Our K Readiness Summer program runs 8:30A-12:00P. We added a bit of time to add lunch in, for various reasons.
Upon arrival children do
* high-frequency word booklet. I would like that the books are read frequently at home but I'm going to guess that they are being read to their family once. I'm not too concerned. The main point of the booklets were to get the basic of how to read down...left to right, top to bottom, front to last page, pointing to the words, noticing the first letter and sounding out the simple words and using the picture as a clue to what the words say and an introduction to sight words, which often do not "follow the rules". Just building the foundation for when they are truly reading the books in Kindergarten.
* journal-related to the book we'll be reading
Then we move onto moveable letters. This is where we are moving letter manipulatives to create CVC words that use short vowel sounds. During this time we review 1) listening for beginning, middle, ending sounds 2) short vowel sounds 3) sounding out and saying fast a word. Talking about real and nonsense words.
We read our focus book and sometimes we slip in our phonological awareness activity in here. Otherwise we do it toward the end of the morning.
By this time we are sitting for quite awhile and so we do some movement that usually incorporates another concept.
We move onto our numeral formation activity that often incorporates other math concepts.
Art is next. We've been inspired by http://www.theartgarden.info/ this summer focusing on artists or an illustrator.
We then finish up with doing a listen and do activity, a letter formation activity (not usually theme related, I use the HWT alphabet order and the activity usually allows for repeated formation of the capital letter), and a scissors activity that typically focuses on word families.
Very enjoyable book, repetitive text, rhyming galore, great pictures, and the animals aren't really "typical". I love that! You could sure use this book as a jumping board into the habitat and characteristics of the animals. And a great word to introduce/review is onomatopoeia. Splish, sploosh, plop and so on.
Well, I really didn't have a good picture at all for these activities but this one shows the alphabet mats in the background. I do enjoy these mats. Can be used for so many different activities and when they play with it on their own they are naturally reinforcing letter knowledge.
For our moveable letters today we used our alphabet mats to find the vowels, and we all made a CVC word and told each other what it was, sounding it out/saying it fast. The older children were encouraged to make real words but the younger ones made any words and we talked about whether they were real or nonsense words. It was so neat to see and hear the expression from one child when she made a real word "on accident". We passed our vowel to the person on our left and reviewed the short vowel sounds each time. The picture shows C. with rhythm sticks. We used rhythm sticks to chunk out words (starting out with the animals) that were in the book, after we read it.
For our gross motor activity, we all got in a line and passed a tactile ball, over our heads, to the left/right, under our legs, etc. The first child made a pattern out of quacks and the second person copied that pattern, etc. Then to end it we all made a tunnel with our legs and the first person in line tried to roll a small kickball to the end of the tunnel. Easier said then done, they found out!
We incorporated our new discovery box today for math.
I had A. place a set of numbers from 0-9 in both sides. We used the wooden numbers that came with the box as well as our tactile numbers. Then the children were given each a rubber duck (oriental trading) and they reached in and chose a number, feeling it and then quacked as many times as they thought the number was. I helped the others count by holding my fingers up as they quacked. This was great for talking about the different shapes of the numbers as 2 and 5 got mixed up by multiple of the children because if they feel a 2 upside down it feels like there is a hat on it. In the end, the two younger students put their numbers in order from 1-9. The older students checked their work. Then I gave them the challenge for later (another easier said then done activity) to reach their hand into both sides and find the same number. I can see that our new discovery box is going to get a lot of use this fall! You can make one of your own with a shoebox and a tube sock. Or you can do what I've done in the past and just put things in the bottom of a tube sock. I've also put a large plastic cup in the bottom of a tube sock for smaller items.
What?!?! I just purchased this from http://www.discountschoolsupply.com/. I went on to get the picture and it's now in the clearance section for $4.99!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! So I went on and ordered a few more for birthday gifts. A 5 star review and I agree. It's made lovely and the wooden shapes, letters and numbers are a lovely addition. I'll be sharing the different ways I use this box throughout the school year.
Our scissors activity went along with the -uck word family.
The actual idea was a pond made with blue paper but since we were doing One Duck Stuck we decided to use brown paper for muck. :-) If your child(ren) would benefit from word family exploration, this Mailbox publication Word Family Helpers is recommended by me. The children have enjoyed these little projects and so have I! I plan on using C.'s for during the school year with my preschool students.