celebrate and share uniqueness - adlc lor · using the novelty pointer, ask your student to point...

Celebrate and Share Uniqueness • Day 2

61 Module 6Early Learning

Day 2Celebrate and Share UniquenessWhether children are eight months or eight years old, their unique development and learning is shaped by their signifi cant relationships with adults and other children. Social exchanges develop children’s knowledge, expand their language, and deepen their self-regard as well as their regard for others. They grow beyond their early, egocentric viewpoints by experiencing the joy of friendship.

Today, you will read the story The Moccasin Goalie by William Roy Brownridge. Literature such as The Moccasin Goalie prompts children to talk about their uniqueness and their own friendship experiences — to report about their individuality and what they enjoyed when they played, worked, or collaborated with another person. Cherish the stories your child tells about his or her uniqueness and relationships with others. These stories become an important and distinct part of your child’s personal history.

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Day 2 • Celebrate and Share Uniqueness

Module 6

Calendar Time • Music and Movement in the

Classroom resource • calendar resources as required • weather stickers and graph

Math Time • red and blue Dot Pattern Cards

Music and Movement • Music and Movement in the

Classroom resource

Sharing Time • The Moccasin Goalie by William

Roy Brownridge

Letter and Word Time • The Moccasin Goalie by William

Roy Brownridge

Project Time • no special resources needed

Learning Centre Time • no special resources needed

Story Sharing Time • variety of theme-related or

chosen books • The Moccasin Goalie by William

Roy Brownridge

What You Need Today



Calendar Time

Time recommended: fl exible

Turn to Lesson 2 “Good Morning” in the Music and Movement in the Classroom resource. This resource has been written for a classroom environment. Consequently, as the Home Instructor, you are encouraged to adapt the activities to accommodate your learning situation.

Let’s

• learn to sing a song about the days of the week • identify a missing Day of the Week Card • identify the date, yesterday, today, and tomorrow

Using the novelty pointer, ask your student to point to and say the days of the week at the top of your student’s calendar. Then, jumble the Days of the Week Cards, and ask your learner to arrange them in order a few times.

Next, use a pointer to indicate the days that begin with the “s” sound. Then, ask your student to fi nd the day that begins with the “w” sound. Continue with a similar procedure until the initial sound of each day of the week has been identifi ed.

ActivitiesCalendar Time

S M T W T F S1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 31

Sunday

MondayTuesday

Wednesday

Thursday

Friday

Saturday

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You are now ready to play a game. Ask your youngster to turn his or her back to the ordered Days of the Week Cards. Remove one card and leave the space open where the card was placed. Your student turns to look at the cards again and identifi es which day is missing. If necessary, help your learner review the days of the week on his or her calendar. Repeat this game several times.

Complete the sentence starters, “Yesterday was”, “Today is”, and “Tomorrow will be” using the Days of the Week Cards.

Sunday

Monday

Tuesday

Thursday

Friday

Saturday

Is the missing day Wednesday?



Weather Picture Graph

Ask your learner to predict what the weather is like outside. Then, have your student look outside the window or go outside to check the weather.

Complete the sentence starter, “Today the weather is”.

Last, have your learner take the correct Weather Sticker(s) and glue them onto the Weather Picture Graph begun on Day 1.

Yesterday was Friday .

Today is Saturday .

Tomorrow will be Sunday .

Today the weather is sunny .and hot

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Module 6

Math Time


Place the red and blue Dot Pattern Cards in front of your learner.

It’s time to

• identify and match the number of dots on red and blue Dot Pattern Cards

• make sets of counters that are more, less, and the same as the number of dots on a chosen Dot Pattern Card

Invite your young counter to choose any Dot Pattern Card in the collection and then to fi nd other cards with the same amount.

ActivitiesMath Time

6 542

1

3



ActivitiesTeaching Tip

Observe your child carefully as he or she matches the Dot Pattern Cards. Children whose ideas about numbers are completely tied to counting will select cards at random and count each dot.

Other youngsters will select a matching card that appears to have the same number of dots. A signifi cant achievement for children occurs when they recognize small patterned sets without counting.

Also, observe how the dots are counted. Are the counts made accurately? Is each dot counted only once?

Alter the activity and review yesterday’s Math Time by fi nding Dot Pattern Cards that are less, more, or the same as the chosen one.

more

less

same

??

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Module 6

ActivitiesMusic and

Movement Time

Music and Movement

Time recommended: 30 minutes

Turn to Lesson 30 “Snowfl ake” in the Music and Movement in the Classroom resource and complete the activities. Remember to adapt this lesson to fi t your home schooling situation.

It’s time to

• explore the uniqueness of each snowfl ake and person

• create movement to dramatize the lyrics of a song • improve singing skills • improve counting skills

Turn to Lesson 11 “Counting Up to Twenty” in the Music and Movement in the Classroom resource. Continue to adapt the lesson to fi t your home schooling situation. Cheer on your young learner with plenty of enthusiastic applause.



