Peabody Homeschool › Peabody Year › Kindergarten › Quarter 1 Kindergarten homeschool plan, quarter 1 Weeks 1 to 9, 45 days, ready to print.
Quarter 1 Quarter 2 Quarter 3 Quarter 4 Print quarter 1 Kindergarten plan Each day prints with its steps and the address of every page it uses, so the plan works from paper. Print on US Letter; set the browser to print backgrounds off to save ink.
Week 1 : All about meReading 20 min
New sound: m says /m/ Say the sound /m/ together, the sound at the start of moon, mop and map. Keep it short and crisp, without an "uh" after it. Show big M and small m. Trace each with a finger, then write a row of each. Hunt for three things at home that start with /m/. Math 20 min
Count to 5 out loud Count to 5 together, clapping once on each number, then count back down to 1. Line up five small things (blocks, spoons, crackers) and touch each one as you say its number. History 15 min
My name Write your child's name in big letters. Count the letters and find the first one on the alphabet strip. Talk about who chose the name and why. Read-aloud 15 min
Read-aloud: In My Bag Read “In My Bag” aloud. It is above what your child reads alone, on purpose: hearing longer stories builds words and understanding. Before reading, look at the title and the first page and ask: what do you think this story is about? On the read-along you can show the pages on a big screen, or let it read the words aloud while each one lights up. Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
New sound: s says /s/ Say the sound /s/ together, the sound at the start of sun, sock and sit. Keep it short and crisp, without an "uh" after it. Show big S and small s. Trace each with a finger, then write a row of each. Sort toys or pictures into two piles: m words and s words. Math 20 min
How many? Put out 3 things. Count them together, then ask: how many are there? The last number you said is the answer. Do the same with 2, 4, 1 and 5 things, moving them around so they aren't always in a line. History 15 min
How I have grown Look at a baby picture together. What could your child do then? What can they do now? Stand your child against a wall, mark their height with today's date, and measure again at the end of the year. Read-aloud 15 min
Read-aloud: A Boo for Bea Read “A Boo for Bea” aloud, with your child beside you where they can see the pictures. Stop halfway and ask: what do you think will happen next? Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
Listen for first sounds Play I spy with first sounds: "I spy something that starts with /m/." Then let your child spy for you. New sight words: “I” and “a”. These are read by sight, not sounded out. Write each on a card and read the cards every day this week. Math 20 min
Numbers on fingers Hold up some fingers, up to 5. Your child counts them and says how many. Swap: you say a number and your child shows that many fingers without counting one by one. History 15 min
My family Your child draws everyone who lives at home, pets too. They tell you each person's name and one thing about them; write it under the picture. Read-aloud 15 min
Read-aloud: Not Yet, Ted Read “Not Yet, Ted” aloud. Give the characters different voices; it helps a young listener follow who is talking. Afterward, ask your child to tell the story back to you: first, next, last. Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
Read: Sit, Tap, Nap Read it together: you read each page, and your child points to the words and finds the letters they know (m and s). When your child is stuck, say the first sound and let them finish the word, rather than saying the whole word. Afterward, ask: who was in the story, and what happened? Math 20 min
Reading 1 to 5 Point to 1, 2, 3, 4 and 5 on a number strip and say each one. Put out groups of 1 to 5 things and match each group to its number. History 15 min
Things I like Make a page of favorites: a food, a color, an animal and a game, drawn or cut from old magazines. Ask why for each one, and write the answers down. Read-aloud 15 min
Read-aloud: Jem Is Mad Read “Jem Is Mad” aloud, and let your child turn the pages. Afterward, ask: who was your favorite in the story, and why? On the read-along you can show the pages on a big screen, or let it read the words aloud while each one lights up. Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
Reread: Tim Taps Reread “Tim Taps”. The second time is smoother and quicker: that is fluency growing. Find this week's sight words, “I” and “a”, in the book or on their cards. Let your child pick one page to read to someone else in the family. Math 20 min
Roll and count Roll a die and count the dots together. Put out that many counters, then count them again to check they match. History 15 min
My birthday Find your child's birthday on a calendar. How many months away is it? Hold up fingers for your child's age now, and for their age after the next birthday. Read-aloud 15 min
Read-aloud: The Little Red Hen Read “The Little Red Hen” aloud. If your child asks to hear it again, say yes: hearing a story twice is how it sticks. This is an old tale, told for a long time. Afterward, ask: what did someone in the story learn? Date: ____________ Minutes: ________ Notes: ______________________________
Week 2 : My five sensesReading 20 min
New sound: a says /a/ Say the short sound /a/ together, the sound at the start of apple, ant and ax. Vowels also say their name (the long sound); this week is the short one. Show big A and small a. Trace each with a finger, then write a row of each. Hunt for three things at home that start with /a/. Math 20 min
