Teacher TrainingFor Classical Teachers

SAVING WESTERN CIVILIZATION ONE STUDENT AT A TIME

KINDERGARTEN

1

MODEL DAY SCHEDULE

Wednesday

8:00 Shopping / Consultation

9:30 Welcome / Announcements

10:00 Welcome

10:30 Recitation / Calendar

12:00 Lunch Break

1:00 Leigh Lowe

2:00 Phonics / Reading

4:00 Shopping / Consultation

6:30 Plenary

Thursday

8:00 Shopping / Consultation

9:30 Welcome / Announcements

10:00 Bible / Copybook

11:30 Math

12:00 Lunch Break

1:00 Dr. Daniel Coupland

2:00 Math

4:00 Shopping / Consultation

5:00 Plenary

2

MODEL DAY SCHEDULE

Friday

8:00 Shopping / Consultation

9:30 Welcome / Announcements

10:00 Enrichment

12:00 Lunch Break

1:00 Martin Cothran

2:00 Q & A

4:00 Shopping / Consultation

5:00 Plenary

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HLS Kindergarten Classroom Management

The traditional classroom

Importance of consistency in establishing routines at the beginning of the year

General format of lessons: o Review of previous lessons “what we already know” o Presentation of new content o Practice together—board work, games, etc o Seatwork-teacher circulates throughout giving one-on-one

feedback/direction o

A look at our day/routines o Morning assembly o Classroom entry/unpacking backpacks/morning work o Moving to carpet procedures o Distributing/Collecting workbooks o Desk Supplies o Morning Snack/Afternoon Snack o Line up procedures o Hallway behavior o Restroom behavior o Listening Position o Raising Hands o Lunchroom behavior o Playground expectations o Rest time o Craft time o Parent Reader o Homework o Communication with parents

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PrayersThis is an opening prayer that we like, but you may choose whatever prayer you feel best begins your day appropriately.

Dearest Lord, teach me to be generous. Teach me to serve you as You deserve;

To give and not to count the cost, To fight and not to heed the wounds,

To toil and not to seek for rest, To labor and not to ask for reward

Save that of knowing I am doing Your will. Through Christ our Lord. Amen.

We like the following prayer to close our school day. Feel free to use it, or choose one that ends your day appropriately.

We give you thanks, merciful God, For the instruction and direction that we have received. Grant us Your grace, that we may remember this lesson

And carry it into action for Your glory and our eternal salvation. Through Christ our Lord. Amen.

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Table Blessing

Be present at our table, Lord.Be here and everywhere adored.

Thy creatures bless,and grant that we

may feast in paradise with Thee.Amen.

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Daily Schedule 2019-20

8:00-8:15 Morning Work 8:15-8:30 Recitation 8:30-8:50 Morning Math 8:50-9:20 Calendar 9:20-9:30 Morning Snack 9:30-10:40 Phonics 10:40-10:45 Stand and Stretch Break/Restroom 10:45-12:00 Math 12:05-12:30 Lunch 12:35-12:50 Rest Time Tuesday Thursday 12:55-1:20 Recess 12:35-12:50 Rest 1:25-1:35 Restroom 12:50-1:30 Copybook/Bible 1:40-2:10 Music 1:30-2:05 Science/Social Studies 2:15-2:50 Enrichment 2:10-2:40 Physical Education 2:50-3:00 Snack 2:45-2:55 Restroom 3:00-3:20 Parent Reader 2:55-3:20 Art/Weekly Review

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WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OPENING RECITATION

□ Recitation for Week 1 *The Recitation schedule is in the Appendix. You will need to refer to it each week.

□ Arts Recitation *This time should be used for showing students the paintings learned cumulatively up to, and including, the current week. It isn’t necessary for students to memorize the title of the work and the artist each week. That is a matter of personal preference.

□ Recitation for Week 1 *The Recitation schedule is in the Appendix. You will need to refer to it each week.

□ Scripture / Poetry Recitation *This time is used to review Scripture and poetry learned up to, and including, each week. Give a few words of the beginning of a verse or poem, and have the student complete from memory.

□ Recitation for Week 1 *The Recitation schedule is in the Appendix. You will need to refer to it each week.

CHRISTIAN STUDIES

□ The Story Bible □ God Creates the World, Part 1 (pp. 19-22)

□ Christian Studies Enrichment Kindergarten, Week 1

PHONICS

□ Basic consonant sound introduction/review

□ First Start Reading Book A, pp. 4-5 (Mm)

□ Phonics Flashcards: m-man (#13)

*You will want to familiarize yourself with the Introduction on pp. 4-14 of the FSR Teacher Guide. Also, it would be helpful to read through the “Suggestions to Teachers” on pp. 132-136 of Classical Phonics.

□ Core Skills Phonics □ K - p. 25

□ 1 - p. 18

□ Read and discuss “M is for Manatee” (Lesson 13) in Christian Liberty Nature Reader, Book K.

□ Core Skills Phonics □ K - pp. 3-5, 26

□ Core Skills Phonics □ K - p. 27

□ Review Mm sound and practice writing Mm correctly.

□ Discuss and color M animals in Animal Alphabet book.

MATH

□ Arithmetic 1: Lesson 1 *You will want to familiarize yourself with the Course Overview in the Rod & Staff Teacher’s Manual beginning on p. 6.

□ Mathematics Enrichment* *See the Appendix of this Curriculum Manual for directions.

□ Numbers Book, Part 1: p. 3 □ Arithmetic 1: Lesson 1 □ Compare zero items to more than zero.

□ Arithmetic 1 Practice Sheets □ Writing Practice #1 (L. 1)

*Our lesson plans include the Blacklines worksheets that we feel best fit the lessons, but you can supplement with additional worksheets as time permits. Familiarize yourself with the directions for using the Blacklines on p. 7 of your Teacher Manual.

□ Practice counting items. *Include counting with zero sometimes, such as temperature, money, measurements in cooking, etc.

COPYBOOK/ MEMORY

□ Learn pencil grip. Talk about Student Guidelines on p. 8 of Copybook I using a blank lined page from back of the copybook.

□ Home address including city, state, country

□ Practice writing first name correctly using a blank lined page from back of the copybook.

□ Home address including city, state, country

□ Using a blank lined page from back of the copybook, practice writing Mm and first name.

□ Telephone number with area code

□ Arithmetic 1 Practice Sheets □ Writing Practice #1 (L. 1)

□ Telephone number with area code

□ Perfect writing first name, Mm, and 0.

□ Recite home address and telephone number.

LITERATURE&

ENRICHMENT

Read-Aloud Book for the Week:

□ A Tree is Nice by Janice May Udry *Introduce each week with an initial reading of the book for the week. Then refer to the book throughout the week, preferably with a rereading each day.

*Familiarize yourself with the Literature Guidelines in the front of this curriculum manual and use them in your discussions each week.

Music Enrichment Guide: □ Biography: Ludwig van Beethoven □ Symphony No. 6 in F Major, op. 68,

“Pastoral”: I. Allegro ma non troppoArt for the Week:

□ Birch Forest by Gustav Klimt *Familiarize yourself with the Music and Art Study Guidelines in the front of this curriculum manual, and use them in your discussions each week.

*Consider posting the art in a prominent place for the week and turning on the music during seatwork or transition times daily.

The Book of Crafts: □ A Tree is Nice, p. 8 AND/OR

Precisionism craft, p. 42

Poetry for the Week:

□ “I’m Glad” (A Child’s Book of Poems, p. 110)

*Using the Poetry Guidelines in the front of this curriculum manual, complete your study of the poem.

*It would be ideal to read through the poetry on Mon. and again on Tues. before delving into an actual discussion of the poetry on Wed.

*If you wish to memorize poetry, consider using the “disappearing line” technique discussed in Copybook.

History & Culture:

□ Kindergarten Enrichment Guide, Week 1 *Familiarize yourself with the Nature Study Guidelines in the front of this curriculum manual, and use them as needed for your science projects each week. Your Composition and Sketchbook can be used each week as needed to complete your science projects.

Science:

□ Kindergarten Enrichment Guide, Week 1

Resources: □ I Can Name 50 Trees Today! (The Cat in

the Hat’s Learning Library)

□ A Tree Is a Plant (Let’s Read and Find Out)

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WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OPENING RECITATION

□ Recitation for Week 1 *The Recitation schedule is in the Appendix. You will need to refer to it each week.

□ Arts Recitation *This time should be used for showing students the paintings learned cumulatively up to, and including, the current week. It isn’t necessary for students to memorize the title of the work and the artist each week. That is a matter of personal preference.

□ Recitation for Week 1 *The Recitation schedule is in the Appendix. You will need to refer to it each week.

□ Scripture / Poetry Recitation *This time is used to review Scripture and poetry learned up to, and including, each week. Give a few words of the beginning of a verse or poem, and have the student complete from memory.

□ Recitation for Week 1 *The Recitation schedule is in the Appendix. You will need to refer to it each week.

CHRISTIAN STUDIES

□ The Story Bible □ God Creates the World, Part 1 (pp. 19-22)

□ Christian Studies Enrichment Kindergarten, Week 1

PHONICS

□ Basic consonant sound introduction/review

□ First Start Reading Book A, pp. 4-5 (Mm)

□ Phonics Flashcards: m-man (#13)

*You will want to familiarize yourself with the Introduction on pp. 4-14 of the FSR Teacher Guide. Also, it would be helpful to read through the “Suggestions to Teachers” on pp. 132-136 of Classical Phonics.

□ Core Skills Phonics □ K - p. 25

□ 1 - p. 18

□ Read and discuss “M is for Manatee” (Lesson 13) in Christian Liberty Nature Reader, Book K.

□ Core Skills Phonics □ K - pp. 3-5, 26

□ Core Skills Phonics □ K - p. 27

□ Review Mm sound and practice writing Mm correctly.

□ Discuss and color M animals in Animal Alphabet book.

MATH

□ Arithmetic 1: Lesson 1 *You will want to familiarize yourself with the Course Overview in the Rod & Staff Teacher’s Manual beginning on p. 6.

□ Mathematics Enrichment* *See the Appendix of this Curriculum Manual for directions.

□ Numbers Book, Part 1: p. 3 □ Arithmetic 1: Lesson 1 □ Compare zero items to more than zero.

□ Arithmetic 1 Practice Sheets □ Writing Practice #1 (L. 1)

*Our lesson plans include the Blacklines worksheets that we feel best fit the lessons, but you can supplement with additional worksheets as time permits. Familiarize yourself with the directions for using the Blacklines on p. 7 of your Teacher Manual.

□ Practice counting items. *Include counting with zero sometimes, such as temperature, money, measurements in cooking, etc.

COPYBOOK/ MEMORY

□ Learn pencil grip. Talk about Student Guidelines on p. 8 of Copybook I using a blank lined page from back of the copybook.

□ Home address including city, state, country

□ Practice writing first name correctly using a blank lined page from back of the copybook.

□ Home address including city, state, country

□ Using a blank lined page from back of the copybook, practice writing Mm and first name.

□ Telephone number with area code

□ Arithmetic 1 Practice Sheets □ Writing Practice #1 (L. 1)

□ Telephone number with area code

□ Perfect writing first name, Mm, and 0.

□ Recite home address and telephone number.

LITERATURE&

ENRICHMENT

Read-Aloud Book for the Week:

□ A Tree is Nice by Janice May Udry *Introduce each week with an initial reading of the book for the week. Then refer to the book throughout the week, preferably with a rereading each day.

*Familiarize yourself with the Literature Guidelines in the front of this curriculum manual and use them in your discussions each week.

Music Enrichment Guide: □ Biography: Ludwig van Beethoven □ Symphony No. 6 in F Major, op. 68,

“Pastoral”: I. Allegro ma non troppoArt for the Week:

□ Birch Forest by Gustav Klimt *Familiarize yourself with the Music and Art Study Guidelines in the front of this curriculum manual, and use them in your discussions each week.

*Consider posting the art in a prominent place for the week and turning on the music during seatwork or transition times daily.

