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

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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

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© 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