will cover all twenty-one- con will cover we year This come. to years sonant sounds plus the short forms of all five vowels. We We sounds plus the shortsonant vowels. of all five forms select section the Downloads find all of the downloads to specific to the guide you have purchased from Sonlight on from purchased have the guide you specific to children’s progress in these areas, not to establish not to in these areas, progress children’s structions in Section Two, in the Notes section in the Notes immediately Two, structions in Section specific subjects you covered and the materials you used. you the materials and subjectsspecific covered you signed activities. Please find the Student Activity Student find the Sheets activities. Please signed Guide to use for the year, we recommend that you use the you that recommend we the year, use for Guide to Skills which you may use to assess your children’s skill children’s assess your use to Skills may which you Sheets for your convenience. your Sheets for Activities, or want ideas for how to complete the Creative the Creative complete to how for ideas or want Activities, They are organized into the books, and the order in which and the order books, the into organized are They ©2020 by Sonlight Curriculum, Ltd. All rights reserved. Appendices asahelpfulresource inteaching phonicsthis Additional Resources Some daysSome itwillbeassimplerewriting acopywork something; ifyou wonder ifsomeonehasanideaabout second nature. Therefore, we have designed ourprograms children are ontrack orneedspecialhelpattention; or year. anticipated andenjoyable for you andyour children. a Creative Expression assignment afew months ago, and appetizing—when anything sittingandwriting withthem a sillypoemaboutbreakfast cereal for Creative aweekly and talented inwritten andspokenexpression. We believe Spelling go through dry days whenourassignmentsgo through are dry lessthan day,every itwillcease to beachore andsoonbecome is worse thanwaiting for to your finishhis two-year-old Expression assignment. ing patterns inalloftheexercises theydothisyear. writing practice becomes practice writing somethingthat isalways highly for it! itagain—go would liketo try We hopethat daily hand from your sample. Ormaybe you hadgreat funwith that to theydictate you, andtheycopy into theirown haps theycould makeuptheirown copywork sentence helpful inspelling. Your children phonicspell- will practice how to dosomethingbetter, orwhether you oryour how to teach, orwhy you might (ormight not)want to do that ifchildren are provided withtimeto writing practice to give your children somethingto “write” day. every flexible, andletthemchoosewhat they’d liketo write. Per- broccoli. Onthesedays, we simplyencourage you to be friendly, helpfulpeopleavailable. for whatever reason, you willfindalarge of community Community Connections (son- please visitourSonlight brilliantly creative day. every Your children willprobably passage, andonothersitwillbeasexciting asdictating light.com/connections). If youlight.com/connections). If have any questionsabout We include “Basic Phonics for SpellingRules” inthe While phonics/phoneticsishelpfulinreading, itismore Besides referringBesides to your Instructor’s Guideandbooks, However, we are alsofullyaware that noonecanbe “secretary” for—your course, children. Of ifyou’re using 1/Day 3.” tell us ofthee-mail, Then, inthemessageportion subject line of your e-mail indicated where lineofyour theproblem e-mail subject suggestions to: [email protected]. you If know struggle withwriting, we encourage you to dotheseactiv- you have any otherideas, pleaseletusknow. you to work right alongside—and possibly serve asthe possiblyserve you to work rightalongside—and ample—we expect children expect at that levelample—we to produce their Student Activity Sheets Student Activity our products, muchappreciate andwe the very you taking of adifferent bookwe shoulduse, ifyou thinkwe should own sentences. For instruc- dictation/copywork further questions outloud. dren. you If are doingthisprogram withstudents who [email protected]. It [email protected]. behelpfulifthe It at: Instructor’s e-mail Guides, pleasesendusashort on that area. doesn’t meanwe themto dotheactual necessarily expect is. For instance, write K/Section “Language Arts Two/Week ity exercisesity together. Children cananswer mostofthe ing problems (keeparecord ontheschedulepages),it time to let us know whattime toyou letusknow find. Thanks for your help! way we could your improve ourproduct, pleasee-mail what theerror is. we could getyou to helpuswiththisprocess. to improve development, ourproduct we would love itif tions, pleasesee Week 1—Notes. this program witholderchildren—Grade 2or3,for ex- out,them to we do that. expect Butiftheyare juststarting they are thenfeel capableofsuchwork, free to encourage andtohandwriting spellallthewords ontheirown. If would beagoodideato doaspecialreview orinstruction read abookwe assign at adifferent point intheyear, orif Corrections and Suggestions and Corrections Your willgreatly efforts helpusimprove of thequality Since we at Curriculum Sonlight are constantly working Whenever you find anerror anywhere inoneofour We Sheetsto helpyou includeActivity helpyour chil- If whilegoingthrough youIf ourcurriculum thinkofany If youIf seeconsistent spelling, orhandwrit- punctuation, weIf askyour children to “rewrite” asentence, that Language Arts K

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©2020 by Sonlight Curriculum, Ltd. All rights reserved. Days 1–4:Date:Days ______to ______K Language Arts Language, Phonics&Spelling: Letter ofthe Week: Ff CREATIVE HANDWRITING “I Spy”: Letter soundrecognition.“I Spy”: Stories: askyour children abouttheir Visit thelibrary; PHONICS/ SPELLING EXPRESSION day. Phonics Activities and Language Dictionary My First Picture Letters Learned Far So Date: and Numbers forMe Numbers and Without Tears: Letters Handwriting Get Ready fortheCode Optional: Ff Children, pp. 7,27 Letter Pictures Mom orDad,Mom Copywork 1 pp. 4–6; F pages pp. 1–4 Day 1 Day Weekly Overview Other Notes: Other p. 8&top ofp. 9 “Hit theLibrary”“Hit Week 1 Circle the pp. 5–7 Stories: Picture Day 2 Day Creative Expression: Narrate from) (retell afavorite thestory book. picture Circle soundrecognition. thePicture—letter (Narration) Language Arts K 92 12 32 52 72 93 13 33 536 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 1 01 21 41 61 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 “Tell About Me Picture Book Your Day” Narration pp. 8–10 Stories: Day 3 Day p. 60