The Book of Crafts: □ A Tree is Nice, p. 8 AND/OR

Precisionism craft, p. 42

Poetry for the Week:

□ “I’m Glad” (A Child’s Book of Poems, p. 110)

*Using the Poetry Guidelines in the front of this curriculum manual, complete your study of the poem.

*It would be ideal to read through the poetry on Mon. and again on Tues. before delving into an actual discussion of the poetry on Wed.

*If you wish to memorize poetry, consider using the “disappearing line” technique discussed in Copybook.

History & Culture:

□ Kindergarten Enrichment Guide, Week 1 *Familiarize yourself with the Nature Study Guidelines in the front of this curriculum manual, and use them as needed for your science projects each week. Your Composition and Sketchbook can be used each week as needed to complete your science projects.

Science:

□ Kindergarten Enrichment Guide, Week 1

Resources: □ I Can Name 50 Trees Today! (The Cat in

the Hat’s Learning Library)

□ A Tree Is a Plant (Let’s Read and Find Out)

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7

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OPENING RECITATION

□ Recitation for Week 1 *The Recitation schedule is in the Appendix. You will need to refer to it each week.

□ Arts Recitation *This time should be used for showing students the paintings learned cumulatively up to, and including, the current week. It isn’t necessary for students to memorize the title of the work and the artist each week. That is a matter of personal preference.

□ Recitation for Week 1 *The Recitation schedule is in the Appendix. You will need to refer to it each week.

□ Scripture / Poetry Recitation *This time is used to review Scripture and poetry learned up to, and including, each week. Give a few words of the beginning of a verse or poem, and have the student complete from memory.

□ Recitation for Week 1 *The Recitation schedule is in the Appendix. You will need to refer to it each week.

CHRISTIAN STUDIES

□ The Story Bible □ God Creates the World, Part 1 (pp. 19-22)

□ Christian Studies Enrichment Kindergarten, Week 1

PHONICS

□ Basic consonant sound introduction/review

□ First Start Reading Book A, pp. 4-5 (Mm)

□ Phonics Flashcards: m-man (#13)

*You will want to familiarize yourself with the Introduction on pp. 4-14 of the FSR Teacher Guide. Also, it would be helpful to read through the “Suggestions to Teachers” on pp. 132-136 of Classical Phonics.

□ Core Skills Phonics □ K - p. 25

□ 1 - p. 18

□ Read and discuss “M is for Manatee” (Lesson 13) in Christian Liberty Nature Reader, Book K.

□ Core Skills Phonics □ K - pp. 3-5, 26

□ Core Skills Phonics □ K - p. 27

□ Review Mm sound and practice writing Mm correctly.

□ Discuss and color M animals in Animal Alphabet book.

MATH

□ Arithmetic 1: Lesson 1 *You will want to familiarize yourself with the Course Overview in the Rod & Staff Teacher’s Manual beginning on p. 6.

□ Mathematics Enrichment* *See the Appendix of this Curriculum Manual for directions.

□ Numbers Book, Part 1: p. 3 □ Arithmetic 1: Lesson 1 □ Compare zero items to more than zero.

□ Arithmetic 1 Practice Sheets □ Writing Practice #1 (L. 1)

*Our lesson plans include the Blacklines worksheets that we feel best fit the lessons, but you can supplement with additional worksheets as time permits. Familiarize yourself with the directions for using the Blacklines on p. 7 of your Teacher Manual.

□ Practice counting items. *Include counting with zero sometimes, such as temperature, money, measurements in cooking, etc.

COPYBOOK/ MEMORY

□ Learn pencil grip. Talk about Student Guidelines on p. 8 of Copybook I using a blank lined page from back of the copybook.

□ Home address including city, state, country

□ Practice writing first name correctly using a blank lined page from back of the copybook.

□ Home address including city, state, country

□ Using a blank lined page from back of the copybook, practice writing Mm and first name.

□ Telephone number with area code

□ Arithmetic 1 Practice Sheets □ Writing Practice #1 (L. 1)

□ Telephone number with area code

□ Perfect writing first name, Mm, and 0.

□ Recite home address and telephone number.

LITERATURE&

ENRICHMENT

Read-Aloud Book for the Week:

□ A Tree is Nice by Janice May Udry *Introduce each week with an initial reading of the book for the week. Then refer to the book throughout the week, preferably with a rereading each day.

*Familiarize yourself with the Literature Guidelines in the front of this curriculum manual and use them in your discussions each week.

Music Enrichment Guide: □ Biography: Ludwig van Beethoven □ Symphony No. 6 in F Major, op. 68,

“Pastoral”: I. Allegro ma non troppoArt for the Week:

□ Birch Forest by Gustav Klimt *Familiarize yourself with the Music and Art Study Guidelines in the front of this curriculum manual, and use them in your discussions each week.

*Consider posting the art in a prominent place for the week and turning on the music during seatwork or transition times daily.

The Book of Crafts: □ A Tree is Nice, p. 8 AND/OR

Precisionism craft, p. 42

Poetry for the Week:

□ “I’m Glad” (A Child’s Book of Poems, p. 110)

*Using the Poetry Guidelines in the front of this curriculum manual, complete your study of the poem.

*It would be ideal to read through the poetry on Mon. and again on Tues. before delving into an actual discussion of the poetry on Wed.

*If you wish to memorize poetry, consider using the “disappearing line” technique discussed in Copybook.

History & Culture:

□ Kindergarten Enrichment Guide, Week 1 *Familiarize yourself with the Nature Study Guidelines in the front of this curriculum manual, and use them as needed for your science projects each week. Your Composition and Sketchbook can be used each week as needed to complete your science projects.

Science:

□ Kindergarten Enrichment Guide, Week 1

Resources: □ I Can Name 50 Trees Today! (The Cat in

the Hat’s Learning Library)

□ A Tree Is a Plant (Let’s Read and Find Out)

17

8

Week

1• Opening Prayer - discuss the words in it and explain meanings before memorizing.• Recite the alphabet.• How many letters are in the alphabet? (26)

2

• What are the two sizes of letters? (uppercase and lowercase)• What are the two types of letters? (vowels and consonants)• How many vowels are there? (5) Name the vowels. (a, e, i, o, u) • What are the short vowel sounds? (a (apple) e (egg) i (igloo) o (octopus) u (umbrella)) • Count to 20 by 1’s.

3• Pledge of Allegiance (Once mastered, say Pledge after prayer and before phonics questions.)• In what city do you live? In what state do you live? In what country do you live?

4 • What letter do you add to a word to make it plural? (s)

5• Count to 30 by 1’s. • How many seasons are there? (4) • Name the four seasons. (winter, spring, summer, fall)

6• How should every sentence begin? (uppercase letter)• Name four h-team sounds. (ch, sh, th, wh)• What are three ways a sentence can end? (period, question mark, exclamation point)

7 • Point to and name the four directions. (N, S, E, W)

8 • What is the punctuation mark plus letter combination used to show possession? (’s)

9• On what continent do you live?• How many continents are there? (7)

10 • Name the seven continents. (No. America, So. America, Europe, Asia, Africa, Australia, Antarctica)

11 • Count to 50 by 1’s. Count to 100 by 10’s.

12 • Count to 50 by 5’s.

13• How many days are in the week? (7)• Name the days of the week in order. (Sunday, Monday, Tuesday, Wednesday, Thursday,

Friday, Saturday)

14• How many months are in the year? (12)• Name the first six months in order. (January, February, March, April, May, June)• Count to 50 by 2’s.

Kindergarten Recitation Please Stand.Let Us Pray.

88

9

15• Name the second six months of the year in order. (July, August, September, October,

November, December)• Name all twelve months in order.

16• On what planet do you live? (earth)• How many planets are there? (8 - Pluto was downgraded.)• Name the first 4 planets in order. (Mercury, Venus, Earth, Mars)

17• Name the last 4 planets in order. (Jupiter, Saturn, Uranus, Neptune)• Name all the planets in order. (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune)

18• How many pennies are in a nickel? (5) How many pennies are in a dime? (10)• How many pennies are in a quarter? (25) How many pennies are in a dollar? (100)

19 • How many days are in a year? (365) How many hours are in a day? (24)

20• How many dimes are in a dollar? (10)• How many quarters are in a dollar? (4)

21• How many states are in your country? (50)• How many stars are on the American flag? (50)• How many stripes are on the American flag? (13)

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• How many seconds are in a minute? (60) How many minutes are in an hour? (60)• Who is your current president? (varies by year)• Who was the first president? (George Washington)• Who was the sixteenth president? (Abraham Lincoln)

23• What is the capital city of your state?• What is the capital of your country? (Washington, D.C.)

24• In which month is Christmas? (December) • In which month is Thanksgiving? (November)

25• What are the two parts of the Bible? (Old and New Testament)• Name the four Gospels. (Matthew, Mark, Luke, John)

26• What letter is almost always paired with the letter q? (u)• Which magic letter at the end of a word can change the vowel sound from short to long? (e)

27 • Count to 100 by 5’s. Count to 100 by 2’s.

28 • How many oceans are there in the world? (5 - Pacific, Atlantic, Indian, Arctic, and Southern)

29 • How many days in September, April, June, November? (30)

30 • How many days in January, March, May, July, August, October, December? (31)

31• How many days are in February? (28)• What happens during a Leap year? (every 4 years, 29 days in February)

32 • What are the long vowel sounds? (a (cake) e (bee) i (kite) o (rope) u (cube)) 89

10

Calendar Time

Goals:

● Teach students to understand calendar usage and give them a concept of time (seconds, minutes, hours, days, weeks, months, seasons, year, and holidays).

● Teach ordinal numbers as they say the date (July 8 th). ● Make students aware of weather (hot, cold, rain, snow, sun, wind, etc.) and teach simple

bar graph skills. ● Question of the day: ask a question each day (printed out) related to something they are

studying, that students can answer with a yes/no. Put results on a bar graph and discuss 10 fact family facts and triplets. Encourage students to read question later on in the year as they learn to read.

● Plural and Possessive review, as needed. ● Teach students money values. Penny=1 Cent, Nickel = 5 cents, Dime = 10 Cents, Quarter =

25 cents, and counting coins to 10 cents. Use rhymes. ● Teach/review counting by 1’s and 10’s as you count how many days of school we have had

(place value). ● Teach and practice sight words and math number flash cards or color words. ● Review and introduce phonics sounds/concepts, if desired.

How to:

I have a new person for calendar each week. Do what works for you! The children come to the calendar area and answer questions as you go through the following. I have the entire class repeat what the helper says, and point to items. Calendar time can be as short as 5-10 minutes, or stretch into ½ hour if you are teaching new concepts or adding optional ideas.

Posture:

● I have children on the carpet in front of the calendar bulletin board. At the beginning of the year, and as needed later on, I put names on tape and they have to sit where the tape is.

● Sitting posture: Feet crisscrossed, hands in lap unless pointing to calendar items, eyes on teacher or on calendar items. Mouths not talking unless you are repeating information.

What is covered:

● Repeat color words as the helper points to them. ● Review shapes. ● Recite the days of the week. ● Yesterday, today & tomorrow bears (I do on my calendar). ● Date (today is Thursday, July 11th, 2019) ● Counting days of school with straws or popsicle sticks. ● Discuss holidays or special days coming up (birthdays, vacation days, picture day, etc.). ● Discuss what season it is, what we expect for weather in that season. ● Discuss today’s weather. My choices are hot, cold, windy, rainy, sunny, snowy, cloudy.

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● Question of the Day (Q.O.D.) & graph. Helper reads question aloud, if able; each student puts his popsicle stick with his name in the “yes” or “no” envelope. The helper counts and graphs results while I write triplets on my triplet dry erase paper (4+6=10; 6+4=10; 10-6=4; 10-4=6).

● Optional:

o Child places sticker on 100’s chart while others hide their eyes. Child describes number to others who guess what it is. Or find number on a number line or count numbers on a number line.

o Flash cards--common words, number or color words, number cards. o Count change (pennies and nickels only) to 10 cents. Teach them to begin counting with

the nickel. o Teach/tell time to the hour on the clock. Discuss how long a second and minute and

hour are using the clock hands. o Review plurals and possessives with chart, as needed. o Review previous phonics sound with students’ alphabet bags. o Introduce new phonics concept with my flashcards. Each child says letter and sound

and tells if sound comes at beginning or end of picture.

