Week 2 Comprehensive Schedule
Day 1
Bible (8:00 – 8:15):
Continue as before.
Reading / Phonics (8:15 – 8:35):
Read
the next page from PP.
Then, if you have time, look for
and make a mini-book that goes with the words she read today. Or,
pull out your phonics flash cards and pick out some of those that are in the
same family of words you read today and let her “read” those.
Read-Aloud / Literature (8:35 – 9:05):
Choose lit related books from your science and history
readings for this week and read one of each daily (if you have at least 5 of
each). So maybe read “Flash” today, and
one of your bug related books, then start on reading mythology tomorrow…. If you run out of books related to
history/science, read other classic children’s literature. Ask her what kind of books these are
(fiction). How is fiction different from
non-fiction? Can some books be a mix of
both fiction and non-fiction? (Yes, lots
of informational storybooks are a mix – name some you have read recently….)
Spelling / Writing / Grammar (9:05 – 9:35):
Spelling, Lesson 2 - Sounds and
Letters O - Z, page 9 - continue sounding out the letters
of the alphabet and practicing writing them.
Handwriting, page 6
- practice with letter 'c'
Grammar, FLL, Lesson 6 -
proper nouns
Morning Math (9:35 – 9:55):
Today is ________ (help with this,
if needed.) Yesterday was __________. Friday was
the fifth day of school, the end of our first week. Today is the
______ day of school (help if needed). This is the beginning of our
second week of school. Add to number scroll. Write today's
date. Read thermometer. Record the date and temp, with her
repeating it, and let her decide if it is sunny, etc. Make little cards you can pin up to your
board or draw little pictures for sun, rain, etc., each day. Keep these so that you can graph them at the
end of the month! (How many rainy days, how many sunny, cloudy, etc.)
Use Hundred Number Chart. You will
use the tiles that go with it and only use a few of them at first, say up to 20
- 25. Play "mystery number" game if she is up for it.
Or practice counting every other number (skip counting), counting backwards,
etc.
Spanish (9:55 – 10:10):
Look back over SfC
Chapter 1 and practice saying all the Spanish words and phrases from that
chapter and counting. Use your number flash cards 1 - 10 from the
book and mix them up to practice REALLY learning the numbers - which is
different than just being able to repeat them in order! I had these
laminated so hopefully they will last longer (although it makes them slippery!
I put them on rings to help control the slippery part….) And I am sorry that somehow the numbers 1-5
were missing and I had to make cards for those….
Primary Math (10:10
– 10:30):
Textbook, chapter 2 - Number Bonds.
Now you begin working with number bonds or fact families (or whatever else
they've been called over time). It's just your basic facts:
2 + 0 = 2
2 + 1 = 3 - - - 1 + 2 = 3 - - - 3 - 1 = 2 - - - 3 - 2 = 1
2 + 2 = 4
2 + 3 = 5
2 + 4 = 6
2 + 5 = 7 - - - 5 + 2 = 7 - - - 7 – 5 = 2 - - - 7 – 2 = 5 (you get the picture, there are four for each)
2 + 6 = 8
2 + 7 = 9
2 + 8 = 10
2 + 9 = 11
2 + 10 = 12
You get the picture. Addition Facts, Subtraction Facts, then later Multiplication and Division Facts. Learning these now makes adding and subtracting much faster and easier, facilitating easier math work later, when problems are more complex (fewer mistakes then, too)....
Do pages 16 through 18, making up stories as you go. Use your bear counters or other counting items (cotton balls, popsicle sticks, pom-poms, etc., etc) to make up other counting stories regarding the 5 or 6 fact families.
Do Workbook Exercise 5, page 13.
