Mrs. Anita Bosley [email protected] Veritas Classical School Desoto Kindergarten Assignments Week 9: October 20, 2010

Wow! We have finished one term (8 weeks) and we are ready to begin our second. The boys are learning so much in so many different areas. I am proud of each one of them.

Handwriting/Phonics:  New letters introduced this week: Jj, Kk. You may also use pages 28 & 31 in Handbook for Reading for blending & reading practice, beginning with numbers 1, 2, & 3, and proceeding to other numbers only when child has mastered those.

 Special Sounds: ck as in duck

 New Sight Words: Make flashcards for number words one, two, three, four, five, six, seven, eight, nine, and ten. See assignment sheet #6 for introducing sight words. Briefly review these with your child daily until memorized. Be sure to quiz your child in different orders, and play games including matching the word card to a number card, or putting the words in numerical order.

 New Writing tips for this week: Little j – looks like a fishhook in the basement with a dot on top. Writing Instruction: Start on the ceiling of the downstairs and come down with a straight stick into the basement. Before you come to the floor, curve the stick, touch the floor, and bring it up, going toward the edge of the paper. Capital J – looks like a great big fishhook. Writing Instruction: Start on the ceiling of the upstairs and come down with a straight stick until you almost touch the floor of the downstairs. Then curve to the floor and up, going toward the edge of the paper.

Little k – looks like a flagpole with a little v turned to the side. Writing Instruction: Start at the ceiling of the upstairs and make a straight stick in the upstairs and downstairs. Then start at the ceiling of the downstairs and slant in to touch the first stick and slant back out to touch the floor of the downstairs. Capital K – looks like a flagpole with a big V turned to the side. Writing Instruction: Start at the ceiling of the upstairs and make a straight stick in the upstairs and downstairs. Then pick up your pencil and go back up to the ceiling of the upstairs and get ready to make a slanted stick. This slanted stick will cross over, touch the first stick on the floor of the upstairs, come back out and slant down to the floor of the downstairs.

Day 1 a. Have child read vowel and consonant charts, pages 1 & 7 of Handbook for Reading. b. Place all vowel and consonant flashcards in front of child. Call out a blend, such as “lo”, “cu”, or “bi”, and see if child can put together correct letters to form blend. Repeat for many blends. c. Complete Writing with Phonics K5, pg. 45. d. Introduce letter Jj, using mini flashcard and writing tips listed above, giving sentence: “J says j as in jar; J says j, j, j.” e. Play “Jump, Jump, Jump”. Have child stand next to her chair. Say a word. If the word begins with j, child jumps one time. Use these words: jeep, jug, moon, jacket, sun, jar, cup, jacks, jump, needle, pumpkin, jet, jack-in-the-box, bike, judge, camel, jump rope. f. Complete Writing with Phonics K5 page 46. g. Review blend ladders for all letters learned so far. (t, l, b, n, m, h, s, c, d, g, r, f, j)

Day 2 a. Have child say alphabet as you point to letters, then point to them in random order, having child give letter names. b. Have child read ladder blends for “f” and “r” and tell you a word that begins with each blend. c. Complete Writing with Phonics K5 pages 47 & 48. d. Complete Letters and Sounds K pages 55 & 56. e. Complete Letters & Sounds K Page 59 – child should be able to read each blend/word within 7 seconds. These oral evaluations are a test of the child’s ability, and no help should be given by teacher/parent. f. Read poem “K” Animals to child, and point out that each animal named begins with a new consonant he will learn today. “ K” Animals Kitten, koala, kangaroo, Which “K” animals Live in the zoo? Kitten, koala, kangaroo- Which would you rather Live with you? g. Introduce Kk with mini flashcard and sentence: “K says k as in kite; K says k, k, k.” h. Complete Letters and Sounds K page 57. i. Review correct formations of K and k using writing tips listed above. j. Complete Writing with Phonics K5 page 49.

Day 3 a. Introduce K blends (ke, ki) Use blend ladder book page13. Teach child this rule: K goes with i and e; C goes with the other three, a, o, and u. Add consonants to form words Ken and kit. b. Complete Letters & Sounds K page 60. c. Complete Writing with Phonics K5, pg. 50.

