Calvert Education Services • Lesson 1 1

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Lesson 1Materials The Music Break:

Disc One (Optional)scissorsrubber bandindex cardcrayons or markerspaintschalk (Optional)several small, light objects drinking strawssmall, lightweight ball

BooksPoems & ProsePractice Book, Volume 1 Teacher AidsLetters & Words

Student Assignments ❑ DISCUSSION

___Participate in an opening activity___ Determine a place to keep all school materials

❑ MATHEMATICS ___Complete today’s lesson

❑ READING COMPREHENSION___ Listen to and discuss “Goldilocks and the Three Bears,”

Poems & Prose___Complete p. 3, Practice Book

❑ READING READINESS ___Learn “Alphabet Song,” Teacher Aids___Preview letters A and a___Complete pp. 1–2, Practice Book

❑ PHONEMIC AWARENESS/LISTENING___ Learn and recite “The Three Little Kittens” and

pantomime actions___Complete Reading Checkpoint

❑ ARTS & CRAFTS___ Practice cutting, scribbling, and drawing

❑ GAMES & ACTIVITIES___Demonstrate ways to move___Complete motion activity

DiscussionOpening

The opening period each day can be brief. It may include singing a song, saluting the flag if one is available, and/or planning for the day. If your student has any “news” to tell, this would be an excellent time to share it. A suggested plan for this daily period follows.

1. Discuss the purpose of school. If you have only one student, tell him about schools that groups of children attend and how they are different from the school he will attend.

2. If your student knows a patriotic song, sing it with him; if not, you may wish to begin to teach him one.

3. If you have your country’s flag, you may put it in a conspicuous place and explain to him that it is a national symbol.

4. Explain that during each school day, your student will have some time for work and some time for play. He will hear stories. Perhaps he will draw, paint, and paste, and he will learn many new things.

5. A “news time” can help develop clear speech. Ask your student to share something that has happened to him, or to show and describe some possession. This object may be a toy, something interesting (a leaf or stone) that he has found outdoors, or a recent present.

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Calvert Education Services • Lesson 12

New SuppliesShow your student his new books and supplies that were sent with this course, and begin to impress upon him the importance of neatness and order. With his cooperation, determine where to keep everything. Provide an accessible place to put things away, perhaps a low shelf that he can reach. Help him return everything to its proper place at the end of each “school day.” Today and every day, your student should help you keep things as organized as possible.

MathematicsComplete Lesson 1 in the Calvert Math Manual.

Reading Comprehension Objectives: to understand that stories have titles; to retell the main events of a story

Introduction: Before reading today’s story, discuss with your student that names tell who we are. Say: You and I have names. Stories have names, too. We call the names of stories titles. The title of this story is “Goldilocks and the Three Bears.” It is about a little girl named Goldilocks and three bears—a papa bear, a mama bear, and a baby bear. One day, when the three bears went for a walk, Goldilocks went into the bears’ house. Ask: Do you think that was a good idea? Why or why not? Let’s read the story to see what happens.

Instruction: Read aloud “Goldilocks and the Three Bears,” found in Poems & Prose. After reading, talk with your student about the story. Ask a few questions about what happens to the characters, using the following suggestions. Why didn’t Goldilocks like the first chair? the second chair? Why didn’t Goldilocks like the first bowl of porridge? the second bowl of porridge? Why didn’t Goldilocks like the first bed? the second bed? How do you think the three bears felt when they saw what Goldilocks did to their house? Encourage your student to share his ideas about what Goldilocks did and about how surprised the bears were to see her.

Application: Assist your student in completing p. 3 in the Practice Book using the following directions. Help your student write his name on the page. Have your student draw a picture of himself in the three bears’ house. If necessary, have your student retell the events of the story as he is drawing.

Note: For lessons 1–85, all references to Practice Book refer to Practice Book, Volume 1. After that point, your student will be using Practice Book, Volume 2.

u If you are enrolled in the Advisory Teaching Service, save Practice Book p. 3 to send as part of the Lesson 20 Progress Sheet.

Discovery Education• Sorting Items

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Calvert Education Services • Lesson 1 3

Reading Readiness Objective: to preview and identify letters A and a

Introduction: Teach the familiar “Alphabet Song,” found in Teacher Aids, pointing to each letter as you sing. Note: Your student may enjoy listening to the “Alphabet Song” on Track 4 of The Music Break: Disc One. Then begin by teaching the letters A and a.

Note: In order to prepare for lessons 1–25, turn to the Letter Cards section of Letters & Words and cut out all of the letter cards. Secure the cards with a rubber band for use in future lessons.