2 + 0 = 2
2 + 1 = 3 - - - 1 + 2 = 3 - - - 3 - 1 = 2 - - - 3 - 2 = 1
2 + 2 = 4
2 + 3 = 5
2 + 4 = 6
2 + 5 = 7 - - - 5 + 2 = 7 - - - 7 – 5 = 2 - - - 7 – 2 = 5 (you get the picture, there are four for each)
2 + 6 = 8
2 + 7 = 9
2 + 8 = 10
2 + 9 = 11
2 + 10 = 12
You get the picture. Addition Facts, Subtraction Facts, then later Multiplication and Division Facts. Learning these now makes adding and subtracting much faster and easier, facilitating easier math work later, when problems are more complex (fewer mistakes then, too)....
Do pages 16 through 18, making up stories as you go. Use your bear counters or other counting items (cotton balls, popsicle sticks, pom-poms, etc., etc) to make up other counting stories regarding the 5 or 6 fact families.
Do Workbook Exercise 5, page 13.
Civics (10:30 –
10:40):
Continue with
things from week one.
Math Enrichment
(10:40 – 11:00):
Complete Book pages 16 - 17 and 144
- 145. Use clocks to make the times shown
on work pages and practice counting some additionally with money, with you
asking questions.
Continue with Pattern Block Book "Explore and
Discover" section, using Tangrams for reinforcement and extra work.
Art / Geography
(11:00 – 11:30):
Use your
art books (or your own, great ideas!) to create free-form art projects. Alternate some days with art appreciation,
looking at great works and talking about them.
Listen to good children’s songs or great, classical music as you do your
art!
Lunch (11:30 –
12:30):
Keep track
of any physical activity she does during lunch and note it somewhere for proof
purposes. On rainy, cold days, you might
do a little calisthenics or yoga indoors (5-10 minutes is plenty!) Choose a health related topic (see last week
for ideas) to incorporate in lunch prep.
Remember, you really only have to address health a couple of times a
week!
History / Science
(12:30 – 2:00):
Days 1 and 2
Read SOTW chapter 2 –
Egyptians Lived on the Nile River (Old Kingdom)
Usborne, pages 10-13 (covers all periods, so probably read when you start ch. 2 and just comment that you’ll be reading more about Tut, etc. later on)
Read some from How Would You Survive as an Ancient Egyptian? during weeks 2 and 3. (Read more from this during weeks 12 and 13.) So probably only one section or “spread” at a
time will do it….
Read any library books you
obtained, such as:
The Nile River
Egyptian Myths (if this book is
really long, you can read from it at literature time, too)
Flash, Old Dog of Egypt (also
fictional, so use for lit)
Look through Crafts from the Past: The Egyptians and perhaps choose one craft project to do each week while
you study Egypt (can do more, later, with chapters 12 and 13).
There are coloring
and activity pages in the Activity Guide to go with every chapter,
including the intro. Look through those
and allow her to do any of them she might like to attempt. Any time you don’t have other activities to
do, you can always pull from these!
Also,
always complete the map work for each chapter.
Most are very short and simple to do.
You might look on a larger map to see the area of the world you are
talking about (if you have one)….
File
your coloring pages and map work, or any other written work, behind tabs in
your history notebook. If you do a
separate notebook for history and science (which you will have a lot of stuff
for, and perhaps also for art, if you have projects small enough to fit in a
notebook, then you can do one big notebook for the written work for all your
other subjects….)
Day 2
Bible (8:00 – 8:15):
Continue as before.
Reading / Phonics (8:15 – 8:35):
Read
the next page from PP.
You know the drill: If you have time, look for and make a mini-book that goes with the words she read today.
Or,
pull out your phonics flash cards and pick out some of those that are in the
same family of words you read today and let her “read” those.
Read-Aloud / Literature (8:35 – 9:05):
Choose lit related books from your science and history
readings for this week. If you run out
of those, read other classic children’s literature. Start reading from your Egyptian mythology book today.