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Section Tw Finish theStory Copywork 2 Play “I Spy” Play “I pp. 11–12 Optional: o N Day 4 Day

aetl Notes Parental Week 1

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©2020 by Sonlight Curriculum, Ltd. All rights reserved. - - —fan, fence, —fan, fence, Stories: “Hit the Library” Stories: Letter Pictures Letter “Picture Sheets,” you’ll find draw you’ll Sheets,” “Picture Section Four Throughout the year, we schedule a variety of activities we the year, Throughout activities three to ideas for you give Each week, we lan- on oral activities first two focus The in each week the letter the last activity reinforce Use to of the week Over the course of the year, make a letter page for each page for make a letter of the year, Over the course In This is another way to reinforce the sound your children children sound your the reinforce to is another way This Can you think of other words that we could put in our put could we that other words think of you Can Possible: vary. will (Answers pages? “A” dictionary on the etc.) albatross, anteater, artichoke, the "F"Go to Pages. up come learning you week. this sound this Can are We this letter? with begin that words with additional on the "F" pages? put could we that about words What 2 1 Day Day Language and Phonics Activities Phonics and Language that help your children develop language skills. One of develop children help your that can you homeschooling is that to advantages the greatest trust our we Therefore, anywhere. anytime, “lessons” teach incorpo- Activities be easy to will Language and Phonics daily life. your into rate neces- to have don’t You children. with your complete but scheduled, they are them on the day sarily complete each one a try the end of the give before suggest you we week. especially enjoy, find some activities If you you that skills language do them again. Developing to free feel hurts never an instrument—it to play is like learning to especially if practicing is fun. practice, a wide range activitiesThese cover guage (and thinking). while complete can you and skills, and many of topics otherwise or are running errands on the go. you’re of the week. the beginning at introduced sounds you use the Sound to you Some of these activities require or make use Section in of this guide, found Three Cards all of our use hope you We Activity Sheets. Weekly of the light learning experience children’s activities make your to and fun. sound. You might want to keep them in a three- to want ring might You sound. them access can children your where or in a folder, binder, them easily. and review ings, about six per letter. Get a blank piece of paper (hole- Get a blank piece about six per letter. ings, case letter the capital and lower write if desired), punched, out the pictures for Cut on it in bold letters. of the week F,f example: them on. For and paste letter that find additional pic to want If you frog. fox, football, finger, some flip through to free feel as in magazines, such tures, additional words. look for and children with your of the rest these directions for follow Please learning. are is on the schedule. Pictures” “Letter whenever the year,

K Language Arts Language

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F pages Week 1 Week

| Read the script below to your children to lead today’s lead today’s to children your to Read the script below Introduce the book.Introduce organization: a dictionary’s to children your Introduce When you introduce a letter, point to the two forms forms the two to point a letter, introduce you When try adding sounds, the letter avoid to saying When Introduction: Dictionary Picture with My begin . Look First let’s Today, What see? do you the pages; what Turn it. through (It put together? works it’s me about how tell can you A through in the alphabet from all of the letters through and side of the page, the down alphabet is listed Z; The is discussed which letter show shaded to one or two are on that page.) pictures on The a minute. pages for “A” the look at Let’s and the pictures “acorn”, and “aardvark” the left side are “automobile”. and “astronaut” side are on the right , in alphabetical listed order are In words a dictionary, section (which all “A” within the which means words of their second in order organized are “a”) start with before come “a-a” start that So say, with, words letters. “a-u”. start that with words point help out the spelling to you as the words to Point Use the list of see the organization. begin to children your see children help your the side of the page to down letters or “c”. the alphabet in than “a” later much falls that “u” 1 Day

My FirstMy Picture Dictionary 2 Together discussion. Overview . alphabetical order Introducing Letters its while saying and lowercase), (uppercase of the letter other activities your through work as you Then, sound. new each week’s during and review the week, highlight it surfaces and its sound as letter in the games and activi- play. ties you the sound of an unstressed vowel—a kind of “uh” sound— “uh” kind of vowel—a the sound of an unstressed – “mmm say In others words, sound itself. after the letter won’t you Of course, – muh – man!” “muh not mmm – man,” do this perfectly;be able to are sounds that letter vocalized virtually etc.) require g, d, airflow stopping by formed (b, and that them, say to some kind order of air in of release But try reduce to vowel-like. will sound rather of air release on the sounds attention focus a minimum to this sound to It to Also: children is unnecessaryof the letters. your for in fact, this time and, such les- at learn of letters the names with the sounds. Stick be confusing. sons could ©2020 by Sonlight Curriculum, Ltd. All rights reserved. decided the drive was worth it. decided thedrive was worth to drive themto school? Before long, sheknew, andshe walked. Why didsheneedto findtimeinherbusyday ing themto hadalways schoolwhensheandherfriends growing up. Therefore, shehadahard timejustifyingdriv- only that, theylived onthe samestreet shehadlived on high schoolthat shehadattended asateenager, andnot was annoyed. Herchildren happenedto attend thesame dropping herchildren School,started she offat High Activity listen to theiranswer. Overview from theHoldshelfwhenyouquickly dostop in. a few titlesonlineaheadoftimesoyou canpickthemup well. your If scheduleisfull, you might beableto reserve course,Of allow your children to makeafew as selections give you afew ideasfor booksto grab whileyou’re there. librarian engageyour familywithstories for abit—it may to gowhenyou’ll hour. beableto attend story Let the you have at home. Checkthelibrary’s scheduleandplan can replenish andfreshen upthestock ofavailable stories asidesometimeto Set gothisweek soyouto thelibrary? Activity Overview language inafun,enjoyable way. easy, way structured for you to expose your children to our the imagination. andtelling Reading stories provides an and rhythmic patterns. And ofcourse, stories stimulate written inrhyme, sotheyexpose your children to rhyming sequencing andcauseeffect. Many booksare picture have abeginning, middleandend, sotheyalsoteach andmore complexvocabulary sentence structures. Stories stories introducewe usuallyspeak, your children to new language ismore formal thantheconversational language ofyour bedtimeroutine. timeapart story making great way to slow down andcuddlebefore bed, soconsider told you onthephone, etc. anews article, Stories provide a ticular length—afavorite somethingGrandma book, picture a day. you readThe story (ortell) doesn’t have to beany par to read somethingnon-school-related to your children once daily routine. not, challengeyourself If for few thenext weeks Stories Day 3 A momrecently that when shefirst told thestory Take timeto askyour children abouttheirday, andreally Has life beenbusyandit’s beenawhilesince you went time. attend together; Visit story thelibrary eachday withyourShare children onestory thisweek. howSo dostories teach oral language?Since written stories toReading ofyour your children shouldbepart Stories: “Tell About Me Your Day” - you’re trulylistening. howprised muchtheyhave to tell you once theyrealize still andgive themyour fullattention. You may besur- todown be andgenuinelylisten you to them.If can,try dishes. Your biggestchallengemay beto simplyslow you’re eating dinner. While they’re helpingyou withthe they’re abath. taking While they’re playing Legos®. While Talk to themwhileyou’re themto driving practice. While withyour children.talking Once you gettheconversation simplyenjoy started, questions aboutsomethingthey’re wondering about. if your conversation from you stories to drifts themasking made for anupcoming event orfamilyouting. Don’t worry could not, tell tell themaboutplansyou’ve themabout?If think ofapersonalexperience you hadtoday that you that happenedwhileplaying withtheirfriends. Can you school was, orseeiftheycanremember somethingfunny what thecoolest ormostinteresting in thingtheylearned aboutsomethingthat happened.you Ask astory them ask themabouttheirday. to getthemto tell you If can,try dear.times becamevery for conversations withteenage children, I’m sure these the smallconfines ofthecarandlife took over. Particularly her aboutthat theymight uponce notbring theyescaped drive meant they’dshort thinkofthingsto tell herorask in thecarwere priceless. aboutthestill, Something quiet, are studying that week. We match thepageswe assign to theletter that students program, for we scheduletheseoptional workbooks you. supplement. For thosewhochoose to dothisoptional getting theReady…Set…Go fortheCode program asa 5. 4. 3. 2. 1. sound. Try oneofthefollowing ways: Activity Get ReadyGet for The Code Day 4

