http://www.brilliantbaby.com/html/math_stages.html

http://www.brilliantbaby.com/html/math_stages.html

• Matching – identifying same and different
• Grouping – identifying common properties that form groups
• Common Relations (Classifying) – identifying common relationships between non- identical items
• Seriation – identifying what comes next in graduated series
• Temporal Ordering – identifying logical order of events in time

The goals of pre-kindergarten math:
• children develop an understanding of what numbers ARE and what numbers DO
• children develop an understanding of spatial concepts , such as different shapes and measurements
• children develop an understanding of patterns and how objects relate to each other
• children develop an understanding of sequence (putting objects in order) and an understanding of time
• children learn how to sort, classify, communicate and solve problems

• Alphabetic principle is "the idea that written spellings systematically represent spoken words."
• Decoding "refers to the aspect of the reading process that involves deriving a pronunciation for a printed sequence of letters based on knowledge of spellingsound correspondences."
• "Phonemes are the speech phonological units that make a difference to meaning.
Thus the word rope is comprised of three phonemes: /r/ /o/ /p/. It differs by only one phoneme from each of the spoken words soap, rode, and rip."
• "Phonemic awareness is the insight that every spoken word can be conceived as a sequence of phonemes. Because phonemes are the units of sound that are represented by the letters of an alphabet, an awareness of phonemes is key to understanding the logic of the alphabetic principle and thus to the learning of phonics and spelling."
• Phonetic value is the sound represented by each letter of an alphabet.
• "Phonics refers to instructional practices that emphasize how spellings are related to speech sounds in systematic ways."
• Phonology and phonological refer to the sound structure of speech and particularly to the perception, representation, and production of speech sounds http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li1lk14.htm

http://www.bnkst.edu/literacyguide/early.html

Emergent Readers and Writers (pre-kindergarten through first grade):
• understand that written language conveys messages
• pretend read and write: they turn pages of books, invent the story using pictures and their memory of a story
• begin to match spoken words with print
(see Concepts about Print )
• may know some letter names and some letter sound associations
• may recognize some words and letters in their environment or in texts; but not again in a different context; they may still be unsure of the concept of "word" or
"letter"
• can write some letters, usually those in their own names
• in writing may reverse some letters, and may use mostly upper case letters
• may make scribbles or strings of random letters with no spaces; one letter may represent a whole word
• may "read" or attribute meaning to his or her marks; may not be able to "re-read" these marks at a later time.

Children in this phase benefit from:
• seeing reading and writing modeled through listening to good stories and seeing others write meaningful messages
• supported practice while reading engaging, predictable books with pictures that clearly relate to and illustrate the story line
• encouragement to experiment with writing
• experience with sorting words and pictures to build letter and sound recognition (see phonemic awareness )
• experience with rhyming and other word play
• activities that engage students in using oral and written language

Science for preschoolers can include things that they see in their everyday environment at home, in their neighborhood and the outdoors. Early science can include collecting rocks, cooking in the kitchen, reading about weather/seasons, dinosaurs, and space, etc.
There are many everyday experiences that can focus on science concepts. Mixing kool-aid with water and noticing the change of color in the water is an opportunity to discuss mixing colors. Your kitchen can be a home science lab for measuring and cooking concoctions.
Playing with water and bath toys can show what sinks and what floats.
Here are some tips to consider in having fun with science:
• Provide hands on experiences for learning science concepts.
• Listen to your preschooler make their own observations as they learn.
• Focus on everyday experiences that your child can relate to.
• Use fun objects to include in learning about mixing colors, playing with sand, playing with sound, magnetism, etc.
• Ask your child questions to encourage discussion. http://www.nobleednews.com/science_lessons.htm

Popcorn Dance: Fill a small glass 3/4 full of water. Mix in 2 Tablespoons of baking soda and mix well. Add a drop or two of food coloring and add 10-15 popcorn kernels.
Then add a few drops of vinegar and watch the kernels start to move in 1 -2 minutes.
Mini Ocean: Fill a plastic bottle 3/4 full of water. Add blue food coloring and then add cooking oil. Leave about one inch at the top of the bottle. Show your preschooler how the oil and water do not mix. Show how tilting the bottle back and forth causes a wave effect.
Volcano: Place an empty baby food jar on a clean Styrofoam tray. Surround the jar with play dough to look like a volcano/mountain. Place a drop of red food coloring and a tablespoon of baking soda in the jar. Then add vinegar to your volcano to make it erupt.
Remember that the preschool years are the most curious age. You don't have to be an expert in science to draw your child's attention to science. Common everyday experiences like blowing bubbles, mixing colors in water, watching birds, growing plants and flowers can be the basis in teaching preschool science!