Coin rhymes:

Penny, penny, easily spent; Copper-brown and worth one cent.

Nickel, nickel, thick and fat-- You’re worth five cents—I know that!

Dime, dime, little and thin, I remember you’re worth ten.

Quarter, quarter , big and bold, You’re worth twenty-five cents, I’m told.

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Phonics & Spelling

KINDERGARTEN PHONICS

I. Planning your week

II. Preparation

III. Review of previously learned material

IV. Introduction of new material

V. Independent work time

VI. Teacher Assessment

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MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 18

□ First Start Reading Teacher Guide,pp. 5-6 (Review Books A-B charts)

□ First Start Reading Book C, pp. 6-7 (Ee)

□ Phonics Flashcards: e-egg (#5)

□ Core Skills Phonics □ 1 - p. 76

□ Core Skills Phonics □ K - p. 109

□ Fun in the Sun, p. 3 (“A Rag Doll”) □ Read and discuss “E is for Elephant”

(Lesson 5) in Christian Liberty Nature Reader, Book K.

□ First Start Reading Book C, pp. 8-9 (et, en, ed, eg, em, ep)

□ Core Skills Phonics □ K - p. 110

□ First Start Reading Book C, pp. 10-11

□ Phonics Flashcards: th (this/that)

(#53) and th (thick/thin) (#54), Common Words they (#264), then (#261), her (#221), have (#219), and are (#198)

□ Classical Phonics □ p. 56 (ast, est, ist, ost words)

□ p. 50 (th words)

□ Discuss and color E animals in Animal Alphabet book.

□ Core Skills Phonics □ 1 - p. 77

□ Core Skills Phonics □ 1 - p. 78

□ Fun in the Sun, pp. 7-9 (“Sam, the Cat”)

□ Classical Phonics □ p. 36 (all)

□ p. 38 (od, og, ob, am, ag, ab, im, ig,

ib words)

50

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 18

□ First Start Reading Teacher Guide,pp. 5-6 (Review Books A-B charts)

□ First Start Reading Book C, pp. 6-7 (Ee)

□ Phonics Flashcards: e-egg (#5)

□ Core Skills Phonics □ 1 - p. 76

□ Core Skills Phonics □ K - p. 109

□ Fun in the Sun, p. 3 (“A Rag Doll”) □ Read and discuss “E is for Elephant”

(Lesson 5) in Christian Liberty Nature Reader, Book K.

□ First Start Reading Book C, pp. 8-9 (et, en, ed, eg, em, ep)

□ Core Skills Phonics □ K - p. 110

□ First Start Reading Book C, pp. 10-11

□ Phonics Flashcards: th (this/that)

(#53) and th (thick/thin) (#54), Common Words they (#264), then (#261), her (#221), have (#219), and are (#198)

□ Classical Phonics □ p. 56 (ast, est, ist, ost words)

□ p. 50 (th words)

□ Discuss and color E animals in Animal Alphabet book.

□ Core Skills Phonics □ 1 - p. 77

□ Core Skills Phonics □ 1 - p. 78

□ Fun in the Sun, pp. 7-9 (“Sam, the Cat”)

□ Classical Phonics □ p. 36 (all)

□ p. 38 (od, og, ob, am, ag, ab, im, ig,

ib words)

51

14

Phonics Recitation/Phonics Flashcard Review.Review all previously learned phonograms and common words.

Introduction. Ask pupil(s) to name the pictures. (envelope, egg, elephant) Allow pupil(s) time to look at pictures and ask questions and make comments.

Letter Sound. Say egg aloud several times and prolong the sound of the e. E is our fourth vowel.

(The short e sound can be confusing for children because a number of letter names begin with the short e sound: f, l, m, n, s, x. Words that combine e with any of these letters can be confusing for beginners. This includes elephant and envelope.)

It is better to avoid these words and use these instead: echo, Ed, Eskimo, and Everest (Mount).

Short e is the hardest sound for children to master. It is only slightly different from short i. What is the first vowel we learned? (a) What is /a/?What is the second vowel we learned? (i) What is /i/?What is the third vowel we learned? (o) What is /o/?

Practice with your students the sound of short a, i, o, and e until they can make all these vowel sounds clearly and distinctly.

Tongue Training. Make the /e/ with your students as a group and individually. Make sure all students can make /e/ accurately.

Ear Training. Ask pupil(s) which vowel these words begin with: apple, it, ox, echo, ill, Abby, object, Ed, Indian, icky, October, Eskimo, Anthony, if, iguana, odd, Everest, Illinois, antler, office, imageAsk pupil(s) which vowel they hear in the middle of these words: pot, pet, pit, pat, met, mat, mitt, hat, hit, hot, bet, bat, bit, clap, ship, step, crop, Fred.

Lesson C-1

146 First Start Reading

15

20

Lesson C-1

77

Draw a picture of something that begins with /e/.

E E E E

e e e e e

E e E e E e

E E E E

e e e e e

1.

2.

3.

4.

5.

Letter Formation. Now let’s learn to print the letter e. Uppercase E. Write capital E on the board, making strokes as shown in the lesson. Repeat. Ask pupil(s) to make capital E in the air with their index fi ngers several times. Where do you start the letter E? (Top line.) Do you have to pick up your pencil to make the letter E? (Yes, three times.)

Are we ready to write? Complete lines 1 and 2. Walk around room and put a star on each student’s best letter.

Lowercase e. Pencils down. Write lowercase e on the board, making strokes as shown in lesson. Repeat. Ask pupil(s) to make lowercase e in the air with their index fi nger several times. Where do you start the lowercase e? (Halfway between the midline and the bottom line.)

Pencil Check. Complete lines 3-5. Walk around room and put a star on each student’s best letter.Introduce and Practice common words.they (#254), then (#216), her (#221), have (#219), are (#198)These words are introduced early to let students become familiar with them before analyzing and writing.

Teacher Guide 147

16

17

18

19

2025

8

e t et et

let get pet

met net set

Lesson 2

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

met net set

let get pet e n en en men ten pen men ten pen hen Ben den hen Ben den

blend readtrace

read

read trace

read

read trace

blend readtrace

read

readtrace

read

readtrace

Practice common words.they (#254), then (#216), her (#221), have (#219), are (#198)

Pencils down. Now let’s make some words with our new vowel e. First let’s review our vowel sounds. What is /a/ /i/ /o/ /e/?

Open your workbooks to page 8 and put your finger on the blend line in row 1. Can you blend this line? Is et a word? (No.) Now let’s make some words with the sound of et. Who can read the three words on line 2? Line 4? Use words in sentences.

Put your finger on the blend line on row 6. Who can blend line 6? Is en a word? (No.) Who can read the words on line 7? On line 9? Use words in sentences. Distinguish between tin and ten, pin and pen.

Continue on through page 9 in a similar fashion. Use all words in sentences.

Lesson C-2

148 First Start Reading

21

9

e g eg eg leg beg Meg Peg

hem pep

Lesson 2

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

leg beg Meg Peg

e d ed ed

led Ned Ted

bed fed red bed fed red

led Ned Ted

hem pep

blend readtrace

read

read trace

read

read trace

blend readtrace

read

readtrace

read

readtrace

Optional Lesson: Show and teach PF #68 (sm), #58 (lf), #60 (lt), and (pr) (make flashcard).Write on board and read: smell, press, elf, self, melt

Review PF #70 (sp), #76 (gr), #78 (bl), #74 (dr), #62 (nd), #63 (nt), #50 (double letters)Write on board and read: spell, Greg, bless, bled, end, blend, dress, mend, send, sent, went, rent, tent, bell, Nell, less, Bess

Review PF #71 (st), #64 (st), #50 (double letters), #53 (th)Write on board and read:step, stem, test, them

Now you complete these workbook pages. Always blend from left to right. Blend aloud slowly and softly to yourself as you trace on the blend lines with your pencil. Trace all of your letters and words, starting at the bubble and forming your letters correctly. Read all words and sentences softly to yourself.

Are we ready to write? Begin.

Lesson C-2

Teacher Guide 149

22

23

28

10

s t st st

r est rest rest e st est est

n est nest nest

b est best best

th ey they they

Lesson 3

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

rest r r

nest n n

best b b

they t t

readblend trace

readblend trace

blend readtrace

readtracewrite

blend readtrace

readtracewrite

blend readtrace

readtracewrite

blend readtrace

readtracewrite

Practice common words.they (#254), then (#216), her (#221), have (#219), are (#198)

Students have already blended st with the letter a; this lesson builds on that skill with the vowel e. All of these words contain the letter e and are very common words that will expand reading for students. All of them have some phonetic elements that students can sound out, except perhaps for the word are.

Go through each line asking students to sound out and read words. Students have been reciting the alphabet all year, so the letters y and v have been included in this lesson, even though they have not been formally taught.

Now you complete these workbook pages. Always blend from left to right. Blend aloud slowly and softly to yourself as you trace on the blend lines with your pencil. Trace all of your letters and words, starting at the bubble and forming your letters correctly. Read all words and sentences softly to yourself.

Are we ready to write? Begin.

Lesson C-3

150 First Start Reading

24

29

11

h er her her

th en then then

are are are

have have have

are a a

her h h

then t t

have h h

1.

2.

3.

4.

5.

6.

7.

8.

9.

10. one a a one one one

Lesson 3blend readtrace

readtracewrite

blend readtrace

readtracewrite

read trace

readtracewrite

read trace

readtracewrite

read trace

readtracewrite

Lesson C-3

Teacher Guide 151

25

26

27

28

29

30

31

36 36 36

a e i o at n et it d otc at p et b it h otb at g et h it l oth at l et s it p ots at w et w it c otm at s et f it t otp at m et p it n otr at j et g otf at y et inv at p in h op

h en t in m op an m en w in p opc an p en f in t opf an t en d in l opm an B en s opp an d enr ant an y esv an

All of the words we have studied are called consonant-short vowel-consonant words, or CVC words. Practice the words on these three pages to mastery. Phonics Rule #1: The vowel in a CVC word or syllable is short.

Review A: CVC words arranged in word families

32

38 38 38

Review A: CVC words arranged in word families

o u a i on b ud am h im

m ud j am r imp od h am d imr od g um S amn od h um b igs od t ag d ig

b ug b ag p igh og r ug w ag f igf og h ug r ag w igl og m ug s ag j ig

j ug z ag z igc ob p ugr ob t ug c ab b ibm ob d ug T ab r ibs ob

t ub ax s ix ox r ub w ax m ixb ox h ub t ax f ixf ox c ub

When pupils have mastered the rhyming word families in Review A, proceed to Review B, where the same words are grouped by the initial letter.

33

Lesson C-4

152 First Start Reading

34

Before reading story drill with common words flashcards: they, then, her, have, are, and, his, the, is

Ben’s Red Hen

Title What is a hen? What is the difference between a hen and a chicken? What colors are hens?Line 1 Are hens common pets? Do you think Ben lives on a farm?Line 2 Why do you think the red hen ran to Ben when he entered her pen? Line 3 Do you think she knew he was going to feed her? Do you have a pet you feed?Line 4 Why do hens sit on nests? Do you think she had a clutch of eggs to hatch?Line 5 Do you think Ben’s red hen was a good hen and not getting into mischief?

Lesson C-4

Teacher Guide 153

35

18

1.2.3.4.5.6.7.8.9.10.

Lesson 7 Dictation - Words with E

menhempetpepMegredsetBenfedI can get it.

Lesson C-7

158 First Start Reading

36

19

Lesson 7 Dictation - Common Words

1.2.3.4.5.6.7.8.9.10.

haveoftheynestbestrestthenoneherare

Lesson C-7

NOTE: The goal of teaching common words is reading rather than spelling. When dictating common words, always have a list of the words on a board where the student can read them. The teacher should dictate a word, have the students find and read the word from the board, and write it in their book. It is not necessary for students to spell these words from memory at this point.

