The Mom I Want to Be

The letter K is a dependable letter.  It usually makes the “kuh” sound as in kite. 

However, K is silent at the beginning of a word or syllable if it is followed by the letter “n” (as in knight).  

1. Present a capitol and lower case K to your child.  See if she knows the name of the letter and the sound it makes.  Tell her that it makes the same sound that another letter we have learned about can make (C) and see if she can remember which letter that is.  Give examples of words that start with K, such as kangaroo, kite, kiss, and key.

2. Read Koko’s Kitten

3. Go on a scavenger hunt around the house to find items that start with K for the K bag this week.  You might find koala, kangaroo, king, keys, kitten, ketchup, kettle, etc

4. Create a K collage.  Have your child search through magazines for K words, and glue them to paper for her alphabet book.

5. Key Print K’s. Provide a cut out K – use a thinner paper, as we are going to be doing rubbings.  Prepare crayons by removing the paper and taping both ends with masking tape (this will discourage drawing with the crayon when we are trying to do rubbings).  Show your child how to lay a key down, cover it with the K, and then rub with the side of the crayon so that the key appears.

6. Provide a worksheet  with a line of K’s to trace across the top and a blank spot below, cutouts in the shape of a kite, small pieces of string, markers, white glue.  If desired, decorate the paper as a sky, colored blue, with clouds, sun, etc.  Decorate the kites, glue them to the paper, then glue on the strings.

 

7. Other activities: Talk about kangaroos, bounce around making the k-k-k sound with each leap; visit a kitten at the pet shop; make fruit kabobs; fly a kite

 

Kaleidoscope Cookies
Kiwi
Kettle corn

1. Present a capital and lower case I to your child.  Ask if he knows the name of the letter.  Explain that I is one of the letters that makes different sounds in words.  One is the same as the name of the letter (provide examples of the hard I sound, ice, idea, etc).  See if he can guess the other sound an I can make.  Offer examples of that sound – Igloo, insect, inside, etc.

 

2. Read I Wanna Iguana

 

3. Create an “I” bag for the week.  Have a scavenger hunt around the house for items that start with the letter I, such as ice cube tray, ice cream cone, iron, insect, ice skate, iguana, ink, igloo, etc

 

4. Create an I collage.  Offer magazines for your child to search through and cut out pictures of words that start with I.  Glue them to a sheet of paper for their alphabet book.

 

5. Icy I’s.  Provide a cut out letter I from white cardstock or construction paper, taped to a piece of waxed paper for easy cleanup.  Offer pre-frozen ice cubes that were made by adding liquid watercolors or food coloring to them, covering with foil, and then poking a popsicle stick through the foil to create a handle.  To paint their I’s, dip the cube in warm water, and drag over the surface of the letter.  When dry, glue to paper and place in their alphabet book.

 

6. Provide a worksheet with a line of I’s to trace across the top and an empty space below, a triangle and an ice cream scoop shape cut from white paper, glue stick, markers and a small red circle sticker.  Have your child decorate his cone and scoop, glue them to the page, and then top with the sticker for a cherry.

 

 7. Other Activities:  Ice Castles.  Freeze Multiple containers solid, take outside and unmold and stack into a castle shape.  Allow your child to drizzle food coloring and sprinkle on rock salt (which will melt the ice, bind the “bricks” and create interesting tunnels for the food coloring); Make ice cream in a bag, use rulers to measure things in inches, Sing Inch by Inch, Make inkblots

 

 

Molecules on the move: Everything we know is made up of molecules and molecules are always moving! To prove it, take a glass of water and put food coloring in it–but don’t stir. Food coloring is a great way to track how the molecules of water are moving. To take this a step further, get three clear glasses of water. Fill one with hot water. Fill another with room temperature water. Fill the last one with ice cold water. Add a drop of food coloring to each one. At what temperature do the molecules move the fastest?

 

When 1+1 does not equal 2 Use a clear cup, or baby food jar. Mark off two tablespoons of water by first adding one tablespoon, marking the level, and adding the second tablespoon and then marking the level again. (You can dump the water.) Next, carefully measure 1 tablespoon of water w/ food coloring in it. (The food coloring just helps you to see the results better). Then carefully measure 1 tablespoon of distilled vinegar. Does the vinegar/water mixture reach the 2 tablespoon mark? The molecules of the vinegar, fill in the spaces between the molecules of the water and the result is 2 tablespoons of liquid that when combined, make less than 2 tablespoons!