Count to 10 out loud Count to 10 together while doing ten jumps. Count back from 10 to 1 like a rocket, and shout blast off at zero. Science 15 min
Seeing Our eyes catch light so we can see. Look at something far away, then something close up. Play I spy with colors and shapes. Read-aloud 15 min
Read-aloud: Red, Red, Red Read “Red, Red, Red” aloud. It is above what your child reads alone, on purpose: hearing longer stories builds words and understanding. Before reading, look at the title and the first page and ask: what do you think this story is about? On the read-along you can show the pages on a big screen, or let it read the words aloud while each one lights up. Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
New sound: t says /t/ Say the sound /t/ together, the sound at the start of top, ten and tub. Keep it short and crisp, without an "uh" after it. Show big T and small t. Trace each with a finger, then write a row of each. Sort toys or pictures into two piles: a words and t words. Math 20 min
Counting 6 to 10 things Count groups of 6, 7, 8, 9 and 10 things, touching each one. Line them up in a row first: a row is easier to count without missing one. Science 15 min
Hearing Sit still by an open window or outside for one minute and count the sounds you hear. Which were loud? Which were soft? Which were far away? Read-aloud 15 min
Read-aloud: Yum! Read “Yum!” aloud, with your child beside you where they can see the pictures. Stop halfway and ask: what do you think will happen next? Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
Blend and read words Blend these words: say each sound, then slide them together. at, mat, am and sat. Mix them up: point to a word at random and see if your child can read it. New sight words: “the” and “see”. These are read by sight, not sounded out. Write each on a card and read the cards every day this week. Math 20 min
Five and some more Fill the top row of a ten frame: that is 5. Add 2 on the bottom row: 5 and 2 more is 7. Make 6, 8 and 9 the same way, saying five and how many more each time. Science 15 min
Smelling With eyes closed, your child smells five things from the kitchen (a lemon, cinnamon, soap, an orange, coffee) and guesses each one. Which smell did they like best? Read-aloud 15 min
Read-aloud: Can I Pet It? Read “Can I Pet It?” aloud. Give the characters different voices; it helps a young listener follow who is talking. Afterward, ask your child to tell the story back to you: first, next, last. Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
Read: Man, Pan, Map Read it together: you read each page, and your child points to the words and finds the letters they know (a and t). When your child is stuck, say the first sound and let them finish the word, rather than saying the whole word. Afterward, ask: where did the story happen? How do you know? Math 20 min
Zero Put 3 crackers on a plate and eat them one at a time, counting down: 2, 1, 0. Zero means none. Show an empty ten frame and say zero together. Science 15 min
Tasting Taste something sweet, something salty, something sour and something plain. The tongue does the tasting, and the nose helps: try a taste while holding your nose. Read-aloud 15 min
Read-aloud: Hum Under My Hand Read “Hum Under My Hand” aloud, and let your child turn the pages. This one is true. Afterward, ask: what is one new thing you learned? Then find one more fact in it together. On the read-along you can show the pages on a big screen, or let it read the words aloud while each one lights up. Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
Passage: My Five Senses Read the passage to your child the first time, running a finger under the words; then read it again together. Ask the questions under it, and let your child point to where the answer is. Read this week's sight words, “the” and “see”, on their cards. Math 20 min
Count and match to 10 Write 0 to 10 on scraps of paper, or use the number strip. Make a group of things for each number and lay it beside the right card. Science 15 min
Touching Put five things in a bag (a sock, a spoon, a leaf, a cotton ball, a key). Your child feels each one without looking and guesses. Use words: soft, hard, smooth, bumpy, cold. Read-aloud 15 min
Read-aloud: Goldilocks and the Three Bears Read “Goldilocks and the Three Bears” aloud. If your child asks to hear it again, say yes: hearing a story twice is how it sticks. This is an old tale, told for a long time. Afterward, ask: what did someone in the story learn? Date: ____________ Minutes: ________ Notes: ______________________________
Week 3 : Seeing and hearingReading 20 min
New sound: p says /p/ Say the sound /p/ together, the sound at the start of pig, pan and pot. Keep it short and crisp, without an "uh" after it. Show big P and small p. Trace each with a finger, then write a row of each. Hunt for three things at home that start with /p/. Math 20 min
Writing 0, 1 and 2 Show how to write 0, 1 and 2 big, in the air and then on paper. Your child writes each one and draws that many dots beside it. Science 15 min
Light helps us see Go into a dark room together, then switch on a flashlight. What can you see now that you couldn't before? We need light to see colors and shapes. Read-aloud 15 min
Read-aloud: The Little Lantern Read “The Little Lantern” aloud. It is above what your child reads alone, on purpose: hearing longer stories builds words and understanding. Before reading, look at the title and the first page and ask: what do you think this story is about? On the read-along you can show the pages on a big screen, or let it read the words aloud while each one lights up. Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
