Blog Posts - WELCOME THE LAUREL SCHOOL TODDLER, PRESCHOOL & PRE-KINDERGARTEN VIRTUAL CLASSROOMS

light & shadow

5/14/2020

What is our theme?
Light and Shadow

What is the lesson (overall purpose)?
Students will use simple hand puppets to experience and play with light and shadow.

MA Guidelines/Standards:
APL 2: The child will demonstrate eagerness and curiosity as a learner.

PreK-PS4-2 (MA). Connect daily experience and investigations to demonstrate the relationships between the size and shape of shadows, the objects creating the shadow, and the light source.

Learning Outcomes:
- Student will explore and play with the relationship between light and shadow.
- Student will investigate the difference in size when closer to light source versus farther away.

Songs, Books & Videos (Motivational Techniques)
“Shadows-The Dr. Bincos Show” – kid friendly educational science youtube link https://www.youtube.com/watch?v=lOIGOT88Aqc
The 3 Little Pigs-Shadow Puppet short filmhttps://www.youtube.com/watch?v=iCmFWJjc4RA

Materials
- A light source (example: flashlight, bendy/gooseneck lamp)
- Your hands!

(Optional) Shadow Puppet Materials:

Cardboard (or a heavier card stock paper)
Kebab Skewers or wooden dowels
Black Paint
Scissors
Tape (packaging or duct tape work best)

Activity (Procedure):

- Start by watching the “Shadows” science youtube link. Talk about what they learned.
- Explain to them how you can create your own show or play using shadow puppets! Explain how you will need a light source and that it would be helpful to be in a dark room. Create the space together.
- Show them various ways to make hand shadow shapes. Allow for time to play and create their own story.
- Allow them to play and create a story using shadow puppets (if you decide to make some!).

Activity Wrap Up:

- Discuss what you need to have in order to find shadows (Light and object).
- Discuss what happens when you’re closer to the light source versus farther from the light source.
How do I know what my child is learning? (Assessment)

-Does my child know what is needed to have shadows?
- Does my child play with the differences of being closer to or farther from the light?
- Is my child interested and curious to explore the relationship between light and shadow?

How can you extend this activity? (Modifications)

Can you do this in different rooms? On the ceiling? Outside? In the morning versus at night?
Helpful Hints: (Pitfalls & Solutions)

family interview!

5/13/2020

What is our theme?
Question words, speaking and listening skills

What is the lesson (overall purpose)?
Student will interview a family member and practice using core question words.

MA Guidelines/Standards:
APL 2: The child will demonstrate eagerness and curiosity as a learner.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Demonstrate the ability to speak in complete sentences and to form questions using frequently occurring nouns, verbs, question words, and prepositions.

Learning Outcomes:
- Student will demonstrate confidence when asking questions.
- Student will demonstrate listening skills (being quiet, looking at speaker).
- Student will use core questions words when interviewing. (Who? What? When? Where? Why? How?)

Songs, Books & Videos (Motivational Techniques)
See You Tube Link Below!

Materials
- Device to listen to youtube song
- Device to (secretly) record interview
- Question word reference sheet
- Pretend microphone

Activity (Procedure):
- Start by watching the youtube song link.
- Follow up by reviewing the “Question Words” reference sheet/images. Talk about each question word and ask your child “When do we use this kind of word?” Ask for examples. Talk about different ways and times we may use these words. *mention show and tell!*
- Tell your child they will have the opportunity to interview a family member! This can be in person or through video call! Ask your child to pick one family member.
- Now explain to your child that they will be asking this family member a few good questions. Remind them it is their job to think of questions and it’s also their job to listen to the answers. Review what good listening looks like. (Quiet lips, listening ears, looking eyes)
- If you can, set up a way to videotape the interview without telling your child (camera, iphone, computer) Hand your child their microphone and allow them to begin their interview.