ActivitiesSharing Time

Sharing Time


Find a comfortable place to sit so that your student can see the pages of The Moccasin Goalie by William Roy Brownridge. Introduce the title of the book and the name of the author.

Let’s

• examine the unique characteristics, interests, gifts, and talents of self and others

• read a story about a unique group with unique characteristics

• examine the characteristics and interests that bring people together in a group

Before reading The Moccasin Goalie, invite your learner to predict what the story will be about by talking about the pictures throughout the book.

Read the story with your young reader, and then ask your learner to recall the story. Guide your learner to review the sequence of events, setting, characters, unique characteristics of each character, confl icts in the story, and solutions. Also, discuss the feelings of the story’s characters, your student’s feelings about the story, and the feeling of belonging to a group.

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Module 6

Then, use the following Home Instructor’s Script for further discussion about things we do well and about belonging to a group.

Think about something you do well.

How did you learn to do it?

How did Anita, Marcel, Petou, and Moccasin Danny improve their hockey skills?

What are moccasins?

Why did Danny wear moccasins instead of skates?

What brings people together in a group?

What kinds of groups do people belong to?

Do children feel good about themselves when they are not invited to play with a group? Explain.

Is belonging to a group important to you? Why or why not?

What could people learn about fairness by being on a sports team?

In what ways can groups be helpful to other people?



Lunchtime!

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Module 6

Letter and Word Time


Today Letter and Word Time is an extension of the Sharing Time activity.

On the following We All Fit Together Puzzle 1 page, draw and colour a picture of a story character (Anita, Marcel, Petou, Bingo, Moccasin Danny, Mr. Matteau, and Danny’s mom) on each puzzle piece. Guide your young artist to show the unique physical characteristics of each character, such as Anita’s long yellow braids. Also, help your learner label each puzzle piece with the name of the character. Use slow-as-a-snail talk to guide your student in the spelling of each name. Because some names do not follow phonetic rules, you might have to identify some of the letters.

After labelling the illustrations, cut out the puzzle pieces. Next, invite your learner to mix up the puzzle pieces, and then put them together a few times. Glue the correct placement of the puzzle pieces onto the We All Fit Together Puzzle 2 page. Place the We All Fit Together Puzzle 2 page in the Student Folder for submission on Day 9.

ActivitiesLetter and Word Time

A FBE

C D

catdo

can

MaterialsStudent Folder



We All Fit Together Puzzle 1

Print this page.

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Module 6



We All Fit Together Puzzle 2

Print this page.

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Module 6



Project Time


Today, you will guide your young author to create a book entitled I Belong. In this book, you will help your student write and illustrate information about the groups that he or she belongs to such as a family group, church group, dance group, or sports teams.

Use safety scissors to cut out the following I Belong pages.

Encourage your young author to write his or her fi rst and last name beside the word By on the cover page. Staple the pages of the book together on the left-hand side. On each inside page, complete the sentence starter, “ I belong to a...” with such words as family group, church group, hockey team, or dance club. Then, draw and colour a picture about it.

ActivitiesProject Time

I belong to a ___________________________________ .

I Belong

By ________________

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Module 6

On the back of the I Belong book, print the abbreviated form of the module and day number (M6D2).

Encourage your learner to read this book to family and friends. When it is not in use, place it in the Celebration Folder to celebrate and share your child’s ongoing learning accomplishments.

MaterialsCelebration Folder



I Belong

By ________________

I belong to a ___________________________________ .

Print this page.

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Module 6



I belong to a ___________________________________ .

I belong to a ___________________________________ .

Print this page.

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Module 6



Learning Centre Time


Instead of playing at the learning centres today, your learner may be interested in doing some research on the various youth group activities available in your community such as skating, swimming, or gymnastics. If your learner is interested and it is feasible, register him or her in a chosen group.

Invite your young participant to record on his or her calendar the day and time of the activity.

Another option for today is to invite family and friends for a game of hockey, baseball, or soccer or for a group outing such as a bowling, swimming, skating, or tobogganing.

Enjoy your group activity!

ActivitiesLearning Centre Time

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Module 6

Story Sharing Time


Your student may be interested in reading his or her I Belong book that was made during Project Time.

You and your student may also be interested in reading The Moccasin Goalie book again.

Some other books that you may have already borrowed from the library or might like to borrow are as follows:

• A Name for a Métis by Deborah L. Delaronde

• Amazing Grace by Mary Hoffman • A Rainbow of Friends by P. K. Hallinan • A Very Special Critter by Gina and Mercer Mayer • Chrysanthemum by Kevin Henkes • Families Are Different by Nina Pellegrini • Franklin Plays the Game by Paulette Bourgeois • Lessons from Mother Earth by Elaine McLeod • My Name is Yoon by Helen Recorvits • Max by Rachel Isadora • The Name Jar by Yangsook Choi

Enjoy reading your books!

ActivitiesStory Sharing Time

celebrate and share uniqueness - adlc lor · using the novelty pointer, ask your student to point...

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