Sample Lesson for Pre Kindergarten K Experience a day by zmcclure

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									                       Sample Lesson
                          for Pre-Kindergarten


Experience a day as a Calvert School Home Teacher and Student
The experience
of a Calvert day
A Calvert-designed school day is exciting, challenging but
not overwhelming, and structured to optimize success.
Calvert’s professionally-compiled lessons allow you to
focus your attention on your student. The lessons are all in
one Lesson Manual that includes easy-to-follow, step-by-
step instructions. You teach using a mix of motivating
questions, hands-on activities, and colorful worksheets as
well as a music cd. The pages that follow show you the
instruction for one day along with the Calvert-published
materials used in the lesson.

Suggested Daily Schedule
You will find that each
daily lesson contains                           Day 1           Day 2            Day 3            Day 4            Day 5
five, six, or seven             9:00
activities, any of which       to 9:05
you may omit. In                9:05
addition you will find a                                                        Discussion
                               to 9:15
suggestion that you plan
a daily Opening                 9:15                                       Numbers Readiness
period—perhaps only a          to 9:30
minute or two in                9:30
length—devoted to a                                                         Stories and Poems
                               to 9:45
prayer, a hymn, a salute
to the flag, or the like.       9:45
                                                                           Reading Readiness
There should also be a        to 10:00
period for a midmorning        10:00
rest and snack (milk or                                                       Rest & Snack
                              to 10:20
juice, a cookie or fruit),
adjusted in length                                                             Things to Do
                              to 10:40
(20–40 minutes) in
response to the needs of        10:40
the student. You and          to 11:00
your child should close        11:00
                                                                             Games and Play
the day by putting            to 11:30
things away neatly.
No rigid time schedule can possibly be prescribed. Children of 4 and 5 years old are so different in their needs and abilities
that you must expect to readjust the schedule daily. The suggested schedule provides you with a point of departure.
More time teaching your child,
less time planning
                                                                                                  Calvert’s Lesson
                                                                                                  Manuals provide you

                                                                  Lesson 104                      with complete, step-by-
                                                                                                  step daily plans for all
                                                                                                  subjects, letting you
           Materials                                  Books                                       spend more time
           connecting cubes                           Open Eyes
                                                      Path to Math
                                                                                                  focusing on your child.
           rubber balls
           beanbags                                   Stories & Poems                             The comprehensive
                                                      Road to Reading
                                                                                                  Calvert program and
                                                                                                  Lesson Manual weave
                                                                                                  instruction from one
 Discussion                                                                               Notes   subject to the next so
    Objective: to review the farm animals discussed                                               that your child will
A                                                                                                 retain the information
      Return to p. 32 in Open Eyes, and have the student review the names. Then
                                                                                                  and build a solid
    ask: How many do you see?                                                                     academic foundation on
      Have your student point to the animal you are describing. Use the following                 which to layer future
    descriptions to guide the activity.                                                           studies.
      1. This animal gives good milk.
      2. This animal gives us wool.
      3. This animal lays eggs that are good to eat.
      4. If the farmer does not have a tractor, this animal pulls the plow.

 Number Readiness
    Objective: to present the concept of five
      Ask the student to use a set of connecting cubes to create a set of four. Add
    another cube to his set, and explain that this is five. Using correct counting
    technique, count the cubes to show him five. Then allow him to create other
    sets of five cubes.
      Direct the student to Path to Math Activity 17. Tell him that he is to draw
    a circle around each set that has five objects.

 Stories & Poems
    Objective: to listen to and enjoy a poem; to learn new vocabulary
      Read “The Cow” in Stories & Poems. This is a well-loved poem by Robert
    Louis Stevenson. You may need to explain the word lowing, which is the sound                  Lesson 104 from our
    that cows make as they wander in the fields or barnyard. Ask if your student
    has seen cows in colors other than red and white.
                                                                                                  course is shown
                                                                                                  here and on the
 Things to Do
    Objective: to use visual observation to complete a drawing                                    next pages.
D                                                                                                 Wherever other
      Using Road to Reading Activity 40, have the student draw whatever is                        Calvert-published
    missing in each set of pictures. For example, in the first set, say: What is this             materials are
    animal? Yes, it is a pig. Next to him is another pig. Above this second pig it
    says, “What is missing?” Do you think you know what is missing?
                                                                                                  referenced, match
                                                                                                  the letter in the red
                                                                                                  circle [ ] to the
 Lesson 104, Calvert School                                                             — 219
                                                                                                  sections that follow.

    Notes             If your student has difficulty seeing that the tail has been left off of the
                   second pig, ask him to look again at the first pig. Touching the ears of the first
                   pig, say: Does the second pig have ears, too? Continue in this manner until the
                   student sees for himself that the tail is missing. Then have him draw it on.
                   Continue this activity with the remaining pictures.