Activity Wrap Up:
Ask your child what they learned about their interviewee
during the interview? Now confess to them that you recorded (if you’re able) their interview! Watch and review the interview. What question words did your child use? Ask them to tell you! Praise them for an excellent job.

How do I know what my child is learning? (Assessment)
- With support, is my child able to generate questions using frequently occurring nouns, verbs, question words and prepositions?
- Does my child show interest and confidence when speaking with and listening to their family member?

How can you extend this activity? (Modifications)

Who else does your child want to interview? A teacher? A friend? A stuffed animal?
Can they think of questions they’d like to ask BEFORE the interview begins?

Helpful Hints: (Pitfalls & Solutions)

If your child feels stuck during the interview, feel free to offer suggestion questions or use the reference sheet to help remind them what words they can use.

your favorite food!

5/12/2020

What is our theme?
Opinion writing

What is the lesson (overall purpose)?
Student will draw a picture of their favorite food and dictate what it is and why it is their favorite.
This activity furthers students knowledge and understanding that written words can help share voiced opinions.

MA Guidelines/Standards:
APL 2: The child will demonstrate eagerness and curiosity as a learner.
W.PK.1. Dictate words to express a preference or opinion about a topic
W.PK.2. Use a combination of dictating and drawing to supply information about a topic.

Learning Outcomes:
- Student will show eagerness and confidence to share their opinion.
- Student will dictate words to express their preference/opinion.
- Student will supply information through their drawing and dictation.

Songs, Books & Videos (Motivational Techniques)
- Play soft music while your child is drawing/working.
- A snack OR their favorite food pick to accompany and inspire your child while they work.

Materials
- Paper
- Coloring tools (crayons, markers, colored pencils)

Activity (Procedure):
- Start the activity by asking your child what their favorite food is. Ask them to start drawing a picture of their favorite food, while you prepare this food OR a snack (totally optional!)
- When they’ve completed their drawing, ask them to tell you what they drew and why it is their favorite food. Write down exactly what they say.

Activity Wrap Up:
Remind your child they have all kinds of opinions and preferences that they can continue to share with others through drawings and dictation.

How do I know what my child is learning? (Assessment)
- Is my child showing interest in this activity?
- Does my child draw on topic or do they draw something unrelated?
- Is my child able to use his/her words to share what they drew and why they chose what they chose.

How can you extend this activity? (Modifications)
What else would your child like to share with others?
Prompt ideas to draw and dictate:
What is your favorite thing to do in the summer and why?
What is your favorite animal and why?
Who do you love and why?
Where would you like to visit and why?
What do you want to be when you grow up and why?

Helpful Hints: (Pitfalls & Solutions)
If your child draws something off topic, don’t worry.
See what you can learn from what they drew. Still ask them what they drew and why they drew it. Still write down what they say, and emphasize the power that can be had through sharing their art and words.

I spy!

5/11/2020

What is our theme?
Alphabetic awareness

What is the lesson (overall purpose)?
Play the game “I spy” with found alphabet letters, in your surroundings, to help strengthen letter recognition.

MA Guidelines/Standards:
APL 2: The child will demonstrate eagerness and curiosity as a learner.

Learning Outcomes:
- Child will continue working on recognizing the written alphabet
- Child will show eagerness in finding letter shapes.
- Child will observe that the alphabet can be found all around them.

Songs, Books & Videos (Motivational Techniques)
Sing the ABC song a few times. If you have the entire ABC’s written down somewhere, use this as a reference!
I have attached an image you can use with your child as a good reference.

Materials
-ABC reference sheet
- Your eyes!

Activity (Procedure):

- Start by singing the ABC song while following along on an ABC reference sheet. Point to each letter as you sing.
- Tell your child you can find letters of the alphabet almost EVERYWHERE you look!
Show examples: in and on books, magazines, newspapers, on street signs, grocery list, food boxes, the computer, on mailboxes, letters, etc!
- Play “I Spy” but only look for letters. Have the parent start and then take turns.