New sound: i says /i/ Say the short sound /i/ together, the sound at the start of itch, in and inch. Vowels also say their name (the long sound); this week is the short one. Show big I and small i. Trace each with a finger, then write a row of each. Sort toys or pictures into two piles: p words and i words. Math 20 min
Writing 3, 4 and 5 Trace 3, 4 and 5 with a finger on the table, then write them on paper. Beside each number, draw that many circles. Science 15 min
Shadows Shine a flashlight at a wall and make hand shadows: a bird, a dog, a rabbit. What makes a shadow? Something that blocks the light. Read-aloud 15 min
Read-aloud: I See a Boy Read “I See a Boy” aloud, with your child beside you where they can see the pictures. Stop halfway and ask: what do you think will happen next? Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
Blend and read words Blend these words: say each sound, then slide them together. sit, tap, sap, it, map and sip. Mix them up: point to a word at random and see if your child can read it. New sight words: “is” and “it”. These are read by sight, not sounded out. Write each on a card and read the cards every day this week. Math 20 min
Writing 6, 7 and 8 Write 6, 7 and 8, saying where the pencil starts for each. Show each one on a ten frame: 5 on top and some more below. Science 15 min
Loud and soft Tap a pot with a spoon softly, then hard. Which is louder? Whisper, then talk, then sing the same word. Read-aloud 15 min
Read-aloud: Bo and the Bath Duck Read “Bo and the Bath Duck” aloud. Give the characters different voices; it helps a young listener follow who is talking. Afterward, ask your child to tell the story back to you: first, next, last. Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
Read: Pit, Pat Your child can sound out every word in it: it uses only letters they know, plus a few sight words. Point under each word as they read. When your child is stuck, say the first sound and let them finish the word, rather than saying the whole word. Afterward, ask your child to tell it back: what happened first, next and last? Math 20 min
Writing 9 and 10 Write 9, then 10. Ten is the first number with two digits: a 1 and a 0. Fill a whole ten frame: a full ten frame is 10. Science 15 min
Sounds you can feel Hum with a hand on your throat and feel it buzz. Sprinkle rice on a pot lid and tap the lid: the rice jumps, because sound makes things shake. Read-aloud 15 min
Read-aloud: The Hat Cat Read “The Hat Cat” aloud, and let your child turn the pages. Afterward, ask: who was your favorite in the story, and why? On the read-along you can show the pages on a big screen, or let it read the words aloud while each one lights up. Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
Reread: Man, Pan, Map Reread “Man, Pan, Map” from last week. The second time is smoother and quicker: that is fluency growing. Find this week's sight words, “is” and “it”, in the book or on their cards. Let your child pick one page to read to someone else in the family. Math 20 min
Say it, write it, show it Say a number from 0 to 10. Your child writes it and shows it on the ten frame. Take turns: your child says a number for you to write. Science 15 min
Sounds that keep us safe Talk about sounds that warn us: a car horn, a smoke alarm, a siren. Practice what your family does when the smoke alarm sounds. Read-aloud 15 min
Read-aloud: The Bremen Town Musicians Read “The Bremen Town Musicians” aloud. If your child asks to hear it again, say yes: hearing a story twice is how it sticks. This is an old tale, told for a long time. Afterward, ask: what did someone in the story learn? Date: ____________ Minutes: ________ Notes: ______________________________
Week 4 : Rules and getting alongReading 20 min
New sound: n says /n/ Say the sound /n/ together, the sound at the start of nest, net and nose. Keep it short and crisp, without an "uh" after it. Show big N and small n. Trace each with a finger, then write a row of each. Hunt for three things at home that start with /n/. Math 20 min
Match to compare Make two rows of things, one under the other, so each top thing has a partner below. The row with things left over has more; the other has fewer. History 15 min
Why we have rules Talk about one rule at home and what would happen without it. Rules keep people safe and make things fair. Write three house rules together. Read-aloud 15 min
Read-aloud: Duck Says Sorry Read “Duck Says Sorry” aloud. It is above what your child reads alone, on purpose: hearing longer stories builds words and understanding. Before reading, look at the title and the first page and ask: what do you think this story is about? On the read-along you can show the pages on a big screen, or let it read the words aloud while each one lights up. Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
New sound: d says /d/ Say the sound /d/ together, the sound at the start of dog, dig and duck. Keep it short and crisp, without an "uh" after it. Show big D and small d. Trace each with a finger, then write a row of each. Sort toys or pictures into two piles: n words and d words. Math 20 min
More or fewer? Put out 4 forks and 6 spoons. Which group has more? Which has fewer? Count both to check, then try with other groups. History 15 min