Teacher Guide 159

37

Monday Tuesday Wednesday Thursday Friday

Week 15

□ The Story Bible (Copybook Step I: Bible

Story Time)

□ Moses and the Plagues (pp. 104-106)

□ Copybook Exodus 5:1 p. 46 □ Step 2 (Language Lesson)

□ Step 3 (Memorization)

□ Copybook Exodus 5:1 p. 47 Step 4 (Copy/Trace)

□ Copybook Exodus 5:1 p. 47 Step 5 (Proofreading and Correction)

□ Recite Exodus 5:1. □ Practice public speaking: stand

up straight, no fidgeting, talk slowly and loudly.

□ Copybook Exodus 5:1 p. 46 Step 6 (Illustration)

□ Copybook Review: Step 7 (review previous lessons)

□ Genesis 1:3 □ 1:5 □ 37:23

□ Exodus 3:2

□ Luke 2:7

□ Exodus 5:1

Week 16

□ The Story Bible (Copybook Step I: Bible

Story Time)

□ David Fights Goliath (pp. 182-184)

□ Copybook I Samuel 17:40 p. 48 □ Step 2 (Language Lesson)

□ Step 3 (Memorization)

□ Copybook I Samuel 17:40 p. 49 Step 4 (Copy/Trace)

□ Copybook I Samuel 17:40 p. 49 Step 5 (Proofreading and Correction)

□ Recite I Samuel 17:40. □ Practice public speaking: stand

up straight, no fidgeting, talk slowly and loudly.

□ Copybook I Samuel 17:40 p. 48 Step 6 (Illustration)

□ Copybook Review: Step 7 (review previous lessons)

□ Genesis 1:3 □ 1:5 □ 2:8

□ Luke 2:7

□ Exodus 5:1

□ I Samuel 17:40

Week 17

□ The Story Bible (Copybook Step I: Bible

Story Time)

□ Samuel Anoints David (pp. 176-179)

□ Copybook II Samuel 23:1 p. 50 □ Step 2 (Language Lesson)

□ Step 3 (Memorization)

□ Copybook II Samuel 23:1 p. 51 Step 4 (Copy/Trace)

□ Copybook II Samuel 23:1 p. 51 Step 5 (Proofreading and Correction)

□ Recite II Samuel 23:1. □ Practice public speaking: stand

up straight, no fidgeting, talk slowly and loudly.

□ Copybook II Samuel 23:1 p. 50 Step 6 (Illustration)

□ Copybook Review: Step 7 (review previous lessons)

□ Genesis 1:3 □ 1:5 □ 2:8 □ 3:1

□ I Samuel 17:40,

□ II Samuel 23:1

Week 18

□ The Story Bible (Copybook Step I: Bible

Story Time)

□ The Wisdom of Solomon (pp. 192-195)

□ Copybook Proverbs 15:1 p. 52 □ Step 2 (Language Lesson)

□ Step 3 (Memorization)

□ Copybook Proverbs 15:1 p. 53 Step 4 (Copy/Trace)

□ Copybook Proverbs 15:1 p. 53 Step 5 (Proofreading and Correction)

□ Recite Proverbs 15:1. □ Practice public speaking: stand

up straight, no fidgeting, talk slowly and loudly.

□ Copybook Proverbs 15:1 p. 52 Step 6 (Illustration)

□ Copybook Review: Step 7 (review previous lessons)

□ Genesis 2:8 □ 3:1 □ 4:2

□ Exodus 5:1

□ I Samuel 17:40

□ Proverbs 15:1

Week 19

□ The Story Bible (Copybook Step I: Bible

Story Time)

□ The Beatitudes (pp. 352-354)

□ Copybook Matthew 5:14 p. 58 □ Step 2 (Language Lesson)

□ Step 3 (Memorization)

□ Copybook Matthew 5:14 p. 59 Step 4 (Copy/Trace)

□ Copybook Matthew 5:14 p. 59 Step 5 (Proofreading and Correction)

□ Recite Matthew 5:14. □ Practice public speaking: stand

up straight, no fidgeting, talk slowly and loudly.

□ Copybook Matthew 5:14 p. 58 Step 6 (Illustration)

□ Copybook Review: Step 7 (review previous lessons)

□ Genesis 2:8 □ 3:1 □ 4:2 □ 6:14 □ 7:12

□ Proverbs 15:1

□ Matthew 5:14

Monday Tuesday Wednesday Thursday Friday

Week 15

□ The Story Bible (Copybook Step I: Bible

Story Time)

□ Moses and the Plagues (pp. 104-106)

□ Copybook Exodus 5:1 p. 46□ Step 2 (Language Lesson)

□ Step 3 (Memorization)

□ Copybook Exodus 5:1 p. 47Step 4 (Copy/Trace)

□ Copybook Exodus 5:1 p. 47Step 5 (Proofreading and Correction)

□ Recite Exodus 5:1.□ Practice public speaking: stand

up straight, no fidgeting, talkslowly and loudly.

□ Copybook Exodus 5:1 p. 46 Step 6 (Illustration)

□ Copybook Review:Step 7 (review previous lessons)

□ Genesis 1:3 □ 1:5 □ 37:23

□ Exodus 3:2

□ Luke 2:7

□ Exodus 5:1

Week 16

□ The Story Bible (Copybook Step I: Bible

Story Time)

□ David Fights Goliath (pp. 182-184)

□ Copybook I Samuel 17:40 p. 48□ Step 2 (Language Lesson)

□ Step 3 (Memorization)

□ Copybook I Samuel 17:40 p. 49Step 4 (Copy/Trace)

□ Copybook I Samuel 17:40 p. 49Step 5 (Proofreading and Correction)

□ Recite I Samuel 17:40.□ Practice public speaking: stand

up straight, no fidgeting, talkslowly and loudly.

□ Copybook I Samuel 17:40 p. 48Step 6 (Illustration)

□ Copybook Review:Step 7 (review previous lessons)

□ Genesis 1:3 □ 1:5 □ 2:8

□ Luke 2:7

□ Exodus 5:1

□ I Samuel 17:40

Week 17

□ The Story Bible (Copybook Step I: Bible

Story Time)

□ Samuel Anoints David (pp. 176-179)

□ Copybook II Samuel 23:1 p. 50□ Step 2 (Language Lesson)

□ Step 3 (Memorization)

□ Copybook II Samuel 23:1 p. 51Step 4 (Copy/Trace)

□ Copybook II Samuel 23:1 p. 51Step 5 (Proofreading and Correction)

□ Recite II Samuel 23:1.□ Practice public speaking: stand

up straight, no fidgeting, talkslowly and loudly.

□ Copybook II Samuel 23:1 p. 50Step 6 (Illustration)

□ Copybook Review:Step 7 (review previous lessons)

□ Genesis 1:3 □ 1:5 □ 2:8 □ 3:1

□ I Samuel 17:40,

□ II Samuel 23:1

Week 18

□ The Story Bible (Copybook Step I: Bible

Story Time)

□ The Wisdom of Solomon (pp. 192-195)

□ Copybook Proverbs 15:1 p. 52□ Step 2 (Language Lesson)

□ Step 3 (Memorization)

□ Copybook Proverbs 15:1 p. 53Step 4 (Copy/Trace)

□ Copybook Proverbs 15:1 p. 53Step 5 (Proofreading and Correction)

□ Recite Proverbs 15:1.□ Practice public speaking: stand

up straight, no fidgeting, talkslowly and loudly.

□ Copybook Proverbs 15:1 p. 52Step 6 (Illustration)

□ Copybook Review:Step 7 (review previous lessons)

□ Genesis 2:8 □ 3:1 □ 4:2

□ Exodus 5:1

□ I Samuel 17:40

□ Proverbs 15:1

Week 19

□ The Story Bible (Copybook Step I: Bible

Story Time)

□ The Beatitudes (pp. 352-354)

□ Copybook Matthew 5:14 p. 58□ Step 2 (Language Lesson)

□ Step 3 (Memorization)

□ Copybook Matthew 5:14 p. 59Step 4 (Copy/Trace)

□ Copybook Matthew 5:14 p. 59Step 5 (Proofreading and Correction)

□ Recite Matthew 5:14.□ Practice public speaking: stand

up straight, no fidgeting, talkslowly and loudly.

□ Copybook Matthew 5:14 p. 58Step 6 (Illustration)

□ Copybook Review:Step 7 (review previous lessons)

□ Genesis 2:8 □ 3:1 □ 4:2□ 6:14 □ 7:12

□ Proverbs 15:1

□ Matthew 5:14

Copybook

38

39

40

46

And Moses told Pharaoh,"Let my people go!"

Exodus 5:1

4147

And Moses told

Pharaoh, "Let my

people go!"

Exodus 5:1

42

Copybook SelectionsVerse The Story Bible

Genesis 1:3 And God said, Let there be light: and there was light.

Review the Creation story (pp. 21-25)

Genesis 1:5 And the evening and the morning were the first day.

Review the Creation story (pp. 21-25)

Genesis 2:8 And the Lord God planted a garden eastward in Eden.

Review: Adam and Eve (pp. 26-28)

Genesis 3:1 Now the serpent was more subtle than any beast of the field.

Review: Sin Enters the World (pp. 30-32)

Genesis 4:2 Abel was a keeper of sheep, but Cain was a tiller of the ground. Review: Cain and Abel

(pp. 33-35)

Genesis 6:14 Make thee an ark of gopher wood.

Review: Noah and the Flood (pp. 36-39)

Genesis 7:12 And the rain was upon the earth forty days and forty nights.

Review: God’s Promise to Noah (pp. 40-42)

Genesis 17:5

Thy name shall be Abraham, for a father of many nations have I made thee.God’s Covenant with Abram (pp. 50-53)

Genesis 37:23 They stripped Joseph out of his coat, his coat of many colors.

Joseph and His Brothers (pp. 82-84)

Exodus 3:2 Behold, the bush burned with fire, and the bush was not consumed.

Moses and the Burning Bush (pp. 101-103)

Exodus 5:1 And Moses told Pharaoh, Let my people go!

Moses and the Plagues (pp. 104-106)

I Samuel 17:40 And David chose him five smooth stones.

David Fights Goliath (pp. 182-184)

II Samuel 23:1

David, the son of Jesse, the anointed of God, the sweet psalmist of Israel.Samuel Anoints David (pp. 176-179)

Proverbs 15:1 A soft answer turneth away wrath.

The Wisdom of Solomon (pp. 192-195)

Luke 2:7

And she brought forth her firstborn son, and wrapped him in swaddling clothes, and laid him in a manger; because there was no room for them in the inn.

The Birth of Jesus (pp. 282-286) & The Visit of the Wise Men (pp. 287-289)

94

43

Matthew 5:14

You are the light of the world. A city that is set on a hill cannot be hid.The Beatitudes (pp. 352-354)

John 3:16 For God so loved the world that He gave his only begotten son.

Jesus Teaches Nicodemus (pp. 313-315)

John 10:11

I am the good shepherd: the good shepherd gives his life for his sheep.

The Good Shepherd & A Psalm of David (pp. 367-369)

John 6:35 I am the bread of life.