Day 4: a. Sing ABC’s and “Vowel Song.” Have child point and name each letter on chart or flashcards. b. Introduce words ending in the special sound “ck” and double consonants. “C says k and K says k, so when they are together, we say the sound only once.” Write words on board: back, lick, deck. Sound out back, having child repeat it with you. Repeat for lick and deck. c. Write on the board: fill, bell, and huff. Work with child on those double consonant words the same way. Doubled consonants are pronounced only one time. d. Place cut up letters K and k in front of child. Pick 3 or 4 more sets of upper & lower case letters to place along with them. Briefly describe k without naming it. Have child tell what letter it is and then write that letter on board or paper. Follow same procedure with other letters, having child write each one. e. Complete Writing with Phonics K5, pg. 51.

Additional Phonemic Awareness/Language Arts Activities a. Rhyme – Dictate 2 words to your child. If the 2 words rhyme, your child should say yes. If the 2 words do not rhyme, your child should say no. If the 2 words rhyme, ask your child to say a word that rhymes with the word pair. mat – milk, rain – cane, bug – butter, king – ring, nest – vest, neck – not, sock – lock, hug - tug b. Telling Sentence & Word Order – (this is done orally) Have your child create a separate telling sentence using these words; dog, cat, car, house, and friend. Remember a telling sentence identifies who or what and tells about it. Tell your child that the meaning of a sentence depends on the order of the words. Use your child’s sentences but mix up the order of the words. Ask your child if the sentence makes sense. c. Listening – Child listens to each sentence. Mom repeats sentence and child fills in missing word. Pickles taste sour. – Pickles taste ____. Apples are red. – Apples are ____. The dog is big. - The ___ is big. Rabbits eat carrots. - ____ eat carrots. d. Which word is longer? – Using the word pairs, clap out the syllables of each word. Identify which word is longer. toe/ tomato, bird/ birthday, cat/ calendar, pop/ lollipop, macaroni/ map, watermelon/ word. e. Blending Games – Help your child blend sounds to make words. Use these words: cod, gas, sad, sag, dog. Using the cut up letters c, d, g, s, o, & a that you have stored in a Ziploc bag, dictate a word and have your child find the letters to build the word. Next, you write a word from the list above (without saying it) on a blank sheet of paper with 3 drawn blank squares. Have your child find the cut up letters and put them onto the blank squares. After the letters are placed to form the word, say blend the sounds together to see what word you made. Blend and read together. 1. Word Slide: draw a large slide on paper. Write the letters by spacing them evenly on the slide from the top of the slide to the bottom of the slide. Have your child slide down the slide by blending the letter sounds together smoothly as you move your hand down the slide without pausing. Once the bottom is reached, your child pronounces the word. 2. Climb the Stairs: Draw ascending stairs on paper. Write the letters of a word on the stairs. Have your child blend the letter sounds and read the word as they pretend to climb up the steps. Move your hand up the steps to encourage rapid and smooth blending. Use the word list above, or any words desired from short vowel word list from Assignment Sheet 3. f. Letter Recognition – Place lowercase and capital flashcards in random order. Have your child arrange the capitals with the corresponding lowercase letter. Have them name the letters as they are paired.

FIAR: Mike Mulligan and His Steam Shovel  Day 1: Social Studies: History and Stewardship  Day 2: Language: a. Do Vocabulary and discuss Personification. b. Then, take two weeks to do Story Writing-Characters. This week, have your child make up four different characters and dictate to you what they look like and what characteristics they posses. Write down your child’s description of these four characters. c. For next week, have your child narrate to you a make-believe(fictional) story using these four characters, while you write it down for them to bring to class in their homework folder on Nov.2nd (or Nov.3rd for Wed. class).  Day 3: Art: Drawing Trees – Put your child’s drawing of a tree in their homework folder.  Day 4: Math: Discuss Application in Construction and do one of either Counting or Geometry.  Day 5: Science: Steam Power – make the pinwheel using the pattern and instructions in the back of the book. This is a fun and easy activity to do with your child. You may keep this at home!

BIBLE  Character Trait: Faithfulness  Memory Verse: “Trust in the LORD with all your heart; do not depend on your own understanding. Seek his will in all you do and he will show you which path to take” (Proverbs 3:5-6, NLT).  Mike and Mary Anne display flexibility or the attitude of being able to change one’s plans cheerfully. Rather than despair over the steam shovel industry becoming outmoded, they continue to work until the situation provides an alternative job. Then they are willing to change.  The character quality of being flexible comes from trusting God to open another way whenever a door closes. Flexibility has its roots in faith or trust, and peace. A person exhibits his faith when he has a foundation of believing that if he seeks God’s Kingdom all things will be added to him.