Taking turns Play a short board or card game and practice waiting for a turn. Use a timer so everyone's turn is the same length. Timer teach.peabody.kids/timer Read-aloud 15 min
Read-aloud: Jem and Pug Sit Read “Jem and Pug Sit” aloud, with your child beside you where they can see the pictures. Stop halfway and ask: what do you think will happen next? Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
Blend and read words Blend these words: say each sound, then slide them together. nap, ant, pin, in, an and man. Mix them up: point to a word at random and see if your child can read it. New sight words: “in” and “and”. These are read by sight, not sounded out. Write each on a card and read the cards every day this week. Math 20 min
The same Make two groups with the same number of things. Count both to prove they are the same, then add one to a group and ask which has more now. History 15 min
Sharing fairly Share a snack between two plates so both have the same. Count to check. What do you do with one left over? Read-aloud 15 min
Read-aloud: Heron Feels Left Out Read “Heron Feels Left Out” aloud. Give the characters different voices; it helps a young listener follow who is talking. Afterward, ask your child to tell the story back to you: first, next, last. Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
Read: Dad Naps Your child can sound out every word in it: it uses only letters they know, plus a few sight words. Point under each word as they read. When your child is stuck, say the first sound and let them finish the word, rather than saying the whole word. Afterward, ask: what was your favorite page, and why? Math 20 min
Compare on ten frames Show 7 on one ten frame and 5 on another. Which is more? Ask how your child can tell without counting every dot. History 15 min
Naming feelings Name feelings together: happy, sad, mad, scared, surprised. Act each one out with your face. What can we do when we feel mad? Make a list. Read-aloud 15 min
Read-aloud: Muskrat Is Grumpy Read “Muskrat Is Grumpy” aloud, and let your child turn the pages. Afterward, ask: who was your favorite in the story, and why? On the read-along you can show the pages on a big screen, or let it read the words aloud while each one lights up. Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
Reread: Pit, Pat Reread “Pit, Pat” from last week. The second time is smoother and quicker: that is fluency growing. Find this week's sight words, “in” and “and”, in the book or on their cards. Let your child pick one page to read to someone else in the family. Math 20 min
Roll and compare Each of you rolls a die. Who rolled more? Put both numbers on ten frames to check. Play ten rounds. History 15 min
Solving a problem Practice the steps: stop, say how you feel, listen, and find a fix together. Act it out with two toys that both want the same ball. Read-aloud 15 min
Read-aloud: The Boy Who Cried Wolf Read “The Boy Who Cried Wolf” aloud. If your child asks to hear it again, say yes: hearing a story twice is how it sticks. This is an old tale, told for a long time. Afterward, ask: what did someone in the story learn? Date: ____________ Minutes: ________ Notes: ______________________________
Week 5 : Weather watchReading 20 min
Review the letter sounds Point to each letter learned so far (m, s, a, t, p, i, n and d); your child says its sound. Go back over any sound that is slow, with a word that starts with it. Spin the letter wheel for a quick game: say the sound of whatever it lands on. Math 20 min
One more Show 4 counters and add 1. How many now? Do it again starting with 2, 6 and 8. Each time, one more is the next number. Science 15 min
What is the weather today? Look out the window: sunny, cloudy, rainy, windy or snowy? Start a weather chart for the week and draw today's weather in the first box. Read-aloud 15 min
Read-aloud: Kate and the Puddle Read “Kate and the Puddle” aloud. It is above what your child reads alone, on purpose: hearing longer stories builds words and understanding. Before reading, look at the title and the first page and ask: what do you think this story is about? On the read-along you can show the pages on a big screen, or let it read the words aloud while each one lights up. Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
Write the sounds Say a sound; your child writes the letter for it. Go through the letters learned so far. Then say a short word (an, am, did, sad, at and man); your child says its sounds and writes it, one sound at a time. Check together. Writing a word by its sounds is real progress, even with a letter off. Math 20 min
One less Show 6 counters and take 1 away. How many now? Do it with 3, 9 and 5. One less is the number before. Science 15 min
Feel the weather Go outside. Is it hot, warm, cool or cold? Is the wind blowing? How can you tell? Draw today's weather on the chart. Read-aloud 15 min
Read-aloud: Fay and the Kite Read “Fay and the Kite” aloud, with your child beside you where they can see the pictures. Stop halfway and ask: what do you think will happen next? Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
Blend and read words Blend these words: say each sound, then slide them together. dip, dad, pan, tan, pad and am. Mix them up: point to a word at random and see if your child can read it. New sight words: “can” and “we”. These are read by sight, not sounded out. Write each on a card and read the cards every day this week. Math 20 min
Counting on Start at 4 and count up to 9 without going back to 1. Try starting at 6, then 3, then 7. Science 15 min