Jesus Feeds Five Thousand People (pp. 358-360)

Table Blessing Part 1

Table Blessing Part 2

“Happy Thought”

“A Thought”

“The Whole Duty of Children” Part 1

“The Whole Duty of Children” Part 2

“Thirty Days” Part 1

“Thirty Days” Part 2

Days of the Week

Months of the Year

95

44

Math

KINDERGARTEN MATH

I. Planning your week

II. Preparation

III. Review of previously learned material

IV. Introduction of new material

V. Independent work time

VI. Teacher assessment of work

VII. Follow up

45

46

MORNING MATH REVIEW 3.1 Time: _________ Number Correct: ______ /12

Name: DICTATE

A

AFTER NUMBERS

B 0 1 C 1 0COUNTING DOTS

D

5

47

MORNING MATH REVIEW 13.1 Time: _________ Number Correct: ______ /24

Name:

DICTATE

A

NUMBER LINE

B 106 8MATH FACTS

C

2+1

0+2

1+0

1+1

3+0

1+2

2+0

D

0+3

1+1

B

0+0

2+1

0+1

0+3

E

2+0

1+2

0+2

3+0

0+1

1+0

45

48

MORNING MATH REVIEW 35.1 MORNING MATH REVIEW 35.1 Time: _________ Number Correct: ______ /50

Name:

MATH FACTSMATH FACTS

A

2 2-2-2

3 3+0+0

5 5-2-2

4 4+1+1

0 0+5+5

3 3+2+2

5 5-1-1

1 1+6+6

3 3+4+4

B

4 4+0+0

2 2-1-1

3 3+1+1

0 0+7+7

4 4-3-3

1 1+1+1

5 5+2+2

2 2-0-0

2 2+1+1

C

5 5-4-4

3 3+3+3

0 0+2+2

3 3-3-3

2 2+5+5

4 4-0-0

1 1+4+4

5 5+0+0

D

0 0+6+6

3 3-1-1

5 5+1+1

2 2+4+4

5 5-5-5

4 4+3+3

7 7+0+0

2 2+2+2

E

5 5-0-0

1 1+2+2

3 3-2-2

0 0+3+3

5 5-3-3

6 6+1+1

4 4-2-2

1 1+3+3

F

1 1+5+5

4 4-1-1

2 2+3+3

4 4-4-4

4 4+2+2

3 3-0-0

0 0+4+4

6 6+0+0

131

49

WEEK 23 Monday TuEsday WEdnEsday Thursday Friday

MaTh

□ Arithmetic 1: Lesson 53□ Numbers Book, Part 2: p. 46□ Mathematics Enrichment

□ Numbers Book, Part 2: pp. 47-49□ Arithmetic 1 Practice Sheets

□ Number Facts #13 (L. 53)

□ Arithmetic 1: Lesson 54□ Numbers Book, Part 2: p. 50

□ Numbers Book, Part 2: pp. 51-52□ Arithmetic 1 Practice Sheets

□ Number Trains #2 (L. 56)

□ Less Numbers #8 (L. 56)

□ Arithmetic 1: Lesson 55□ Numbers Book, Part 2: p. 53

WEEK 23 Monday TuEsday WEdnEsday Thursday Friday

MaTh

□ Arithmetic 1: Lesson 53□ Numbers Book, Part 2: p. 46

□ Numbers Book, Part 2: pp. 47-49□ Arithmetic 1 Practice Sheets

□ Number Facts #13 (L. 53)

□ Arithmetic 1: Lesson 54□ Numbers Book, Part 2: p. 50

□ Numbers Book, Part 2: pp. 51-52□ Arithmetic 1 Practice Sheets

□ Number Trains #2 (L. 56)

□ Less Numbers #8 (L. 56)

□ Arithmetic 1: Lesson 55□ Numbers Book, Part 2: p. 53

50

51

52

53

54

55

56

57

58

59

Literature & EnrichmentLI

TER

ATU

RE

& E

NR

ICH

ME

NT Literature:

We consider literature to be fundamental to a strong classical education. It is desirable that students develop a taste for quality literature from an early age. Most of the books we have selected are children’s classics that contribute to cultural literacy and prepare students to read great classical authors such as Homer and Virgil as they continue moving through the Memoria Press curriculum.

The enrichment activities give your students a gentle introduction to literature, poetry, art, music, history, culture, and science. Tailor these activities to your students’ needs. If your week seems hectic and you cannot fit in an enrichment activity, then skip it for that week. If you need to move an activity from one day to another, or from one week to another, feel free to do what’s best for your schedule.

On the other hand, we do feel that it is imperative that you read aloud to your children, so we strongly encourage you to make every effort to complete at least the read-aloud portion of the enrichment each week. We also encourage you to make reading aloud a part of your daily routine. We have worked hard to provide you with a list of books chosen for their beautiful language, illustrations, and content. If you don’t wish to read the selections we have chosen, feel free to substitute.

We understand that time can be limiting, so if priorities must be assigned, skip science or history & culture, but do not skip reading good literature and poetry to your students.

You can purchase a complete set of our read-aloud books with the kindergarten curriculum if you wish to add these books to your personal library. Or, you can find these books at your local library or bookstore. They are all currently in print and readily available.

NOTE: We have moved Abe’s Fish from the end of the school year to Week 22 so that it coincides with Lincoln’s birthday month. All other enrichment has just moved down a week after that. This move is not reflected in the Kindergarten Enrichment Guide until our next reprinting, so if you choose to follow our new plan, you will find Abe’s Fish in Week 34 of the Enrichment Guide right now.

Poetry:Children delight in listening to the rhyme and wordplay of poetry. If you don’t have time to do more than read the poems aloud, that is enough.

The poems can all be found in A Child’s Book of Poems and Animals, Animals by Eric Carle. We offer these books for sale with our read-aloud selections, or you can find them at your local library, online, or in other poetry books for children. They are by well-known poets and shouldn’t be difficult to locate. A list of the poems can be found in the Appendix.

Art, Music, History & Culture, Science:The art and music selections are meant to offer initial exposure to well-known pieces. They also offer another opportunity to relate the literature. It is not necessary to memorize the artist and work each week, but it is possible. For maximum exposure, consider posting the art in a prominent position for the week. Casually refer to it when appropriate. We suggest playing the musical score as background music during seatwork or transition periods during the day (getting ready for lunch, for example).

Use the Art, Music, and Science and Nature Study Guidelines that follow to assist you with completing the enrichment activities. The paintings are compiled in the Memoria Press Kindergarten Art Cards set. Links to the music selections can be found online at memoriapress.com/music-kindergarten. For a short music lesson, see the Music Enrichment Guide. Don’t feel like you need to be tied to our selections. Feel free to substitute with another piece that is a personal preference of yours.

9

60

Discussion PointsLI

TER

ATU

RE

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DY Before You Read:

• Read the title. What do you think the book is about?• Who is the author? Do you know of any other works by him/her?• Who is the illustrator? Do you know of any other works he/she has illustrated?• What is the copyright date? How do you think this will aff ect the story? • Look at the cover illustration. Does it give you any clues about the story or characters?• What is the illustration style of this book? Pen and paper, black and white, watercolor,

photography, papier-mache (as in Eric Carle's works), etc.?

As You Read:• Pause as you read to defi ne new vocabulary words. Explain new concepts or discuss important

ideas. Since you will read the book multiple times, we advocate pausing for explanation during the fi rst reading, then pausing (less often) for review during subsequent readings.

• Discuss the illustration in detail on each page. Relate back to the literature.

Example: Make Way for Ducklings• Where is the swan that won't speak to Mrs. Mallard? • Why won't it speak? • Who is Michael? • What landmarks are revealed which off er clues to the location of the story?

Do not underestimate the importance of the illustrations in conveying the story to the child. In our minds, the artwork and text carry equal weight in picture books.

• Identify recurring lines or processes. If appropriate, allow children to chime in for a repeated verse (e.g., Let's make a pancake!); or allow children to fi nish a rhyme (e.g., I do not like them in a house, I do not like them with a ______________.).

• See if children can remember the steps or process as the story progresses (e.g., To make a pancake, fi rst … , next … ).

• Ask children if they can guess what will happen next.

After You Read:• What was the main topic of the book? (Discuss what a main topic is during the fi rst few weeks.)• Who was the main character? (Explain "character.")• What did you learn?• Do you remember any new words?• Did you like this book? Why or why not?• Off er more books like this one, either by author, illustrator, or theme.• Reread the book with your student, seeking new layers of understanding.

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Y Before You Read:• Read the title. What do you think the poem is about?• Who is the author? Do you know of any other works by him/her?• Look at the poem (on overhead or writt en on board). How many lines? How many stanzas?

Can you identify anything interesting (is it a shape poem, are there quotation marks or other interesting punctuation marks, has the author been creative with capitalization, etc.)?

• When was the poem writt en? • Is there art associated with the poem?• Did the author also do the illustration?

As You Read:• Read the poem straight through one time so the student can hear the rhythm, cadence, rhyme,

language, etc., of the poem. Ask students if they noticed anything by listening (i.e., rhymes, climax, questions, nonsense words). What are the students' fi rst impressions?

• Read the poem through a second time, pausing to defi ne new vocabulary words, explain new concepts, or discuss important ideas. Help the student to understand the meaning of the poem.

• Talk about the style of the poem. What stands out that helps you recognize it as a poem rather than prose? (rhyming words, rhythm, number of syllables per line, etc.)

After You Read:• Have the student summarize the poem in his/her own words. What is the main topic of the

poem? Who is the main character? What is the sett ing? When does the poem take place?• What did you learn?• Were there any new words in the poem that you didn't know?• Did you like this poem? Why or why not?• Try to create your own poem using this poem's main idea, rhyme scheme, shape, etc. (This can

be done in the Composition and Sketchbook. It will be easier some weeks than others.)• How did this poem make you feel? (happy, sad, excited, confused, nostalgic, curious, etc.)

• Ask students to draw a picture of the poem.• Off er more poems like this one, either by author or theme.

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Y Describe:• What is the subject of the painting? What is the painting about? • What do you see? • What is the focal point? • What does the artist emphasize? • What is happening in the painting?• What is in the composition? How does he/she balance his/her composition?• What shapes do you see? • Where do you see straight lines? Where do you see curved lines? • How does the paint look?

• Is it bright or faded? • Does it make the painting look clear or blurry? (Watercolors are diff erent from oils.)• Does it make the painting look rough or smooth? (texture)• Is it extra thick? • Are the brushstrokes smooth, short, dots, or dabs? (technique)• Are there strong colors or soft colors? (tone, value)

Analyze:• Where do you see shapes and colors repeated in the painting? Can you see patt erns anywhere

in the painting?• Is there movement in the picture?• What is the perspective of the painting? • What is in the foreground? What is in the background? What is in the middle?• From where does the light come? Do you see shadows?

Interpret:• Do you think the artist likes this place or person? Why or why not?• What story do you think the artist is trying to tell?

Decide:• Have you seen this painting anywhere before?• Have you seen this medium before in another painting? • Have you seen these colors in another painting?

Aesthetic Perception:• When you look at the artwork, what do you hear?• If you were in this artwork, what would you be doing? How would you feel?• What will you remember about this painting?

63

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DY Where to Listen:

• We have provided links for YouTube, iTunes, and Spotify on the Memoria Press website at the URL listed in this guide.

Disclaimer: Memoria Press does not endorse any of the advertising or user comments on YouTube or Spotify. Use at your own discretion.

Describe:• What is the rhythm? (steady, regular, smooth, uneven, irregular, jagged, choppy)

• What is the mood of the selection? (happy, sad, angry, excited)

• Is the selection loud or soft? Does it change from one to the other?• Is the tempo fast or slow?

Analyze:• Where do you hear parts of the selection repeated? Can you hear patt erns?• What instruments do you hear? Is there one or are several working together (orchestra)?• What instrument(s) has the main part?• What instrument(s) is played in the background (softer)?

Interpret:• Do you think the composer likes this composition? Why or why not?• What story do you think the composer is trying to tell?

Decide:• Have you heard this selection anywhere before (live concert, elevator music, commercials, etc.)? • Have you heard these instruments in another selection or anywhere else?

Aesthetic Perception:• When you listen to the selection, what do you hear?• What does this selection make you want to do? (march, dance, float, crawl)

• How does the selection make you feel?• What will you remember about this music selection?

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Y Suggested Reading: Handbook of Nature Study by Anna Botsford ComstockUse the Memoria Press Composition and Sketchbook for Nature Study observations and pictures. If you are unable to answer some questions, borrow a book about what you are studying from the library or look it up in an encyclopedia or on the internet. Good tools for a nature study include regular pencils, colored pencils, a pencil sharpener, a good eraser, a magnifying glass, and a ruler.

Animals/Insects:• Is it a mammal, reptile, amphibian, insect, bird, or fi sh? (Describe the characteristics of each

animal/insect and let the student guess.)• What color is it? What are its special characteristics? (long ears, short legs, tiny eyes, etc.)

• Does it have a covering? What kind? (feathers, skin, fur, etc.) How does it feel? Is the covering the same all over the body or is it diff erent? How is it the same or diff erent?

