Peabody Homeschool › Peabody Year › Kindergarten › Quarter 2 Kindergarten homeschool plan, quarter 2 Weeks 10 to 18, 45 days, ready to print.
Quarter 1 Quarter 2 Quarter 3 Quarter 4 Print quarter 2 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 10 : Living and nonlivingReading 20 min
New sound: r says /r/ Say the sound /r/ together, the sound at the start of rug, red and run. Keep it short and crisp, without an "uh" after it. Show big R and small r. Trace each with a finger, then write a row of each. Hunt for three things at home that start with /r/. Math 20 min
A full ten and one more Fill a ten frame: that is 10. Put 1 more counter beside it: ten and 1 more is 11. Make 12 and 13 the same way, saying ten and how many more each time. Science 15 min
Living or not? Living things grow, need food and water, and make more of their kind. Is a dog living? A rock? A tree? A toy car? Talk about each. Read-aloud 15 min
Read-aloud: Big Egg Read “Big Egg” 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: u says /u/ Say the short sound /u/ together, the sound at the start of up, umbrella and under. Vowels also say their name (the long sound); this week is the short one. Show big U and small u. Trace each with a finger, then write a row of each. Sort toys or pictures into two piles: r words and u words. Math 20 min
Making 14 and 15 Use two ten frames: fill the first, and put 4 on the second. Ten and 4 is 14. Now make 15: ten and 5. Where do you see the 5 in the number 15? Science 15 min
A living things walk Walk outside and find five living things and five things that are not living. Draw one of each when you get home. Read-aloud 15 min
Read-aloud: Meg and the Seed Read “Meg and the Seed” 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. rid, rag, rod, hut, cut and gut. Mix them up: point to a word at random and see if your child can read it. New sight words: “for” and “here”. 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 11 to 15 things Count out 13 small things, dropping the first ten into a cup. The cup holds a ten. Count on from it: 11, 12, 13. Try 11, 14 and 15 too. Science 15 min
Once living A fallen leaf, a wooden spoon and an apple were all part of something living. Find three once-living things at home. Read-aloud 15 min
Read-aloud: Moss and the Box Read “Moss and the Box” 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: Sip, Sip, Sip 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
Writing 11 to 15 Write 11, 12, 13, 14 and 15. Each one starts with a 1 for the ten. Point to the second digit in each: it tells how many ones are left over. Science 15 min
Living things grow Look at a baby picture, a seedling and a grown plant. Every living thing grows and changes. What will your child be able to do next year? Read-aloud 15 min
Read-aloud: Three Rocks in a Shoebox Read “Three Rocks in a Shoebox” 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: Pat, Pat, Pat Reread “Pat, Pat, Pat” from last week. The second time is smoother and quicker: that is fluency growing. Find this week's sight words, “for” and “here”, in the book or on their cards. Let your child pick one page to read to someone else in the family. Math 20 min
Show me the number Say a number from 11 to 15. Your child shows it on two ten frames. Then with fingers: you hold up ten, and your child adds the extra ones. Science 15 min
Three piles Sort a pile of things into living, once living and never living. Talk about the hard ones: a seed, a shell, water. Read-aloud 15 min
Read-aloud: A Cat and a Dog Read “A Cat and a Dog” 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 11 : What animals needReading 20 min
New sound: f says /f/ Say the sound /f/ together, the sound at the start of fan, fish and fox. Keep it short and crisp, without an "uh" after it. Show big F and small f. Trace each with a finger, then write a row of each. Hunt for three things at home that start with /f/. Math 20 min
Sixteen and seventeen Fill one ten frame and put 6 on the next: 16. Then add one more: 17. Say it as ten and six, ten and seven, then as sixteen and seventeen. Science 15 min
What animals need Animals need food, water, air and a safe place to live. List what a pet, a bird or a fish needs to stay well. Read-aloud 15 min
Read-aloud: At the Zoo Read “At the Zoo” 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: b says /b/ Say the sound /b/ together, the sound at the start of bat, bus and bed. Keep it short and crisp, without an "uh" after it. Show big B and small b. Trace each with a finger, then write a row of each. Sort toys or pictures into two piles: f words and b words. Math 20 min
Eighteen, nineteen, twenty Make 18 and 19 on two ten frames. Add one more to 19: two full ten frames make 20, two tens and no ones. Science 15 min
Animal food Some animals eat plants, some eat other animals, and some eat both. Sort toy animals or pictures by what they eat. Read-aloud 15 min