Where rain comes from Rain falls from clouds. Look at the clouds today: are they white and puffy or gray and flat? Put a cup outside to catch the next rain, and add today to the chart. Read-aloud 15 min
Read-aloud: Ruby and the Rainy Picnic Read “Ruby and the Rainy Picnic” aloud. Give the characters different voices; it helps a young listener follow who is talking. Afterward, ask your child to tell the story back to you: first, next, last. Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
Read: Sid Sat Your child can sound out every word in it: it uses only letters they know, plus a few sight words. Point under each word as they read. When your child is stuck, say the first sound and let them finish the word, rather than saying the whole word. Afterward, ask: who was in the story, and what happened? Math 20 min
Number line hops Put a finger on 5 on a number line. Hop one forward: 6. Hop one back: 4. Call out hops forward and back for your child to follow. Science 15 min
Dressing for the weather Lay out clothes for a hot day, a rainy day and a snowy day. Why do people change what they wear? Add today's weather to the chart. Read-aloud 15 min
Read-aloud: Mrs. Hedgehog's Umbrella Read “Mrs. Hedgehog's Umbrella” aloud, and let your child turn the pages. Afterward, ask: who was your favorite in the story, and why? On the read-along you can show the pages on a big screen, or let it read the words aloud while each one lights up. Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
Passage: Rain Read the passage to your child the first time, running a finger under the words; then read it again together. Ask the questions under it, and let your child point to where the answer is. Read this week's sight words, “can” and “we”, on their cards. Math 20 min
One more, one less game Say a number up to 10. Your child says one more and one less. Switch: your child asks you, and sometimes you answer wrong on purpose to be caught. Science 15 min
Reading the weather chart Look back at the week. Count the sunny days and the cloudy days. Which happened more? Make a bar graph of the week's weather. Read-aloud 15 min
Read-aloud: The North Wind and the Sun Read “The North Wind and the Sun” aloud. If your child asks to hear it again, say yes: hearing a story twice is how it sticks. This is an old tale, told for a long time. Afterward, ask: what did someone in the story learn? Date: ____________ Minutes: ________ Notes: ______________________________
Week 6 : Sun and shadeReading 20 min
New sound: c says /k/ Say the sound /k/ together, the sound at the start of cat, cup and can. Keep it short and crisp, without an "uh" after it. c usually says /k/ (cat), the same sound k makes. Show big C and small c. Trace each with a finger, then write a row of each. Hunt for three things at home that start with /k/. Math 20 min
Circles and squares Find circles and squares around the house: a plate, a clock, a window, a cracker. Trace a cup for a circle, and draw a square with four sides the same length. Science 15 min
The sun warms the ground On a sunny day, touch a sidewalk or a rock in the sun, then one in the shade. Which is warmer? Sunlight warms whatever it shines on. Read-aloud 15 min
Read-aloud: The Sun Is a Star Read “The Sun Is a Star” aloud. It is above what your child reads alone, on purpose: hearing longer stories builds words and understanding. This one is true. Afterward, ask: what is one new thing you learned? Then find one more fact in it together. On the read-along you can show the pages on a big screen, or let it read the words aloud while each one lights up. Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
New sound: o says /o/ Say the short sound /o/ together, the sound at the start of octopus, on and ox. Vowels also say their name (the long sound); this week is the short one. Show big O and small o. Trace each with a finger, then write a row of each. Sort toys or pictures into two piles: c words and o words. Math 20 min
Triangles A triangle has 3 straight sides and 3 corners. Make triangles of different sizes with straws or craft sticks, then turn one upside down: still a triangle. Science 15 min
Ice cube race Put one ice cube in the sun and one in the shade. Check every ten minutes. Which melts first? Why? Read-aloud 15 min
Read-aloud: Gus and the Big Rock Read “Gus and the Big Rock” aloud, with your child beside you where they can see the pictures. Stop halfway and ask: what do you think will happen next? Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
Blend and read words Blend these words: say each sound, then slide them together. on, pot, not, cop, nod and pod. Mix them up: point to a word at random and see if your child can read it. New sight words: “to” and “go”. These are read by sight, not sounded out. Write each on a card and read the cards every day this week. Math 20 min
Rectangles A rectangle has 4 sides and 4 square corners, often two long sides and two short ones. Find rectangles: a door, a book, a phone. Is a square a kind of rectangle? (Yes: it has 4 square corners.) Science 15 min
Build a shade Build a shade for a toy or a cup of ice with a towel, a box or an umbrella. Is it cooler under the shade? Feel, or watch the ice. Read-aloud 15 min
Read-aloud: Dot and the Log Read “Dot and the Log” aloud. Give the characters different voices; it helps a young listener follow who is talking. Afterward, ask your child to tell the story back to you: first, next, last. Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