Don’t stress aboutwhento fitinthisconversation. Today, withyour findatimeto connect children and Why? Sherealized theconversations theyhadwithher If you'dIf likemore phonicspractice, we recommend Play “I Spy” withthe/F/ by findingthingsthat start If yourIf children alr “I spy …somethingthat has__soundinitsmiddle. “I spy …somethingthat endswiththeletter sound__. yard …)” sound(f.) withaparticular that starts “I spy …something(onmyself your children canpickit. Switch roles. that begins withtheletter that soundslike__.” if See ters f, m,t, orb. Say, “I spy withmy littleeye something Place inabasketsever than theirsounds. the above suggestionsusing theletter namesrather Language Arts K Play “I Spy” Play “I

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Week 1

” | ” 3 ©2020 by Sonlight Curriculum, Ltd. All rights reserved. s writings in a dated s writings in a dated en to answer in complete sen- in complete answer en to our children may need help to think need help to may our children our children’s scribe, writing or their stories scribe, our children’s w and then during the writing process, stop stop w and then during the writing process, and read back to your children what they have written written they have what children your back to and read what correct and add to will help them to That so far. children ask your to also want You’ll written. they have or expand explain to them encourage questions to upon their ideas. them with open-ended questions Prompt sequentially. “Why?” “What happened next?” it begin?” did “How like, “flesh to children your encourage Also, etc. all?” “Is that asking by characters and scenes questions like, out” did“How “Why did he do that?” “What did it look like?” etc. “What did he say?” moment?” that at feel you childr your Encourage story?” in your I put that should “How saying by tences sentences, in incomplete answer If children your them want (You them. complete them to encourage of supply any to have the story; write to shouldn’t you “Why the dog scare did ask, may you So, the words.) “Because it was will answer, children your And you?” should I put that “how respond, you’ll “So,” barking.” the last few reread need to may You the story?” into they can their memories before refresh to sentences “The barking!” me because it was dog scared answer, children’ Keep all of your will provide this folio now, from Years folder. memories. pleasant Serve y as “adultify” Don’t you. papers exactly it to as they tell In all the exercises, or vocabulary. either the tone themselves express children let your to remember have to want may You without interruption. naturally, type on dictate stories their while you children your to keep up easier it’s find that may You the computer. writing than typing their rather with them if you’re hand. by stories Every no y instance, For

• • • think of much not be able to may children your Initially, To help your children learn to enjoy expressing their expressing enjoy learn to children help your To • • Creative Expression Creative more than a few sentences for any one assignment. That’s That’s one assignment. any for sentences than a few more they’ll their abilities, they develop As dictate more. okay. learn that to children your encourage main goal is to Your making new ideas can be and communicating up stories should assignments these believe we fun. By and large, recommen- more For do. easy to be quick and relatively Activity“Student and “Writing” see teaching, for dations sections in the Introduction. Sheets” Recording Your Children’s Work Children’s Your Recording of a the flow for get a good feel as to as well thoughts, use the their ideas effectively, story express to how and/or methods: following K Language Arts Language

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o our children how to write, practice write, to how our children ect pencil grip, show your children children your show ect pencil grip, Section Tw Section

pp. 4–7, 27 pp. As you teach y teach you As on page 5. shown the 3 steps the corr Using on page 7 and the illustrations decorate to how child's name your Write do so. children your have it. them copy and have Decide if your children write right or left write handed children Decide if your and set their paper accor hold a to how children your to demonstrate Then, on page 4.) pencil (as shown

• • • Week 1 Week

Prepare in Advance | Our vocabulary development program is based on and Our vocabulary program development Determine your child’s handedness. child’s Determine your as described the correct pencil grip, children your Teach Read pp. 4–6 to prepare for today’s lesson. today’s for prepare 4–6 to Read pp. We highly recommend purchasing a handwriting pro- purchasing recommend highly We have we handwriting program, a different If choose you of the programs scheduling any like help If would you with capital letters begins Tears Handwriting Without side , use the front Tears If use Handwriting Without you 1 Day

Vocabulary Development Handwriting Without Tears 4 Instruction will find all You Read-Alouds. programs’ ties in with our Core in Development Vocabulary and instructions for the words Guide. Instructor’s Core/History/Bible/Literature your Together Overview in the book. I is a wonderful program is a wonderful program Tears Without Handwriting gram. your for a schedule include We often. recommend we that on the weekly pages. schedule convenience program. preferred use your left fill in as you line to a blank http://www.sonlight.com/ please go online to offer, we the print and handwritingschedules and download file. appropriate particularly capital letters, if reverse to it is hard since or marked the corner in face with the smile begin students the illustration to letter link the sound of the Always dot. the letter handwriting to match choose to We fish.” “F is for con- make as many to learn week each sound our children as possible. reading nections for A Reason for Handwriting or Getty- of the Activity For Sheet. Dubay flip the sheet over. ©2020 by Sonlight Curriculum, Ltd. All rights reserved. Overview followingSheet directly these notes. the uppercase letter Fsixtimes. Find eachweek’s Activity Activity Sheet, oronaseparate Activity weekly sheetofpaper. the letter (thisweek’s oftheweek, letter is “F”) onthe theletterslearn andtheirsounds, have your children write from oneofthebookstheyread. For now, asyour children and usethetimeto reinforce previously. lessonslearned passage backto theletters theyare studyingeachweek any interesting thingsyou seeinthepassage. the Connect have donewell andwhere theycanimprove. Also point out andshowExamine theirhandwriting themwhere they to cadence learn andstyle. tence andPhonics/Spelling. structure They willalsobegin will develop sen- basictechnical includingcorrect skills, mar skills. You willbeamazed your at how children quickly andotherbasicgram-such ascapitalization, punctuation, to explore mechanics, writing opportunities wonderful forvaluable practice handwriting your children, aswell as your children willbegin inLevel D. Copywork provides to programs touch allofthoseareas.Arts try ontheirown.and thenfinallywriting Sonlight’s Language at goodwriting,writing, copying looking goodwriting, Instead, children to learn write well by listening to good good jobofteaching children how to write effectively. fied “yes!” ourexperience, don’t In workbooks doavery use itfor otherexercises theweek. during Keep your children’s copywork assignment since theywill their own success at controlling theirhandmovements.) who isjudging ability, theirwriting buttheyare evaluating exercise ensuresformed thebest. that (This itisnotyou their handwriting, circling thoseletters theythinkare then write them.After theywrite, have themevaluate styles. Getty-Dubay other sidematches theAReasonforHandwritingand matches theHandwritingWithout Tears style, whilethe ofyour program:style chosenhandwriting oneside eachweek’safter Notes. Use thesidethat matches the Copywork Day Day 2 1 Practice: letter soundrecognition. On theWeek Sheet , have 1 Activity your children write Later your children willwrite copywork passagespulled As your children write eachpassage, discussitwiththem. Copywork buildsthefoundation for which dictation, answer Our Is copywork isanunquali- really necessary? First have your children trace thewords onthepage copyworkPlease findtheweekly passagesdirectly Circle thePicture Copywork 1 paper to fileoronthecomputer. questions, suchas: open-ended ask questionsto guidethem iftheyneedalittlehelp. Use astheyremember it.must tell thestory them read thewords (iftheyare already reading)—they look at astheytell thepictures thestory, butdon’t let them to “tell back” Let linefrom thebook. them thestory Together favorite book. picture Overview they do? What detailsare important? pen first, second, etc.? Who are thecharacters? What do line. a story What allgoesinto astory? What events hap- so, theywillreceive through valuable inthinking practice howhelp themlearn to write well? Well, theycan! your children’s favorite bookscould picture beusedto and flag) that begin withtheletter oftheobjects the picture F.(frog Activity with the “F” sound. (fun,fan, flip, fast, frog, fin,etc) fork, have your children tell you three words that begin letters Fffour timesontheWeek Sheet . And, 1 Activity help themwrite theirown stories one day. read tothat ofstories they’ve theycanusetheirmemories them onwhat theyhave! goodmemories Explainto them provide agoodgeneral outlineofthestory. Congratulate correct. Justbesatisfied iftheyare abletoof thestory How to Evaluate ThisAssignment Day Day 3 4 If youIf like, record your child’s oneitherasheetof story As theyrelate to you from thestory memory, feel free to Have your children pickafavorite thenask book, picture Ask your from children a to retell thestory from memory Today have your children retell afavorite story. doing In Children love stories. Would you have ever guessedthat On theWeek Sheet, have 1Activity your children circle Have your children write theuppercase andlowercase Don’t require that your lastdetail children getevery • • • • Language Arts K