Read-aloud: Liv and the Ants Read “Liv and the Ants” 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. fan, bad, bus, bit, bin and fog. Mix them up: point to a word at random and see if your child can read it. New sight words: “big” and “little”. 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 16 to 20 Write 16, 17, 18, 19 and 20. Twenty starts with a 2 because it is two tens. Show it with two full ten frames. Science 15 min
Water for animals Put a shallow dish of water outside where birds can reach it. Check it a few times this week: who visits? Read-aloud 15 min
Read-aloud: A Bath for the Birds Read “A Bath for the Birds” 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: Can Ted Hop? 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
Twenty jumps Count 20 jumps, 20 claps and 20 steps. Then count back from 20 to 10 in a whisper. Science 15 min
A safe place Where does a bird sleep? A dog? A fish? A bee? Your child draws one animal in its safe place. Read-aloud 15 min
Read-aloud: The Crow and the Pitcher Read “The Crow and the Pitcher” 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
Passage: My Cat Mim Your child reads the passage, then you read it back to them. Ask the questions under it, and let your child point to where the answer is. Read this week's sight words, “big” and “little”, on their cards. Math 20 min
Teen number match Write 11 to 20 on scraps of paper. Your child makes each number with counters on two ten frames and puts the card beside it. Science 15 min
Caring for an animal If you have a pet, your child helps give it food and water each day this week. If not, plan together everything a new pet would need. Read-aloud 15 min
Read-aloud: The Otter's Rock Read “The Otter's Rock” 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 12 : What plants needReading 20 min
New sound: k says /k/ Say the sound /k/ together, the sound at the start of kite, kid and kit. Keep it short and crisp, without an "uh" after it. Show big K and small k. Trace each with a finger, then write a row of each. Hunt for three things at home that start with /k/. Math 20 min
Counting to 30 Count to 30, pointing to each number on the hundreds chart. What happens after 19? After 29? A new ten begins. Science 15 min
Plant beans Plant two dried beans in cups of soil and water them. Put both cups in a sunny window and mark the date on each. Read-aloud 15 min
Read-aloud: The Bean in the Cup Read “The Bean in the Cup” 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: j says /j/ Say the sound /j/ together, the sound at the start of jam, jug and jet. Keep it short and crisp, without an "uh" after it. Show big J and small j. Trace each with a finger, then write a row of each. Sort toys or pictures into two piles: k words and j words. Math 20 min
Counting to 40 Count to 40 on the hundreds chart. Each row is a new ten. Read the first number in each row: 1, 11, 21, 31. Science 15 min
The dark cup Plant a third bean and put it in a dark cupboard. What does your child think will happen to it? Write down the guess. Read-aloud 15 min
Read-aloud: Jack and the Beanstalk Read “Jack and the Beanstalk” 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. jog, jig, kid, jet, job and jut. Mix them up: point to a word at random and see if your child can read it. New sight words: “play” and “run”. 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 to 50 Count to 50 together, then let your child lead. Start in the middle: count from 23 to 31, then from 38 to 46. Science 15 min
Water Water the cups just enough to keep the soil damp. What happens to a plant that gets no water? Look for a droopy plant. Read-aloud 15 min
Read-aloud: The Fox and the Grapes Read “The Fox and the Grapes” 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: Rat's Hut 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
Count on from any number Spin the number wheel and count on five more from wherever it lands. Do it five times. Was any one tricky to count past? Science 15 min
Leaves make food Plants make their own food in their leaves, using sunlight. Look closely at a leaf: the lines are tubes that carry water. Read-aloud 15 min
Read-aloud: Stone Soup Read “Stone Soup” 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: Can Ted Hop? Reread “Can Ted Hop?” from last week. The second time is smoother and quicker: that is fluency growing. Find this week's sight words, “play” and “run”, in the book or on their cards. Let your child pick one page to read to someone else in the family. Math 20 min
Missing numbers Cover a few numbers on the hundreds chart (up to 50) with coins or sticky notes. Your child says which number is hiding under each, then lifts it to check. Science 15 min
Check the beans Look at all three cups. Which have sprouted? Is the dark one different? Draw them, and keep watching them next week. 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: ______________________________