Read: Tim Taps Your child can sound out every word in it: it uses only letters they know, plus a few sight words. Point under each word as they read. When your child is stuck, say the first sound and let them finish the word, rather than saying the whole word. Afterward, ask: where did the story happen? How do you know? Math 20 min
Shape hunt Walk around the house and make a tally mark for each circle, square, triangle and rectangle you find. Which shape did you find most? Which least? Science 15 min
Shadows move Stand a stick in the ground and mark the end of its shadow with a stone in the morning. Mark it again at lunch and before dinner. Did the shadow move? The sun moved across the sky. Read-aloud 15 min
Read-aloud: Why Is the Sky Blue? Read “Why Is the Sky Blue?” aloud, and let your child turn the pages. This one is true. Afterward, ask: what is one new thing you learned? Then find one more fact in it together. On the read-along you can show the pages on a big screen, or let it read the words aloud while each one lights up. Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
Reread: Sid Sat Reread “Sid Sat” from last week. The second time is smoother and quicker: that is fluency growing. Find this week's sight words, “to” and “go”, in the book or on their cards. Let your child pick one page to read to someone else in the family. Math 20 min
Shape pictures Cut circles, squares, triangles and rectangles from paper. Glue them into a picture, such as a house from a square and a triangle, and name each shape in it. Science 15 min
The sun is a star The sun is a star, very close to us. The stars at night are suns too, far away. Never look straight at the sun: it can hurt your eyes. Read-aloud 15 min
Read-aloud: From the Sun to the Pedals Read “From the Sun to the Pedals” aloud. If your child asks to hear it again, say yes: hearing a story twice is how it sticks. This one is true. Afterward, ask: what is one new thing you learned? Then find one more fact in it together. Date: ____________ Minutes: ________ Notes: ______________________________
Week 7 : Day and nightReading 20 min
New sound: g says /g/ Say the sound /g/ together, the sound at the start of goat, gum and gift. Keep it short and crisp, without an "uh" after it. g usually says /g/, as in gum. Show big G and small g. Trace each with a finger, then write a row of each. Hunt for three things at home that start with /g/. Math 20 min
Hexagons A hexagon has 6 sides and 6 corners. Count them on a drawing or a nut from the toolbox. Draw a hexagon together, counting each side. Science 15 min
Day and night Talk about what your family does in the day and what happens at night. Your child draws a day picture and a night picture. Read-aloud 15 min
Read-aloud: The Moon Follows Me Read “The Moon Follows Me” aloud. It is above what your child reads alone, on purpose: hearing longer stories builds words and understanding. Before reading, look at the title and the first page and ask: what do you think this story is about? On the read-along you can show the pages on a big screen, or let it read the words aloud while each one lights up. Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
New sound: h says /h/ Say the sound /h/ together, the sound at the start of hat, hen and hop. Keep it short and crisp, without an "uh" after it. Show big H and small h. Trace each with a finger, then write a row of each. Sort toys or pictures into two piles: g words and h words. Math 20 min
Flat or solid? Flat shapes are drawn on paper; solid shapes can be picked up. Hold a ball beside a drawn circle and a block beside a drawn square. What is the same? What is different? Science 15 min
Where does the sun go? Use a lamp as the sun and a ball as Earth. Put a sticker on the ball for your home. Turn the ball slowly: the sticker goes into the light (day) and into the dark (night). Read-aloud 15 min
Read-aloud: The Moon's Night Off Read “The Moon's Night Off” aloud, with your child beside you where they can see the pictures. Stop halfway and ask: what do you think will happen next? Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
Blend and read words Blend these words: say each sound, then slide them together. had, got, gap, tag, nag and hop. Mix them up: point to a word at random and see if your child can read it. New sight words: “my” and “me”. These are read by sight, not sounded out. Write each on a card and read the cards every day this week. Math 20 min
Cubes and spheres A cube is like a block or a die: six flat square faces. A sphere is round all over, like a ball. Find three of each at home. Science 15 min
The moon Look for the moon tonight; sometimes it is out in the daytime too. Draw its shape. Look again in three days: has it changed? Read-aloud 15 min
Read-aloud: The Night Bus Read “The Night Bus” aloud. Give the characters different voices; it helps a young listener follow who is talking. Afterward, ask your child to tell the story back to you: first, next, last. Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
Read: Pam Pins a Map Your child can sound out every word in it: it uses only letters they know, plus a few sight words. Point under each word as they read. When your child is stuck, say the first sound and let them finish the word, rather than saying the whole word. Afterward, ask your child to tell it back: what happened first, next and last? Math 20 min
Cones and cylinders A cone has one point and a round bottom; a cylinder is like a can, round at both ends. Test which shapes roll, which stack and which do both. Science 15 min
Stars On a clear night, look for stars together. Which is brightest? Long ago people named pictures in the stars. Make up a picture of your own. Read-aloud 15 min
