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AT HOME LEARNING MODULE #9 SIGNS
Monday-What do we know about signs? What do we want to know?
Shared Discussion Talk about everything you
know about signs. Have a
grown up write down what
you want to find out. Take a
walk around the block and
see how many signs you
see.
Letters & Sounds Think of words that rhyme
with stop. Did you think of
cop, flop, hop, mop, pop or
top? Write these words in your
journal and add a little
drawing so you can use them
when you write another day.
Math Cut apart the BINGO card.
Sort and Classify Signs by
attributes: color, size, shape.
Count the signs sorted. Talk
about more, less, the same.
Save the pieces for activities
during the week.
Music
Sing the “Traffic Light Song”
to the tune of Twinkle
Twinkle Little Star. Add
movements for stop, go,
and slow. *See attached
Art or Sensory Use your name to make a
sign for your bedroom door.
Make a fancy frame around
the border.
Gross Motor Play an old-fashioned game
of Red Light-Green Light. Ask
a grown up if they played
this game as a child.
*See attached
Tuesday-What are the characteristics of signs?
Shared Discussion Talk about the importance
of the colors of signs.
Letters & Sounds
Play a guessing game. Hold
up an ‘s’ a ‘y’ or an ‘r’ and
have child point to which sign
begins with that letter. *See
attached
Math Use the signs from the BINGO
game you used in math
yesterday to make patterns.
Can you make a color or
shape pattern?
Music
Sing the “Traffic Light Song”
to the tune of Twinkle,
Twinkle Little Star. Clap the
rhythm of the song. *See attached
Art or Sensory Draw a traffic signal. Use a
small circle to trace (jar lid,
cup, etc.) color the circles
red, green and yellow.
Arrange in the correct order.
Is red at the top or is green?
Gross Motor Hold up a green sign to go
and a red sign to stop as you
walk around the block.
Wednesday- Where are signs found?
Shared Discussion Make a list of stores where
you shop. Can you describe
their signs?
Letters & Sounds
Put items in a grocery sack.
Chant the Shopping Chant
*see below,and pull out an
item. Tell the beginning sound
of that item.
Math Roll a dice and trace that
many stop signs.
Music/chants (Clap and chant)
Shopping Chant
I went shopping.
Now I’m back.
Can you help
unpack the sack?
Art or Sensory Make an Open and a Closed
sign. Decide where to hang
them…in the kitchen? Your
room?
.
Gross Motor
Map out a path with a hose
or tape or chalk. Call out
ways to move along the
path. (Hop, skip, run, etc.)
AT HOME LEARNING MODULE #9 Signs
Thursday-How do signs help?
Shared Discussion Talk about a signal being a
sign that uses sound or
light. What signals can you
think of? Did you think of
the bell at school? A
whistle at a football
game? The traffic signal?
Letters & Sounds Paint a traffic signal. Try to
sound out the color words.
Label with the beginning
sound and have your grown
up finish the word if needed.
Red =stop, Green= go
Math Make a numeral book. Draw 1
stop sign and write the
number. Draw 2 Railroad signs
and write the number 2. Draw
3 One Way signs and write 3
and so on.
Fine Motor Cut paper into shapes to
use in the art activity. Sort
them by size or color and
put together with paper
clips. Using paper clips is a
task that can be learned.
Children love to use paper
clips.
Art or Sensory Cut a strip of black paper
and make a broken line
down the middle to make a
road. Use colored paper to
cut and paste a town of
many buildings along the
road. Make a signal on the
corner.
STEM
Provide materials for children
to choose among to build a
bridge: cardboard, tubes,
paper, straws, tape, etc.
When the bridge is built, it
may need a sign naming the
bridge and a traffic sign or
signal at the bottom.
Friday-Who works with signs?
Shared Discussion
Talk about people who
work with signs. Did you
talk about a crossing
guard, a road construction
worker, sign language
interpreter?
Letters & Sound
Make name cards for the
people in your family. Set
them at their place at the
table when you have your
meal. Decorate the frame
with the person’s favorite
colors.
Math Go on a sign walk. Tally how
many signs you see.
Remember tally marks are 4
straight up and down lines
with the 5th one diagonal.
llll
Music/chants Tune: “Jingle Bells”
Stop and look, listen too,
Before you cross the street.
Think about the safety rules,
Before you move your feet!
Art or Sensory Create 6 different road signs. (Use paint, crayons or markers)
Put a number on each sign.
Use them for the Gross Motor
activity.
Gross Motor Put the signs in 6 different
areas of the room or yard. Roll
a dice and move to that sign
in different ways. Run, skip,
hop, jump, twirl… Apps to Try
SORA
Brings books to life.
https://tinyurl.com/SORA-LINK
Handwriting Without Tears
Handwriting Practice
https://tinyurl.com/HWTvideos
Starfall
Learn about letters and sounds
https://tinyurl.com/STAR-FALL
Websites to Get Kids Moving
GoNoodle!