Reading 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, l, r, u, f, b, k and j); 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
Which is greater? Write two numbers under 10, such as 6 and 9. Which is greater? Show both on ten frames to check. Do three more pairs. Science 15 min
Nests Birds build nests from twigs, grass and mud. Look for a nest in a tree or a bush on a walk, without touching it. Read-aloud 15 min
Read-aloud: Who Lives Under the Log? Read “Who Lives Under the Log?” 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
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 (jam, gum, pig, lap, lot and led); 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
Comparing on a number line Find 4 and 7 on the number line. The one farther along is greater. Try 2 and 8, then 5 and 3. Science 15 min
Holes and burrows Rabbits, ants and moles dig homes underground. How does digging change the ground? Dig a small hole in a pot of soil and look. Read-aloud 15 min
Read-aloud: The Three Little Pigs Read “The Three Little Pigs” 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. hut, am, tip, on, nag and lid. Mix them up: point to a word at random and see if your child can read it. New sight words: “help” and “jump”. These are read by sight, not sounded out. Write each on a card and read the cards every day this week. Math 20 min
Greater, less, equal Use the words greater than, less than and equal to with pairs of counters. Equal means the same amount. Make two equal groups, then make one greater. Science 15 min
Beavers build dams Beavers cut down trees and build dams across streams, which makes a pond. Draw a beaver's dam and the pond behind it. Read-aloud 15 min
Read-aloud: Look at Ants Read “Look at Ants” aloud. Give the characters different voices; it helps a young listener follow who is talking. This one is true. Afterward, ask: what is one new thing you learned? Then find one more fact in it together. Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
Read: Get Up, Gus! 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
Spin and compare Spin the number wheel twice; spin again if a number is over 10. Which is greater? Which is less? Play eight rounds. Science 15 min
Build a nest Collect twigs, grass and string outside. Try to build a nest that holds an egg-sized ball. Is it harder than it looks? Read-aloud 15 min
Read-aloud: The Wolf and the Seven Little Goats Read “The Wolf and the Seven Little Goats” 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: Rat's Hut Reread “Rat's Hut” from last week. The second time is smoother and quicker: that is fluency growing. Find this week's sight words, “help” and “jump”, in the book or on their cards. Let your child pick one page to read to someone else in the family. Math 20 min
Put them in order Write three numbers under 10 on cards, such as 7, 2 and 5. Your child puts them in order from least to greatest, then from greatest to least. Science 15 min
Small creatures' homes Look outside for webs, ant hills and holes in leaves. Who made each one? How did it change the place? Read-aloud 15 min
Read-aloud: Pim and the Mitten Read “Pim and the Mitten” 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 14 : Pushes and pullsReading 20 min
New sound: w says /w/ Say the sound /w/ together, the sound at the start of web, wig and wet. Keep it short and crisp, without an "uh" after it. Show big W and small w. Trace each with a finger, then write a row of each. Hunt for three things at home that start with /w/. Math 20 min
Putting together Tell a story: 2 ducks swim, 1 more duck comes. How many now? Act it out with toys. Adding means putting groups together. Science 15 min
Push or pull? Act out pushes and pulls: open a door, pull a wagon, push a swing. Is opening a drawer a push or a pull? Closing it? Read-aloud 15 min
Read-aloud: The Enormous Turnip Read “The Enormous Turnip” 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: v says /v/ Say the sound /v/ together, the sound at the start of van, vet and vest. Keep it short and crisp, without an "uh" after it. Show big V and small v. Trace each with a finger, then write a row of each. Sort toys or pictures into two piles: w words and v words. Math 20 min
The plus sign Show 2 + 1 = 3 with counters: 2 here, 1 there, then push them together. Read it together: two plus one equals three. Write two more like it. Science 15 min
Harder and softer Roll a ball with a soft push, then a hard push. Which goes farther? Mark each spot with a sock. Read-aloud 15 min
Read-aloud: Ben and the Blocks Read “Ben and the Blocks” 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. vet, wet, will, wag, win and wig. Mix them up: point to a word at random and see if your child can read it. New sight words: “not” and “one”. These are read by sight, not sounded out. Write each on a card and read the cards every day this week. Math 20 min