Instruction: Today focus on Aa. Using the Letter Cards, trace each letter and say: This is a letter. Its name is A. Look at the big (or capital) letter. It is made of straight lines, no circles. Capital A has a buddy, small a. This letter is made with a straight line and a circle. Some letters look just like their letter buddies, but this one does not. You will see this letter a lot in books and writing.

Hold up the A and a Letter Cards. As you say the capital A, have your student point to it. Explain to your student that he will now practice writing big A and small a.

Application: Assist your student in completing pp. 1–2 of the Practice Book.

Phonemic Awareness/Listening Objectives: to identify rhythm through rhyming and expressive language; to recognize patterns of the English language

Introduction: Today you will teach your student the words to “The Three Little Kittens” and will pantomime the actions listed to encourage expressive language. Your student may create his own pantomimes as well. Rhyming and repetition help your child commit nursery rhymes to memory, thereby increasing his vocabulary and helping him to recognize patterns of the English language. As he goes through the course, your student should be able to suggest rhyming words, such as cry, pie, fry, try, and my.

Instruction: Teach your student that a mitten is similar to a glove and that naughty means disobedient. Read “The Three Little Kittens” aloud, using pantomimes. Note: The text of this poem can also be found in Poems & Prose.

The Three Little Kittens

Three little kittens lost their mittens

(Show the number 3 with fingers.)

And they begin to cry .

(Rub eyes and pretend to cry.)

“Oh, mother dear, we sadly fear

(Make a sad face.)

That we have lost our mittens .”

(Hold hands; mittens are lost.)

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Calvert Education Services • Lesson 14

“What! Lost your mittens!

(Make an angry face.)

You naughty kittens .

(Shake pointer finger.)

Then you shall have no pie .”

(Cross arms over chest.)

MEOW! MEOW! MEOW!

Application: Have your student recite the rhyme with you, using pantomimes.

Enrichment: The following is a suggested list of read-aloud books related to the first theme, “Welcome to Kindergarten.” These books may be read to enhance your student’s learning during lessons 1–10.

Look Out Kindergarten, Here I Come! Nancy CarlsonMiss Bindergarten Gets Ready for Kindergarten, Joseph Slate and

Ashley Wolff (illus.)Chicken Chickens Go to School, Valeri GorbachevKindergarten ABC, Jacqueline RogersGo, Go, Go!: Kids on the Move, Stephen R. SwinburneThere’s Only One of Me! Pat Hutchins I Am Me, Karla Kuskin and Dyanna Wolcott (illus.)

Complete Reading Checkpoint

Arts & CraftsFine Motor Development

Note: The following activities will be assigned in several Arts & Crafts lessons. Attempt only two or three today.

Cutting Around CornersCut a sheet of letter-sized paper in half to make two rectangles of 5½ × 8½ inches each. Place an index card on one of these pieces of paper and trace around it with a pencil. Explain to your student that “cutting around a corner” means having to turn the paper each time he gets to a corner of a shape he is cutting. Demonstrate cutting out a rectangle, emphasizing that each time you reach a corner, you have to turn the paper. Have your student cut out the traced rectangle. Practice more than once if needed.

Cutting Out a Circle Draw a large circle on a piece of paper, or have your student trace a round object. Then have him cut out the circle. He may find it helpful to hold the paper and turn it with one hand as he cuts with the other hand. Again practice several times if needed.

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Calvert Education Services • Lesson 1 5

Scribble Art Have your student draw a scribble design on a piece of paper. Stress that he should make the design large and open. Then have him color in the open spaces with a variety of colors.

Mixed Media Your student is to draw an outline of a picture using paint. When the paint is dry, have your student color the picture with crayons or markers. This will show him how to use a variety of materials when coloring or drawing. If chalk is available, he could also use chalk on the picture.

Games & Activities Make It Go

For the next few days, your student will be exploring the concept of making things go. Ask: Can you make yourself go? Show me some different ways. (Some possibilities include skipping, running, dancing, hopping, spinning, rolling, and jumping.) If he does not show you the examples listed, ask him to demonstrate these.

Now that your student knows that he can make himself go, ask: Do you know how to make objects go? How can you make a ball go? How can you make a swing go? How about a wagon? Ask if he can pull or push things. Have him discover how to make things go by completing the following motion activity.

Ask: Can you think of a way to use air to make things go? Have your student make a paper fan by folding one piece of paper. Then place several small, light objects on the table and see if he can make them move by fanning the objects. Can he make the objects move by just blowing on them? Using a drinking straw, have him blow through the straw to try and move a small, lightweight ball. You can even play a game together by trying to blow the ball into a box or off the table by using the straws. Allow him time to explore this concept of making things go.

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