• What does the animal/insect remind you of when it is standing still? (a guard, teacher, small child, etc.)

• What sound does the animal/insect make?• How does it move? (walking, running, hopping, flying, etc.) Can you do that?• What does it eat?• Where does it make its home? What is its habitat?• In what parts of the world does this animal/insect live?• Look up any poems about this animal/insect. Does the poem tell you any more about the

animal/insect?

Plants/Flowers/Trees:• Is it a plant, fl ower, or tree? (Describe the characteristics of each and let students guess.)• What color is it? What are its special characteristics? (petal shape, needle leaves, smooth bark, etc.)

• Where do you fi nd it? (open fields, forest, city, etc.) Where in the world does it grow?• Look up any poems about this plant/fl ower/tree. Does the poem tell you any more about it?• If it is a plant:

• How tall does it grow?• What color is it? Does it have any special characteristics?• What is the shape of the plant? What are the shapes of its individual parts?• What does the stem look like?

• If it is a fl ower:• What colors do you see on the fl ower? Does it have any special characteristics?• What are the shapes and textures of the petals and leaves?• How many petals does it have? • How many stamens/pistils does it have?• Describe the stem. (skinny, thick, long, short, etc.)

• If it is a tree:• Describe the bark of the tree. How does it feel?• How tall is it in relation to other trees?• How old do you think it is?• What are the shapes of its leaves?• What color are the leaves?• How are the leaves arranged on the branches?• Does it lose its leaves in the fall? What color do the leaves turn?• Does it have seeds, nuts, or fl owers?

Monday Tuesday Wednesday Thursday Friday

Week 9

Read-Aloud Book for the Week:□ The Story of Ferdinand

by Munro Leaf

Music Enrichment Guide□ Biography: Georges Bizet□ “Toreador Song” from Carmen

Art for the Week:

□ The Bull by Paulus Potter

The Book of Crafts:□ The Story of Ferdinand craft, p. 16

Poetry for the Week:□ “The Friendly Cow”

by Robert Louis Stevenson (A Child’s Book of Poems, p. 50)

□ “The Milk Jug (The Kitten Speaks)” by Oliver Herford (A Child’s Book of Poems, p. 43)

History & Culture: □ Kindergarten Enrichment Guide,

Week 9

Science: □ Kindergarten Enrichment Guide,

Week 9Resources:□ Milk From Cow to Carton by Aliki

Week 10

Read-Aloud Book for the Week:

□ Pancakes, Pancakes! by Eric CarleMusic for the Week: □ Partita for Solo Flute in A Minor,

BWV 1013: I. “Allemande”by Johann Sebastian Bach

Art for the Week: □ The Gleaners by Jean-Francois Millet

The Book of Crafts, Kindergarten:□ Pancakes, Pancakes! craft, p. 17

Poetry for the Week: □ “The Pancake”

by Christina Rossetti (A Child’s Book of Poems, p. 80)

History & Culture: □ Kindergarten Enrichment Guide,

Week 10

Science: □ Kindergarten Enrichment Guide,

Week 10

Week 11

Read-Aloud Book for the Week:□ Bread and Jam for Frances

by Russell HobanMusic for the Week:

□ “Libiamo ne’ lieti calici” fromLa Traviataby Giuseppe Verdi

Art for the Week:□ At the Moulin Rouge by Henri de

Toulouse-LautrecThe Book of Crafts, Kindergarten:□ Bread and Jam for Frances craft, p. 18

Poetry for the Week: □ “An Old Rat’s Tale”

(A Child’s Book of Poems, p. 96)

History & Culture: □ Kindergarten Enrichment Guide,

Week 11

Science: □ Kindergarten Enrichment Guide,

Week 11Resources:□ Oh the Things You Can Do That Are Good

for You! (Cat in the Hat’s Learning Library)

□ The Vegetables We Eat by Gail Gibbons

Week 12

Read-Aloud Book for the Week:□ This First Thanksgiving Day

by Laura Krauss MelmedMusic for the Week: □ “Le Banjo,” op. 15

by Louis Moreau Gottschalk

Art for the Week: □ The Harvest Wagon by

Thomas Gainsborough

The Book of Crafts, Kindergarten:

□ This First Thanksgiving Day craft,p. 19

Poetry for the Week: □ “Thanksgiving Day”

by Lydia Maria Child (A Child’s Book of Poems, p. 94)

History & Culture: □ Kindergarten Enrichment Guide,

Week 12Resources:□ This Is the Feast by Diane Z. Shore

Science: □ Kindergarten Enrichment Guide,

Week 12

14

65

Monday Tuesday Wednesday Thursday Friday

Week 9

Read-Aloud Book for the Week:□ The Story of Ferdinand

by Munro Leaf

Music for the Week: □ “Toreador Song” from Carmen

by Georges Bizet

Art for the Week:□ The Bull by Paulus Potter

The Book of Crafts, Kindergarten:□ The Story of Ferdinand craft, p. 16

Poetry for the Week:□ “The Friendly Cow”

by Robert Louis Stevenson(A Child’s Book of Poems, p. 50)

□ “The Milk Jug (The Kitten Speaks)”by Oliver Herford(A Child’s Book of Poems, p. 43)

History & Culture: □ Kindergarten Enrichment Guide,

Week 9

Science: □ Kindergarten Enrichment Guide,

Week 9Resources:□ Milk From Cow to Carton by Aliki

Week 10

Read-Aloud Book for the Week:□ Pancakes, Pancakes! by Eric Carle

Music for the Week: □ Partita for Solo Flute in A Minor,

BWV 1013: I. “Allemande”by Johann Sebastian Bach

Art for the Week: □ The Gleaners by Jean-Francois Millet

The Book of Crafts, Kindergarten:□ Pancakes, Pancakes! craft, p. 17

Poetry for the Week: □ “The Pancake”

by Christina Rossetti(A Child’s Book of Poems, p. 80)

History & Culture: □ Kindergarten Enrichment Guide,

Week 10

Science: □ Kindergarten Enrichment Guide,

Week 10

Week 11

Read-Aloud Book for the Week:□ Bread and Jam for Frances

by Russell Hoban

Music for the Week:□ “Libiamo ne’ lieti calici” from

La Traviataby Giuseppe Verdi

Art for the Week:□ At the Moulin Rouge by Henri de

Toulouse-Lautrec

The Book of Crafts, Kindergarten:□ Bread and Jam for Frances craft, p. 18

Poetry for the Week: □ “An Old Rat’s Tale”

(A Child’s Book of Poems, p. 96)

History & Culture: □ Kindergarten Enrichment Guide,

Week 11

Science: □ Kindergarten Enrichment Guide,

Week 11Resources:□ Oh the Things You Can Do That Are Good

for You! (Cat in the Hat’s Learning Library)

□ The Vegetables We Eat by Gail Gibbons

Week 12

Read-Aloud Book for the Week:□ This First Thanksgiving Day

by Laura Krauss Melmed

Music for the Week: □ “Le Banjo,” op. 15

by Louis Moreau Gottschalk

Art for the Week: □ The Harvest Wagon by

Thomas Gainsborough

The Book of Crafts, Kindergarten:□ This First Thanksgiving Day craft,

p. 19

Poetry for the Week: □ “Thanksgiving Day”

by Lydia Maria Child(A Child’s Book of Poems, p. 94)

History & Culture: □ Kindergarten Enrichment Guide,

Week 12Resources:□ This Is the Feast by Diane Z. Shore

Science: □ Kindergarten Enrichment Guide,

Week 12

15

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Y Suggested Reading: Handbook of Nature Study by Anna Botsford ComstockUse the Memoria Press Composition and Sketchbook for Nature Study observations and pictures. If you are unable to answer some questions, borrow a book about what you are studying from the library or look it up in an encyclopedia or on the internet. Good tools for a nature study include regular pencils, colored pencils, a pencil sharpener, a good eraser, a magnifying glass, and a ruler.

Animals/Insects:• Is it a mammal, reptile, amphibian, insect, bird, or fi sh? (Describe the characteristics of each

animal/insect and let the student guess.)• What color is it? What are its special characteristics? (long ears, short legs, tiny eyes, etc.)

• Does it have a covering? What kind? (feathers, skin, fur, etc.) How does it feel? Is the covering the same all over the body or is it diff erent? How is it the same or diff erent?

• What does the animal/insect remind you of when it is standing still? (a guard, teacher, small child, etc.)

• What sound does the animal/insect make?• How does it move? (walking, running, hopping, flying, etc.) Can you do that?• What does it eat?• Where does it make its home? What is its habitat?• In what parts of the world does this animal/insect live?• Look up any poems about this animal/insect. Does the poem tell you any more about the

animal/insect?

Plants/Flowers/Trees:• Is it a plant, fl ower, or tree? (Describe the characteristics of each and let students guess.)• What color is it? What are its special characteristics? (petal shape, needle leaves, smooth bark, etc.)

• Where do you fi nd it? (open fields, forest, city, etc.) Where in the world does it grow?• Look up any poems about this plant/fl ower/tree. Does the poem tell you any more about it?• If it is a plant:

• How tall does it grow?• What color is it? Does it have any special characteristics?• What is the shape of the plant? What are the shapes of its individual parts?• What does the stem look like?

• If it is a fl ower:• What colors do you see on the fl ower? Does it have any special characteristics?• What are the shapes and textures of the petals and leaves?• How many petals does it have? • How many stamens/pistils does it have?• Describe the stem. (skinny, thick, long, short, etc.)

• If it is a tree:• Describe the bark of the tree. How does it feel?• How tall is it in relation to other trees?• How old do you think it is?• What are the shapes of its leaves?• What color are the leaves?• How are the leaves arranged on the branches?• Does it lose its leaves in the fall? What color do the leaves turn?• Does it have seeds, nuts, or fl owers?

66

48 Week 9: Part 1

Week 9: Part 1reaD-aLOUD BOOk The Story of Ferdinand by Munro Leaf

1. Overview

The Story of Ferdinand is a timeless classic which has enchanted readers since 1936. It has been translated into over sixty languages and was adapted into a cartoon show by Walt Disney, winning the 1938 Academy Award for Best Animated Short. In 2018, a full-length animated film was nominated for an Academy Award. The story was even set to music by composer alan ridout.

2. author & Illustrator

Born in Maryland, Munro Leaf (December 4, 1905 - December 21, 1976) was a high school teacher before becoming an editor and writer. His very successful first book, The Story of Ferdinand, was written with his friend, illustrator robert Lawson. The two collaborated for a second time with Wee Gillis, which was a Caldecott honor Book. Noodle, How to Behave and Why, and Aesop’s Fables are other books by the pair. Leaf’s forty-year career includes over forty books!

robert Lawson (October 4, 1892 - May 27, 1957) had an interest in art beginning in high school, so after graduating, he attended the New York School of Fine and Applied Arts. Most of his early works were ads for various magazines. Lawson became adept at writing as well as illustrating, and is one of the few people to have earned both the newbery Medal, for Rabbit Hill, and the Caldecott Medal, for They Were Strong and Good. Pen and ink is his medium of choice.

3. Before You read

□ Locate Spain on the map.

□ Review the Columbus story.

□ Talk about how the people in Spain speak a different language and sometimes boys and girls have names that sound odd to us. This story talks about a sport they have in Spain that we don’t really have in America.

4. Vocabulary

□ bull — in cattle the bull is the male

□ cow — the female in cattle

□ butt their heads together — push their heads or horns together

□ pasture — field

□ cork tree — a kind of tree from Mediterranean area, from which we get cork

□ Madrid — the capital and largest city in Spain

□ snort — to breathe noisily and forcefully through the nostrils (You’ll have to demonstrate this one!)

□ fierce — frightening, having a violent nature

□ Banderillos (bahn-dā-RĒ-yōs) — a bull fighter who sticks decorated darts into the bull during a bull fight

□ Picadores (pē-kah-DŌ-rās) — horseman in a bull fight who jabs the bull with a lance

□ Matador (mah-tah-DŌR) — the main performer in bull fighting; the one who kills the bull

5. Picture review & Comprehension

□ On the cover, what do you see? (bull)

□ What is he doing? (smelling a flower)

□ What do you think the story is going to be about?