“Where/when didtheydotha “Where/when didhe/she/theydo tha “Why didthat?” “Who happensne “What Picture Narration Book Copywork 2

4-Da xt?” y

Section Tw t?” t?” o

Week 1

| 5

Ff Ff

four more times each. Start at the dot. the at Start each. times more four letters the Write Ff

Copywork 2 Copywork

Record this assignment on a separate sheet of paper. of sheet separate a on assignment this Record

Picture Book Narration Book Picture

. letter the with begins name whose pictures the Circle F

Circle the Picture the Circle F

five more times. Start at the dot. the at Start times. more five letter uppercase the Write F

Copywork 1 Copywork

Sheet Activity 1 Week K Arts Language (Handwriting Without Tears) Without (Handwriting

• • • • • If they need some help, gently nudge them in the right the right them in nudge gently Ifsome help, need they Together, be as detailed as they can. them to Encourage direction open-ended with as: such questions, writing! successful for the groundwork laying will be you stories. children’s your Record K Language Arts Language

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Tim and Sally received a new sled for Christmas one for a new sled and Sally received Tim fall so to the snow for and waited waited They year. one bed to went they Just before it. use they could they got When fall. some snowflakes they saw night, fallen on everything. had snow up the next morning, clothes and … snow got on their warm They Optional: Finish the Story the Finish Optional: Week 1 Week

| See what your children can come up with! Did Tim and and Tim up with! Did can come children See your what Read the following text to your children, and then ask and then ask children, your text to Read the following 4 Day

6 Sally go sledding? Did they fly down a big hill? Did they Sally Did they fly down go sledding? Remember: toe? head to there from in snow get covered just be should You here. answers or wrong no right are upon appropriately expand to children looking your for the part them. to story of the read you them to tell you what happens next: happens what you tell them to Language Arts K Week 1 Activity Sheet (Handwriting Without Tears)

Copywork 1 Write the uppercase letter F five more times. Start at the dot.

FCircle the Picture Circle the pictures whose name begins with the letter F.

Picture Book Narration Record this assignment on a separate sheet of paper. Copywork 2 Write the letters Ff four more times each. Start at the dot. Ff

Copywork 1 Write the uppercase letter F five more times. Start at the dot.

FCircle the Picture Circle the pictures whose name begins with the letter F.

Picture Book Narration Record this assignment on a separate sheet of paper. Copywork 2 Write the letters Ff four more times. Start at the dot.

four more times. Start at the dot. the at Start times. more four letters the Write Ff

Copywork 2 Copywork

Record this assignment on a separate sheet of paper. of sheet separate a on assignment this Record

Picture Book Narration Book Picture

. letter the with begins name whose pictures the Circle F

Circle the Picture the Circle F

five more times. Start at the dot. the at Start times. more five letter uppercase the Write F

Copywork 1 Copywork

Sheet Activity 1 Week K Arts Language Getty-Dubay) or Handwriting for (Reason

©2020 by Sonlight Curriculum, Ltd. All rights reserved. Days 5–8:Date:Days ______to ______K Language Arts Language, Phonics&Spelling: Letter ofthe Week: Bb CREATIVE HANDWRITING Find thePairs: Letter recognition. Stories: Tell your from children your astory childhood. Calendar: The days oftheweek. PHONICS/ SPELLING EXPRESSION and Numbers forMe Numbers and Without Tears: Letters Handwriting Phonics Activities and Language Dictionary My First Picture Letters Learned Far So Date: Get Ready fortheCode Optional: Ff, Bb Letter Pictures Copywork 1 top ofp. 11 pp. 13–16 B pages Day 5 Day Weekly Overview The Days ofthe Week Other Notes: Other Circle the Words Week 2 pp. 17–19 Calendar: Calendar: Day 6 Day p. 59 Creative Expression: Write aninvitation to invite aguestto anevent. Circle the Word—letter soundrecognition (Communication) Language Arts K 92 12 32 52 72 93 13 33 536 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 1 2 "When I "When Was Your Age 01 21 41 61 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 Write anInvitation pp. 20–22 Stories: Day 7 Day

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4-Da Week Overview y

Section Tw Story Sequencing Story Find thePairs Copywork 2 pp. 23–24 Optional: o N Day 8 Day