Adding stories Make up three adding stories with things at home, each with a total of 5 or less. Your child acts out each one and says how many in all. Science 15 min
Changing direction Roll a ball toward a wall. What happens when it bumps? Roll it again and give it a push from the side as it goes. Read-aloud 15 min
Read-aloud: The Little Blue Engine Read “The Little Blue Engine” 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: Pup in the Tub 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
Adding on fingers Hold up 3 fingers on one hand and 2 on the other. How many fingers in all? Try other pairs that make 5 or less. Science 15 min
Stopping Roll a ball to your child; they stop it with a hand, then a foot, then a pillow. Stopping is a push too. Which stopped it best? Read-aloud 15 min
Read-aloud: The Three Billy Goats Gruff Read “The Three Billy Goats Gruff” 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: Get Up, Gus! Reread “Get Up, Gus!” from last week. The second time is smoother and quicker: that is fluency growing. Find this week's sight words, “not” and “one”, in the book or on their cards. Let your child pick one page to read to someone else in the family. Math 20 min
Adding on paper Do part of an addition sheet with counters nearby, only the sums to 5. Read each one aloud before solving it: three plus one equals… Science 15 min
Pushes and pulls at home Go room to room and list things we push (a button, a door) and things we pull (a zipper, a handle). Which list is longer, and why might that be? Read-aloud 15 min
Read-aloud: Paul Bunyan and Babe Read “Paul Bunyan and Babe” 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 15 : Ramps and rollingReading 20 min
New sound: x says /ks/ Say the sound /ks/ together, the sound at the start of box, fox and six. Keep it short and crisp, without an "uh" after it. x is heard at the end of most short words: listen for /ks/ in box. Show big X and small x. Trace each with a finger, then write a row of each. Hunt for three things at home that start with /ks/. Math 20 min
Taking away Put 5 crackers on a plate and eat 2. How many are left? Act it out. Taking away always leaves fewer than before. Science 15 min
Build a ramp Lean a board or a big book against a step or a couch. Roll a toy car down. Where does it stop? Read-aloud 15 min
Read-aloud: The Tortoise and the Hare Read “The Tortoise and the Hare” 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: y says /y/ Say the sound /y/ together, the sound at the start of yes, yak and yell. Keep it short and crisp, without an "uh" after it. Show big Y and small y. Trace each with a finger, then write a row of each. Sort toys or pictures into two piles: x words and y words. Math 20 min
The minus sign Show 4 − 1 = 3: four counters, then take one away. Read it: four minus one equals three. Write two more like it. Science 15 min
A steeper ramp Make the ramp steeper by adding another book underneath. Does the car go faster? Farther? Mark where it stops. Read-aloud 15 min
Read-aloud: The Snail Race Read “The Snail Race” 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. fix, yet, six, yam, yes and mix. Mix them up: point to a word at random and see if your child can read it. New sight words: “red” and “blue”. These are read by sight, not sounded out. Write each on a card and read the cards every day this week. Math 20 min
Take-away stories Make up three take-away stories with toys, starting from 5 or less. Your child acts out each one and says how many are left. Science 15 min
Rough and smooth Put a towel over the ramp and roll the car again. What changed? Why might a rough ramp slow it down? Read-aloud 15 min
Read-aloud: The Gingerbread Man Read “The Gingerbread Man” 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: Six Cats, Six Hats 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
Hiding counters Put 5 counters under a cup, then take some out where your child can see. How many are still hiding? Lift the cup to check. Science 15 min
Roll or slide? Race a ball, a block and a toy car down the ramp. Which rolls? Which slides? Which wins? Read-aloud 15 min
Read-aloud: Look at the Big Pig Read “Look at the Big Pig” 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: Pup in the Tub Reread “Pup in the Tub” from last week. The second time is smoother and quicker: that is fluency growing. Find this week's sight words, “red” and “blue”, in the book or on their cards. Let your child pick one page to read to someone else in the family. Math 20 min
Taking away on paper Do part of a subtraction sheet, only the ones starting from 5 or less. Use fingers or counters to check each answer. Science 15 min
Make it go farthest Change one thing at a time to make the car go as far as possible. Measure each try in steps and keep the best. Read-aloud 15 min