Read-aloud: Mina and the Eight Planets Read “Mina and the Eight Planets” aloud, and let your child turn the pages. This one is true. Afterward, ask: what is one new thing you learned? Then find one more fact in it together. On the read-along you can show the pages on a big screen, or let it read the words aloud while each one lights up. Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
Passage: Day and Night Read the passage to your child the first time, running a finger under the words; then read it again together. Ask the questions under it, and let your child point to where the answer is. Read this week's sight words, “my” and “me”, on their cards. Math 20 min
Sort the shapes Gather ten things from around the house. Sort them into flat and solid, then sort the solid ones by shape name. Science 15 min
Awake at night Owls, bats, raccoons and moths are awake at night and sleep in the day. What might help an animal find food in the dark? Big eyes, good ears, a strong nose. Read-aloud 15 min
Read-aloud: The Letter for the Moon Read “The Letter for the Moon” aloud. If your child asks to hear it again, say yes: hearing a story twice is how it sticks. Afterward, ask: has anything like this happened to you? How was it the same, or different? Date: ____________ Minutes: ________ Notes: ______________________________
Week 8 : Fall changesReading 20 min
New sound: e says /e/ Say the short sound /e/ together, the sound at the start of egg, elf and elbow. Vowels also say their name (the long sound); this week is the short one. Show big E and small e. Trace each with a finger, then write a row of each. Hunt for three things at home that start with /e/. Math 20 min
Above and below Put a toy above the table, then below it. Your child says where it is each time. Look at a picture book page and find something above and something below. Science 15 min
Leaves change color Collect leaves on a walk and sort them by color. Which color did you find most? Read-aloud 15 min
Read-aloud: Why Do Leaves Change Color? Read “Why Do Leaves Change Color?” aloud. It is above what your child reads alone, on purpose: hearing longer stories builds words and understanding. This one is true. Afterward, ask: what is one new thing you learned? Then find one more fact in it together. On the read-along you can show the pages on a big screen, or let it read the words aloud while each one lights up. Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
New sound: l says /l/ Say the sound /l/ together, the sound at the start of lamp, leg and log. Keep it short and crisp, without an "uh" after it. Show big L and small l. Trace each with a finger, then write a row of each. Sort toys or pictures into two piles: e words and l words. Math 20 min
Beside and next to Line up three toys. Which is next to the bear? Which is beside the car? Move them around and ask again. Science 15 min
Leaf rubbings Put a leaf under thin paper and rub over it with the side of a crayon. Look at the lines (veins): they carry water through the leaf. Read-aloud 15 min
Read-aloud: Johnny Appleseed Read “Johnny Appleseed” aloud, with your child beside you where they can see the pictures. Stop halfway and ask: what do you think will happen next? Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
Blend and read words Blend these words: say each sound, then slide them together. net, set, pet, let, men and hen. Mix them up: point to a word at random and see if your child can read it. New sight words: “up” and “look”. These are read by sight, not sounded out. Write each on a card and read the cards every day this week. Math 20 min
In front of and behind Stand in front of a chair, then behind it. Hide a toy behind something and give clues with position words until your child finds it. Science 15 min
Shorter days Notice when it gets dark this week. Is it earlier than in summer? In fall the days get shorter and the nights longer. Read-aloud 15 min
Read-aloud: Henny Penny Read “Henny Penny” aloud. Give the characters different voices; it helps a young listener follow who is talking. This is an old tale, told for a long time. Afterward, ask: what did someone in the story learn? Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
Read: Did It Your child can sound out every word in it: it uses only letters they know, plus a few sight words. Point under each word as they read. When your child is stuck, say the first sound and let them finish the word, rather than saying the whole word. Afterward, ask: what was your favorite page, and why? Math 20 min
Shapes in their places Describe the room with shapes and position words: the round clock is above the rectangle door. Your child makes up three sentences like it. Science 15 min
Apples Cut an apple across the middle to find a star of seeds. Count the seeds. Taste a slice: sweet or sour? Crunchy or soft? Read-aloud 15 min
Read-aloud: The Ant and the Grasshopper Read “The Ant and the Grasshopper” aloud, and let your child turn the pages. This is an old tale, told for a long time. Afterward, ask: what did someone in the story learn? On the read-along you can show the pages on a big screen, or let it read the words aloud while each one lights up. Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
Reread: Pam Pins a Map Reread “Pam Pins a Map” from last week. The second time is smoother and quicker: that is fluency growing. Find this week's sight words, “up” and “look”, in the book or on their cards. Let your child pick one page to read to someone else in the family. Math 20 min