by Traci Geiser

All About Me lesson ideas
• Have your child draw a self portrait and discuss what color hair and eyes he has.
What color eyes and hair do other family members have? Have a discussion about how people are the same and different. Who is a boy and who is a girl?
• Help your child create a collage of his favorite things by cutting and gluing pictures out of old magazines or newspapers and drawing pictures. What is his favorite color? What does he like to eat, play with or do?
• Make a book about feelings. Staple several pieces of blank paper together, and on the bottom of each, write the phrase I feel happy when___________. Replace happy with different emotions such as sad, angry, scared and excited. Have your child tell you about something that makes him feel each feeling and fill in the sentence with his words. He can draw a picture to complete his own feelings book!
• Find these books at the library, or ask your librarian for some other recommendations:
My Book About Me by Dr. Seuss (Random House, 1969)
I Was So Mad by Mercer Mayer (Random House, 2000)

My Family
• Have a discussion about your family while drawing a family portrait or creating a book about your family. How many people are in your family?
How many brothers and sisters? Do you know anyone else who has the same sized family?
• Look at photos of your extended family. Help your child identify his grandparents, cousins, aunts and uncles.
• Discuss how families are the same and different. Some families are big, some are small. Some live with grandparents, step-parents, same-sex parents, and some are adopted. All families love each other!
• Read some books about families together. Try these suggestions and see if you can find some of your own:
The Relatives Came by Cynthia Rylant (Live Oak Media, 2005)
The Berenstain Bears' Family Reunion by Stan & Jan Berenstain (Harper
Collins, 2009)

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(NCS SS 4.PK.1b)
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(NCS Lang & Lit 10.PK.2, SS 3.PK.2a)
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(NCS Sci 13.PK.2, Math 1.PK.5, 6)

Monday
Shape Knowledge
 3D to 3D
 similiar
Tuesday
Rote Counting
 count to 10
 use manipu-latives to add and subtract
Wednesday
Comparatives
• big/little
• big/little cards
Thursday
1:1 Correspondence
 number strip
 index cards
 stickers
Friday
Sorting
 one attribute
 size, shape or color
Shapes/Positions

3D to 2D
 Up, down, next to, behind, on top, in front
Identify Numerals
 recognize
 read
 write
Comparatives
• Big/med/little
• books
1:1
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Light Bright

Lacing cards
Sort/Pattern

Two attributes

ABAB patterns
Positions

2 attributes
Quantity
• Match amount to numeral (1-5 )
Comparatives
• Short/long
• More/less
• Few/many
1:1
• Connect the dots
Pattern/Compare
• More complex
• More/less

Monday
Letter
Identification:
Tuesday
Vocab:
• Objects
• Flash cards
Reading
Wednesday
Vocab:
• Matching 3D – 3D
• Matching 2D – 3D
Thursday
Recall:
• Visual aids
Friday
Technology:
• Letter id and phonics
• Electronic toys
Letter
Identification:
Questioning: Sequence Story:
• Flannel board pieces or picsyms
Ask/Answer
Questions:
Technology:
• Leap pads
• Books on tape
Letter Sounds: Independent
Reading:
Predict: Follow Written
Directions:
• Simon Says
Technology:
• Computer
• Books on tape

Monday
Imitate/copy shapes:
Draw-a-person:
Writing
Tuesday
Finger painting
• Isolate pointer
• Imitate simple shapes
Sponge painting
• Use shapes and letters
• “Fill in” template
Wednesday
HWT
• Labeling curves and lines; big and little
• Playdough
• Coloring pages
Thursday
Writing Center
• Magna doodles
• Magnet letters on cookie sheet
• Alphabet puzzles
Friday
Strengthening
• Playdough
• Putty
• Spray bottles
• HWT
Chalkboard
• Imitate up/down/ across/circle
• Coloring pages
Writing Center
• Alphabet rubber stamps
• Alphabet stickers
• Stencils
Strengthening
• Tennis ball
‘banks’
• Tearing paper
• Eye droppers
Draw a recognizable picture:
Water colors
• Draw simple picture
• Write letters/ name with paintbrush
HWT
• Wooden pieces to create letters
• Playdough to make letters
• Worksheets
Writing Center
• Post office – write letters
Strengthening:
• Toys w/ buttons
(pressure)
• Squeezing to the count of 10

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