aetl Notes Parental Week 2

| 7

©2020 by Sonlight Curriculum, Ltd. All rights reserved. ’d ’d , but t behind me oss-the-street neighbor who was , Grandpa spent a lot of time running be- spent , Grandpa Grandpa did make me a really fabulous bike. He fabulous bike. did make me a really Grandpa I did okay wheels held me up while the training Mark our acr was bike and sa Mark climbed on my You’ll never guess who taught me to ride my bike. bike. ride my me to who taught guess never You’ll Of course than Uncle Jason, and older than me but younger other boys were and there a boy because he was have he usually didn’t with, it meant play to around he de- some reason, But for do with me. much to So bike. ride my to me how teach to cided he wanted he did: guess what I pushed the pedals and long banana seat. on that and Mark held on and with the handlebars, steered legs his With help me balance. dangled his legs to started us if we to catch he could down, hanging like it was what feel but I soon learned to far, tip too If of crashing! it without being so afraid balance to taken have it would sure Mark, been for I’m hadn’t bike. ride learn my to me much longer to to out how figure them, I couldn’t raised Grandpa once run behind me and try help to He’d balance. keep my quickly but I’d the back of the seat, holding onto me by Mark Until and crash. came along. balance lose my hind me and holding onto the seat, but I confess he but I confess the seat, hind me and holding onto it.” “get the one who helped me really wasn’t it used but painstakinglybought it pink for painted a pretty his shop after at work.me down He found long and shaped (which was banana seat white new, the time) to at all the rage like a banana—they were on it had streamers and I remember me, put on it for wheels. training of course, the handlebars and, Find the Pairs Find Stories: "When I Was Your Age …" Age Your Was "WhenStories: I Practice: Letter recognition. Letter Practice: Tell your children a story from your childhood. a story your children from your Tell about a story remember children you your tell Today, help jog to album together an old photo through Look is an example: Here 8 7 Day Day Overview Overview Activity childhood. during your you happened to something that before? heard not have think of one they might you Can their age? Does about were time when you a One from ride learned to about when you you out to stand anything about tell you Can of school? first day your bike or your or during happened reunion, a family that event a funny visit on vacation? you’d about a special place you Can about. they ask you and see what memory, your and Grandpa like Grandma include characters they know, when you different life your was and uncles? How or aunts them fascinate to Try them? up than it is for growing were story—include but trywith your details, sculpt your to middle and end. story so it has a beginning, K —bal- Language Arts Language

y tion one day that will have will have that tion one day 4-Da

| o tell you what day was “yester- was day what you o tell

o y and recite or sing its name. y and recite eable shape or marker on the calendar Section Tw Section

a special or notable activity on it this week, and it on the calendar. to point Ask your children t children your Ask can, men if you Finally, Point to each da to Point a mov Place Wednesday.” is “Today and say “today”, denote to “tomorrow”. will be and which day day” Calendar: The Days of the Week of the Days The Calendar: Letter Pictures Letter

Week 2 Week 2. 3. 4. 1.

| Once you’ve modeled this activity for them a few times, times, this activity modeled them a few for you’ve Once This week, spend a few minutes each day reciting the reciting each day minutes week, spend a few This search A simple internet fun, sing. more even make it To Conduct this activity as follows: . of the week the days recite to Learn . and yesterday , tomorrow of today the concepts Learn What’s happening today? Reviewing makes the calendar today? happening What’s Create a letter page for the letter B, using the “Picture “Picture the using B, the letter page for a letter Create 6 5 Day Day

Language and Phonics Activities Phonics and Language 8 see if they’d like to “be the teacher” and stand in front of and stand in front “be the teacher” like to see if they’d as you the days to them point Have with the pointer. you as the correct days to point and then ask them to sing, questions. your they answer Activity help it stick, stand To children. your with of the week days a calendar and use a pencil (or other of them with in front to point arsenal) to in your have may you special pointer it. say calendar as you on the each day with plenty of you will present Song” Week of the “Days for song choices. options for Overview Calendar an opportu- you and gives early morning activity, a great and practice vocabulary calendar with nity introduce to practice gain daily children In your addition, children. your a calendar functions, and learn the bigger with the way with all new As time. tracks our culture picture of the way We slowly. Routine” “Calendar morning skills, build up your of the start or sing the Days asking simply recite to by you incorporate to elements calendar and will add more Week, tuned. Stay weeks. in the following routine your into Cut out the pictures for B, out the picturesfor b Cut in Section Four. Sheets” for 1 notes See week butterfly. book, bike, box, loon, bear, pictures. do letter to on how details more ©2020 by Sonlight Curriculum, Ltd. All rights reserved. Together invitation together. Overview questions. important will needto makesure theirinvitation answers these When? Why? How? Explainto your children that they helpful to review the “5 Ws andanH:” Who? What? Where? recipient that your know children wrote theinvitation. by sendingordelivering theinvitation. sure Be to letthe specifics are upto you. Justmakethisassignment “real” to afriend informal come over note asking to play. The event orarecital,to seetheminasporting orsimplyan invitation party, aspecialrequest to abirthday for anadult withthemto createworking aninvitation. could bean It children to master. for your skill a clearandcompelling way isanimportant in basicfacts beingabletoa setofinstructions, setforth world. Whether it’s arecipe, to directions your house, or communications are vitalintoday’s information-based This it’s week, Clear, allaboutthefacts. written factual lineandalsogotto usetheirimaginations abit.story letter B.(Bag, Box andBoy) have your children circle thewords that begin withthe Activity Overview the uppercase letter Bseven times. four, have thempoint to theletters that are thesame. Sheet, locatedActivity theseNotes. after eachsetof In Activity Creative Expression Day Day Day 7 6 5 received recently. orwedding your family has a formalinvitation to aparty youIf can, introduce thislessonby showing your children Invitation: Practice recording aboutanevent facts by an drafting As always, piece likethis, afactual whenwriting it’s todayHelp your children by skill thiswriting practice yourLast week, children thebasicsofa practiced eachwordRead ontheWeek Sheet. Then 2Activity Practice: letter soundrecognition. On theWeek Sheet, have 2Activity your children write Show your children theboxes ontheWeek depicted 2 Circle the WordCircle Copywork 1 Write anInvitation can decorate astheinvitation. transfer theinformation onto acard orotherpaperthey help your children mailordeliver itto itsrecipient. accomplish. When you’ve finalized aninvitation together, couraging andshow enthusiasm for what theyare ableto bat. to taketimeandpractice master.These skills en- Be resultswork ontheirown right offthe orproduce perfect ing your children theway—not themto dothe expecting How to Evaluate ThisAssignment include ontheinvitation. answers to thequestionssowe’ll to what facts know give abouttheevent, ourguestsfacts let’s write some Now that we have agoodlistofquestionsthat will (phone number, etc.) this invitation sothat ourguestmay respond easily? What otherinformation might we needto includein for réspondez s’il vous plaîtorrespond ifyou please). we’ll how many know (R.S.V.P. peopleto expect. stands guest to a party, let’s besure to askfor anR.S.V.P. so Since we’re yourIf invitation isto aparty: inviting our and ifyou’ll anything eating be duringtheevent. the event, iftheinvitee shouldbringanything withthem, most ofthem.Don’t forget time,date can theycome upwith?This assignmentwillprobably use Why? How?) Where? When? What? an H:questions(Who? to eachitem inaminute.next How many ofthe5W’s and provide inalist,soyou can write theevent detailsabout about theevent? down Jot any answers your children What doyou thinkwe would liketo (orneedto) know let'spretendNext, we’ve which they’d like theirguestto come. children would like to invite, theevent andthenselect to events (formalorinformal),decidetogether whomyour Brainstorm upcoming together alistofpossible family of anevent we’d likeaguestto attend. tion for someoneto come to anevent. First, let’s think guests to attend. Today we are goingto write aninvita- big event, we sendaninvitation inthemailto invite orhave ourculture,In a whenwe party throw afancy When you finishyour discussion,helpyour children A finalized invitation might looklikethis: Work through theseassignments show- side-by-side, Language Arts K Seth Your friend, 123-456-7890. Don’t forget to wear tennis shoes!Please R.S.V.P. to Hall, Street, 123Main 12345. Palookaville, Maryland eat cakeandice cream ofMagellan at theKnights March 9,2050,at 3:30p.m. We willplay gamesand Saturday, next Please come to party my birthday Corey: Dear