Follow the directions Give two-step directions with position words: put the cup next to the plate, then the spoon behind the cup. Then your child gives you directions. Science 15 min
Getting ready for winter Squirrels hide nuts, some birds fly to warmer places, and people get out coats. What does your family do to get ready for cold weather? Read-aloud 15 min
Read-aloud: The Enormous Turnip Read “The Enormous Turnip” aloud. If your child asks to hear it again, say yes: hearing a story twice is how it sticks. This is an old tale, told for a long time. Afterward, ask: what did someone in the story learn? Date: ____________ Minutes: ________ Notes: ______________________________
Week 9 : Maps of my worldReading 20 min
Review the letter sounds Point to each letter learned so far (m, s, a, t, p, i, n, d, c, o, g, h, e and l); your child says its sound. Go back over any sound that is slow, with a word that starts with it. Spin the letter wheel for a quick game: say the sound of whatever it lands on. Math 20 min
Count to 20 Count to 20 out loud together, then count 20 steps on a walk. Point to each number from 1 to 20 on the hundreds chart as you say it. History 15 min
What is a map? A map is a picture of a place seen from above. Look down at a toy on the floor the way a bird would. Draw the toy from above: what shape is it? Read-aloud 15 min
Read-aloud: Go, Go, Go Read “Go, Go, Go” aloud. It is above what your child reads alone, on purpose: hearing longer stories builds words and understanding. Before reading, look at the title and the first page and ask: what do you think this story is about? On the read-along you can show the pages on a big screen, or let it read the words aloud while each one lights up. Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
Write the sounds Say a sound; your child writes the letter for it. Go through the letters learned so far. Then say a short word (sat, tag, hem, hog, top and sad); your child says its sounds and writes it, one sound at a time. Check together. Writing a word by its sounds is real progress, even with a letter off. Math 20 min
Counting up to 20 things Count up to 20 beans or pennies, dropping each into a cup as you say its number. Pour them out and count again: is it the same? History 15 min
A map of my room Draw your child's room from above together: the bed, the door, the window. Put an X where your child sleeps. Read-aloud 15 min
Read-aloud: Dex on the Bus Read “Dex on the Bus” aloud, with your child beside you where they can see the pictures. Stop halfway and ask: what do you think will happen next? Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
Blend and read words Blend these words: say each sound, then slide them together. lap, man, hip, mop, cap and it. Mix them up: point to a word at random and see if your child can read it. New sight words: “you” and “said”. These are read by sight, not sounded out. Write each on a card and read the cards every day this week. Math 20 min
Counting on past 10 Start at 10 and count to 20. Then start at 13, then 16. Ask: what number comes after 14? Before 18? History 15 min
A map of our home Draw the rooms of your home, and your child labels who uses each room. Walk the map: start at the door and trace a path to the kitchen. Read-aloud 15 min
Read-aloud: Little Red Riding Hood Read “Little Red Riding Hood” aloud. Give the characters different voices; it helps a young listener follow who is talking. This is an old tale, told for a long time. Afterward, ask: what did someone in the story learn? Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
Read: Pat, Pat, Pat Your child can sound out every word in it: it uses only letters they know, plus a few sight words. Point under each word as they read. When your child is stuck, say the first sound and let them finish the word, rather than saying the whole word. Afterward, ask: who was in the story, and what happened? Math 20 min
Review: how many and which is more Make two groups of up to 10 things. Count each and say which has more. Then your child writes both numbers. History 15 min
A treasure map Hide a small toy and draw a map to it. Your child follows the map, using words like next to, behind, left and right. Read-aloud 15 min
Read-aloud: The Tale of Peter Rabbit Read “The Tale of Peter Rabbit” aloud, and let your child turn the pages. This is an old tale, told for a long time. Afterward, ask: what did someone in the story learn? On the read-along you can show the pages on a big screen, or let it read the words aloud while each one lights up. Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
Reread: Did It Reread “Did It” from last week. The second time is smoother and quicker: that is fluency growing. Find this week's sight words, “you” and “said”, in the book or on their cards. Let your child pick one page to read to someone else in the family. Math 20 min
Review: shapes and numbers hunt Hunt around the house for 3 circles, 5 rectangles and the number 7 written somewhere. Draw a picture of what you found. History 15 min
The whole Earth Look at the whole Earth on screen: the blue is water and the green and brown is land. Find where you live, and find an ocean. Read-aloud 15 min
Read-aloud: The Hen Parade Read “The Hen Parade” aloud. If your child asks to hear it again, say yes: hearing a story twice is how it sticks. Afterward, ask: has anything like this happened to you? How was it the same, or different? Date: ____________ Minutes: ________ Notes: ______________________________