Activity Wrap Up:
Review the ABC reference sheet and the fact that letters can be found everywhere.

How do I know what my child is learning? (Assessment)
- Is my child interested in playing this game?
- Is my child recognizing written letters with the correct letter name?
- Does my child use the ABC reference sheet while playing the game?

How can you extend this activity? (Modifications)

Can you find the separate letters in your name on items around you?
Helpful Hints: (Pitfalls & Solutions)

Your child may struggle to recognize or remember letter names. Use the ABC reference sheet when they are struggling! Sing the song and stop on the letter you are trying to figure out. Chances are they will then remember the name of the letter!

scissor skills

5/8/2020

What is our theme?
Scissor Skills, Fine motor skills

What is the lesson (overall purpose)?
Students will review scissor safety, handling and practice using scissors to cut various lines.

MA Guidelines/Standards:
Physical fitness MA standards:
· Grasp scissors correctly with adult guidance (thumb and middle finger in the handles of the scissors, and the index finger outside/under the blades to stabilize).
· Show cutting skills including unstructured snipping (e.g., snipping pieces of plastic straws or strips of paper); cutting within a “track,” and cutting on a line and stopping at a marked point.

Learning Outcomes:
- Students will verbalize and show how to handle and pass scissors safely.
- Students will show interest and initiative in cutting materials.
- Students will feel more comfortable using scissors.

Songs, Books & Videos (Motivational Techniques)
“Teaching Scissor Safety with Kindergarten” Youtube link:
https://www.youtube.com/watch?v=mRUpqSPssxk
(VERY applicable for preschool too!)

Materials
- Device to watch youtube link
- Child friendly scissors
- Paper
- Marker (to draw lines for your child to cut.)

Activity (Procedure):
- Start by asking your child to show you how they should safely handle scissors.
- Review scissor safety with the youtube link. Watch! :)
- Ask your child to practice cutting strips of paper. Ask them to follow the lines as best as they can.

Activity Wrap Up:
Have a quick, highlighted review of scissor safety with your child.

How do I know what my child is learning? (Assessment)
- Can my child explain how to use scissors safely?
- Is my child able to hold their scissor properly?
- Is my child able to cut in a straight line? What about a wiggly or zig zag line?

How can you extend this activity? (Modifications)

- If your child is showing they have no problem following the line with their scissors, make the lines more complicated!
- Ask your child if they can cut out various shapes.
Helpful Hints: (Pitfalls & Solutions)

If the complicated zig zag/wiggly lines are too challenging, just focus on cutting in a straight line as best as they can! Praise them for their efforts!

Money, Counting, Number Sense

5/7/2020

What is our theme?
Money, Counting, Number Sense

What is the lesson (overall purpose)?
Students will explore, experience money. They will learn to recognize coins vs. dollars and that dollars and coins represent money.

MA Guidelines/Standards:
PK. MD.4. Recognize that certain objects are coins and that dollars and coins represent money.

Learning Outcomes:
Students will know the difference between coins and dollars.
Students will know that both coins an dollars represent money.

Songs, Books & Videos (Motivational Techniques)
“Learn about Money for Kids” Youtube link:
https://www.youtube.com/watch?v=amIalU3Shqc

“The Money Song: Penny, Nickel, Dime, Quarter” Youtube link:
https://www.youtube.com/watch?v=pnXJGNo08v0

Materials
- Real examples of dollar bills
- Real examples of coins
- Items for a pretend “grocery store”
   Examples:
    - Pretend or real food (use recyclables!)
    - A bag to carry items
    - A check out area with a place for money
- Paper to make pretend money and coins.
  (or you may choose to let your child use real money for pretend play)
- Paper/tape to “price tag” your pretend food.