4-Da beeninvited to theevent. y

Section Tw andlocation of o

Week 2

| 9

2 Language Arts K | Week 2 Activity Sheet Activity 2 Week | K Arts Language

Boy Toe

Dog Box

rgBag Frog

. letter the with begin that words the Circle Record this assignment on a separate sheet of paper. of sheet separate a on assignment this Record

Circle the Words the Circle Write an Invitation an Write

B B

six times. Start at the dot. the at Start times. six letter uppercase the Write B

Copywork 1 Copywork

Sheet Activity 2 Week K Arts Language (Handwriting Without Tears) Without (Handwriting

©2020 by Sonlight Curriculum, Ltd. All rights reserved. t bed after ight bowl of porridge of bowl afteright test- n aken Goldilocks and she runs away. Goldilocks asleep on the just-righ falls aw bears Three Goldilocks just-r a eats was trying one that and hard too was bed that one soft.too ing one that was too hot and one that was too cold. too was that hot and one too was that ing one As you work through this activity through children, work with your you As

4. 1. important happen things to them how to explain it is for example, concrete If they need a more in the correct order. out and point the story order through in the wrong read it is! confusing how 3. K Language Arts Language

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o o an empty house in the forest o an empty the forest house in Section Tw Section

Optional: StoryOptional: Sequencing Copywork 2 Copywork Week 2 Week and makes herself at home. and makes herself at Goldilocks int walks

to your your to in number order sentences Read the following , have your children write write children your 2 Activity, have Sheet On the Week

8 8 Day Day 10 2. children. Ask your children to put them in the correct story to children your Ask children. (in sentences The as needed. the sentences Repeat order. the correct order): four times. Bb, four letters and lowercase the uppercase Language Arts K Week 2 Activity Sheet (Handwriting Without Tears)

Copywork 1 Write the uppercase letter B six times. Start at the dot. B

Circle the Words Write an Invitation Circle the words that begin with the letter B. Record this assignment on a separate sheet of paper. Frog Bag

Dog Box

Boy Toe

B b b B B

four more times. Start at the dot. the at Start times. more four letters lowercase and upper the Write Bb

Copywork 2 Copywork

f F

b b

F b f b

b F f B

In each set of four, point to the letters that match. that letters the to point four, of set each In

Find the Pairs the Find

Sheet Activity 2 Week K Arts Language (Handwriting Without Tears) Without (Handwriting

Language Arts K Week 2 Activity Sheet (Reason for Handwriting or Getty-Dubay)

Copywork 1 Write the uppercase letter B six more times. Start at the dot.

BCircle the Words Write an Invitation Circle the words that begin with the letter B. Record this assignment on a separate sheet of paper. Frog Bag

Dog Box

Boy Toe

B b b B B

Write the upper and lowercase letters letters lowercase and upper the Write four more times. Start at the dot. the at Start times. more four Bb

Copywork 2 Copywork

f F

b b

F b f b

b F f B

In each set of four, point to the letters that match. that letters the to point four, of set each In

Find the Pairs the Find

Sheet Activity 2 Week K Arts Language (Handwriting Without Tears) Without (Handwriting

Language Arts K Week 2 Activity Sheet (Reason for Handwriting or Getty-Dubay)

Copywork 1 Write the uppercase letter B six more times. Start at the dot.

BCircle the Words Write an Invitation Circle the words that begin with the letter B. Record this assignment on a separate sheet of paper. Frog Bag

Dog Box

Boy Toe

Find the Pairs In each set of four, point to the letters that match. B f F b b f b F b b F f

Copywork 2

Write the upper and lowercase letters Bb four more times. Start at the dot. Bb

four more times. Start at the dot. the at Start times. more four letters lowercase and upper the Write Bb

Copywork 2 Copywork

f F

b b

F b f b

b F f B

In each set of four, point to the letters that match. that letters the to point four, of set each In

Find the Pairs the Find

Sheet Activity 2 Week K Arts Language Getty-Dubay) or Handwriting for (Reason

©2020 by Sonlight Curriculum, Ltd. All rights reserved. Days 9–12:Date:Days ______to ______K Language Arts Language, Phonics&Spelling: Letter ofthe Week: Mm CREATIVE HANDWRITING Listen, Tap: Listening patterns. skills, Nutrition: Teach your children healthy food vocabulary, Stories: Write down stories your children tell. PHONICS/ SPELLING EXPRESSION and to makehealthy choices. and Numbers forMe Numbers and Without Tears: Letters Handwriting Phonics Activities and Language Dictionary My First Picture Letters Learned Far So Date: Get Ready fortheCode Optional: Ff, Bb, Mm bottom ofp. 12 Letter Pictures Copywork 1 pp. 25–28 M pages Day 9 Day Weekly Overview Circle thePicture Other Notes: Other Week 3 Young Authors pp. 29–31 Stories: Day 10 Day p. 56 Creative Expression: Write a story toWrite gowiththeillustration on the astory Week 3 Circle soundrecognition. thePicture—letter Language Arts K Activity Sheet. (Imaginative)Activity 92 12 32 52 72 93 13 33 536 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 2 1 3 Healthy Choices Bolt Buddies Bolt 01 21 41 61 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 pp. 32–35 Nutrition: Nutrition:

Day 11 Day |

4-Da Week Overview y

Section Tw Silly Items to Buy Silly Items Copywork 2 Listen, Tap pp. 36–38 o Optional:

Day 12 Day N |

Week 3 aetl Notes Parental

| 11

©2020 by Sonlight Curriculum, Ltd. All rights reserved. les, . ear a piece of paper, ear a piece Circle the Picture Circle Copywork 1 Copywork Listen, Tap Listen, tap with your fingers/tap with your fingers/tap with knuck tap with your with a pen, tap with an eraser/tap wrinkle of paper/t a piece heel with your toe/tap tap with your

Practice: letter sound recognition. letter Practice: Practice: Listening skills, patterns. Listening Practice: make the following you watch children your Have • • • • a vari- Repeat close their eyes. children your have Now write children your 3 Activity, have Sheet On the Week To take this activity a step further, visit a nutrition take this activity further, a step To to begin allergies, food have If children your Allergies: 9 Day Day Day 10 12 Creative ExpressionCreative Overview Overview Activity sounds: you tell ety to of the sounds again, asking children your tapping. are you what M six times. letter the uppercase family is trying to limit carbohydrates, how many carbs many how is tryingfamily limit carbohydrates, to scored Some supermarkets have have? each choice does even shopping comparison healthy make to items food your but teach too, compare to these scores Use easier. can make so they well, labels as food look at to children shop. to happen you wherever good choices include healthy to learn how to children with your website the guidelines on Follow eat. in each meal they choices put together help you children your and have the website the grocery store at some chances Take meals this week. not family may your and try that foods some new fresh find some new favorites? you Can normally keep on hand. see if a particular labels to check food food them to teach empower Not only will you eat. to them for is safe item gain but you’ll allergy, own their control learn to them to to be able of mind knowing will someday they peace that with them about Talk not around. if you’re even safely eat it so it becomes understand and help them to their allergy worry and not something they need to just a fact or life of quite become have allergies Food about. be embarrassed be won’t they are and chances years, in recent common go. they might wherever the only one with an allergy - K Language Arts Language

y 4-Da

o Section Tw Section

Nutrition: Healthy Choices Nutrition: Healthy Stories: Young Authors Young Stories: Letter Pictures Letter Week 3 Week

| It’s never too early to help your children begin to make to begin children help your early to too never It’s Teach your children to read food labels and make food read to children your Teach , talk with them about allergies have If children your Two great places to have informal language lessons: at the language lessons: at informal have to places great Two Periodically, write down the stories your children tell. tell. children your the stories down write Periodically, stories, start like to a library children’s of your If you’d Write down the stories your children tell to read again read to tell children your the stories down Write You will do "Letter Pictures" for every intro- for new letter Pictures" will do "Letter You