Read-aloud: Coo Catches Gumdrop Read “Coo Catches Gumdrop” 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: ______________________________
Reading 20 min
New sound: z says /z/ Say the sound /z/ together, the sound at the start of zip, zoo and zigzag. Keep it short and crisp, without an "uh" after it. Show big Z and small z. Trace each with a finger, then write a row of each. Hunt for three things at home that start with /z/. Math 20 min
Five in two parts Make 5 with counters in two colors: 4 red and 1 yellow. 4 and 1 make 5. Flip one counter: now 3 and 2. Keep going. Science 15 min
Water turns to ice Pour water into an ice cube tray and put it in the freezer. Check after an hour, then before bed. What changed? Read-aloud 15 min
Read-aloud: Lou and the Snow Dad Read “Lou and the Snow Dad” 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: qu says /kw/ Say the sound /kw/ together, the sound at the start of quack, quick and quilt. Keep it short and crisp, without an "uh" after it. q almost always comes with u, and together they say /kw/. Show big Qu and small qu. Trace each with a finger, then write a row of each. Sort toys or pictures into two piles: z words and qu words. Math 20 min
Number bonds Draw a number bond: 5 in the top circle, 3 and 2 in the two below. Find other parts that make 5 and draw a bond for each. Science 15 min
Melting race Put ice cubes in three places: a plate on the counter, a sunny window, a cup of warm water. Which melts first? Which last? Read-aloud 15 min
Read-aloud: Where Is Ned's Hat? Read “Where Is Ned's Hat?” 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. zap, zip, ham, net, pit and men. Mix them up: point to a word at random and see if your child can read it. New sight words: “yellow” and “two”. These are read by sight, not sounded out. Write each on a card and read the cards every day this week. Math 20 min
Shake and spill Shake 5 two-color counters in a cup and spill them. How many of each color? Write each spill as a number sentence: 2 + 3 = 5. Science 15 min
Snow and frost If there is snow or frost outside, look closely at it with a magnifying glass. If not, look at the frost inside the freezer. Read-aloud 15 min
Read-aloud: Why Does Ice Float? Read “Why Does Ice Float?” aloud. Give the characters different voices; it helps a young listener follow who is talking. This one is true. Afterward, ask: what is one new thing you learned? Then find one more fact in it together. Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
Read: Ten Pigs 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
The hidden part Show 5 fingers, then hide some behind your back. How many are hiding? Take turns hiding and guessing. Science 15 min
Does ice float? Drop an ice cube in a glass of water. Does it sink or float? Push it under. What happens when you let go? Read-aloud 15 min
Read-aloud: Pooh and Piglet Go Hunting Read “Pooh and Piglet Go Hunting” 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: Six Cats, Six Hats Reread “Six Cats, Six Hats” from last week. The second time is smoother and quicker: that is fluency growing. Find this week's sight words, “yellow” and “two”, in the book or on their cards. Let your child pick one page to read to someone else in the family. Math 20 min
Every way to make 5 Make a list together: 5 and 0, 4 and 1, 3 and 2, and so on. Are 3 and 2 the same as 2 and 3? Show both with counters. Science 15 min
Staying warm Talk about staying safe in cold weather: hats, mittens and coming inside when cold. Your child picks the right clothes for a snowy day. Read-aloud 15 min
Read-aloud: The Frog That Freezes Read “The Frog That Freezes” 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 17 : Animals in winterReading 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, l, r, u, f, b, k, j, w, v, x, y, z and qu); 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
Counting by tens Count by tens to 100 together: 10, 20, 30, all the way up. Each ten is one full ten frame. How many ten frames would 100 need? Science 15 min
Sleeping through winter Some animals, like bears and bats, sleep through much of the winter. Build a cozy den from blankets and pillows. Read-aloud 15 min
Read-aloud: The Bear Who Could Not Sleep Read “The Bear Who Could Not Sleep” 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 (hit, hip, yes, fun, on and vat); 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
The tens column Point down the last column of the hundreds chart: 10, 20, 30. What is the same in every one? They all end in 0. Science 15 min
Flying away Many birds fly to warmer places for the winter. Look for birds this week: which ones stayed? Read-aloud 15 min
Read-aloud: Penguins Up Close Read “Penguins Up Close” aloud, with your child beside you where they can see the pictures. This one is true. Afterward, ask: what is one new thing you learned? Then find one more fact in it together. Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
