Veritas Classical School
Pre-K Assignment Sheet 31
Due May 4, 2011
Desiree L. Ramsey
Nannydes@aol.com
(901) 356-1237
Parents: Keep on, Keeping On! You are doing great! You are amazing
teachers! Keep the Faith! Stay faithful to the task at hand! Blessings!
BIBLE:
Character Trait: Teachable Attitude: For anyone to progress steadily in life
and godliness he or she needs information. Information is acquired through the
process of learning, which takes wisdom to succeed. But, in order to gather
wisdom, it takes a teachable attitude. A teachable spirit is important for harmony
and peace in daily living.
Bible Reading: Proverbs 9: Invitations of Wisdom and Folly
Bible Verse: Commandments 1, 2, and 3, 4, 5, and 6, 7, 8, 9, and 10 of the
Ten Commandments
Due May 11, 2011: Recite The Ten Commandments
We will focus on the Ten Commandments for the rest of the school year. We will
add three commandments each week and on the last day of school your child will
recite The Ten Commandments.
CRITICAL THINKING: Can You Find Me? Pages 31 and 71
PHONICS, READING, and MANUSCRIPT WRITING: Lessons 161-165
ABC-123 pages 233, 235-237, and 239
ABC Writing Tablet pages 131-132
 Wig on a Pig pages 10-11
 Pet Pete pages 2-5
PHONICS
 Reinforce long vowel sound VCe for /a_e/, /i_e/, /o_e/, and /u_e/
 Reinforce all consonant sounds orally daily
 Match upper and lower case letters of the alphabet
 Identify letters as a consonant or a vowel
 Recognize, write (uppercase and lowercase) and identify all the letters of
the alphabet
 Match uppercase (capital) and lowercase letters

Begin to identify initial and final consonant sound in words
PHONICS FOCUS:
 Introduce long /e/ spelled ee and ea: In most cases when two vowels
are walking, the first one does the talking and it takes on the long
vowel sound.
 Short Vowel Review
 Review Long Vowel Sound of /a/, /i/, /o/, and /u/
Thursday:
Place the header cards for long e (jeep) and short e (bell) on a flat surface. Mix
and place the vowel picture cards face down in a stack. Have your child select
a card from the stack, name the picture, and say the vowel sound (bee, long /a/).
Place the card in the column with the matching vowel header picture (jeep).
Point to and name the picture cards in the entire column starting at the top.
Continue until all the cards are sorted.
Friday:
Using the vowel slides, have your child select a vowel slide and read the vowel
sound (long /e/). Slide the vertical strips until letters can be seen through the
windows. Have your child blend the sounds and read the word. Determine if it is
a real or nonsense word. If real, have your child write the word on tablet paper.
Manipulate both slides until all possible combinations are made.
Monday:
Using the Vowel Digraphs words (long /e/ spelled ee and ea), mix the words
up and place face down in 4 by 3 rectangle. Have your child turn a card over
and read the word. Ask him or her to tell you how the long /e/ is made in the
word (weep: ee). Have your child pick another card. Read the word and again
have your child state how the long /e/ is made in the word (seed: ee). If the two
words are spelled with the same long /e/ digraph (weep: seed YES), your child
gets to keep the cards. If not, place the cards back in the same place and try
again.
Tuesday:
Manipulating one letter on each step to make new words. Cut the letters from
the bottom of the word steps for the word deep. With the cut letter tiles have
your child spell the word on the first step. Have your child change one-letter tile
to make a new word. Sound out and read the new word. Let your child write the
word on the next step. Continue until all the steps are filled. Repeat using the
word steps for beat.
Initial Consonant Worksheet
Use various websites to reinforce learning: www.starfall.com ;
www.more.starfall.com ; www.bbc.co.uk/schools/wordsandpictures
www.pbs.org, www.jumpstart.com, www.gamequarium.org, www.quizlet.com
www.sadlier-oxford.com
WRITING PRACTICE: Manuscript Writing with Phonics pages 97-102
Designate 3 writing days. Complete 2 pages a day.
Please continue to help your child with proper pencil technique and letter
spacing. By now your child should be writing only lowercase letters in the
middle of words. Please stress that capital letters are not to be used in the
middle of a word.