 

Blow up a balloon (without using your mouth) The difference between a solid, liquid and gas is the difference between how far apart and how quickly the substance’s molecules are moving. To show how gas molecules move, put baking soda into a narrow mouthed bottle (like a soda bottle). Pour the vinegar in and very quickly put a balloon completely over the mouth of the bottle. The balloon is inflated with the carbon dioxide bubbles from the baking soda and vinegar. (Tip: To get this to work well, you have to work quickly. If the balloon doesn’t inflate all the way, shake the bottle a little bit.)

 

Acids, Bases and Indicators Cut up a head of red cabbage and boil it. Save the juice (which will be red/purple) and use the cooled juice to test various substances in your refrigerator to see if they are acids or bases. Things like lemon juice or other citrus fruits are acidic and will turn one color when mixed with the cabbage juice. Baking soda is a base and should turn a different color when mixed with the cabbage juice. You’ve just made a pH indicator.

 

Bouncing Rubber Eggs You’ve probably heard of this before, but I think it’s so much fun I thought I’d include it anyway. Begin with a hardboiled egg. Leave the hardboiled egg covered with white vinegar for several hours or overnight. By morning you’ll have a bouncing egg! The acid in the vinegar reacts with the calcium carbonate (a base) in the egg shell. Try the same thing again but mark the egg with a crayon first and notice what happens.

 

What is literacy?
Literacy means being able to read and write. 

Why is reading important?
A child’s reading skills are important to their success in school and work. In addition, reading can be a fun and imaginative activity for children, which opens doors to all kinds of new worlds for them.  Reading and writing are important ways we use language to communicate.

How do reading and language skills develop?
For an answer to this question, check out the following link:

·       Language and Literacy Development from birth to three years—this helpful brochure tells you what to expect and how to help.

Research has identified five early reading skills that are all essential.  They are [1]:

·       Phonemic awareness—Being able to hear, identify, and play with individual sounds (phonemes) in spoken words.

·       Phonics—Being able to connect the letters of written language with the sounds of spoken language.

·       Vocabulary—The words kids need to know to communicate effectively.

·       Reading comprehension—Being able to understand and get meaning from what has been read.

·       Fluency (oral reading)—Being able to read text accurately and quickly.

How can we make reading part of our family’s lifestyle?
Parents play a critical role in helping their children develop not only the ability to read, but also an enjoyment of reading.

·       Turn off the tube.  Start by limiting your family’s television viewing time. 

·       Teach by example.  If you have books, newspapers and magazines around your house, and your child sees you reading, then your child will learn that you value reading.  You can’t over-estimate the value of modeling. 

·       Read together.  Reading with your child is a great activity.  It not only teaches your child that reading is important to you, but it also offers a chance to talk about the book, and often other issues will come up.  Books can really open the lines of communication between parent and child. 

·       Hit the library.  Try finding library books about current issues or interests in your family’s or child’s life, and then reading them together.  For example, read a book about going to the dentist prior to your child’s next dental exam, or get some books about seashore life after a trip to the coast.  If your child is obsessed with dragons, ask your librarian to recommend a good dragon novel for your child.

There are many ways to include reading in your child’s life, starting in babyhood, and continuing through the teen years.  Focus on literacy activities that your child enjoys, so that reading is a treat, not a chore.

How do you read to a baby?

·       Use small, chunky board books that your baby can easily hold onto.

·       Talk about the pictures with your little one.

·       Sing the text to keep baby’s attention.

·       Play peek-a-boo with lift-the-flap books.

·       Help your baby touch and feel in texture books.

The American Academy of Pediatrics recommends daily reading to children beginning by six months of age.

Where can I get ideas and resources for fun reading and literacy activities?

·       Suggested Reading Activities—a quick list arranged by age group.

·       Ready—Set—Read for families has lots of activities and ideas grouped by age group that you can use to help your young child (birth to age 5) learn about language and get ready to read.

·       Get Ready to Read! activity cards and online games for toddlers and preschoolers.

·       Search for activities from Reading is Fundamental.  You can search by age group and type of activity.

·       Reading Rockets offers information and resources for families and professionals.

·       İColorín Colorado! is part of Reading Rockets, and offers information, activities and advice for Spanish-speaking parents and educators of English language learners. 

·       Tips for choosing books your child will like at different ages and stages, infant through age five.

·       Reading tips for parents.

·       Tips on telling and reading stories to your child

·       Using the library

·       More on libraries and kids, from babies through teens

What if my child is having trouble with reading?
Some children have difficulty learning to read.  You may hear from a teacher that your child has difficulty with language, or you may have noticed some difficulties that your child has. When reading and language difficulties are identified, special teaching can be given to help your child reach their full potential.  Here are some resources:

·       YourChild:  Dyslexia and Reading Problems and YourChild:  Learning Disabilities have information about reading problems and how to help your child.

·       If you think there’s a problem:  Helping your child become a reader—from the U.S. Department of Education.