Activity (Procedure):
- Start by asking your child what they know about money already? (recall information)
- Show your child real life examples of American currency.
- Talk about the difference between coins and dollars. Ask them to tell you what they notice.
- Watch the youtube link, “Learn about Money for Kids.”
- Price various items for your pretend store.
- Give your child their “money” (Real or pretend).
- Ask your child to go around the store and collect an item or two. Work together to figure out the total!
- Ask your child to count out their money so they can pay for their purchase!
- Play for as long as you both can stand!

Activity Wrap Up:
- Review the differences between coins and dollars.
- Review what some things people use money for.

How do I know what my child is learning? (Assessment)
·   Does my child recognize that certain objects are coins?
·   Can my child identify the coins of penny, dime, nickel, and quarter?
·   Does my child know the names of the coins and begin to remember the value of each.
·   Does my child recognize dollar bills as money?

How can you extend this activity? (Modifications)
Allow your child to play on their own with stuffed animals or siblings.
Lots of learning can happen during pretend play!
Helpful Hints: (Pitfalls & Solutions)
Money knowledge takes lots of time to master. Exposure and discussion is important at this age. Explore the visual characteristics of various coins and make a list of children’s observations (e.g. color, size, people, numbers, letters). Also show dollar bills, point to the number in the corner of the bill of 1, 5 and 10, to know their values.

Story drawing

5/6/2020

What is our theme? ELA, writing
What is the lesson (overall purpose)?
Children will use their imagination to create and draw images for their own story, and dictate what is happening.
MA Guidelines/Standards:
W.PK.3. Use a combination of dictating and drawing to tell a story.

Learning Outcomes:
- Student will use their imagination
- Students will create their own story.
- Students will witness the relationship between what they’re saying and what is being written.

Songs, Books & Videos (Motivational Techniques)
Play relaxing music in the background while they are working. <3

Materials
- Music
- Paper
- Coloring tools
- Staples/tape (Optional for securing book binding)

Activity (Procedure):
* Before the activity, get a few sheets of blank paper, fold in half to create your child’s soon-to-be book.
- Ask your child to go find their very favorite stuffy.
(If they can’t pick just one, a few stuffies would be just fine for this activity)
- Now show your child their blank book. Tell them they’re going to be creating their very own adventure book: all about their stuffy (stuffies).
- Give your child time to draw in their pictures.
- Ask your child to tell you what is happening on each page (dictation). Write down exactly (word-for-word) what they say (transcription).
- Give the book a Title. Don’t forget to write the author's name!

Activity Wrap Up:

Read through your child’s story together. Maybe even a few times! Praise them for their work.
How do I know what my child is learning? (Assessment)
- Did my child draw pictures for his or her story?
- Did my child use their vocabulary to voice their story to you?
- Was my child proud of his or her work?

How can you extend this activity? (Modifications)
Make more stories! Adventure part 1 and 2!

water & our environment!

5/5/2020

What is our theme?
Water, Environment

What is the lesson (overall purpose)?
Student will see and recognize there are different places water can be found in their environment.

MA Guidelines/Standards:

APL 2: The child will demonstrate eagerness and curiosity as a learner.
PreK-ESS2-3 (MA). Explore and describe different places water is found in the local environment.

Learning Outcomes:

Student will see and recognize there are different places water can be found in their environment.

Songs, Books & Videos (Motivational Techniques)
Youtube link, “How Do We Get Water?”
https://www.youtube.com/watch?v=Dq6Y7TEuyFk

Materials

Device to listen to youtube video
Car

Activity (Procedure):

Start by asking your child things they know about water.
Next ask them where they have seen water? Where can you find water?
Watch youtube link.
Go find local water sources! Example: ponds, rivers, puddle

Activity Wrap Up:

Talk about why water is so important for living things.
Review clean drinking water vs. dirty water.
Review spots water can be found.

How do I know what my child is learning? (Assessment)

Can my child list areas water can be found in the local environment?
Does my child understand why water is important?

How can you extend this activity? (Modifications)

Ask your child to draw what they saw on your water hunt.