               Games and Play
                   Objective: to participate in dramatic play; to improve large motor skills of
               E   underhand throwing

                       Let your student play the part of the Troll in “The Three Billy Goats Gruff”
                   in Stories & Poems. When you go “Trip, trap! Trip, trap!” over the bridge, the
                   student should roar, “Who’s that trip-trapping over my bridge?”
                       Read all the parts except that of the Troll. If your student does not remember
                   what the Troll says, prompt him. If you have a group of students, distribute the
                   parts, but you will need to prompt the students on what to say and how to say
                       For the second activity, work to improve the spatial and directional
                   awareness of your student by practicing the underhand throwing of beanbags
                   or rubber balls. (Use 8- –to 10-inch rubber balls.) Demonstrate this activity for
                   the student. It is always easier to toss an object using an underhand throw
                   versus an overhead throw. At this early level, have the student stand with his
                   arms apart, swing his throwing arm down and forward, and then release the
                   ball or beanbag. At this age, he is not expected to follow through, but he will
                   be encouraged to do so later as he matures physically. You can have him throw
                   the balls or beanbags at a large target such as a wall. As the student develops
                   his throwing skills, decrease the size of the target. You can have him throw
                   balls through a hoop. As he practices this skill more and more, vary the
                   distance from the target.


       220 —                                                           Lesson 104, Calvert School

A Discussion
   Open Eyes, long a favorite of Calvert families, features simple
   illustrations that serve as the basis for the “Discussion” section of
   the class. Use the drawings and the discussion suggestions in the
   lesson manual to engage the child in conversation about topics
   both familiar and new.

                                                           Farm Animals       32

B Number Readiness
    The goals of Pre-Kindergarten math education are to present concepts       course. Young students learn concepts best by interacting with their
    that prepare the student for formal learning and to develop the attitude   environment through manipulation, experimentation, and discovery.
    that learning is enjoyable. Simple math concepts, relationships,           Any number readiness activities that are presented on paper will simply
    patterning, and the numbers are introduced through activities using        be used to reinforce concepts that you have already presented in a
    the manipulatives and a brightly colored workbook that come with the       concrete manner.

                                                                                                                 Activity 17



                  Path to Math, Calvert School                                                                         — 33

C Stories & Poems
  Read aloud the poem featured in the lesson from Stories & Poems.
  Prepare in advance; the more familiar you are with the day’s
  assignment, the more expressively you will be able to read it. Your
  child will enjoy hearing you change your voice to suit the various
  characters, moods, and situations and will learn from your
  example. The course contains a number of stories and poems that
  you can read aloud and discuss with your child.

                                             The Cow
                                             — Robert Louis Stevenson

                                             The friendly cow all red and white,
                                             I love with all my heart;
                                             She gives me cream, with all her might,
                                             To eat with apple-tart.

                                             She wanders lowing here and there,
                                             And yet she cannot stray,
                                             All in the pleasant open air,
                                             The pleasant light of day;

                                             And blown by all the winds that pass
                                             And wet with all the showers,
                                             She walks among the meadow grass
                                             And eats the meadow flowers.

D Things to Do
    Your child learns to master important thinking and motor
    control skills through a variety of engaging activities such as
    coloring, baking, arts and crafts, and simple worksheets such
    as this one.

                                                                                         Activity 40

                                                                      What is missing?

                                                                      What is missing?

                                                                      What is missing?

                                                                      What is missing?


             Road to Reading, Calvert School                                                — 87

The Three Billy Goats Gruff                                                                                                        E Games and Play
                                                                                                                                                Most games in this course, though best played by
—Adapted from the Asbjornsen and Moe story
                                                                                                                                                several people, can be played by just you and your
  Once upon a time there were                                                                                                                   student. Having your child play the part of the Troll
three billy goats named Gruff
who wanted to go up the
                                                                                                                                                helps build memory and anticipation skills through
hillside to eat the grass there                                                                                                                 the repetitive nature of the Troll’s part. The story is
and make themselves fat.
                                                                                                                                                included in your Stories & Poems book.
  On the way up, they had to
cross a bridge over a stream.
Under the bridge lived a great
ugly Troll with eyes as big as
saucers and a nose as big as a
coffee pot.
  First of all came the smallest
Billy Goat Gruff to cross
the bridge.
  “Trip, trap, trip, trap!” went
the bridge.                                         “Well! I’m going to eat you up,” said
  “Who’s that trip-trapping over my bridge?”      the Troll.
roared the Troll.                                   “Oh, no! Don’t eat me. I’m too little,” said the
  “It’s I, the smallest Billy Goat Gruff. I’m     Billy Goat. “The second Billy Goat is coming
going up the hillside to make myself fat,” said   along, and he’s much bigger.”
the Billy Goat in his small voice.                  “Oh, all right,” growled the Troll.