□ Why do you think the artist drew flowers all over the cover?

□ On the first page, what is different in this country scene from a country scene in America? (a large castle on a hill)

□ When a story begins with “Once upon a time,” what kind of story do you think it will be—real or fairy tale?

67Week 9: Part 1 49

□ Why do you think the “O” for “once” is so large? (because it is the beginning of the story)

□ The artist’s initials are in most of the pictures. Can you find them?

□ Who is Ferdinand? (a little bull)

□ Is that a common name in America? (No)

□ What is Ferdinand doing?** (smelling a flower)

□ Did Ferdinand participate in the games?* (No)

□ What did Ferdinand prefer to do?* (He preferred to sit quietly and smell the flowers.)

□ Where was his favorite spot?* (under a cork tree)

□ Point out to the children the artist is being silly in this picture. His joke is on the tree. A cork tree doesn’t have bunches of corks growing on it! The cork is inside the trunk under the bark.*

□ Why would his mother worry?* (She was worried that he would be lonely all by himself.)

□ How did Ferdinand respond to his mother when she asked if he wanted to go butt heads with the other bulls?* (He said that he would rather sit quietly and smell the flowers.)

□ What did his mother decide to do?* (just to let him sit there and be happy)

□ How can you tell which animal is the mother?* (the cowbell around her neck is labeled “Mother”)

□ On the tree stump are marks indicating how much Ferdinand grew. Does your mom or dad have a place to mark your growth each year?*

□ What did all the other bulls want most? (to be chosen to fight at the bull fights in Madrid)

□ Do you think the bulls could really read the poster about the bull fight?

□ Why were the bulls all bandaged?** (because they stuck each other with their horns)

□ Do people in America wear hats like these?* (No)

□ What are the men looking for? (the biggest, fastest, roughest bull to fight in the bull fights in Madrid)

□ What did the bulls do when they saw the men? (They ran around snorting, butting, and jumping to show the men that they were strong

and fierce.)

□ Why did Ferdinand go to his favorite spot? (because he didn’t care about being picked to fight)

□ What do you think will happen?

□ On what kind of flower is the bee? (clover)

□ Have you seen bees on clover?*

□ Was Ferdinand surprised? How do you know?* (Yes; his eyes are bugged out.)

□ Why did Ferdinand behave so crazily?* (the bee sting hurt really bad)

□ Why did the men choose Ferdinand?* (because they saw that he was the largest and fiercest)

□ Why did they need a cart for Ferdinand?* (to carry him)

□ How many donkeys did it take to pull the cart? (seven)

□ Do you think Ferdinand wanted to go? (No, he prefers to sit quietly and smell the flowers.)

□ Do you think it was a long journey to Madrid?*

□ What was happening in the city?* (flags were flying, bands were playing - they were celebrating)

□ Do ladies wear flowers in their hair often? (not in America)

□ What do you think Ferdinand will do?*

□ Do you think this bull fight is a big event? Why? (Yes; people are dressed up; there are bands, flags, and parades.)

□ What do you think this trumpeteer on horseback is leading?* (the parade into the bull ring)

□ What was the job of the Banderillos?* (They stick the bulls with their long sharp pins to make them mad.)

□ What was the job of the Picadores? (to stick them with long spears to make the bulls madder)

□ How are they different from the Banderillos?* (They ride skinny horses.)

□ What was the Matador like?* (He is proud; he thinks he is very handsome; he wears a red cape; he has a sword to stick the bull.)

□ Who do you think are throwing flowers at the Matador? (ladies)

6850 Week 9: Part 2

□ Can you re-tell the order of the bull fight? (Banderillos, Picadores, Matador)

□ What do you suppose the Matador was going to do with the sword? (stick Ferdinand with it)

□ Do you think he was excited?* (Yes)

□ Is Ferdinand as excited as everyone else? (No)

□ Who do you think is hiding behind the door? (Ferdinand)

□ Written above the entrance you can see “SIC SEMPER PROSIT,” which is Latin and means, “Thus it is always useful or profitable.”*

□ What did they call Ferdinand? (Ferdinand the Fierce)

□ Why was everyone afraid? (Because he is so big and strong)

□ How can you tell from the picture the Matador is afraid?* (he is sweating, his eyes are scared)

□ Was the stadium filled? (Yes)

□ Do you think it was noisy?* (Yes)

□ What did Ferdinand do when he entered the ring?* (sat and quietly smelled)

□ What did the Matador do? (tried to get him to fight)

□ Did Ferdinand live up to his name? (No, he sat down quietly and smelled the flowers that were in the ladies’ hair.)

□ How did the Banderillos, Picadores, and the Matador react?* (They were very mad.)

□ What became of Ferdinand?* (They took him home; he is probably sitting quietly under the cork tree and smelling the flowers.)

6. after You read

□ Discuss Ferdinand’s character. He did not want to fight, but the Banderillos, the Picadores, the Matador, and the crowd all wanted him to fight. They all tried to do things to make him want to fight. Ferdinand could not be swayed. It didn’t matter what the people around him were saying; he didn’t fight.

□ Are there ever times when people try to get you to do things you shouldn’t do?

□ Can you think of a story from the Bible where someone was tempted to do something they shouldn’t? What happened?

7. Language Lesson

□ Teach the ing sound. Don’t worry about teaching it as a suffix, as they will learn that in first grade. Have the children watch for ing words in the story, and list them.

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Week 9: Part 2 51

HIStOrY & CULtUre

□ Find Spain on a map.

□ Learn about Spain’s culture, location, food, climate, dress, holidays, etc. • Spain has had kings and queens to run the government throughout history. Today, the king is more of a leader who

follows the rules of the constitution rather than ruling like the kings and queens of old.

• Spain is known for Flamenco music, bull fights, and beaches.

• “Fiesta” means party! Fiestas usually take place outdoors with music and fireworks. They say there are so many fiestas that if you went to more than one a day, you still wouldn’t see them all in one lifetime!

• In Spain, they eat a lot of fruits and vegetables, beans and legumes, with plenty of pasta, rice, and other grains.

• Lunch is the most important meal of the day.

• “Siesta” means “nap!” From 2-4 p.m., business shuts down and everyone rests from the hustle and bustle of the morning. Historically, they rested during this time because it was the hottest part of the day.

• At Christmas time, children put their empty shoes outside and await a visit from Los Tres Reyes Magos (the Three Wise Men). The wise men bring presents to good boys and girls, like the wise men brought presents to Jesus. The children leave food for the camels the men traveled upon.

SCIeNCe

□ Study cows. Learn about the characteristics of cows.• mammals

• cud-chewing (They chew, swallow, then regurgitate back into mouth to chew again!)

• same family as sheep and camels

• Cows drink about a bathtub full of water and eat around 40 pounds of food a day.

• Cows don’t bite grass; they curl their tongues around it.

• They have 32 teeth.

• A baby cow is called a calf.

• Calves weigh about 60-80 pounds when born.

• Calves walk within one hour of birth.

• Cows must have a calf before they can begin milking.

• Holsteins (black and white) and Jerseys (dark brown to fawn, sometimes splashed with white) are the two most common types of cows in the U.S.

• estimated 920 different breeds (kinds) of cows in the world

• It is thought Christopher Columbus brought the first cow to America.

• Until about 1850, most families had their own cow.

□ Discuss how cows are important because they provide milk, meat, hides (leather), and labor.

□ Discuss the role of cows in our society and others.• america - We raise them on farms, use them for milk and meat, etc.

• Spain and Mexico - use bulls for sport in bull fighting

• India - cows are sacred or holy

• Cows are considered the “Mother” of all civilization because their milk nurtures the population.

• They roam freely in most places.

• You cannot harm one and could go to jail if you do.

resource:□ Milk from Cow to Carton (Let’s Read and Find Out)

Week 9: Part 2

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52 Week 9: Part 2

Week 9: Part 2art The Bull, 1647, by Paulus Potter (Baroque)

Oil on canvas, Royal Picture Gallery Mauritshuis—The Hague, The Netherlands

Paulus Potter (November 20, 1625 - January 17, 1654) was a Dutch painter who specialized in animals and landscapes. he died of tuberculosis at a young age, but produced about a hundred paintings, working continuously. The Bull was his most famous painting. It highlighted his love of nature. Potter’s style is filled with feelings for nature, emotion, and imagination instead of realism or reason.

MUSIC “Toreador Song” from Carmen by Georges Bizet

□ Music Enrichment Guide: Kindergarten, Week 9 (Links for Kindergarten music can be found here: memoriapress.com/music-kindergarten)

POetrY

1. “The Friendly Cow” by Robert Louis Stevenson (A Child’s Book of Poems, p. 50)

For a biography of robert Louis Stevenson, see Week 8.

□ Vocabulary:• tart — a pastry similar to a little pie

• lowing — moaning softly

• meadow — a pasture

□ This poem contains alternating lines that rhyme, like many of Stevenson’s poems.

□ What does the title mean?

□ Why can’t the cow stray? (most likely because she is fenced in)

□ Are cows out in the pasture likely to be blown by the wind?

□ Would they get wet from the rain?

□ How is the cow in the poem different from Ferdinand? (Ferdinand was a bull [boy], so he didn’t give milk to make cream. He smelled the

flowers instead of eating them. He didn’t wander; he sat under his favorite cork tree.)

2. “The Milk Jug” by Oliver Herford (A Child’s Book of Poems, p. 43)

Oliver herford (1863 - July 5, 1935) was a British-born American writer. He had quite a sense of humor, as seen in his poems “The Whole Duty of Kittens” and “A Thought,” both of which are witty takes of the originals.

□ Vocabulary:• “empty quite” — the author just changed the order of the words to keep the rhyme; it just means “quite empty” or

“very empty”

• “mew in vain” — cry without getting any result

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Week 9

toreador song from Carmen

Georges Bizet

This song is from the opera Carmen, and is sung by a toreador, a bullfighter, who sings about the excitement and cheering of the crowd and fame that he experiences in his life.

Question:Is this song slow and sad, or energetic and happy? Does that go well with the subject of the song?

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Kindergarten

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georges Bizet

Georges bizet (October 25, 1838 - June 3, 1875) was a French composer of operas. He was an outstanding pianist, but rarely performed. He made his living by arranging and transcribing the music of others, but his dream was to compose his own music that would be successful. He had little success until he composed Carmen. Unfortunately, he died of a heart attack three months after its premiere and never knew of its astounding success.

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composer

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Read-Aloud Book ListThese are books that we have chosen for you to read aloud to your kindergartners. We have chosen them because of their beauty in prose, art, and content. You may purchase this set of books directly from Memoria Press, or your local library should have the majority of these. Your librarian should also be able to point you in the direction of great books if you choose not to use the books on our list. We feel it is essential that you read to your children, and when you read aloud, choose books that are a grade level above your children’s reading level. Choose good books that have survived the test of time—books that are well-writt en and beautifully illustrated.

Week Title Author

1 A Tree Is Nice Janice May Udry

2 How to Make an Apple Pie and See the World Marjorie Priceman

3 Hubert’s Hair-Raising Adventure Bill Peet

4 The Important Book Margaret Wise Brown

5 Frederick Leo Lionni

6 Follow the Dream Peter Sis

7 The Ox-Cart Man Donald Hall

8 Pumpkin Moonshine Tasha Tudor

9 The Story of Ferdinand Munro Leaf

10 Pancakes, Pancakes! Eric Carle

11 Bread and Jam for Frances Russell Hoban

12 This First Thanksgiving Day Laura Krauss Melmed

13 The Litt le Fir Tree Margaret Wise Brown

14 The Twelve Days of Christmas illustrated by Jan Brett

15 Mr. Willowby’s Christmas Tree Robert Barry

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16 Stellaluna Janell Cannon

17 Owl Moon Jane Yolen

18 Stopping by Woods on a Snowy Evening Robert Frost, illustrated by Susan Jeff ers

19 Gregory’s Shadow Don Freeman

20 Katy and the Big Snow Virginia Lee Burton

21 Walter the Baker Eric Carle

22 Abe’s Fish Jen Bryant

23 The Frogs and Toads All Sang Arnold Lobel

24 Roxaboxen Alice McLerran

25 Cactus Hotel Brenda Z. Guiberson

26 Hide and Seek Fog Alvin Tresselt

27 A Tale for Easter Tasha Tudor

28 What Do You Do With a Tail Like This? Steve Jenkins and Robin Page

29 A House for Hermit Crab Eric Carle

30 An Extraordinary Egg Leo Lionni

31 The Seven Silly Eaters Mary Ann Hoberman

32 Come On, Rain! Karen Hesse

33 Wonders of Nature Jane Werner Watson

34 All Things Bright and Beautiful Cecil Frances Alexander

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History/Culture/Science Resource ListThese are books that we recommend for additional study in the areas of history, culture, and science as time allows you to use them. We have chosen them from a wide range of books we researched, and they are our favorites in the classroom. They are supplemental to our core history, culture, and science projects and can be used at your discretion as your students’ interests dictate.

