Veritas Classical School
Pre-K Assignment Sheet 21
Due February 16, 2011
Desiree L. Ramsey
Nannydes@aol.com
(901) 356-1237
Parents: I appreciate your hard work and hope that you are continuing to
reinforce the earlier skills. Each week I see so much progress. Keep it up and
enjoy the spark of learning that your child has in his or her eyes. I love it!!!
BIBLE:
Character Trait: Courage. There are many stories throughout the Bible that
people demonstrated having the courage to help those in need even in the
presence of great danger. In Joshua 2: 1-15 Rahab helps the spies escape. In
Acts 9 Paul is let down the city wall in a basket. Also in Acts 9, there is the story
of Ananias showing great courage in approaching Saul, stating that he is a
Christian, and asking if he may pray for Saul.
Bible Verse: 1 Corinthians 16:13 (NIV): Be on your guard; stand firm in the
faith; be men of courage; be strong Memory Work Due February 16th
Bible Reading: Joshua 2
CRITICAL THINKING: Can You Find Me? Pages 21, 64, and 92
PHONICS, READING, and MANUSCRIPT WRITING: Lessons 111-115
ABC-123 pages 125-126
ABC Writing Tablet pages 105-109 These pages focus on writing first and
last name. Please focus on proper letter writing.
Little Book 5 to Read and Color
 Read pages 6-9
 Complete pages 10-11
Little Book 6 to Read and Color
 Read pages 2-5
PHONICS
 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


Blend simple one syllable words using word families
Begin to identify initial and final consonant sound in words
PHONICS FOCUS: Review Short Vowels and One –Syllable Words
 Thursday: Using the Phonics Letter Cards and the Phonics Word Cards
have your child cut out each letter and word carefully. Using the short u
word cards only help your child create each word. Say each individual
sound and let your child find the letter. After the word is complete show
your child the word card. Continue with the rest of the short u cards.
 Friday: Using the Phonics Letter Cards and the rest of the Phonics Word
Cards create the other words with your child as you did on Thursday and
stress the short vowel sound in each word.
 Monday: Using all the Phonics Letter Cards and Word Cards create the
words.
 Tuesday: Using the Phonics Word Cards ONLY have your child read the
word cards.
WORD FAMILIES: Review the word families that have been introduced. Read
the words in each family and create a silly sentence using as many words as
possible in that word family. Parents please do this daily and pick one word
family sentence and write the sentence on paper. We will use these sentences
in class as part of our reading time.
WRITING PRACTICE: Manuscript Writing with Phonics pages 37-42
Designate 3 writing days. Complete 2 pages a day. All the letters except q
and x have been introduced. Now is the time to be perfecting the formation of
the letters. Please stress correct letter formation (top to bottom). This is the time
that writing habits are being formed so please work diligently at teaching your
child correct letter formation. Can you tell I am passionate about correct letter
formation? Please continue to help your child with proper pencil technique
and letter spacing.
SENTENCE READING: Please practice reading the following sentences
throughout your week:
1. Can you have fun with us at the zoo?
2. Do not yell in the shed.
3. The dog will lick my hand.
4. I will run to the top of the hill.
5. Will you pet the brown dog for me?
******Sentence Scramble***** Parents: Write each sentence on tablet paper.
Keep the sentences separate. Cut each sentence into strips. Mix up the
order but provide your child with the first word of the sentence. Remind your
child that the first word of a sentence begins with a capital letter. Have your
child read each word and put the words into a complete sentence. Remind
your child to look for the . or the ? at the end of one of the words indicating
the last word of the sentence.
READING COMPREHENSION: Skill: Real or Fantasy (Make-Believe)
Discuss the concept of real and fantasy with your child. Model how to determine
what is real and what is fantasy. Example: I know that a car can go on the
street. That is something we see everyday. We know that this is real. But can a
car fly? I have never seen a car fly. This is not real; it is fantasy or makebelieve. We could make up a funny story about a flying car, but we know that it
wouldn’t be a real story. It would be a make-believe story. Sometimes a story
has things that are real and things that are make-believe or fantasy.
Activity: Friday and Tuesday: Read a book to your child. Ask your child to tell
you things that happened in the book that could be real and then ask for things
that were fantasy or make-believe. Complete the Real and Make-Believe
Worksheet.
FIAR: Five In A Row: Follow the Drinking Gourd pages 142-148
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: Geographic Directions;
Language Arts: Theme Study; Art: Texture, Cut-Away View, Comparing Artist to
Artist, Songs as a Teaching Method, Composition and Symbolism; Science:
Signals, Star Groups and Constellations, Cotton.
MATH: Lessons 111-115
ABC-123 pages 121 and 123
MATH FOCUS: Counting set to 15. Using goldfish make sets up to 15.
Please make sure your child lines the goldfish up so he or she can count pointing
and counting each fish. Do this activity several times throughout the week.
Complete the Counting Worksheet
Please remember to continue to focus on skills that you feel your child has
not mastered to satisfactory:
 Time to the hour.
1. Continue to focus on time to the hour. Note that we say o’clock and
it is written as :00. Using a brad fastener (sent home February 9th)
make a paper clock. Practice time to the hour. Template provided
 Counting: 1 to 100 with your child consistently counting to 60.
 Count Backwards from 10.
 Recognizing and Order 1 to 15
1. Out of Order. Using flashcards 1 to 15 randomly pick three
flashcards. Place the cards in any order. Ask your child to put the
numbers in correct order. Write the numbers neatly and correctly.
Repeat until all the numbers have been used.
 Write numbers 1 to 15
 Determining ordinal positions “first through tenth”
 Creating models of sets of objects 11-15.
 Recognizing and write numbers to represent 11-15
 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 15. 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
 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 15)
I found a math website that has a virtual or e-workbook for kindergarten. Try it
out and let me know what you think. www.mathebook.net
D.E.A.R: Drop Everything And Read
 30 minutes daily including weekends: Your child should be able to read
simple word family books to you. Try to incorporate your child reading to
you during this time.
SHARING: Read a book to your child. Divide a piece of paper into three
sections. Label: First, Next, and Last. Without looking back have your child
draw pictures to explain the book using the reminder words: first, next, and last.
LIFE SKILLS:
Teach your child to 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, an, and, are, away, big, black, blue, brown, can,
come, do, down, eight, five, for, four, from, go, green, has, have, here, I, in, into,
is, it, like, little, look, love, me, nine, no, of, on, one, orange, pink, purple, red, run,
said, see, seven, six, ten, the, they, three, to, two, was, we, what, when, white,
who, yellow, you, zero, find, funny, help

Jump on It: Use 5 to 10 flashcards per day. Spread out the flashcards
and have your child jump on the word that is called out.

Musical Cards: Place the flashcards in a circle. Play music. Have your
child walk around the flashcards. Stop the music and have your child
freeze. Have your child read the card that he or she is standing on. If the
child reads the word correctly, he or she gets the point. If not, you get the
point. Play to 10.
In Homework Folder:
_____ Best ABC Writing pages for the week
_____Writing with Phonics pages 41 and 42
_____ Real and Make-Believe Worksheet
_____ Counting Worksheet
_____Silly Word Family Sentences
Also Bring:
_____ Lunch
_____Snack
_____ Sharing Item
_____ Pencil Box with supplies if this item was brought home
Parent Signature: ____________________________________________
February 16, 2011