 On the off day of manuscript wiring have your child copy in his or her best
handwriting the upper and lowercase letters of the alphabet. Please make
sure proper techniques are being used in your child’s writing.
PHRASE READING and SENTENCE READING:
Phrases:
1. Luke, the dude
2. play a flute
3. make up the rules
4. prune the tree
5. cute as a bug
Sentences:
1. Rube played sad tunes on her flute.
2. She made a tune rule.
3. Can Luke be the dude in the blue cap?
4. Will you put five ice cubes in the glass?.
5. We can sing a tune for you.
Read daily. I will have your child read some of the phrases and sentences to
me. If you want to continue the sentence strip word game you may.
Reading with good expression. If a sentence ends with a period, your voice
should go down a little at the end. If the sentence is a question, your voice
should go up a little at the end. Read the following sentences and have your
child decide if the sentence ends with a period or a question mark.
Exaggerate the amount of expression in your voice a little so your child will
definitely be able to hear the difference. Ask your child to give you an example
of each at the end of this exercise. Do 5 sentences for three days of work.
1. What is the biggest number you can think of?
2. Machines are use to do work.
3. Can you find jellyfish at the beach?
4. The deepest part of the ocean is called the midnight zone.
5. People can explore plants and animals in the ocean.
6. What creatures live in the ocean?
7. Most underwater creatures use their mouths to catch food.
8. Has your family flown on an airplane?
9. Many planes have propeller engines.
10. Planes care things quickly over long distances.
11. Will you take a ride with me in a helicopter?
12. Helicopters are much faster than cars.
13. Hot air balloons are pushed by the wind.
14. What colors do you see in that hot air balloon?
15. Where would you like to fly?
READING COMPREHENSION: Sequence of Events
Rocks
Content Words for story: boulder, broke, dust, mountain, pebble, rock(s),
sand, stone Put these words on index cards. Let your child look through the
story for the words. When your child finds each word let him or her highlight the
word.
Thursday: Talk with your child about any interesting rocks you might have
collected together or seen. Ask where your child thinks rocks come from.
Explain to your child that this book is a factual book that provides information
about rocks. Look at the front and back covers of the book together and read the
title. Ask what your child might read about in a book called Rocks. Ask how the
rocks in the book might be the same or different. Read the book Rocks.
Friday: Review content words for the story. Read the book Rocks. Ask your
child to explain what was learned about rocks and about how the biggest of
rocks-mountains-can change into the smallest of rocks-dust. Remind your child
that one way to understand and remember new information is to think about the
order of events from the first step to the last step. Model sequencing a series of
familiar events, such as getting ready in the morning. List an initial event, such
as getting up and getting dressed. Then draw an arrow that leads to the next
event, such as eating breakfast. Continue drawing arrows to connect the
sequence of events (brushing hair and teeth, getting dressed, and so on). Invite
your child to add events that lead to the start of a day.
Monday: Review content words for Rocks and read the book. Refer to the first
few pages of the book; ask your child how the sequence diagram could be used
for Rocks (boulders are large rocks that broke off a mountain; stones broke off a
boulder). Connect the events.
Complete Sequence of Events Worksheet
Tuesday: Read Rocks. Discuss the following questions: 1. What is a
mountain made of? 2. What breaks off a stone? 3. What is bigger than a
stone? 4. What is dust? 5. What does sand break off of? 6. What are some
ways you can use a pebble? 7. What are some ways you can use a stone? 8.
How are a pebble and a bolder alike? 9. How are a pebble and a boulder
different? 10. Why can dust go everywhere? 11. What kinds of rocks can you
hold in your hand?
FIAR: Five In A Row: Wee Gillis pages 25-30
Read the story daily. Please use the resource book and do as many activities
as you can work into your schedule. Activities that are not mentioned will be
done on Wednesdays. Activities: Social Studies: Geography: Scotland
Language Arts: Foreshadowing, Poetry, Descriptions and Balance,
Monochrome; Art: Compare and Contrast, Cross-Hatching, Shadows; Science:
Weather: Fog; Sheep
MATH: Lessons 161-165
ABC-123 pages 229, 231, 234, 238, and 240
FOCUS:
Addition
Please invest in a set of addition flashcards. Continue to work on basic
addition with sums to 10 and work up to sums to 18. Drill, drill, and drill! You can
play war with the cards, go fish and you can even Google other math drill
activities. Work daily on addition facts where your child is grasping the skill and
progress when mastery is gained. Every child is different.