    2—                                                            Stories & Poems, Calvert School

                                                                                            Soon alo
                                                                                                       ng cam
                                                                                           “Trip, tr              e the se
                                                                                                     ap, trip               cond B
                                                                                                                , trap!”             illy Goa
                                                                                          “Who’s                          went th              t Gruff.
                                                                                      roared         that trip                       e bridg                    “Well!
                                                                                                 the Tro         -trappin                     e.                            I’m go
                                                                                                          ll.               g over                          the Tro                  ing to
                                                                                        “It’s I, th                                    my bri                         ll.                        eat yo
                                                                                                    e secon                                     dge?”                                                      u up,”
                                                                                    up the                     d Billy                                        But the                                                 roared
                                                                                                hillside                 Goat G                           him, “W           big Bil
                                                                                    Billy G                to mak                  ruff. I’m                                         ly Goa
                                                                                              oat wh                   e myse                 going                    ell, co                 t yelled
                                                                                                       o hadn                   lf fat,”                  my horn                  me alo                   right b
                                                                                                                                                                      s.”                    ng. I’ll                a
                                                                                      “Well! I’
                                                                                                 m goin
                                                                                                                  ’t such
                                                                                                                            a small       said th
                                                                                                                                                   e        Then th                                      butt yo ck at
                                                                                     “Oh, no              g to eat                     voice.                          e Troll                                      u with
                                                                                                 ! Don’t              you up                            at the                     rushed
                                                                                 Goat. “W                 ea                   ,” said th                         same ti                     at the B
                                                                                               ait unti t me,” said th                    e Troll.     Troll. T
                                                                                                                                                                  hey me
                                                                                                                                                                              me the
                                                                                                                                                                                        Bil              illy Go
                                                                                along.                                          e secon
                                                                                           He’s m l the next B                            d Billy      bridge.                t full sp ly Goat rushe t, and
                                                                                                    uch big                 illy Go                               The Bil               eed in                  d at th
                                                                                   “Oh, all                    ger.”                  at com          that he                 ly Goat              the mid              e
                                                                                               right,”                                         es                kn                     butt                  dle of
                                                                                  Just the              growle
                                                                                                                   d the T                           The Tro ocked the Tro ed the Troll so the
                                                                                             n up ca                         roll.                               ll fell in               ll right                  hard
                                                                                 “Trip, tr             me the                                        bounce                    to the                off the
                                                                                                                   big Billy                                   d three                 stream                   b
                                                                             third B ap, trip, trap!”                           Goat G              sore. W                 tim                   so hard ridge.
                                                                                       illy Go                    went th                ruff.                  hen he es and felt ve                          tha
                                                                            creaked               at was
                                                                                                           so hea            e bridg                bounce                     came                 ry bruis t he
                                                                                         and gro                                      e. The                  ,h                       down                    ed and
                                                                                                    aned u            vy th                        shaky ro e roared thre                         from h
                                                                              “Who’s                          nder him at the bridge                          ars and                e ti                    is third
                                                                           roared          that trip
                                                                                                      -trappin            .                        came b                  left imm mes with thre
                                                                                     the Tro                      g over                                    ack tha                   ediately                e very
                                                                                                ll.                                                                   t way a                    . And h
                                                                             “It’s I,                                        my bri                 Then th                        gain.                    e never
                                                                                       the BIG                                        dge?”                    e big B
                                                                          Billy G                    Billy G                                      There                   illy Go
                                                                                   oat in a                    oat Gru                                     the th                   at wen
                                                                                                big, gru                  ff,” said              themse              ree Bil                 t up th
                                                                                                                                                                                  ly Go                eh
                                                                                                          ff voice
                                                                                                                      .                the A
                                                                                                                                                  nd un
                                                                                                                                                         lves so
                                                                                                                                                                    fat they               ats Gru illside.
                                                                                                                                                          less th                could h               ff mad
                                                                                                                                               they’re               ey’ve                ardly w                 e
                                                                                                                                                        still fat.              gotten               alk hom
                                                                                                                                                                    That’s th            thin si                e.
                                                                                                                                                                                  e end o           nce th
                                                                            4—                                                                                                              f the st          en,

                                                                                                                                                                        & Poem
                                                                                                                                                                              s, Calv
                                                                                                                                                                                     ert Sch

A complete program with
no gaps in instruction
Our Pre-Kindergarten course is fully integrated—meaning we build the lessons on the principle of subject reinforcement.
For example, your child’s reading readiness skills are strengthened by the activities in music and craft times. Using this
approach, each subject complements your child’s comprehension of other subjects. To combine the goals of giving your
child a complete education and allowing a flexible schedule that challenges your child appropriately, we do not cover every
subject in every lesson. For example, Lesson 104 does not cover Reading Readiness or Music, but these subjects are
included in other Pre-Kindergarten lessons. Examples of these subjects follow.