NOTE: Some of these books refer to the age of the world in a way that contradicts young earth creationism, but we felt like they were the best books on the subject, and the reference to the age of the earth can easily be skipped as it is just mentioned and not dwelled upon.

Week Title Series/Author1 I Can Name 50 Trees Today!

A Tree Is a PlantCat in the Hat’s Learning LibraryLet’s Read and Find Out

2 Apples Gail Gibbons

3 African LionsSafari, So Good!

Joelle RileyCat in the Hat’s Learning Library

4 Inside Your Outside Cat in the Hat’s Learning Library

6 There’s a Map on My Lap!The Big Dipper

Cat in the Hat’s Learning LibraryLet’s Read and Find Out

8 The Pumpkin Book Gail Gibbons

9 Milk from Cow to Carton Let’s Read and Find Out

11 Oh, the Things You Can Do That Are Good for You!The Vegetables We Eat

Cat in the Hat’s Learning LibraryGail Gibbons

12 This Is the Feast Diane Z. Shore

13 Christmas Around the World Emily Kelley

15 Animals in Winter Let’s Read and Find Out

16 The Planets BookWhere Are the Night Animals?Zipping Zapping Zooming Bats

Gail GibbonsLet’s Read and Find OutLet’s Read and Find Out

17 The Big DipperOwlsStargazersThe Moon Book

Let’s Read and Find OutGail GibbonsGail GibbonsGail Gibbons

18 What Is the World Made Of? Let’s Read and Find Out

19 Groundhog Day! Gail Gibbons

20 It’s Snowing!Snow Is FallingThere’s a Map on My Lap!

Gail GibbonsLet’s Read and Find OutCat in the Hat’s Learning Library

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22 Wish for a Fish(Optional) The Star-Spangled Banner

Cat in the Hat’s Learning LibraryMP First Grade Read-Aloud Book

23 Would You Rather Be a Pollywog?From Tadpole to Frog

Cat in the Hat’s Learning LibraryLet’s Read and Find Out

24 How a House Is Built Gail Gibbons

25 DesertsWhy Oh Why Are Deserts Dry?

Gail GibbonsCat in the Hat’s Learning Library

26 Surrounded by Sea Gail Gibbons

29 What Lives in a Shell? Let’s Read and Find Out30 A Nest Full of Eggs Let’s Read and Find Out

31 Oh, the Things You Can Do That Are Good for You! Cat in the Hat’s Learning Library

32 Down Comes the RainWeather Words & What They MeanWater DanceTown Mouse, Country Mouse

Let’s Read and Find OutGail GibbonsThomas LockerJan Brett

33 On Beyond Bugs!Bugs Are InsectsFrom Caterpillar to Butt erfl yFrom Seed to PlantOh Say Can You Seed?From Tadpole to Frog

Cat in the Hat’s Learning LibraryLet’s Read and Find OutLet’s Read and Find OutGail GibbonsCat in the Hat’s Learning LibraryLet’s Read and Find Out

34 How Do Birds Find Their Way? Let’s Read and Find Out

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Poetry List

Wk Title Author Location

1 “I’m Glad” A Child’s Book of Poems, p. 110

2 Pledge of Allegiance (see weekly lesson plans)

3 “The Elephant” Arnold Sundgaard Animals, Animals, p. 30

4 “Litt le Wind” A Child’s Book of Poems, p. 50

5 “M” Edward Lear Animals, Animals, p. 20

6 “In 1492” (see weekly lesson plans)

7 “The Twelve Months” George Ellis (see weekly lesson plans)

8 “Sing a Song of Seasons” Robert Louis Stevenson A Child’s Book of Poems, p. 92

9“The Friendly Cow”

“The Milk Jug”

Robert Louis Stevenson

Oliver Herford

A Child’s Book of Poems, p. 50

A Child’s Book of Poems, p. 43

10 “The Pancake” Christina Rossett i A Child’s Book of Poems, p. 80

11 “An Old Rat’s Tale” Nursery Rhyme A Child’s Book of Poems, p. 96

12 “Thanksgiving Day” Lydia Maria Child A Child’s Book of Poems, p. 94

13 “Winter” Christina Rossett i A Child’s Book of Poems, p. 54

14 “An Old Christmas Greeting” Nursery Rhyme A Child’s Book of Poems, p. 53

15 “’Twas the Night Before Christmas” Clement Clark Moore (see weekly lesson plans)

16“Night Blessing”

“Good Night” Victor Hugo

A Child’s Book of Poems, p. 46

A Child’s Book of Poems, p. 117

17 “Five Litt le Owls” Anonymous Animals, Animals, p. 46

18 “Stopping by Woods on a Snowy Evening” Robert Frost (read-aloud book)

19 “Old Song” English Couplet A Child’s Book of Poems, p. 73

20 “The Frost Spirit” John Greenleaf Whitt ier A Child’s Book of Poems, p. 93

21 “Courage” George Herbert A Child’s Book of Poems, p. 97

22 “School Is Over” Kate Greenaway A Child’s Book of Poems, p. 114

23 Poetry from The Frogs and Toads All Sang Arnold Lobel (read-aloud book)

24 “Around the World” Kate Greenaway A Child’s Book of Poems, p. 85

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Wk Title Author Location

25 “The Lizard” John Gardner Animals, Animals, p. 45

26 “Sailing” A Child’s Book of Poems, p. 36

27 “Every Day” Felix Mendelssohn A Child’s Book of Poems, p. 97

28 “Giraff es” Mary Ann Hoberman Animals, Animals, p. 48

29 “Snail” John Drinkwater Animals, Animals, p. 83

30 “Baby Chick” Aileen Fisher Animals, Animals, p. 21

31 “Wild Beasts” Evaleen Stein A Child’s Book of Poems, p. 76

32 “Rain in Summer” Henry Wadsworth Longfellow A Child’s Book of Poems, p. 103

33 “Butt erfl y” Benjamin Franklin Animals, Animals, p. 38

34 “Hurt No Living Thing” Christina Rossett i A Child’s Book of Poems, p. 16

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Music and Art SelectionsWeek Music Art

1Symphony No. 6 in F Major, op. 68, “Pastoral”: I. Allegro ma non troppo by Ludwig van Beethoven

Birch Forest by Gustav Klimt

2 “The Star-Spangled Banner” by Francis Scott Key Still Life with Apples by Vincent van Gogh

3 “Peter and the Wolf,” op. 67 by Sergei Prokofi ev Jungle with Lion by Henri Rousseau

4 The Barber of Seville: “Overture” by Gioachino Rossini Mona Lisa by Leonardo da Vinci

5 “Liebestraum No. 3 in A-fl at Major” by Franz Liszt

A Sunday Afternoon on the Island of La Grande Jatt e by Georges Seurat

6Symphony No. 9 in E Minor, op. 95, “New World”: IV. Allegro con fuoco by Antonin Dvořák

A Harbor in Moonlight by Claude-Joseph Vernet

7 “My Old Kentucky Home” by Stephen Foster The Old Stagecoach by Jonathan Eastman Johnson

8 “Polovtsian Dances” from Prince Igor by Alexander Borodin All Saints by Fra Angelico

9 “Toreador Song” from Carmen by Georges Bizet The Bull by Paulus Pott er

10 Partita for Solo Flute in A Minor, BWV 1013: I. “Allemande” by Johann Sebastian Bach The Gleaners by Jean-Francois Millet

11 “Libiamo ne’ lieti calici” from La Traviata by Giuseppe Verdi

At the Moulin Rouge by Henri de Toulouse-Lautrec

12 “Le Banjo,” op. 15 by Louis Moreau Gott schalk The Harvest Wagon by Thomas Gainsborough

13 “O Tannenbaum,” Traditional German Melody Lyrics by Ernst Anschütz The Annunciation by Sandro Bott icelli

14 “The Twelve Days of Christmas,” English Carol of French Origin Sistine Madonna by Raphael

15 The Nutcracker Suite, op. 71a: II-b. “Dance of the Sugar-Plum Fairy” by Pyotr Ilyich Tchaikovsky

The Adoration of the Magi by Johann Friedrich Overbeck

16Eine kleine Nachtmusik (Serenade No. 13 for Strings in G Major), K. 525: I. “Allegro” by Wolfgang Amadeus Mozart

Impression, Sunrise by Claude Monet

17Piano Sonata No. 14 in C-sharp Minor, “Quasi una fantasia,” Opus 27, No. 2, “Moonlight”: I. Adagio Sostenuto by Ludwig van Beethoven

Starry Night by Vincent van Gogh

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18The Four Seasons: Concerto No. 4 in F Minor, Op. 8, RV 297, “L’inverno” (Winter): I. Allegro non molto by Antonio Vivaldi

Chestnut Trees at Louveciennes by Camille Pissarro

19 Le carnaval des animaux (The Carnival of the Animals): VII. “Aquarium” by Camille Saint-Saens Supper at Emmaus by Caravaggio

20 Symphony No. 40 in G Minor, KV. 550: I. “Molto Allegro” by Wolfgang Amadeus Mozart Hunters in the Snow by Pieter Bruegel

21 “Fanfare for the Common Man” by Aaron Copland Peasant Wedding Feast by Pieter Bruegel

22 “The Star-Spangled Banner” by Francis Scott Key

Abraham Lincoln (Lincoln Memorial) by Daniel Chester French

23 Clarinet Concerto in A Major, K. 622: II. “Adagio” by Wolfgang Amadeus Mozart

Girl Interrupted at Her Music by Johannes Vermeer

24 Appalachian Spring: VII. “Doppio movimento” (Variations on a Shaker Theme) by Aaron Copland

The Roofs of Barcelona in the Moonlight by Pablo Picasso

25 “Flight of the Bumblebee” from The Tale of Tsar Saltan by Nikolai Rimsky-Korsakov The Sleeping Gypsy by Henri Rousseau

26 “Prelude in C-sharp Minor,” op. 3, No. 2by Sergei Rachmaninoff

Wanderer Above the Sea Fog by Caspar David Friedrich

27 “Ave Verum Corpus,” K. 618by Wolfgang Amadeus Mozart Pieta by Michelangelo

28 Piano Quintet in A Major, D. 667, “The Trout”: IV. Andantino - Allegrett o by Franz Schubert Eric Carle’s art in Animals, Animals

29 “An der schönen blauen Donau” (“The Blue Danube”), op. 314 by Johann Strauss II Driftwood by Winslow Homer

30 Pictures at an Exhibition: No. 5, “Ballet of the Unhatched Chicks” by Modest Mussorgsky An Old Woman Cooking Eggs by Diego Velazquez

31 “Summertime” from Porgy and Bessby George Gershwin

Still Life with Apples and Oranges by Paul Cézanne

32 String Quintet in E Major, op. 11, No. 5: III. “Minuett o - Trio” by Luigi Boccherini Umbrellas in the Rain by Maurice Prendergast

33 Toccata and Fugue in D Minor, BWV 565by Johann Sebastian Bach

A Girl with a Watering Can by Pierre-Auguste Renoir

34 “The Lark Ascending” by Ralph Vaughan Williams The Peaceable Kingdom by Edward Hicks