I don’t know whether or not it has good pictures, but if it does not,
tell her that sometimes we just listen and use our imagination to see the story
in our mind instead of looking at pictures someone else has drawn. Explain to her that mythology is a type of
fiction that a group of people make up to try to explain where they came from;
what their history was like; how they got where they live in the world; how the
world works, such as why there are seasons, why the sun sets and the moon comes
up, etc.; how things work, such as how they got the use of fire, etc. A mythology is a whole set of stories that go
together and create an entire, make-believe world. The “gods” of these stories are usually
related to each other, like a family, and interact with each other all the
time. She will see that as you read from
the stories. She will also see that,
unlike the one true God, the “gods” of these stories are very imperfect, just
like people, and make mistakes, trick each other, or do things that are not so
nice on a regular basis…. Probably just
one story a day is enough from this book….
Spelling / Writing
/ Grammar (9:05 – 9:35):
Spelling, page 10 -
continue
Handwriting, page 7
- practice with letter 'C'
Grammar, FLL, Lesson 7 - common
and proper nouns
Morning Math (9:35
– 9:55):
Today is ________ (help with this,
if needed.) Tomorrow
is __________. Yesterday was the sixth day of
school. Today is the ______ day of school (help if
needed). Add to number scroll. Write today's date. Read
thermometer. Record the date and temp, with her
repeating it, and let her decide if it is sunny, etc.
Use Hundred Number Chart. Play
"mystery number" game if she is up for it. Or practice counting
every other number (skip counting), counting backwards, etc.
Spanish (9:55 –
10:10):
Practice all the Spanish songs you are learning right now. Pull out any
of the introduction and greeting flash cards (laminated) that have been
introduced and practice with those, perhaps introducing little brothers,
stuffed animals; telling them hello; telling them your name, etc., all in
Spanish.
Primary Math (10:10 – 10:30):
Primary Math (10:10 – 10:30):
Textbook page 19. Workbook
exercise 6, page 14. Use your counters
to make stories about the 7 fact family.
Civics (10:30 –
10:40):
Continue
with ideas from last week.
Enrichment Math
(10:40 – 11:00):
Complete Book pages 18 - 19 and 146
- 147. Use clocks to make the times shown
on work pages and practice counting some additionally with money, with you
asking questions.
Continue with Pattern Block Book "Explore and Discover"
section, using Tangrams for reinforcement and extra work.
Art / Geography
(11:00 – 11:30):
Continue
with an art project while listening to music.
Lunch (11:30 –
12:30):
Remember to
note anything done toward P.E. and health.
History / Science
(12:30 – 2:00):
Continue
with books from yesterday! Catch up with
any coloring, map work, etc. from your activity book or use your Egyptian crafts booklet to create Egyptian themed
crafts.
Day
3
Bible (8:00 – 8:15):
Continue as before.
Reading / Phonics (8:15 – 8:35):
Read
the next page from PP.
You know the drill: If you have time, look for and make a
mini-book that goes with the words she read today.
Or,
pull out your phonics flash cards and pick out some of those that are in the
same family of words you read today and let her “read” those.
Read-Aloud / Literature (8:35 – 9:05):
Choose lit related books from your science and history
readings. If you run out of those, read
other classic children’s literature.
Continue reading some from your Egyptian mythology book today.
Review with her what “mythology” means and how it is a type of fictional
story – BUT, when you go to the library to check out books on mythology, fairy
tales, or folk lore, you will find those books in the NON-fiction section! Why on earth is that? It is because, traditionally, for hundreds or
even thousands of years, the people who told these stories believed that they
were either true (and some of the mythologies related to the religion of
certain peoples, like the Egyptians and their gods), or they at least believed
that some parts of the stories were true.
That is why we still find them listed with NON-fiction, even though we
now understand that they are fictional stories!