9 Day Day Day 11 10 Language and Phonics Activities Phonics and Language 12 Activity shopping and need to you’re When choices. food healthy them help have similar items, two between make a choice see which selection be a the labels to would compare you sugar? More more Does option have one healthier choice. or higher calories? If fat your more Contain preservatives? Overview choices. food healthy avoid. they need to which foods Nutrition grocery store and during meals. Not only can you practice Not only can you and during meals. grocery store children can also help your but you language informally, oral this opportunity to Take choices. food healthy make learn to vo new health- and food-related to children your introduce cabulary and maybe venture into trying into atcabulary some new foods venture and maybe will use nutrition we weeks the next few the same time! For language activities. Enjoy. oral of several as the groundwork Activity Overview will often Expression Creative for activities assign The we or type the Write this activity. to well lend themselves true stay to Try you. dictatestory it to children as your grammatical and discuss any the language they use, to story. the written changing corrections with them before children. your it to the storyWhen read is finished, their illustrate pictures to a few draw to children ask your (a construction pictures and then bind the together story, of copy with a printed and staples will do!) paper cover them the text. Or simply collect in a binder for their stories pull out their time, time to when they wish. From read to you. them to or retell read them to and ask stories later. The Creative Expression assignments will provide will provide assignments Expression Creative The later. with opportunitiesyou do so. to duced see week 1 for notes for directions. for notes 1 for see week duced ©2020 by Sonlight Curriculum, Ltd. All rights reserved. Together Week Sheet. 3Activity happening intheillustration under Buddies”“Bolt onthe Overview “Why?” and if?”“What questionsindailylife. children’s alotof by asking skills imagination andthinking personalities thanfor others. You canhelpto develop your the Week Sheet. 3Activity to gowiththeillustration on up astory Buddies”“Bolt on do that! Instead, settheirmindsfree to roam. back to reality from timeto time, today isnottheday to imaginations. While you might struggleto them bring (mushroom andmeasuringcup) that begin withtheletter oftheobjects the picture M. Activity 11 Day Discussion Questions: Discussion let’s talkaboutwhat you see. to tell mewhat’sstory happeninginthepicture. First What doyou thinkishappening? Today you’ll write a Week Sheet together. 3Activity What doyou see? Let’s lookat under thepicture Buddies”“Bolt onthe Brainstorm Record the story yourRecord children thestory write to explain what’s Imaginative ismuchmore writing difficultfor some Today your children willusetheirimaginations to make yourIf children are likemost, theyprobably have wild On theWeek Sheet, have 3Activity your children circle What doyou thinkhappensnext? ofyour story? Will part that beanimportant Did you notice where theyare sitting? Why doyou thinktheboy hasacard inhishand? What timeof year doyou thinkitis, andhow doyou How didtheboy andtherobot meet? know? know? Bolt Buddies Bolt bees, etc. your listcould be!Examplesinclude:frogs, fans, fish,Fris- the letters you have sofar(f, learned b, how m).See silly the upperandlowercase letters Mm your refrigerator. you go. When they’re finished, printoutacopy to puton ond, etc. Fill inany as missingdetailsandmake corrections them andaskto thinkaboutwhat happensfirst, sec- you’ve recorded read theirfirstdraft, theirstories backto by you whileyou theirwords type onthecomputer. Once so you canwrite itdown for them,oraskthemto stand toready you, to theirstory dictate grab asheetofpaper for theirvividimaginations andgreat ideas. they’re If story Wrap Up 12 12 Day Day Imagine itemsImagine you could buyat astore that begin with On theWeek Sheet, have 3Activity your children write When they’re donebrainstorming, praise your children Language Arts K Optional: Silly Items to Buy Optional: SillyItems Copywork 2 n

4-Da y

Section Tw , four times. o

Week 3

| 13 4 Language Arts K Arts K Language | Sheet Activity 3 Week (Handwriting Without Tears) (Handwriting . M Sheet Activity 3 Week Arts K Language Copywork 1 Copywork Write the uppercase letter M six more times. Start at dot. M the Picture Circle Circle the objects whose name begins with letter

Mm Mm

four more times. Start at the dot. dot. the at Start times. more four letters lowercase and upper the Write Mm

Copywork 2 Copywork

Record this assignment here. assignment this Record

Bolt Buddies Bolt

Sheet Activity 3 Week K Arts Language (Handwriting Without Tears) Without (Handwriting

Language Arts K Week 3 Activity Sheet (Reason for Handwriting or Getty-Dubay)

Copywork 1 Write the uppercase letter M five more times. Start at the dot. M Circle the Picture

Circle the objects whose name begins with the letter M.

Mm Mm

Write the upper and lowercase letters letters lowercase and upper the Write four more times. Start at the dot. dot. the at Start times. more four Mm

Copywork 2 Copywork

Record this assignment here. assignment this Record

Bolt Buddies Bolt

Sheet Activity 3 Week K Arts Language (Handwriting Without Tears) Without (Handwriting

Language Arts K Week 3 Activity Sheet (Reason for Handwriting or Getty-Dubay)

Copywork 1 Write the uppercase letter M five more times. Start at the dot. M Circle the Picture

Circle the objects whose name begins with the letter M.

Bolt Buddies Record this assignment here.