Dance-along, yoga, and more
https://tinyurl.com/GO-NOODLE
Jack Hartman
Sing & dance to children's songs
https://tinyurl.com/JACK-SONGS
Cosmic Yoga
Yoga & mindfulness for kids.
https://tinyurl.com/COSMIC-YOGA
Rhymes for stop
op
\
R
r
S
s
Y
y
Red Light, Green Light
Skills Practiced:
Listening, observation and agility
Before You Start:
• Make sure everyone knows the rules and what happens
if they move on a ‘Red Light’.
• How to move quickly and safely.
Set Up:
Clearly define the playing area with a designated starting
line and finish line.
How To Play:
• Start with everyone along the starting line,
• When you say ‘Green Light’ everyone will move
towards the finish line,
• When you say ‘Red Light’ everyone must immediately
stop.
o If players are still moving when you call ‘Red Light’,
they must go back to the starting line.
• Start a new round when everyone gets across the finish
line or when most players make it across the finish line.
Indoor Modifications:
• Remind that no running is allowed.
• Green Light=Walk, Yellow Light = Slow Motion, Red Light
=Stop.
Stop and Look
Tune: chorus of “Jingle Bells”
Stop and look, listen too,
Before you cross the street.
Think about the safety rules,
Before you move your feet!
https://www.kidslearningforlife.com/red-light-green-light-activity/
Use s,r,y, cards. Hold one up, child points to the sign that begins with that letter.
Roll and Trace Game -Wednesday
Cut out this stop sign to trace.
Letters and Sounds -Tuesday
https://www.pre-kpages.com/building-bridges-engineering-activity/ Bridge STEM
Paper Clips Thursday
Children are always asking to use paper clips
because they see their teachers using them. Set
up this activity for fine motor experiences. Let
them cut squares of colored construction paper
for their buildings in the art experience. Children
stack the papers (all of the same color or size)
and clip them with a paper clip. This may be
challenging for some children to manipulate the
paper clip, but they loved doing it, and it gives
them an opportunity to use paper clips.
Make a street with houses and signs -Thursday
http://kids-
finelines.blogspot.com/2011/05/city-shapes-
and-sounds.html
1
2
4 3
5 6 Create 6 signs in art on Friday.
Use these as ideas.
Build a bridge on Thursday.
Here is a bridge other children created.
Create 6 signs in art on Friday.
Use these as ideas.
WEEKLY SOCIAL-EMOTIONAL LEARNING GUIDE GUÍA SEMANAL DE APRENDIZAJE EMOCIONAL SOCIAL
Parent Information: Social and emotional learning (SEL) is the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. Below is a weekly guide to help keep your students moving forward with the social-emotional development. The shared discussion section will set the learning goal for the week with your child, while the other sections will direct you to resources that will reinforce the concepts from the shared discussion section. Información para padres: El aprendizaje social y emocional (SEL) es el proceso a través del cual los niños y los adultos comprenden y manejan las emociones, establecen y alcanzan objetivos positivos, sienten y muestran empatía por los demás, establecen y mantienen relaciones positivas y toman decisiones responsables. A continuación, hay una guía semanal para ayudar a que sus estudiantes avancen con el desarrollo socioemocional. La sección de discusión compartida establecerá la meta de aprendizaje para la semana con su hijo, mientras que las otras secciones lo dirigirán a recursos que reforzarán.
AT HOME SOCIAL-EMOTIONAL LEARNING EN CASA APREDIZAJE SOCIAL Y EMOCIONAL
WEEK 8 – We Feel Feelings in Our Bodies
SEMANA 8 – Sentimos los sentimientos en el cuerpo SHARED DISCUSSION 2nd Step Home Link (English)
We Feel Feelings in our Bodies
DISCUSIÓN COMPARTIDA 2nd Step Enlace con el Hogar (Español) Sentimos los sentimientos en el cuerpo
BOOKS Is a Worry Worrying You?
read aloud https://safeYouTube.net/w/U
2OB
LIBROS
EL MONSTRUO DE COLORES - Cuento Infantil
https://safeYouTube.net/w/73OB
VIDEO Watch lesson 13, days 1, 2 and 3
https://www.secondstep.org/covid19support/early-learning-lessons
VÍDEO Daniel Tigre en Español 😟 Sentirse Triste y
Preocupado | Videos para Niños https://safeYouTube.net/w/58OB
YOGA/MOVEMENT Mind Yeti
https://www.youtube.com/playlist?list=PLiaUKiwbiHMQDQLCXoPaMMYotld
KlUQCw
YOGA/MOVIMIENTO Mind Yeti Español
https://www.youtube.com/playlist?list=PLiaUKiwbiHMSzAac5smgxc98Huui9
KwC-
PARENT INFORMATION
Lesson 13: We Feel Feelings in Our Bodies
INFORMACIÓN PARA
PADRES Lección 13: Sentimos
sentimientos en nuestros cuerpos
JOURNAL/ART/SENSORY It is important to tell somebody when you are worried. Draw a picture of who you would tell
when you are worried.