Spelling / Writing / Grammar (9:05 – 9:35):
Spelling, page 11 -
continue
Handwriting, page 8
- practice with letter 'd'
Grammar, FLL, Lesson 8 -
common and proper nouns (As I said, you can modify and do your own common and
proper noun work from things in your community such as place names, store
names, etc. or do a scavenger hunt around your house for certain nouns that
start with a certain letter, etc. You don't have to do as much repetition
as they do. You can expand a little on the topic.... Pick nouns out
of a story, etc. )
Morning
Math (9:35 – 9:55):
Today is ________ (help with this,
if needed.) Yesterday
was __________. Yesterday was the seventh day of
school. Today is the ______ day of school (help if
needed). Add to number scroll. Write today's date. Read
thermometer. Record the date and temp, with her
repeating it, and let her decide if it is sunny, etc. Practice all ordinals to date: first, second, third, fourth, fifth, sixth,
seventh, eighth (line up counters and count them to do this, or stuffed
animals, etc.)
Use Hundred Number Chart. Play
"mystery number" game if she is up for it. Or practice counting
every other number (skip counting), counting backwards, etc.
Spanish
(9:55 – 10:10):
Workbook practice in Complete Book: pages 10-11. Here is some geometry (and religion) work, too. Teach her to make easy stars by drawing one triangle upside down over another. Point out that this has 6 points, rather than the five in the picture, but is simpler to draw. Point out that both stars and triangles are called "geometric shapes" in math and that the six-pointed star has traditionally always been used by those of the Jewish faith.
Count out loud in Spanish for the matching page!
Primary Math (10:10 – 10:30):
Textbook page 20. Workbook
exercise 7, page 15. Use your counters
to make stories about the 8 fact family.
Civics (10:30 –
10:40):
Continue
from last week….
Math Enrichment
(10:40 – 11:00):
Complete Book pages 20 - 21 and
148 - 149. Use clocks to make the times shown
on work pages and practice counting some additionally with money, with you
asking questions. (You make eight o’clock on your clock – can you show me two
hours later? You have 15 cents counted
out. Can you show me how much you will
have if you add five more cents to that?)
Continue with Pattern Block Book, using Tangrams for
reinforcement and extra work.
Art / Geography
(11:00 – 11:30):
Art is
finished for the week, now do geography the next two days. Work out from your home state but continue
with other states in the Midwest region, which are more familiar to her. Do Iowa next, since that’s where the grands
all live. On this first day, look at
your Atlas, pages 94 – 95 and read
over the info, identifying all the different icons around the state. This is a big farming state, as she will see!
Choose
from library books related to Iowa:
Bob
Artley’s Book of Farm Chores
Bob
Artley’s Seasons on the Farm (both of these are longer, but I thought you could
look at pictures and read descriptions on those, etc. rather than trying to
read the whole book – we did that a lot in the younger years….)
Charlie
Young Bear
Cora
Frear…
Dewey
(I think she will LOVE this!)
Iowa
– 3 titles
George
Washington Carver
Lunch (11:30 –
12:30):
Remember to
note any P.E. activity (and health, if not completed yesterday)….
History / Science
(12:30 – 2:00):
You are
finished with history for the week, so the next two days are for science!
Read from your Encyclopedia
on butterflies and moths if you have
entries for those. Again, take about 30
minutes to read, another 30 to work on worksheets and projects or experiments,
then 30 minutes outdoor time to look for the insect, sketch it, etc. Monarchs may migrate through your area in
fall. Try to find out when is the best
time to watch for them!
Library books:
What’s the Difference Between a Butterfly and
a Moth?
Monarch Butterflies
From Egg to Butterfly
From Caterpillar to Butterfly
Caterpillars and Butterflies
Butterflies in the Garden
Are you a Butterfly?
Waiting for Wings (for lit)
I Wish I Were a Butterfly (for lit?)
I also happened to still have a couple of books: DK Eyewitness Explorers Butterflies and Moths and
DK Bugs! So I am sending those along to
you. And I'm sure you already have books
at home that are about bugs. I would just gather all those together
in one place so you can grab them when you need them. It's always
good to have some books at home in case you can't get to the library
or the books you want don't come in on time, etc.
With butterfly study, complete page 76 of The Complete Book of Science.
Make a butterfly life cycle booklet - pages 77 - 83 (over the course of several
days, as you study butterflies and moths)....