Blend and read words Blend these words: say each sound, then slide them together. run, hum, if, fog, us and yes. Mix them up: point to a word at random and see if your child can read it. New sight words: “three” and “down”. These are read by sight, not sounded out. Write each on a card and read the cards every day this week. Math 20 min
Bundles of ten Make bundles of 10 straws or craft sticks with rubber bands. Count the bundles by tens. Four bundles is how many sticks? Science 15 min
Thick coats Some animals grow thicker fur or feathers for winter. Hold an ice cube with a bare hand, then with a mitten on. Which keeps your hand warmer? Read-aloud 15 min
Read-aloud: The Run to Nome Read “The Run to Nome” aloud. Give the characters different voices; it helps a young listener follow who is talking. This one is true. Afterward, ask: what is one new thing you learned? Then find one more fact in it together. Date: ____________ Minutes: ________ Notes: ______________________________
Reading 20 min
Read: Jen and the Jam 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
Fingers by tens Everyone in the family holds up ten fingers. Count all the fingers by tens. How many would two more people add? Science 15 min
Food for winter Squirrels hide nuts in fall to eat in winter. Put some seeds out for birds and watch who comes. 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: Ten Pigs Reread “Ten Pigs” from last week. The second time is smoother and quicker: that is fluency growing. Find this week's sight words, “three” and “down”, in the book or on their cards. Let your child pick one page to read to someone else in the family. Math 20 min
Tens, then ones Count to 100 by tens, then stop at 40 and count on by ones to 50. Try it again from 70 to 80. Science 15 min
Sleep, leave or stay Make three columns: animals that sleep, leave or stay. Draw at least two animals in each. Read-aloud 15 min
Read-aloud: Pim and the Mitten Read “Pim and the Mitten” 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 18 : Community helpersReading 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, l, r, u, f, b, k, j, w, v, x, y, z and qu); 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
Quick sums to 5 Say a sum within 5, like 2 + 2 or 4 + 1. Your child answers, using fingers if needed. Go faster as they get them right. History 15 min
Who helps us? Name helpers in your town: the mail carrier, the doctor, the firefighter, the librarian. What does each one do? Read-aloud 15 min
Read-aloud: Lion and Mouse Read “Lion and Mouse” 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 (gem, bus, ten, sip, log and fog); 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
Quick take-aways from 5 Say a take-away within 5, like 5 − 2 or 4 − 3. Your child answers. Ask how they knew: counted back, or just knew? History 15 min
Tools for the job Match helpers to their tools: a stethoscope, a ladder, a mailbag, a library card. Draw a helper with their tool. 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. yet, bit, mad, ran, hug and yam. Mix them up: point to a word at random and see if your child can read it. New sight words: “come” and “find”. These are read by sight, not sounded out. Write each on a card and read the cards every day this week. Math 20 min
Add or take away? Tell a story. Your child decides first: are we adding or taking away? Then they solve it with counters. History 15 min
Meet a helper On an errand this week, say thank you to a helper and ask one question about their job. Talk about the answer on the way home. Read-aloud 15 min
Read-aloud: The Letter for the Moon Read “The Letter for the Moon” 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: Fox and the Hen 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
Flash card game Make flash cards for sums and take-aways within 5. Play: answer quickly, and any card that's slow goes back in the pile. History 15 min
Helpers at home Who helps at home, and how? Your child picks one job to do for the family each day this week. Read-aloud 15 min
Read-aloud: Marit and the Storm Pony Read “Marit and the Storm Pony” 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: Who Helps at School? Your child reads the passage, then you read it back to them. Ask the questions under it, and let your child point to where the answer is. Read this week's sight words, “come” and “find”, on their cards. Math 20 min
Show what you know Do a short sheet of sums and take-aways within 5 without counters. Circle the ones that felt hard and practice those tomorrow. History 15 min
When I grow up Your child draws a job they might like to do one day. They tell you what that helper does and why it matters. Read-aloud 15 min
Read-aloud: The Little Blue Engine Read “The Little Blue Engine” 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: ______________________________