DIARIO/ARTE/SENSORIO Es importante decirle a alguien cuando está
preocupado. Haz un dibujo de a quién le dirías cuando estés preocupado.
VocabularyPractice these words with your child before or during the lesson:
• Uncomfortable: not comfortable, not feeling good
• Worried: feeling uneasy or nervous, typically about something that might happen or something that’s uncertain
• Clues: hints that help to solve a puzzle, problem, or mystery
After the Lesson • Talk with your child about how it’s normal to feel worried or uncomfortable sometimes. Let them know that even grown-ups feel worried, especially when things are out of the ordinary or if many things are unknown. It will help your child to know what to do if they feel worried. Together, you can identify who your child can talk to when they’re worried.
• Work with your child to complete the lesson Home Link.
Daily PracticeTry doing these activities with your child to help reinforce what they’ve learned:
• Have your child practice identifying feelings that are comfortable or uncomfortable in everyday situations throughout the week.
• Ask your child to pay attention to how their body feels, especially when they’re having a new feeling or a strong feeling. Encourage your child to take a few moments and decide how they feel.
Lesson 13: We Feel Feelings in Our Bodies
What Is My Child Learning?Your child is learning that clues in his or her body can help him or her identify feelings. Your child is also learning that some feelings are comfortable and others are uncomfortable, and it’s important to talk to a grown-up when he or she feels worried.
Why Is This Important?This lesson helps children learn how to identify worry as an uncomfortable feeling, and identify a grown-up to talk to when they feel worried. This may be a particularly helpful lesson now because children may be feeling more worried during the COVID-19 crisis.
GRADE
EL
1 E A R LY L E A R N I N G L E S S O N 1 3 I N F O @ S E C O N D S T E P. O R G 2 0 2 0 C O M M I T T E E F O R C H I L D R E N # 1 2 8 7
Create a Second Step Account1. Go to www.secondstep.org
2. Under New Users, click “Create Account”
3. Complete the required fields
4. Add Program Activation Key: SSPE FAMI LY68
The Second Step Family Resources (individually or together, the “Resource”) are for educational use only by parents, families, and teachers with students currently learning online due to the impact of COVID-19. Each Resource has been created by Committee for Children, and all intellectual property and other property rights, including copyright, are owned and controlled by Committee for Children. Your use of a Resource does not create any ownership interest or other rights in the Resource or any of its contents or elements. Neither the Resource nor its contents or elements may be copied, performed, modified, distributed, downloaded, posted, or shared with or given or sold to anyone else or used for any noneducational purpose. Additional terms and conditions may apply, as indicated for a particular resource. © Committee for Children 2020
Second Step is a registered trademark of Committee for Children
2 E A R LY L E A R N I N G L E S S O N 1 3 I N F O @ S E C O N D S T E P. O R G 2 0 2 0 C O M M I T T E E F O R C H I L D R E N # 1 2 8 7
© 2011 Committee for Children Second Step: Social-Emotional Skills for Early Learning Page 67
Lesson Time
Your child is learning that we feel feelings in our bodies. He or she is also learning about feeling worried.
Children are learning these steps for when they feel worried:
•Put your hands on your tummy. •Ask, “How is my body feeling?”•Notice how your body feels. It may feel
uncomfortable. Your tummy might hurt or your heart might beat quickly.
•Talk to a grown-up.
When your child is worried, talking to a grown-up can help him or her cope.
Play Time
Play a game with your child to practice what to do when feeling worried.
Say: We are going to play I’m Worried. First think about something you sometimes worry about. Now say, “I’m worried.” Put your hands on your tummy and ask, “How is my body feeling?” Now tell me what you worry about. Give your child an example of what you worry about: I sometimes worry I will be late for work.
Continue playing if your child has more than one thing he or she worries about.
Story Time
This week’s story is about Michael. Michael is waiting for his grandma to pick him up. She is late. Ask your child about this story.• What do you see in this photo?• How is Michael feeling? (Worried.) • How can you tell? (By the look on his face. By his body—it looks like his tummy hurts. By what is happening.)• What can Michael do to feel better? (Talk to a grown-up—his teacher.)
Now let’s pretend you’re Michael and I’m your teacher. How can Michael tell his teacher what he’s worried about? (I’m worried. My grandma is late. I wonder where she is.)
Home Link 13
Michael
Early Learning Unit 3Week 13: We Feel Feelings in Our Bodies
Signs Journal
Diario de Señales
Monday/Lunes
Tuesday/Martes
Wednesday/Miercoles
Thursday/Jueves
Friday/Viernes