Practice your memory work (use the Wee Sing to help with
that!) Go outside to try to find any
later caterpillars or butterflies. I’m
sure some of your activity/experiment books will have ideas for making moth
bait to lure moths overnight, too. See
if you can see some after dark!
also sent you a folder with some insect activities in it and it includes a coloring sheet and some activities for butterflies, so check those out! Some of those are math related or language arts related, so can be used during those periods of the day, too, while you are studying insects!
also sent you a folder with some insect activities in it and it includes a coloring sheet and some activities for butterflies, so check those out! Some of those are math related or language arts related, so can be used during those periods of the day, too, while you are studying insects!
Day 4
Bible (8:00 – 8:15):
Continue as before.
Reading / Phonics (8:15 – 8:35):
Read
the next page from PP.
mini-book
or phonics flash cards as reinforcement and let her read those
Read-Aloud / Literature (8:35 – 9:05):
Choose lit related books from your science and history
readings. If you run out of those, read
other classic children’s literature.
Continue reading some from your Egyptian mythology book today, if it is a decent book for her age. It’s hard for me to tell that when I can’t
see inside it….
Spelling / Writing
/ Grammar (9:05 – 9:35):
Spelling, page 12 -
continue
Handwriting, page 9 -
practice with letter 'D'
Grammar, FLL, Lesson 9
- introducing picture narration - later in the year, when you start working in
Primary Language Lessons, you will have lots of this type of work. Again,
it is important for her to speak in complete sentences (sentences that contain
both a noun or pronoun and a verb), rather than the clipped way we often speak
aloud....
Morning Math (9:35 – 9:55):
Today is ________ (help with this,
if needed.) Tomorrow
is __________. Yesterday was the eighth day of
school. Today is the ______ day of school (help if
needed). Add to number scroll. Write today's date. Read
thermometer. Record the date and temp, with her
repeating it, and let her decide if it is sunny, etc.
Use Hundred Number Chart. Play
"mystery number" game if she is up for it. Or practice counting
every other number (skip counting), counting backwards, etc. Add a few more tiles, if she seems ready –
say up to 30, total….
Spanish (9:55 –
10:10):
Work with the number flash cards from the flash card sets I sent you for
something different. I have them separated into units by labeling them
and rubber banding them together. Go through first showing the side with
the picture and name and having her repeat it. You can do these in
order. Then, later on in the year, go through, mixing them up and show her only
the side with the word in Spanish as you say it, letting her tell you what it
means in English.
I have also included cards for 11 and 12, so add those in at this time, as well. (Don't know how much Spanish you know: "once" is not pronounced like our 'once' - you say it with a short 'o', as in the word "on" and the 'c' is soft, like an 's' - so "on - say" and 12 is said like "doe - say," with a long 'o'....
I also added in the cards for star and triangle (also circle and butterfly, since you are working with those things right now). Just type in the words and "pronunciation" online to hear them said aloud in Spanish if you need that (true for any word these days).... I'm sure you already know that, lol....
Primary Math (10:10 – 10:30):
I have also included cards for 11 and 12, so add those in at this time, as well. (Don't know how much Spanish you know: "once" is not pronounced like our 'once' - you say it with a short 'o', as in the word "on" and the 'c' is soft, like an 's' - so "on - say" and 12 is said like "doe - say," with a long 'o'....
I also added in the cards for star and triangle (also circle and butterfly, since you are working with those things right now). Just type in the words and "pronunciation" online to hear them said aloud in Spanish if you need that (true for any word these days).... I'm sure you already know that, lol....
Primary Math (10:10 – 10:30):
Textbook page 21. Workbook exercise
8 and 9, pages 16 and 17 (help with writing word at
bottom of 16 if she needs it). Use your counters
to make stories about the 9 and 10 fact families.
Civics (10:30 –
10:40):
Continue
Math Enrichment
(10:40 – 11: 00):
Complete Book pages 22 - 23 and
150 - 152. You are beginning to add in nickels
now, too. Use clocks to make the times shown on work pages and practice
counting some additionally with money, with you asking questions.