Greater Than Less Than
I have introduced the sign for greater than and less than in class. Mr. Alligator is
very hungry and is going to eat the bigger number. That number is the greater
number ( 15 > 7). Reteach this concept.
Play at least 3 times this week.
Using the snake game board, flashcards 1-25, two game markers, and each sign
on an index card play “Greater Than or Less Than.” Shuffle the flashcards and
place face down. Have your child pick two cards, read the cards, and ask your
child to create the equation using the flashcards and the appropriate sign
(greater than or less than) that you tell your child (Your child picks 15 and 7, you
ask him or her for the number that is less than; your child will set the cards like
this 15 > 7 or 7 < 15) Focus on one skill or mix it up. If your child is correct, he or
she rolls the cube and moves the corresponding number of spaces. If he or she
is incorrect, you roll the cube and move.
Please remember to continue to focus on skills that you feel your child has
not mastered to satisfactory:
 Counting sets to 25
 Time to the hour.
 Counting: 1 to 100 consistently counting to 100.
 Count Backwards from 20.
 Recognizing and Order 1 to 25
 Write numbers 1 to 25
 Determining ordinal positions “first through tenth”
 Creating models of sets of objects 11-25.
 Recognizing and write numbers 1-25 in mixed order
 Applying mathematical language by telling when a certain concepts
are “too many,” “not enough,” “just right,” “more than,” “less than,”
and “equal to.” Compare numbers 0 to 25. Have your child use the
correct mathematical language.
 Top, Middle, Bottom
 Same or Different
 Larger and Smaller
 Which One Doesn’t Belong?
 Equal Parts
 Recognizing Coin Values: penny and nickel, dime, and quarter
 Demonstrate an understanding of positional words (In, above, below,
over, under, beside)
 Name the days of the week
 Name the months of the year
 Number Flashcards (Numbers 1 to 25)
Addition Worksheet: One Column Friday, Monday, and Tuesday
Greater Than and Less Than Worksheet: Two Columns on Friday and
Monday
Use various websites to reinforce learning: www.funbrain.com www.abcya.com
www.sheppardsoftware.com , www.IXL.com
D.E.A.R: Drop Everything And Read: 30 minutes daily
SHARING: Go on a nature walk and find various rocks. Put together to make a
rock collection.
LIFE SKILLS:
Recite the Pledge of Allegiance
Button, snap, zip, and tie.
Perform simple two and three step tasks.
Left and Right.
Recite address and phone number.
Make connections between self and text after shared reading.
Initiate questions in conversation using age-appropriate words,
phrases, and sentences.
Demonstrate an understanding of a simple investigation by asking
questions.
Uses simple maps, globes and other three-dimensional models to
identify and locate places.
SIGHT WORDS: Words: a, all, an, and, are, away, big, black, blue, brown, can,
came, come, do, down, eight, find, five, for, four, from, funny, get, go, green, has,
have, he, help, here, I, in, into, is, it, jump, like, little, look, lives, love, make, me,
my, nine, no, not, of, on, one, orange, out, pink, play, purple, red, run, said, see,
seven, she, six, ten, the, they, three, to, two, up, was, we, what, when, white,
who, yellow, you, zero,
Weekly Focus: a, is, it, off, the, this
Box the weekly focus words in the book Rocks
High Frequency Word Worksheet
In Homework Folder:
_____ Alphabet Writing Page
_____Word Steps Worksheets
_____Initial Consonant Worksheet
_____Sequence of Events Worksheet
_____Addition Worksheet
_____Greater Than or Less Than Worksheet
_____High Frequency Word Worksheet
Also Bring:
_____ Lunch
_____Snack
_____ Sharing Item
_____ Pencil Box with supplies if this item was brought home
Parent Signature: ____________________________________________
May 4, 2011