·       Strategies to Help Kids Who Struggle from Reading Rockets.

·       Preventing Reading Difficulties in Young Children, is an online book from the National Academies of Science (NAS).

·       Starting Out Right:  A Guide to Promoting Children’s Reading Success is also from the NAS.

If you have questions about your child’s ability to use language or read, please ask your pediatrician or school system to check that part of your child’s learning.

What about parents who have trouble reading?  
Just as some kids have trouble reading, some adults do, too—or may have never learned to read at all.  In fact, one in five adults has real trouble reading.

Is there an adult or family literacy program near me?
There are many places for adults to find help. If you or a parent you know needs to learn to read better, here’s how to find a nearby literacy program:

·       To find a program in your area, go to America’s Literacy Directory, or call the National Institute for Literacy (NIFL) Hotline at 1-800-228-8813 to speak with an English- or Spanish-speaking operator, or call 1-800-552-9097 TTD.

·       Find your state literacy hotlines and contacts.

·       Check with a neighborhood library, community college, or city or county human services office, or contact your state’s Director of Adult Education to find out about other programs.

·       To get help with your reading or writing skills, or to learn English, search for a volunteer tutor program in your area.

·       For family literacy programs, contact the Even Start office in your state or the National Center for Family Literacy, whose infoline is 877-FAMLIT-1.  Find a program near you.

Where can I find other resources related to kids and reading?

·       The Read-Aloud Handbook, by Jim Trelease.
A great book that looks at the research on reading and tells parents and educators what they need to know about reading aloud to kids. It includes all kinds of specific tips and strategies that you can start using right away, and a giant annotated list of recommended read-aloud books. A super way to get started with making books an important part of family life.

·       Get Ready to Read is a national campaign to build the early literacy skills of preschool children. The campaign brings all kinds of resources—including a screening tool and skill-building activities to parents and early childhood teachers and caregivers for helping prepare children to learn to read and write.

·       Helping Your Child Become a Reader (also in Spanish) from the US Department of Education.

·       Books, magazines, software and websites to promote reading—a list of resources from the U.S. Department of Education.  Books are grouped by type and intended age group.

·       The Reading Chair, from National Association for the Education of Young Children, offers excellent reviews of current children’s books. The Children’s Book Council offers reading lists for teachers, librarians, parents, and booksellers to discover new, wonderful books for the children in their lives.

·       Reach Out and Read (ROR) programs seek to make early literacy a standard part of pediatric primary care. By following the ROR model, physicians and nurses counsel parents that reading aloud is the most important thing they can do to help their children love books and to start school ready to learn.

·       Put Reading First: Helping Your Child Learn to Read is a parent guide for preschool through third grade from the Partnership for Reading (the National Institute for Literacy, the National Institute of Child Health and Human Development and the US Department of Education). This resource offers information on how teachers help kids develop literacy skills, and how you can help your child at home.

·       Teaching Reading IS Rocket Science:  What Expert Teachers of Reading Should Know and Be Able To Do.  This is a booklet from the American Federation of Teachers that puts forth a roadmap for preparing teachers to teach children to read based on scientific research.

·       The Clearinghouse on Reading, English & Communication at the Indiana University School of Education provides educational materials, services and coursework to everyone interested in language arts.

·       Literacy Resource Guide for Families and Educators contains information on major national research studies and literacy resources.  It lists practical, helpful publications and ordering information.

Science experiments are commonplace in our house, where my son has filled an attic “lab” with mysterious shampoo-based potions sealed in old jars. But few of these projects, Joe and I agree, have been as rewarding as the crystal-tree propagation we tried not long ago. Making the cardboard bases and setting them in a salt solution took just a few minutes. A day later, we were astounded by the mass of tiny crystals forming along the tree’s branches as the cardboard wicked up the solution. Two days later, we had a tiny enchanted forest, each tree fat with bristly spikes. Joe’s lab report: “It was worth the wait — it was amazing!”

 

The magic ingredient here is bluing, a nontoxic, old-fashioned laundry whitening product that helps the crystals form. We used Mrs. Stewart’s Bluing, which we picked up at the supermarket. To find it at a store near you, visit mrsstewart.com.

 

Just for fun, we squirted some green food coloring on one of the cardboard bases before placing it in the bowl. The coloring was absorbed into the crystals, tinting them green, yellow, and blue.

 

Our trees lasted about a week before they started to crumble. We tossed them in the trash when they were done (all of the ingredients are safe to discard).