Continue with Pattern Block Book, using Tangrams for reinforcement
and extra work.
Art / Geography
(11:00 – 11:30):
Continue
with books from yesterday for geography.
Keep you Atlas map open and point out places you read about in the
books, etc.
Lunch (11:30 –
12:30):
Remember to
record any P.E. or health data, as needed….
History / Science
(12:30 – 2:00):
Read
about Ants from your Encyclopedia, if there is an entry for them.
Ants (socialism; division of labor - same with honey bees, too)
Ants (socialism; division of labor - same with honey bees, too)
Library books:
Bugs in the Garden
The Magic School Bus: Bugs, Bugs, Bugs
Tiny Workers:
Ants in Your Backyard
Ant Cities
Ants
Are you an Ant?
The Ants go Marching (for lit)
In the Tall, Tall Grass (for lit)
If you don't want to do an entire lapbook, but do like some
of the mini-books in it for info purposes, you can just do those mini-books and
paste them onto notebook pages (or scrapbook pages) and place in the science
notebook - or make a poster display of them, etc. Print out any
elements you might want from this. You
will also need a manila folder or two for the cover(s).
Go out and look for ants, draw them, etc. (Fingerprint ants
are cute!) I included a folder with
ideas for fingerprint bugs and animals for you!
On Friday, catch up, work on drawing, doing origami or
crafts related to various insects studied. Practice memory work. Do more experiments with bugs, etc.
Day 5
Bible (8:00 – 8:15):
Continue as before.
Reading / Phonics (8:15 – 8:35):
Read
the next page from PP.
mini-book
or phonics flash cards as reinforcement and let her read those
Read-Aloud / Literature (8:35 – 9:05):
Choose lit related books from your science and history
readings. If you run out of those, read
other classic children’s literature.
Continue reading some from your Egyptian mythology book today, if it’s a good one.
Spelling / Writing
/ Grammar (9:05 – 9:35):
Spelling -
I would once again choose one of the rhyming word families she has read in
phonics this week and use about 5 of those words to create a spelling list,
allowing her to spell out loud if necessary. Just note what you
did. For instance, the -at family: cat, rat, fat, bat, mat.
Sound out each letter of each word slowly as you say it to
help her spell it and stop her immediately if she starts to spell it
incorrectly.
Review "Trouble Word" list, if any and add to
it. Practice any words from last week that are on it, emphasizing sounds
that might have been missed last time, etc.
Handwriting, page 10
- practice with letter 'e'
Grammar, FLL, Lesson 10 -
proper nouns - I can't recall whether these books have a place for the
students to write or not, but if you don't want her to write in the book, then
do your exercises on paper and just put the date and page number from FLL so
you know what the work refers to later.
OR, just do the work orally and note that somewhere!
Morning Math (9:35
– 9:55):
Today is ________ (help with this,
if needed.) Yesterday
was __________. Yesterday was the ninth day of
school. Today is the ______ day of school (help if
needed). Add to number scroll. Write today's date. Read
thermometer. Record the date and temp, with her
repeating it, and let her decide if it is sunny, etc.
Use Hundred Number Chart. Play
"mystery number" game if she is up for it. Or practice counting
every other number (skip counting), counting backwards, etc.
Spanish (9:55 –
10:10):
Do the "Checklist," which is a sort of little test, from SfC. Re-read
the little cartoon together as a reward, acting it out.
Primary Math (10:10 – 10:30):
Textbook page 22. Workbook
exercise 10, pages 18 - 20.
Civics (10:30 – 10:40):
Continue
Math Enrichment (10:40 – 11:00):
Complete Book pages 24 - 25 and
153 - 154. Use clocks to make the times shown
on work pages and practice counting some additionally with money, with you
asking questions.
Continue with Pattern Block Book, using Tangrams for
reinforcement and extra work.
Lunch and catch up, more reading, extra experiments, and more outdoor time!
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