Copywork 2 Write the upper and lowercase letters Mm three more times. Start at the dot. Mm ©2020 by Sonlight Curriculum, Ltd. All rights reserved. Language Arts K | Week 3 Activity Sheet 5 Section Four

Instructor’s Guide Resources Appendix 1: Scope and Sequence: Schedule for Topics and Skills

Week Letter Creative Expression Activities 1 F, f Picture Book Narration (Nar- Letter/Word Recognition: “I Spy” ration) Writing Skills: Finish the Story (optional) Language and Phonics Activities: Stories 2 B, b Write an Invitation (Commu- Letter/Word Recognition: Find the Pairs nication) Writing Skills: Story Sequencing (optional) Language and Phonics Activities: The Calendar; Stories 3 M, m Bolt Buddies (Imaginative) Writing Skills: Silly Items to Buy (optional) Listening Skills: Listen, Tap Language and Phonics Activities: Nutrition; Stories 4 T, t The Visitor (Recollection) Letter/Word Recognition: Bean Bag Game Writing Skills: Story Elaboration (optional) Language and Phonics Activities: The Calendar; Nutrition 5 R, r How Do You Do That (Expla- Letter/Word Recognition: Letter Match-up nation) Phonics Practice: Key Letter Sound Story (optional) Language and Phonics Activities: The Calendar; Traffic Vocabulary 6 A, a The Day I Was Two Inches Letter/Word Recognition: Letter Pick-Up Tall (Imaginative) Phonics Practice: Letter Sounds Make Words (optional) Language and Phonics Activities: Number Vocabulary 7 Review, no Fable Narration (Narration) Letter/Word Recognition: Numbers new letters Writing Skills: Rhyme (optional) this week Language and Phonics Activities: Number Vocabulary 8 H, h The Family Album (Recol- Letter/Word Recognition: Add the Last Letter lection) Writing Skills: Finish the Story (optional) Language and Phonics Activities: Measurement Vocabulary 9 P, p The News Report (Commu- Letter/Word Recognition: Tactile Letters nication) Phonics Practice: Name Game (optional) Language and Phonics Activities: Measurement Vocabulary ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by 10 S, s Grown-up Me (Imaginative) Letter/Word Recognition: Rhyme Writing Skills: Story Sequencing (optional) Language and Phonics Activities: Measurement Vocabulary 11 I, i The Beach Book (Narration) Forming Words: Building Words Writing Skills: Dictionary (optional) Language and Phonics Activities: Family Individualized Vocabulary; Thinking Skills 12 Review, no Chore Training (Explanation) Letter Recognition: Find the Pairs new letters Forming Words: Replace the Letters (optional) this week Language and Phonics Activities: Thinking Skills 13 Review, no Story Elaboration (Imagina- Phonics Practice: “Thing” new letters tive) Writing Skills: Make Up a Song (optional) this week Language and Phonics Activities: Listening Skills 14 C, c The Gap (Imaginative) Letter Recognition: Bingo (optional) Phonics Practice: Letter Sound Picture Match Listening Skills: Listen, Follow Directions Language and Phonics Activities: Listening Skills, Simon Says (continued on the following page)

Language Arts K | 4-Day | Section Four | Instructor’s Guide Resources | 1 Week Letter Creative Expression Activities 15 D, d Our Busiest Day Ever Phonics Practice: Letter Sound Pick-up Writing Skills: Finish the Story (optional) Language and Phonics Activities: Listening Skills, Follow Directions 16 J, j Decoration Explanation Forming Words: Add the Last Letter (Explanation) Writing Skills: What Am I? (optional) Language and Phonics Activities: Beginning and End 17 O, o Well-Known Character Letter Recognition: Cornmeal Letters (Optional) (Imaginative) Forming Words: Draw Cards to Make Words Writing Skills: Story Sequencing (optional) Language and Phonics Activities: Phonics and Remembering 18 Review, no Thank-you Note (Communi- Phonics Practice: Key Letter Sound Story (optional) new letters cation) Forming Words: Letter Sounds Make Words this week Language and Phonics Activities: Thinking 19 Review, no And They Lived Happily Ever Writing Skills: Alphabetize Words; Rhyme (optional) new letters After (Imaginative) Language and Phonics Activities: Thinking this week 20 N, n Favorite Story Narration Forming Words: Building Words

(Narration) Writing Skills: Dictionary (optional) ©2020 by Curriculum, Sonlight Ltd. All rights reserved. Language and Phonics Activities: Pattern Recognition 21 K, k Read-Aloud Summary (Con- Forming Words: Add the Last Letter densation) Writing Skills: Story Elaboration (optional) Language and Phonics Activities: Phone Numbers; All Kinds of Phones 22 L, l When I Was Sick (Recollec- Phonics Practice: Word Sort tion) Writing Skills: Sort Word Piles Alphabetically (optional) Language and Phonics Activities: Telephone Manners 23 U, u An Odd Place to Surface Phonics Practice: Rhyming Word Match-up (Imaginative) Writing Skills: Finish the Story (optional) Language and Phonics Activities: Telephone Skills 24 Review, no You are the Teacher! (Expla- Letter Recognition: Find the Pairs new letters nation) Phonics Practice: Vowel Sound Pop-up (optional) this week Language and Phonics Activities: Poetry 25 V, v Imagery Poem (Imagery/ Letter Recognition: Play Go A to Z! Poetry) Writing Skills: Classify (optional) Language and Phonics Activities: Poetry 26 W, w Fairy Tale Smash-up (Narra- Phonics Practice: Add on Poetry tion) Forming Words: Make a Sentence (optional) Language and Phonics Activities: Poetry 27 G, g Living in Historical Times Writing Skills: Classify (optional) (Imaginative) Language and Phonics Activities: Poetry; Tongue Twisters; Rope Jumping Rhymes 28 Y, y Free Verse Collection Book Forming Words: Replace the Letters (Imagery/Poetry) Writing Skills: Story Sequencing (optional) Language and Phonics Activities: Manners 29 E, e The Big Storm (Recollection) Forming Words: Letter Elimination Phonics Practice: Name Game (optional) Language and Phonics Activities: Manners (continued on the following page)

2 | Instructor’s Guide Resources | Section Four | 4-Day | Language Arts K Week Letter Creative Expression Activities 30 Review, no Blown Away (Imaginative) Phonics Practice: More Rhymes; Pop-up Rhymes (optional) new letters Language and Phonics Activities: Manners this week 31 Review, no My Favorite Game (Explana- Phonics Practice: What Am I? (optional) new letters tion) Forming Words: Draw Cards to Make Words this week Language and Phonics Activities: Manners 32 Z, z Letter to a Relative (Com- Forming Words: Add the Ending Sound munication) Writing Skills: Story Elaboration (optional) Language and Phonics Activities: Letters and Numbers 33 X, x Make Up a Song That Phonics Practice: Vowel Sound Sorting Rhymes (Imagery/Poetry) Forming Words: Make a Sentence (optional) Language and Phonics Activities: Poetry; Songs 34 Q, q The Painting’s Story (Imagi- Letter Recognition: Play Go A to Z! native) Writing Skills: Story Sequencing (optional) 35 Review, no How Does This Work? (Ex- Forming Words: Building Words new letters planation) Writing Skills: Classify (optional) this week Language and Phonics Activities: Family Names; Address 36 Review, no I’m an Animal (Imagination) Phonics Practice: Alphabet Trip to the Moon new letters Writing Skills: What Am I? this week Language and Phonics Activities: Personal Information ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by

Africa apple book clock alligator axe box cross anchor balloon butterfly curtains ant bear cake desk bike castle doctor Language Arts K | 4-Day | Section Four | Instructor’s Guide Resources | 11 ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by

dog eggs finger grapes door elephant football guitar duck eraser fox gull eagle fan frog hand ear fence gasoline harp Language Arts K | 4-Day | Section Four | Instructor’s Guide Resources | 13 ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by

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