MATH  Complete Saxon K lesson and handwriting sheets 27, 28, & 29.  Number Recognition 0-50. Your child should already be able to recognize numbers 1-20 (if not, please work hard on this skill before moving on). The next 8 weeks we will concentrate on number recognition 0-50. Purchase or make number cards for 0-50. Have your child sort them in order, have them point to a number you dictate, and have them point to a number that comes before, after, or between other numbers. Do this daily.  Please reinforce sorting and classifying at home doing the following activities: 1. Look through a catalog and turn to different sections and ask your child to tell you which room in the house the item would most likely be found in: towel (bathroom), couch (the living room), dishes (kitchen) 2. Sort objects in your home collection by color, size, feel, etc. … 3. Sorting and Classifying Walk: This activity involves going for a walk with a purpose in mind. This activity should be repeated many times, changing the focus of the walk each time. Your child might look for: shape, color, things made of glass, things that move, things that are smaller than ____, things that are larger than ___, things that could be held in one hand…The possibilities are limitless. PARENTS: Remember much review and practice is necessary to comprehend foundational skills and concepts learned, therefore, please review and practice the many counting skills listed in Assignment Sheets 1 – 6.

CRITICAL THINKING: Mind Benders: Complete pages 24, 25, 26, & 27.

LIFE SKILLS (Daily) a. Personal Information: Learn full name, address, phone number, and parents’ names. b. Left and Right - Left and right orientation is a very important element in readiness for reading. Have your child raise his left hand in the air, showing the L shape made between the thumb and forefinger. Play Simon Says using right and left directions. c. Days of the Week- review the days of the week. Refer to Week 7 Assignment Sheet for the song we use in class.

READ ALOUD (Daily) a. Please read a rhyme, pattern/repetition, or concept book to your child each day. Also include good quality children’s literature from these categories; concept books (alphabet, opposites, numbers, colors, seasons…) picture books, easy readers, poetry, chapter books, and books that build and develop character. b. Remember to read at least 10 minutes each day. c. Reading Comprehension: Look back at Assignment Sheet 4 for Reading Comprehension and Story re-telling ideas. d. Re-telling - ask your child to re-tell you the story in his own words.

SHARING: Your child will share his tree drawing with the class.

GENERAL GOALS & SKILLS FOR THE 2 nd TERM: Please remember to work on these skills over the next several weeks.

Writing first name neatly, on the line, Sorting & classifying objects by and appropriate size characteristics Identifying letters of alphabet Writing numbers 1-30 correctly Neatly writing letters Counting objects in a set (up to 50) Identifying letter sounds Duplicating number sets Blending letters Matching numbers to sets Blending and reading one-vowel words Identifying Ordinal Positions Identifying special sounds Graphing & Indentifying Values Identifying sight words Retells a story Fine-tuning counting 0-100 with prompting Recognizing numbers 0-100 Distinguishing between letters, words, & Reciting Days of the Week sentences. Learning Right and Left Learning Personal Information ASSIGNMENT CHECKLIST

Week 9 Due: October 27, 2010

Handwriting/Phonics Math (Daily) _____ Day 1 – all activities _____ Saxon Pages _____ Day 2 – all activities _____ Number Recognition _____ Day 3 – all activities _____ Sorting/Classifying _____ Day 4 – all activities _____ Additional Activities _____ Critical Thinking _____ Sight Words

FIAR Life Skills _____ Day 2 – all activities _____ Personal Information _____ Day 3 – all activities _____ Left & Right _____ Day 4 – all activities _____ Days of the Week _____ Day 5 – all activities _____ Read Aloud (Daily) _____ Bible _____ Sharing – FIAR Tree Drawing _____ Operation Christmas Child (Work on Shoebox)

Things to bring to class on October 27 th:

In Homework Folder: In Backpack: _____ Letters & Sounds: pgs. 55-60 _____ Snack (separate from lunch) _____ Saxon Math pgs. 27-29 _____ Water Bottle (we get thirsty) _____ FIAR: Tree Drawing _____ Lunch (separate from snack) _____ Bible: Proverbs 3:5-6 memorized _____ Complete change of clothes _____ Sweater/Jacket for classroom * FIAR Story is not due until Nov. 3rd

My child and I have worked together to complete ALL of the assignments on this handout. (Please list any exceptions/reasons below).

______Parent signature

Always keep a copy of each Assignment Sheet at home. We will refer to previous sheets for some assignments.