Reading Readiness from Lesson 147
Objective: to introduce the letters M, N, O, P; to review
letters previously taught; to use auditory skills to match                                                   Activity 53
pictures that begin with the same letter sound

   Place the tray of the A–Z Puzzle in front of the student.
Ask him if he can remember the letters you have already
discussed. If he can point to them in the tray, let him do so,
and then place the letters on the table in front of him. Tell
him that today he will learn the names of four more letters.
Arrange the letters M, N, O, and P in front of him. Point to
the letter M, and have him trace the letter with his finger.
Do the same with the letters N, O, and P. Point out how

much M and N look alike and how different the letter O is
from both of them.
   Give your student Road to Reading Activity 53,
which contains the letters M and N. Point to the letter M,
and then carefully say the names of the pictured items that
begin with the sound of M, emphasizing the beginning
sound of each word. Have the student say the words after
you, as he points to each item. Do the same with the letter
N. Ask your student if one of these two letters is in the
spelling of his name.
   Show the student the pictures at the bottom of the sheet,
and have him name each of the pictures. Point to the
lemon, and ask him if there is another picture that begins
with the same sound as lemon. Have him draw a line to
connect the remaining pictures, and discuss the beginning
sound of those words. Say both pairs of words that begin
with the same sound. Ask him if he can say another word                                                         PKRTR

that begins with the same sound. This is a difficult              Road to Reading, Calvert School            — 113
challenge for a student this young. Do not press him if it
becomes an issue.
   Proceed in the same manner with Road to Reading Activity 54, which contains the letters O and P. Extend the activity by
using the pictures at the bottom of the page as previously instructed.

Music from Lesson 103
Objective: to learn a new song and the motions that accompany it           them form a circle, join hands, and walk around as they sing. At the
   Sing “Oats, Peas, Beans” from Favorite Nursery Songs. If                appropriate words, the students should disengage their hands and
your student is alone, he can imitate a farmer sowing his seed, taking     sow seeds, take their ease (hands on hips), stamp their feet, and turn
his ease, and stamping his foot. If you have a group of students, help     around. Omit the third stanza.

                                                                                                                             Beans” can
                                                                                                                             be found

                                          Oats, Peas, Beans                                                                  on Track 24
                                                                                                                             of your CD.

                                                 English Singing Game

                                           2. Thus the farmer sows his seed;
                                              Thus he stands and takes his ease;
                                              He stamps his foot and claps his hand,
                                              And turns around to view the land.

                                           3. Waiting for a partner,
                                              Waiting for a partner,
                                              Open the ring and take one in,
                                              While we all gaily dance and sing.


            32 —                                                         Favorite Nursery Songs, Calvert School

We support your success—
help is just a phone call away.
The hallmark of the Calvert experience is a high level of
personal service, and our Education Counselors are the
core of parent and student support.
Calvert’s Education Counselors, professional teachers
with a thorough knowledge of the Calvert curriculum,
offer ongoing parent support throughout the year. In
addition to answering specific curriculum questions, the
Education Counselors help you to address any concerns
that arise by offering alternative teaching strategies and
other practical advice. This reassuring support is available
as an included service to all our enrolled families, as well as
to families who are considering homeschooling with
                                                                  Your Calvert Education Counselors include (from left): Kerry Whitehead, B.S.; Kris Bryant, B.A.;
For our families enrolled in the Advisory Teaching                Amy Roche, M.Ed.; Mary-Lou Stenchly, M.Ed.; Jennifer Swanson, M.S.; Martha Cole, M.S.

Service, our Education Counselors facilitate communication        Questions you might ask one of our Education
between the ATS teacher and the family.                           Counselors include:
Our parents value the easy access to and experienced                          • We are having difficulty establishing a teaching
support they receive from our Education Counselors.                             routine. Can you give me suggestions?
As an enrolled family, you can look forward with
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knowing that you have the day-to-day support of                                 fractions. Help!
Calvert’s Education Counselors.                                               • My child really loves math. How can I enhance his
How to reach Calvert’s Education Counselors                                     learning?
      • By telephone at our toll-free number,                                 • Can you give me a few ideas to make geography
        888.487.4652                                                            more interesting for my child?
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                                                                                longer and longer. Any advice?
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                                     help out my child, but to help me.

                                                                                                      ”                                — Lisa Bonarrigo,
                                                                                                                                Brooklyn Park, Maryland

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