 

Materials

Thin shirt cardboard

Scissors

Deep saucer or small bowl

Small jar with a tight-fitting lid

1 tablespoon table salt

1 tablespoon bluing

1/2 tablespoon household ammonia

 

To create the base, cut two cardboard tree shapes (about 4 inches tall and 3 inches across at the widest point). Cut a 2-inch slot in the top of one shape and in the base of the other. Join the shapes at the slots and stand the tree in a deep saucer or a small bowl.  In the jar, combine 1 tablespoon water, the salt, bluing, and ammonia (handling ammonia is a parent’s job). Fasten the lid and shake well, then pour the solution into the saucer or bowl.  Leave the tree undisturbed. Crystals may take as little as an hour or as long as a day to begin to form, depending on the humidity in your home (they’ll grow better in drier air). The tree will keep growing over the next few days, until all of the liquid evaporates.

The Letter G is an unreliable letter.  It makes the “guh” (hard g – /g/ sound) as in garden or dog or the “juh” (soft g – /j/ sound) as in giraffe.

When combined with the letter “d”, a grapheme is formed which sounds like /j/  (as in ledger)

G is part of the ‘gh’ digraph which can make the /g/ sound as in ghost or the /f/ sound as in cough.

G is part of the ‘ng’ digraph which can make the hard sound as in finger, the soft sound as in change, or the combined sound (the most common) as in sing.  The difference in these pronunciations is minor, but important (to see why, try pronouncing singer like you would finger).

G is sometimes silent as in gnat or gnaw.

When G is followed by ‘e’ or ‘i’ it sometimes has the soft sound /j/ (as in gem or giraffe). 

1. Present a capitol and lower case G to your child.  See if she knows the name of the letter and the sounds it makes; explain that you are just going to talk about one sound today.  Give examples of G words, such as gift, good, glue, green and garden.  Ask questions with G answers and encourage her to answer with G-G-G Green (or whatever the word is)

2. Read The Grouchy Ladybug

3. Create a G bag for the week with items from around the house, such as gum balls, grapes, glasses, golf ball, goat, gorilla, gloves, green items, grass, ghost, guitar, etc

4. Create a G collage.  Have your child search through magazines for G words, and glue them to paper for her alphabet book.

5. Glittery G’s. Provide a cut out G, taped to a piece of waxed paper for easy cleanup.  Use glitter paint or a bit of poster paint mixed with glitter and a little glue.  Have her cover the entire G with paint.  Once dry, glue to a piece of paper and place in her alphabet book. 

6. Provide a worksheet (photocopy from book) with a line of G’s to trace across the top and an empty gumball machine below.  Offer markers, small circles cut from colored paper and glue (or round stickers).  Have her color the gumball machine and glue her circles to fill the globe.

7. Other activies: Pretend to be grasshoppers and hop to music, make collages with green and gold items, look at a globe, taste grapes, create a paper garden, brainstorm a list of green items.

Graham crackers
Goldfish
Grapes
Green-colored snacks
Gingerbread Men Cookies
Green Tortilla Chips

Animal Crackers

 

“Animal crackers and cocoa to drink,

That is the finest of suppers I think;

When I’m grown up and can have what I please

I think I shall always insist upon these.

What do YOU choose when you’re offered a treat?

When Mother says, “What would you like best to eat?”

Is it waffles and syrup, or cinnamon toast?

It’s cocoa and animals that I love most!

 

The kitchen’s the cosiest place that I know;

The kettle is singing, the stove is aglow,

And there in the twilight, how jolly to see

The cocoa and animals waiting for me.

 

Daddy and Mother dine later in state,

With Mary to cook for them, Susan to wait;

But they don’t have nearly as much fun as I

Who eat in the kitchen with Nurse standing by;

And Daddy once said, he would like to be me

Having cocoa and animals once more for tea!”

 

Christopher Morley

1. Make Practicing Fun

Offer your child a special pencil or a rainbow of colored ones. Don’t just give her words to copy. Try simple word puzzles, anagrams, a game of hangman, or ask her to brainstorm lists around a theme to give writing practice a purpose.

 

2. Encourage Drawing and Puzzle Games

In order to develop the physical requirements of writing — holding a pencil correctly, posture, control, dexterity, coordination — the more time your child spends manipulating objects, the better. Even using silverware can help him develop his fine-motor skills.

 

3. Pinpoint the Problem

Common handwriting problems lie in four main areas: letter formation, sizing, spaces between words, and line-alignment. Focus your child’s practice on the letters or concepts that challenge her and make sure she’s using two hands to control the paper.

 

4. The Right Tools

If your child’s struggling with a regular pencil, try a smaller or shorter, kid-sized one. Ensure he has a good eraser handy so he’s not afraid of making mistakes.

 

5. Writing Outside the Box

A foggy mirror, patch of mud, or bowl of leftover sauce make great surfaces. Whether your child’s practicing with his fingers, a stick, or a pencil, inspiring his creativity will lend appeal to writing.