Talk about what you could do to help dirty water become safe/clean water to drink. (boil/filter)

Talk about what happens to water when it freezes and/or when it gets tooi hot.

Chalk Rocks: numbers & Counting

5/4/2020

What is our theme?
Number recognition, Counting

What is the lesson (overall purpose)?
Students will continue to practice their number recognition and counting skills.

MA Guidelines/Standards:
APL 2: The child will demonstrate eagerness and curiosity as a learner.
PK.CC.2. Recognize and name written numerals 0–10.
K.CC.3. Understand the relationships between numerals and quantities up to ten.

Learning Outcomes:
Students will recognize written numbers between 0-10.
Students will understand the correct quantity with written numbers.

Songs, Books & Videos (Motivational Techniques)

Counting song: https://www.youtube.com/watch?v=6RfIKqkvHTY

Materials

Device to listen to youtube song
Chalk
Small sized rocks
bucket or bag (to store rocks)

Activity (Procedure):

Before activity collect small rocks into a bucket/bag alone OR with your child.

Start by listening to the counting song youtube link. Mabye watch 2x!

Next go outside and draw eleven circles. Write 0-10 in each circle.
Let your child hop around, counting the numbers as they hop.
Next, model placing the correct number of rocks into each circle for that specific number. For example: One rock goes on the “1.” Two rocks go on top of the “2” etc etc.
Talk about zero. How many rocks go in this circle?
Now, Ask your child to fill in the rest of the “circles” or “bubbles.”

Activity Wrap Up:

Review the numbers in each circle. Make sure each circle has the correct number of rocks.

How do I know what my child is learning? (Assessment)

Is my child interested in counting?
Does my child recognize the numbers?
Does my child understand how many rocks go with each number? (The quantity of each number.)

How can you extend this activity? (Modifications)

Try more circles! Maybe you add numbers 11-20!

Helpful Hints: (Pitfalls & Solutions)

Some students may need help remembering the number name or the quantity of each number. Always start from 1 and count up to reach the number they’re forgetting. Stop on that number, chances are while they count it out they’ll remember the name!
Show them they can figure out the number by themselves when they start at 1 and count up, stopping on the number they’re stuck on.

They can do the same thing when counting out the correct number of rocks.

Alphabet practice

5/1/2020

What is our theme?
Alphabet practice

What is the lesson (overall purpose)?

Students will continue to review and practice forming letters.

MA Guidelines/Standards:

APL 2: The child will demonstrate eagerness and curiosity as a learner.
F.PK.1: With guidance and support, demonstrate understanding of the organization and basic features of printed and written text: books, words, letters, and the alphabet.

Learning Outcomes:
Students will practice making the shape of various letters of the alphabet.

(focus on name letters, alphabet letters they made need to practice, OR random/all the letters)

Songs, Books & Videos (Motivational Techniques)

ABC Song - Alphabet Song - Phonics Song:https://www.youtube.com/watch?v=dyJTnG6UNFw

Materials

Device to listen to youtube song
Chalk
Small sized rocks
bucket or bag (to store rocks)

Activity (Procedure):

Before activity collect small rocks into a bucket/bag alone OR with your child.

Start by listening to the ABC song youtube link.

Next draw the letters of your child’s name with chalk outside.
Review the letter names drawn with chalk.
Model how to trace a letter with rocks.
Now, Ask your child to trace the letters with the remainder of rocks.
Follow with other letters in the alphabet.

Activity Wrap Up:

Review the letter names your child has completed.

How do I know what my child is learning? (Assessment)

Is my child interested in forming the letters independently?
Does my child complete any letter formations?
Does my child know the name of the letters they’ve formed?

How can you extend this activity? (Modifications)

Do the whole alphabet this way!
Review the names of each letter!

Helpful Hints: (Pitfalls & Solutions)

If you run out of rocks just go find some more!